Educational policy borrowing is changing the landscape of Kazakhstan's higher education. Kazakhstan has initiated higher education standards and quality educational services to compete globally to ...match those in developed countries. The government policy for higher education reform is a measure of convergence: catching up with the advanced knowledge-based economies of Europe and North America and creating a gateway into the European Union and the Organization of Economic Cooperation and Development. According to the Bologna Process, the government's higher education policy calls for research-based Doctor of Philosophy (PhD) degrees. Through this enterprise, the Ministry of Education and Science considers higher education to serve as a beacon light on global competitiveness by mainly introducing the PhD and setting up requirements for graduation commensurate with a research society. This article is a case study investigating the implications of educational policy borrowing and PhD graduation requirements regarding how the students are assimilating and accommodating the requirements. The study explores the implications of how educational policy borrowing impacts PhD graduation requirements and examines the challenges posed by the requirements on PhD students. Our findings indicate that educational borrowing to modernize Kazakhstan focused on developed nations’ social, cultural, and structural characteristics rather than responding positively to changes in Kazakhstan's material and sociocultural environments. We conclude that educational policy borrowing should be selective to integrate national identity procedures by which governments and politicians must reformulate educational borrowing according to atypical nonglobal competitiveness emphasis.
The category of education quality in the system of higher professional education acts as providing high competitiveness, optimal organization and management of the educational process, as well as ...access to the world market of educational services. We can talk about the international legal regulation of the quality of education relatively arbitrarily, bearing in mind the practical absence of normative legal acts regulating the relations of subjects of international educational law in the field of regulating the quality of education. We can talk about the international component of assessing the quality of education in the context of the Bologna Declaration, because the Bologna process strengthens the European emphasis on assessment and quality control, accreditation, takes a course towards convergence of standards and assessment procedures. Among the most important reforms proclaimed by the Bologna Declaration, the development of European cooperation based on developed comparable criteria and methods is named. In a resolution of the Congress of European Rectors of Universities (Salamanca, March 29–30, 2001), quality is defined as the “cornerstone”, the “fundamental condition” of trust, relevance, mobility, compatibility, and attractiveness. Rectors reaffirmed their intentions to seek mutually recognized mechanisms for assessing, controlling and certifying quality.
Abstract
Evaluation is a crucial part of the teaching and learning process in any higher education institution and one that has gone through a deep change. This has been particularly true since the ...Bologna Declaration (
http://www.ehea.info/page-ministerial-conference-bologna-1999
, 1999) ushered in the European higher education area, with the subsequent major rise in the employment of continuous assessment methods focused on student participation. This article analyses the impact on academic performance of e-continuous assessment based on e-tests on a virtual platform as a previous step towards the substitution of the traditional evaluation system, based on a final exam, with a continuous evaluation system, prescribed as an alternative preferred by the regulations of multiple Spanish universities. Microeconometric models have been applied to a database of 250 first-year students on the Business Administration and Management course at the University of Seville (Spain). Our findings show that e-tests could prevent the risk of students dropping out and could also provide a credible predictor of students’ academic marks in the theoretical contents of the subject, but not in those of a practical or applied nature. Based on the results of this evaluation, an e-continuous assessment has been developed in the subject, which has become the majority option for students, with 90% participation, while also increasing pass rates. Moreover, the positive effect of a computing environment does not appear to be limited to the classroom, but also extends to students’ home environments. This teaching experience shows that the swift feedback that e-tools provides, especially in especially in environments of large class size such as in the class evaluated, could support instructors’ personal tutoring of students’ progress and promote a greater implementation of e-continuous assessment in Spanish higher education.
Abstract A central aim of the original Bologna Declaration in 1999 was to give the opportunity of advancement in education to every European citizen. According to the Declaration, this goal is worth ...achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programmes of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.
This article analyzes the validity of persistent claims in Russia about the consequences of ratifying the Bologna Declaration that turned out to be myths, and presents the actual situation in this ...field and ways of reforming the domestic system of higher education under the parameters of the Bologna Process.
Rad obrađuje neke od pozitivnih i negativnih aspekata Bolonjskog procesa pri čemu je istraživački akcenat stavljen na koncept sreće kod studenata. Kvantitativnom analizom sadržaja deset dokumenata ...koje su rezultat ministarskih konferencija za visoko obrazovanje u razdoblju od 2001. do 2020. godine ustvrdili smo kako Bolonjska reforma ne posvećuje izričit i direktan interes za koncept sreće i dobrobiti studenata. Štoviše, pojmovi sreća, sreća studen(a)ta i dobrobit studen(a)ta ne spominju se ni u jednom od tih dokumenata. Potrebito je da visokoobrazovne institucije omoguće studentima stjecanje profesionalnih i stručnih kompetencija i prikladno osposobljavanje za tržište rada, ali i da im se osiguraju prilike za osoban razvoj i za istraživanje i evaluiranje determinanti sretnog, smislenog i dobrog života. U tu svrhu rad elaborira neke od stavaka ključnih za ljudsku sreću, a koje su nedovoljno zastupljene u europskoj reformi visokog obrazovanja na štetu osobnog razvoja studenata. Rad je podijeljen u četiri djela. Prvi dio razlaže Bolonjsku deklaraciju i neke od ciljeva Bolonjskog procesa. Drugi dio analizira pozitivne i negativne aspekte Bolonjskog procesa. Treći dio provodi kvantitativnu analizu sadržaja deset dokumenata koji su rezultat ministarskih konferencija i istražuje koncept sreće i dobrobiti, dok četvrti dio na temelju etičke teorije objektivne istine razvija određena rješenja kako bi se sreći i dobrobiti studenata unutar visokog obrazovanja posvetila adekvatnija pozornost.
