scholarly journals A New Concept for the Future EHEA

2020 ◽  
pp. 375-390
Author(s):  
Ann Katherine Isaacs
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Reform Process ◽  
European Higher Education Area ◽  
Complex Process ◽  
Education Community ◽  
The Future ◽  
Holistic Concept ◽  
European Higher Education

Abstract The Bologna Follow Up Group (BFUG) is currently charged with discussing new priorities for the future of the European Higher Education Area (EHEA) and to this end has organized national consultations as well as discussions within the BFUG itself. In addition to defining new priorities, it appears essential to strengthen the awareness of the principles underlying higher education beyond national or even macro-regional borders. To go beyond lists of priorities and principles, however important and valid in themselves, it seems useful to elaborate a convincing holistic concept or way of visualizing the desired future of higher education and the EHEA’s role in achieving it. Such a concept or vision can give direction to the continuing reform process and inspire countries and higher education institutions to work creatively together. To this end, the EHEA may need to transform itself from a loose intergovernmental framework to a more cohesive space where, supported by the necessary normative reforms, higher education institutions and their stakeholders can freely and effectively pursue their collaborative mission. The paper explores whether the goal of creating a ‘European higher education community’ by 2030 can help to give direction to this complex process and what that might entail.

Project-Based Learning

2022 ◽  
pp. 242-262
Author(s):  
Laura Odila Bello Benavides ◽  
Gloria Elena Cruz Sánchez ◽  
Sandra Luz Meza Mesa Ortiz
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Training Program ◽  
Higher Education Institutions ◽  
Project Based Learning ◽  
Climate Change Education ◽  
Complex Process ◽  
Continuous Support ◽  
Adaptation And Mitigation

This chapter presents the results and analysis of the design and development of a training program in climate change education (CCE) aimed at teachers of Normal colleges in Mexico (i.e., higher education institutions dedicated to the training of basic, preschool, primary, and secondary education). Its purpose was to incorporate CCE in the Normal colleges of the State of Veracruz, Mexico; it was materialized with a course workshop and follow-up actions in the implementation of CCE practices. The training proposal is based on the articulation of two conceptual axes: multidisciplinary knowledge on climate change and CCE approaches aimed at managing adaptation and mitigation response actions. From the systematization and analysis of the program, the authors concluded that the incorporation of the CCE as a transversal axis is a complex process that demands broader training processes and continuous support.

INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

2015 ◽  
Vol 1 ◽  
pp. 437
Author(s):  
Eglė Virgailaitė-Mečkauskaitė ◽  
Velta Lubkina
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Higher Education Policy ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Community ◽  
European Convention ◽  
University Graduates ◽  
European Higher Education Area ◽  
European Higher Education

<p>Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.</p>

Application of New Educational Methodologies Adapted to the EHEA Guidelines for Manufacturing Engineering Teaching in University Curricula

2009 ◽  
Vol 625 ◽  
pp. 9-17 ◽  
Author(s):  
Patricio Franco ◽  
Horacio T. Sánchez ◽  
Manuel Estrems ◽  
S. Monreal ◽  
F. Faura
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
European Countries ◽  
Complex Process ◽  
European Higher Education ◽  
University Curricula ◽  
Manufacturing Engineering ◽  
Teaching Learning

Since the birth of European Higher Education Area (EHEA), the higher education institutions of European countries have been involved in the complex process of re-designing of their curricula according to the new educational criteria oriented to the convergence of contents and methodologies in teaching university curricula. According to the principles pursued by the so named Bologna process, the present work is focused on the description of experiences accumulated by these authors in adaptation of their courses of manufacturing engineering, as a previous stage to complete re-formulation of study plans for engineering programmes that are taught in Escuela Técnica Superior de Ingeniería Industrial (ETSII) of Universidad Politécnica de Cartagena. The strategies followed for the enhancement of the interest of students towards the theoretical and practical teachings, and the promotion of traverse and specific competences specially associated to these courses are explained in this work, as well as the academic results provided by the new educational methodologies assumed for the teaching-learning process.

