Some aspects of migration for educational purposes from the republic of kazakhstan to the people's republic of china

Аbstract. Partnership in education is a key area of the developing cultural and humanitarian cooperation between Kazakhstan and China. Study of migration is, therefore, relevant as the process is one of the factors contributing into strengthening of the interstate cooperation. The number of graduates from Kazakhstan choosing China’s universities has been steadilty increasing: by 14 times over the past decade. The article presents the findings of the research conducted in 14 cities of Kazakhstan aimed at identification of various aspects of educational migration. On that basis, the authors argue for the importance of continuous monitoring of the educational intentions and choices of Kazakhstan’s youth. The authors discuss the need for the measures to strengthen significantly the intellectual capital of Kazakhstan.

Since the moment of establishment of diplomatic relations between the Republic of Kazakhstan and People's Republic of China in 1992, considerable experience of interaction in many directions has been collected along with a huge potential for development. The cultural and humanitarian cooperation represents one of the most important areas in interstate interaction. The partnership in education is the key direction in development of cultural and humanitarian cooperation.

The regulatory framework of this industry of interaction between RK and PRC is based on the following agreements:

• The agreement between the Ministry of Education and Science of RK and the Ministry of Education of PRC of June 3, 2003;
• The agreement between the Governments of RK and PRC on mutual recognition of education documents and academic degrees of December 20, 2006;
• The protocol on amendments to the Agreement between the Ministry of Education and Science of RK and the Ministry of Education of PRC on cooperation in the field of education of June 3, 2003, of April 16, 2009 (provides increase in number of exchange students to 100 people);
• The agreement between the Ministry of Education and Science of RK and the Chinese national oil and gas corporation on cooperation in the field of education of June 15, 2011 (CNOGC allocates 15 grants for the Master’s program);
• The agreement between the Government of RK and the Government of PRC on cultural and humanitarian cooperation of August 31, 2015, etc.

Grants in China are allocated not only under the agreements mentioned above. In 2012 during the summit of the SCO China announced the decision to train 1500 specialists from state members of the SCO at the Chinese universities within three years [1].

During his first state visit to Kazakhstan in September, 2013 the Chinese President Xi Jinping, speaking in The Nazarbayev University, declared provision of 30 000 state grants by the Chinese party for training and advanced training of 10 000 students and teachers of Confucius institutes within the next ten years [2]. Now institutes function in four cities of Kazakhstan: Astana, Almaty, Aktobe and Karaganda. The agreement on creation of the Kazakhstan's first Confucius institute under Eurasian National University after L.N. Gumilyov was signed on December 20, 2006 within the visit of the President of Kazakhstan Nursultan Nazarbayev to Beijing. XiAn university of foreign languages was determined as the partner higher education institution in China [3]. In February, 2009 the Confucius Institute under the Kazakh National University (KazNU) after al-Farabi was opened, the cooperation within this project is performed together with Lanzhou university. In June and February, 2011 ceremonial openings of two more Confucius Institutes took place - under Aktyubinsk Regional University and Karaganda Polytechnical University which partner higher education institutions are the XinJian Financial University and Shihezi University (data of the Embassy of PRC in RK).

One of the gathering pace spheres is development of initiatives within University of the Shanghai Cooperation Organisation (USCO), created in 2008, which main mission is implementation of joint preparation of highly qualified personnel on the basis of the approved innovative educational programs for the specialties representing priority interest for economic and social development of the state-members of the SCO. Functioning as a network of already existing higher education institutions, USCO trains specialists in priority areas of scientific and educational and economic cooperation of the participating countries: regional studies, ecology, power, IT technologies and nanotechnologies. The student who decided to be trained in this educational institution undergoes standard procedure of entering Master’s programs in one of basic universities at home or abroad. Further the Master student has two trajectories of educational "flight": it is possible to complete a training course in the chosen higher education institution, and also in partner higher education institution, and to receive two diplomas upon graduation [4].

