scholarly journals Contextualizing the Development of Ukrainian Higher Education: Between Soviet Legacies and European Regionalization

2020 ◽  
Vol 7 (2) ◽  
pp. 173-199
Author(s):  
Nataliia Zakharchuk
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Legal Framework ◽  
Education Reforms ◽  
Political Situation ◽  
Higher Education Reforms ◽  
Educational Challenges ◽  
European Education ◽  
The Bologna Process ◽  
Education Initiative

This paper contextualizes the development of Ukrainian higher education in broad historical, geopolitical, and socio-economic realities. The author argues that these realities determine the current Ukrainian education trajectory. Higher education reforms in Ukraine are analyzed in the context of two major influences: European regionalization and inherited Soviet structures in education. Particular focus is placed on the Bologna Process, the European education initiative to standardize higher education in Europe. Soviet organizational and administrative principles are outlined and analyzed as the second influence that determines Ukraine’s unique educational developments. A brief overview of higher education reforms in Ukraine notes the distinctive changes in the legal framework between 1996 and 2014. Ukrainian education reforms within this period are viewed from the perspective of the Bologna Process, a series of voluntarily agreements between European countries to establish a common European Higher Education Area to retain the regions’ influence and competitiveness. Contesting voices regarding the European-associated education reforms range from unquestionable support (Europhiliac) to absolute rejection (Europhobic). Such contesting voices reflect the Ukrainian society’s broader understanding of its complex educational challenges. The author argues that public concerns about reforms in Ukraine initiated with the Bologna Process, originate in the nature of the reforms, the Ukrainian educational system and its foundational principles, public stereotyping of the reforms, and the unstable political situation in the country.

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

scholarly journals The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

2016 ◽  
Vol 12 (28) ◽  
pp. 439
Author(s):  
Sabine Hoidn
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Reforms ◽  
Education Practice ◽  
Higher Education Reforms ◽  
Culture Shift ◽  
European Higher Education ◽  
Student Centred Learning ◽  
High Level ◽  
The Bologna Process

The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of student-centred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

scholarly journals The participation of Ukraine in creating the common european educational space: laws and regulations

2016 ◽  
pp. 144-155
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Programs ◽  
Ministry Of Education ◽  
Education Standards ◽  
Regulatory Documents ◽  
The Common ◽  
European Education ◽  
The Government ◽  
The Bologna Process

The article examines the basic legal and regulatory documents, legislative acts in the field of higher education and international agreements signed by Ukraine within the process of creation of the Common European Education Space. It presents and analyses the principal documents which gave rise to the Bologna process and the creation of the Common European Education Space, and those signed and embodied by Ukraine on the way towards the implementation of the European education standards. It as well investigates the legal and regulatory documents within the system of the higher education of Ukraine during the 154 process of its reforming, inter alia the principal regulatory acts, decrees and orders of the Government and the Ministry of Education and Science of Ukraine, which were aimed to reform and modernize the system of the higher education of Ukraine, as well as to implement the European education standards, to promote the improvement of academic cooperation, international recognition of the academic documents and the participation of Ukraine in the European educational programs and projects.

scholarly journals STUDENT LEADERS ON BOLOGNA PROCESS IMPLEMENTATION – ADVANTAGES, SHORTCOMINGS AND PERSPECTIVES

TEME ◽  
2021 ◽  
pp. 043
Author(s):  
Jelena Gajic ◽  
Marina Savkovic ◽  
Dušan Borovčanin
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Student Leaders ◽  
Social Dimension ◽  
Willingness To Accept ◽  
Higher Education Reforms ◽  
Process Implementation ◽  
The Social ◽  
Weak Points ◽  
The Bologna Process

Almost two decades after the implementation of the Bologna Process in higher education around the world, the question of the applicability, justification and effectiveness of reforms implemented globally arises. The aim of this paper is to explore the attitudes, optimism versus pessimism, more precisely student representatives’"mood" regarding the implementation of the Bologna Process and Bologna tools. The overall sample consists of student representatives from 17 European Higher Education Area countries. The results of the research should be a step towards further higher education reforms, or, more precisely, a proposal to modify the existing plans, bearing in mind the different conditions and characteristics of the countries where they are implemented and their willingness to accept the reforms. The results indicate that mobility, diploma supplements and quality assurance are the most positive aspects of BP and employability, the social dimension and the financing model of higher education are weak points of BP.

scholarly journals West African Higher Education Reforms

2012 ◽  
Author(s):  
Juma Shabani
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Poverty Reduction ◽  
Bologna Process ◽  
Regional Organizations ◽  
Higher Education Reforms ◽  
Sustainable Human Development ◽  
African Higher Education ◽  
The Bologna Process ◽  
Further Development

Since the advent of the knowledge economy society, higher education is seen as a major contributor to poverty reduction and sustainable human development. Over the past two decades, many regional organizations have invested in the revitalization and further development of their higher education systems—in order to benefit from the opportunities offered by the knowledge economy. These efforts include the implementation of the Bologna process of construction of a higher education area in Europe and beyond by 2010 and the Higher Education Harmonization Strategy in Africa designed by the African Union. These two initiatives are mainly motivated by the need to move to a new system known as the bachelor-master-doctorate system.

LEGAL REGULATION OF ACADEMIC INTERACTION BETWEEN RUSSIA AND GERMANY IN THE FRAMEWORK OF THE BOLOGNA PROCESS: PROBLEMS OF IMPROVEMENT

2021 ◽  
pp. 91-104
Author(s):  
Mariya A. Pashuk ◽  
Keyword(s):  
Higher Education ◽  
Fundamental Problem ◽  
Academic Staff ◽  
Bologna Process ◽  
Legal Framework ◽  
Legal Regulation ◽  
Exchange Programs ◽  
Higher Education System ◽  
Educational Partnership ◽  
The Bologna Process

The article is devoted to the problems of improving the legal regu- lation of academic interaction between Russia and Germany in the framework of the Bologna process. The work uses methods of retrospective, statistical, comparative research. The author outlines the key areas regulated by the Bolo - gna Declaration, gives the main characteristics of the regulatory framework for the participation of Russian universities in the Bologna process. The role of the Russian-German scientific and educational partnership in reforming the higher education system in Russia is highlightted. The article considers the regulatory legal acts that form the organizational and legal framework of educational coop - eration between Russia and Germany in the framework of the Bologna process. Insufficiency of the Russian legislative framework, the lack of legal conditions for active academic mobility of students and academic staff are pointed out as a fundamental problem preventing the expansion of academic cooperation between Russia and Germany within the framework of the Bologna process: (1) high requirements for obtaining a student visa (both for Russian and German students); (2) a limited amount of educational exchange programs for students and teachers; (3) lack of funding for educational trips (conferences, internships) abroad; (4) incorrect interpretation and assessment of the Russian qualification “specialist” in the countries of the European Higher Education Area (EHEA).

Bologna in America: The Spellings Commission and neo-liberal higher education policy

2009 ◽  
Vol 2 (1) ◽  
pp. 1-38 ◽  
Author(s):  
Davydd J. Greenwood
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Bologna Process ◽  
The United States ◽  
Higher Education Reforms ◽  
Parallel Processes ◽  
History Of ◽  
Spellings Commission ◽  
The Bologna Process ◽  
The U.S

This article summarises/analyses the higher education reforms proposed by the 'Spellings Commission' in the United States on quality assurance and accountability, and draws attention to the links I see between these reform proposals and the Bologna Process. I trace a brief history of the Spellings Commission and analyse it in order to produce questions for discussion about the 'parallel' processes of reform in higher education in the U.S. and Europe.

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