2012, br. 1, str. 239-263
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Bolonja i evropsko visoko obrazovanje - izjava, prostor, proces
Bologna and the European higher education: A declaration, an area, a process
Institut za uporedno pravo, Beograd
Sažetak
Ovaj članak predstavlja prvi deo obimnije rasprave o bolonjskim reformama u evropskom visokom obrazovanju, koje se odvijaju od usvajanja Bolonjske deklaracije nadalje. Zbog nedostatka prostora izlaganje o Bolonjskom procesu ograničio sam na razdoblje do berlinske ministarske konferencije 2003. godine. Tema ovog rada jeste Bolonjska deklaracija - zajednička izjava 29 evropskih ministara zaduženih za visoko obrazovanje, koja je postala početni i glavni usmeravajući dokument Bolonjskog procesa. Ona se posmatra u svom istorijskom kontekstu - kao izraz euforije nastale završetkom hladnog rata i neublažene vere u svetlu budućnost jedne umirene i ujedinjene Evrope posvećene demokratiji, poštovanju ljudskih prava i održivom privrednom rastu. Drugi odeljak razmatra teritorijalno širenje Evropskog visokoobrazovnog područja primanjem novih država - članica i njegove implikacije na karakter Bolonjskog procesa. Pratio sam postupno razdvajanje EU i Evropskog visokoobrazovnog područja izazvano primanjem država sa sve udaljenijom perspektivom članstva u EU, sve dok i Rusija - zemlja koja uopšte nema nameru da uđe u EU - nije postala punopravni sudionik Bolonjskog procesa. Treći odeljak, sa najvećim brojem pojedinosti, razmatra unutrašnji sastav Bolonjskog procesa, njegove samoproklamovane ciljeve i meru njihovog ostvarenja, viđenu očima samih aktera. Ovi ciljevi obuhvataju, pored ostalog, uvođenje programa studija zasnovanog na tri ciklusa i njemu primerene nomenklature stručnih kvalifikacija; uvođenje Evropskog sistema prenošenja i sabiranja bodova kao jednostavnog, jednoobraznog i pouzdanog načina za procenu i merenje rezultata učenja prihvaćenog u svim državama unutar Evropskog visokoobrazovnog područja; prihvatanje evropskih standarda i smernica za objektivnu, pouzdanu i transparentnu kontrolu kvaliteta u visokom obrazovanju. Postizanje ovih ciljeva treba da vodi priznavanju diploma i kvalifikacija na celokupnom Evropskom visokoobrazovnom području, većoj pokretljivosti studenata i nastavnog osoblja, te povećanoj privlačnosti i konkurentnosti Evropskog visokoobrazovnog područja u međunarodnim razmerama.
Abstract
This article is the first part of a more extensive discussion on Bologna reforms in European higher education having taken place from adoption of Bologna Declaration onwards. For lack of space I have limited my treatment of Bologna process on the period to 2003 Berlin Ministerial Conference; the subsequent events concerning European Higher Education Area (EHEA), as well as implementation of its standards and guidelines (ESG) in Yugoslavia’s states - successors will be dealt with elsewhere. Subject of the first section is Bologna Declaration - a joint statement of 29 European Ministers competent for higher education, having become the inaugurating and main guiding document of the Bologna process. It is considered in its historical context - as an expression of post-Cold War euphoria and unabated belief into the bright future of a pacified and unified Europe, committed to democracy, respect for human rights and sustainable economic growth. Almost all signatory parties were members of European Union (EU) or candidates for its membership - a fact that decisively determined the spirit and letter of thus act. European process, a praiseworthy subject of Bologna Declaration’s introductory sentences, is a highly ambiguous term meaning either integration in EU and its expansion by adding new nations or convergent evolution of all European countries irrespective their EU membership. This ambiguity remains a permanent feature of Bologna process, as I’ve shown analysing content of Ministerial Conferences’ communiqués. It left an ineffaceable trace in institutional structure of EHEA, particularly in its relations with EU and Council of Europe (CE). Second section treats territorial expansion of EHEA by joining new members and its implications for character of the Bologna process. I’ve followed a gradual separation of EU and EHEA with admitting nations having all more protracted perspectives of EU membership, until Russia - a nation having no intention to enter EU - has become a full participant into the Bologna process. It is suggested that European frontiers, outlined by the Bologna membership, are too diffuse, indefinite, geographically unconvincing and historically and culturally untenable. Third section, the most detailed one, has discussed the internal makeup of the Bologna process, its self-proclaimed goals and measure of its achievements seen through the eyes of actors themselves. These aims have included, among others, the introducing of three-cycle studies program and corresponding framework of qualifications; introducing of European Credit Transfer and Accumulation System (ECTS) as a simple, uniform and confident way for assessing and measuring the learning outcomes in higher education accepted by all nations included in EHEA; acceptance of ESG for an objective, confident and transparent assurance of quality in higher education. The achievement of these aims is to lead to recognition of degrees and qualifications in entire EHEA, enhanced mobility of students and teaching staff and improved attractiveness and competitiveness of EHEA in the international scales.
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