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1.
Felix Peregudov 《Higher Education in Europe》1989,14(1):16-24
Inspired by the coining together of the various countries of Europe, by the rebirth, at all levels, of interest in the common European identity, and by the growing European consensus as to the importance of the university as a major pan‐European cultural institution, the author, First Deputy Chairman of the USSR State Committee for Public Education, presents a project for the founding of a University of the Peoples of Europe. What he envisions is primarily a research institution devoted to the study of pan‐European problems of all sorts and the generalization of the solutions. The author suggests outlines of both the possible activities of such a university and of its organization. He believes that the institution should function under the auspices and with the support of Unesco. 相似文献
2.
V. D. Shadrikov 《Higher Education in Europe》1989,14(4):57-62
This article reviews the Soviet proposal for the establishment of a University of the Peoples of Europe. It outlines the necessary conditions and the arrangements which must be made so that serious planning can get underway. It reiterates the proposed general purposes and objectives of the university and the proposals which have been made with regard to its administrative structure, organization, and working methods. If successfully established, the University of the Peoples of Europe would not only contribute to the solution of all‐European and world problems but would serve as a milestone on the road to European intellectual integration. 相似文献
3.
In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities. 相似文献
4.
MARKKU MARKKULA 《European Journal of Engineering Education》1989,14(1):15-26
This anicle desoibes the situation in the field of continuing engineeting education (CEE) in Europe as well as the experiences of the European Society for Engineering Education (SEFI) and Helsinki Universiry of Technology (HUT). The latter pan of the article concentrates on a new comprehensive CEE development in Finland: the introduction of a Professional Development degree. The approach of looking at the problems and opportunities both from a theoretical and a practical point of view is used to benefit the readers and especially all those participating in the planning process of CEE activities worldwide. 相似文献
5.
This article focusses on the types of assistance which the universities in the western European countries could render to their peers in Eastern Europe. It explores the ways in which this aid would contribute to the elaboration of the transnational culture of the New European Home. Stress is laid on the need to integrate the educational and research activities of European universities for the training of new intellectual élites. A considerable expansion of student exchanges is suggested, particularly the training of foreign language teachers in foreign universities. The universities should rediscover and lay stress on humanism and end their participation in military research. They should prepare bachelor's and master's degree holders capable of working as teachers in other types of higher education institutions and as researchers and theorists in various types of cultural establishments. The article concludes with an examination of the scope and the operation of the International Environmental and Cultural Centre of Norway which is operated by the Byelorussian State University and the Folk High School of Agder, Norway. This centre is cited as an example of the type of inter‐university centre which should be established all over Europe so as to further the integration of European universities. 相似文献
6.
Giovanna Campani 《Higher Education in Europe》1991,16(4):42-53
In an increasingly interdependent and inter‐linked world, the phenomenon of migration takes on added importance. It has existed in Europe for many years even if in recent times the immigrants have come from outside Europe rather than from southern European to northern European countries. Economic problems have stimulated increased xenophobia on the part of host societies while at the same time, the children of the first generation of immigrants have faced challenges and have promoted the cultural enrichment that comes from bi‐culturalism. Multi‐culturalism is well worth studying and promoting for it represents a cultural enrichment for Europeans leading to a new cultural synthesis for the continent. Both schools and higher education institutions must take up the challenge of multi‐cultural education which should be more than a superficial dose of folklore, dancing, and exotic food. The children of the second generation of immigrants have frequently studied their home cultures and languages in their university courses, this in order to better understand themselves and their relationship to their two cultures. In their active lives, these graduates will further enrich European culture by helping to elaborate a new cultural synthesis. 相似文献
7.
Peter Fischer‐Appelt 《Higher Education in Europe》1991,16(2):41-45
The development of inter‐university co‐operation in Europe is conditioned by such major sets of events'as the evolution of the EC, growing environmental awareness, and the recent revolutionary changes in eastern Europe. Attempts to develop inter‐university cooperation between eastern and western European universities must still cope with the heritage of some forty‐five years of a divided Europe. Such strong points of the eastern European universities as research capacity should be recognized. A very good way to further inter‐university co‐operation on a broad front is through interregional co‐operation, particularly that linking contiguous regions on the East‐West European divide. 相似文献
8.
Peter Fischer‐Appelt 《Higher Education in Europe》1996,21(2-3):82-89
Between 1989 and 1992, the Council of Europe responded to the perceived need to assist eastern and central European countries to develop a legal basis for their higher education systems that would lead to a workable and equitable balance between state control and university autonomy and academic freedom. Thus the Legislative Reform Project of the Council of Europe got underway in the spring of 1992. The results so far have been very positive. In 1996, the Council on Higher Education and Research of the Council of Europe recommended the continuation of the Project, now known as a Programme, for another four‐year period and its extension to the sectors of science and technology. 相似文献
9.
