Програми Академічної Мобільності Для Студентів І Викладачів В Університетах Німеччини: Особливості Їх Реалізації

The article analyses academic mobility programmes for students and teachers at German universities. The authors focus on the relevance of the research problem. A comparative analysis of the ranking of the European Union countries in the context of leadership in incoming student mobility is carried out, and it is found that Germany, according to 2024, ranks fourth, behind the United Kingdom, the Netherlands and France. The main provisions of the Erasmus Higher Education Charter, which underlies all the forms of student academic mobility stated in the publication, are analysed. The principles of academic mobility are defined in accordance with the content of the Erasmus Higher Education Charter: implementation of mobility for learning and teaching within the framework of agreements between educational and scientific institutions; selection of potential participants and awarding them mobility grants in accordance with the terms of the grant agreement with the national agency; ensuring credit mobility, etc. The author substantiates the stages of participation in Erasmus mobility programmes. The researchers distinguish between the goals of mobility for students and academic staff, and establish the number of credits for different forms of mobility. Conventional mobility programmes, postgraduate internship programmes and mixed intensive mobility programmes for students and applicants for education are described. The sources of funding for the analysed programmes and the institutional functions of their participants are identified. Promising directions for further research on the study of student mobility in cooperation between Germany and Ukraine and between other countries of the world are identified.