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Topic: European higher education area

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In the News (Wed 17 Jul 19)

  EUROPA - Education and Training - Higher education
Higher education plays a central role in the development of both human beings and modern societies as it enhances social, cultural and economic development, active citizenship and ethical values.
At European level, education in general and higher education in particular are not subjects of a « common European policy » : competence for the content and the organisation of studies remains at national level.
At the same time, the higher education sector and institutions are fully involved in the European initiatives presently on-going in the field of e-learning and in the area of Lifelong Learning.
ec.europa.eu /education/policies/educ/higher/higher_en.html   (714 words)

  Constructing the European Higher Education Area: a primer   (Site not responding. Last check: 2007-10-12)
In particular, higher education institutions are called on to prepare workers and citizens for life in an emerging transnational, knowledge-based society.
In 2001, 32 signatories to the Prague Communiqué reaffirmed commitments to establishing the EHEA by 2010.
The Constructing the European Higher Education Area Symposium seeks to generate interdisciplinary discussion around the nature, scope, and tensions associated with the construction of the EHEA and its role in creating a competitive and 'cohesive' Europe.
feature.geography.wisc.edu /CKS/EHEAprimer-printable.htm   (643 words)

 Untitled Document
European higher education institutions reaffirm their support to the principles of the Bologna Declaration and their commitment to the creation of the European Higher Education Area by the end of the decade.
European higher education institutions accept the challenges of operating in a competitive environment at home, in Europe and in the world, but to do so they need the necessary managerial freedom, light and supportive regulatory frameworks and fair financing, or they will be placed at a disadvantage in co-operation and competition.
The European Higher Education Area must be built on the European traditions of education as a public responsibility; of broad and open access to undergraduate as well as graduate studies; of education for personal development and lifelong learning; and of citizenship as well as of short and long-term social relevance.
www.crue.org /mensajeconvING.htm   (1349 words)

 Untitled Document   (Site not responding. Last check: 2007-10-12)
Higher education enables students to acquire the skills and the knowledge they need further in life, both personally and professionally.
Higher education institutions are important actors in civic society; therefore all members of the higher education community should be involved.
Students therefore are not consumers of a tradable education service, and as a consequence it is the governments' responsibility to guarantee that all citizens have equal access to higher education, regardless of their social background.
www.esib.org /policies/studentgoteborg.htm   (822 words)

 BMBF: Federal Ministry of Education and Research
Language as the element common to all the different disciplines of the humanities is at the center of this science year.
The European Ministers of Education have agreed to establish a common Higher Education Area.
One element of the Higher Education Area is a study system consisting of bachelor's and master's courses.
www.bmbf.de /en   (720 words)

 [No title]   (Site not responding. Last check: 2007-10-12)
The readability and comparability of European higher education degrees worldwide should be promoted by the development of a common framework of qualifications, as well as by coherent quality assurance and accreditation or certification mechanisms and increased information efforts.
The Salamanca Convention of European higher education institutions, organized by the European University Association (EUA) in March 2001, welcomed and supported the emergence of the European higher education area and the challenges of operating in a competitive environment.
Expanded mobility, higher quality, and increased attractiveness are seen as the important assets that the Bologna process will yield for students, but these must coincide with adequate funding for study grants and for higher education institutions.
www.universite-toplum.org /text.php3?id=40   (1058 words)

 EUROPEAN HIGHER EDUCATION AREA   (Site not responding. Last check: 2007-10-12)
The European Higher Education Area describes a state of affairs or the desired outcome of what is currently a process, and I will therefore concentrate on this process, which I will refer to as the Bologna Process for short, without attaching any value judgments to the name.
However, higher education is no longer a “once in a lifetime experience” – if it ever was – and higher education institutions must adapt to this reality, not from a sense of obligation or lack of alternatives but in search of new opportunities.
In both areas, I believe decisions will still be taken at national level, whether that implies by a national agency, a federal authority or individual higher education institutions or professional bodies, but increasingly, the policies, criteria and procedures according to which such decisions will be taken will be developed and agreed internationally.
www.aic.lv /ace/publicat/2001/03_SB.htm   (3180 words)

 THE EUROPEAN HIGHER EDUCATION AREA   (Site not responding. Last check: 2007-10-12)
The importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowledged as paramount, the more so in view of the situation in South East Europe.
European higher education institutions, for their part, have accepted the challenge and taken up a main role in constructing the European area of higher education, also in the wake of the fundamental principles laid down in the Bologna Magna Charta Universitatum of 1988.
Convinced that the establishment of the European area of higher education requires constant support, supervision and adaptation to the continuously evolving needs, we decide to meet again within two years in order to assess the progress achieved and the new steps to be taken.
www.murst.it /convegni/bologna99/dichiarazione/english.htm   (840 words)

