scholarly journals ENQUADRAMENTO HISTÓRICO LEGAL DO PROCESSO DE BOLONHA E O SEU IMPACTO NO SISTEMA DE ENSINO SUPERIOR PORTUGUÊS

2017 ◽  
Vol 3 (6) ◽  
pp. 75
Author(s):  
Ana Souto e Melo
Keyword(s):  
Education System ◽  
Bologna Process ◽  
Member States ◽  
Teaching System ◽  
Palabras Clave ◽  
El Sistema ◽  
Main Ideas ◽  
The Bologna Process ◽  
The Impact

O presente trabalho de investigação cingir-se-á a uma reflexão sobre o impacto do Processo de Bolonha (PB) nas políticas do sistema de Ensino Português, ao nível histórico legal. Neste sentido, delineamos alguns dos aspectos que marcaram o percurso histórico e processual da implementação do PB, fazendo referência aos diversos encontros de reflexão efetivados pelos vários estados-membros desenvolvendo, ainda, as principais ideias traçadas e a sua repercussão no sistema de ensino português.   PALAVRAS-CHAVE: Bolonha; Portugal; Sistema de Ensino; História.     ABSTRACT The present research will be based on a reflection on the impact of the Bologna Process (PB) on the policies of the Portuguese Teaching System, at the legal historical level. In this sense, we outline some of the aspects that marked the historical and procedural path of PB's implementation, referring to the various reflection meetings carried out by the various member states, also developing the main ideas outlined and their repercussion in the Portuguese education system.   KEYWORDS: Bologna; Portugal; Education system; History.     RESUMEN El presente trabajo de investigación se centrará en una reflexión sobre el impacto del proceso de Bolonia (PB) en las políticas del sistema de enseñanza portugués, al nivel histórico legal. En este sentido, delineamos algunos de los aspectos que marcaron el recorrido histórico y procesal de la implementación del PB, haciendo referencia a los diversos encuentros de reflexión efectuados por los diversos estados miembros desarrollando, aún, las principales ideas trazadas y su repercusión en el sistema de enseñanza portugués.   PALABRAS CLAVE: Bolonia; Portugal; Sistema de Enseñanza; Historia.

scholarly journals The experience of distance learning in the bologna process countries during the COVID-19 pandemic

2021 ◽  
Vol 99 ◽  
pp. 01043
Author(s):  
Zarina R. Bitieva ◽  
Maria A. Bulavina ◽  
Zalina R. Bitieva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Bologna Process ◽  
Point Of View ◽  
Higher Education System ◽  
Self Development ◽  
The Bologna Process ◽  
The Impact

In this article, the authors analyze various aspects of the distance learning discourse of the countries participating in the Bologna Process from the point of view of the impact of the pandemic on the development of higher education. The author pays special attention to the practical aspects of the activities of Russian universities during the pandemic, their interaction with each other and the problems of cooperation in the context of distance learning. Naturally, the stress caused by the epidemic and the transition to distance learning, especially for senior teachers, could not but affect the quality of training, but competently and professionally selected materials provided students with an educational result, and teachers with positive feedback and opportunities for self - development. The aim of the article is to demonstrate the experience of distance learning in the context of the pandemic and its impact on the higher education system. The author used the following methods: comparative research; methods of collecting empirical information; conceptual and terminological analysis; a method for solving problems. The results of the study can certainly be considered as revealing the positive dynamics of the development of the Bologna process in the higher education system, especially in the context of the pandemic.

scholarly journals Impact of a teacher development programme on approaches to teaching in higher education

2017 ◽  
Author(s):  
José Luis González-Geraldo ◽  
Fuensanta Monroy
Keyword(s):  
Teacher Development ◽  
Strategic Change ◽  
Bologna Process ◽  
Training Programme ◽  
Approaches To Teaching ◽  
Teaching Development ◽  
La Mancha ◽  
The University ◽  
The Bologna Process ◽  
The Impact

The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

To the question of reforming competencies of nurses — «bachelor»

2021 ◽  
pp. 70-74
Author(s):  
Tamara Dmitrievna Antyushko
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Education System ◽  
Bologna Process ◽  
Educational Systems ◽  
Conceptual Basis ◽  
Effective Implementation ◽  
The Russian Federation ◽  
Soviet Russia ◽  
The Bologna Process

Reforms of the education system carried out in post-Soviet Russia within the framework of the «Bologna process», in their conceptual basis, are aimed at building in the Russian Federation an educational system similar to the educational systems of Western countries. One of the main goals of the Bologna Process is «to promote mobility by overcoming obstacles to the effective implementation of free movement». For this, it is necessary that the levels of higher education in all countries are as similar as possible, and the scientific degrees awarded based on the results of education are the most transparent and easily comparable.

THE WAYS FOR THE GLOBAL COMPETITIVENESS ENHANCEMENT OF KAZAKHSTAN IN THE SYSTEM OF HIGHER EDUCATION

2021 ◽  
Vol 71 (3) ◽  
pp. 56-64
Author(s):  
A.A. Baitassov ◽  
◽  
K. Sarkytkan ◽  
K.K. Muzdybayeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Research Work ◽  
Bologna Process ◽  
Vital Role ◽  
Global Competitiveness ◽  
Higher Education System ◽  
Current State ◽  
The Bologna Process

Since gaining independence, Kazakhstan has been carrying out active reforms in the field of higher education. This, in turn, led to a systematic policy of transition to a market economy. The research work will include the current state of the higher education sector in Kazakhstan and further development provided for by the Bologna process. In the course of the study, several typologies will be identified to visualize how the education system in Kazakhstan has revolutionized. Analytical methods, such as pie charts and graphs, are also used to analyze research data. The study discusses the need to improve the quality of human capital by improving and modernizing the higher education system. Domestic higher education plays a vital role in the professional training of competent and globally competitive specialists for all sectors of the economy of Kazakhstan.

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

scholarly journals The voice of inclusion in the midst of neoliberalist noise in the Bologna Process

2020 ◽  
Vol 19 (6) ◽  
pp. 485-505
Author(s):  
Iryna Kushnir
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Bologna Process ◽  
Social Dimension ◽  
European Higher Education Area ◽  
Member States ◽  
Policy Documents ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Voice

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

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>

Sign in / Sign up

Export Citation Format

Share Document