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Journal articles on the topic 'The Bologna Declaration'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Marga, Andrei. "Implementing the Bologna Declaration." Der Donauraum 51, no. 3-4 (2011): 245–58. http://dx.doi.org/10.7767/dnrm.2011.51.34.245.

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Skinder, Marcin. "The Bologna Process and the Law on Higher Education and Science." Białostockie Studia Prawnicze 25, no. 4 (2020): 159–71. http://dx.doi.org/10.15290/bsp.2020.25.04.11.

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Abstract The subject of the study is the Bologna Process, its assumptions and course. The article contains an analysis of the Act on university education and science in order to indicate solutions for the harmonization in Poland under the Bologna movement. This movement is characterized as an example of European integration (harmonization) in the sphere of higher education, which was initiated by the Bologna Declaration of 19 June 1999. The main idea behind this declaration was the joint creation of the European Higher Education Area. The process initiated then goes beyond the scope of activit

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Palese, Alvisa, Adelaida Zabalegui, Arun K. Sigurdardottir, et al. "Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 63–73. http://dx.doi.org/10.1515/ijnes-2013-0022.

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AbstractThe Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; th

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Odyniec, Vladimir Petrovich. "On the 10 th anniversary of the bologna process in Russia." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 3–10. http://dx.doi.org/10.51314/2073-2635-2014-1-3-10.

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5

Dvořák, Petr. "What has the Bologna Declaration Brought us?" European Financial and Accounting Journal 7, no. 3 (2012): 4–6. http://dx.doi.org/10.18267/j.efaj.1.

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6

Capano, Giliberto. "implementing the bologna declaration in italian universities." European Political Science 1, no. 3 (2002): 81–91. http://dx.doi.org/10.1057/eps.2002.35.

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Amangeldyevich, Erdembekov Baurzhan, Zhanbosinova Albina Sovetov, Akhmetova Gulzhan Mirzamukhambetovna, and Chzhan Yelena Evgenievna. "Higher education in Kazakhstan in terms of the Bologna process: Problems, solutions." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 7 (2017): 37–43. http://dx.doi.org/10.18844/prosoc.v3i7.1982.

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After signing the Bologna Declaration, Kazakhstan has committed itself to reform the higher educational system. The authors draw an analogy with the system of higher education in the Soviet time, demonstrate and analyze the strategy for the reform of education in Kazakhstan. Considering the performance and results of a fundamental restructuring of education, the authors rely on statistical information, think critically about the main vectors of educational trajectories, identify problems and suggest solutions. According to the authors, the Kazakhstan system of education can get a new level usi

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Агаркова, Darya Agarkova, Фомина, and Mariya Fomina. "GENESIS OF EDUCATION SYSTEM IN THE COUNTRIES OF THE COUNCIL OF EUROPE: PROCESS OF FORMATION OF THE BOLOGNA SYSTEM." Central Russian Journal of Social Sciences 10, no. 3 (2015): 161–68. http://dx.doi.org/10.12737/11689.

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In the article the stages of formation of the Bologna system and processes of its transformation are considered. The Bologna Process is directed to strengthening of international competitiveness of the European system of the higher education. The authors make a conclusion that adoption of the Bologna declaration became a key event in the formation of the European educational space. From this point so-called Bologna Process started as a new stage in the development and integration of the European education

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Skyrda, Tetiana. "FORMATION OF ACADEMIC MOBILITY FOR FUTURE BACHELORS IN INTERNATIONAL RELATIONS: THE CONTEXT OF BOLOGNA'S REFORMS." Educational Discourse: collection of scientific papers, no. 17(10) (November 25, 2019): 54–71. http://dx.doi.org/10.33930/ed.2019.5007.17(10)-5.

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Among the peculiarities of the professional training of future bachelors in international relations in NAU are the following: a focus on a high level of fundamental and practical training; formation of general and specific competences of a future specialist in the field of international economic, legal and information activity; providing up-to-date knowledge of the basic principles and norms of international business and law; providing deep knowledge of the theory and practice of international relations, acquiring the skills to successful advancement into the world markets with the competitive

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Chubaryan, Siranush. "Muslim Immigrant Students in European Higher Educational Institutions." Armenian Folia Anglistika 12, no. 1 (15) (2016): 96–117. http://dx.doi.org/10.46991/afa/2016.12.1.096.