The students of the presidential Bolashak program also choose universities of China. Along with possibility of gaining education by grants, the Chinese higher education institutions became the popular direction for those who gain education the expense of own means.

Foreigners studying in China

Globalization of the higher education is inconceivable without ample opportunities of training abroad. Foreign citizens even more often give the preference to education in the Chinese higher education institutions. According to the Ministry of Education of the People's Republic of China, students from 203 countries of the world study in the country. China takes the third place in the world after the US and Great Britain on number of the foreign students studying in the country.

As of 2014, 377 054 foreign students studied in the People's Republic of China. Among them the first place was taken by the Republic of Korea (62 923 people), then there are the USA (24 203), Thailand (21 296), Russia (17 202), Japan (15 057), Indonesia (13 689), India (13 578), Pakistan (13 360), Kazakhstan (11 764) (the ninth place), France (10 729), Vietnam (10 658), Germany (8193), Mongolia (7920), Malaysia (6645) and Great Britain (5920).

Most of foreign students study humanitarian specialties, mainly Chinese, but not technical. Only 44% get higher education, other 56% take short-term courses and training programs [5].

The State Council of the People's Republic of China plans to increase number of foreign students to 500 000 people by 2020. An important role in achievement of this purpose is played by institutes and Confucius's classes — a network of the international cultural and educational centers created by the State office on distribution of Chinese abroad of the Ministry of Education of the People's Republic of China (Hanban) together with foreign universities. Mission of the Confucius institutes is to promote growth of understanding of China and the Chinese culture around the world, to develop China’s friendly relations with other countries. Education in them is oriented to specifics of cooperation with China, besides, tasks of the institutes include: the organization of Chinese courses and culture, carrying out scientific conferences, cultural actions and tenders, preparation and the edition of educational literature on Chinese, the organization of student's and teaching training in China [6]. According to the Ministry of Education of the People's Republic of China, for the beginning of October, 2015 in 127 countries of the world there were 476 Confucius institutes under universities and 850 classes under schools. Making the official speech at annual world conference of institutes in December, 2015 the chairman Hanban

Sui Ling emphasized that till 2020 it is planned to increase number of the Confucius institutes to 1000.

Kazakhstan citizens studying in China

As of the beginning of August, 2014 more than 45 000 Kazakhstan citizens studied outside the country: at the higher education institutions of Russia — 26 600 Kazakhstan citizens, in the People's Republic of China — 9670 (from them 628 — on various grants), in Great Britain — about 4000, in the USA and the Czech Republic — about 1000, in Malaysia — about 1500, in the United Arab Emirates — 715, in Turkey — 783 and in other countries [7].

According to official data of the Ministry of Education of the People's Republic of China, in 2007 the number of the Kazakhstan students in the Chinese higher education institutions constituted 3000 people, including studied on grants and at the expense of own means. In 2008 3750 compatriots studied at the Chinese universities on a contractual basis, 70 — on grants. In 2010 their quantity reached 7874 persons. In 2011, 8287 Kazakhstan citizens studied in China, from them 40 — owners of a presidential grant of "Bolashak", the part of students arrived by the state exchange and on a grant of the Chinese government, some owners of a grant — through the SCO.

In 2013 the number of the Kazakhstan students constituted 9657 people, including 37 scholars of the presidential Bolashak program (17 — bachelors, 8 — masters, 12 — trainees).

In the beginning of 2014 — 2015 academic years about 4000 Kazakhstan citizens studied in Beijing, Urumqi — 1250, Shanghai — 800, Xian — 700, Guangzhou — 500, Wuhan — 400, Nanjing, Lanzhou, Harbin — 150 people per region, Qingdao — about 100, Kuldzhe — 150, Shihezi — about 100, Xiamen — 25 people.

During the period from 2004 to 2014 about 2000 citizens of Kazakhstan graduated the Chinese higher education institutions. And their quantity considerably increased — if in 2003 there were 8 Kazakhstan citizens among university graduates of the People's Republic of China, in 2013 already 700 people graduated from the Chinese higher education institutions.

