Search results

1

NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

100%

Nowakowska H., Pietkiewicz I.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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issue 1

55-74

EN

For more than ten years, the European direction of higher education transformation is outlined by the Bologna Process. The main purpose of the research was to find out about students’ opinions concerning fulfilling of the Process’ guidelines. In order to carry out the research, an auditorium questionnaire method was chosen. Thanks to the given research sample, it was possible to have a representative group of students varying in terms of universities (Polish Naval Academy (AMW), Medical University of Gdańsk (GUMED)), specificity of studies (full-time, extramural), degree (BA, MA), department (nursing, midwifery, national security, internal domestic security, pedagogy). A total number of respondents was 598. An obtained research material constitutes a source of information helping to asset students’ readiness and openness towards the proposed system transformations. Among the following instruments of the Bologna Process: a multi-staged studies’ mode, ECTS points, a diploma supplement, students’ mobility and the activity of Accreditation Commission, the positive opinions concerned students’ mobility, the activity of Accreditation Commission and multi-staged studies’ mode mostly. According to the statistics, the Polish Naval Academy students formulate opinions that multi-staged studies prolong the process of education and are the source of extra responsibilities (connected with BA writing and defense). GUMED’s students are positive about ECTS points and diploma supplements. Looking at the statistics, women are visibly more positive about students’ mobility and exchange as they allow to get to know and understand different cultures, whereas men put on emphasis on an unclear criteria of giving ECTS points. The obtained research material was analyzed using a statistics package SPSS 20 and a Microsoft Excel 2010 spread sheet.

2

Proces Boloński a rozwój szkolnictwa wyższego w Europie Środkowo-Wschodniej

100%

Klimczuk B.

Zamojskie Studia i Materiały – Seria Pedagogika

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2011

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vol. 13

55-62

EN

The article presents the historical conditions, development and perspectives of the Bologna Process. The reader’s attention is drawn to the effects of the implementation of the Bologna guidelines for the higher education system in Central Europe. The objectives of the Process until the year 2020 are discussed. The advantages and costs are defined.

3

Student mobility. Between theory and practice?

100%

Nowakowska H., Skrzypek-Czerko M.

Progress in Health Sciences

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2016

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vol. 6(1)

171-176

EN

Introduction: The Bologna Process has initiated the “culture of reforms” in higher education, conditioning the economic and social development of Europe. Erasmus Plus is an EU programme of education in 2014-2020. Despite the numerous benefits it offers to students, their mobility within the Erasmus Plus Programme proves to be low (not satisfactory). Purpose: Review the theoretical and practical aspects of student mobility, with particular emphasis on the Erasmus Plus Programme. Materials and methods: We searched for extant networks through peer-reviewed literature and the world-wide web. Additionally, we used a data analysis on the mobility of students of medicine and health sciences in 2005-2015 within the Erasmus Plus Programme, at selected university in Poland. Results: According to the educational standards in the European Union, students of medical faculties are obliged to complete 12 semesters of studies comprising 5,500 hours under teachers’ supervision. In Poland there are 5,700 hours – these additional hours account for mandatory physical education and foreign language classes which are not taught in other countries. Data from the last decade indicate that student mobility in Poland is an overestimated phenomenon as it concerns a narrow circle of students. Conclusions: A student who benefits from a scholarship under the Erasmus Plus Programme enhances their self-esteem and development opportunities. Participation in an international programme seems to bring benefits alone. In practice, however, there prove to be numerous barriers related to student mobility, such as financial problems, language barriers and issues related to the recognition (crediting) of a period of study completed at a partner university.

4

Wizje rozwoju sektora akademickiego w Polsce jako wyzwanie dla pedagogiki szkoły wyższej – wybrane zagadnienia

100%

Stachowicz J.

Pedagogika Szkoły Wyższej

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2011

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issue 2

75-88

EN

The visions of the development of the academic sector in Poland can be considered on two levels: European and national level. The first one is related to the Bologna Process, the second relates to the legislative sphere of the national system of higher education and state educational policy, the instrument is a legislative initiative, creating the development of the sector. The visions of the development of higher education at both levels bring inspiration and research challenges for the pedagogy of higher education. Among them are research problems related to implementing the Bologna proposals, unforeseen consequences of the Bologna reforms and the implementation of the priorities of the academic sector in the coming decade. Among them there are also issues arising from the proposed revision of higher education law and a discussion on a document defining the strategy for the development of the academic sector in Poland.