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This study investigates the influence of higher education on the integration of Muslim students from migrant background into French, German and Armenian societies. In 1999 many European states signed the Bologna Declaration (also Bologna Process), the goal of which was unification of European higher Education under one umbrella. In line with many aims stated in Bologna Declaration, one of the eye-catching characteristics was the policy’s flexibility, which would allow students enrolled in higher education institutions all over Europe to voice and promote their social, educational, cultural nee

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Shulgaty, L. P., and V. I. Golik. "TO IMPLEMENTATION OF THE BOLOGNA DECLARATION IN RUSSIA." Scientific bulletin of the Southern Institute of Management, no. 2 (June 30, 2016): 52–55. http://dx.doi.org/10.31775/2305-3100-2016-2-52-55.

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Relevance of the real research is caused by the fact that accession of Russia to the countries of the Bologna declaration was found by a number of her shortcomings. The analysis of the positioned advantages of the declaration and results their not the confirmations in educational system which have led to decrease in level of training of the let-out experts of the top skills is provided in article. The conclusion is drawn that implementation of the declaration not only doesn’t promote improvement of a condition of the higher education, but also discredits the existing earlier high quality of th

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Spitsyn, Yevhenii, and Victoria Leshchenko. "BOLOGNA PROCESS IN UKRAINE: TRENDS, PROBLEMS AND PERSPECTIVES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 34–38. http://dx.doi.org/10.17721/2415-3699.2021.14.08.

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The study analyzed the process of transformation of the higher education system in Ukraine within the framework of the Bologna process principles implementation; the current state, problems and degree of key provisions implementation under the Bologna Declaration are characterized; the tendencies of development of the Bologna process in Ukraine are pointed out; possible ways to increase the efficiency of the higher education system of Ukraine have been identified.

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Liepa, Diana, and Inta Ratniece. "PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS." Problems of Education in the 21st Century 52, no. 1 (2013): 48–59. http://dx.doi.org/10.33225/pec/13.52.48.

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In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The si

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Filipkowski, Andrzej. "The implementation of the Bologna Declaration in Poland." European Journal of Engineering Education 28, no. 2 (2003): 237–45. http://dx.doi.org/10.1080/0304379031000079068.

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Suin, P. A., S. A. Gumenyuk, and K. V. Egorov. "On the prospects for training personnel for the disaster medicine service in the conditions of Russia’s withdrawal from the Bologna agreement." EMERGENCY MEDICAL CARE 25, no. 3 (2025): 59–66. https://doi.org/10.24884/2072-6716-2024-25-3-59-66.

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Purpose of the study: to assess the effectiveness of training medical personnel in the Russian Federation, taking into account the requirements of the Bologna Declaration, to establish promising directions for reforming the higher education system in medical universities, including in the training of personnel for disaster medicine, after Russia›s withdrawal from the Bologna Agreement. Materials and methods. Based on information from scientific thematic sources, an analysis of the results of the reform of higher education in Russia under the influence of the Bologna Declaration was carried out

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Opushko, Nadiia, and Dmytro Kyrychenko. "Legal regulation of student mobility in German universities." Педевтологія 2, no. 1 (2024): 41–50. https://doi.org/10.31652/3041-1203-2024(1)-41-50.

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This study analyses the legal framework for regulating student mobility at German universities. The authors of the article examine the legal framework for the implementation of student mobility in Germany from the perspective of international, federal and institutional levels. Using the methods of analysis, generalisation, and systematisation, the author describes international treaties (Bologna Declaration, Magna Carta of Universities, Lisbon Declaration, Sorbonne Declaration; Mobility Strategy 2020 for the European Higher Education Area (2011), Incheon Declaration (2015), Yerevan Communiqué

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Furuzan, Verda Gizem. "Adaptation to the Bologna Process: The Case of Turkey." Excellence in Higher Education 3, no. 2 (2012): 104–10. http://dx.doi.org/10.5195/ehe.2012.71.

