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.

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

scholarly journals Expert System for the Analysis of Qualification Standards in European Countries

2017 ◽  
Vol 5 (4) ◽  
pp. 14-29
Author(s):  
Vladimir Eremeev ◽  
Oleksandr Siechin ◽  
Yana Pidbereznia
Keyword(s):  
Comparative Analysis ◽  
Expert System ◽  
Effective Interaction ◽  
Bologna Process ◽  
Semantic Content ◽  
Subject Area ◽  
National Standards ◽  
European Countries ◽  
Development Environment ◽  
The Bologna Process

National standards of education in the Bologna Process countries differ both in the structural and in the substantive parts of the documents. Automation of comparison of qualification levels of different countries allows to provide more effective interaction of university centers in the field of educational services and the labor market. In this article, using the method of Professor V. Osadchy, an expert system of ES for the comparative analysis of the qualification levels of the standards of European countries on the descriptor «Knowledge» was developed. The code of the program is based on the Windows Forms technology in the Microsoft Visual Studio Community 2017 software development environment. The algorithm for comparing the levels related to different standards is implemented in the form of the following operations: First step. In the studied subject area Q, which contains a textual description of the qualification levels of education, a universal set V is created from elementary semantic units vi with the indication of the measure of each element μ(vi). The semantic content of vi is presented in text form in such a way that the expert has the opportunity to characterize any level of the standard Pu with the help of a subset of Ru from the elements. The second step. From the list of participants in the Bologna Process, countries and their qualification levels are selected to carry out the comparison. The third step. Experts fill in the tables with an estimate of the probability of occurrence of elementary semantic units vi in the subset Ru for the chosen qualification level. The fourth step. We calculate the measures of the subset μ(Ru) and display the results of calculations on the display screen. The use of this algorithm made it possible to create a convenient software product for conducting a comparative analysis of the national standards of education in European countries. Efficiency tests were carried out in various modes of filling the initial forms. Using the example of comparing the NQFU standards and the EQF standard for the «Knowledge» descriptor, the reliability of the functioning of all forms of the program, the stability of the output of information with respect to unauthorized actions of experts, and the convenience provided to the user by the interface when filling out the tables are shown. It is shown that the zero level of the NQFU standard is consistent with the first level of the EQF standard, and the first, second and third levels of the NQFU standard are close, respectively, to the second, third and fourth levels of the EQF standard.

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.

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.

Graduates’ skills and employability: the view of students from different European countries

2019 ◽  
Vol 9 (4) ◽  
pp. 758-774 ◽  
Author(s):  
Elisabeth T. Pereira ◽  
Madalena Vilas-Boas ◽  
Cátia C. Rebelo
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Countries ◽  
High Rate ◽  
Field Of Study ◽  
Content Type ◽  
Higher Education System ◽  
European Universities ◽  
The One ◽  
The Bologna Process

Purpose In the last decade, graduates’ employability has assumed a central role in scholars’ concerns. This was mainly due the high rate of recent graduates’ unemployment in some European countries, as well as the Bologna Process reform of the European higher education system and the new Europe Strategy 2020. The purpose of this paper, driven by the increasing need to improve graduates’ skills and employability, is to identify a set of skills that students consider important to achieve success in their own field of study and another set of skills, which they perceive to lack the most. Design/methodology/approach To achieve the main goal of this study, based on the methodology supported by literature review, a questionnaire was applied to students from five different European universities. Findings The main results allowed the authors to infer that, on the one hand, the European students of the universities included in the study consider communication, thinking and interpersonal skills as the most important skills to get a job in their own field of study; and on the other hand, personal, interpersonal and entrepreneurial skills are the skills lacked by students. These set of skills are quite similar and even overlapping, which makes this a significant inference that needs to be accounted by higher education institutions (HEIs). Originality/value In the research carried out in this study, with the students of five different European universities affected by the economic crisis of 2007/2008, the needed skills perceived by students to obtain employment in their own field of study were identified, along with the skills which they perceived to lack the most. The obtained findings contribute to shed light on the important issue of supporting HEIs regarding the skills that should be imparted in the curricula of their courses and workshops, in order to help the students to succeed in the current and potential competitive labour market.

scholarly journals From 1999 to 2019: 20 years of European debate, development, and achievements

2019 ◽  
Vol 6 (2) ◽  
pp. 51-71
Author(s):  
Maria Sticchi Damiani
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Countries ◽  
Structural Reforms ◽  
Previous Decade ◽  
Common Framework ◽  
European Standards ◽  
Student Centred Learning ◽  
Teaching Learning ◽  
The Bologna Process

This paper suggests that, although the Bologna process officially began in the late 1990s, the conditions that made it possible had already been created in the previous decade through the growing practice of international academic cooperation, mainly triggered by EU inter-institutional programmes. As the need for structural reforms in some higher education systems became more evident, in 1999 the Ministers of Education of 29 European countries gathered in Bologna to start a process of voluntary convergence of their systems with the objective of creating a European Higher Education Area. In the last 20 years the participating governments (now 48), with the support of international organizations and major stakeholders, have jointly developed a common framework of principles, actions, policies and tools. Accordingly, different types of structural reforms have taken place in the various countries. At present, however, implementation of the key commitments – full adoption of the three-cycle structure and ECTS, of the Lisbon recognition convention and the Diploma supplement, and of QA systems based on the European standards and guidelines – is still uneven in the EHEA and a peer-support approach was adopted by the ministers last year. Concerning the implementation issue, this paper raises two sets of questions. First: to what extent have the structural reforms implemented by the governments really affected grassroots educational activities? How deeply have the underlying principles – like student-centred learning – been implemented in actual programme design and everyday teaching/learning practice? Second: although inspired by the same basic principles, are EHEA-induced reforms actually being implemented consistently throughout European countries and institutions? Deeper involvement and more international coordination of European academics is advocated in the paper, in order to face these challenges and consolidate the EHEA in the years to come.Received: 03 April 2019Accepted: 02 May 2019Published online: 29 May 2019

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.

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