Jean‐Pierre Massué 《Higher Education in Europe》1990,15(1):23-29
This article outlines the activities of the Council of Europe in favour of inter‐university co‐operation and exchange. First, the role and tasks of the CC‐PU and then the work programme of the Council of Europe on higher education and research are examined. With regard to academic mobility and European inter‐university co‐operation, the Transfrontier Regional University Co‐operation Programme, the European Postgraduate Training Programme, and the Inter‐university Co‐operation Programme between Europe and Latin America are described. Finally, both the European Networks for Scientific and Technical Co‐operation and the Open Partial Agreement on the Prevention of, Protection Against, and Organisation of Relief in Major Natural and Technological Disasters and their constituent activities are evoked. 相似文献
10.
James S. Coleman 《牛津教育评论》2013,39(1):25-29
Abstract Efforts aimed at the development of a European dimension to the general education curricula offered in the different European countries have been stepped up in recent years, both within the countries of the current European Union and within the wider range of European countries belonging to the Council of Europe and subscribing to its Cultural Convention. The immediate importance of these efforts is seen to lie in the desirability of offering an education to young people that helps them make the most of their opportunities not only within their own national borders but also in the wider European Community to which they now belong and in which they have new rights and responsibilities. More generally, these efforts are also seen to be important in consolidating a Europe in which past animosities can finally be abandoned and replaced by a firm pan‐European attachment to ideals of freedom and cooperation between European nations, dedicated to the defence of democracy, human rights, freedom and tolerance. But, how successful have these efforts been? What are the problems encountered? What are the prospects for the future? How far is it proving possible to develop the European dimension across the curriculum? How successful is the European dimension, or might it be, in achieving its intended objectives? These questions, all of which are more puzzling than they might at first appear to be, are touched on in this paper. 相似文献
11.
Dorothea Steiner 《Higher Education in Europe》1996,21(4):65-75
This article discusses the possibilities and pitfalls of international credit transfer among higher education institutions. Credit transfer is skewed by varying definitions of what education actually is and even more so by the overwhelming power of one of the Anglo‐Saxon players, the United States of America, the cultural and educational traditions of which are so difficult to resist as to be a form of cultural imperialism. Thus, the overwhelming use of English as the principal international language of education presents a threat to the educational diversity of Europe as does the adoption of such measures of credit transfer as the European Community Course Credit Transfer Scheme (ECTS), a surface Americanization that fails to appreciate the realities of European, specifically Austrian, course programmes. The author would prefer a qualification recognition system based on a refinement of the concepts underlying the so‐called diploma supplement that would give essential information about what the given credential means and what was required to earn it. 相似文献
12.
《Higher Education in Europe》1994,19(2):59-70
The origins of the problem addressed by this article go back to the Fourteenth Session of the Standing Conference on University Problems (CC‐PU) of the Council of Europe, meeting in March 1991, during which the delegation of Austria evoked certain difficulties which Austrian and other European university students and graduates were having in obtaining proper recognition for their credentials by higher education institutions in the United States. As the Council of Europe requested the collaboration of UNESCO in dealing with the problem, a Working Group was formed in 1992 to propose solutions. The present article is an abridged version of the draft report of this Working Group which is to be presented at the Seventh Session of the Regional Committee of the Convention on the Recognition of Studies, Diplomas, and Degrees concerning Higher Education in the States Belonging to the Europe Region, meeting in Budapest on 18 June 1994. It outlines and explains the differences in role, scope, structure, and philosophy of higher education in the USA and in Europe that have given rise to problems of recognition and equivalence and proposes solutions.
13.
Biruté Mockiene 《Higher Education in Europe》1996,21(4):97-101
This article describes current developments in regard to quality assurance and the recognition of higher education qualifications in Lithuania. With the aim of internationalizing its higher education system, Lithuania acceded to the UNESCO European Diploma Convention in 1994 and to the Council of Europe Convention on the Equivalence of Diplomas Leading to Admission to Universities in 1996. The Ministry of Education created the Lithuanian Centre for Quality Assessment in Higher Education in January 1995. It has been very active in a number of directions since then. In addition, Lithuania has subjected its science to international evaluation, is a partner in the Baltic Higher Education Coordination Committee, and is participating in two PHARE projects for the development of co‐operation in higher education. The main obstacle to greater co‐operation in regard both to the recognition of academic qualifications and to quality assurance is lack of financial resources. 相似文献
14.