As of February, 2016 the number of the Kazakhstan students in the People's Republic of China constitutes 11 764 persons, including 763 persons on the state exchange within international treaties, the others — at the expense of own means and municipal grants. According to official information of the Representation of JSC Center of the International Programs in Shanghai, 188 owners of a presidential grant of "Bolas- hak" have got an education in the Chinese higher education institutions, 24 persons are studying now. The number of the Kazakhstan students at Chinese higher education institutions within last decade increased by 14 times (According to official data of the Ministry of Education of the People's Republic of China).

Thus, according to official data, educational migration from Kazakhstan to China shows continuous dynamics of growth. However, what stands behind figures of official statistics, what priorities young citizens of Kazakhstan are guided by, choosing Chinese higher education institutions, what difficulties they face while studying and staying in the neighboring country, what interethnic relations they have, what civic position, what plans they make for the future — the analysis of these and other questions is a part of the social research conducted within the scientific project "Educational Migration" of the "Public opinion" Research institute. This article provides some results of the scientific project which is carried out by group of researchers - the authors of this article. The main results of the research are published in the book "Educational migration from the Republic of Kazakhstan to People's Republic of China” (the electronic version of the book can be found on website of the "Public opinion" Research institute (www.opinions.kz)) [8].

On the basis of multilateral studying of the educational migration process (polls, interview, official data from the Embassy of RK in PRC and the Embassy of PRC in RK, the Ministry of Education and Science of RK, the Ministry of Education of PRC) we are given an opportunity to develop recommendations about the solution of the arising problems, to predict consequences of educational migration, to plan the new directions of cooperation for the purpose of deepening of the Kazakhstan-Chinese relations in education.

Methodology of sociological research

The aim of the project: to identify problems and opportunities in development of a strategic cooperation between Kazakhstan and China through stimulation of educational migration and strengthening of interstate cooperation between two countries in the educational sphere. Educational migration is meant as studying in the highest or secondary educational professional institution abroad with the purpose to receive specialty, including training language courses to enter higher education institutions.

Location of the research: 14 cities of China (Xian, Beijing, Shanghai, Guangzhou, Lanzhou, Urumqi, Dalian, Qingdao, Nanjing, Wuhan, Guilin, Xiamen, Zhengzhou, Hanzhou). Period of the research: June — December, 2015.

The methodology of the research is based on complex use of quantitative (surveying of the Kazakhstan citizens who study in China: in total 407 respondents were surveyed [from 16 to 34 years old; middle age — 21 years]) and qualitative (expert poll, supervision: in total 60 experts were surveyed) methods of information collection. Selection of respondents was performed by method of "snowball". The citizens of Kazakhstan who study in China according to programs of a bachelor degree, magistracy, doctoral studies, and training courses to enter higher education institutions were selected. Poll method: combined (Face-to-Face — interview), a telephone survey and by e-mail.

It should be noted that poll selection is not intendent to be representative, but together with qualitative methods of research (supervision, expert poll) allows the subject to be studied thoroughly. The surveys of teachers, international department staff at the Kazakhstan and Chinese higher education institutions, the diplomats supervising education and culture of the bilateral relations, the Kazakhstan citizens who graduated from the Chinese higher education institutions and work as in the homeland, so in other countries were also conducted during the research. The analysis over the speeches of two countries’ officials, articles in mass media, statistical data of Embassy of RK in PRC and Embassy of PRC in RK, the Ministry of Education and Science of RK, the Ministry of Education of PRC added the picture which was developed by results of interview and poll.

Social and demographic profile of the respondents taking part in the poll

Among the Kazakhstan citizens studying in China participating in the poll, 50,6% are women, 49,4% are men. Representatives of various nationalities with majority of the Kazakh — 97,1%, the Russian — 2,5%, the Tatar — 0,2%, the Polish — 0,2% took part in the poll. Average age of the respondents is 21, the youngest of the respondents is 16 years old, and the oldest is 34 years old.

