A Paradigm in Transition

2011 ◽  
pp. 58-66
Author(s):  
Pablo Murta Baião Albino ◽  
Fernando González Gatica ◽  
José Enrique Armendáriz-Iñigo
Keyword(s):  
European Union ◽  
Learning Process ◽  
Bologna Process ◽  
The European Union ◽  
New Paradigm ◽  
Leading Role ◽  
Education Levels ◽  
Physical Barriers ◽  
Educational Paradigm ◽  
The Bologna Process

The traditional teaching process at higher education levels has changed in the European Union since the arrival of the “Bologna Process”. Under this new paradigm, professors are no longer the knowledge transmitters but also guides that must encourage students to generate knowledge. Hence, it is crucial to generate certain skills that will let them learn throughout all their lives, especially in the ability to search information that solves a certain problem. At this point is where it comes in hand the acquisition of ICT skills; since the learning process can surpass the physical barriers of the classroom and is an effective tool for solving problems. In this chapter, the authors address this new change in the educational paradigm focused on the European Union and taking into account the leading role of ICT in this learning process.

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

scholarly journals Implementation of European Educational Programs in Context of Kazakhstan’s Policy in Field of Higher Education (1995-2018)

2020 ◽  
pp. 376-392
Author(s):  
O. N. Bogatyreva ◽  
E. V. Shukusheva
Keyword(s):  
Higher Education ◽  
European Union ◽  
Bologna Process ◽  
Educational Programs ◽  
The European Union ◽  
International Mobility ◽  
European Higher Education Area ◽  
Higher Education System ◽  
European Higher Education ◽  
The Bologna Process

The issues of academic mobility and internationalization of universities of the Republic of Kazakhstan are considered through participation in educational programs of the European Union TEMPUS and ERASMUS+. The main stages of the implementation of European programs are identified, which correspond to the main principles and directions of the policy of Kazakhstan in the field of higher education. Particular attention is paid to Kazakhstan joining “the Bologna Club”. It is emphasized that the TEMPUS program contributed to the integration of the Higher Education system of Kazakhstan into the European Higher Education Area and the country's accession to the Bologna process. The fact that European programs contributed to the implementation of the basic parameters of the Bologna process aimed at internationalization is positively assessed. The data on the involvement of Kazakhstani universities in the educational programs of the European Union, aimed at increasing the international mobility of students and deepening research in the field of European integration, are analyzed. The problems that hinder the development of internationalization and the active participation in European programs are also touched upon. It is shown that Kazakhstan is the only country in Central Asia that is part of the European Higher Education Area and has a national strategy for the internationalization of all universities.

scholarly journals MODERNIZATION OF HIGHER EDUCATION IN THE CONTEXT OF INTEGRATION INTO THE WORLD EDUCATIONAL SPACE: THE EXPERIENCE OF UKRAINE AND CENTRAL ASIA

2021 ◽  
Vol 1 (194) ◽  
pp. 121-125
Author(s):  
Iryna Ivanova ◽  
◽  
Olena Pokhilko ◽  
Keyword(s):  
Higher Education ◽  
European Union ◽  
Central Asia ◽  
Knowledge Society ◽  
Bologna Process ◽  
The European Union ◽  
Quality Of Higher Education ◽  
The World ◽  
The Bologna Process

The relevance of the study is due to the fact that current globalization trends contribute to the formation of the world education area, and further steps in this direction require taking into account the achievements of recognized leaders of knowledge society and other countries seeking to join them in reforming national education systems. Based on the analysis of normative documents, statistical materials and reports, current research of modern scientists, the experience of modernization of higher education in Ukraine and Central Asia in the direction of integration into the world, especially European, educational space is determined by their national interests and desire to expand cooperation with Europe and the world in general. A comparative analysis of the experience of implementing the principles of the Bologna Process, involvement in international educational programs and projects shows that these partner countries, united by a common socialist past, although are not members of the European Union, but are considered strategic partners. It is argued that Ukraine and Kazakhstan followed the path of official entering the Bologna Process (which contributed to improving the efficiency and quality of higher education, expanding the market of educational services for applicants and labor markets for graduates), while Kyrgyzstan, Uzbekistan and Tajikistan only partially changed their direction, which was declared at the state level. Turkmenistan, on the other hand, remains closed and conservative. It has been found that common to all countries is the need to systematically improve the quality of higher education, further update the entire education system (organizational, methodological, personnel), taking into account globalization and integration trends, which can contribute to further active cooperation with European Union countries, including within the framework of international programs (Erasmus, Tempus, Jean Monnet, etc.).