5

The Bologna Process as a New Public Management Tool in Higher Education

100%

Štech S.

Journal of Pedagogy

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2011

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vol. 2

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issue 2

263-282

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 neo-liberal 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. It then investigates the eight declared objectives of Bologna and, finally, summarises 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.

6

Mobilność studentów, pracowników naukowych i system punktów kredytowych ECTS – implementacja postulatów bolońskich w polskich szkołach wyższych

100%

Berkowicz A., Włodarska B., Gurba K.

Zarządzanie Publiczne

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2011

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issue 1(13)

137-151

EN

The article introduces the idea of the Bologna Process – a European-wide initiative which focuses on changes in the higher education system. The strategic aim of this policy is to create a European Higher Education Area and to improve its international competitiveness The authors analyze the genesis of the idea of the Bologna Process, briefly discuss its strategic objectives, the tools used to achieve them and describe the stakeholders taking part in the implementation of the policy at the European and national levels. The essay concentrates on the description of the two out of six main tools of the Bologna Process: mobility and ECTS system as well as their implementation in Polish universities

7

Proces Boloński a kondycja szkolnictwa wyższego w Polsce

100%

Mazurkiewicz B.

Świat Idei i Polityki

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2017

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issue 16

452-469

PL

Szkolnictwo wyższe w dobie globalizacji, rozwijającej się specjalizacji, interdyscyplinarności, umiędzynarodowieniu – stale ewoluuje. Dzięki Procesowi Bolońskiemu dostosowuje się europejską edukację do zachodzących zmian. W szczególności dotyczy to zmian w sposobie kształcenia na poziomie szkolnictwa wyższego, wprowadzaniu norm jakości, promowaniu mobilności, tworzeniu uniwersalnych, porównywalnych ram kwalifikacji. W artykule opisano pokrótce historię Procesu Bolońskiego; scharakteryzowano narzędzia służące realizacji podstawowych celów; dokonano wstępnej oceny stanu szkolnictwa wyższego w Polsce na tle innych krajów Europy; podjęto próbę określenia perspektyw na przyszłość, kierunków rozwoju i wyzwań.

EN

Higher education in the era of globalization, the growing specialization, interdisciplinarity, internationalization – is constantly evolving. With the Bologna process of european education adapts to the changes. In particular, the changes in the way education at the tertiary level, the introduction of quality standards, the promotion of mobility, creating a universal comparable qualifications framework. The article describes the history of the Bologna Process; characterized tools to achieve the main objectives; made a preliminary assessment of the state of higher education in Poland compared to other European countries; an attempt to identify future prospects, developments and challenges.

8

Proces Boloński z perspektywy studentów

100%

Nowakowska H.

Edukacja Ustawiczna Dorosłych

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2014

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issue 3(86)

31-43

PL

Od ponad dziesięciu lat kierunek przemian w europejskim szkolnictwie wyższym wyznacza Proces Boloński. To inicjatywa, której główną ideą jest wdrożenie mecha-nizmów mających spowodować wzrost prestiżu uczelni europejskich. Procesowi temu przypisuje się także szerszy, polityczny kontekst, jest on „wspólnotową” reakcją wobec problemów większości krajów Europy określanych jako: bezrobocie, niż demograficzny, migracje ludności .

9

Ukryty uniwersytet. "Hidden curriculum" w dokumentach Procesu Bolońskiego

89%

Klimczak A.

Nauka i Szkolnictwo Wyższe

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2010

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issue 1-2(35-36)

149-159

EN

This paper discusses the higher education reform initiated by the Bologna Process. In her analysis, the author invokes the core Bologna documents and reflects on the notion of a hidden curriculum, positing that structural reforms in schools of higher education will, in the long run, significantly influence the position of universities in European societies, as well as intellectual dispositions of graduates. The hidden curriculum of universities within the European Area of Higher Education means that education is employed to serve higher- level economic and socio-political rather than scientific goals.

