浅析欧洲文化与欧洲高等教育一体化的关系

自欧洲高等教育一体化启动以来,文化因素始终发挥着重要作用。欧洲文化以其丰富的内涵和同一性与多样性统一的特点,构建了欧洲高等教育一体化广阔的人文背景和广泛的适应性,给予了欧洲高等教育一体化进程活力和动力。与此同时,欧洲高等教育一体化的发展也对欧洲文化的传承、交流和创造起着不可估量的作用。     

多样性:欧洲高校分类的灵魂

多样性是欧洲高校的一种优势,在这种情况下开展欧洲高校分类能更好地理解欧洲高等教育蓝图中的多样性。多样性因此成为欧洲高校分类的核心概念之一。本文探讨了欧洲高校分类的背景、假设、目的、定位以及指标体系特点,并通过比较美国的卡内基高校分类进而剖析了欧洲高校分类的特点。     

The ‘Usefulness’ of Learning: the struggle over governance,meaning and the European education space

The creation of a distinctive and useful European education policy space is a necessary part of the project of Europeanization in the European Union. A ‘European education area’ is fundamental to the contemporary structuring of the European Union; it announces the arrival of a major discursive space, centred on education in which the legitimation, steering and shaping of European governance is being played out. This article explores the problem of governance and education, through its first stage, the construction of a European education project, based on cultural inheritance and then cooperation networks; then it examines, in the second stage, the determination of a new policy of lifelong learning. This new policy shifts the emphasis from formal institutional influence and centres on the individual learner, stressing performance and comparison. The article discusses the difficulty of this task, and its most important aspect, connecting governance and a meaningful project.     

The European Higher Education Area: A New Framework for the Development of Higher Education

Hand in hand with European integration, European higher education must also integrate itself so as to better prepare the highly trained workforce that Europe needs if it is to become the most dynamic and competitive knowledge-based economy in the world. The Bologna Process will lead to the required integration of European higher education while preserving the diversity of European cultures and guaranteeing the assurance of quality. The research role of European higher education is also to be preserved and expanded. Higher education, as the author concludes, must be unified at European level while remaining differentiated at world level.     

欧洲工程教育一体化进程分析及其启示

欧洲各国的工程教育都拥有漫长的历史和各自的传统。在欧洲一体化的过程中,这种多元模式由于缺乏兼容性而对欧洲各国间的教育交往和人才流动造成不利的影响。为解决这一问题,自欧盟成立以来,欧洲工程教育加快了一体化的进程。本文通过重点分析"欧洲工程师认证计划"和"欧洲工程教育项目鉴定计划"两项举措,总结了欧洲工程教育改革的特征,并在此基础上探讨了欧洲工程教育一体化进程对我国工程教育改革和发展的启示。     

前苏东国家私立高等教育概述——以俄罗斯、匈牙利、波兰、捷克、罗马尼亚为个案

20世纪80年代末,在前苏东大地上,政治转型拉开了私立高等教育兴起的序幕。本文选取了五个具有代表意义的国家——俄罗斯、匈牙利、波兰、捷克、罗马尼亚,对前苏东国家的私立高等教育作一概述。不平衡发展是前苏东国家私立高等教育的显著特点,但在科类结构、层次结构、地区结构以及师资结构上,后起的私立高等教育大同小异。就发展前景而言,前苏东国家私立高等教育都面临着来自公立高等教育的挤压和人口减少的危机,而政府决策是制约私立高等教育发展的另一个重要因素。     

Reflections on the Reform of Higher Education in Central and Eastern Europe

Attempting to generalize about the reform of higher education in Central and Eastern Europe since the end of communism is made complicated by the difficulty in identifying clear terms of reference and points of comparison. The area and the higher education systems concerned are far from being homogeneous, for the homogeneity imposed by communism and Soviet domination did not last. When comparing Central and Eastern European higher education systems with those of the West, one is confronted with Western higher education systems that are quite heterogeneous and themselves also going through change. The routes to transition in higher education in Central and Eastern Europe are as diverse as the given systems and countries. The two standard categorizations of Central and Eastern European higher education, exceptionalism and underdevelopment, are inaccurate. Rather, Central and Eastern European higher education should be viewed as fitting into a wider effort to reorient the whole of European higher education towards the knowledge society. In this venture, Central and Eastern European higher education may possess some advantages that are not as prevalent further West.     

欧洲高等教育的改革趋向及其启示

20世纪90年代以来,受经济、人口、电信业的发展以及全球化的影响,欧洲高等教育面临着改革和重建,欧洲高等教育的改革和发展是其环境变化的必然结果。文章具体分析了影响欧洲高等教育改革的四个因素。总结了欧洲高等教育改革的主要模式,探讨其改革成功的原因,对未来欧洲高等教育的走向作出展望,并对我国高等教育的发展作出几点启示。     

Human Rights and ‘Free and Fair Competition'; the significance of European education legislation for girls in the UK

UK law on education and sex discrimination does not protect the right of girls to equality in education. The European Convention on Human Rights and the Treaty of Rome offer better protection. The Convention provides for the right to education and the right of parents to have their philosophical convictions considered in the education of their child. The European Court of Human Rights’ interpretation of these rights is relevant to those seeking a remedy for sexism in education. The Treaty of Rome has stronger and faster enforcement procedures than the Convention but it makes little provision for education except in vocational training and recognition of qualifications. The form and structure of the EEC legal system nevertheless make it hospitable to a reforming education policy. Educationists need to make sure that the focus on education within the EEC extends beyond vocational training, that the context of the discussion and the definition of education are similar to those of the European Convention and the European Court of Human Rights.     

