博洛尼亚进程20年:欧盟高等教育一体化过程、经验与趋势
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摘要
博洛尼亚进程是20世纪90年代与欧洲政治、经济一体化相伴而生的欧洲高等教育一体化进程。从1998年的《索邦宣言》到2018年"巴黎会议"的召开,博洛尼亚进程已经走过20年风雨历程,从欧洲一体化到教育一体化,从制度建设到会议推进,从顶层设计到渐进调适,博洛尼亚进程不断发展和演进,为欧洲高等教育区的建设发展留下了宝贵的经验。未来几年,伴随着高等教育全球化的不断发展,继框架建设后,欧洲高等教育国际化、公平化,内外部质量保证、终身教育进程推进等将成为博洛尼亚进程发展的新趋势、新挑战。
The Bologna Process is an important part of the integration of European higher education system accompanied by political and economic integration since the 1990 s. Since it was initiated with the Sorbonne Declaration of 1998, and running through the ministerial conference in France in 2018, the Bologna Process is already twenty years old. During the past two decades, it has gone through combining European integration with educational integration, institutional improvement with conference promotion, top-level design with gradual adaptation, leaving valuable experience for the construction and development of the European Higher Education. Over the next few years, along with globalization of higher education and following the construction of the framework, the internationalization of higher education, higher education equity, internal and external quality assurance and lifelong learning will become the new foci and challenges of European higher education development.
The Bologna Process is an important part of the integration of European higher education system accompanied by political and economic integration since the 1990 s. Since it was initiated with the Sorbonne Declaration of 1998, and running through the ministerial conference in France in 2018, the Bologna Process is already twenty years old. During the past two decades, it has gone through combining European integration with educational integration, institutional improvement with conference promotion, top-level design with gradual adaptation, leaving valuable experience for the construction and development of the European Higher Education. Over the next few years, along with globalization of higher education and following the construction of the framework, the internationalization of higher education, higher education equity, internal and external quality assurance and lifelong learning will become the new foci and challenges of European higher education development.
引文
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(8)刘文秀:《欧洲一体化性质及特点》,《国际问题研究》2004年第2期,第65-66页。
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(14)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶115.
(15)顾明远:《世界高等教育发展的基本趋势和经验》,《北京师范大学学报(社会科学版)》2006年第5期,第26-34页。
(16)Communiqu■ L.The Bologna Process 2020-The European Higher Education Area in the new decade,2009.
(17)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶229-231.
(18)Ferencz,I.Balanced Mobility Across the Board—A Sensible Objective?The European Higher Education Area Between Critical Reflections and Future Policies.Springer International Publishing,2015∶37.
(19)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶211.
(20)Blass,E.Is Bologna Sustainable in the Future?Future Testing the Bologna Principles.European Higher Education at the Crossroads.Springer Netherlands,2012∶1069-1070.
(21)张良才、李润洲:《关于教育公平问题的理论思考》,《教育研究》2002年第12期,第35-38页。
(22)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶106-109.
(23)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶132.
(24)Pruvot,E.B.,Estermann,T.& Kupriyanova,V.Public Funding Observatory Report 2017,2017∶9-11.
(25)Eurostat.Smarter,greener,more inclusive?Indicators to Support the Europe 2020 Strategy.Publications Office of the European Union,2017∶108.
(26)姜洪池、夏欢:《欧洲高等教育区外部质量保障:标准、方式及其程序》,《高教探索》2018年第1期,第83-87页。
(27)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶104.
(28)Communique L.The Bologna Process 2020 -The European Higher Education Area in the new decade,2009.
(29)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶185.
(30)联合国教科文组织:《学会生存》,教育科学出版社2009年版,第201页。
(31)丹麦大学的学制分为第一阶段(first cycle)及第二阶段(second cycle):第一阶段修业两到三年,属于一般的基本共同科目;第二阶段则为两到四年,属于大学分科教育。
(32)张地珂、杜海坤:《欧洲高等教育结构性改革及其启示》,《中国高等教育》2017年第17期,第62-63页。
(33)胡乐乐:《论“脱欧”对英国和国际高等教育的重大影响》,《比较教育研究》2017年第39期,第3-11页。
(1)Barrett,B.Globalization and Change in Higher Education:The Political Economy of Policy Reform in Europe,2017∶13.
