IMPLEMENTATION OF BOLOGNA DECLARATION STANDARDS: THE EXPERIENCE OF THE REPUBLIC OF LATVIA

The article is concerned with 20 years’ experience of implementation of Bologna Declaration standards in the higher education system of the Republic of Latvia. The article offers a concise analysis of such root principles of Bologna system as 1) acknowledging of three cycle system; 2) staff and students' mobility; 3) quality assurance of higher education; 4) promotion of the essential European attitudes in higher education; 5) life-long learning; 6) enhancement of the role of the students in organization of the study process; 7) autonomy for institution and academic freedom; 8) amplification of the European constituent in the national higher education system; 9) single European Higher Education Area (EHEA).

CIRCUMSTANCES OF THE HIGHER EDUCATION SYSTEM OF ENGLAND, THEIR POSITIVE AND NEGATIVE ASPECTS

This article briefly lists the main factors that influenced the formation of the main features of the English higher education system. The characteristic features of the higher education system in England are given in terms of their positive and negative sides. The relevance of the topic of the article is indicated in the light of the increase in the spheres of influence of the Bologna Declaration in the international arena.

On Some Aspects of the European Knowledge Economy

We survey some of the consequences of the managerialism of science and education as practiced in European countries and its main results: the Bologna declaration and the Bologna process. One notable feature of this process is the gradual introduction of currently fashionable management terms into school curricula. These linguistic changes are the direct result of the neoliberal philosophy behind the concept of knowledge economy, namely, that all sciences must justify their economic value; moreover, the introduction of such terms is via government “strategic documents” that are never the result of a democratic public debate. As a case in point, we examine two such strategic documents issued by the Bulgarian ministry of education.

BOLOGNA PROCESS IN UKRAINE: TRENDS, PROBLEMS AND PERSPECTIVES

The study analyzed the process of transformation of the higher education system in Ukraine within the framework of the Bologna process principles implementation; the current state, problems and degree of key provisions implementation under the Bologna Declaration are characterized; the tendencies of development of the Bologna process in Ukraine are pointed out; possible ways to increase the efficiency of the higher education system of Ukraine have been identified.

Processes of academisation in higher music education: the case of Sweden

Higher music education (HME) in Europe is multifaceted due to the great variety of legal frameworks, conservatory histories and practices. However, following the Bologna declaration in 1999, traditional conservatories are gradually transforming into research-based institutions, which means combining advanced performer training with artistic research. After a background on academisation in the higher education of classical, professional musicians, this article reports on a Swedish case study of meanings assigned to academisation in HME. Findings show that it is defined and justified as a quality development project, which requires adaptation and also gives opportunities for further development. Issues of agency in HME are discussed.

Internationalization of Education: the Place and Role of Russian Universities

Today, in the global educational space, higher edu-cation institutions are undergoing fundamental re-forms. The main reasons for the renewal of voca-tional training are the needs for the development of the economic and social sectors, science, technolo-gy, the labor market and their potential development should be adjusted to create a favorable vocational training system. The Bologna Declaration, signed by many countries supporting the idea of international-ization, calls for concrete measures in this regard. But what has internationalization really changed and given to universities? And what should be changed? The author of the paper tried to answer these and other questions. The information used in this study was obtained on the basis of the results of research by domestic and foreign scientists in the field of internationalization of higher education, as well as analysis of documents, statistics and the global Internet.

QUO VADIS CIVIL ENGINEERING EDUCATION: 20 YEARS AFTER BOLOGNA DECLARATION

The Bologna Declaration of 29 European Higher Education Ministers caused the most inventive change on the higher education sector all over Europe since more than 200 years. The objective was to create a common European Higher Education Area with permeability, higher transparency and acceptance of university degrees across Europe. Since the declaration’s signing in 1999, the bachelor and master’s degrees successively replaced the former study program system of European universities and quality assurance methods were implemented. 20 years after the signature of the agreement, it is time to look back. The authors analyzed advantages as well as disadvantages of the modifications in the German study program structure and other related changes from the current state of view. Furthermore, the paper will give information whether objectives of the Bologna Declaration have been met and where the expected success is still being missed. For that, the paper provides information about the current study structure in Germany, students’ statistics and development of academic mobility. Focus of the investigation was civil engineering programs as well as the resulting developments in universities’ and faculties’ management of German higher education institutions. The authors concluded that the main ideas of the Bologna Process found their way in the daily work of the universities. Nevertheless, the higher education reformation has not yet reached its aims.