PL

Artykuł poświęcony jest reformie szkolnictwa wyższego zapoczątkowanej przez Proces Boloński. Autorka odwołuje się w swej analizie bezpośrednio do podstawowych dokumentów Procesu Bolońskiego i wykorzystuje pojęcie ukrytego programu (hidden curriculum). Teza pracy jest następująca: reformy strukturalne szkół wyższych w dłuższej perspektywie w istotny sposób wpłyną na pozycję uniwersytetu w europejskich społeczeństwach, a także na dyspozycje intelektualne jego absolwentów. Ukryty program uniwersytetów Europejskiego Obszaru Szkolnictwa Wyższego polega na podporządkowaniu edukacji wyższej celom gospodarczym i społeczno-politycznym, a nie naukowym.

10

Funkcjonowanie trójszczeblowego systemu edukacji na poziomie wyższym w Polsce

88%

Marciniak Z.

Studia BAS

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2013

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issue 3(35)

135-148

EN

The aim of this paper is to present an overview of the three‑cycle study system in Poland, its implementation process, historical development and implications. It is presented in the context of the implementation of the national qualifications framework and the Bologna Process. The author first introduces the international context and common European rules. Next, the situation concerning the higher education in Poland is covered. The author also discusses selected issues related to the functioning of the three‑tier system.

11

Albanian Higher Education Strategy

88%

Olldashi E., Koka E.

Academicus. International Scientific Journal

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2014

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issue 09

107-119

EN

Since its inception, the governments of 29 European countries (member states of the Bologna Declaration in 1999) had as their main target the creation of a common and coherent system of Higher Education Area in Europe (EHEA). The main intention for the creation of a ‘European Education Area’ was the fostering of student mobility and employability in order to strengthen competition and to make the European Higher Education more attractive. The main focus of this paper is the analysis of the National Periodic Reports for the period 2004-2009, the Albanian National Strategy for Higher Education 2014-2020, and a study on the presence of Quality Assurance Institutions in Higher Education, based on the report from the Education, Audiovisual and Culture Exécutive Agency. The methodology chosen by the authors of this paper is to divide into four groups the countries that have established a national or private Quality Assurance Institution as part of their higher education system in order to assess whether the existence/presence of such institutions act as key instruments to ensuring the quality of higher education. It is recommended that Albania even though listed in the group of countries establishing a National Quality Assurance Agency, can ‘maybe’ follow the model of those European countries that have established a further Private Quality Assurance Agency in addition to the National Quality Assurance Agency. It is believed that the further establishment of a carefully chosen private quality assurance agency (ENQA or EQAR) would ensure quality and guarantee transparency in higher education.

12

Losy zawodowe osób ze stopniem naukowym doktora w kontekście polityki Unii Europejskiej w zakresie szkolnictwa wyższego

88%

Całek A., Dudek K., Husein H., B Król M., Narewska M., Wiekiera M., Wiktorowski M.

Zarządzanie Publiczne

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2011

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issue 1(13)

153-187

EN

According to strategic objectives of European Union the Doctoral studies in Higher Education Policy represents a crucial human resource for knowledge based innovation economy. The results of the empirical research about careers of doctorate holders show the effectiveness of this priority in Poland

13

Proces boloński i krajowe ramy kwalifikacji dla szkolnictwa wyższego

75%

Chmielecka E.

Studia BAS

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2013

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issue 3(35)

107-133

EN

The article looks at the changes in the Polish higher education system related to the Bologna Process implementation. The special attention is given to the National Qualifications Framework for Higher Education. The first section provides general information on the Bologna Process and the national qualifications framework. Next, the author covers the Polish Qualifications Framework, its rationale, objectives, implementation process and first results. In summary, the author highlights the role of the qualifications framework as a tool for satisfactory fulfillment of the educational needs.