The article analyses some positive and negative aspects of the Bologna Process, while paying special attention to the notion of happiness among students. On the basis of a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education in the period between 2001 and 2020, the author concluded that the Bologna Reform does not pay explicit and direct attention to the notion of happiness and well-being of students. On top of that, notions of happiness, happiness of students, and well-being of students are not mentioned at all in those documents. Institutions of higher education are required, of course, to provide students with an opportunity to acquire professional competencies and qualifications that are valued at the job market. However, they should also provide students with an opportunity to develop as persons and to research and evaluate determinants of a happy, meaningful, and good life. In that sense, the article elaborates on some of the key determinants of human happiness that are underrepresented in the European reform of higher education at the expense of the personal development of students. The article is divided into four parts. The first part explains the Bologna Declaration and some of the aims of the Bologna Process. The second part analyses positive and negative aspects of the Bologna Process. The third part carries out a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education and studies the notions of happiness and well-beings, while the fourth part develops some solutions on the basis of the ethical theory of objective truth. These solutions encourage paying more attention to happiness and well-being of students within higher education.
In 1999, the year when the Bologna declaration was signed, the foundation of the European Network of Teacher Education Policies (ENTEP) was proposed by the Portuguese Minister of Education to his ...Colleagues in the European Union Member States. “Teacher Education – The Bologna Process and the Future of Teaching” reflects current challenges of Teacher Education in Europe based upon these 20 years of development. The Bologna process has become a crucial reference point for the modernization in higher education institutions. ENTEP, as European network of policy makers and researchers, has been working along these lines and has always sought to bring to fruition its vision for a European Higher Education Area (EHEA), where Teacher Education has a special place in the European landscape.
In this volume, ENTEP members from different countries cover fundamental questions of teacher education in the European Higher Education Area. They discuss crucial aspects like fundaments, Initial Teacher Education, lifelong learning, evaluation, policy making, research and efforts to build bridges into the future. Thus, the book might serve as a starting point for discussions about future roles of teachers in Europe on different levels towards a European development of teacher professionalism.
The article examines issues related to the integration of the educational system of Ukraine into the European educational area. Based on the analysis of the legal framework of the European ...institutions regulating issues in education and the humanitarian sphere, the chronology of the creation of a common European educational area from the Bologna Declaration to the present is generalized. The key decisions and their achievements are determined, the peculiarities of the course of integration processes in EU education are traced. It was found that the indicators of the success of the implementation of decisions in the field of education are primarily numerical indicators that set the boundaries of both positive and negative phenomena in education. On the basis of normative documents, analytical articles and other documents adopted in Ukraine, an attempt is made to summarize information on measures implemented in Ukraine aimed at European integration in education, and to identify those challenges that need to be addressed in the context of new socio-political, economic and humanitarian challenges. Tasks facing education in the sphere of integration are: coordination with European countries of key indicators that characterize the level of education; determination of quantitative parameters of education quality, achievement of which is necessary; optimization of management models and investments in education, including by foreign investors, business structures at both the state and regional levels, taking into account decentralization; transformation of the content of education from the standpoint of the competence approach; development of valid methods of assessment of subject competencies; bringing education closer to both social needs and the needs of the labor market.
The Formation of Thinking Hjertström Lappalainen, Jonna
Confero,
09/2020, Letnik:
7, Številka:
1
Journal Article
Recenzirano
Odprti dostop
In recent years, we have seen examples of how political leaders, such as Bolsonaro in Brazil or Orbán in Hungary, have controlled and restricted the freedom of the university in a way that frightens ...us and reminds us of the inherent fragility of our own societies. However horrible these political acts are, I would like to claim that there is a danger in letting oneself be hypnotized by those who hold political power and who, through dramatic gestures and authoritarian rule, suffocate free thought. Equally important is to pay attention to the slow and barely noticed political processes in which, through government directives and reforms based on economically motivated ideas about efficiency and employability, officials and authorities limit the freedom of higher education. An example of such a process I would like to scrutinize is how thinking came to be regarded as a generic skill in the Western education system.
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