Bologna Process

TreKker is an intervention model designed for students which aims to develop the individual as an integrated whole. This model was created to be used as a framework for individual skills development in an academic environment. As a result of the implementation of the Bologna Process, Higher Education Institutions in Europe are required to be more focused on skills and

Modern globalisation processes, the rapid entry of Russia into the world community, have given more opportunities to interact with various ethnic groups ranging from short-term tourist and business contacts to complex processes of migration and emigration. Migrants and visitors have different goals for staying in a new country, meanwhile the researchers note a lot in common within the adaptation processes of both groups. In particular, tension, stresses and experience of cultural shock during adaptation are observed. Therefore, it is necessary to conduct psychological studies not only of migrants who come for a long time to a new country, but also of visitors, i.e., interns, students who come to study in foreign universities. Anyway, all migrants face difficulties in interacting with local residents whose behaviour cannot be predicted. The host country’s customs often seem mysterious to them, and people seem strange.

As a signatory of the Bologna Declaration since 2003, Bosnia and Herzegovina has committed to restructure its education system. Today Bosnia and Herzegovina (BiH) has a very complex constitutional and administrative system which consists of three levels: state, entity and canton. On the state level the Federation of Bosnia and Herzegovina (FBiH), the Republica Srpska (RS) and of the Brcko District function as semi-autonomous administrative entity. Furthermore FBiH consists of ten cantons each administered by its own government and parliament. Each of these administrative bodies has its own rules and regulations of higher education. Considering the above mentioned complex political system, this paper examines the higher education issues in BiH by focusing on the relationship of models and processes, using a case study of the implementation of the Bologna Process in the International University of Sarajevo (IUS). The paper also summarizes the difficulties of the implementation process.

This article aims to analyse variances between some emerging projections for the master degree at high policy level and the diverse interpretations and forms observed in its implementation in the aftermath of the Bologna Process reforms. It thus examines European and national-level discourses regarding the master's place and purpose and, simultaneously, discusses the variation noted across Europe in the degree's implementation and its conceptualisation, facilitated by generic European guidelines and largely influenced by national traditions of higher education degree organisation. The article highlights some tensions between a growing emphasis on the lifelong learning dimension of the master in top policy-level discourses and some functions the degree currently fulfils. It also suggests that the master does not enjoy the distinctiveness of qualifications like the bachelor or the PhD. These factors raise questions around the master's comparability across Europe and approaches to facilitate mutual recognition, presenting an argument for a revisited conceptualisation of Bologna around transparency rather than convergence.

Russia, due to its unique location simultaneously in Europe and Asia, has more than three centuries of higher education cooperation with the European states. The role of higher education cooperation has been defined by the changes in general political context, international relations. Approaches to interaction have varied from attempts to transplant European academic culture into national culture to the severe limitations of any contacts with Western higher education institutions.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign policy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common framework provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the policy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.

The increasing mobility due to Bologna process forces the academic partners to increase the inter-operability of their administrative processes, by interacting through a collaborative networks and therefore acting as an academic virtual organization. To facilitate the communication and the comprehension of the administrative processes between the components of the CN, the Business Process Modeling Notation (BPMN) is proposed in this paper as a standard graphical model for administrative processes and transactions. The adaptability of this standard for academic processes and the difficulties of “translating” the actual administrative models (legal texts) in BPMN diagrams are analyzed.

The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.

Cet ouvrage propose une analyse des processus qui ont conduit, en septembre 2014, à l’obligation pour tous les établissements d’enseignement supérieur belges francophones de définir des acquis d’apprentissage pour chacun de leurs programmes. Les acquis d’apprentissage ont été importés par l’intermédiaire de divers instruments d’action publique construits soit par la Commission européenne, soit dans le cadre du processus de Bologne.

