Abstract:
This document is a product of a Council of Europe project which is taking place in fou... more Abstract:
This document is a product of a Council of Europe project which is taking place in four phases from 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model.
Phase two of the project will be devoted to the development of descriptors (i.e., statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policymakers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either self-assessment or assessment by others).
All of the materials that are produced from the project will eventually be incorporated into a ‘Council of Europe Reference Framework of Competences for Democratic Culture’.
Further information about the project is available from the project website: www.coe.int/competences
In this monograph, 19 authors – from different parts of Europe and of different ages – consider i... more In this monograph, 19 authors – from different parts of Europe and of different ages – consider in 15 chapters some crucial aspects of higher education dynamics over the past decade or two. Different perspectives and experiences are therefore involved. This has been one of the objectives from the outset of our joint work: during the last two decades, the ‘globalisation challenge’ for European higher education has been continuously discussed and these discussions have most often led to identifying common features, trends, issues and policy directions. Also here, one of the objectives is to focus on major issues such as e.g. mobility, quality, diversification, access etc. as they appear within the contemporary European higher education discourse. Further, some social implications of higher education change and equity issues are elaborated, mainly through ‘national lenses’ and case studies. However, the aim has also been to present some ‘hidden’ or ‘alternative stories’ which speak about European policy transfer issues within specific and problematic regional and/or national environments. Therefore, the intention has been to discuss commonalities as well as differences within contemporary European higher education.
"This is a book on both universities and higher education in general at the turn of the millenniu... more "This is a book on both universities and higher education in general at the turn of the millennium. The last 20 years is only a very tiny part of the history of universities.
Contents:
Chapter 1: Reconsidering European higher education:
massification, Europeanisation and globalisation
Chapter 2: Reconsidering quality: efficiency vs. confidence
Chapter 3: On higher education governance
Chapter 4: The transition
Chapter 5: University and democracy: knowledge and power
Chapter 6: Higher education as a public responsibility
Chapter 7: Beyond the transition: eutopia?"
The project Enhancing the Professional Development of Education Practitioners and Teaching/Learni... more The project Enhancing the Professional Development of Education Practitioners and Teaching/Learning Practices in SEE countries was performed in 2005-2006. Main result of the research are 11 comprehensive country reports which serve as a basis for the development of regional overview which provides assessment of situation and needs in SEE and also include recommendations for further work and a follow-up. Regional overview as well all country reports have been made available to all SEE-ECN country nodes within the network and education practitioners in the country. Each country node organized at least one round table to inform relevant institutions and interested education practitioners about the preliminary results and to gather their comments and proposals.
"This report concerns the elaboration of a strategy for the
external dimension as called for by ... more "This report concerns the elaboration of a strategy for the
external dimension as called for by ministers in the Bergen
Communiqué (2005). The report is organised in four chapters that cover:
1. Introduction – the mandate to elaborate a strategy on the
external dimension and the composition of the Working Group;
2. The “External Dimension”: what is this? – roots and
historical perspective of the concept, the issue of extending the
Process to other parts of the world and the agendas of the
“external dimension”;
3. The “External Dimension”: Echoes of the Bologna Process
from world regions – the nature of echoes; echoes from different
world regions and their messages;
4. Conclusions – why does the “external dimension” matter,
findings from the three Bologna seminars, elements of the
External Dimension Strategy.
There are also three annexes with related documents (Annex 1,
2, 3) and an extended bibliography."
"This is an analytical report on the "Enhanced Graz Process" activities: international aid and co... more "This is an analytical report on the "Enhanced Graz Process" activities: international aid and cooperation in the field of Education in the countries of Western Balkans after the end of the "conflict period" during the 1990s.
---
The excellent overview of the most important actions and accomplishments of the Enhanced Graz Process, prepared by Mr. Pavel Zgaga, provides a significant reminder of the main
steps done in the field of education – from the OECD thematic reviews toward comprehensive education reforms to the inclusion of this region in the most important European educational programs, such as the Bologna Process, which represents the leading instrument toward the common European Higher Education Area. (Sonja Licht, 2005)
"
ABSTRACT In this article, we focus on higher education research and policies in small and/or peri... more ABSTRACT In this article, we focus on higher education research and policies in small and/or peripheral countries which usually occupy a marginal position in contemporary international debates. The region we discuss here is South-East Europe or the so-called Western Balkans. First, we give an outline of emerging research centres and the developments in higher education research over the past two decades. Then we lean on our original survey carried out in 2012 and analyze the problems which have occurred in the policy transfer from 'centres' to the 'periphery' (i.e. this region) and the policy transformation in local contexts. In the final section we discuss specific problems in the development of higher education in the region arising from the dichotomy between the ambition for the nation-building and pressures of the global market.