scholarly journals Charting Academic Freedom in Europe

2020 ◽  
pp. 455-464
Author(s):  
Liviu Matei
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Higher Education Institutions ◽  
Two Dimensions ◽  
European Higher Education Area ◽  
National Crisis ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
Interdisciplinary Study

Abstract The paper argues that the European Higher Education Area (EHEA) is currently experiencing a crisis of academic freedom and discusses the need to chart a course out of this crisis. The paper claims that the crisis, with its two dimensions (intellectual and empiric), is specific to Europe/EHEA; it is not a global or national crisis, although there are challenges to academic freedom in all other parts of the world and also within individual national higher education systems in Europe. Efforts have been started recently to address key challenges to academic freedom in the EHEA and eventually plot a course out of this crisis. The paper outlines how a comparative and applied interdisciplinary study of these efforts helps reveal their nature and scope, identify the actors/stakeholders involved as well as those, astoundingly, absent; it also allows to discuss and assess early on the chances of success and identify challenges and gaps in these efforts. The paper concludes that charting a course for academic freedom at present in the EHEA is an intergovernmental process. Higher education institutions and academics are not part of this process.

scholarly journals The Future of the Bologna Process and the European Higher Education Area: New Perspectives on a Recurring Topic

2020 ◽  
pp. 361-373
Author(s):  
Sjur Bergan ◽  
Liviu Matei
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Formal Approach ◽  
European Higher Education Area ◽  
European Area ◽  
The Future ◽  
Case Discussions ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The future of the Bologna Process and the European Higher Education Area (EHEA) have been debated for more than 20 years (Bergan and Deca 2018). From the very start, even as the implementation of this continental-wide project in higher education got underway and in parallel to historical analyses (“looking back” too) that begun slowly to emerge, the future of the EHEA has been a constant preoccupation. It is perhaps in the nature of things that while the future can be close or distant, it never quite arrives, like a textitfata morgana, so that any discussion of “the future” can in principle be endless. Or, it could be that in this case discussions about the future indicate continuing uncertainty about the substance, shape and timeline of a European area for higher education. As we are completing the second decade of the Bologna Process and, if we take a formal approach, the first decade of the EHEA, this debate nevertheless takes on added urgency and includes some new elements. We are encouraged by the fact that few if any voices have been heard advocating an end to the EHEA. We therefore disregard this option here.

scholarly journals El nuevo Espacio Europeo de Educación Superior : desafíos e incertidumbres

2012 ◽  
Author(s):  
Vicente A. Sanjurjo Rivo
Keyword(s):  
Higher Education ◽  
Reform Process ◽  
Educación Superior ◽  
Exchange Students ◽  
European Higher Education Area ◽  
Educacion Superior ◽  
European Higher Education ◽  
The Right ◽  
The University ◽  
European University

El proceso de Bolonia tiene como objetivo crear un espacio universitario europeo con entidad propia. A tal fin, se disponen una serie de instrumentos encaminados a facilitar la movilidad y la homologación de títulos en dicho espacio universitario. Con este nuevo Espacio Europeo de Educación Superior (EEES) se crearían teóricamente las condiciones idóneas para favorecer la inserción laboral de los universitarios y al mismo tiempo hacer más competitiva y atractiva la universidad europea en un entorno globalizado. La uniformidad organizativa y metodológica que persigue el nuevo proceso de reformas tendría por finalidad superar las barreras todavía existentes con relación al intercambio y la obtención de títulos homologables en el ámbito universitario europeo. Sin embargo, según se expone en el presente trabajo, la realidad universitaria actual dista mucho de ofrecer las condiciones necesarias para la consecución de tales objetivos.The process for the Bologna Accords aims to create a European Higher Education Area in its own right. To this end, a series of measurements are provided primarily to facilitate mobility, and recognition of qualifications in this Higher Education Area. This new European Higher Education Area (EHEA) theoretically would create the right conditions to encourage the job placements of the university students and at the same time make more competitive and attractive the European University in a globalized environment. Organizational and methodological uniformity sought by the new reform process would aim to overcome the barriers that still exist in relation to exchange students and obtaining comparable diplomas in the European University. However, as discussed in this paper, the current reality of the European University is far from providing the necessary conditions for achieving such objectives.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

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