 The European Higher Education Area at the crossroads
Higher education in Europe is no longer regarded solely as the phase in which the individual cultivates his intelligence, humanity and citizenship; it is explicitly recognized as a major economic factor, representing the prosperity, well being and the power of our democratic states (fifteen at that time).
Heads of State and Government in Lisbon have explicitly called on education systems to become ‘competitive’, one year after their Ministers for Higher Education did so at Bologna, in a spirit of economicism which is disturbing both to the opponents of LMD and altermondialist mobility.
Governments use it to hide their refusal to deal at EU level with a subject so strategic for the Union’s future as higher education; it is a highly convenient pretext for nations to evade the responsibility for structural reforms, always necessary and suddenly indispensable because of an abstract and disembodied European constraint.
www.cees-europe.fr /en/etudes/revue3/3actu1imp.php   (3322 words)

 THE EUROPEAN HIGHER EDUCATION AREA: TO CHANGE OR NOT TO GHANGE   (Site not responding. Last check: 2007-10-12)
Last, the importance of enhancing the attractiveness of European higher education to students from Europe and from other parts of the world was emphasised, as was the principle of transnational education.
As total expenditure on higher education has not increased in proportion to the growth in student numbers, it is also difficult to keep and attract the best talent.
Communiqué of the Conference of Ministers Responsible for Higher Education in Berlin on 19 September 2003.
www.epsnet.org /Publications/KioskPlus2/berndtson2.htm   (4041 words)

 International Higher Education--18/5
The groundwork for what is already widely known in higher education as the Bologna Declaration was laid by the Sorbonne Declaration, signed on May 25, 1998 in Paris by the ministers of education of France, Germany, Italy, and the United Kingdom on the occasion of the anniversary of the university of Paris.
An open European area for higher learning carries a wealth of positive perspectives, of course respecting our diversities, but requires on the other hand continuous efforts to remove barriers and to develop a framework for teaching and learning, which would enhance mobility and an ever closer cooperation.
Thus, joint European action on higher education was not high on the agenda of the European Council of Ministers.
www.bc.edu /bc_org/avp/soe/cihe/newsletter/News18/text5.html   (1107 words)

 Academic degree - Wikipedia, the free encyclopedia
A degree is any of a wide range of status levels conferred by institutions of higher education, such as universities, normally as the result of successfully completing a program of study.
As study in the arts or in grammar was a necessary prerequisite to study in subjects such as philosophy, medicine and law, the degree of doctor assumed a higher status than the master's degree.
This is indicated by the abbreviation "(Hons)" and is often a prerequisite for progression to a higher level of study.
en.wikipedia.org /wiki/Academic_degree   (2247 words)

 New Page 1
Higher education ministers from 32 European countries met in Prague on 18 and 19 May, two years after the Bologna Declaration launched the process of creating a "European Higher Education Area" by 2010.
Viviane Reding, European Commissioner in charge of Education and Culture, hosted the first eLearning Summit, organised together with the industry, in La Hulpe, Brussels, 10-11 May. Ministers and representative of leading ICT and multimedia companies examined possible public-private partnerships for the implementation of the eLearning Action Plan adopted by the Commission on 28 March.
Following this, EUA is now attempting to put European interests on the agenda of the WTO by informing the members and surveying their views to be communicated to the WTO through the appropriate government channels.
www.aca-secretariat.be /04news/Newsletter7.htm   (857 words)

 EUROPA - Education and Training - INNERPAGE - Education
Ministers of education agreed on three major goals to be achieved by 2010 for the benefit of the citizens and the EU as a whole:
As well, the Bologna process, initiated in 1999 is crucial in the development of the European Higher Education Area.
The objective of the planned EQF is to facilitate the transfer and recognition of qualifications held by individual citizens, by linking qualifications systems at the national and sectoral levels and enabling them to relate to each other.
ec.europa.eu /education/policies/2010/et_2010_en.html   (699 words)

 Welcome to NEA's Higher Education Home Page
Representing the NEA, Cathy spoke to the importance of higher education and improving student aid.
Her written testimony also addressed respecting and valuing the higher education workforce and their right to organize as well as protecting the right of faculty to freely raise controversial issues in the classroom.
The Future of Higher Ed CD is an excellent tool to engage faculty, staff, and students in discussions on the issues and trends affecting a quality public education for all.
www.nea.org /he   (754 words)

 University Subjects: European Higher Education Area.
They supported the idea that higher education should be considered a public good and is and will remain a public responsibility (regulations etc.), and that students are full members of the higher education community.
Ministers stressed that the involvement of universities and other higher education institutions and of students as competent, active and constructive partners in the establishment and shaping of a European Higher Education Area is needed and welcomed.
The readability and comparability of European higher education degrees world-wide should be enhanced by the development of a common framework of qualifications, as well as by coherent quality assurance and accreditation/certification mechanisms and by increased information efforts.
www.ntua.gr /posdep/BOLOGNA/decla-praga-eng.html   (1499 words)

 WES Bologna Glossary
A non-profit organization whose mission is to actively promote the internationalization of European higher education, and to meet the needs of international higher education professionals both in Europe and the rest of the world.
ENQA is a European network that disseminates a wide range of information in the field of quality assessment and quality assurance in higher education.
UNESCO-CEPES: The European Centre for Higher Education (Centre Européen pour l'Enseignement Supérieur) is a decentralized office of the UNESCO Secretariat.
www.wes.org /ewenr/03Sept/BolognaGlossary.htm   (890 words)