Les acquis d’apprentissage sont analysés comme un élément technique de description des programmes qui permet la coexistence relativement pacifique entre des visions différentes et parfois opposées du rôle que doit jouer l’enseignement supérieur dans la société. Parce qu’ils promeuvent tous l’usage des acquis d’apprentissage, les différents acteurs qui soutiennent ces différentes visions (Commission européenne, autorités publiques belges francophones, autorités académiques, pédagogues) nouent une alliance objective qui les renforce mutuellement. Ils participent ainsi tous à resserrer le dispositif européen de l’enseignement supérieur

Higher education has been affected by a number of changes in the past decade, including higher rates of participation, internationalisation, the growing importance of knowledge-led economies and increased global competition. These changes have resulted in to two main European policies: the Bologna Process and the Lisbon Strategy, including the Modernisation Agenda for Universities. Both these broader international developments and the two specific European policy processes have been translated into policy change at national level affecting principally external quality assurance, autonomy, funding and research but also the shape and size of many higher education systems. These fundamental changes, along with the implementation of the core Bologna reforms, have altered deeply all activities of HEIs. As the borders between European nations become less apparent, as monetary systems become uniform, as commerce and industry increasingly become multinational , and as Europe is regarded as a single entity on the international stage it makes sense to develop a uniform educational system. When Bologna Process is evaluated in terms of education in fashion design, it can be summarized as follows: For students; it enables students to spend less time in educational institutions, have fewer courses compared to earlier practices, a more transparent process and a voice in education process. For academicians; it enables an increasing workload, caused by planning and evaluations although number of courses is reduced and a more transparent process. For curriculum; it offers fewer numbers of courses, a credit system that takes all learning cycle into consideration, a flexibility created with more optional courses, but a measurable standard method that is not flexible.

What is the Bologna Process?
Has it been a success or failure in Central and Eastern Europe (CEE) in particular, and in Europe more generally? The question, asked time and again, is persistently misconstrued. This explains to a large extent both the inconsistent scholarly literature on the subject and the contradictory evaluations of the Bologna Process among politicians and policy makers, academics and higher education administrators, students and student organizations, other stakeholders and the general public. The chapter aims to reconsider the question and find a valid manner to address it. For this, it puts forward a comprehensive analysis of what is Bologna, a clear-cut approach to understanding policy transfer under this Process and a set of standards and benchmarks for gauging its success and failure in CEE. In pursuit of reform models from the early days of transition, CEE countries made the choice to adopt 'European models' in higher education. Interestingly, they decided not to consider other possible models from other parts of the world. As soon as the Bologna Process was started, it largely become the European model. In the implementation of this model, CEE countries adopted a wholesale, all-or-nothing, now-or-never approach, with no room for testing, or trial-and-error tactics. The Bologna Process, however, was in reality not a defined, unitary model or policy, but a complex and evolving set of values, principles, priorities, objectives, tools and instruments. Success and failure in this case is a matter of degree and must also consider the defined aspects of the Process.

Abstract In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coor-dination problems that do not allow for the full coherence of the results. As the process is quite complex, involving ...

Transition of higher design education to a multilevel system of education requires a gradual restructuring of the existing system of higher education, not only due to the difference between the systems of training, but also a marked difference between cultural traditions and value systems inherent in Russia and countries of Western Europe, where the Bologna process has been formed. Implementation of the Bologna Process in Russia requires a kind of adaptation to the mentality and cultural traditions of the country. The experience of the Republic of Turkey, which joined the countries of the Bologna process a little bit earlier, can reveal interesting aspects of this kind of adaptation and transition to the new system of education.
From a collection of articles «Formation of the educational environment of high school in the transition to tiered system of higher education», Nizhny Novgorod, VGIPU, 2011.
Переход высшего дизайнерского образования на многоуровневую систему обучения требует поэтапной перестройки сложившейся системы высшего профессионального образования, что обусловлено не только разницей между системами обучения, но и заметной разницей между культурными традициями и системами ценностей, свойственными России и странам Западной Европы, где Болонский процесс был сформирован. Реализация Болонского процесса в России требует определенной адаптации к особенностям менталитета и культурных традиций страны. Опыт Республики Турция, присоединившейся к странам Болонского процесса несколько раньше, может показать интересные аспекты адаптации такого рода и перехода на новую систему обучения.
Из материалов международной научно-практической конференции "Формирование образовательной среды вуза в условиях перехода на уровневую систему высшего профессионального образования"

Эта книга, написанная коллективом авторов, предназначена в первую очередь для профессорско-преподавательского состава, управленцев в области образования, а также политиков в бывших социалистических странах Европы и Азии, которые интересуются Болонским процессом. Коллектив авторов включает в себя политиков, ученых и специалистов в области управления образованием, которые имеют большой практический опыт. Целями книги являются освещение Болонского видения современной университетской системы, а также предоставление практического руководства для реформаторов в области высшего образования.

