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THE BOLOGNA PROCESS: THE REFORM OF THE EUROPEAN HIGHER EDUCATION SYSTEMS
éva Szolár
Romanian Journal of European Affairs (RJEA) , 2011,
Abstract: The structural reform becomes the most visible initiative of the Bologna process. However, today the reform serves as an umbrella for comprehensive reform processes in national systems of higher education. In Central and Eastern European countries the Bologna process is not only strongly connected to the overall political transformation, but provides for the higher education policy makers an opportunity for the Europeanization of the sector. The implementation of the three-cycle system (the reform of organizational dimensions) creates a demand for other reforms, and under this agenda have been released a numerous fundamental questions and debates on higher education systems. In a narrow concept, the Bologna process at the present implies systemic (e.g. core functions and role of different higher education institutions, the future of university and non-university sector), programmatic (e.g. at different program levels different curricular emphasis, arrangements and functions; vocationalization of the academic curriculum), procedural (e.g. new modes and arrangements of teaching) changes, and shift from accent on horizontal to vertical differences (e.g. the set up of stratified and hierarchical national systems based on reputation and prestige, especially in research quality), and from input to output oriented higher education. In a broad sense, and on the basis of national implementation experiences, we can also conceptualize the Bologna process as governance or recently finance reform. As the concepts behind these reform initiatives suggests, the original objectives of the Bologna process is reinterpreted and overwrote, by the Lisbon Strategy and several national higher educational policy objectives.
O processo de Bolonha no espa o europeu e a reforma universitária brasileira/The Bologna process in the european space and the brazilian higher education reform
Carmen Célia Barradas Correia Bastos,José Dias Sobrinho,Mário Luiz Neves de Azevedo
ETD : Educa??o Temática Digital , 2007,
Abstract: Este artigo aborda quest es que envolvem o movimento de reformas educacionais na educa o superior, a partir do final do Século XX, como a Declara o de Bolonha assinada em 1999, por ministros da Educa o europeus, e que promove, atualmente, a reforma chamada Processo de Bolonha. Outros documentos como a Declara o Mundial sobre Educa o Superior, 1998, representam marco referencial das reformas a que se refere este texto. Em sua essência, os documentos europeus vinculam o movimento reformista da educa o superior às necessidades contextualizadas pelo padr o de globaliza o da economia. S o articula es que têm como base o incentivo à competitividade, mobilidade discente, adapta o ao mercado de trabalho. No Brasil, em que sentido é possível situar os reflexos desse movimento? Na busca desse entendimento, focalizamos o movimento empreendido pelo Ministério da Educa o para discutir a reforma universitária para o país, em especial destacamos o Seminário Internacional Universidade XXI e a Declara o de Brasília. Resguardadas as especificidades de cada situa o, vislumbramos refletir sobre possíveis intersec es dos movimentos reformistas na educa o superior contemporanea. This article approaches questions that involve the movement of educational reforms in the higher education, from the end of Century XX, until the Declaration of Bologna signed in 1999, by European ministers of Education that promoted the reform called Bologna Process. Other documents as the World-wide Declaration on Higher Education, 1998, represent referential landmark of the reforms that this text is related to. In its essence, the European documents tie the reformist movement of the higher education to the necessities contextualized by the economy globalization standard. They are have as base the competitiveness encouragement, learning mobility, and adaptation to the work market. In Brazil, where is possible to point out the consequences of this movement? Searching for this agreement, we focus the movement undertaken by the Ministry of Education to discuss the university reform for the country; in special we highlight the International Seminary University XXI and the Declaration of Brasilia. Protected the specificities of each situation, we intend to reflect on possible interspecies of the reformist movements in the higher contemporary education. Keywords Processo de Bolonha --- Reforma universitária --- Educa o superior --- Bologna process --- University reform --- Higher education
Quality assurance in the european higher education area  [PDF]
T. Karkoszka
Journal of Achievements in Materials and Manufacturing Engineering , 2009,
Abstract: Purpose of the presented paper aims at motivating the necessity of assuring the quality in higher educationby implementation of the quality management systemDesign/methodology/approach covers the characterisation of strategic aims of the higher education, mostly - the principles of performance of higher education systems making possible the European cooperationand the comparability of the mechanisms and the results of activity.Findings of the carried out research are as follows: implementation of the rules of higher education system should ensure: level of education being the quality standard, coherent educational system allowing for mobile choice of the place of education, universal accessibility of education, lifelong education as well as recognition of knowledge, skills and qualifications in all countries of European Union.Practical implications: refers to any university which wants to assure quality in education by taking partin the Bologna Process.Originality/value: of the presented paper belongs to the idea and the progress of the Bologna Processas a European widespread venture aiming at establishing the European Higher Education Area and determination of the directions of development of higher education and the research systems.