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The Bologna Declaration of 19 June 1999 was signed by 29 ministers responsible from higher education in their countries. The explicit purposes of the Bologna Process were to increase the comparability and readability of degrees across all member state higher education systems. The aim of the Bologna Process is to have a common bachelor’s–master’s–doctorate system in all of European Union member countries. The Bologna Process is the process of creating the European Higher Education Area and is based on cooperation between ministries, higher education institutions, students and staff from 47 cou

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Khan, Evgen. "The Bologna Process Engagement of Ukraine: Twelve Years Towards the European Educational Process." European Historical Studies, no. 7 (2017): 45–63. http://dx.doi.org/10.17721/2524-048x.2017.07.45-63.

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The integration and deepening cooperation with Europe within the scope of higher education remains essential for the European integrative aspirations of Ukraine. For years, our country has been a strategic partner of Europe. Since Ukraine gained its independence, the government kept on declaring ambitions to implement the European principles in all sectors of life. So does it concerning the sphere of higher education. In 2005 Ukraine signed the Bologna Declaration and therefore officially joined the Bologna process. To this end, Ukraine assumed obligations to partake in reforming the system of

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Mescheryakova, O. M. "Russian legal education today: problems and prospects." Russian Journal of Legal Studies 2, no. 1 (2015): 175–78. http://dx.doi.org/10.17816/rjls18008.

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This article is devoted to study of regulatory legal aspects which Russian Federation implemented pursuant to the so-called Bologna Declaration - a joint declaration of the European Ministers of Education adopted in Bologna on June 19, 1999, which Russian Federation joined in the year 2003. In the present article institutional transformation taken by Russian Federation in this way, as well as various organizational and legal difficulties that Russian education system faced on the way of implementation and commitments taken as per international agreements in this area. On the basis of understan

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Geraldo, José Luis González, Isabel María Ferrándiz Vindel, and Ana María Bordallo Jaén. "New Times, New Ways Of Teaching And Learning: Perception Of The EHEA And Pedagogical Discussion." American Journal of Business Education (AJBE) 3, no. 13 (2010): 27–32. http://dx.doi.org/10.19030/ajbe.v3i13.974.

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It is 2010, the established deadline of the European Higher Education Area (EHEA). The Bologna Process is an unstoppable reality. But we can not admit that this change, simply by being a significant change, must be for good. We can not also disregard the potential positive pedagogical reform the Bologna Process offers to us. Then, what is the reality of the Bologna Process in Spain? What is the perception of students and teachers? Are there differences in their responses regarding the European Credit Transfer System (ECTS)? What are the pedagogical implications of these answers? This paper pro

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McKeachie, Wilbert J., and Matthew L. Kaplan *. "Looking at the Bologna Declaration from across the Atlantic." International Journal for Academic Development 9, no. 2 (2004): 201–6. http://dx.doi.org/10.1080/1360144042000334681.

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22

Nikiforov, Nikita. "IMPLEMENTATION OF BOLOGNA DECLARATION STANDARDS: THE EXPERIENCE OF THE REPUBLIC OF LATVIA." Baltic Journal of Legal and Social Sciences, no. 1 (November 25, 2021): 11–19. http://dx.doi.org/10.30525/2592-8813-2021-1-2.

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The article is concerned with 20 years’ experience of implementation of Bologna Declaration standards in the higher education system of the Republic of Latvia. The article offers a concise analysis of such root principles of Bologna system as 1) acknowledging of three cycle system; 2) staff and students' mobility; 3) quality assurance of higher education; 4) promotion of the essential European attitudes in higher education; 5) life-long learning; 6) enhancement of the role of the students in organization of the study process; 7) autonomy for institution and academic freedom; 8) amplification o

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23

Jobbágy, Ákos, Zoltán Benyó, and Emil Monos. "Master course in biomedical engineering." Orvosi Hetilap 150, no. 47 (2009): 2154–56. http://dx.doi.org/10.1556/oh.2009.28745.

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The Bologna Declaration aims at harmonizing the European higher education structure. In accordance with the Declaration, biomedical engineering will be offered as a master (MSc) course also in Hungary, from year 2009. Since 1995 biomedical engineering course has been held in cooperation of three universities: Semmelweis University, Budapest Veterinary University, and Budapest University of Technology and Economics. One of the latter’s faculties, Faculty of Electrical Engineering and Informatics, has been responsible for the course. Students could start their biomedical engineering studies – us

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Muntjewerff, Antoinette J. "ICT in Legal Education." German Law Journal 10, no. 6-7 (2009): 669–716. http://dx.doi.org/10.1017/s2071832200001292.

