scholarly journals Living with the Bologna Process: Recommendations to the German Legal Education Community from a U.S. Perspective

2006 ◽  
Vol 7 (11) ◽  
pp. 863-905 ◽  
Author(s):  
Laurel S. Terry
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Background Information ◽  
Process Implementation ◽  
Education Community ◽  
The Bologna Process

The Bologna Process is a dramatic development that is less than ten years old, but already it has significantly reshaped higher education in Germany and in Europe. This article is based on my research regarding the history and objectives of the Bologna Process and Bologna Process implementation in Germany. It contains my reflections about the Bologna Process and German legal education and my recommendations to the German legal education community. In order to understand these reflections and recommendations, one needs a certain amount of background information about both the Bologna Process and German legal education. The sections that follow provide that background.

scholarly journals Legal Education and Clinical Legal Education in Poland

2014 ◽  
Vol 13 ◽  
pp. 47 ◽  
Author(s):  
Izabela Krasnicka
Keyword(s):  
Higher Education ◽  
Education System ◽  
Legal Education ◽  
Bologna Process ◽  
Law School ◽  
Present System ◽  
Study Program ◽  
Higher Education System ◽  
Polish Law ◽  
The Bologna Process

<p>The aim of this paper is to present the existing legal education system and development of clinical legal education in Poland. The first part briefly introduces the general Polish higher education system including the implications of the Bologna Process and other challenges for the law faculties as higher education institutions. It then focuses on the five different apprenticeships necessary to obtain license to practice law in Poland. The second part deals with the study program and teaching methods used at Polish law faculties. It argues that the present system does not meet the requirements of the contemporary legal job market as students are not, as a rule, exposed to practical aspects of legal problems and leave law school without training in the necessary skills. The third and most extensive part is dedicated to the legal clinics operating in Poland. Some statistical data is presented on legal clinics (i.e. numbers of students, teachers, cases etc.). This part also discusses basic clinical methodology instruments used in Polish clinics. Finally it describes the establishment of the Polish Legal Clinics Foundation (Foundation), its goals, tasks, challenges and<br />achievements.</p>

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.

New and Pressing Challenges for Romanian Higher Education System after 10 Years of Bologna Values Implementation

2014 ◽  
pp. 151-167
Author(s):  
Dumitru Miron
Keyword(s):  
Higher Education ◽  
Economic Integration ◽  
Education System ◽  
Bologna Process ◽  
European Economic ◽  
Higher Education System ◽  
Process Implementation ◽  
Expected Benefits ◽  
The Bologna Process

This chapter examines a number of issues related to the implementation of reforms in Romania, which focused on the national higher education system in order to internalize the values of the Bologna Process. It presumes that the assumption process of the challenges linked to the educational effects of the globalization and regionalization phenomena must be preceded by solving dilemmas, eliminating conceptual, regulatory, and instrumental fetishes, and changing the behavior of stakeholders involved. The study shows that after 10 years of the Bologna Process implementation, the balance between tradition and modernity is still ambiguous, many areas of uncertainty are kept, being unclear how to place this process within the European economic integration logic, and that much of the expected benefits cannot be seen. This chapter explores the extent to which changes that have occurred in the Romanian higher education system and the tools used for this purpose, strategic or circumstantial.

scholarly journals THE BOLOGNA SYSTEM OF HIGHER EDUCATION AS THE BASIS OF THE EDUCATIONAL QUALIFICATION FOR ADMISSION TO THE LEGAL PROFESSION

2019 ◽  
Vol 29 (5) ◽  
pp. 655-660
Author(s):  
R.G. Melnichenko ◽  
S.V. Ignatyev
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Legal Profession ◽  
Bachelor's Degree ◽  
Wide Range ◽  
The Status ◽  
The One ◽  
The Bologna Process ◽  
Made In

The relevance of the study is caused, on the one hand, by the unification of approaches to the content of higher legal education in the world (related to the Bologna process), and, on the other, by different approaches of states when using the results of training in the bachelor/master/doctoral student paradigm when admitted to the legal profession. The authors investigated the situation in the main “civilized” states on this issue, revealing a wide range of approaches to the requirements for having an appropriate level of higher legal education for candidates for the status of a lawyer: only master (Ukraine, France), law bachelor (UK, Australia, Canada, USA, Slovenia), not a bachelor of law with the condition of additional training (UK, Australia), not a bachelor of law with subsequent legal practice (state California). As a result, the following conclusions were made: 1. In countries with the Bologna system of higher education, there are no unified approaches to the level of education that a candidate for obtaining the status of a lawyer should receive. 2. No regularities were found to determine why in some states the choice was made in favor of the “master's degree”, and in others - the “bachelor's degree” requirements for candidates for the status of a lawyer.

On the problems of the quality of legal education assurance.

2017 ◽  
Author(s):  
Лев Бардин ◽  
Lev Bardin
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Federal State ◽  
Teaching Staff ◽  
Law Schools ◽  
Educational Standard ◽  
State Educational ◽  
The Bologna Process

More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.

scholarly journals The Bologna Process and German Legal Education: Developing Professional Competence through Clinical Experiences

2008 ◽  
Vol 9 (5) ◽  
pp. 575-618 ◽  
Author(s):  
Andreas Bücker ◽  
William A. Woodruff
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Professional Competence ◽  
Legal Education ◽  
Bologna Process ◽  
Clinical Experiences ◽  
Successful Completion ◽  
Doctorate Degree ◽  
Bologna Declaration ◽  
The Bologna Process

The Bologna Declaration of 19 June 1999, committed 29 European nations, including Germany, to develop a system of higher educationbased on two main cycles, undergraduate and graduate. Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years. The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification. The second cycle should lead to the master and/or doctorate degree as in many European countries.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals The Bologna Process. Academic Mobility in Romanian Technical Higher Education

2012 ◽  
Vol 47 ◽  
pp. 2229-2233 ◽  
Author(s):  
Liliana-Luminiţa Todorescu ◽  
Anca Greculescu ◽  
Gabriel Mugurel Dragomir
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Mobility ◽  
The Bologna Process
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