The Role of Academic Values in Higher Education Convergence in Romania

2014 ◽  
pp. 168-182
Author(s):  
Victoria A. Seitz ◽  
Mariana Nicolae
Keyword(s):  
Higher Education ◽  
European Union ◽  
Bologna Process ◽  
The European Union ◽  
Academic Values ◽  
Higher Education System ◽  
The World ◽  
Education Market ◽  
The Bologna Process

The Bologna process set forth a transformation among institutions of higher education in Europe to increase student and staff mobility and to make the European Union more competitive in the world education market. Years of a centrally planned system, isolation from the international conversations, and developments of higher education values made the implementation of the Bologna process in Romania a difficult and controversial one. This chapter introduces a concept from the marketing literature regarding brand globalization that recognizes and supports an integral part of the Bologna process – that of academic values. Moreover, the discussion presents findings from an empirical study regarding leadership aspects in Romanian higher education. Recommendations are then provided as to the implementation of those values in Romania's higher education system.

scholarly journals English-medium teaching in European higher education

2006 ◽  
Vol 39 (1) ◽  
pp. 1-14 ◽  
Author(s):  
James A. Coleman
Keyword(s):  
Higher Education ◽  
European Union ◽  
Linguistic Diversity ◽  
Bologna Process ◽  
Medium Of Instruction ◽  
The European Union ◽  
Council Of Europe ◽  
The Face ◽  
European Higher Education ◽  
The Bologna Process

In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

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 A New Paradigm for EU Diplomacy? EU Council Negotiations in a Time of Physical Restrictions

2020 ◽  
Vol 15 (4) ◽  
pp. 556-568
Author(s):  
Heidi Maurer ◽  
Nicholas Wright
Keyword(s):  
European Union ◽  
International Relations ◽  
The European Union ◽  
New Paradigm ◽  
Physical Presence ◽  
Written Form ◽  
International Engagement ◽  
Council Of Ministers ◽  
European Diplomacy ◽  
The Eu

Summary Can diplomacy work without physical presence? International relations scholars consider the European Union (EU) the most institutionalised case of international co-operation amongst sovereign states, with the highest density of repeated diplomatic exchange. In a year, the Council of Ministers hosts on average 143 ministerial and 200 ambassadorial meetings, along with hundreds of working group meetings. These intense diplomatic interactions came to an abrupt halt in mid-March 2020, when the spread of COVID-19 forced the Council to approve — in a manner unprecedented in European integration history — the temporary derogation from its rules of procedures to allow votes in written form, preceded by informal videoconferences between ministers or ambassadors. This argumentative essay reflects on how we can use these extraordinary months of intra-European diplomacy to assess the viability of virtual diplomacy in the EU context and what lessons it provides as we seek more sustainable means of international engagement.

scholarly journals THE MODEL OF THE INTELLIGENCE SYSTEM FOR THE ANALYSIS OF QUALIFICATIONS FRAMEWORKS OF EUROPEAN COUNTRIES

2017 ◽  
pp. 133-142
Author(s):  
Viacheslav Osadchyi ◽  
Kateryna Osadcha ◽  
Volodymyr Eremeev
Keyword(s):  
Intelligent System ◽  
Bologna Process ◽  
Quantitative Measure ◽  
European Countries ◽  
Intelligence System ◽  
Proposed Model ◽  
Education Levels ◽  
Special Knowledge ◽  
And Mathematics ◽  
The Bologna Process

The paper presents the model of the intelligence system for carrying out the comparative analysis of qualifications frameworks of European Countries. The conceptual construct of the model consists of national qualifications frameworks, qualification levels and descriptors such as Knowledge, Skills etc. Each notion is matched with a set of semantic elements which are determined in the field that characterizes all the components of European frameworks. The model allows a user to determine a quantitative measure of correlation between frameworks and qualification levels in different countries. The proposed model of the intelligent system is based on the concept of knowledge base application in the process of solving various tasks, depending on user needs. Such a system is, as a matter of fact, an expert system. At present there is not any universal body of logics and mathematics which could meet requirements of any IS developer. Our model is developed on the basis of special knowledge related to the classification of European education levels in the context of the Bologna process.

Sign in / Sign up

Export Citation Format

Share Document