Preamble. Introduction Acknowledgement of the context setting value of the Feutrie, Davies and Dondi position papers Provide a policy and developmental trajectory of key events in Bologna Process Serve as advocacy templates, EUCEN institutional memory and account. Interpreting my brief.
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framing “education” as the knowledge brokerage and knowledge production function of universities explicitly in the service of the public good
Using a “Bergen now” and “Beyond” lens to envision the future and identify strategic pitfalls from the analysis
Offer tentative recommendations as a humble contribution to the dialogue and conference outcomes
renegotiating aims, purposes and priorities;relating teaching and learning to the wider world; dialogical interaction between scientists and practitioners; assuming responsibilities as neighbours and citizens
Sehoole(2004) provides a balanced account of of the impact of global challenges citing as examplesrapid explosion of new and specialist fields, arrival of private providers, corporate universities and growing in-house R & D activities in the business sector
Facilitating access to higher education and the promotion of student mobility through enhanced articulation between career-focussed and general academic programmes; strengthening applied research, and improved responsiveness to regional and national human resource, skills and knowledge needs are stipulated as key advantages.
White Paper 3 – A Programme for Higher Education Transformation (DoE 1997: 2.2) highlights the need for “broadening of the social base of the higher education system” by increasing access to higher education of “workers and professionals in pursuit of multi-skilling and re-skilling, and adult learners who were denied access in the past.”