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1.
Shaban Demiraj 《Higher Education in Europe》1995,20(4):39-41
A short aperçu of the Albanian Academy of Sciences is given. Its twelve institutes are grouped into two sections, one dealing with the social and human sciences, the other dealing with the natural and technical sciences. The work of the Academy has been seriously hampered by financial and social problems. Some financial aid has been provided by the SOROS Foundation, but much more is needed. The Academy looks forward to fruitful collaborative relations with other academies in the Balkans and in Europe in general. 相似文献
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Vaclav Paces 《Higher Education in Europe》1995,20(4):114-116
The Academy of Sciences of the Czech Republic traces its origins back through the Czechoslovak Academy of Sciences to several private learned societies, one of which was founded in the Eighteenth Century, that eventually received royal (Habsburg) charters. The Academy as it exists today has been affected by the same processes of transition as the rest of Czech society. The Academy and its various institutes are subject to periodic evaluation. It must now share responsibility for research in the Czech Republic with other state organs, particularly the universities. 相似文献
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Fatos Tarifa 《Higher Education in Europe》1992,17(2):44-59
Until the end of the Second World War, the population of Albania was more than 80 per cent illiterate; women, more than 90 per cent. Great progress was made, however, in education after 1946. During the 1950's, women gained access to higher education. Despite anti‐feminist, traditional attitudes towards women which persist in Albania, women now make up more than 50 per cent of all university students in the country, one third of the teaching staff at the University of Tirana, and one fourth of the staff in Albanian higher education and research as a whole. Nevertheless, the progress of Albanian women in academic careers is still very slow. The statistics indicate that the sexual equality achieved with regard to access to higher education turns into in‐equality further on in academic careers. Both in terms of academic qualifications and the filling of ranking positions in higher education and research institutions, women are a liny minority as compared to men. 相似文献
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Dénes Berényi 《Higher Education in Europe》1995,20(4):238-239
The different national Academies of Sciences are as varied as their individual histories and the societies of which they are a part. At the same time, they all have certain characteristics in common. An Academy is usually the highest ranking scientific body in its country. It is independent of higher education institutions, of political parties, and of the state, even if it receives state subsidies. Among the special features of the Hungarian Academy of Sciences, one can cite the fact that its General Assembly includes two hundred representatives of the Hungarian scientific community who serve three‐year terms but cannot participate in elections for new Academy members and that its forty research institutes and eighty research groups that are located and function in universities have a high degree of autonomy in regard to the Academy as such. 相似文献
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S. Luby 《Higher Education in Europe》1995,20(4):91-94
The transformation of a socialist‐type Academy of Sciences into an institution capable of functioning in a democratic market economy is described. Prior to 1989, the Slovak Academy of Sciences was the state mandated coordinator of science and technology in Slovakia and was funded directly by the state budget. Since 1990, the Academy has had to share many of its prerogatives with other authorities and institutions, as in the case of the universities in regard to doctoral programmes, or to cede them out‐right, as in the case of the Ministry of Education and Science in regard to the coordination of basic research. Its budget has been drastically cut. It has also had to contend with the introduction of a western type of grant programme and system of evaluation for its subordinate institutes, some of which have been closed. In short, the Slovak Academy of Sciences must compete in an increasingly open science market in which it must give proof both of the quality of its work and of the relevance of the latter to the needs of society. 相似文献
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V. N. Kudriavtzev 《Higher Education in Europe》1995,20(4):52-54
The article is an argument in favour of a type of national science policy in which a National Academy of Sciences is at the same time the highest ranking association of scientists and the capstone of a national organization of research institutes specialized in different fields of the sciences and the humanities. Such was the Soviet Academy of Sciences and is now the Russian Academy of Sciences, the roots of which go back to 1724. The achievements in science of the various Academy institutes are detailed, and while the author recognizes that the universities too perform research, their basic task is teaching. For him, the duality of research in the academy and teaching in the universities has given good results and should continue. 相似文献
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Leonid Suschenya 《Higher Education in Europe》1995,20(4):42-49
The work and the prospects of the Belarussian Academy of Sciences are described. The Academy, like other institutions in Belarus, has suffered greatly since the period of transition began in 1990. The Academy and its constituent institutes are struggling to continue providing their traditional leadership in regard to basic and applied research in all disciplines. In some areas, particularly in the hard sciences, Belarussian researchers continue to chalk up internationally recognized successes; however, the size of the research staff in the republic has declined by 50 per cent since 1990, and there is difficulty in recruiting new blood. The basic problem is one of finance; however, the Academy is trying to tap several sources of funding including the government. It is also taking steps to influence the training of young scientists and academics and to forge links with the Academies of other countries. At all costs, Belarus must not lose its scientific potential. 相似文献
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Leszek Kuznicki 《Higher Education in Europe》1995,20(4):124-131
In 1951, the Polish Academy of Sciences was set up in Warsaw, more or less on a Soviet model, by the merging of two academies, one in Cracow and the other in Warsaw, that traced their origins to the late Eighteenth Century. The achievements of Polish science owe much to the excellent training and research facilities offered by the Academy, achievements that have won much recognition abroad, both West and East. Confronted with severe financial constraints since the period of transition began in 1989, the Academy has had to make painful adjustments and above all to face the fact that the salaries which it can afford to pay its researchers are abysmally low. Until such time as the economy improves, the continued high quality of the research undertaken by the Academy and its institutes and centres will depend upon their success in developing fruitful foreign partnerships. 相似文献
