Suchergebnisse

This paper describes the European Bologna process, provides a 'mid-term' review of its implementation status and discusses its possible positive and negative impacts on US – European links in the fields of engineering and technology education. The first section of this paper describes the meaning and rationale behind each of the Bologna objectives, and why there is a need to establish a European area of higher education. It also comments on how these objectives are interpreted within educational institutions. The second section provides a mid-term report on the implementation status within European universities, focussed primarily on engineering and technology education. The third section of this paper describes the issues associated with successfully implementing Bologna in engineering and technology education. These include critical issues such as degree structure, how educational institutions are addressing the two-cycle requirement, the employability of first cycle graduates, and quality enhancement at both an institutional and a national level. The final section outlines the implications and impacts for US – European institutional co-operation and links, particularly in the area of student exchange.

International audience ; Rarely has a process of educational reforms been so rapidly adopted by so many countries in different parts of the world. However, the hegemony of economic criteria reduces the political and pedagogical scope of the Bologna process and risks changing the very nature of the University. ; Rarement un processus de réformes éducatives aura connu une adhésion aussi rapide d'un nombre aussi important de pays appartenant à différentes régions du monde. Cependant l'hégémonie des critères économiques réduit la portée politique et pédagogique du processus de Bologne et risque de changer la nature même de l'Université.

International audience ; Rarely has a process of educational reforms been so rapidly adopted by so many countries in different parts of the world. However, the hegemony of economic criteria reduces the political and pedagogical scope of the Bologna process and risks changing the very nature of the University. ; Rarement un processus de réformes éducatives aura connu une adhésion aussi rapide d'un nombre aussi important de pays appartenant à différentes régions du monde. Cependant l'hégémonie des critères économiques réduit la portée politique et pédagogique du processus de Bologne et risque de changer la nature même de l'Université.

International audience ; Rarely has a process of educational reforms been so rapidly adopted by so many countries in different parts of the world. However, the hegemony of economic criteria reduces the political and pedagogical scope of the Bologna process and risks changing the very nature of the University. ; Rarement un processus de réformes éducatives aura connu une adhésion aussi rapide d'un nombre aussi important de pays appartenant à différentes régions du monde. Cependant l'hégémonie des critères économiques réduit la portée politique et pédagogique du processus de Bologne et risque de changer la nature même de l'Université.

Reliable system evaluation quality education allows satisfy informational needs various participants educational relations (students and parents, teachers and managers, employers and specialists), a also adjust politics on ensuring quality education. In an article consistently revealing the principles of the Bologna process for measuring the quality of education, the dynamics of internationalization and the logic of integration in European higher education and in Eurasia.

Antes de examinar algumas tendências e propostas de reformas na Europa e na América Latina, parece importante fazer breves considerações sobre reformas educativas em geral. Não me ocupa aqui o propósito de desenvolver um ensaio teórico a respeito de reformas da educação. Este rápido excurso apenas traz algumas considerações mais gerais somente para tornar um pouco mais claro o entendimento de alguma coisa do muito que está acontecendo na educação superior na Europa e na América Latina. Portanto, este artigo estará dividido em três partes. Primeiramente, reflito um pouco sobre a questão das reformas educativas. Em seguida, trato das reformas que atualmente se promovem na Europa, cujo exemplo mais abrangente e mais forte é o "Processo de Bolonha". Na terceira seção, considero aspectos das transformações da educação superior na América Latina.

The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that characterise the type of differentiated integration promoted by Bologna. The analysis underlines the role of national and institutional factors to understand how the EHEA, from its inception and its evolution, is a project of differentiated integration stemming from the translation of policy into action.

Analyzed Ukraine's steps in higher education system for realization the Bologna-process. The main reforms of modernization the structure of higher education were determined, such as: optimization of universities network, an introduction of national qualifications and three-cycle system of education. Discussed the problems of introduction the Bologna Process in Ukraine: an imperfection of legislative framework, skills mismatches of Bachelor on the labor market, the traditional existence of two scientific degrees (Ph.D., Ph.D.), and imperfection of criteria rating the quality of university

After signing the Bologna Declaration, Albania started the Bologna reforms in 2004. During the last 8 years higher education institutions in Albania has undergone a series reforms and new changes are under the way with the new law on higher education that is being discussed currently. However there is still a long way to go when it comes to practical implementation of Bologna principles and the related policy line. The aim of this paper is to investigate the process of harmonization of the Albanian Higher Education with the standards and practices of other EU member states, by focusing on the strategies and policies adopted by the state, institutions of higher education and by other actors involved. Despite the political rhetoric, the higher education system in Albania has displayed many problems with respect to the Bologna Process, having to do with the implementation of the structural reforms of Bologna context, enhancement of students' learning, their mobility and the orientation of the higher education towards the business and the work market etc.

The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs' mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfil their mission decides whether they have individual autonomy or procedural autonomy. In the last case, the HEIs are given external frameworks, which, to a great extent, define how they are to carry out their mission in order to succeed. The development of higher education in Norway shows how the introduction of the accreditation system hampered different types of institutional autonomy and strengthened others, a development that also brought dilemmas and tensions related to academic freedom. The Bologna Process played the role of both supplier of terms and a catalyst for these dilemmas. One of the consequences in Norway was a development where former colleges gained university status, among them Nord University (University of Nordland) in 2011. ; publishedVersion

PurposeThe purpose of this paper is to discuss the implementation and developments of the Bologna Process in the Higher Education Institutions (HEIs) as a new paradigm of the European system of higher education, in general, and of the Portuguese system, in particular.Design/methodology/approachThe paper uses firstly, higher education system statistics; secondly, Government and European Union documents; and thirdly, academic papers that conceptual frame the issues under discussion.FindingsPortuguese HEIs are engaged in the Bologna process, but it shows some contradictions within the higher education system. One of these contradictions is the restructuring of the degrees and cycles had led to the apparently destruction of the binary system (universities and polytechnics) which existed in for more than 30 years. Another contradiction is carry out common European priorities and, at the same time, maintaining the national culture, language, education systems and HEIs autonomy. Although, the system promotes the cooperation between HEIs and increases the research, the innovation and the sustainable development, at a national level, as well as, an international level.Practical implicationsHEIs need to promote the strategic function of higher education and it demands a constant adaptation of the conceptual field, especially, in the social, economic and technological perspectives. These perspectives will assurance the enhancement and the preservation of quality of teaching/learning. These will improve the education for sustainable development that it develops higher growth and better educational performance.Originality/valueProvides empirical evidence about the social dimension of the higher education system and analyse the Bologna Process in the HEIs.