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EN
In this article the authors present an analysis of a social movement, which was founded at the University of Gdansk in 2009 - 'OKUPÉ' (Open Committee for Liberation of the Educational Space). Their study employs sociological concepts concerning social movements and concentrates on different aspects of the social learning process - indirectly referring to the role of active citizenship in adult education. In order to gain the insider perspective on these issues, participatory action research (sociological intervention in particular) was chosen as a methodological approach. In addition, this paper is also a record of International Student Movement networking process and its initiatives for free and emancipatory education for all.
EN
Problems related to doctoral training are discussed, which is a priority function for European universities. It's shown that organization of doctoral programs varies by country and by university as well, that there exist two approaches to organization of doctoral training in European countries (individual programs and structural programs), that methods and forms of doctoral training vary depending on the significance assigned to individual research and the role of scientific supervisor. New problems and challenges faced by European universities in organizing doctoral training are emphasized, and tendencies affecting the training are shown by use of rich statistical data and evidence. It is concluded that the variety of traditions and approaches to organization of doctoral programs can be regarded as an advantage of the European Education Area, but also as a factor of fragmentation of doctoral training, not favorable for fostering a good research environment. Results of the project of the European Association of Universities (EAU) 'Doctoral Programs for the European Knowledge Society', ten basic principles for organization of doctoral training, fixed by the Salzburg scientific seminar and 'Dublin Descriptors' approved by the Bergen conference of ministers of higher education from Bologna process member states are reviewed. It's concluded that the EAU policy seeks to preserve the variety of doctoral training systems, so, introduction of a standard 'Eurodoctoral' degree shouldn't be expected in the near future.
EN
This essentially polemical article questions whether the Bologna Process (BP) is necessary (and desirable) in the adaptation of universities to the new social conditions or whether it is a Trojan horse sent out to introduce neoliberal changes in the field of higher education. First, it addresses the circumstances surrounding the origins of the Bologna Declaration, demonstrating that it enabled the instrumental logic of the marketization and commodification of education to pervade universities traditionally conceived of as cultural institutions of knowledge. Then it investigates the eight declared objectives of Bologna and, finally, summarizes the consequences that can be firmly established ten years after the event. These include the fact that three of the pillars of the BP can be interpreted as responding to the requirements of neoliberal New Public Management; namely, study structure (flexibility and market-driven profiles), credits (standardization, mobility and effectiveness) and quality assurance (external control). In conclusion, the paper suggests that the BP primarily represents a problem in understanding a situation that displays signs of the radical transformation of the social function of one dimension of societal life – higher education. Although it is clearly an adaptive reaction to the (neoliberal) transformation of society, it has also become part of the ideological games played by certain special-interest groups and, as such, we must make continual attempts to gain a deeper understanding of it.
EN
The article constitutes an attempt to present aspects chosen by the author conditioning the construction and realization of educational offer outside tertiary education and an attempt to forecast the use of already existing and implemented solutions concerning the quality of education, in order to exhibit its usefulness in raising attractiveness and effectiveness of such an education, mainly concerning adult people.
EN
The impact of economic, political, technological, and cultural features of globalization on functioning of the international and Ukrainian markets of educational services were elucidated. Changes brought in the functioning of European and Ukrainian markets of educational services by the Bologna process were characterized as well.
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