scholarly journals The Impacts of Bologna Process on European Higher Education Systems

2012 ◽  
Vol 2 (2) ◽  
pp. 100 ◽  
Author(s):  
Zafer Celik
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education Systems ◽  
European Higher Education

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

Modelling and Simulation of the Need for Harmonizing the European Higher Education Systems

2014 ◽  
pp. 62-83 ◽  
Author(s):  
Valentina Mihaela Ghinea
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
World System ◽  
Educational Systems ◽  
Simulation Tool ◽  
Negative Consequences ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process

The “Bologna process” has become a highly used idiom by all kinds of people who do not know what exactly it involves. They are unaware of its prerequisites and the correct way to measure its positive and/or negative consequences. Thus, this chapter explains the context of the Bologna reasoning as well as briefly expressing its content. It explores whether the harmonization of the European Educational Systems proposed and agreed on by nations is a fad or a real necessity, taking into consideration the actual evolution of the world. This is done by means of computerized simulation. The simulation tool is provided by TRUE-WORLD System Dynamics Software. In the end, some recommendations for a more efficient achievement of Bologna objectives are provided.

ICT in Legal Education

2009 ◽  
Vol 10 (6-7) ◽  
pp. 669-716 ◽  
Author(s):  
Antoinette J. Muntjewerff
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Education Institution ◽  
Education Systems ◽  
European Higher Education Area ◽  
Bologna Declaration ◽  
Staff Members ◽  
Higher Education Systems ◽  
Internal Mobility ◽  
European Higher Education

The Bologna Declaration (1999) started a process of reforming European higher education. The major aim of the declaration was to construct a single European Higher Education Area by 2010,“‥through increased compatibility and comparability of higher education systems in order to facilitate internal mobility for students, graduates and higher education institution staff members, but also to make European higher education more recognisable and attractive to students and scholars from outside Europe.”

scholarly journals Editorial

2008 ◽  
Vol 1 (2) ◽  
pp. 5-12
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Peer Pressure ◽  
Critical Assessment ◽  
Special Issue ◽  
Education Systems ◽  
Higher Education Systems ◽  
Target Date ◽  
New Form ◽  
The Bologna Process

‘Why ever are the Europeans doing this to themselves’ asked an American professor recently. He was referring to the Bologna Process, whereby 46 signatory European Ministers offered voluntarily to bring their higher education systems into alignment over a period of 10 years, ending in 2010. This special issue of LATISS looks at how the Bologna process came about, and how it works as a new form of governance in Europe, which creates conformity through peer pressure. We then examine two elements of the Bologna process in detail – the standardised degree cycle and the qualifications frameworks. Hopefully, this special issue1 goes some way to answering the American colleague’s question and, at the same time, contributes to a critical assessment of the Bologna process as it nears its target date for completion.

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