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Мне всег­да нра­вилось ра­ботать с людь­ми, по­это­му еще в шко­ле я оп­ре­дели­ла для се­бя эту сте­зю. Это, дей­стви­тель­но, очень ин­те­рес­но по­нять внут­ренние цен­ности че­лове­ка, его стрем­ле­ния, це­ли. По­нима­ние лю­дей есть ключ к дос­ти­жению эф­фектив­ности их ра­боты. Далее…

Директор ACCELS г-н Стэнли Кариер дал интервью нашему Агентству

Mr. Stan­ley Cur­ri­er, Re­gi­onal Di­rec­tor of Ame­rican Co­un­cils for In­terna­ti­onal Edu­cati­on (AC­CELS) and Mem­ber of Ka­zakh­stan’s Bo­las­hak Pre­siden­ti­al Scho­lars­hip In­de­pen­dent Ex­pert Com­mittee kind­ly ag­re­ed to cont­ri­bute so­me ti­me to ans­wer our qu­es­ti­ons.

Co­uld you tell abo­ut your back­gro­und? What ma­de you co­me in­to Edu­cati­on fi­eld? Was it a call for te­ac­hing?

As an un­derg­ra­du­ate stu­dent at Uni­ver­si­ty of Ca­lifor­nia at San Di­ego I vi­sited Rus­sia and Lit­hu­ania for stu­dent exc­han­ge prog­rams, and la­ter af­ter gra­du­ation I ta­ught Eng­lish in Ja­pan for a year and Ka­zakh­stan for two years. Thro­ug­ho­ut the­se ear­li­er years in my ca­re­er I re­ali­zed that fi­eld of In­terna­ti­onal Edu­cati­on is fas­ci­nating to me. La­ter ear­ning a Mas­ters Deg­ree of In­terna­ti­onal Edu­cati­on at the Har­vard Gra­du­ate Scho­ol of Edu­cati­on Scho­ol was a go­od way to furt­her my ca­re­er in edu­cati­on.

Why do you think Ame­rican edu­cati­on is ne­ces­sa­ry for Ka­zakh­sta­ni stu­dents? As you ha­ve qui­te a big ex­pe­ri­en­ce in sen­ding or re­ce­iving Ka­zakh­sta­ni stu­dents ab­ro­ad, how do you think it chan­ges them af­terwards?

Ma­ny stu­dents that we send thro­ugh our exc­han­ge prog­rams fun­ded by the US De­part­ment of Sta­te are al­re­ady "stars” he­re at ho­me. With go­od Eng­lish spe­aking abi­liti­es, they are usu­al­ly top stu­dents in the class and qui­te in­telli­gent. They do ve­ry well aca­demi­cal­ly in the US scho­ols. Of­ten they get su­peri­or gra­des and hig­her GPAs than the­ir Ame­rican co­un­terparts.

Most of the ti­me when they co­me back they do even bet­ter he­re at ho­me, re­ce­iving posts in in­terna­ti­onal and na­ti­onal com­pa­ni­es, bu­ild up the­ir ca­re­ers suc­cess­ful­ly and go for gra­du­ate deg­re­es ab­ro­ad.

Be­ing on your own for a year or two bu­ilds up one’s self-con­fi­den­ce. Stu­dents co­me back as­su­red of them­selves and the­ir abi­liti­es. If know­ledge is con­cerned, es­pe­ci­al­ly stu­dents who go for a deg­ree in na­no-tech­no­logy, me­dici­ne or IT be­nefit from a mo­re ad­vanced cur­ri­culum of­fe­red by the US Uni­ver­si­ti­es.

Cross-cul­tu­ral or in­terna­ti­onal ex­pe­ri­en­ces are high­ly va­lu­ed by com­pa­ni­es he­re in Ka­zakh­stan, and exc­han­ge stu­dents tend to ha­ve the­se skills and mo­re!

What are the chan­ces for an in­terna­ti­onal stu­dent to get a full-co­vered fel­lows­hip in the US Uni­ver­si­ty?

I wo­uld say stu­dents app­ly­ing for stu­di­es in IT, bi­olo­gy, che­mist­ry – tho­se hard sci­en­ce fi­elds ha­ve mo­re luck to get a full tu­ition scho­lars­hip. Full fel­lows­hips se­em much ra­rer in the hu­mani­ti­es and so­ci­al sci­en­ces.

