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Vladimir Filippov 《Higher Education in Europe》1996,21(4):50-56
A Joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region is a necessary evolution that takes into account the increased political and economic integration of Europe, the mobility of academic staff members and students, and the diversification of higher education. The latter tendency, indeed, explains the stress on general principles, particularly on recognition, in the draft Joint Convention, rather than on equivalence and attempts at formulating detailed equivalence procedures. However, along with the stress on recognition must come common agreement as to the guarantee of quality and on procedures for accreditation, on the one hand, and access to information on one another's education programmes and their quality ratings, on the other hand. The Joint Council of Europe/UNESCO Convention will be backed by the excellent European National Information Centres on Academic Recognition and Mobility (ENIC). 相似文献
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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
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Dimitri Beridze 《Higher Education in Europe》1996,21(4):116-125
The set of regional conventions on the recognition of studies, diplomas, and degrees is part of a UNESCO effort to promote academic mobility that is almost as old as the organization itself. Normally, the working of the six regional conventions should lead, eventually, to the adoption of a single universal convention on academic recognition; however, in spite of the Recommendation voted at the General Conference of the Organization in 1993, certain countries of the Europe Region, the region receiving the largest number of international students, is not too keen on the idea. This region, nevertheless, is in the process of unifying its own regional conventions through the adoption of a joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region. Possibly this action will serve as inspiration for a change of attitude toward development of a universal convention. 相似文献
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GIULIANO AUGUSTI 《European Journal of Engineering Education》1999,24(1):7-14
The need for an international, or at least European, system of recognition of academic and professional qualifications increases as the professional job market becomes more and more international. On the contrary, no widely accepted European system exists at present, not even in engineering, although in this field the situation appears more advanced than in others, thanks to the comparatively great international experience and exchanges in the academic and professional worlds. Thus, notwithstanding a European Community Directive of 1989 that intended to make easy the trans-national mobility of all professionals, and the 1997 ‘Convention on the Recognition of Qualifications Concerning Higher Education in the European Region’ promoted by the Council of Europe and UNESCO, international exchanges and mobility still encounter difficulties, due partly to long-standing prejudices, but also to insufficient mutual knowledge of the different national systems and significance of the degrees awarded. This paper summarizes briefly the present situation in the European Union with regard to recognition and accreditation of engineering degrees and qualifications, illustrates the actions undertaken by Working Group 2 of the EU-supported Thematic Network ‘Higher Engineering Education for Europe’, and advances a tentative proposal with regard to the gradual, bottom-up establishment of a system for mutual recognition and accreditation of degrees and professional qualifications in engineering. 相似文献
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On the eve of the adoption of the new Council of Europe ‐ UNESCO Convention, this article goes back to the first agreement between the two international organizations to step up their co‐operation in the field of academic recognition and retraces the different stages that led to the final completion of the legal text. It offers an overview of the entire process, analyzing the development of the basic concepts of the Convention, highlighting controversial issues, and demonstrating the complex process of consultation in a wider and diversified Europe that will be brought to completion at the Lisbon Diplomatic Conference. This article, in a slightly different form, will be presented as a background document at the Lisbon Conference. 相似文献
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James Wimberley 《Higher Education in Europe》1990,15(2):5-13
The report sums up the role and scope of the various Council of Europe Conventions on the recognition of credentials and qualifications in higher education from 1953 when the first one was signed to the present day. Six documents are presented; four are analysed in some detail. The historical, legal, and educational contexts are discussed as are the core principles with regard to application: Finally some suggestions are made on how to expand the contexts of these conventions and to move towards a diversified all‐European recognition system. 相似文献
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Timothy S. Thompson 《Higher Education in Europe》1996,21(4):57-64
Admissions personnel in the United States may question the necessity of American participation in the joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region. With a long history of international exchanges and given the decentralized system of education of the United States, it can be argued that there is no need for or practicality to U.S. participation. However, participation is viewed as an important agenda for the United States, presenting an opportunity for the sharing of information about American education, for the promotion of an international standard for the recognition of academic credentials, for building global relationships, and for strengthening democratization. 相似文献
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《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.
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《Higher Education in Europe》1994,19(2):52-58
The text reproduced below is that of an official Recommendation of the General Conference of UNESCO regarding the worldwide international recognition of higher education studies and qualifications. It suggests steps that the Member States should take to harmonize their policies with regard to mobility in higher education and the mutual recognition of diplomas, degrees, periods of study, and professional qualifications and practice. Evoking the six existing UNESCO Regional Conventions on the recognition of studies and qualifications in higher education, this Recommendation serves as a step toward the eventual creation and ratification of a Universal Convention on the recognition of studies and qualifications in higher education.