This article addresses why and how mobility has become central to the EU’s idea of doctoral educa... more This article addresses why and how mobility has become central to the EU’s idea of doctoral education, aiming to reconstruct, in a historical perspective, the gradual conceptualisation of mobility as a policy idea. This process began with the discussion of academic mobility in the 1970s, when the European Communities had as yet no responsibility in the field of education, which resulted in the Erasmus Programme. In the late 1990s, the Bologna Process strengthened the discussion, substantially contributing to a consideration of mobility as a policy tool and the establishment of a mobility strategy. In connection with the EU research policy, the integration of doctoral studies into the Bologna Process is specifically analysed. The article concludes with some open questions, including the potentially negative consequences of the instrumentalisation of higher education for the concept of mobility.
Abstract:
This document is a product of a Council of Europe project which is taking place in fou... more Abstract:
This document is a product of a Council of Europe project which is taking place in four phases from 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model.
Phase two of the project will be devoted to the development of descriptors (i.e., statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policymakers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either self-assessment or assessment by others).
All of the materials that are produced from the project will eventually be incorporated into a ‘Council of Europe Reference Framework of Competences for Democratic Culture’.
Further information about the project is available from the project website: www.coe.int/competences
In this monograph, 19 authors – from different parts of Europe and of different ages – consider i... more In this monograph, 19 authors – from different parts of Europe and of different ages – consider in 15 chapters some crucial aspects of higher education dynamics over the past decade or two. Different perspectives and experiences are therefore involved. This has been one of the objectives from the outset of our joint work: during the last two decades, the ‘globalisation challenge’ for European higher education has been continuously discussed and these discussions have most often led to identifying common features, trends, issues and policy directions. Also here, one of the objectives is to focus on major issues such as e.g. mobility, quality, diversification, access etc. as they appear within the contemporary European higher education discourse. Further, some social implications of higher education change and equity issues are elaborated, mainly through ‘national lenses’ and case studies. However, the aim has also been to present some ‘hidden’ or ‘alternative stories’ which speak about European policy transfer issues within specific and problematic regional and/or national environments. Therefore, the intention has been to discuss commonalities as well as differences within contemporary European higher education.
"This is a book on both universities and higher education in general at the turn of the millenniu... more "This is a book on both universities and higher education in general at the turn of the millennium. The last 20 years is only a very tiny part of the history of universities.
Contents:
Chapter 1: Reconsidering European higher education:
massification, Europeanisation and globalisation
Chapter 2: Reconsidering quality: efficiency vs. confidence
Chapter 3: On higher education governance
Chapter 4: The transition
Chapter 5: University and democracy: knowledge and power
Chapter 6: Higher education as a public responsibility
Chapter 7: Beyond the transition: eutopia?"
The project Enhancing the Professional Development of Education Practitioners and Teaching/Learni... more The project Enhancing the Professional Development of Education Practitioners and Teaching/Learning Practices in SEE countries was performed in 2005-2006. Main result of the research are 11 comprehensive country reports which serve as a basis for the development of regional overview which provides assessment of situation and needs in SEE and also include recommendations for further work and a follow-up. Regional overview as well all country reports have been made available to all SEE-ECN country nodes within the network and education practitioners in the country. Each country node organized at least one round table to inform relevant institutions and interested education practitioners about the preliminary results and to gather their comments and proposals.
"This report concerns the elaboration of a strategy for the
external dimension as called for by ... more "This report concerns the elaboration of a strategy for the
external dimension as called for by ministers in the Bergen
Communiqué (2005). The report is organised in four chapters that cover:
1. Introduction – the mandate to elaborate a strategy on the
external dimension and the composition of the Working Group;
2. The “External Dimension”: what is this? – roots and
historical perspective of the concept, the issue of extending the
Process to other parts of the world and the agendas of the
“external dimension”;
3. The “External Dimension”: Echoes of the Bologna Process
from world regions – the nature of echoes; echoes from different
world regions and their messages;
4. Conclusions – why does the “external dimension” matter,
findings from the three Bologna seminars, elements of the
External Dimension Strategy.
