Abstract
The Bologna process is an effort of the European Union to create a European Higher Education Area. For the new member states however, the Bologna process is not only a higher education reform, rather, an element of their economic and political transformation. During the first period of the transformation process the revitalised nation-states of the region concentrated on their own national identities. The quest for national identities on the one hand and the strive for European integration is a dilemma that can only be met by strong national governments. As the national governments gained power, the civic societies (especially the ‘national minorities’) lost their influence which they had regained after 1990. They had developed their separate institutions and systems during the transition period which they try to protect now against the Bologna process. If they integrate into the national system, they would lose their special charakter; if they save their civic independence, they would lose the higher education accreditation. Is there a third way between the two options? The author suggests that alternative accreditations and recognitions would help the independent institutions to escape from that dilemma.
Zusammenfassung
Der Bologna-Prozess ist der Versuch der Europäischen Union, einen einheitlichen Europäischen Hochschulraum zu schaffen. Für die neuen EU-Länder bedeutet der Bologna-Prozess nicht nur eine Hochschulreform, sondern er ist auch Teil ihrer wirtschaftlichen und politischen Transformation. In der ersten Phase der Umsetzung bemühten sich die neu gegründeten Nationalstaaten der Region ihre eigene nationale Identität zu schaffen. Die Bildung der nationalen Identität einerseits und das Erreichen der europäischen Integration andererseits konnten nur durch starke nationale Regierungen erfüllt werden. Nachdem diese sich gebildet haben, verlor die Zivilgesellschaft (besonders die nationalen Minderheiten) zunehmend ihren Einfluss, den sie nach der politischen Wende erworben hat. Die Minderheiten entwickelten ihre eigenen Institutionen und Systeme, und versuchten diese gegen den Bologna-Prozess zu verteidigen: Wenn diese in die nationalen Systeme integriert werden würden, verlören sie ihre besonderen Eigenschaften, wenn sie ihre zivile Unabhängigkeit bewahren würden, verlören sie ihre Akkreditierung. Gibt es einen dritten Weg zwischen diesen zwei Möglichkeiten? Der Verfasser meint, dass alternative Akkreditierung und Anerkennung den unabhängigen Institutionen helfen würden, dieses Dilemma zu lösen.
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Kozma, T. (2014). The Bologna Process in Central and Eastern Europe: A Comparativ View. In: Kozma, T., Rébay, M., Óhidy, A., Szolár, É. (eds) The Bologna Process in Central and Eastern Europe. Studien zur international vergleichenden Erziehungswissenschaft. Schwerpunkt Europa - Studies in International Comparative Educational Science. Focus: Europe.. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-02333-1_2
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