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Fritz Dalichow 《Higher Education in Europe》1996,21(4):26-38
The criteria and procedures for the recognition of foreign qualifications are not sufficiently known to most evaiuators of foreign qualifications. This lack of knowledge results in inappropriate and incorrect evaluations and recognition decisions. The purpose of this article is to explain who evaluates and reaches decisions as to foreign qualifications, what the role of national recognition centres is, how such centres co‐operate internationally, and how international co‐operation has led to the advancement of agreed upon methods, criteria, and procedures for the recognition of foreign qualifications. The biggest step forward in this respect is the Draft Recommendation on General Procedures and Criteria for the Evaluation of Foreign Qualifications that was recently developed by an expert group and which, in its final form, will be a subsidiary text of the Council of Europe/UNESCO Convention. 相似文献
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《欧洲教育》2013,45(2-3):258-265
The problem of equivalency has been raised many times by the Council of Europe, reflecting the general opinion in many European countries that more should be done to promote the equivalency of degrees, diplomas, and certificates on a European level. Significant progress has been made toward developing equivalency. The European Convention of the Equivalency of Diplomas Leading to Admission to Universities (1953) has been ratified and implemented by almost all member states of the Council. 相似文献
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《Higher Education in Europe》1976,1(4-5):6-8
The UNESCO Institute for Education in Hamburg, with the assistance of the Council of Europe and the Volkswagen Foundation, organized an All‐European Conference for Directors of Educational Research Institutions from 26 to 29 April 1976. The work of the Conference concentrated on the theme “The Impact of Educational Research on School Education”. 相似文献
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PER NYBORG 《Higher Education in Europe》2003,28(1):103-108
The author, the Chairman of the Steering Committee for Higher Education and Research of the Council of Europe, focuses on the long and constructive co-operation between UNESCO-CEPES and the Council of Europe, pointing out that some of the central building blocks of the Bologna Process are direct results of this co-operation. The Lisbon Recognition Convention and the Code of Good Practice for Transnational Education will be even more important when European higher education has to face the new challenges of global trade in educational services. 相似文献
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促进欧洲各国资格和文凭互认的“欧洲通行证”探究 总被引：1，自引：0，他引：1
欧洲通行证是2004年12月15日由欧洲议会、理事会以及欧洲职业培训发展中心共同制定的欧洲资格和能力证书整体框架。它由五个部分组成:欧洲通行简历、欧洲通行语言护照、欧洲通行流动证、欧洲通行补充证书以及欧洲通行补充文凭。欧洲通行证制度的实施有利于提高欧洲各国资格和文凭的互认程度,增强整个区域的教育竞争力。该制度对改革和完善我国的文凭和证书制度不乏借鉴意义。 相似文献
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Päivi Gynther 《International Journal of Inclusive Education》2013,17(8):851-864
In the present era of accelerating globalisation of the labour market and education, access to knowledge of value has become increasingly complicated. This study enquired into the rights to post‐compulsory basic education by analysing the contemporary standard‐setting instruments of the United Nations, the Council of Europe and the European Community. An analytical scheme was developed that suggested four interconnected areas of education legislation, disregard of which cumulatively maintains exclusion of educationally disadvantaged individuals from knowledge and skills with proper value in the job market. The four thematic aspects identified were rights, recognition, resources and representation. Findings indicate that the international regimes examined are not unequivocal and thereby leave room for manoeuvre. The study concluded that legal strategies for the abolishment of skills deficiency traps should be rethought. Instead of relying on rights‐talk, we should increasingly move to the recognition of functional skills deficiency and its reduction. 相似文献
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Alojz Nemethy 《Higher Education in Europe》1990,15(2):14-17
This article draws attention to the aims and the basic principles of the Prague Convention and to the experience gained with regard to their realization. It explains the need for complementary bilateral agreements and calls attention to the work of national authorities and institutions with regard to the determination of the equivalence of credentials, diplomas, and degrees. It comments on the perspectives of the Prague Convention as well as the possibilities of co‐operation with other agreements and conventions, including those of the Council of Europe. 相似文献
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Daniel Faas Christina Hajisoteriou Panayiotis Angelides 《British Educational Research Journal》2014,40(2):300-318
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the dynamics influencing intercultural education in Europe. These include European Union institutions (such as European Commission, European Council, and Council of Ministers) and Council of Europe documents. Our discussions are situated within historical and contemporary European immigration policy developments. We argue that the main emphasis of recent European level policies and directives is on fostering social cohesion through incorporating migrant students. In so doing, European organisations have had to deal with arguments surrounding the legitimacy of European policy initiatives in the field of intercultural education. 相似文献
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Joseph Mifsud 《Learning, Media and Technology》1994,20(1):15-25
Joseph Mifsud is lecturer in education at the Faculty of Education at the University of Malta. He teaches courses in classroom management techniques using audio‐visual and micro‐teaching resources. He has produced videos on classroom ecology at the University of Padua in Italy and on educational management at the School of Education, Queen's University of Belfast, N. Ireland. He was also invited speaker to various media forums in Malta and in Italy. He has taken part in Council of Europe meetings and UNESCO projects on various areas of teacher training and education. 相似文献
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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