Higher education in environmental sciences with chemistry emphasis: bachelor and master programmes in Europe (original) (raw)
Related papers
The Reforms of the Bologna Process, Recognition of Chemical Engineering Qualifications
2010
Abstract: Two key political, academic and economical issues in the prevailing scenario of the contemporaneous global World are those of transnational co-operation and mobility of students and professionals. Co-operation and mobility require academic and professional recognition. Such recognition requires TRUST. Trust requires transparency and readability of academic curricula and professional qualifications. Such is achieved through transparent qualifications frameworks and quality assurance procedures recognised and accepted by all partners and stakeholders. Qualifications frameworks may be seen at three major levels of descriptors, viz. – (i) High level descriptor of competences, of a general nature, describing essentially qualifications degrees; (ii) Sectoral descriptors grouped in scientific and technological areas with direct relations to the different professions; and (iii) Contents descriptors, characterizing main or core curricula contents and methods. The understanding by a...
Higher Education in Europe 2009: Developments in the Bologna Process
2009
The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded b y a reference to 'Eurydice network', followed by the date of publication of the document. PREFACE In my opinion the Bologna Process has been driving forward the most important reforms in higher education in the modern era. The European Commission remains a committed member of the Bologna Process, as we see this unique form of European intergovernmental and inter-institutional cooperation as essential to the underpinning of the dynamic knowledge societies and economies in which our citizens can achieve personal fulfillment and prosper. This publication presents an objective overview of the progress made in the ten years since the Bologna Declaration was signed and is a valuable contribution to the understanding of the Bologna Process the year before its official culmination. Like previous Eurydice publications, it is concise, based on authoritative ev...
European Journal of Higher Education The Bologna Process: an international higher education regime
The Bologna Process and the ensuing establishment of the European Higher Education Area has had an impact on the ways in which higher education in Europe operates, and the ways it is perceived and related to in countries and regions outside Europe. The Bologna Process has come to symbolize a form of international cooperation in higher education policy, not only in Europe, but all over the world. In this article, we discuss the Bologna Process as a system of international coordination; or, in the jargon of international relations, as a ‘regime’. The article traces the features and methods enabling the Bologna model and their diffusion outside Europe. This perspective offers a useful contribution to the understanding of the Bologna Process as constituting a foreign policy tool for the EU. Moreover, the realization that an international regime can become a player with a life of its own, with an independent influence on the international system, allows us to draw conclusions about the forces that govern the regime, and their international power.
Which direction for bachelor and master programmes? A stocktaking of the Bologna process
Tertiary Education and Management, 2006
The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process. Keywords Europe AE Higher education systems AE Implementation AE Study programmes A multitude of expectations When reform efforts in the field higher education turn into ''movements'' there frequently is a multitude of expectations. This holds true for the Bologna Process also. It is connected to a remarkably broad spectrum of expectations. The core of the Bologna Process, i.e. its reform programme, is very straightforward. The primary intention is to introduce a tiered structure of study programmes and degrees. In the peculiar hope, that the use of English titles instead of translations into the respective languages will ease international recognition, an attempt is undertaken to replace the traditional structure of relatively long university programmes and 4-year Fachhochschule and college programmes by Bachelor programmes of 3-4 years duration and Master programmes of 1-2 years duration.
The Bologna process in the European and Italian university system
Geopolitical, Social Security and Freedom Journal, 2018
This wants to be a contribution for those who want to understand the Bologna process, intergovernmental cooperation of 48 European countries in the field of higher education. The Bologna process guides the collective effort of public authorities, universities, teachers, and students, together with stakeholder associations, employers, quality assurance agencies, international organisations, and institutions, including the European Commission, on how to improve the internationalisation of higher education, a project that is at the base of the modernization of the European educational system and well beyond.
Europe's Bologna Process and Its Impact On Global Higher Education (2012)
This chapter describes the developments in the Bologna process that started in 1999. The attempt to create the European Higher Education Area (EHEA) is arguably one of the largest reform projects ever in higher education and such reform initiatives warrant a critical assessment of the achievements. And the reform has impacted or will impact the specific context in which many internationalisation practitioners, not only in Europe but also beyond, will have to carry out their professional activities. There are intended consequences that make international cooperation and related activities easier, but -as with many reformsthere are unintended or side effects that complicate matters of international cooperation and exchange. The chapter will focus on achievements in terms of policies being realised and progress being made in the member states of the EHEA, but also look in some depth at the spin-off of the Bologna process: has the process triggered similar reform processes in other regions? And if so, how and what are the impacts? And what does this all imply for practitioners in the area of international higher education?
Understanding the European Bologna Process
This paper describes the European Bologna process, provides a ‘mid-term’ review of its implementation status and discusses its possible positive and negative impacts on US – European links in the fields of engineering and technology education. The first section of this paper describes the meaning and rationale behind each of the Bologna objectives, and why there is a need to establish a European area of higher education. It also comments on how these objectives are interpreted within educational institutions. The second section provides a mid-term report on the implementation status within European universities, focussed primarily on engineering and technology education. The third section of this paper describes the issues associated with successfully implementing Bologna in engineering and technology education. These include critical issues such as degree structure, how educational institutions are addressing the two-cycle requirement, the employability of first cycle graduates, an...
The Bologna Declaration which triggered the so-called Bologna Process - is a joint document signed on June 19, 1999 by the Education Ministers of 29 European countries gathered in the Italian city of Bologna. The statement marks a change from the policies related to higher education of the countries involved and established in common a European Area of Higher Education from the commitment of the signatory countries in promoting reform of their education systems. Inspired by the Bologna Project of higher education of European Union, it was restructured UFBA. The main change planned is the introduction of Bachelor degrees Interdisciplinary (BI), undergraduate courses that are requirements for graduate careers and academic education postgraduate.