Russian Higher Education Reforms and the Bologna Process
The article describes transformations of the Russian education system during the past decades and discusses the role of the Bologna process, and particularly the introduction of a new degree system, in the course of the higher education reforms. Two new types of the Russian universities introduced – federal universities and national research universities – should become engines in the realization of the tasks under reform. The role of universities and their development programmes increases, a new funding model should give more autonomy to the HEIs and secure sustainability in the implementation of their development strategies. The Bologna process has definitely served as a catalyst in the course of the modernization of the Russian education sector and everybody would benefit if it were more coordinated with general reforms.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education.
Modernisation, innovation, économie de la connaissance : des mots d’ordre que les autorités russes ne cessent de marteler sous les présidences successives de Vladimir Poutine et de Dmitri Medvedev. Les universités sont au coeur de cette stratégie d’Etat, qui doit permettre au pays de ne plus dépendre exclusivement de la rente énergétique. L’enjeu est aussi de replacer l’enseignement supérieur russe au sein du marché mondial de l’éducation, en attirant des étudiants étrangers et en revalorisant l’image du pays. Mais ces ambitions nationales et internationales sont-elles encore à la portée des établissements supérieurs russes éprouvés par les années de transition post-communiste, longtemps sous-financées, se partageant des étudiants de moins en moins nombreux ? La réforme profonde, engagée au milieu des années 2000, atteindra-t-elle son objectif de placer quelques universités russes dans le Top-100 des classements internationaux ? Cet ouvrage propose une analyse de la situation et des perspectives de l'une des meilleures universités nationales - Université fédérale de l’Oural. Les auteures, deux chercheuses russes et françaises, se sont appuyées sur des entretiens afin d’appréhender au mieux les transformations en cours au sein de l'URFU et perspectives de l'universite.
At the institutional determinants of inequality of opportunity in quality higher education. The author of the main directions of the necessary institutional reforms to improve the accessibility of higher education in Russia.
For the Russian higher education system, the last decade has been not only a time of far-reaching major reforms (such as the introduction of a new university admissions system based on national unified test examination (USE) obligatory for all high school graduates), but also one pertaining to the realization of several government excellence initiatives aimed at supporting and developing leading Russian universities. In fact, these gov rnment programs influenced the higher education landscape of the country a great deal. For, while they did not help much with solving the problem of a preponderance of weak higher education institutions in the sector, they certainly allowed a fair number of rather good and promising universities to improve significantly the quality of their educational programs and to some extent, their research capacity. Three main programs have been launched in the last eight years: innovative educational projects, development and support for national research universities, and most recently, the program for improving global competitiveness, all of which have been underpinned by the same basic principles, which has resulted in common inefficiencies. All three programs were initiated by the state and were run under the assumption that there would be little, if any, input from the business sector, both in terms of financial resources or direct participation through links between the academic sector and industry.
The article is devoted to the detailed consideration of the problems of the second foreign language teaching in non-language higher educational establishments. The author pays special attention to the necessity of keeping the continuity of the teaching process in the light of Bologna process.
In the book are explained key concepts, norms, instruments and preliminary results of the Bologna Process. Edition is called to assist forming of the adequate understanding of aims, values and basic directions of the Bologna Process for students, parents, employers and tichers, and also to engaging of Belarussian stakeholders in the process of reformation as active participants of modernisation of the system of higher education of Belarus.
The article presents the current practices of system of remuneration for university teaching staff in higher educational institutions in Russia. The research was based on 51 in-depth interviews in the 6 universities and included the analysis of 100 universities’ local acts of the wage system. The main question of the article is: what are the differences in the remuneration systems in the 6 higher education institutions and why these differences occur. We claim that the universities’ remuneration systems are formed under the impact of 4 factors: 1) external formal accountability to the federal and regional governments; 2) strategic goals of the university (which are often formed as a university response to external accountability); 3) the financial resources of the university; 4) its internal features: the number of university teaching staff, centralized or decentralized management, the number of departments of the university and its’ profiles.
The 20th Anniversary of the Bologna Declaration is organised by the Alma Mater Studiorum - Università di Bologna, jointly with the Italian Ministry for Education, Universities and Research, under the aegis of the Observatory of the Magna Charta Universitatum, the European University Association and the European Students’ Union. The Conference held in Bologna on 24-25 June 2019 is intended as an analytical as well as an agenda-setting contribution to the design of the Bologna Process and of the further developments of the European Higher Education Area (EHEA) in the years to come. It aims at identifying important future challenges for universities and their role in society. The outcomes of this Conference will be input for the next EHEA Ministerial Conference, that will be held in Rome on 23-25 June 2020.Scholars, students and experts gather in Bologna to discuss the core values of the European Higher Education Area and develop a “vision” for the EHEA beyond 20