在寻找博洛尼亚进程收购的乌克兰术语

Olena Orzhel
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引用次数: 0

摘要

本文的目的是证明使用“博洛尼亚收购”一词来命名博洛尼亚进程中产生的大量文件的理由,这些文件导致了欧洲高等教育区(EHEA)和高等教育利益相关者社区的形成,他们分享并遵循博洛尼亚的价值观、原则、规范和指导方针。作者将“博洛尼亚收购”与“共同体收购”、“欧洲理事会收购”、“申根收购”进行了比较,证明三者有许多共同之处,并得出“博洛尼亚收购”一词的使用是可以接受和合理的结论。这篇文章表明,博洛尼亚协议——类似于共同协议和欧洲委员会协议——被分为两大类:具有约束性质的协议和不具有约束性质的协议。然而,不具约束力的博洛尼亚法令不能被其所针对的社会所忽视,并应在国家高等教育制度和高等教育机构的改革和现代化过程中作为其组成部分加以考虑。博洛尼亚并购与共同体并购、欧洲理事会并购、申根并购的比较是本文的新颖之处,也是对上述四种并购之间相似特征的描述。作者提到,所有这四种目的(除其他外)都是为了形成一个社区,该社区自愿参与acquis的生成,并同意按照其规则和规范生活。其中一个结论具有现实意义:虽然高等教育机构及其社区的形成同时发生在超国家、国家和机构层面,但每个单独的高等教育机构的整合速度可能不同;因此,可能会出现不同的情况:某一高等教育机构与EHEA的融合可能比全国高等教育体系更快,反之亦然;当国家高等教育体系在与EHEA的融合方面取得进展时,一些高等教育机构将落后于国家层面的改革。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
In search of a Ukrainian term for Bologna process acquis
The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.
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