[雙語(yǔ)翻譯]人才流失外文翻譯--全球化對(duì)發(fā)展中國(guó)家“人才流失”的影響（英文）

1、 Procedia - Social and Behavioral Sciences 47 ( 2012 ) 1490 – 1494 1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi: 10.

2、1016/j.sbspro.2012.06.848 CY-ICER 2012 The impact of globalization on “brain drain“ in developing countries A. Zhatkanbaevaa *, J. Zhatkanbaevab, E. Zhatkanbaev c a Doctor of Laws, Associate Professor. Al-Farabi Kazakh

3、 National University, Almaty, Kazakhstan bPh.D. in Chemistry, Associate Professor. Al-Farabi Kazakh National University, Almaty, Kazakhstan cDoctor of Economics, Professor. Al-Farabi Kazakh National University, Almaty,

4、 Kazakhstan Abstract In presented paper the impact of globalization on “brain drain“ in developing countries is considerate. Globalization is primarily manifested in the possibility of educational mobility. The growth o

5、f international mobility of scientific personnel is an integral feature of the globalization of science, and in this context, the problem of “brain drain“ in developing countries is particularly worrying. Authors offer

6、 the reasons of “brain drain“ from countries with a low standard of living and propose the Kazakhstani way of overcoming the stated problem, which combined the experience of a number of countries and today at Kazakhstan

7、 has elaborated its policy of training and maintaining the personnel. Some aspects of the given policy in present paper were represented. 2012 Published by Elsevier Ltd. Keywords: “brain drain“, globalization, knowl

8、edge, misunderstanding, education Introduction The modern system of education has more and more market relations not only involving new countries but also deepening into new strata of education. Globalization is primar

9、ily manifested in the possibility of educational mobility. The growth of international mobility of scientific personnel is an integral feature of the globalization of science, and in this context, the problem of “brain

10、 drain“ in developing countries is particularly worrying. 15% - 20% of university graduates leave the country of Kazakhstan in search of the opportunity of self-realization. The problem of “brain drain“ is considered a

11、s a threat to national security. Just the statement of reasons for “brain drain“ is not sufficient to eliminate this phenomenon. Countries are making serious political, social and legal efforts. However, the course of

12、this phenomenon is virtually impossible to be reversed. The phenomenon should be officially recognized as a problem and comprehensive measures must be taken, first of all, while reforming the systems of education and s

13、cience. Kazakhstan has been taking a series of comprehensive measures of a legal, social and organizational character. What is worth speaking about is the formation of Kazakhstan's way based on the experience of d

14、ifferent countries to overcome this problem. The process of political unification of countries should be used to its best to found international research centers, institutions of higher education and international fund

15、s of education, which would undoubtedly improve the quality of education and bring more opportunities to find decent jobs within the country. Moreover, special attention should be paid to the formation of national syst

16、em of secondary and higher * A. Zhatkanbaeva. Tel.: +7-705- 122-54-58 E-mail addres: “ aizhan_2210@mail.ru Available online at www.sciencedirect.com© 2012 Published by Elsevier Ltd. Selection and/or peer review un

17、der responsibility of Prof. Dr. Hüseyin UzunboyluOpen access under CC BY-NC-ND license.Open access under CC BY-NC-ND license.1492 A. Zhatkanbaeva et al. / Procedia - Social and Behavioral Sciences 47 ( 2012 )

18、 1490 – 1494 countries. Latter ostensibly does not meet the international standard requirements, although these requirements do not exist. Therefore, there is a misunderstanding between graduates of foreign and local

19、universities. The fourth aspect is that the American and British universities design the level of training and education in a way that takes into consideration the requirements of the companies of these countries. And

20、graduates of these universities from developing countries, returning back to their motherland face some difficulties, such as obsolete technology, techniques, and inappropriate state of business in companies, where the

21、y often encounter misunderstanding. Last but not least, the developing countries are not able to grant the university graduates from developed countries appropriate positions, material resources and salaries correspo

22、nding to their knowledge and experience gained during their practical work. ny neighbors. Majority of the youth are oriented to get higher education abroad and return back to their motherland which is mostly

23、 stipulated by mentality, strong relative connections and also by comparative social - economic well- being, opportunities of getting a job in state structures, in national and foreign companies with high s

24、alaries and career growth. Statistics show that overwhelming majority of Kazakhstanyouth working in national companies have bachelor and master diplomas of recognized universities of the world. At t

25、he same time, statistic data is relentless. In pursuit of happiness, 10% of all graduates of higher educational establishments of Kazakhstan go abroad, the overwhelming majority of whom are the specialists in a

26、sphere of technical and natural sciences. Not long time ago, gaining independence, the government gathered the Kazakh specialists from all commonwealth of independent countries, granting them accommodati

27、on, flats, positions, high salaries and perspectives of career growth. general, economic, institutional and other measures are necessary. The world practice accumulated a large experience of dealing with the give

28、n problem, which is faced by all the developing countries. Pursuit of well-to-do life, the desire of self - realization and being demanded are common for everyone. Each state chooses the ways of solving the mentioned

29、 problem. We should officially recognize the given phenomena and undertake complex measures, and in the first place in the process of reforming education and science. Kazakhstan undertakes a number of com

30、plex measures of legal, social and organizational character. We should mention the formation of Kazakhstan way of overcoming the stated problem, which combined the experience of a number of countries. Kazakhstan has e

31、laborated its policy of training and maintaining the personnel. The first aspect is the improvement of the quality of secondary and higher education in the Republic of Kazakhstan. The state program of education deve

32、lopment in the Republic of Kazakhstan for 2011-2020 stipulates the whole complex of measures, among them financing, increasing the prestige of pedagogical staff, improvement of management in the sphere of e

33、ducation and its informatization. Taking into consideration the role and purpose of teachers at school education, it is necessary to pay close attention on the quality training of pedagogical staff

34、for schools and, first of all, those of the natural sciences and languages. Exactly through them it is possible to raise general educational level for special training of employees for existing and

35、 future technically and technologically equipped firms, scientific industrial associations and etc. The strategic plan of Kazakhstan development till 2020 stipulates the introduction of e-learning educational system.

36、 Today we are on the 75th place in the world on the access and utilization of information and computer technology in education. In addition to this, we plan to connect up all organizations of education to broad s

37、tripe Internet, to introduce automatization of the educational process, to equip organizations of education with the best equipment, and to create the world level digital schools. For these purposes the gover

38、nment is planning to allocate 166,1 billion tenge ( national currency) for 5 years [2]. school and higher education, where national traditions, mentality and thought in combination with the world pract

39、ice, achievements of scientific, technical and humanitarian ideas would be taken into account. Developing countries will lose their character without it and will be on the back side of the history. In connection wi