Cauchy P.

The article was written by the author on the basis of his speech at the section ‘Trianon dialogue: Russian-French cooperation in the field of education', organized by the Institute of Public Administration and Civil Service within the framework of the Gaidar forum 2018. The author analyzes the process of internationalization of education that has engulfed European countries. As noted, one of the main reasons for the beginning of this process was the desire to achieve true mobility of students, teachers and researchers. To solve this problem, it was necessary to bring together educational practices, which became possible due to the signing of the Bologna agreement. However, with increasing mobility, content issues began to appear: choice of the language of instruction, language preparation of students and teachers, synchronization of educational programs. The issue of administering international cooperation of universities is no less acute. Great popularity and prestige began to be used by programs of double certification, which double the chances of graduates for decent employment. However, such programs are expensive for universities, which forces them to look for possible ways to maintain their financial independence. The international University community has tried to formalize the indicators and successes of universities in this area, to include them in the assessment of the quality of education, research and publication activities through various ratings, which, however, caused and causes a lot of complaints and disputes. All these questions require from universities an operational and systemic solution, a change in the appearance and content of education. The forthcoming digital revolution plays a significant role in the need for such changes.