Selecting the country of education

The choice of China as the country of education by 49,6% of the respondents was proved by taking care of foreign students (visa support, good dormitories, extracurricular support in emergency situations, in case of medical care, etc.). On the second by importance place 45% of students put a low fare for education and accommodation, 41,8% consider China’s education to be better, 39,1% of respondents noted prestige of the gained education, 29,5% won a grant for study. 26,5% of students explain the decision to study in the Chinese higher education institution with a cultural factor (from interview: "it is interesting to live in China: there are a lot of entertainments, interesting places", etc.), 25,6% Kazakhstan citizens got recommendations from friends. The significant place in hierarchy of answer options is taken by safety — 24,3% of respondents consider that there is a low level of racism and nationalism in China (from interview: "here it is safe to live, there are no skinheads as in the Russian Federation, there is no bad attitude towards people from other countries, to people of other nationality or race"). The geographical proximity to Kazakhstan is also one of factors in selection of the country of education for benefit of China — 23,8% of students specified this option. Also such answers were also heard: parents insisted on this decision (5,2%), the choice of the country was accidental (2,9%), high competition to enter higher education institutions in Kazakhstan (2,0%), because of plans for moving to China on the permanent residence (1,2%), like Chinese (0,7%) (table 1).

Table 1. Why did you decide to get education in the People’s Republic of China (hereinafter - China)?

* the sum is not equal to 100 because the respondents could answer several options

The first place in assistance in selection of a place of education is taken by the advice of friends — 76,8%, 12,5% of respondents found information in the Internet, 9,1% of respondents received data from the Kazakhstan mass media (table 2).

The high rate of the first option indicates that the Kazakhstan citizens who graduated from the Chinese higher education institutions in general remained satisfied with quality of gained education, conditions of accommodation and recommend compatriots to make a choice for benefit of studying in China.

Table 2. How did you know about possibilities of getting education in China?

The majority of the Kazakhstan youth study at universities of the large cities: Beijing, Shanghai, Xian, etc. Respondents of our research represented 14 cities of China. The main part of our compatriots study in higher education institutions of the cities of Xian (32,2% of respondents), Beijing (20,9%), Shanghai (7,4%), Guangzhou (4,3%), Lanzhou (3,1%), Urumqi (2,9%), Dalian (2,2%), Qingdao (1,2%), etc.

Speaking about Kazakhstan students’ preferences regarding the choice of educational institutions it should be noted that often it is regional universities which are territorially close to Kazakhstan, and also higher education institutions where requirements to foreign students are not very high, rather than the leading, rating higher education institutions of China.

According to information of the Ministry of Education of PRC, about 90% of Kazakhstan youth who study in China give preference to humanitarian specialties: international relations, world trade, economy, business, etc.

Most of the respondents in our research study "Chinese and culture" specialties, as well as language courses — representation makes 36,9% of students. The economic direction ("international trade", "management", "world economy and trade", "finance", "business administration", etc.) is studied by 32,6% of respondents. The law profile ("law", "right"), and also "the international relations", "oriental studies" are chosen by 10,7% of Kazakhstan citizens. Among technical specialties our compatriots prefer: "oil case", "architecture", "industrial design" and others(9,4%). "The Chinese medicine" is studied by 2,0% of respondents. 8,4% of the respondents didn't answer the question.

For 85,3% of respondents studying in China is the first experience of getting education and/ or having long accommodation abroad. 14,7% of students answered that already had that experience (table 3).

Table 3. Is studying at this higher education institution your first experience of getting education and/or having long accommodation abroad?

Studying at the higher education institution

The prevailing majority of the respondents (94,7%) answered that they like studying at the higher education institution, however 5,1% of the respondents answered negatively (table 4).

Quality of teaching at the Chinese higher education institutions meets expectations of the prevailing majority of the Kazakhstan students, and those who study at the expense of own means are satisfied with a ratio "the price — quality".

Even those Kazakhstan citizens, who are rarely satisfied with quality of education, assume that it will be easy for them to get a job in the homeland because of prestige of foreign education. Ignorance of the Kazakh language at the professional level which could be obtained while studying at the Kazakhstan’s higher education institutions can only be a problem.