A integra o dos sistemas de educa o superior na Europa: de Roma a Bolonha ou da integra o econ mica à integra o acadêmica/The european system of higher education integration: from roma to Bologna or from economic integration to academic integration
Mário Luiz Neves de Azevedo
ETD : Educa??o Temática Digital , 2007,
Abstract: Este trabalho trata a respeito do processo de integra o dos sistemas de educa o superior na Europa, regi o que, desde o fim da segunda guerra mundial, está procurando eliminar as fronteiras em todos os ambitos. O Processo de Bolonha, homenagem à universidade mais antiga da Europa, é o nome do conjunto dos eventos (reuni es, resolu es e normas) relativos às medidas de implementa o dos princípios da reuni o de ministros da educa o europeus que ocorreu em Bolonha, em 1999, com a finalidade de construir um espa o europeu de educa o superior até o ano 2010, cujos objetivos fundamentais encetam, principalmente, para a competitividade do Sistema Europeu de Ensino Superior frente a outras regi es e para a mobilidade e o emprego no Espa o Europeu. Dessa maneira, analisa-se também o papel dos atores sociais nesse processo e a discuss o a respeito da natureza da educa o superior: um bem público catalisador da solidariedade internacional ou uma mercadoria a ser explorada na constru o de um mercado educativo transnacional. This paper analysis the integration process of higher education system in Europe, region that, since the end of Second World War is trying to eliminate the borders in all scopes. The Process has been named as Bologna's Process, to homage the older Europe's university. It is a set of resolutions, events and rules, related to the implementation measures of the principles resulted of the European ministers meeting, occurred in Bologna in 1999, with the purpose of building an European space of higher education until 2010. The fundamental goals are competitiveness of the front Higher education European system to others regions, mobility and the job in the European Space. It analysis also the social actor’s roll in this process and the discussion concerning about of nature of higher education: one very public aspect of the international solidarity or a exploratory merchandise to being explored in the construction of a transnational educational market. Keywords Política educacional --- Processo de Bolonha --- Reformas --- Educational politics --- Process of Bologna --- Higher educational reforms
Future Challenges in Higher Education - Bologna Experts' Community Case Study  [cached]
Miri Yemini
International Education Studies , 2012, DOI: 10.5539/ies.v5n5p226
Abstract: This work presents results from systematic analysis of the challenges for the future of higher education in European and neighboring countries as it was extracted from the Bologna experts and Higher Education Reform experts' opinions. Opinions of more than 100 experts from 35 countries were documented and analyzed. Significant differences in the opinions on future challenges in higher education were found to be addressed by opinions of experts from European Union in comparison to neighbouring countries. Differences were recorded in the amount and scope of challenges presented by experts from different countries and also the data collected differs significantly from the official policy for future development as reflects from official documentation of the European Commission. This work provides an insight into the bottom up implementation of the Bologna process and it can be useful for academics and policymakers in the field of higher education.
RE-LEARNING HIGHER EDUCATION IN THE AGE OF CONVERGENCE: Example of Lithuania
Loreta ULVYDIEN?
The Turkish Online Journal of Distance Education , 2012,
Abstract: “Man is the only being who needs education,” and that "Man can only become man by education" (see footnotes 1) ABSTRACT Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of “convergence,” i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of Lithuania, with long and strong traditions as a country with highly educated scientists and cutting-edge research in various fields. In April 2009, the Seimas passed a new Law on Science and Studies, which provides for a major reform of higher education. In recent years there has been an increasing focus on the role universities play in the economy and impact they make in promoting innovation and raising international competitiveness. But until recently there has been a prescriptive view of university-business interactions with a narrow focus on technology transfer. Although technology transfer may be important, it is also necessary to focus on the more diverse and varied impacts of business-university knowledge exchange relations. Thus, I discuss changes in higher education that were implemented in Lithuania during the period of 1992-2012, i. e. Student baskets, notorious optimization of university network in Lithuania, the development of Lithuanian science valleys, etc. In my survey I rely upon an IHEP (Institute for Higher Education Policy) expert Cliff Adelman’s idea that the Bologna Process is an analogue to the macroeconomic theory of convergence, the ways in which nations move from different stages of development to a more-or-less common platform of performance. Macroeconomic historians have demonstrated time-and-again: nations that learn from other nations grow; those that do not learn do not. Ultimately, I arrive at a conclusion that reforms are essential and indispensable but answer the purpose only when higher quality in education is achieved.
