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REFORMING HIGHER EDUCATION IN EUROPE – CONTEXT AND BACKGROUND ( TILL 2005 )

This article provides an overview of the main purposes, characteristics, and developments in European higher education, specifically focusing on the Bologna Process and key meetings such as Prague, Berlin, Bergen, and London. It discusses issues such as quality development, governance, mobility, recognition, and the role of education in sustainable societies.

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REFORMING HIGHER EDUCATION IN EUROPE – CONTEXT AND BACKGROUND ( TILL 2005 )

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  1. REFORMING HIGHER EDUCATION IN EUROPE – CONTEXT AND BACKGROUND (TILL 2005) Katia Dolgova-Dreyer Secretary to the Steering Committee on Higher Education and Research, Council of Europe

  2. MAIN PURPOSES OF HIGHER EDUCATION • Preparation for the labor market • Preparation for life as active citizens in democratic societies • Personal development • Development and maintenance of a broad, advanced knowledge base

  3. SOME KEY CHARACTERISTICS • Development of common goals and policies: Bologna Process • Increased demands for relevance to society • No corresponding increase in public funding • Mission of HE: teaching, research and service to society • Emphasis on quality • HE not “once in a lifetime experience” • Equal opportunities and social cohesion

  4. EUROPEAN HIGHER EDUCATION AREA • Process toward 2010 (Bologna Process) • Easy to move from one country to another for further study and employment (within EHEA) • Increased attractiveness of European HE for other regions • Broad, high quality and advanced knowledge base • Same target date for all members regardless of when they joined the Process

  5. EUROPEAN HIGHER EDUCATION AREA • Bologna Process is not based on intergovernmental treaty • It is not foreseen that by 2010 all European countries should have the same HE systems (balance between diversity and unity) • Levels of implementation : • International (International organisations) • National (Ministries of Education) • Institutional Higher education institutions)

  6. MAIN POINTS BOLOGNA (1999) • Adoption of a system of easily readable and comparable diplomas • Adoption of a system based on two main cycles: undergraduate and graduate • Establish a system of credits (ECTS) • Promote mobility to overcome obstacles to the free movement of students, teachers, researchers and academic staff • Promote European co-operation in quality assurance • Promote European dimensions in higher education • Increase attractiveness, transparency; facilitate recognition, • Adapt HE to labor market

  7. MAIN POINTS PRAHA (2001) • Democratic values • Diversity of cultures and languages • Diversity of higher education systems • Higher education as a public good and public responsibility • Stress on social dimension • Student participation • Lifelong learning • Quality assurance

  8. MAIN POINTS BERLIN (2003) • New countries beyond EU framework • Change access criteria • Cultural Convention • Requirement: outline reform policies and commitment • Stock taking • Research (3rd cycle) • Qualifications framework

  9. MAIN POINTS BERGEN (2005) • Truly pan-European process with 45 countries • Overarching qualifications framework • Standards for quality assurance • Further stress on social dimension • External dimension • Stocktaking • Relationship HE policies/other areas of public policy • Emphasis on implementation

  10. MAIN POINTS LONDON (2007) • 46 countries (Montenegro joining in) • Evaluation of progress • Until 2009: • Mobility (set up a network of national experts to share information and identify main obstacles • Data collection on both mobility and social dimension • Council of Europe – mandate of sharing experiences in setting up national qualifications frameworks • Employability (co-operation with the employers) • The European Higher Education Area in a global context – improve recognition • Re-formulate the vision for after 2010

  11. SOME ISSUES FOR LONDON AND BEYOND • The EHEA after 2010: what do we want it to be like? • Quality development and the role of institutions • Higher education governance • First degree in the labor market • Second degree: variety and coherence • Mobility • HE policies and other public policies

  12. Council of Europe input • Recognition issues (Lisbon Recognition Convention) • Assistance to newer Bologna countries • Sharing of experiences in national qualifications frameworks • Raising other issues: democratic culture, intercultural dialogue; • Role of education in a modern global society

  13. ULTIMATE CHALLENGE • How can higher education help develop sustainable societies? • Social/societal sustainability • Economic sustainability • Environmental sustainability • How can higher education reform help this goal?

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