scholarly journals Similitudes and singularities of higher education systems in the Mediterranean countries: Historical construction, policy and evolution of key indicators

REGION ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 25-44
Author(s):  
Cláudia Urbano
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Supply And Demand ◽  
Bologna Process ◽  
Southern Europe ◽  
Education Systems ◽  
Higher Education Systems ◽  
Mediterranean Culture ◽  
Mediterranean Countries ◽  
The Mediterranean

Higher education is one of the most important key values for changes in societies and exchanges among different societies. Analysing higher education systems in Europe, it is clear that Southern Europe has been determining many differences with the rest of the continent, despite the effort of the Bologna Process to ensure comparability in the standards and quality of higher education qualifications. Taking into account four Southern Europe countries – Portugal, Spain, Italy and Greece – and regarding their link to a certain Mediterranean culture, our proposal is to analyse these countries’ higher education systems, their growth, using indicators on educational stock, economic growth and development, supply and demand of higher education and economic indicators relating training and the economy such as graduated employment rates. Also education public policies will be considered in the analysis as they interfere in higher education systems’ trajectories. Comparing them we will be able to identify similitudes and singularities in these educational realities, leading us to conclude about the existence of a Southern European way of making higher education a specific value in Mediterranean culture. This topic is even more important as it may be related to the recent key focus of EU activities in Southern Mediterranean region. The Mediterranean Strategy for Sustainable Development (MSSD) recognises that education in the Mediterranean needs strengthening by introducing sustainable development, through a holistic approach, into educational curricula, from primary school right up to higher education. The search for synergies between higher education research and innovation in the Mediterranean area already started. With our post-doctoral research project focusing on higher education and its links to societies, educational policies and national economies, our goal is to share some questions and to contribute to the debate on higher education reinforcing and enriching sociological analysis on higher education between Mediterranean countries.

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 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.

Tourism Education During the Pandemic

2021 ◽  
pp. 863-884
Author(s):  
Ina Keçi ◽  
Ermira Qosja
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Distance Education ◽  
Human Resources ◽  
Education Systems ◽  
Higher Education Systems ◽  
Tourism Sector ◽  
Education Community ◽  
Tourism Education

The worldwide pandemic situation created by the COVID-19 disease confronted the education systems of all countries with the most unpredictable challenge ever, a pedagogical revolution that required the transition from traditional and conservative education of auditors to distance education formats. The new front was clear, in a few days the entire education community had to adapt to the new environment, developing and creating new plans to provide teaching through different electronic platforms and software. As the tourism sector is one of the main sources of sustainable development, the role of higher education systems in this sector is to prepare human resources able to proactively respond to all the challenges created during the pandemic circumstances and post-pandemic circumstances. This chapter based on semi-systematic literature review discusses distance education in tourism as an inevitable alternative to education due to the pandemic conditions in terms of providing an appropriate preparation of human resources in tourism to properly face the new reality.

scholarly journals Modern Trends in Public Funding of Higher Education

2020 ◽  
Vol 29 (3) ◽  
pp. 136-152
Author(s):  
M. De Martino ◽  
G. F. Tkach ◽  
S. A. Kovalenko
Keyword(s):  
Higher Education ◽  
Western Europe ◽  
Public Funding ◽  
Bologna Process ◽  
Education Systems ◽  
Financial Flows ◽  
National Education ◽  
Higher Education Systems ◽  
Education Financing ◽  
The World

Public funding currently plays a key role in the stability and success of higher education systems in the world leading countries. As governments are often the main sources of funding for higher education, the effectiveness of public policies in allocating financial flows is a matter of concern. This paper discusses the main mechanisms of financing higher education systems and analyzes the structures and features of these mechanisms using the examples of the largest countries of Western Europe and Asia – Germany, Spain, Italy, France, and China.Materials and methods. In order to identify current trends in public funding of higher education, the authors used two main groups of materials, which can be conditionally divided into official regulatory documents and statistical (analytical) reviews. Systemic-structural and statistical data analysis methods were applied in the research.Results. The study of trends in public funding of higher education revealed their great diversity not only in terms of the share in the overall structure of university income, but also in the mechanisms of distribution of financial flows. Nevertheless, this study presents the main groups of these mechanisms, structured according to the methods of their implementation.Discussion and Conclusion. In the course of the study, the authors concluded that the existing diversity of the world’s higher education financing systems is primarily due to the sustainability of traditions that have developed in national education systems, and the lack of international initiatives aimed at unifying the mechanisms of education financing, as was done earlier on the structure, levels and qualifications in the implementation of the bologna Process. In addition, the constantly changing financial situation in the world encourages states to look for alternative sources of support for higher education, which leads to the creation of new independent financing mechanisms.

scholarly journals Bologna Process in Armenia and Belarus: Successes and Problems

2020 ◽  
Vol 29 (4) ◽  
pp. 136-145
Author(s):  
L. G. Titarenko ◽  
M. I. Zaslavskaya
Keyword(s):  
Higher Education ◽  
Survey Methods ◽  
Bologna Process ◽  
State Funding ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Access To Higher Education ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems

The purpose of the article is to give a comparative analysis of the problems and achievements of the implementation of Bologna principles in higher education systems of the republics of Armenia and Belarus. Based on data from 2017–2019, a comparative study of the modernization of higher education systems of the two countries based on expert survey methods (experts are the administration and the teaching staff of universities), focus groups, content analysis of national media, statistics, and student surveys (only in Belarus), the authors identify the achieved successes and reveal unresolved problems in the process of implementing Bologna principles. It is shown that both countries formally ensured an equal access to higher education for their citizens, employment opportunities for graduates, participation of students and teachers in mobility processes; in both countries, a two-stage system of education and a system of transfer points, as well as a new pedagogical paradigm and competency-based approach have been introduced. At the same time, both countries are experiencing significant objective difficulties, associated primarily with insufficient state funding for higher education systems, inconsistencies between different levels of government, bureaucratization and inertia in the practical implementation of new approaches. Therefore, even with the formal implementation of the Bologna principles in Armenia, the national higher education system did not become a full-fledged participant in the European Higher Education Area. As for Belarus, its priorities remain the national principles of education, which define the boundaries of any educational reforms, including Bologna.

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