欧洲“博洛尼亚进程”的现状及发展趋势研究

发布时间：2019-05-10 02:30

【摘要】：1999年6月，欧洲29个国家负责高等教育的部长齐聚欧洲最古老的大学—意大利的博洛尼亚大学，，召开了关于欧洲高等教育改革的会议—博洛尼亚进程（Bologna Process），该计划的目的是改变欧洲原有的高等教育模式，建立欧洲高等教育区，提升欧洲高等教育的竞争力和吸引力。“博洛尼亚进程”的参与国家计划到2010年建立高等教育区；所有签约的国家都必须承认彼此参与的国家的毕业生的文凭及毕业成绩，并且签约国家的大学生毕业后可以随时申请到其他参与博洛尼亚进程的国家进行继续学习或者寻找就业机会，实现欧洲高等教育一体化，建立欧洲高等教育区，为欧洲高等教育发展在高等教育竞争中做出贡献。从1999年6月《博洛尼亚进程宣言》在意大利的签署到2009年鲁汶会议的召开，再到2010年建成欧洲高等教育区，一直到今天，博洛尼亚进程已经走过了十多年的发展历程。1999年的欧洲29个国家的负责高等教育的部长在意大利签署了“博洛尼亚宣言”，标志着“博洛尼亚进程”的正式启动，随后博洛尼亚进程签约国的负责高等教育的部长每两年召开一次会议来总结之前“博洛尼亚进程”的所达到的成绩和下两年的发展纲要，每两年的博洛尼亚进程的负责高等教育部长的会议分别于2001年在布拉格召开、2003年在柏林召开、2005年在卑尔根召开、2007年在伦敦召开以及2009年在鲁汶召开的。从博洛尼亚宣言的签署到鲁汶公报的召开，“博洛尼亚进程”改革的核心内容：建立欧洲高等教育统一的学位制度；建立学分转换和学分累计体系；加强教师与学生在欧洲范围内的交流；提高欧洲高等教育的质量；积极加强在欧洲范围内的高等教育的合作；提倡终身教育；大力倡导高校和学生积极参与合作博洛尼亚进程的改革；提高欧洲在世界高等教育中的低位、竞争力和吸引力等。本文主要研究“博洛尼亚进程”的发展近况，分析其面临的挑战及发展趋势，对中国的高等教育发展带来的启示。全文共分五个部分：第一部分：介绍选题依据及意义，目前国内外对博洛尼亚进程的研究情况。第二部分：分析了“博洛尼亚进程”的产生背景及其发展历程。第三部分：阐述了在博洛尼亚进程下，法国、德国、俄罗斯这三个国家在高等教育方面的改革措施，遇到的阻碍以及未来的发展趋势。第四部分：论述“博洛尼亚进程”面临的挑战及未来的发展趋势。第五部分：分析了研究博洛尼亚进程对我国高等教育的发展所带来的启示
[Abstract]:In June 1999, ministers in charge of higher education from 29 European countries gathered at the University of Bologna, Italy, the oldest university in Europe, to convene a conference on higher education reform in Europe-the Bologna process (Bologna Process), The purpose of the plan is to change the original higher education model in Europe, establish a European higher education zone, and enhance the competitiveness and attractiveness of European higher education. (B) the participation of the Bologna process in the national plan to establish a higher education zone by 2010; All contracting countries must recognize the diplomas and results of graduates from each other's participating countries, And after graduation, college students from the contracted countries can apply to other countries participating in the Bologna process at any time to continue their studies or find employment opportunities, to achieve the integration of higher education in Europe, and to establish a European higher education zone. To contribute to the development of higher education in Europe in the competition of higher education. From the signing of the Bologna process Declaration in Italy in June 1999 to the convening of the Leuven Conference in 2009, to the completion of the European higher Education Zone in 2010, to this day, The Bologna process has been developing for more than a decade. In 1999, ministers in charge of higher education from 29 European countries signed the Bologna Declaration in Italy, marking the official launch of the Bologna process. Subsequently, the ministers responsible for higher education of the Bologna process signatories met every two years to take stock of the achievements of the previous Bologna process and the development outline for the next two years, Biennial meetings of ministers responsible for the Bologna process were held in Prague in 2001, Berlin in 2003, Bergen in 2005, London in 2007 and Leuven in 2009. From the signing of the Bologna Declaration to the convening of the Leuven Communique, the core contents of the reform of the Bologna process are as follows: establishing a unified degree system for higher education in Europe, establishing a credit conversion and credit accumulation system, and establishing a unified degree system for higher education in Europe. Strengthen the exchange between teachers and students in Europe; improve the quality of higher education in Europe; actively strengthen the cooperation of higher education in Europe; promote lifelong education; We should vigorously advocate the active participation of colleges and students in the reform of cooperative Bologna process, and improve the low level, competitiveness and attractiveness of Europe in higher education in the world. This paper mainly studies the recent development of Bologna process, analyzes the challenges and trends it faces, and brings enlightenment to the development of higher education in China. The full text is divided into five parts: the first part: introduces the basis and significance of the topic, and the current research situation of Bologna process at home and abroad. The second part analyzes the background and development of Bologna process. The third part expounds the reform measures of higher education in France, Germany and Russia under the Bologna process, the obstacles encountered and the development trend in the future. The fourth part discusses the challenges of Bologna process and the development trend in the future. The fifth part analyzes the enlightenment of the study of Bologna process to the development of higher education in China.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G649.5

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