Table 4. Do you like studying at your higher education institution?

97,3% of respondents estimated level of complexity at higher education institution as difficult, 2,7% of students consider educational process easy (tab. 5).

The respondents who already have experience of studying at the universities of Kazakhstan say that requirements in the Chinese higher education institutions are higher.

Table 5. How do you estimate a level of complexity at your higher education institution?

The progress at higher education institution was noted as good and excellent by 65,8% and 21,2% of the respondents respectively. 10,8% study satisfactorily (table 6).

Considering the fact that at least 167 people, who took part in the research, study on grants, we should note an increase of requirements of the Chinese higher education institutions to owners of grants in recent years. For example, foreign students of "Chinese" specialty, in case of untimely passing of the next examination of HSK (an international examination on determination of level of proficiency in Chinese), lose a monthly grant.

Table 6. What is your current progress at university?

Majority of the respondents estimate their level of Chinese as “good” – 80,6%, and “bad” – 18,1% (table 7).

Majority of the Kazakhstan’s students on the most popular humanitarian specialties designated above study in groups for foreigners where requirements are slightly lower, than in groups with native speakers. The respondents who chose technical specialties generally study with the Chinese. Compatriots from this category treat the level of proficiency in Chinese more critically, considering it insufficiently high.

Table 7. How well do you know Chinese?

Among the positive moments regarding arrival to China, 67,3% of Kazakhstan citizens consider new acquaintances, 58,2% — presence of fellow countrymen, 49,4% — good university (a big campus with convenient corpuses, library, a sports complex, dining rooms, cafe), 47,9% — interesting Chinese culture, 24,6% — another way of life (table 8).

The answer "presence of fellow countrymen" takes the second place in hierarchy of options, many students explain that at the first stage of staying in China compatriots provided them considerable support in passing of registration procedures at higher education institution, in solving everyday issues. Many respondents emphasize that they made a choice for benefit of this or that city, or university proceeding from availability of the friends who already study there.

Table 8. What positive moments connected with your arrival to China can you emphasize?

* the sum is not equal to 100 because the respondents could answer several options

Weak knowledge of Chinese (71,7%) is the most often problem for the Kazakhstan citizens who recently arrived to study, also 36,6% of respondents noted accustoming to a local cuisine, 35,9% — problems of personal security, 29,7% — household problems (table 9).

Most of the respondents noted the "cultural shock" mainly due to absolute ignorance of Chinese and impossibility to use English outside a campus.

Table 9. What was the most actual problems you had in China?

* the sum is not equal to 100 because the respondents could answer several options

The prevailing majority of the surveyed respondents noted that the main source of financing for their studying and accommodation is their own means — 56,3% and 64,6% respectively, grants of the Chinese government cover education expenses for 36,9% and accommodation for 32,7% of students (it should be noted that grants of the Confucius Institute are also financed by the Chinese party). 3,4% of our compatriots study at Chinese higher education institutes at the expense of Kazakhstan, grants of the Kazakhstan party provide accommodation for 2,7% of respondents (table 10).

Table 10. What are your sources of financing for education and accommodation?

Students consider that work will not influence study negatively, and possibility of work for them is not only an additional income, but also an opportunity to receive practical skills by the received profession, to practice Chinese.

Among the surveyed 407 students, 15 people (3,7%) answered that they combine study with work (tab. 11).

Generally they work as a translator (4 people), also a logistician (2 people), a marketing specialist, a bartender, a PR manager, a general worker, a model (1 person each), 4 respondents refused to specify a sort of the activities (table 12).

Table 11. Do you work during learning process

Table 12. What do you do?*

* this question is answered only by those who work full time or part time during the learning process – 15 respondents / 3,7%.

Accommodation in the territory of campuses of the Chinese universities is very convenient for students: multi-story dining rooms, including Muslim ones, cafe, snackbars allow to eat for very reasonable prices. Students can visit well equipped sports complexes.

