Democrats, Authoritarians and the Bologna Process
Universities in Germany, Russia, England and Wales
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- Description
- Contents
- Reviews
- About
The Bologna Process, initiated in 1999, now includes 47 member countries of the Council of Europe. In 2010, it was renamed ‘the European Higher Education Area’, it was expanded. It now attracts the interest of many countries around the world.
Without sanctions, it has transformed the structure of higher education in its member states, to allow comparability of their higher education outcomes and encourage increased mobility between them. Increasingly, it has encouraged the use of learner-centred methods of teaching. It now attempts to further other democratic social objectives as well. Despite growing authoritarianism and populism in some of its member states, it may yet survive because of their strong motivation to pursue economic development through increased technological and innovative capacity.
This book sets this extraordinary phenomenon in its historical and political context. After describing the underpinnings and the development of the central Bologna Process itself, four contrasting country case studies - Germany, Russia, England, Wales - illustrate some of the varying responses adopted when faced with a similar framework.
The book will appeal to those interested in the social and political contexts in which higher education is set, as well as practitioners and researchers.
Introduction
- 1. Learning, Innovation, Society and the Bologna Process
- 2. The Bologna Process – a Quiet Revolution
- 3. Germany - Aesop's Tortoise
- 4. Russia - Potemkin lives?
- 5. United Kingdom - England (and Wales until 1999) - Aesop's Hare
- 6. Wales: the Red Dragon Awakens
- 7. Discussion and Conclusions
- Annex, The Bologna Declaration of 19 June 1999
"A remarkable achievement. Too often the Bologna process has been dismissed in the UK."
The most important thing is that the book is rich in content and compels us to look anew at what had seemed a banal problem already well understood by Russians and to reassess the opportunities offered by educational reforms and the challenges faced by Russian higher education.