There are also three annexes with related documents (Annex 1,
2, 3) and an extended bibliography."
"This is an analytical report on the "Enhanced Graz Process" activities: international aid and co... more "This is an analytical report on the "Enhanced Graz Process" activities: international aid and cooperation in the field of Education in the countries of Western Balkans after the end of the "conflict period" during the 1990s.
---
The excellent overview of the most important actions and accomplishments of the Enhanced Graz Process, prepared by Mr. Pavel Zgaga, provides a significant reminder of the main
steps done in the field of education – from the OECD thematic reviews toward comprehensive education reforms to the inclusion of this region in the most important European educational programs, such as the Bologna Process, which represents the leading instrument toward the common European Higher Education Area. (Sonja Licht, 2005)
"
ABSTRACT In this article, we focus on higher education research and policies in small and/or peri... more ABSTRACT In this article, we focus on higher education research and policies in small and/or peripheral countries which usually occupy a marginal position in contemporary international debates. The region we discuss here is South-East Europe or the so-called Western Balkans. First, we give an outline of emerging research centres and the developments in higher education research over the past two decades. Then we lean on our original survey carried out in 2012 and analyze the problems which have occurred in the policy transfer from 'centres' to the 'periphery' (i.e. this region) and the policy transformation in local contexts. In the final section we discuss specific problems in the development of higher education in the region arising from the dichotomy between the ambition for the nation-building and pressures of the global market.
This article addresses why and how mobility has become central to the EU’s idea of doctoral educa... more This article addresses why and how mobility has become central to the EU’s idea of doctoral education, aiming to reconstruct, in a historical perspective, the gradual conceptualisation of mobility as a policy idea. This process began with the discussion of academic mobility in the 1970s, when the European Communities had as yet no responsibility in the field of education, which resulted in the Erasmus Programme. In the late 1990s, the Bologna Process strengthened the discussion, substantially contributing to a consideration of mobility as a policy tool and the establishment of a mobility strategy. In connection with the EU research policy, the integration of doctoral studies into the Bologna Process is specifically analysed. The article concludes with some open questions, including the potentially negative consequences of the instrumentalisation of higher education for the concept of mobility.
In view of the fact that we are dealing with a complex set of issues, it is not possible to attri... more In view of the fact that we are dealing with a complex set of issues, it is not possible to attribute this phenomenon as a whole to a single factor; however, factors that have been shown to be more important should be treated in more detail. This being one of the central objectives of the present research project, in this chapter we will focus on a specific question: Can higher education or the higher education system and the changes within it contribute to this, and, if so, to what extent or in what way? Given that the notion of higher education will not only be considered as a statistical indicator in population analysis but in a wider context, we can further broaden the question: To what extent can movements, trends and structural changes in contemporary higher education contribute directly or indirectly to this phenomenon?
V zadnjih dveh letih je bila za nase strokovno in razvojno delu se posebej pomembna podpora Evrop... more V zadnjih dveh letih je bila za nase strokovno in razvojno delu se posebej pomembna podpora Evropskega socialnega sklada in Ministrstva za visoko solstvo, znanost in tehnologijo. Pedagoska fakulteta UL je v studijskem letu 2005–2006 izvajala razvojni projekt Posodobitev studijskih programov na PeF UL (ESS_VS_05–23), v studijskem letu 2006–2007 pa se njegovo drugo fazo. Med stevilnimi aktivnostmi tako prve kot druge faze je bila nacrtovana tudi izdaja zbornikov. Bogato gradivo, ki smo ga skupaj s partnerji iz tujine zbrali v prvi fazi, smo v letu 2006 izdali v dveh zvezkih. Rezultat nadaljnjega dela v zadnjem letu je dokumentiran v tem zvezku. Ker nadaljuje lani zaceto delo, smo ohranili isti naslov in mu pripisali rimsko stevilko II.
Contribution tries to make analogy between the categorial couples hyle - morfe and natura - cultu... more Contribution tries to make analogy between the categorial couples hyle - morfe and natura - cultura, starting from the statement that the appearance of »our second nature« binds together certain issues of democracy, culture and education. In these context some aspects of actual processes in Slovenia are grasped, too.