Many Kazakhstan citizens who study on grants note that the monthly grant is enough for food and accommodation in the territory of a campus.

Thus, 93,8% of the respondents consider the food and financial position during study to be good, 4,9% —consider it to be bad (table 13).

Table 13. Could you estimate your nutrition, financial situation during the learning process?

Chinese universities practice the organization of tourist rounds for sights of the city for students, trips to other provinces and cities is popular. Facultative courses on a calligraphy, tàijíquán (a kind of the Chinese martial art), etc. are conducted for all. On the specialties "Chinese and Culture" these disciplines are included into the obligatory program therefore no wonder that among the interrogated Kazakhstan citizens, 64,6% specified that they know traditions, history and culture of China. 34,4% of the respondents answered negatively (table 15).

Table 14. How well do you know the history, traditions and the culture of China?

The majority of respondents (93,4%) keep in touch actively with family living in the homeland, go home on the vacation period. 51,1% of students noted that they trace the news events about Kazakhstan and compatriots, 37,6% are interested in political life, 31,7% of respondents keep in touch through domestic culture (listen to music, read literature, watch movies, etc.) (table 16).

Table 15. How do you keep in touch with your homeland?

* the sum is not equal to 100 because the respondents could answer several options

63,1% of Kazakhstan’s students spent extracurricular time for reading newspapers, magazines, books, surfing the Internet, 19,3% — are generally at home, 8,8% — with friends, 7,9% go to the cinema, park (table 17).

Association of the Kazakhstan students in China (KSAC) was created and successfully functions with assistance of Embassy of RK in PRC. The association includes the student's associations functioning in all provinces and the large cities of China. On an annual basis kurul- tais of the Kazakhstan students are carried out.

The Kazakhstan student's community KSAC becomes the initiator of carrying out many actions directed on increase of Kazakhstan’s image. Not only the Kazakhstan students, but also students of the CIS countries unite round it.

Table 16. How do your spend you free time?

* the sum is not equal to 100 because the respondents could answer several options

In their free time the vast majority of respondents prefer to communicate with fellow countrymen from Kazakhstan (44,0%), 28,3% — with other foreign students, 26,5% — with the students who study at the same faculty in independence of nationality, 14,3% — with the Kazakh diaspora living in China, 14% — with local students (table 18).

As a rule, intensive communication with compatriots is necessary for Kazakhstan citizens at initial stage of stay in China that helps them to transfer adaptation to new conditions. Then, the part of Kazakhstan citizens chooses strategy on communication with Chinese and other foreigners to practice Chinese and English languages. It is promoted also by the cultural events held by higher education institutions on a regular basis.

Table 17. Who do you generally communicate to in your free time?

* the sum is not equal to 100 because the respondents could answer several options

Conclusion

According to the results of research on educational migration of the Kazakhstan students to the Chinese higher education institutions, availability of both positive aspects and certain problems was revealed.

Among the positive moments it should be noted:

• high degree of personal security of foreign citizens in the territory of China;
• the extremely exceptional cases of manifestation of xenophobia, racism, nationalism;
• comfortable conditions of education and accommodation;
• high quality teaching;
• a good ratio of "the price and quality of education" for those who study at the expense of own means.

The Kazakhstan youth shows the high level of tolerance and patriotism. Students are actively interested in political life of Kazakhstan, keep in close connection with the homeland, take part in elections, deeply appreciate the stable and friendly interethnic relations in Kazakhstan and China. The young Kazakhstan citizens who already have experience of staying in China are very sympathetic, ready to help "beginners" to quicker adapt for the new environment.

The prevailing majority of Kazakhstan citizens — graduates of the Chinese higher education institutions remained satisfied with the gained education and recommend compatriots to choose universities of China, starting so- called "domino effect". The tolerant relation to the neighboring country created on the interpersonal communicative level directly influences strengthening of the Kazakhstan-Chinese cooperation.

The Embassy of the Republic of Kazakhstan in the People's Republic of China headed by Shakhrat Shakizatovich Nurushev, the Ambassador extraordinary and plenipotentiary, plays an important role in life of the Kazakhstan students, giving them full support.