The PHARMINE study on the impact of the European Union directive on sectoral professions and of the Bologna declaration on pharmacy education in Europe
Atkinson,J.; Rombaut,B.;
Pharmacy Practice (Internet) , 2011, DOI: 10.4321/S1886-36552011000400002
Abstract: the bologna declaration and the european union (eu) directive 2005/36/ec on the recognition of professional qualifications influence the mobility of pharmacy students and pharmacy professionals, respectively. in addition the bologna declaration aims at tuning higher education degrees including pharmacy throughout the eu in order to prepare for a harmonised european higher education area. the directive outlines the knowledge, skills and qualifications required for the pursuit of the professional activity of a pharmacy in the eu. the pharmine project (pharmacy education in europe, www.pharmine.org) looked at how the bologna declaration and the directive influence modern-day pharmacy education and training in europe.
The PHARMINE study on the impact of the European Union directive on sectoral professions and of the Bologna declaration on pharmacy education in Europe  [cached]
Atkinson J,Rombaut B
Pharmacy Practice (Granada) , 2011,
Abstract: The Bologna declaration and the European Union (EU) directive 2005/36/EC on the recognition of professional qualifications influence the mobility of pharmacy students and pharmacy professionals, respectively. In addition the Bologna declaration aims at tuning higher education degrees including pharmacy throughout the EU in order to prepare for a harmonised European Higher Education Area. The directive outlines the knowledge, skills and qualifications required for the pursuit of the professional activity of a pharmacy in the EU. The PHARMINE project (Pharmacy Education in Europe, www.pharmine.org) looked at how the Bologna declaration and the directive influence modern-day pharmacy education and training in Europe.
The Research about Russian Higher Education Joining the Bologna Process
Yuliia Khoruzha
Open Access Library Journal (OALib Journal) , 2018, DOI: 10.4236/oalib.1104355
Abstract:
The aim of this paper is to study a series of reforms in Russia’s higher education after joining the Bologna Process, to analyze difficulties and problems that Russia’s higher education has encountered during the process of reform, and to understand the extent of Bologna’s progress in Russia and process of the implementation.
Toward Integral Higher Education Study Programs in the European Higher Education Area: A Programmatic and Strategic View  [PDF]
Markus Molz
Integral Review , 2009,
Abstract: This essay somehow arbitrarily freezes my ongoing attempt to grasp thepresent situation and future possibilities of higher education courses, programs,institutions and initiatives that are inspired by integral and likeminded approaches. Thefocus in this essay is on the European Higher Education Area and its specifics, whereassome implicit or explicit comparisons with the USA are made. My reflections aretriggered by the recurrent observation that in Europe there seems to be i) more demandthan offer of integrally oriented higher education programs, ii) an imbalance betweenoverused but little successful and underused but potentially more promising strategies toimplement such programs, iii) little or no learning from past failures, and iv) little mutualawareness, communication and collaboration between different activists and initiatives inthis field.The context for this essay is i) the current societal macroshift, ii) the unfolding ofacademic level integral and likeminded research worldwide, and iii) the large scalereform of the European Higher Education systems brought about by the Bologna process,its (false) promises and the potential it nevertheless has for realizing examples of a moreintegral higher education. On this basis the consequences for attempts to overcome arelatively stagnant state of affairs in Europe are discussed. Given that; most past attemptsto implement programs inspired by an integral worldview have failed from the start, ordisappeared after a relatively short period, or are marginalised or becoming remainstreamed,this essay aims to devise a potentially more promising strategic corridorand describes the contours of the results that could be brought about when following adevelopmental trajectory within this corridor. This futurising exercise is inspired byprinciples shared by many integral and likeminded approaches, especially thereconsideration, integration and transcendence of premodern, modern and postmodernstructures and practices of higher education.This essay is programmatic and thus deliberately combines facts and values, past andfuture, summaries of first person observations and third person factual information,without the burden of systematic referencing required by scholarly writing. It does notclaim to replace empirical surveys which, however, are still lacking to date regarding theactual state of affairs of higher education inspired by integral and likeminded approachesin Europe. Accordingly, at this stage, the essay is an exercise of awareness-raising tostimulate more and better collaboration across streams, disciplines and
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