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The Bologna Declaration (1999) started a process of reforming European higher education. The major aim of the declaration was to construct a single European Higher Education Area by 2010,“‥through increased compatibility and comparability of higher education systems in order to facilitate internal mobility for students, graduates and higher education institution staff members, but also to make European higher education more recognisable and attractive to students and scholars from outside Europe.”

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Vladimirovich, Martynenko Evgeny. "International legal regulation of the education quality." Geopolitical, Social Security and Freedom Journal 3, no. 1 (2020): 31–38. http://dx.doi.org/10.2478/gssfj-2020-0003.

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AbstractThe category of education quality in the system of higher professional education acts as providing high competitiveness, optimal organization and management of the educational process, as well as access to the world market of educational services. We can talk about the international legal regulation of the quality of education relatively arbitrarily, bearing in mind the practical absence of normative legal acts regulating the relations of subjects of international educational law in the field of regulating the quality of education. We can talk about the international component of asses

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Bordovskiy, Gennady. "BOLOGNA SYSTEM: WHY IS IT NOT SUITABLE AND WHAT CAN REPLACE IT?" Man and Education, no. 2 (75) (2023): 9. http://dx.doi.org/10.54884/s181570410026372-4.

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The article looks into the reasons of why the Bologna system in Russian higher education failed to take off. The main reason is argued to be the lack of a parallel additional system of professional education to complement the general higher education system. This complementarity principle is part of the Bologna Declaration, and it is implemented in all countries where the Bologna system is in use. The article draws attention to important differences in educational technologies applied in Russian or foreign universities, which complicate the graduates’ adaptation to the professional work in the

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Sulstarova, Rovena. "Implementation of Bologna Process in Albania (2007 -2015)." Mediterranean Journal of Social Sciences 8, no. 5-1 (2017): 53–59. http://dx.doi.org/10.2478/mjss-2018-0096.

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Abstract After signing the Bologna Declaration, Albania started the Bologna reforms in 2004. During the last 8 years higher education institutions in Albania has undergone a series reforms and new changes are under the way with the new law on higher education that is being discussed currently. However there is still a long way to go when it comes to practical implementation of Bologna principles and the related policy line. The aim of this paper is to investigate the process of harmonization of the Albanian Higher Education with the standards and practices of other EU member states, by focusin

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28

TANAKA, Masahiro. "Financial Conflicts Arising from the Acceptance of the Bologna Declaration." Comparative Education 2006, no. 33 (2006): 158–76. http://dx.doi.org/10.5998/jces.2006.33_158.

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29

Clausen, T. "Guest Editorial Undergraduate Engineering Education Challenged by The Bologna Declaration." IEEE Transactions on Education 48, no. 2 (2005): 213–15. http://dx.doi.org/10.1109/te.2005.846045.

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30

HEDBERG, TORBJÖRN. "The impact of the Bologna Declaration on European engineering education." European Journal of Engineering Education 28, no. 1 (2003): 1–5. http://dx.doi.org/10.1080/0304379021000059025.

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31

Trowler *, Paul. "Policy and Change: Academic development units and the Bologna Declaration." International Journal for Academic Development 9, no. 2 (2004): 195–200. http://dx.doi.org/10.1080/1360144042000334672.

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32

Prnjat, Dejana. "The Bologna process in Serbia as perceived by art faculties students and professors." Andragoske studije, no. 1 (2022): 47–66. http://dx.doi.org/10.5937/andstud2201047p.

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The goal of the research is to analyse the aspects of the application of the Bologna process principles in higher arts education by examining art faculties students' and professors' views regarding the systematic change within the higher education reform in Serbia, stemming from the Bologna Declaration. Qualitative research was conducted by employing semi-structured interviews with sixteen students and teachers at public and private art faculties. The interview agenda comprised two thematic blocks: the positive and negative aspects of the application of Bologna principles as perceived by art f

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Iza, J., and P. García Encina. "European higher education space: where do we go from here?" Water Science and Technology 49, no. 8 (2004): 139–43. http://dx.doi.org/10.2166/wst.2004.0508.

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The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) m

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Hodgson, R. M., and B. R. Williams. "Engineering Education, Accreditation and the Bologna Declaration: A New Zealand View." International Journal of Electrical Engineering & Education 44, no. 2 (2007): 124–28. http://dx.doi.org/10.7227/ijeee.44.2.6.