14

ОГЛЯД ТЕНДЕНЦІЙ ВПРОВАДЖЕННЯ ЕЛЕМЕНТІВ АМЕРИКАНСЬКОЇ МОДЕЛІ ЗАГАЛЬНОЇ ГУМАНІТАРНОЇ ПІДГОТОВКИ СТУДЕНТІВ-БАКАЛАВРІВ У ВИЩІЙ ШКОЛІ КРАЇН ЄВРОСОЮЗУ

75%

Федоренко С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

132-141

EN

The paper highlights the causes of reemergence of humanitarian education in up-to-date European higher school on the background of the Bologna Process and the need for enhancement of the international dimension of higher education. Despite its antiquity, humanitarian education is assumed to be unique to the USA but with the roots in European traditions. Nowadays it is something of an educational industry in the United States as nowhere else in the world. Humanitarian education is tightly correlated with the values of American democracy, with American ideas of citizenship, and with American view of a life well lived. This type of undergraduate study has worked out the ideal of humanitarian educated student of the twenty-first century who is a lifelong learner, open-minded, tolerant, intellectually curious, self-actualizing with striving for personal growth, physical and mental health and spiritual well-being. As a learner and global citizen, the humanitarian educated person is actively engaged with the world in all of its complexity, diversity and dynamism. The paper aims to analyze why humanitarian education appears to be a relevant response to the needs for higher education reform in the European Union. The analysis is based on the views of European academics as for an insufficient level of differentiation and too-early over-specialization. In particular the lack of differentiation in the massified higher educational systems of the European Union in the terms of broader approaches to bachelor education in order to overcome the disadvantages of too-early over-specialisation, by reestablishing the balance between breadth and depth of the curriculum is described. As an observation it can be stated that a problematic tendency in most countries of the European Union is that the arts are only seen as humanitarian culture and citizenship education until the secondary level of education. In the discussions about the humanitarians in the universities these issues are more or less disregarded in favour of direct labour market relevance. With the view to coping with the problems mentioned European educators are implementing the elements of US model of humanitarian education. Humanitarian education in Europe is taught in English. The perspective of further research lies in researching curricula of European version of the humanitarian model with an emphasis on its meaning in the globalized higher education context of the 21-st century.

15

ОРГАНІЗАЦІЙНІ ТА ЗМІСТОВО-ПРОЦЕСУАЛЬНІ ЗАСАДИ ДІЯЛЬНОСТІ ЄВРОПЕЙСЬКОГО СТУДЕНТСЬКОГО СОЮЗУ В КОНТЕКСТІ МОДЕРНІЗАЦІЇ ВИЩОЇ ОСВІТИ

75%

Улановська А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

257-273

EN

In the era of the knowledge-based society and economy education has become a crucial factor in determining the future prospects of national states, and thus a subject to fundamental changes. With a purpose to improve the quality of higher education (HE) and become more competitive in the global context European countries joined their efforts and commenced a massive multi-year project of harmonizing and modernizing HE systems, which is known as the Bologna process (BP). According to the main Bologna documents the involvement of all stakeholders, especially the recipients of educational services (students), into HE governance at all levels is considered to be one of the core principles of the European Higher Education Area (EHEA) development. However, it was found out, the system of student representation and the degrees of their engagement vary considerably around Europe. For solving this problem it is essential to find innovative approaches in engaging students into HE management by studying the positive experience of the most influential student representative organization in the EHEA – the European Students’ Union (ESU). In the article major organizational, procedural and content foundations of the ESU’s activity as a subject of the BP were defined and characterized. On the basis of logical and systematic analysis of statutory and policy documents specific peculiarities of the organizational structure, goals and principles, and forms of cooperation with external partners of the Union were pointed out. The basic action lines of the ESU in the context of the higher education modernization were studied. They are quality assurance, student-centered paradigm in education, graduates’ employability, financing of higher education and student movement development. To the main forms of the ESU’s engagement into the BP we refer: collection, analysis, synthesis and dissemination of information to the NUSes, and other BP subjects; monitoring of the Bologna principles implementation in different European countries; establishment together with other representative bodies of the advisory and expert bodies pools; foundation of associated structures; popularization of ESU’s policies among major stakeholders in higher education; realization of analytical and research projects (QUEST, SAGE, FINST, PASCL, etc.). Besides, it was determined that the main means which the ESU uses in order to achieve its objectives are the following: surveys NUSes, student debates, forums, conferences and seminars; policy documents, declarations and resolutions, speeches, statements; the series of analytical publications “Bologna With Student Eyes”.

16

Współpraca nauki z biznesem jako czynnik poprawy jakości kształcenia w uczelniach wyższych

75%

Kotowska-Lewnińska M., Lewiński vel Iwański S.