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J. Malinovski 《Higher Education in Europe》1995,20(4):101-105
The Bulgarian Academy of Sciences which was established in 1969 is the central research institution of Bulgaria. Not only has it been affected by the forces of economic and political transition, but while most of the country vacillated when faced with the need to make radical changes, the Academy early on devised a strategy of comprehensive restructuring. The Academy continues to make internationally recognized contributions to the advancement of science in a number of areas, particularly in the hard sciences. It has by no means neglected the humanities, its original domain of research, where it continues to reinforce Bulgarian culture in a number of areas. 相似文献
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Virgiliu Niculae Constantinescu 《Higher Education in Europe》1995,20(4):87-90
The article begins with quotations from Act No. 4 of 5 January 1990 of the Romanian Government, stating the mission and purposes of the Romanian Academy in a post‐communist Romania. Thus the missions of the Academy include a traditional mission, that of being the highest scientific forum in the country; a social‐managerial mission, by which the Academy undertakes specific scholarly projects of major national and international interest; an active mission, that of work in a number of areas performed by 65 units and 2,000 researchers; and finally, that of uniting the scholarly efforts of all Romanians, both inside and outside the territorial limits of Romania. 相似文献
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Niculae Constantinescu 《Higher Education in Europe》1995,20(4):50-51
Although the Romanian Academy, as it had evolved through 1948, was dismantled by the communist government of the country, scientists in such fields as mathematics, physics, chemistry, technology, geology, medicine, and biology continued to be able to do outstanding work. It was only after 1969 that the Ceau?escu regime extended the work of destruction to these disciplines too. One of the first acts of the new government which came into power as a result of the Romanian Revolution of December 1989 was to call for the rebuilding of the Romanian Academy. 相似文献
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Since achieving independence in 1991, the Republic of Latvia has taken radical measures to reform its system of science on a western model. The funding system has been overhauled, the Academy of Sciences, that used to be a kind of Ministry of Science, has become an academy of the classical type, and the advanced degrees of scientists inherited from the USSR‐era have been nostrificated. The big problem has been that of enacting the decision made to integrate the former institutes that were subordinated to the Latvian Academy of Sciences into the university system. The process has been resisted by university teachers who do not want to do research and by institute scientists who do not want to teach students, particularly undergraduate students. The article describes several measures that have been taken to deal with this problem which still remains unresolved. 相似文献
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Well before the full independence of Latvia and the dissolution of the Soviet Union, Latvia had begun to profoundly reform its national science system. Key events in the process were the foundation of the Latvian Union of Scientists in 1988 and the Latvian Council of Science in 1990. The next step was the radical reform of the Latvian Academy of Sciences such that it became an independent body of the classical academy type. By 1992, the Academy had adopted a new Charter and new Statutes. At the same time, the institutes which had been subordinated to the Academy became independent. In fact, many of the powers of the old Soviet‐style academy were assumed by the Council of Science and the Department of Science and Higher Education which was created within the Ministry of Education. The overall aim was to pattern Latvian science policy and its institutions on western European models. 相似文献
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Olof G. Tandberg 《Higher Education in Europe》1995,20(4):57-64
In common with the Academies of Science of the other European countries, the Romanian Academy traces its origins back to a local scholarly society founded in 1795 in Sibiu to promote the study of the Romanian Language and of Romanian history. Such origins were as much influenced by Herder's stress on the importance of local culture as by Liebnitz's urging that all the great rulers of Europe create academies of science to be in the service of the state. In common with the Academies in the other eastern and central European countries, the Romanian Academy suffered under communism but was re‐established with a new lease on life after the collapse of the communist regime. The oldest international non‐governmental organization committed to international scientific co‐operation is the International Council of Scientific Unions (ICSU) that was created in 1931. Its Standing Committee on the Free Circulation of Scientists (SCFCS), created in 1963, contributed to liberalizing science in the communist countries and in bringing about the rebirth of the Academies in eastern and central Europe after the collapse of communism. The Romanian Academy was a founding member of ICSU. 相似文献
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Aureliu Emil Sandulescu 《Higher Education in Europe》1995,20(4):132-136
The Romanian Academy decided to conduct an evaluation of its research institutes based on facts, quantitative statistical data and indicators, as well as on qualitative factors specific to each scientific domain. A first report, concerning input data analyses (human, material, and financial resources), was issued at the beginning of 1995. A second one, consisting of a revised and updated version of input analyses, as well as an output evaluation (publications, patents, etc.) was due to appear in the autumn of 1985. During the spring of 1995, the Romanian Academy initiated a research grant system, open to all Romanian scientists and research groups, for the competitive funding of projects in fundamental and advanced research. Applications are screened and selected by four autonomous expert panels, after an ex‐ante evaluation; midterm and final evaluations (ex‐post) are also foreseen. 相似文献
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Vladimir Stipetic 《Higher Education in Europe》1995,20(4):106-113
The Croatian Academy of Sciences and Arts traces its origins back to efforts to create a learned society in Croatia during the first half of the Nineteenth Century. At first concerned exclusively with the language, literature, and history of Croatia, it evolved into an eclectic organization conducting and sponsoring research in a wide rage of disciplines and fields. Currently, the work of the Academy is concentrated in eight departments and is conducted by eleven scientific councils, ten committees, and twenty research units. Since its founding, the Academy has published almost 3,400 books. 相似文献