Similarities, Divergence, and Incapacity in the Bologna Process Reform Implementation by the Former-Socialist Countries: The Self-Defeat of State Regulations

Autor/in	Soltys, Dennis
Titel	Similarities, Divergence, and Incapacity in the Bologna Process Reform Implementation by the Former-Socialist Countries: The Self-Defeat of State Regulations
Quelle	In: Comparative Education, 51 (2015) 2, S.179-195 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2014.957908
Schlagwörter	Qualitative Research; Social Systems; Governance; Higher Education; Reports; Literature Reviews; Position Papers; Educational Change; Educational Practices; Educational Policy; Government Role; Politics of Education; Program Implementation; Regional Characteristics; Federal Regulation; Comparative Education; Foreign Countries; Asia; Europe; Kazakhstan; Russia; Ukraine + Suchen Sie Ihr Suchwort? Qualitative Forschung; Social system; Soziales System; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Abschlussbericht; Berichten; Positionspapier; Bildungsreform; Bildungspraxis; Politics of education; Regionaler Faktor; Bundeskompetenz; Vergleichende Erziehungswissenschaft; Ausland; Asien; Europa; Kasachstan; Russland
Abstract	This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01