The paper argues that the European Higher Education Area (EHEA) is currently experiencing a crisis of academic freedom and discusses the need to chart a course out of this crisis. The paper claims that the crisis, with its two dimensions (intellectual and empiric), is specific to Europe/EHEA; it is not a global or national crisis, although there are challenges to academic freedom in all other parts of the world and also within individual national higher education systems in Europe. Efforts have been started recently to address key challenges to academic freedom in the EHEA and eventually plot a course out of this crisis. The paper outlines how a comparative and applied interdisciplinary study of these efforts helps reveal their nature and scope, identify the actors/stakeholders involved as well as those, astoundingly, absent; it also allows to discuss and assess early on the chances of success and identify challenges and gaps in these efforts. The paper concludes that charting a cou...

This chapter explores the nature and functions of learning outcomes in the context of the Bologna educational reforms. Section 1 explains what they are and where they originate. Section 2 explores their practical application and multiple functions, and provides a schematic summary. Section 3 places them in the context of current pedagogical reform and highlights their relationship to curriculum development - teaching learning and assessment. Section 4 establishes their centrality to the Bologna Process and the successful completion of the European Higher Education Area. Finally, the concluding section 5 points to some important issues associated with their application in the immediate future.

Mit der Expansion der Hochschulbildung sollte diese als alleiniges Merkmal an Bedeutung für Arbeitsmarkterträge einbüßen, während Differenzierungen innerhalb der Hochschulbildung, zum Beispiel Studienleistungen und Abschlussniveaus, wichtiger werden sollten. Die vorliegende Studie beschäftigt sich mit der Frage, wodurch der Studienerfolg sowie der berufliche und akademische Verbleib von Hochschulabsolventen beeinflusst werden. Datenbasis ist eine Vollerhebung des Abschlussjahrgangs 2014 der Fachhochschulen und Universitäten in Nordrhein-Westfalen, die im Rahmen des Kooperationsprojekts Absolventenstudien (KOAB) 1,5 Jahre nach Abschluss als Onlinebefragung durchgeführt wurde. Als zentrale Erfolgsmerkmale werden das Einhalten der Regelstudienzeit, die Examensnote, die Studienzufriedenheit, der Übergang vom Bachelor- ins Masterstudium und der Stundenlohn untersucht. Die Anlage der Untersuchung ermöglicht es, Veränderungen seit 2011 sowie regionale Unterschiede zu betrachten. Ein besonderer Schwerpunkt wird auf Unterschiede zwischen Fachhochschulen und Universitäten sowie die Analyse sozialer Ungleichheiten gelegt: Absolventen aus akademischem Elternhaus sind mit dem Studium zufriedener und nehmen häufiger ein Masterstudium auf. Der Studienerfolg korreliert nur an Universitäten positiv mit der Bildungsherkunft. Absolventen mit Migrationshintergrund erzielen an beiden Hochschularten geringere Studienleistungen und sind nach dem Studium häufiger arbeitssuchend als Absolventen ohne Migrationshintergrund. Frauen schließen ihr Studium zwar erfolgreicher ab als Männer, sind damit aber weniger zufrieden, wechseln seltener in ein Masterstudium und erzielen geringere Stundenlöhne. Mithilfe von Regressionsanalysen wird versucht, Einflussfaktoren des Studien- und Berufserfolgs zu identifizieren und die beschriebenen sozialen Ungleichheiten zu erklären.

Weiteres zur Studie:
https://www.uni-kassel.de/einrichtungen/incher/aktuelles/meldung/article/zweite-untersuchung-zu-studium-und-beruf-des-hochschulabschlussjahrgangs-2014-in-nrw-ermoeglicht-ver.html

Abstract:
In the last decade architecture and urbanism research has been gaining an important role in the national research framework according to the increasingly numbers of R&D projects financed by regional and national governments, usually benefiting of Union European Grants.
The consolidation of architecture and urbanism as recognized scientific areas of study was made possible thanks to:
- The recent dissemination of school of architecture
- The systematization of the 3rd cycle of studies following the Bologna process directives
- The increasingly numbers of centres of studies, scientific journals and international meetings and conferences, which are closely related each other
-The National and Union European found for support architectural & urbanistic research.
This paper focuses the current experience on architecture & urbanism research in relation to PhD programs.
Portugal, Spain, France, Italy, Greece and Turkey on going experiences will be observed searching for patterns and tendencies.
The research will explore the hypothesis that the Mediterranean geography context ensures cultural educational relations that are suitable to be analysed in a comparative perspective, within the framework of the Bologna process implementation
As main source of information, the investigation uses the university websites of those universities that offer both structured and no-structured doctoral programs.
The aim is, therefore, to identify regional affinities and particularities in architecture & urbanism research and doctoral education, in order to suggest educational harmonization proposals and open new possibilities of exchange, mobility and international research projects.