(2)Bergan,S.The EHEA at the Cross-Roads.The Bologna Process and the Future of Higher Education.The European Higher Education Area.Springer International Publishing,2015∶729.
(3)EHEA ministerial conference Yerevan 2015.Yerevan communique,2015.
(4)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶39.
(5)Eurostat.Smarter,greener,more inclusive?Indicators to Support the Europe 2020 Strategy.Publications Office of the European Union,2017∶118.
(6)V?gtle,E.M.,& Martens,K.The bologna process as a template for transnational policy coordination.Policy Studies,2014,35(3):246.
(7)吴志成、刘丰:《比较视角下的欧洲一体化与欧洲治理——“欧洲一体化与治理”国际学术研讨会综述》,《国外社会科学》2007年第2期,第89-92页。
(8)刘文秀:《欧洲一体化性质及特点》,《国际问题研究》2004年第2期,第65-66页。
(9)Heinze,T.,& Knill,C.Analysing the differential impact of the bologna process:theoretical considerations on national conditions for international policy convergence.Higher Education,2008,56(4):497-498.
(10)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶25.
(11)Sin,C.,& Saunders,M.Selective acquiescence,creative commitment and strategic conformity:situated national policy responses to bologna.European Journal of Education,2014,49(4):531.
(12)Communiqu■ L.The Bologna Process 2020-The European Higher Education Area in the new decade,2009.
(13)蔡宗模:《十年博洛尼亚进程的经验与启示:张力视角》,《外国教育研究》2011年第2期,第78-84页。
(14)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶115.
(15)顾明远:《世界高等教育发展的基本趋势和经验》,《北京师范大学学报(社会科学版)》2006年第5期,第26-34页。
(16)Communiqu■ L.The Bologna Process 2020-The European Higher Education Area in the new decade,2009.
(17)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶229-231.
(18)Ferencz,I.Balanced Mobility Across the Board—A Sensible Objective?The European Higher Education Area Between Critical Reflections and Future Policies.Springer International Publishing,2015∶37.
(19)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶211.
(20)Blass,E.Is Bologna Sustainable in the Future?Future Testing the Bologna Principles.European Higher Education at the Crossroads.Springer Netherlands,2012∶1069-1070.
(21)张良才、李润洲:《关于教育公平问题的理论思考》,《教育研究》2002年第12期,第35-38页。
(22)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶106-109.
(23)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶132.
(24)Pruvot,E.B.,Estermann,T.& Kupriyanova,V.Public Funding Observatory Report 2017,2017∶9-11.
(25)Eurostat.Smarter,greener,more inclusive?Indicators to Support the Europe 2020 Strategy.Publications Office of the European Union,2017∶108.
(26)姜洪池、夏欢:《欧洲高等教育区外部质量保障:标准、方式及其程序》,《高教探索》2018年第1期,第83-87页。
(27)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶104.
(28)Communique L.The Bologna Process 2020 -The European Higher Education Area in the new decade,2009.
(29)Eurydice.The European Higher Education Area in 2015:bologna process implementation report,2015∶185.
(30)联合国教科文组织:《学会生存》,教育科学出版社2009年版,第201页。
(31)丹麦大学的学制分为第一阶段(first cycle)及第二阶段(second cycle):第一阶段修业两到三年,属于一般的基本共同科目;第二阶段则为两到四年,属于大学分科教育。
(32)张地珂、杜海坤:《欧洲高等教育结构性改革及其启示》,《中国高等教育》2017年第17期,第62-63页。
(33)胡乐乐:《论“脱欧”对英国和国际高等教育的重大影响》,《比较教育研究》2017年第39期,第3-11页。