法国博洛尼亚进程实施状况述评

博洛尼亚进程的总目标已成为欧洲各国高等教育改革的参照标准,对以多样化为特点的法国高等教育而言,欧洲高等教育一体化的实现是一个长期的历史进程。法国高等教育系统的改革以整合博洛尼亚进程,建立欧洲高等教育研究区为主旋律。博洛尼亚进程的实施对法国高等教育产生了巨大的影响,增强了法国高等教育体制的开放性和流动性,促进了学生的流动性,密切了高等教育领域与社会经济部门的联系,提高了毕业生的就业率。     

欧洲高等教育一体化改革:博洛尼亚进程的结构与过程分析

为应对全球竞争的挑战,顺应欧洲一体化的大趋势,29个欧洲国家于20世纪末启动了旨在整合欧洲高等教育体系的博洛尼亚进程。博洛尼亚进程以可比较、兼容、透明原则构建高等教育系统框架,以达成多样性与一致性的统一;注重整体设计,系统推进;在政策的制定上注重利益相关者的参与,为其顺利推进赢得了广泛的社会支持。博洛尼亚进程的设计、组织与管理,对我国实施系统的高等教育改革具有重要的启示和借鉴意义。     

21世纪欧盟职业教育与培训政策的新特点

欧盟的职业教育与培训政策引导欧洲职业教育,走在了世界的前列。进入21世纪后,欧盟的职业教育与培训政策呈现出更加突出欧洲维度、注重增强职业教育吸引力、强调终身学习的实践层面、加强弱势群体职业教育、重视技能水平的提升和非专业能力培养等新特点。     

论超国家教育政策的功能——以欧盟的教育政策为例

伴随着欧洲一体化建设的不断深入,欧盟逐渐建立起一套超国家层面的教育政策体系.超国家层面的欧盟教育政策具有导向、协调和整合三种功能.与民族国家教育政策相比,超国家教育政策具有特殊性和复杂性.同时,其三种功能所发挥的影响各有不同.     

欧洲高等教育一体化进程初探

1999年6月19日,欧洲29国教育部部长聚集在意大利城市波罗格那,协商统一欧洲高等教育体系,并计划在2010年建成欧洲高等教育共同体。这所谓的波罗格那进程意味着,不同国家高等教育机构间的合作将被商业化的教育市场上的国际竞争所取代。值得关注的是,波罗格那进程将不可避免地分化高等教育理念、消解大学自治精神、弱化高等教育质量保障机制。作者认为,波罗格那进程只是个梦想。尽管如此,可以预见,欧洲高等教育共同体的构建对于全球化时代中我国高等教育的国际发展有着重要的战略意义。     

Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

     

欧洲一体化进程中的外语教师教育

外语教师教育是欧洲实现多元化发展战略目标的重要内容之一,也是欧洲一体化进程中的重要挑战。《21世纪欧洲外语教师教育纲要》总结了欧洲在促进外语教师流动性、开展外语教师专业资格认证、外语师资培养和学校教育政策规划方面的经验。     

欧洲高等教育一体化的启示

高等教育的国际化已经成为当今世界高等教育发展的一种趋势。从《索邦宣言》到《布拉格公报》,欧洲国家开展了一场遍及欧洲大陆的高等教育改革,尝试建立一个欧洲高等教育区,旨在使欧洲各国的高等教育逐步趋同,走向国际化。但欧洲高等教育的一体化进程并非是坦途,必将面临严峻的挑战。在高等教育国际化的大潮中,中国的高等教育改革何去何从,欧洲的设想和经验或许对我们有所启迪。     

“博洛尼亚进程”一体多元指导原则下的德意高等教育改革

建设一体化的欧洲高等教育区是欧洲高等教育进一步发展的战略选择,然而欧洲高等教育的复杂多元却是不可回避的事实。因此“博洛尼亚进程”在推行过程中以“一体化与多元化并存”为指导原则,通过一体化协调多元化,多元化支撑一体化,指导欧洲高等教育改革的实践,具体表现在学位制度改革和建立高等教育质量保障体系的改革中。德国、意大利的高等教育改革具有典型性,在融入一体化进程中不失本国特色。     

The Emergence and Institutionalisation of the European Higher Education and Research Area

Since the European unification project started in the 1950s, rules, regulations and policies have been formulated by the European Union (and its predecessors) to facilitate the flow of products and people; those who benefited from the increasing transnational exchange urged European actors to remove remaining obstacles and further facilitate European trade and mobility. In the field of higher education and research, this transnational activity has led to the emergence of European rules, a strengthening of European institutions and the development of a European higher education and research community. In other words, it has led to the institutionalisation of the European higher education and research area (EHERA). The argument put forward in this article is that these three dimensions and the increase in transnational activity shape a dynamic process of which further integration of the EHERA is likely to be a result.     

欧盟国家的比较教育研究

秉承多元一体的理念,欧盟国家的教育通过合作项目和建立高等教育区逐渐走向一体化。欧洲的比较教育开创了世界比较教育研究领域,很早就产生了一批比较教育著名学者,对世界比较教育的发展做出了巨大贡献。欧洲比较教育学会是世界比较教育学会的创建学会之一。当然,欧盟国家的比较教育在发展过程中也遇到了一些问题,但是欧盟目前这样的多元文化的社会,比较教育对于理解不同文化以及逐渐消除种族主义和排外主义可以做出更大的贡献。