Keywords: architectural research, urbanistic research, PhD programs in architecture, PhD programs in urbanism, Bologna process, 3rd cycle in Architecture

In 1999, the European Bologna Process reinforced quality assurance (QA) in higher education (HE). While Cameroon is a signatory non-member state of the Bologna Process, many unresolved quality concerns in its HE system still exist because the Bologna Process has been adopted on an a-la-cartebasis whereby some action lines have been adopted while others have not-for instance QA. In Cameroonian HE,QA is a neglected pillar of the Bologna Process. This article examines some undisclosed quality concerns regarding Cameroonian HE in the advent of the Bologna Process. The study employs a qualitative research design using interviews and focus group discussions. Findings present quality concerns regarding: the lack of adequate educational resources; periodic monitoring, follow up/mentoring; student admission; and university ranking. The paper suggests a reconsideration of the Bologna Process in Cameroonian HE as a process and not an event with more action lines adopted such as QA; and the use of Total Quality Management (TQM) principles as workable strategies used in solving quality concerns in HE.

“Avropa ali təhsilinə inteqrasiya: problemlər, perspektivlər”
mövzusunda Tətbiqi Tədqiqatlar Fondu və Azərbaycan Turizm
Đnstitutunun birgə keçirdikləri elmi praktik konfransın materialları
layihə çərçivəsində aparılan tədqiqatların yekun nəticələrini əhatə
etməklə, bu sahədə fəaliyyət göstərən müvafiq dövlət qurumlarına, ali
təhsil müəssisələrinə kömək etmək məqsədi ilə kitab səklində nəsr
olunur və Azərbaycan Turizm Đnstitutunun veb saytında yerləsdirilir.
Kitaba konfransda edilmis elmi məruzələr, Boloniya prosesinə aid olan
vacib məqamların, anlayısların, proseslərin sərhi, bu sahədə mühüm
əhəmiyyət kəsb edən beynəlxalq və ölkə əhəmiyyətli sənədlər, statistik
materiallar daxil edilmisdir.

Die Misere der real existierenden Universität läßt sich in einem Satz zusammenfassen: Sie zwingt die Wissenschaftler, existentielle Risiken einzugehen, während sie verhindert, daß sie intellektuelle Risiken eingehen. Einerseits bedeutet der Gang in die Wissenschaft ein erhebliches persönliches Lebensrisiko. Andererseits macht sich an den Universitäten zusehends eine geistige Kleinmütigkeit breit. Wie paßt das zusammen? Was hat der Heroismus derjenigen, die sich auf eine wissenschaftliche Laufbahn einlassen, mit der Verzagtheit eines Denkens zu tun, das sich nicht aus der Deckung traut?

