This paper discusses the processes of the educational travel of the Chinese students abroad. Based on data of the Ministry of Education of China, publications from the Chinese Internet, original articles published in the world periodicals, the reasons elucidated why the number of students leaving China changed from 2001 to 2018; describes funding sources of educational travel. Information on the contemporary preferences of Chinese students in selection of countries and study programs, aims and reasons of educational travel abroad is provided. The hard competition of the young persons after school on educational services market, expected job difficulties after graduation from national universities and influence of parents are pushing young Chinese people to consider studying abroad. Over the past 10 years, the number of Chinese citizens studying in foreign universities rates more than doubled and reached to 662.1 thousand in 2018. The aim of such migration is not only acquiring advanced western knowledge or improving foreign language skills but also getting the so-called symbolic capital, which arises after graduation from the famous foreign universities. This capital will bring tangible employment benefits and future career privileges in the Chinese companies. Therefore, currently the largest number of Chinese young people seek to become students in English speaking countries, where the concentration of the best world universities included in the top-100 of international rankings is high. The modern professional preferences of Chinese students correspond to the development trends of the China’s national economy and science, and depend on the future employment and opportunity to receive the scholarships from the Government of China.

The article analyzes the processes of internationalization of higher education in China at the beginning of the 21st century. Based on data from the Ministry of Education of China, legislation and publications that are publicly available on the Chinese Internet, it is shown how the number of students visiting China, their preferences in choosing universities and educational programs changed from 2000 to 2016. Information on government activities to support international students is provided.The internationalization of higher education plays an important role in the foreign-policy activities of modern China. Foreign students teaching and expanding of Chinese language teaching in foreign countries can be considered as the “soft power” of influence of Chinese national culture. Such actions from the point of view of the Chinese government should contribute to the formation of an attractive image of China, reduce the level of external threats, increase stability and economic prosperity of the country. Therefore, the government aims to attract as many foreign students as possible, especially from neighboring countries, and spends a lot of money on these purposes. The policy of internationalization of education has achieved significant results over the past 15 years. Today, students from all over the world obtain higher educationin China. The number of foreign students increased in 2016 compared to 2000 by 8.4 times, reaching almost 450 thousand people. The possibilities for foreign students to choose profession and university have expanded. Now they come to China not only to learn Chinese, but also to obtain qualifications in engineering, economics, management and Western medicine.

Private tutoring is currently an international phenomenon and, as research in this field demonstrates, has a pronounced upward trend in many countries around the world. At the same time, the issues of functioning and development of the tutoring services market remain insufficiently covered due to the lack of reliable information on tutoring services, imperfect legislative framework in this area, as well as due to the complex changes in the educational system and in the socio-economic life of society in general, to which the analyzed market is extremely susceptible. Therefore, the purpose of the article is to reveal the features of approaches and methods used in the international practice of regulating the tutoring services market.The article reveals that tutoring services market in any country, despite the sufficient openness to new participants, operates under certain restrictions: natural and unnatural barriers. The former is conditioned by the peculiarities of natural development and scale of the market; the latter are created through administrative control of tutoring activities. The classification of barriers is given, which makes it possible to single out state regulation of self-employment in the tutoring services market into a separate category. The types of state policy of different countries in relation to tutoring activities are presented. It is revealed that the current system of state regulation of the tutoring services market in Russia is characterized by a focus on tax control without considering the social significance of the nature of tutoring services and its impact on the state education system. In this regard, it is necessary to analyze international experience, especially about the possibility of implementing the most successful solutions of state regulation of the tutoring services market in relation to Russian conditions.

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In the past three decades, the higher education system of China has shown the most dynamic development. One of the reasons is the president responsibility under the leadership of the Party committee, which was introduced in public universities in the early 1990s and corresponds to the national traditions as the fundamental management system in Chinese general universities. Recent changes in the Chinese society and economy have led to the establishment of private and joint universities, which determined transformations of this management system and the development of several university management systems. The article aims at describing the features of the contemporary university management systems of different forms of ownership in China together with their advantages and disadvantages. The article provides a brief review of the history of the development of public university management systems from the founding of the PRC to the present day; explains the main features of the Chinese higher education system and the changes in the number of public, private and joint universities in the past ten years. The authors focus on the management systems of public, private and joint universities to show that the management system of the university of any form of ownership consists of three parts - decision-making, practices and control. The article explains the specifics of relations between the highest governing bodies of the university - party committee, president and governing board (board of directors) - and the real system of relations between the administrative and academic authorities. The article is based on the data of the Chinese Ministry of Education, laws and other regulations of the Chinese government in the higher education, websites of the leading Chinese universities, and publications available on the Chinese Internet.