Studia Prawa Publicznego

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2013

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issue 3

81-106

EN

The purpose of this paper is identification of the direction for university education models that should be adopted to provide graduates with skills that will ensure them full employability and capability to respond more flexibly to changes in the labour market. As the experience of other European countries show, university teaching must address the needs of future employers and produce graduates they wish to employ. Consequently, a new teaching model must be developed, capable of being easily adjusted to the rapidly changing economic market. A proper solution in this respect seems to be cooperation of establishments of higher education with businesses, especially when it comes to including enterprises in the process of drawing up and implementing university educational programmes. Foreign and domestic examples of effective implementation of teaching models based on cooperation with entrepreneurs presented in the paper confirm that interaction with business may be the key element of a successful university education system. In this paper, the complexity of contemporary challenges facing the European Higher Education launched along with the Bologna Process has been presented. In sections 1 and 2 this process is discussed in details, and its goals, i.e. improvement of the quality and competitiveness of European higher education is highlighted. It is also pointed out that implementation of this process means standardisation of the educational system (leading, inter alia, to full European recognition of qualifications and diplomas. In sections 3 and 4 it is claimed that because universities function in a certain economic environment, they should include in their programmes the demands and expectations of local labour markets. The need to strengthen cooperation between higher education establishments and employers has been particularly emphasised and supported with examples of such cooperation in other countries. The paper ends with a recommendation how foreign experiences and solutions may be implemented in Poland.

PL

Celem niniejszego opracowania jest wskazanie pożądanego kierunku ewolucji modelu kształcenia, który powinien zapewnić absolwentom pełną zatrudnialność i pozwolić im na bardziej elastyczne reagowanie na zmiany zachodzące na rynku pracy. Zgodnie z obserwowanymi w państwach europejskich próbami dostosowania nauczania na poziomie wyższym do potrzeb pracodawców, wskazane jest wypracowanie i wdrożenie nowego modelu nauczania, który pozwalałby na szybkie reagowanie uczelni na zmiany gospodarcze. Dobrym rozwiązaniem w tym zakresie jest otwarcie się szkół wyższych na współpracę z biznesem w zakresie aktywnego włączenia przedsiębiorstw do procesu opracowywania i realizacji programów kształcenia. Poprzez przedstawienie zagranicznych i krajowych przykładów dotyczących skutecznego wdrożenia modelu nauczania opartego na kooperacji z przedsiębiorcami pokazano, że współpraca z biznesem powinna stanowić kluczowy element systemu edukacji na poziomie wyższym. W prezentowanym artykule, wychodząc od charakterystyki złożoności Procesu Bolońskiego, przedstawiono współczesne wyzwania, przed jakimi stoi europejskie szkolnictwo wyższe. W punktach 1 i 2 szczegółowo omówiono przebieg tego procesu, ze wskazaniem, że celem jego wdrożenia jest poprawa jakości i konkurencyjności europejskiego szkolnictwa wyższego. Przy czym wskazano jednocześnie, że implementacja ta połączona jest ze standaryzacją systemu nauczania (prowadzącą m.in. do pełnej europejskiej uznawalności zdobytego wykształcenia). Punkty 3 i 4 traktują o tym, że uczelnie funkcjonują w określonym otoczeniu gospodarczym i w swojej działalności powinny uwzględniać również wymagania lokalnego rynku pracy. W punkcie 4.1 wyraźnie podkreślono potrzebę zacieśnienia współpracy szkół wyższych z pracodawcami oraz przedstawiono zagraniczne doświadczenia w tym obszarze. W punkcie 4.2 wskazano natomiast na możliwość wdrożenia w warunkach polskich omówionych zagranicznych modeli kształcenia, opartych na kooperacji uczelni ze światem biznesu.

17

The account of the TEACH Project: halfway through the journey to profession, professionalism, and professionalisation

75%

Przybylska E.