What are the ma­in cha­rac­te­ris­tics va­lu­ed in an app­li­cant for gran­ting him/her a scho­lars­hips of your exc­han­ge prog­rams?

Ex­cellent gra­des or trans­cripts, go­od Eng­lish spe­aking abi­liti­es, and TO­EFL sco­res. The­se are ba­sical­ly a must. But of co­ur­se we usu­al­ly se­ek de­mons­tra­ted ext­ra­cur­ri­cular ac­ti­viti­es, par­ti­cipa­ti­on in Olym­pi­ads and pub­lic ser­vi­ce. App­li­cant sho­uld exp­ress a kind of uni­qu­eness and spe­ci­al tra­its abo­ut him or her.

The­re are a few po­pular qu­es­ti­ons on the in­tervi­ew li­ke "you are in a bo­at with pe­op­le whe­re one per­son sho­uld le­ave a bo­at, why sho­uld you stay in a bo­at and re­ma­in ali­ve? ” Do you ha­ve any tric­ky qu­es­ti­ons to ask an app­li­cant at the in­tervi­ew?

The­re is a fun qu­es­ti­on "Is the­re one thing you wo­uld ta­ke to the US with you? What is it? ” Usu­al­ly we ex­pect an ori­ginal ans­wer from a stu­dent to ma­ke him think. Ma­ybe it might be so­met­hing uni­que or a per­so­nal be­lon­ging that wo­uld exp­ress his or her cul­tu­re.

Al­so one "Why do you de­ser­ve this scho­lars­hip mo­re than any­body el­se? ” I gu­ess the app­li­cant sho­uld ha­ve so­me dig­ni­ty in the cha­rac­ter to be ab­le to show off a litt­le and talk abo­ut his or her sig­ni­fican­ce cle­ar­ly and pro­ud­ly.

And ma­ybe the one "Whe­re do you usu­al­ly see your­self in 5 years? ” This qu­es­ti­on is of­ten used to we­ed out tho­se app­li­cants who ans­wer "I don’t know”. Best rep­ly might be to gi­ve se­veral op­ti­ons of your fu­ture, eit­her get­ting Mas­ters at so­me uni­ver­si­ty, wor­king for a firm, or star­ting your own bu­siness. But ne­ver say you do not ha­ve an idea abo­ut your own fu­ture or at le­ast so­me of the pros­pects ahe­ad.

As a mem­ber of Ad­missi­on Com­mittee or eva­lu­ator of stu­dents’ Per­so­nal Sta­tements, you ha­ve pro­bab­ly co­me ac­ross so­me Ka­zakh­sta­ni-spe­cific mis­ta­kes or ten­dency that ma­ny app­li­cants ac­ci­den­tally fol­low. Is the­re anyt­hing li­ke this and what wo­uld you ad­vi­se abo­ut that?

First, fol­low the Wes­tern stan­dards in wri­ting es­sa­ys. Ma­ke it cle­ar­ly and lo­gical­ly well-tho­ught out. It sho­uld con­ta­in an in­te­res­ting int­ro­duc­ti­on, smo­oth tran­si­ti­on bet­we­en ma­in pa­rag­raphs and go­od conc­lu­si­on in the end. Ne­ver start li­ke "my na­me is or I was born in”. It sho­uld not be your bi­og­raphy but an in­te­res­ting sto­ry abo­ut your­self.

If you sta­te that "I won a 2nd pla­ce in Olym­pi­ads”, ple­ase re­mem­ber that not eve­ry fo­re­ig­ner has an idea what it is. So it wo­uld be bet­ter if you wri­te so­met­hing li­ke "I won se­cond pla­ce in a sci­en­ce to­ur­na­ment held among 600 high scho­ol stu­dents of our ci­ty”. This de­ta­iled port­ra­yal ma­kes it qui­te un­ders­tan­dable for a fo­re­ig­ner and will ma­ke your app­li­cati­on stand out from ot­hers.

Ke­ep in mind to ans­wer the qu­es­ti­on sta­ted in the be­gin­ning spe­cifi­cal­ly. Ma­ny stu­dents pay much at­tenti­on to the­ir gram­mar but the­ir ide­as are of mo­re im­portan­ce, not exc­lu­ding the­ir Eng­lish lan­gu­age tests sco­res.

Thank you so much for in­forma­tive in­tervi­ew and go­od luck!

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