Il presente contributo prende in esame la Strage di Bologna del 1980 assieme alle altre due stragi che insanguinarono l´Europa nello stesso anno - quella all´Oktoberfest di Monaco e quella alla sinagoga di Parigi -  all´interno del contesto geopolitico e degli accordi di diplomazia parallela dell´epoca. Vengono esaminate e correlate le risultanze emerse da fonti di archivio inedite, da inchieste giornalistiche e da interviste coi protagonisti, palesi e occulti, di quegli eventi. La prima tendenza che emerge è quella di revisione della “semplice” matrice neofascista delle stragi, revisione che per Bologna riguarda mandanti ed esecutori e per Monaco apre inquietanti scenari sui mandanti.  Elemento comune delle nuove ricostruzioni è la presenza di una comune pista internazionale che vede, oltre il coinvolgimento del gruppo Carlos e di gruppi del radicalismo palestinese, ombre dei diversi Servizi operanti nello scenario internazionale della Guerra Fredda. Nuovi dati di archivio dei Servizi di sicurezza Bulgara consentono di ricostruire che, proprio mentre la Bulgaria assume ruolo centrale all´interno del coordinamento dei Servizi del Patto di Varsavia – mai pubblicamente dichiarato – e competenza su Mediterraneo e Medioriente, il Gruppo Carlos, con molti dei suoi membri, si stabilisce a Sofia e tiene lunghe riunioni con una presenza dal settembre 1979 al gennaio 1980. Nello stesso periodo a Sofia si stabiliscono anche molti gruppi del radicalismo palestinese e si creano campi di training ideologico e militare per i gruppi armati palestinesi. Particolare, tra gli attentati del 1980, il caso della strage all´Oktoberfest che vede protagonista il Gruppo Hoffmann, infiltrato da Gladio e STASI, e addestratosi prima dell´attentato in un campo militare palestinese a Beirut per volontà di Abu Ayad -  capo dell´intelligence del PLO. Lo stesso Abu Ayad effettuerà un depistaggio delle indagini sulla Strage di Bologna, fornendo false informazioni proprio sul gruppo Hoffmann che a breve avrebbe compiuto l´attentato di Monaco, con una intervista ad una giornalista, poi identificata dalla magistratura come agente dei Servizi italiani. Agente che collabora con il Colonnello Giovannone, considerato il garante del Lodo Moro – l´accordo segreto tra la diplomazia italiana e il FPLP, e all´epoca considerata, invece, una militante filo-palestinese. L´operato di Abu Ayad rappresenta, dunque, un chiaro collegamento tra la strage di Bologna e quella di Monaco. Nella ormai certa esistenza del Lodo Moro italiano – l´accordo tra italiani e gruppi armati palestinesi (FPLP) per garantire una maggior sicurezza del territorio in cambio della possibilità di trasporto e deposito di esplosivi – e nella sempre più accettata possibilità che Lodi simili siano stati stipulati da Francia, Germania, Svizzera, le tre stragi del 1980 si arricchiscono di aspetti ancor più internazionali e geopolitici. Emersi i ruoli sempre più centrali dei gruppi palestinesi e di Carlos, resta da comprendere se tali attentati furono ritorsioni di questi gruppi in momenti di crisi di tali Lodi o, come suggerisce Carlos, sabotaggi da parte di forze (egli indica Gladio) che ai Lodi europei e al dialogo tra Stati europei e palestinesi si opponevano. Relativamente alla Strage di Bologna resta, ad esempio, inspiegabile come mai i magistrati abbiano deciso di non ascoltare a dovere Carlos grazie alle cui dichiarazioni si scoprì, solo nel 2000, la presenza di un suo uomo, il tedesco Thomas Kram, a Bologna sin dal giorno precedente la strage. Che le “relazioni scomode” che il Lodo Moro determinò – i Servizi italiani collaboravano coi palestinesi che a loro volta collaboravano con le Brigate Rosse e altri gruppi del radicalismo di sinistra – siano fonte di imbarazzo e barriera di ricostruzione storica? “Relazioni scomode” che con i vari Lodi europei (francese, tedesco, svizzero) potrebbero essersi verificate non solo in Italia ma all´interno dello scacchiere occidentale. Una barriera alla esauriente ricostruzione storica è, inoltre, da individuare in quel complesso scenario di relazioni internazionali e diplomazia parallela o segreta, oggi finalmente in via di ricostruzione, che ci indica come diversi Stati europei oltre alle ufficiali posizioni atlantiste abbiano, in nome della sicurezza nazionale e di interessi geopolitici nel Mediterraneo e in Medioriente, stretto rapporti con soggetti politici – i gruppi combattenti palestinesi – invece vicini al blocco dell´Est. Situazione questa che non può non aver generato tensioni sotterranee.

'Research: Practitioner | Curator | Educator' is a co-authored book that identifies where we’re at and where we might be going vis-à-vis the idea of research in the art school, higher education, museums and galleries, and the creative and cultural industries more generally. By way of this book, the authors want to ask why and how specific modes of practice (artistic practice, curating, and practices of pedagogy) operate, and what particular kinds of knowledges artistic research, the curatorial, and the educator generate and disseminate.

Concerned for ‘practice’ in our knowledge-based polis, where knowledge – which includes practice as knowledge – is institutionalized and instrumentalized, at the same time we’re interested in the potentialities of how ‘[practice] might be comprehended and described as a specific mode of generating and disseminating knowledge’, and ‘the particular kind of knowledge that can be produced within the artistic realm by… practitioners… who operate in its various places and spaces’, as contributor Tom Holert puts it so eloquently.