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Vesković, Miroslav, and Ivana Đokvučić. "Bologna Declaration, Mobility and Brain Circulation within the Danube Macro-Region." Der Donauraum 51, no. 3-4 (2011): 183–90. http://dx.doi.org/10.7767/dnrm.2011.51.34.183.

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36

Bogdanovic, Marija, and Bogdan Djuricic. "Institutional functional integration andits impact on the development of a new quality culture at the University of Belgrade." Sociologija 46, no. 4 (2004): 289–312. http://dx.doi.org/10.2298/soc0404289b.

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This text is devoted to the analysis of the institutional framework of the traditional forms of quality control of the scientific and pedagogical work of teaching staff. Then it discusses the new, supplementary forms of the quality control which are suggested by Bologna declaration. Three examples are given (three faculties) to illustrate the way in which it was implemented.

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37

Moio, Isabel, Luís Alcoforado, and Cristina Coimbra Vieira. "A DECLARAÇÃO DE BOLONHA E O REFORÇO DA ABERTURA DO ENSINO SUPERIOR A NOVOS PÚBLICOS: perceções de pessoas adultas que frequentam a Universidade de Coimbra." Revista Observatório 3, no. 6 (2017): 169. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p169.

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Em Portugal, ao mesmo tempo que se implementavam as orientações decorrentes dos compromissos da Declaração de Bolonha, foi criada legislação que enquadrava um novo regime de acesso de pessoas adultas ao ensino superior, o que provocou um acréscimo muito significativo de entradas, nas Universidades e Institutos Politécnicos, para maiores de vinte e três anos. Neste trabalho, apresentamos um estudo com estes estudantes, que frequentam a Universidade de Coimbra, realizado através de questionário com perguntas fechadas e abertas, seguido de focus group, onde se pode compreender a importância que a

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38

Iliev, Petar. "On Some Aspects of the European Knowledge Economy." Balkan Journal of Philosophy 13, no. 2 (2021): 193–204. http://dx.doi.org/10.5840/bjp202113222.

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We survey some of the consequences of the managerialism of science and education as practiced in European countries and its main results: the Bologna declaration and the Bologna process. One notable feature of this process is the gradual introduction of currently fashionable management terms into school curricula. These linguistic changes are the direct result of the neoliberal philosophy behind the concept of knowledge economy, namely, that all sciences must justify their economic value; moreover, the introduction of such terms is via government “strategic documents” that are never the result

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Chepurin, Evgeny, Darya Vasilieva, Alexandr Vlasov, and Velta Parsova. "Development of higher engineering education in Russia in the context of Bologna process." Baltic Surveying 13 (November 26, 2020): 15–21. http://dx.doi.org/10.22616/j.balticsurveying.2020.vol13.002.

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The process of reforming higher education in Russian Federation continues. One of the main areas of these reforms is an introduction of principles of Bologna process into Russian higher education system. It was launched after Russia ratified the Bologna Declaration in 2003. Since the beginning of reforms and up to now there have not been lingering disputes about feasibility of introducing the principles of Bologna Agreement into higher education. The article deals with the history of reforms on the example of higher education in land management in Russia. Dynamics of indicators of higher educa

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Pashuk, Mariya A. "LEGAL REGULATION OF ACADEMIC INTERACTION BETWEEN RUSSIA AND GERMANY IN THE FRAMEWORK OF THE BOLOGNA PROCESS. ISSUES OF IMPROVEMENT." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 1 (2021): 126–38. http://dx.doi.org/10.28995/2073-6339-2021-1-126-138.

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The article is devoted to the issues of improving the legal regula- tion of academic interaction between Russia and Germany in the framework of the Bologna process. The work uses methods of the retrospective, statisti - cal, analytical, rational, comparative research. The author outlines the key areas regulated by the Bologna Declaration, gives the main characteristics of the regulatory framework for the participation of Russian universities in the Bologna process. The role of the Russian-German scientific and educational partnership in reforming the higher education system in Russia is noted.

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Politsinskaya, Ekaterina, Vladislav Lizunkov, Evgeniya Yagova, and Tatiana Lyuseva. "Features of the transformation of educational processes in higher education after the Bologna Agreement (2003 — present)." OOO "Zhurnal "Voprosy Istorii" 2022, no. 2-2 (2022): 167–79. http://dx.doi.org/10.31166/voprosyistorii202202statyi28.

