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Marga, Andrei (2005): “Reforms, Management, Responsibility: On Education in Central and Eastern European Countries”. Graz, Austria.
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Ever since the emergence of the Bologna Process, the inherent procedure of creating a European Higher Education Area and a European Research Area has highlighted the need for reform in many of the universities that are part of this scheme in both Central and Eastern Europe and the Older Member states. Marga assesses that even though there some similar challenges are faced by EU and CEE universities in order for reforms to be successful in the latter region, they must be adopted and implemented under a post-traditionalist approach. This insightful paper argues that Universities not only have the power and potential but the responsibility to form professional, political and social elites that not will only provide the ethical and motivational resources for democracy but create a knowledge-based economy. The author’s frustration with what he perceives as the current lack of universities’ civic commitment becomes more than apparent in his examination of the issue. Thus he presents his in-depth analysis of the reforms involved in the post traditionalist approach and encourages CEE academics to immerse themselves in their role as specialists that have civic duties that have an effect on the everyday lives of citizens.
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Scientific Report of the ESF SCSS Exploratory Workshop “15 years on: Educational Transitions in Central and Eastern Europe. Directions for Educational Research and Policy in the Post-Communist EU Accession and Candidate Countries.” Oxford, UK, July 2005
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This report is the result of a workshop funded and initiated by the European Science Foundation which aimed to reflect on the transition process and the current integration of the new member states and the subsequent effects on education. According to this paper the workshop had four goals: a) Building a cross-national, deeper understanding of the concept of educational transition in the post-communist countries, in a comparative perspective b) Unpeeling myths and fantasies about transition and transition countries c) Exploring the sources, dimensions, directions and content of transition process in education and the ways in which various models of education tries to make sense of them d) Identifying areas for further policy foci and opportunities for further co-operation and research, with a view to a transition from EU candidate to EU member status. Those achieved, the report then presents the conclusions derived from the workshop and the theoretical platform created by it.
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Chowdhury, Sunandan Roy “Mapping minds, changing maps: comparative understanding of the role of universities in societies undergoing transformation”.
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Chowdhury captures the essence of his article when he mentions that the role of higher education varies enormously between innovative societies and imitative ones. Throughout his paper he argues that in order to avoid complacency and create partnerships between knowledge and action there needs to be a great engagement among university and society. He draws conclusions from a case study on Bangladesh and a critical examination of Slovenia and Poland. It is evident that this study is result of many years of qualitative research and what Chowdhury urges is the following: A multi-polar world can emerge possibly, only if there is a polyphony in knowledge systems that is accepted between societies. So let’s try to employ many voices, sometimes cacophonous, to get the university moving beyond the confines of research monographs and the world moving beyond the belief that there is one western truth and its concomitant systems for the universal deliverance of man.
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Institute for Economic Research and Policy Consulting “Financing studies: financial support schemes for students in selected countries”.
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Transition for the Ukraine has been somewhat problematic in terms of the constant political upheaval that has occurred in its post-communist era. Therefore it should not come as a surprise that the education sector has not been given the chance to develop as much as in other post-communist countries that have evolved the academic structures set up in the state-socialist era. For transition countries it is important that they have a highly skilled and educated population as this will help to attract more direct foreign investment in technology intensive and knowledge intensive sectors. The speed and direction of technological catching up and structural change will be influenced by progress in the field of further education. Financing studies in higher education is difficult for the majority of potential students in Ukraine, and the government, typically in transition countries, faces tight budget constraints and is unlikely to be able to provide additional funding. This paper includes case studies that examine the schemes for funding in countries such Germany, the Netherlands and Australia as well as Estonia in order to display the feasibility of such policies in transition countries. The intention of this study is to propose a pattern for reform that the Ukraine could potentially adopt.
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Tempus Program
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According to the Europa website, the Trans-European mobility scheme for university studies enables universities from EU Member States to cooperate with those in Western Balkans, Eastern Europe and Central Asia, and the Mediterranean partner countries in higher education modernisation projects. Established in 1990 following the fall of the Berlin Wall, Tempus has been renewed three times (Tempus II, Tempus IIbis and Tempus III – 2000 to 2006). Today, more than ever, there is need to enhance understanding between cultures, and for the European Union to work together with its partner countries in the field of higher education. This specific report is from the European Training Foundation which actually assists the commission in the Tempus implementation procedure.
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Europa Press Release “Commission tables plan to promote business spirit in schools and universities”.
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This press release sheds light on EU Commission Plans to encourage the entrepreneurial spirit at throughout all levels of education. This is part of the EU’s Lisbon partnership for Growth and Jobs.
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