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| Titre : | The Bologna Process Revisited. Dossier (2012) |
| Auteurs : | Barbara M. Kehm, dir. |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 47, n° 3, September 2012) |
| Article en page(s) : | pp. 348-476 |
| Langues: | Anglais |
| Catégories : |
Organisme Cité Processus de BologneThésaurus CEREQ POLITIQUE DE L'EDUCATION ; POLITIQUE EUROPEENNE ; UNION EUROPEENNE ; RENDEMENT DE L'EDUCATION ; ENSEIGNEMENT SUPERIEUR ; UNIVERSITE ; ENSEIGNEMENT TECHNIQUE-PROFESSIONNEL ; VALIDATION DES ACQUIS ; COMPETENCE ; PROCESSUS D'APPRENTISSAGE ; APPROCHE PAR LES CAPABILITES ; THEORIE DU CAPITAL HUMAIN ; ENSEIGNANT ; EUROPE ; COMPARAISON INTERNATIONALE ; ITALIE ; ALLEMAGNE ; NORVEGE ; PORTUGAL ; ROYAUME UNI ; DANEMARK ; FRANCE ; ENQUETE GENERATION 1992 ; ENQUETE GENERATION 1998 ; ENQUETE GENERATION 2001 ; ESPAGNE |
| Résumé : |
The creation of a European Higher Education Area was declared at the Bologna Ministerial Meeting 2010, although the Ministers emphasised in their final Communiqué (Bologna Ministerial Meeting 2010) that the implementation and calibration of the higher education reforms which had started in 1999 still needed time. Current debates are now revolving around the reform agenda until 2020. And while several of the 27 European countries which had signed the Bologna Declaration in 1999 believe that they have fully implemented the reforms, many of those which signed the Declaration at a later stage are still working to achieve full implementation.
The articles in this issue follow a certain order, starting with a couple of country studies followed by two comparative contributions about the views and understanding of the Bologna reforms by institutional actors. The next set of two contributions deals with new ways of creating flexible learning paths as supported by the European and by national qualifications frameworks which seek to integrate academic and vocational qualifications. The last group of three contributions takes a closer look at curriculum development in the framework of Bologna reforms emphasising the shift from teaching to learning and the development of skills and competences that are relevant for the labour market. |
| Note de contenu : |
Sommaire :
- Barbara M. Kehm, Editorial (pages 343–347) - Gabriele Ballarino and Loris Perotti, The Bologna Process in Italy (pages 348–363) - Aristotelis Zmas, The Transformation of the European Educational Discourse in the Balkans (pages 364–377) - Amélia Veiga, Bologna 2010. The Moment of Truth? (pages 378–391) - Cristina Sin, Academic Understandings of and Responses to Bologna: a three-country perspective (pages 392–404) - Justin J. W. Powell, Lukas Graf, Nadine Bernhard, Laurence Coutrot and Annick Kieffer, The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence? (pages 405–423) - Margaret S. G. Harris, Fulfilling a European Vision through Flexible Learning and Choice (pages 424–434) - Joan Mateo, Anna Escofet, Francesc MartÃnez-Olmo, Javier Ventura and Dimitrios Vlachopoulos, Evaluation Tools in the European Higher Education Area (EHEA): an assessment for evaluating the competences of the Final Year Project in the social sciences (pages 435–447) - Melanie Walker, Universities and a Human Development Ethics: a capabilities approach to curriculum (pages 448–461) - Manuel Salas Velasco, MarÃa Teresa Sánchez MartÃnez and Noelina RodrÃguez Ferrero, Developing Generic Competences in the European Higher Education Area: a proposal for teaching the principles of economics (pages 462–476) |
| Document Céreq : | Non |
| En ligne : | https://onlinelibrary.wiley.com/toc/14653435/2012/47/3 |