Studies for the Learning Society

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2008

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vol. 1

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issue 1

73-84

EN

The article summarizes the two-year project TEACH - Teaching Adult Educators in Continuing and Higher Education - realized with thanks to the financial support of the European Commission within the framework of the So-creates/Grundtvig 1 Programme. Participating partners were: Nicolaus Copernicus University of Toruń as the leader of the consortium, the European Association for Education of Adults (EAEA), the University of Bielefeld, dvv international as the Institute for International Cooperation of the German Adult Education Association, the University of Pécs, Vytautas Magnus University of Kaunas, the Polish Association for Adult Education Regional Branch in Szczecin (TWP), A.I. Cuza University of Iasi, New Bulgarian University of Sofia, Bogazici University of Instanbul, Universities Association for Lifelong Learning (UALL), the University of Stirling.As a result of the TEACH Project a threestage framework for university courses in line with the European BA/MA model was developed:• an element (module) to be contained in a first vocational Bachelor of Education degree;• a framework of modules for a second, professional Master of Adult Education degree;• a modular postgraduate European Master of adult education programme incorporating the European dimension of adult education, to expand the Master of Adult Education into a European Master of Adult Education.In the context of the Project realization, the author treats the present situation in the field of education of adult educators in Europe.

18

Field Qualifications: A Framework Suggestion

75%

Toprak M., Erdoğan A., Açikgöz Ö.

The New Educational Review

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2013

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vol. 31

153-164

EN

Within the last decade the most significant development of the European Union in the education field has been the Bologna Process. The reference point of the Process is the European Qualifications Framework at the international level, and national qualifications framework at the national level. The Bologna term of “sector qualifications” is dealt with in two different meanings. The first is related to the hierarchy of the field of education from programme to broad field in the UNESCO approach. The second is sector standards determined according to the needs of economic sectors. This paper is devoted to developing the field architecture of the scientific family of program qualifications. In this work, while the field qualifications have been developed in Turkey, international standard classifications of education, occupations and industries were taken into account; and moreover, qualifications were developed from the vertically and horizontally hierarchical point of view, and chronological perspective. In this work, it is suggested that EQF-LLL and NQF can also be applied to all types of field qualifications.

19

Reforming Swedish Higher Education in the Context of the Bologna Process

75%

Kovalova A.

Labor et Educatio

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2015

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issue 3

121-132

EN

The article concisely reveals the main reforms in the Swedish education system. It, also, outlines the organisational features of the Swedish higher education system in the postwar era, with a focus on the 1970s to the early 2000s. The author analyses political, social and educational conditions which have had a great impact on the process of higher education formation in the context of integration and decentralization policy.

20

Jakość demokracji jako (zapomniany) cel strategiczny procesu bolońskiego. Szkic problematyki

63%

Kochanowski J.

Przegląd Socjologiczny

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2009

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vol. 58

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issue 3

31-49

PL

Podstawową tezą artykułu jest stwierdzenie niebezpiecznej, zdaniem Autora, dominacji w obrębie refleksji na temat roli szkolnictwa wyższego we współczesnej Europie ekonomistycznego dyskursu zorientowanego na gospodarkę, sprowadzającego wszelkie kształcenie uniwersyteckie do kształcenia zawodowego. W refleksji tej natomiast marginalizowany jest dyskurs zorientowany na demokrację, wskazujący na rolę wiedzy i instytucji wiedzy w budowaniu stabilnej demokracji w Europie. Autor wskazuje, że „Deklaracja Bolońska” ową prodemokratyczną funkcję instytucji szkolnictwa wyższego uznawała za jedną z funkcji podstawowych, jednak z czasem perspektywa ta została całkowicie zagubiona. Autor postuluje przywrócenie równowagi w tym zakresie, ponowne przemyślenie roli wiedzy w procedurach demokracji deliberacyjnej oraz jej znaczenia w przezwyciężaniu napięć i konfliktów, przede wszystkim tych związanych z istniejącymi uprzedzeniami, stereotypami i postawami ksenofobicznymi.

EN

The aim of this article is to highlight the dangerous domination of economy-oriented discourse in contemporary analysis on the role of tertiary education in Europe. As a consequence of this domination, the Author discusses the attempt to relegate all tertiary education to the area of professional education and pass over the role of knowledge in the democratic processes in silence. In contrast with this one-sidedness, The Bologna Declaration recognizes the role of education in stabilizing European democracy as very important. The Author calls for restoration of the balance in academic and political reflection on the role of tertiary education and of knowledge in overcoming the social tensions connected with prejudice, stereotypes and xenophobic attitudes.

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NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

Proces Boloński a rozwój szkolnictwa wyższego w Europie Środkowo-Wschodniej

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Albanian Higher Education Strategy

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Field Qualifications: A Framework Suggestion

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