Throughout 'Research: Practitioner | Curator | Educator' we foreground, celebrate, and question the idea of research, and especially as it relates to the figure of the practitioner, curator, and educator as researcher (as well as to practice, curating, and educating themselves as research and as praxis). As such, the book is hopefully useful for PhD students in art schools internationally, and those working across the Arts and Humanities in institutions of higher education, as well as additional publics engaged critically with the arts and culture.

Contributors: Dr Žygimantas Augustinas (artist and Associate Professor, Vilnius Academy of Arts); Professor Tom Corby (artist, and Associate Dean [Research], Central Saint Martins College of Art and Design, University of the Arts, London); Dr Tom Holert (artist, critic, and co-founder of the Harun Farocki Institut, Berlin); Dr Lolita Jablonskienė (Senior Curator, National Gallery of Art, Lithuania); Dr Vytautas Michelkevičius (curator, and Associate Professor, Vilnius Academy of Arts); Dr Ieva Pleikienė (Pro-Rector of Studies, Vilnius Academy of Arts); Dr Emily Pringle (Head of Research, Tate); and Dr Marquard Smith (Professor of Artistic Research, Vilnius Academy of Arts, and Programme Leader, MA Museums & Galleries in Education, UCL, London).

This book is the third in a Series of collaborations between Vilnius Academy of Arts, Lithuania, and the National Gallery of Art, Lithuania. The titles of the four books in the Series are (1) 'Research: Practitioner | Curator | Educator' (2) 'Decolonising: the Museum, the Curriculum, and the Mind' (3) 'Do The Right Thing', and (4) 'What If? The Future of History in Post-Truth Times'.

اتفاقية بولونيا وإمكانية تطبيقها فى التعليم العالي بالعالم العربى، رؤية مقترحة
نهى العاصى
مدرس بقسم التربية المقارنة و الإدارة التربوية، كلية التربية بالإسماعيلية ، جامعة قناة السويس
هدفت الدراسة للتعرف على التجربة الأوروبية الخاصة بإنشاء تعليم عالي أوروبي موحد من خلال الاتفاقية المسماه "باتفاقية بولونيا" والتى يطلق عليها أحيانا "الفضاء الأوروبى"، وذلك بغرض الإستفادة من تلك التجربة فى اقتراح إنشاء منطقة تعليم عالي عربية. كما هدفت الدراسة لتقييم التطبيق الفعلى لاتفاقية بولونيا والتعرف على أهم إيجابيات ومعوقات تطبيقها فى الدول الأوروبية المختلفة، وذلك من خلال عرض وتحليل نقدى للاتفاقية بناءً على ثلاثة مصادر: آراء طلبة التعليم العالى الذين درسوا فى الجامعات الأوروبية التى انضمت لتلك الاتفاقية وذلك من خلال التقارير المنشورة التى أعدها اتحاد الطلبة الأوروبى، آراء بعض الجامعات المنضمة للاتفاقية والتى قُدمت فى التقارير التى أعدها اتحاد الجامعات الأوروبية، بالإضافة إلى نتائج بعض الأبحاث المنشورة والتى تعكس وجهات نظر الباحثين فى الدول الأوروبية المختلفة. وهدفت الدراسة لتحديد مدى حاجة التعليم العالى العربى لإنشاء منطقة عربية موحدة للتعليم العالى وذلك من خلال التحليل البيئى الرباعى للتعليم العالى العربى لتحديد طبيعته وتحديد جوانب القوة والضعف فى مؤسسات التعليم العالى فى العالم العربى، والفرص المتاحة والجهود المبذولة على مستوى العالم العربى التى يمكن أن تؤهل لإنشاء الاتفاقية المقترحة، والتهديدات التى تواجه ذلك التعليم وتدعم إنشاء منطقة تعليم عالى عربى. ومن ثم خلصت الدراسة إلى اقتراح الخطوات الإجرائية لإنشاء الاتفاقية العربية للتعليم العالى وحددت كل من الفوائد والصعوبات المتوقعة لإنشاء تلك الاتفاقية.  وتستمد الدراسة أهميتها من كونها محاولة بحثية لإصلاح التعليم العالي فى العالم العربي فى ضوء الاستفادة من التجربة الأوروبية المتمثلة فى اتفاقية بولونيا، وذلك عن طريق إنشاء منطقة للتعليم العالي الموحد بالعالم العربي، تسعى لتوحيد نظام الوحدات الأكاديمية المعتمدة، بحيث تسهل من حركة الطلبة وأعضاء هيئة التدريس من بلد عربي لآخر، مما يعمل على تشجيع الباحثين والعلماء على إجراء البحوث النظرية والتطبيقية التى تهم الوطن العربى وتساعد على حل المشكلات والقضايا العربية، علاوة على تخريج خريجين لديهم المهارات والمعارف التي تمكنهم من أن ينافسوا فى سوق العمل العربي والعالمي.
الكلمات المفتاحية:  التعليم العالى، العالم العربى، اتفاقية بولونيا