Opening of "the centers for research of Kazakhstan" became a significant event in interstate interaction: in November, 2015 — at the Shanghai University of Foreign Languages, in December, 2015 — at the Beijing University of Foreign Languages, in January, 2016 — at Dalian University of Foreign Languages.

The centers will provide assistance to everyone wishing to study Kazakh language, Kazakh literature and culture, and also inform students and teachers about history of formation and modern life of Kazakhstan and promote expansion of educational and scientific contacts between citizens and the organizations of China and Kazakhstan.

At the initiative of students, the cultural events devoted to celebration of Nauryz, Independence Day of RK, Eid al-Adha, KVNs festivals, annual kurultai of students, sports tournaments are held with assistance of Embassy of RK in PRC, Consulate General of RK in Shanghai, and representations of JSC Center for International Programs. These events are regularly covered by local mass media that allows citizens of China and foreigners to get acquainted with the culture of Kazakhstan.

Created with assistance of the Embassy of RK in PRC, Association of the Kazakhstan students in China (KSAC) includes the student's associations functioning in all provinces and the large cities of China. Vigorous activity of the student's organizations, certainly, promotes unity of the Kazakhstan youth.

The main difficulties which young Kazakhstan citizens face at the first stage of their staying in China are ignorance or weak knowledge of Chinese, and also ignorance of the country’s laws.

The facts of inappropriate behavior of some Kazakhstan’s students in China are widely known: fights in night clubs, non-attendance, expel from higher education institutions, etc.

Special training (adaptation) courses in Kazakhstan could become one of solutions for a problem of adaptation. It is necessary to include not only teaching basic Chinese into the course program, but also an explanation of the basic rules of foreign students’ staying in China. Also we consider creation of the common website for all information necessary for entrants to be expedient: requirements of higher education institutions, specifics of the legislation of the People's Republic of China, recommendation, responses of graduates, etc.

We recommend the applicants who are purposefully planning to study in China according to programs of a bachelor degree and magistracy to complete a training language course in the homeland that will allow to lower time and finance costs.

In recent years the employment in Kazakhstan becomes a serious problem for graduates of the Chinese higher education institutions. About 90% of Kazakhstan citizens get an education on humanitarian specialties: international relations, Chinese, international trade, economy, law, etc. The demand in the labor market of Kazakhstan on the above-designated specialties doesn't answer number of graduates. As a result many people work not according the specialty or are forced to get additional education. We consider it expedient to recommend people interested to study in China to approach the choice of profession and higher education institution more carefully.

Creation of Kazakhstan citizens Association — graduates of the Chinese higher education institutions is capable to provide essential assistance in informing as entrants leaving for study in the People's Republic of China, so certified specialists in search of the corresponding vacancies.

Dynamically developing Kazakhstan-Chinese cooperation on scientific, educational, cultural, social, trade and economic directions, and also implementation of new industrial projects within interface of the programs "Nurly Zhol" and "Economic Belt of the Silk Way" require review of the demanded specialties.

The due attention should be paid to development of two-degree education programs. Benefits for Kazakhstan in such cooperation consist in training of high qualification specialists in the Chinese higher education institutions having a vast experience of studying various specialties, teaching of which has just began in our country.

It is necessary to pay due attention to development of scientific contacts between universities and scientific research institute of two countries, to intensify research training according to the program of the academic mobility in rating higher education institutions of China.

Educational migration promotes training of highly qualified specialists and allows a cadre deficit to be filled with the staff, who have gained education on rare and absent in higher educational institutions of Kazakhstan specialties. At the same time graduates have to be offered worthy conditions of employment on purpose not to allow "brain drain", as research showed a presence of separate category of the students planning to move to the People's Republic of China for the permanent residence because of big prospects for career development. In this regard not only a constant monitoring of the students intentions is needed, but also timely measures, which will allow considerable strengthening of intellectual potential of Kazakhstan.

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