 European higher education area
Aims to improve the quality of higher education through the encouragement of debate and publication on issues of policy, on the organisation and management of higher education institutions, and on the curriculum.
Advocating on behalf of individual institutions of higher education that are defined and controlled by their respective tribal nations.
Charged with the oversight of higher education institutions to ensure they are accomplishing their missions and implementing the provisions set by state statute.
www.omniknow.com /common/wiki.php?in=en&term=European_higher_education_area   (1621 words)

 bm:bwk - Realising the European Higher Education Area   (Site not responding. Last check: 2007-10-12)
The need to increase competitiveness must be balanced with the objective of improving the social characteristics of the European Higher Education Area, aiming at strengthening social cohesion and reducing social and gender inequalities both at national and at European level.
Ministers declare that transnational exchanges in higher education should be governed on the basis of academic quality and academic values, and agree to work in all appropriate fora to that end.
Countries party to the European Cultural Convention shall be eligible for membership of the European Higher Education Area provided that they at the same time declare their willingness to pursue and implement the objectives of the Bologna Process in their own systems of higher education.
www.bmbwk.gv.at /europa/bp/berlinkomm.xml   (2688 words)

 [No title]
There are several documents that have been adopted by the ministers responsible for higher education of the countries participating in the Process, but these are not legally binding documents (as international treaties usually are).
Therefore, it is the free will of every country and its higher education community to endorse or reject the principles of the Bologna Process, although the effect of “international peer pressure” should not be underestimated.
Every two years a Ministerial Conference is organised where Ministers responsible for higher education of all participating countries gather to evaluate the progress and to set guidelines and priorities for the upcoming period.
www.coe.int /T/DG4/HigherEducation/EHEA2010/BolognaPedestrians_en.asp   (1817 words)

 ANECA   (Site not responding. Last check: 2007-10-12)
In May 1998 in Paris, the Education Ministers of France, Italy, the United Kingdom and Germany signed the Sorbonne Declaration, which mooted the need to move towards harmonization of the European higher education system.
In pursuit of the objective set at the Sorbonne, in June 1999 the Education Ministers of 31 European countries signed the Bologna Declaration, with the object of establishing a European Higher Education Area.
In order to secure continuous support for the construction of the European higher education area, the Education Ministers of the Bologna Declaration countries resolved to meet every two years with a view to assessing the progress made and laying down guidelines for further progress.
www.aneca.es /modal_eval/convergencia_bolonia_ing.html   (359 words)

 Education: Bologna process   (Site not responding. Last check: 2007-10-12)
The document, called the Bologna Declaration, was signed by the education ministers of 29 European countries in Bologna in June 1999.
The ultimate goal of the Bologna Declaration is to create a common European Higher Education Area by 2010 with a view to improving the competitiveness and attraction of European higher education in relation to other continents.
The status of polytechnic postgraduate degrees in the higher education system as a whole must be determined explicitly.
www.minedu.fi /minedu/education/bolognaprocess.html   (989 words)

 EUROPA - Education and Training - The Bologna processs
The Bologna Declaration (pdf format) of June 1999 has put in motion a series of reforms needed to make European Higher Education more compatible and comparable, more competitive and more attractive for Europeans and for students and scholars from other continents.
Of similar importance is the link between the European Higher Education Area and the European Research Area (EHEA and ERA).
The European Commission aims to support these efforts with the help of programmes like Erasmus, Tempus in respect of neighbouring countries, and more globally through Erasmus Mundus.
ec.europa.eu /education/policies/educ/bologna/bologna_en.html   (502 words)

 Bologna Declaration 1999
In May 1998 the ministers in charge of higher education of France, Italy, the United Kingdom and Germany signed the so-called Sorbonne Declaration on the 'harmonisation of the architecture of the European Higher Education System' at the Sorbonne University in Paris.
In June 1999, 29 European ministers in charge of higher education met in Bologna to lay the basis for establishing a European Higher Education Area by 2010 and promoting the European system of higher education world-wide.
Convinced that the establishment of the European Higher Education Area would require constant support, supervision and adaptation to continuously evolving needs, the ministers decided to meet again in two years time.
www.swap.ac.uk /quality/bologna.asp   (614 words)

Scientific education and research are often perceived as sequential stages in a scientist’s career, but both should be considered as inseparable.
For example, with the European University Association (EUA); the National Unions of Students in Europe, coordinated by ESIB (European Student Information Bureau); the European Association of Institutions in Higher Education (EURASHE), which comprises National Associations of Colleges and Polytechnics, and Individual Institutions.
The initial task of the WG on Education should be to gather and collate relevant information on such issues and to establish contacts with the most active and effective actors in the field.
www.euroscience.org /WGROUPS/EDUC/index.htm   (838 words)

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