This paper deals with the new challenges teacher education in Europe is encountering in the conte... more This paper deals with the new challenges teacher education in Europe is encountering in the context of the Bologna Process.. The teacher education of today is characterised by fast developments that occurred in the 1980s and 1990s. Yet, is there enough strength within teacher education to proceed with the pace of development seen in previous years? Are the concepts and ideas for further progress elaborated and clear? What are the weaknesses which could endanger the already achieved developmental level? The paper argues that teacher education should not stop and be satisfied with the achievements of the last two decades but is obliged to respond pro-actively to the key ‘Bologna’ issues. The development of a genuine teacher education policy for Europe is, therefore, a must if we really want to keep teacher education at the achieved level and enable further developments as well as if we really want to contribute to intercultural understanding.
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Books by Pavel Zgaga
This document is a product of a Council of Europe project which is taking place in four phases from 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model.
Phase two of the project will be devoted to the development of descriptors (i.e., statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policymakers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either self-assessment or assessment by others).
All of the materials that are produced from the project will eventually be incorporated into a ‘Council of Europe Reference Framework of Competences for Democratic Culture’.
Further information about the project is available from the project website:
www.coe.int/competences
Contents:
Chapter 1: Reconsidering European higher education:
massification, Europeanisation and globalisation
Chapter 2: Reconsidering quality: efficiency vs. confidence
Chapter 3: On higher education governance
Chapter 4: The transition
Chapter 5: University and democracy: knowledge and power
Chapter 6: Higher education as a public responsibility
Chapter 7: Beyond the transition: eutopia?"
external dimension as called for by ministers in the Bergen
Communiqué (2005). The report is organised in four chapters that cover:
1. Introduction – the mandate to elaborate a strategy on the
external dimension and the composition of the Working Group;
2. The “External Dimension”: what is this? – roots and
historical perspective of the concept, the issue of extending the
Process to other parts of the world and the agendas of the
“external dimension”;
3. The “External Dimension”: Echoes of the Bologna Process
from world regions – the nature of echoes; echoes from different
world regions and their messages;
4. Conclusions – why does the “external dimension” matter,
findings from the three Bologna seminars, elements of the
External Dimension Strategy.
There are also three annexes with related documents (Annex 1,
2, 3) and an extended bibliography."
---
The excellent overview of the most important actions and accomplishments of the Enhanced Graz Process, prepared by Mr. Pavel Zgaga, provides a significant reminder of the main
steps done in the field of education – from the OECD thematic reviews toward comprehensive education reforms to the inclusion of this region in the most important European educational programs, such as the Bologna Process, which represents the leading instrument toward the common European Higher Education Area. (Sonja Licht, 2005)
"
Papers by Pavel Zgaga
This document is a product of a Council of Europe project which is taking place in four phases from 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model.
Phase two of the project will be devoted to the development of descriptors (i.e., statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policymakers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either self-assessment or assessment by others).
All of the materials that are produced from the project will eventually be incorporated into a ‘Council of Europe Reference Framework of Competences for Democratic Culture’.
Further information about the project is available from the project website:
www.coe.int/competences
Contents:
Chapter 1: Reconsidering European higher education:
massification, Europeanisation and globalisation
Chapter 2: Reconsidering quality: efficiency vs. confidence
Chapter 3: On higher education governance
Chapter 4: The transition
Chapter 5: University and democracy: knowledge and power
Chapter 6: Higher education as a public responsibility
Chapter 7: Beyond the transition: eutopia?"
external dimension as called for by ministers in the Bergen
Communiqué (2005). The report is organised in four chapters that cover:
1. Introduction – the mandate to elaborate a strategy on the
external dimension and the composition of the Working Group;
2. The “External Dimension”: what is this? – roots and
historical perspective of the concept, the issue of extending the
Process to other parts of the world and the agendas of the
“external dimension”;
3. The “External Dimension”: Echoes of the Bologna Process
from world regions – the nature of echoes; echoes from different
world regions and their messages;
4. Conclusions – why does the “external dimension” matter,
findings from the three Bologna seminars, elements of the
External Dimension Strategy.
There are also three annexes with related documents (Annex 1,
2, 3) and an extended bibliography."
---
The excellent overview of the most important actions and accomplishments of the Enhanced Graz Process, prepared by Mr. Pavel Zgaga, provides a significant reminder of the main
steps done in the field of education – from the OECD thematic reviews toward comprehensive education reforms to the inclusion of this region in the most important European educational programs, such as the Bologna Process, which represents the leading instrument toward the common European Higher Education Area. (Sonja Licht, 2005)
"