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Over the past 20 years, higher education in Russia has been reformed according to the principles of the Bologna Declaration, which Russia signed in 2003. Within the framework of the established historiographic periodization of the history of the development of the higher education system in Russia after the Bologna Agreement, the peculiarities of the processes of organization and development of higher education in Russia are investigated. The factors that determined the goal-setting, direction, dynamics and quality of the development of higher education at the beginning of the 21st century are

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RÍOS CORBACHO, JOSÉ MANUEL. "On the methodology and tools in the teaching of modern Criminal Law." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 6 (July 1, 2012): 55–80. http://dx.doi.org/10.24310/rejie.2012.v0i6.7775.

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The Bologna Declaration of 1999 related to the new degrees, has developed new teaching methodologies for several legal disciplines and specially in criminal law. The aim of this work pretends to explain a methodology in which modern ICT tools are used as well as the traditional ones, representing the formation of a valid method for students not only for the present time but also for the future.

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van der Wende, Marijk C. "The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education." Journal of Studies in International Education 4, no. 2 (2000): 3–10. http://dx.doi.org/10.1177/102831530000400202.

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44

Brækhus, Hege, and Olaug Husabø. "The impact of the Sorbonne‐Bologna declaration on legal education in Norway." European Journal of Legal Education 1, no. 1 (2004): 43–49. http://dx.doi.org/10.1080/16841360408522917.

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45

van der Wende, Marijk C. "The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education." Higher Education in Europe 25, no. 3 (2000): 305–10. http://dx.doi.org/10.1080/713669277.

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46

Helguero-Balcells, Graciela. "The Bologna Declaration Agreement Impact on U.S. Higher Education: Recommendations for Integration." International Journal of Learning: Annual Review 16, no. 10 (2009): 241–52. http://dx.doi.org/10.18848/1447-9494/cgp/v16i10/46627.

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Pashuk, Mariya A. "LEGAL REGULATION OF ACADEMIC INTERACTION BETWEEN RUSSIA AND GERMANY IN THE FRAMEWORK OF THE BOLOGNA PROCESS: PROBLEMS OF IMPROVEMENT." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 2 (2021): 91–104. http://dx.doi.org/10.28995/2073-6339-2021-2-91-104.

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The article is devoted to the problems of improving the legal regu- lation of academic interaction between Russia and Germany in the framework of the Bologna process. The work uses methods of retrospective, statistical, comparative research. The author outlines the key areas regulated by the Bolo - gna Declaration, gives the main characteristics of the regulatory framework for the participation of Russian universities in the Bologna process. The role of the Russian-German scientific and educational partnership in reforming the higher education system in Russia is highlightted. The article cons

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Iyevlyev, Oleksandr. "Professional Pedagogical Mobility of Educators in the European Context." Comparative Professional Pedagogy 8, no. 3 (2018): 57–63. http://dx.doi.org/10.2478/rpp-2018-0042.

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Abstract The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European H

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Ermolova, Valeriya Sergeevna. "CIRCUMSTANCES OF THE HIGHER EDUCATION SYSTEM OF ENGLAND, THEIR POSITIVE AND NEGATIVE ASPECTS." Chronos: psychology and pedagogy 6, no. 3(26) (2021): 24–26. http://dx.doi.org/10.52013/2712-9683-26-3-5.

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This article briefly lists the main factors that influenced the formation of the main features of the English higher education system. The characteristic features of the higher education system in England are given in terms of their positive and negative sides. The relevance of the topic of the article is indicated in the light of the increase in the spheres of influence of the Bologna Declaration in the international arena.

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Savic, Mirko. "p-charts in the quality control of the grading process in the high education." Panoeconomicus 53, no. 3 (2006): 335–47. http://dx.doi.org/10.2298/pan0603335s.

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European countries are making efforts to change their educational system These changes include implementation of the ECTS (European Credit Transfer and Accumulation System) and are based on the Bologna Declaration. Adoption of ECTS will necessitate new quality standards in higher education especially in grading procedures. With only small modifications, the control charts(such as p-charts) used in production and distribution applications can be applied to educational purposes.

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