By Adrian Curaj, Liviu Matei, Remus Pricopie, Jamil Salmi, Peter Scott
Bridging the distance among better schooling learn and coverage making was once continually a problem, however the fresh demands extra evidence-based rules have opened a window of exceptional chance for researchers to deliver extra contributions to shaping the way forward for the ecu better schooling quarter (EHEA). inspired via the luck of the 2011 first variation, Romania and Armenia have organised a 2d version of the way forward for greater schooling – Bologna strategy Researchers’ convention (FOHE-BPRC) in November 2014, with the aid of the Italian Presidency of the eu Union and as a part of the respectable EHEA time table. Reuniting over a hundred and seventy researchers from greater than 30 nations, the development used to be a discussion board to discuss the developments and demanding situations confronted by means of greater schooling this present day and think about the way forward for eu cooperation in greater schooling. The examine volumes supply distinct insights concerning the scenario of ecu greater schooling and examine, in addition to forward-looking coverage proposals. greater than 50 articles specialize in crucial issues in better schooling: Internationalization of upper schooling; Financing and governance; Excellence and the diversification of missions; educating, studying and pupil engagement; fairness and the social size of upper schooling; schooling, learn and innovation; caliber insurance, The affects of the Bologna method at the EHEA and past and Evidence-based guidelines in larger schooling. "The Bologna approach was once introduced at a time of significant optimism in regards to the way forward for the eu undertaking – to which, in fact, the reform of upper schooling around the continent has made a massive contribution. this day, for the current, that optimism has pale as monetary issues have collected within the Euro-zone, political tensions were elevated on matters resembling immigration and armed clash has damaged out in Ukraine. there's essentially a probability that, in contrast historical past, the Bologna procedure itself may well falter. There are already indicators that it's been downgraded in a few international locations with proof of political withdrawal. the entire extra explanation for the voice of upper schooling researchers to be heard. because the first convention they've got verified themselves as robust stakeholders within the improvement of the EHEA, who're assisting to take care of the momentum of the Bologna procedure. Their pivotal function has been reinforced via the second one Bucharest conference." Peter Scott, Institute of schooling, London (General Rapporteur of the FOHE-BPRC first edition)
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Additional info for The European Higher Education Area: Between Critical Reflections and Future Policies
Sample text
The simultaneous corrosion of the two narratives, significantly more marked in the case of the European integration narrative, results in lower levels of support and commitment, at least at political level, for the idea of European dynamics in higher education altogether. This can be seen whether by reluctance to continue older development lines, such as those already agreed upon under the umbrella of the Bologna Process, or to adopt new initiatives. This support has not disappeared altogether. Outside and within the political circles as well, there is still lot of support for the idea of continuing the “European level”.
From October 1999 to July 2009, he has been the Director of UNESCO-European Centre for Higher Education (UNESCO-CEPES), Bucharest, Romania. Prior to this position he was staff member and later on Chief of Section for Higher Education Policy at UNESCO, Paris (1992–1999). As Director of UNESCO-CEPES, he has participated for a number of years in the ministerial conferences and the Bologna Follow-Up Group (BFUG). He is internationally recognised and highly cited academic and expert in higher education policy, governance and management at the system and institutional level as well as international relations [h-index 14, i10-index 17].
In fact, they are both what could be called knowledge Introduction xxxix society projects, that is attempts at systematically building a knowledge society to address large societal issues. Knowledge is a key to economic and social progress, and higher education has a key role in the production, transmission, dissemination and even use of knowledge. Simply put, a core conviction of the last few decades has been that higher education is a key to building a knowledge society. While the analysis here is restricted to a rather brutal raccourci, it helps nevertheless to understand how the knowledge society narrative, and the “knowledge society projects” it inspired, supported the emergence of a large consensus in Europe about the value of higher education.