الملخص باللغة الإنجليزية

Bologna Process: the Possibility of Applying it on the Arab Higher Education, A Proposed Perception
Noha Elassy
Lecturer in Faculty of Education, Suez Canal University

Abstract
This study presents pragmatic detailed suggestions of establishing an Arab Higher Education Area (AHEA) in the light of analyzing the experience of the European Higher Education Area (EHEA) that is called the "Bologna Process".
The study assesses the implementation of the Bologna Process to identify the most important pros and constraints found in applying it in various European countries. It aims to justify the need for developing the higher education sector in the Arab world regarding creating a unified Arab area of higher education. To do that the study used SWOT analysis approach to identify the strengths, weaknesses, opportunities and threats facing the Arab higher education sector. Then the study concluded the suggested proposal for the AHEA agreement and it presented the expected benefits and difficulties of it and suggested how these difficulties can be faced.
The researcher believes that the AHEA can be more successful than the EHEA. That is because the Arab countries have a unique unified cultural aspect that does not exist among the European countries. Arabs speak the same language and have similar values and traditions that can be used to facilitate implementing the suggested AHEA.

Keywords:
Bologna Process, Arab World, Higher Education.

In the context of Bologna process, Armenian HEIs need to make an institutional self-assessment
based on the criteria developed by Armenian National Quality Assurance Center. The content
analysis of the self-assessment requirements within universities, revealed that in regards to the de-
velopment of the quality, little attention is paid to the institutional mechanisms which provide aca-
demic dishonesty guidelines. Since, the educational environment is the space where honesty and
other values are analyzed, discussed, brought up and disseminated; teachers and students have the
‘sacred’ duty of behaving honestly in their educational activities. We believe that one of the main
features of developing quality culture has to be the institutional neutralization and prevention of
academic dishonesty. Our research on academic dishonesty has revealed many forms and reasons
of it, which may, in turn, be useful for HEIs to design the compliance documentation. We also
made policy recommendations on decreasing the academic dishonesty in HEIs.

This is available on the URL listed above.

This book is the most comprehensive look at definitions of the BFA, MFA, and PhD, and the most comprehensive review of the pertinent histories of art education and how they influence the present.

It is volume 3 of the Stone Art Theory Seminars.

This paper analyses a specific field in the system of higher education in Bosnia and Herzegovina – the legal
status of pre bologna qualifications and titles in the bologna system. Current concept reveals total legal chaos.
Higher education in Bosnia and Herzegovina is regulated by the Framework Law on Higher Education in
Bosnia and Herzegovina, adopted in July 2007. The Law sets the basic standards and principles for the area of
higher education which is organized in three cycles that leads to the titles of: bachelor, master and doctor.
Equivalention possibility of earlier qualifications and titles with new ones is given, but not either the way. Entity
law in RS and cantonal law in FBiH govern all other issues in the area of higher education that are not regulated
by the Law. Different practice in different parts of the State, is an alarm signal for harmonization of national
laws, and than with the acquies communitaire in the light of bologna reforms. Some provident legal documents
need to be adopted like Regulations on use and acquisition of academic and scientific titles in BiH. Most problems
could be solved with adoption of National qualification framework or with adding new regulations to Framework
Law on Higher Education. In any case, many open questions still remain.

This article investigates the encounter of EU-unionization with a domesticated practice of corruption in Bosnian higher education. Relying on primary data collected in Bosnia’s public higher education system, the study finds that the country’s corrupt higher education is in conflict with the Bologna-themed reforms that would arguably help harmonize Bosnia’s fragmented higher education. As it delineates factors that perpetuate corruption, the study, somewhat surprisingly, finds that the Bologna process—despite its partly failed adaptation in Bosnia—is still perceived as potentially transformative for the country’s corruption-prone higher education system. The study further looks into why that may be the case and explores a possibility of leveraging Bosnia’s intelligentsia abroad to lessen corruption in higher education.