scholarly journals DOUBLE/JOINT DEGREE PROGRAMS: THE LEGAL ASPECT

2020 ◽  
Vol 1 (37) ◽  
pp. 125
Author(s):  
O. Humenna
Keyword(s):  
Higher Education ◽  
Legal Aspect ◽  
National Level ◽  
Legal Framework ◽  
Research Area ◽  
Degree Programs ◽  
European Higher Education Area ◽  
Academic Calendar ◽  
European Higher Education ◽  
Joint Degree Programs

The paper analyzes the documents of the European Higher Education Area and Ukraine, which enable the development and implementation of double/joint degree programs. It has been found that the implementation of double/joint degree programs has been addressed at all ministerial conferences responsible for higher education in the European Higher Education Area. An analysis of the legal framework of Ukraine showed that there are appropriate documents at the national level that allow the development and implementation of double/joint degree programs. The following issues have been identified for the implementation of double/joint degree programs: ensuring sustainability; ensuring proper funding; curriculum development; legal issues; recruitment of students; providing support from national or international organizations/government; program accreditation; academic calendar differences; institutional support; credit transfer agreement; communication with a partner; a fee structure agreement; language issues; the extent of the duration agreement; double counting of credits; negotiation development on the double/joint degree programs development.Key words: European Higher Education Area, academic mobility, European Research Area, recognition of higher education qualifications.

Implementation of Bologna Reforms

2014 ◽  
pp. 106-123 ◽  
Author(s):  
Simona Irina Agoston ◽  
Ramona Stefania Igret
Keyword(s):  
Research Area ◽  
Learning System ◽  
Social Dimension ◽  
Degree Programs ◽  
European Research Area ◽  
Student Centered ◽  
Student Centered Learning ◽  
Bologna Declaration ◽  
European Higher Education ◽  
Joint Degree Programs

This chapter develops a horizontal analysis of the implementation of the reforms adopted by the Bologna Declaration. Each signatory country of the declaration is analyzed according to each of the action lines: quality assurance, degree system, recognition of studies and degrees, mobility of students, researchers and teachers, social dimension, lifelong learning, joint degree programs, employability, student-centered learning system, and the European Research Area. The assessment provides not only some relevant indicators, but it refers also to the main challenges faced by signatory countries and possible measures that might foster convergence achievement within the European Higher Education Area (EHEA).

scholarly journals Higher Education Timescapes: Temporal Understandings of Students and Learning

Sociology ◽  
2021 ◽  
pp. 003803852199697
Author(s):  
Rachel Brooks ◽  
Jessie Abrahams ◽  
Achala Gupta ◽  
Sazana Jayadeva ◽  
Predrag Lažetić
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
European Countries ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Creation ◽  
The Bologna Process ◽  
The Relationship ◽  
Degree Level

This article draws on data from six European countries (Denmark, England, Germany, Ireland, Poland and Spain) to explore the higher education timescapes inhabited by students. Despite arguments that degree-level study has become increasingly similar across Europe – because of global pressures and also specific initiatives such as the Bologna Process and the creation of a European Higher Education Area – it shows how such timescapes differed in important ways, largely by nation. These differences are then explained in terms of: the distinctive traditions of higher education still evident across the continent; the particular mechanisms through which degrees are funded; and the nature of recent national-level policy activity. The analysis thus speaks to debates about Europeanisation, as well as how we theorise the relationship between time and place.

scholarly journals Fundamental values of the european higher education area (2010-2018): priority orientations of the academic staff activities

2018 ◽  
pp. 7-17
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Academic Staff ◽  
Bologna Process ◽  
Research Area ◽  
European Higher Education Area ◽  
Higher Education System ◽  
European Higher Education ◽  
The Bologna Process ◽  
Fundamental Values

The article enlightens that the rapid pace of transformational changes, which are inherent in a globalized world, during the twenty years of the Bologna process launching led to the expansion of its value space coordinate system and increase in the tools of fundamental values of higher education approval and implementation among the participating countries and European organizations. It is grounded that during the Bologna process and EHEA development to the list of fundamental values (academic freedom, institutional autonomy, indivisibility of teaching and research, preservation of the European humanism traditions) were added: state responsibility for higher education system, involvement of students and academic staff in the governance of higher education, following the academic integrity, democracy, human rights, higher education quality assessment, mobility, inclusiveness, etc. taking into account the national legislative frameworks. It is presented that an important step towards strengthening fundamental values is the establishment of the European Higher Education Area and European Research Area, as well as their consolidation in the near future. The EHEA and ERA creation in the Bologna process system led to the development of the higher education institution’s development strategy, in particular defining its mission, vision, aim, etc., where values are the main basis and guide for institution and society in general and also for academic staff. The university’s academic staff are obliged to identify themselves with the institution’s values, be their carriers in the students’ environment and society, be active their «transmitters». The main value principles implementation in higher education not only consolidates the Bologna process participating countries, but also ensures the implementation of the EHEA and ERA strategies globally and their distribution in the world.

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.

THE APPRENTICESHIP IN CRAFT GUILDS IN PREINDUSTRIAL EUROPE: A MODEL FOR ENGINEERING EDUCATION IN THE EUROPEAN HIGHER EDUCATION AREA

10.6036/9821 ◽  
2021 ◽  
Vol 96 (5) ◽  
pp. 460-463
Author(s):  
OSCAR MARTIN LLORENTE
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Learning By Doing ◽  
Term Survival ◽  
European Higher Education Area ◽  
Educational Methods ◽  
Apprenticeship Learning ◽  
European Higher Education ◽  
Craft Guilds

This work aims to carry out a comparative study between the apprenticeship system in the craft guilds in preindustrial Europe and the educational methods used in the European Higher Education Area (EHEA), with the aim of highlighting the role, within the field of engineering education in the EHEA, of the practice-driven approach (learning by doing), which yielded excellent results during centuries to craft guilds, since their institutionalized apprenticeship system was one of the reasons for their long-term survival. The transmission of technical skills and associated innovation were effectively supported by craft guilds but not as a main objective and even, sometimes, as a cause of undesired effects (formation of future competitors, revelation of secrets or shift of control over the production process from the owners of skills to the owners of capital. It has been demonstrated that both the organizational modalities or scenarios and the educational methods of the EHEA (except the binomial scenario-method formed by the theoretical class and the master lecture) used in engineering education, have a clear precedent in the preindustrial craft guilds, which emphasize the learning process instead of the teaching process and established, several centuries in advance and without intending to, a model for the EHEA. Keywords: Craft guilds; Apprenticeship; Learning by doing; Engineering education; EEES

scholarly journals ICT skills gap in Spain: Before and after a decade of harmonizing the European Higher Education Area

2019 ◽  
Vol 27 (4) ◽  
pp. 934-942
Author(s):  
Ariadna Llorens Garcia ◽  
Joana d’Arc Prat Farran ◽  
Jasmina Berbegal‐Mirabent
Keyword(s):  
Higher Education ◽  
Skills Gap ◽  
European Higher Education Area ◽  
Ict Skills ◽  
Before And After ◽  
European Higher Education
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