Focus on Higher Education in Europe 2010. The Impact of the Bologna Process.

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Institution	Europäische Kommission / Education, Audiovisual and Culture Executive Agency
Titel	Focus on Higher Education in Europe 2010. The Impact of the Bologna Process. Titel in anderen Sprachen: Fokus auf die Hochschulbildung in Europa 2010: die Auswirkungen des Bologna Prozesses.; Focus sur l'enseignement supérieur en Europe 2010. L'impact du processus de Bologne.; Focus sull'istruzione superiore in Europa 2010. L'impatto del processo di Bologna.
Quelle	Brussels: Education, Audiovisual and Culture Executive Agency - P9 Eurydice (2010), 156 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-9201-086-7
DOI	10.2797/38158
Schlagwörter	Evaluation; Vergleichsuntersuchung; Albanien; Andorra; Belgien; Bildungspolitik; Bildungsreform; Bulgarien; Dänemark; Deutschland; Estland; Europa; Finnland; Frankreich; Griechenland; Georgien; Irland; Island; Italien; Liechtenstein; Luxemburg; Malta; Mobilität; Montenegro; Niederlande; Norwegen; Österreich; Polen; Portugal; Rumänien; Schweiz; Serbien; Slowakei; Slowenien; Spanien; Südosteuropa; Türkei; Ukraine; Aserbaidschan; Evaluation; Hochschule; Kroatien; Lettland; Litauen; Schweden; Ungarn; Zypern; Armenien; Bosnien-Herzegowina; Bildungspolitik; Bildungsreform; Qualitätssicherung; Lebenslanges Lernen; Doktorgrad; Bologna-Prozess; Europäische Union; Kreditpunktesystem; Bildungsprogramm; Mobilität; Bologna-Prozess; Doktorgrad; Master-Studiengang; Bachelor-Studiengang; Hochschule; Lebenslanges Lernen; Gemeinschaft Unabhängiger Staaten; Benachteiligung; Fachrichtung; Qualitätssicherung; Europäische Union; Albanien; Andorra; Armenien; Aserbaidschan; Belgien; Bosnien-Herzegowina; Bulgarien; Deutschland; Dänemark; Estland; Europa; Finnland; Frankreich; Gemeinschaft Unabhängiger Staaten; Georgien; Griechenland; Irland; Island; Italien; Kroatien; Lettland; Liechtenstein; Litauen; Luxemburg; Malta; Moldau (Republik); Montenegro; Niederlande; Nordmazedonien; Norwegen; Polen; Portugal; Rumänien; Schweden; Schweiz; Serbien; Slowakei; Slowenien; Spanien; Südosteuropa; Tschechische Republik; Türkei; Ukraine; Ungarn; Vatikan; Zypern; Österreich
Abstract	The report illustrates how the Bologna process has ensured that national action keeps pace with our European ambition. The Bologna process has been driving forward the most important reforms in higher education in the modern era, and all of the 46 signatory countries have today made significant moves towards establishing the European Higher Education Area. This is vital if we are to provide our continent and its citizens with the levels of education and skills required in a globally competitive, knowledge-based society. The publication is divided into two main parts. The first part consists of a comparative overview of the main issues related to the implementation of the Bologna process. These aspects include the Bologna three-cycle degree structure, the implementation of the main Bologna tools - the European Credit Transfer and Accumulation System (ECTS), the Diploma Supplement and National Qualifications Frameworks - the development of quality assurance systems, the social dimension of higher education, lifelong learning in higher education, student mobility and the impact of the economic crisis. The comparative overview is preceded by a short historical overview of the Bologna process mapping out the main developments of the bi-annual conferences of Education Ministers accompanying the Bologna process throughout the past decade. The second part of the publication consists of comparable system information for all signatory countries giving an overview of key issues associated with the Bologna process. Each country table is accompanied by a higher education system diagram showing the higher education degree structures and qualifications most commonly offered by higher education institutions. The diagrams illustrate clearly where the three main cycles are now integrated features of higher education systems and also show those programmes that remain outside the typical Bologna models. The country descriptions and diagrams are arranged in the alphabetical order of the country codes which can also be found in the glossary. This has been done to ensure uniformity of presentation in all language versions of the publication. The glossary of country codes and abbreviations, as well as definitions of specific terms, can be found at the end of the publication. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3