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8th Meeting of UNICA Bologna Lab Coordinators Dubrovnik, July 3, 2008. Bologna after Bologna Prof. Ossi V. Lindqvist. The world’s most compelling ideology is neither democracy nor capitalism nor... ...but success . (Parag Khanna, 2008). The EU perspective for Bologna post-2010,

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8th meeting of unica bologna lab coordinators dubrovnik july 3 2008

8th Meeting of UNICA Bologna Lab CoordinatorsDubrovnik, July 3, 2008

Bologna after Bologna

Prof. Ossi V. Lindqvist

slide2

The world’s most compelling ideology is

neither democracy nor capitalism nor...

...but success.

(Parag Khanna, 2008)

slide3

The EU perspective for Bologna post-2010,

  • with the ’core business’ in:
  • - Qualifications for the future
  • Global attractiveness
  • Mobility for all
  • (Odile Quintin, European Commission, 2008)
slide4

’Bologna after Bologna’:

  • - a fortress Europe?
  • or
  • Europe actively engaged in the world?
  • also,
  • - Bologna as a spearhead for Europe;
  • EU is the core of Bologna, but Bologna
  • itself has been and is wider than EU,
  • but how in the future?
slide5

The main characteristics of Bologna:

  • - consensus-based, but supported by EU;
  • - voluntary, with both bottom-up and top-down
  • elements;
  • - historical development incremental;
  • - strong student engagement;
  • - allows for and supports cultural diversity.
  • Note that EU has been the global standard
  • setter for environment, business, education, etc.
slide6

Bologna (1999) as a cause or consequence of:

  • - massification of HE, esp. in China and India, following
  • Europe after the 1960’s and 1970s;
  • - suddenly, demand for (quality) education outstripped
  • the supply; concern for student needs;
  • - heavy student mobility internationally (ca. 3 million);
  • - concern for European competitiveness and quality.
  • Is this an era of new Enlightenment, when people are
  • actively looking for education: ’dare to know’!
slide7

Bologna becoming a ’brand model’ for HE

  • even outside Europe:
  • a ’poor man’s’ solution for HE reform;
  • but there is no ’Latin-American Union’!
  • special interest esp. in QA and in the credit
  • system; also, European QA Register;
  • European/Bologna sharing engagement -->
  • The Global Higher Education Area?
  • Also, strong interest indicated by several
  • international organisations; UNESCO, OECD, etc.
slide8

Knowledge-based society? --> How about

a civic society?

Mobility for all? --> How about the minorities,

indigenous people, disadvantaged groups?

Overall access to HE?

Ranking-list-based policies? --> Undermining

the general educational goals of HE? Prestige-

based?

slide9

Bologna after Bologna?

  • Critical stocktaking:
  • success of QA?
  • mobility?
  • labour market reaction?
  • new degree structure? etc.
  • Feedback at institutional, national, inter-
  • national level!
slide10

The EHEA may not be the ’strongest’ or biggest

in the world in the future, but its long-term

success may lie in its basic innovativeness.

A great majority of world’s people still live

in cultures of ’rote learning’.

How to overcome this: could mobility give a

helping hand?

slide11

Finally, education as a means of

- functional division of labour in the society;

- control by the state/society;

- obtaining personal status;

- developing the human capital;

In short, education is a key factor in regulating

the relationship between an individual and the

state/society.