Tamás Lajos 《Higher Education in Europe》1995,20(3):94-102
Academic co‐operation between higher education institutions in Hungary and those of western Europe, on the one hand, and those of the United States of America, on the other, are compared. Hungarian co‐operation with western European higher education, particularly the European Union countries, has been far more developed than that with the United States. The greater success and scope of co‐operation with western European higher education institutions is attributed to the comprehensiveness of the TEMPUS Programme of the European Union countries and its careful and well‐planned responses to the problems of the central and eastern European region. However, Hungarian higher education could gain a great deal from more intensive co‐operation with American higher education. Efforts should be made to encourage such co‐operation including the greater involvement of American higher education institutions in TEMPUS projects. 相似文献
15.
John S. Daniel 《Higher Education in Europe》1991,16(1):38-45
The political changes which have occurred in eastern Europe and the shift of the countries concerned from command to free market economies have created a need for new forms of continuing education for retraining in such areas as management, economics, and political science. Given current technical possibilities, such education and retraining could be offered through modern distance education techniques by means of an international aid consortium analogous in some ways to United Nations peace keeping forces, so that one western institution or nation would not predominate. As human resource development is the first step to other kinds of progress, and distance education in other areas of the world has proven its worth in the field, a well planned project for eastern Europe would attract support from western aid donors, particularly international groupings such as the European Communities. Thus would distance education contribute to the creation of the common European home. 相似文献
16.
《Higher Education in Europe》1977,2(1):6-7
The 13th Bi‐annual Conference of the Standing Conference of Rectors and Vice‐Chancellors of European Universities (CRE), held on 21‐22 October 1976 in Athens, discussed the problem of co‐operation between European universities in view of the Final Act of the Conference on Security and Cooperation in Europe.
The participants put more emphasis on the removal of obstacles to existing forms of links between universities than on seeking new ways of inter‐university co‐operation.
Two papers were presented during the conference:
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“Necessity and evolution in the European Scientific Community” by Professor Zygmunt Rybicki, Rector of Warsaw University;
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“Difficulties in European Inter‐University Co‐Operation” by Professor Jean Tuscoz, President of Nice University.
The Bureau of CRE prepared a report “The Declaration of Helsinki and the Universities in Europe”, on which the information below is based, It gives an idea of the present state of development of relations between universities in Eastern and Western Europe. 相似文献
17.
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
18.
The need for coherent programmes of environmental education in all aspects and in all phases of education systems has been strongly and persuasively argued within the European Union (EU) and beyond. However, nowhere yet across the EU has environmental education been introduced in a consistent or coherent fashion into pre‐ or in‐service teacher education programmes. Although a range of factors are at work here, the lack of a commonly understood and agreed pedagogical‐didactical basis to this aspect of the curriculum and the lack of teaching/resource materials may be seen as a major contributory factor to this lack of consistency and coherence. As a consequence, opportunities for broad pan‐European developments in this essential area are constrained. This paper discusses development work carried out under the auspices of the Association of Teacher Education in Europe (ATEE) with the assistance of funding from the European Commission's Directorate General XI and from individual institutions. The five papers which follow are written by members of the project and provide examples in greater detail of work carried out in five member states. Fuller detail of the work of the Environmental Education into Initial Teacher Education in Europe project in all eleven countries has been reported to the Directorate General XI and a number of aspects have already been published (see Brinkman & Scott, 1994). 相似文献
19.
Otto Drischel 《Higher Education in Europe》1990,15(2):31-34
International university co‐operation which serves to Internationalize science and knowledge requires that students, teachers, and scientists be internationally mobile. For mobility to occur on a wide scale, it must be the object of inter‐university and international bilateral and multilateral agreements. The various sorts of agreement which have been negotiated and enacted since the 1950's have been very successful. Recognition and equivalence must be based on qualitative rather than on quantitative factors, and above all on trust Recognition procedures could be further perfected by such actions as the preparation of a set of harmonizable recommendations, on the determination of equivalences, greater co‐operation among the various European information networks on equivalence, and publication of a manual on recognized universities in Europe. 相似文献
20.
《Higher Education in Europe》1979,4(3):30-32
Quite a large number of international meetings devoted to issues concerning higher education are organized each year. The problems of their contribution to the further development of higher education and research in this field are raised in a thought‐provoking article written for “Higher Education in Europe” by Professor E.A. van Trotsenburg, President of the European Association for Research and Development in Higher Education (EARDHE) and Director of the Institute of International Science and University Didactics, University of Klagenfurt. 相似文献