Lisbona's Goals and Bolonian Process-Issue of Education in EU Integration

Autor/in	Cernetic, Metod
Titel	Lisbona's Goals and Bolonian Process-Issue of Education in EU Integration
Quelle	(2011), S.721-733 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Educational Needs; Altruism; Educational Objectives; Academic Achievement; Educational Change; Foreign Countries; International Cooperation; Economic Progress; Educational Quality; Educational Improvement; Faculty Mobility; Student Mobility; Foreign Students; Higher Education; Statistical Data; European Union + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Altruistic behavior; Altruismus; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Bildungsreform; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Economic growth; Wirtschaftswachstum; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Lisbona's (2000) goals and strategy gave us the answers to the question how EU (European Union) can be competitive in the long term and, at the same time, preserve European model of life, that means a balance between economical, social and environmental goals. Knowledge is the focal point of development. That is the reason why many European states (and Slovenia too) strongly support the idea of construction of knowledge society which started with Lisbona's goals and BP (Bologna process). The first condition for maintenance of social sustainability and kindness towards an environment is economical growth. The successful achievement of educational objectives depends largely on the successfulness of co-ordination among all parties concerned. The educational organizations have an objective among others to improve the quality and standard of education. They play an important role in the system of education. There is, by all means, an explicit need of co-ordination with the interested organizations from the environment which is an important element of their success. In this paper, we will deal with educational organizations, whose objectives will be defined from the point of view of their organizational aims which need to be attainable, coordinated, measurable and stimulating. Further, we will deal with policy and strategy of development of the organization. We will hypothesise that the objectives of education are derived from the human need for education and that is the reason why organizations are set up to satisfy this need. A further hypothesis will be that the objectives of all participants are both internal and external, economic social (political) and psychological. We believe that individuals, organizations and state have many of these objectives in common but some of them, however, are not shared. The successfulness in satisfying the educational needs depends on the mutual co-ordination of all interested parties. The educational system is an open system where the changes happen on the levels of organization, society, culture and environment and on the level of external reform of education. (Contains 2 tables and 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10