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1.
Kees Kouwenaar 《Higher Education in Europe》1994,19(2):7-26
The various academic recognition instruments in use in Europe are presented and described. These include the oldest ones, the Council of Europe Conventions and then the so‐called Prague Convention, the two UNESCO Conventions concerning Europe, particularly the UNESCO European Convention, and most recently, the General Directives of the European Union for recognition with regard to regulated professions. Because Europe has undergone major political and social changes since the first of these conventions was signed, and higher education itself has undergone great diversification, the time has come to seriously consider the establishment of a joint Council of Europe‐UNESCO Convention. Whereas the Council of Europe Conventions con‐centrated on outcomes and the UNESCO European Convention focussed on recognition processes within the framework of a divided Europe, a combined Convention should be oriented toward acceptance for given purposes. It should include the establishment of a code of conduct and involve the participation of subject‐oriented networks and a system of intermediate classification. It should also rely on a combined system of information networks. 相似文献
2.
Biruté Mockiene 《Higher Education in Europe》1996,21(4):97-101
This article describes current developments in regard to quality assurance and the recognition of higher education qualifications in Lithuania. With the aim of internationalizing its higher education system, Lithuania acceded to the UNESCO European Diploma Convention in 1994 and to the Council of Europe Convention on the Equivalence of Diplomas Leading to Admission to Universities in 1996. The Ministry of Education created the Lithuanian Centre for Quality Assessment in Higher Education in January 1995. It has been very active in a number of directions since then. In addition, Lithuania has subjected its science to international evaluation, is a partner in the Baltic Higher Education Coordination Committee, and is participating in two PHARE projects for the development of co‐operation in higher education. The main obstacle to greater co‐operation in regard both to the recognition of academic qualifications and to quality assurance is lack of financial resources. 相似文献
3.
Vladimir Filippov 《Higher Education in Europe》1996,21(4):50-56
A Joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region is a necessary evolution that takes into account the increased political and economic integration of Europe, the mobility of academic staff members and students, and the diversification of higher education. The latter tendency, indeed, explains the stress on general principles, particularly on recognition, in the draft Joint Convention, rather than on equivalence and attempts at formulating detailed equivalence procedures. However, along with the stress on recognition must come common agreement as to the guarantee of quality and on procedures for accreditation, on the one hand, and access to information on one another's education programmes and their quality ratings, on the other hand. The Joint Council of Europe/UNESCO Convention will be backed by the excellent European National Information Centres on Academic Recognition and Mobility (ENIC). 相似文献
4.
Fritz Dalichow 《Higher Education in Europe》1996,21(4):26-38
The criteria and procedures for the recognition of foreign qualifications are not sufficiently known to most evaiuators of foreign qualifications. This lack of knowledge results in inappropriate and incorrect evaluations and recognition decisions. The purpose of this article is to explain who evaluates and reaches decisions as to foreign qualifications, what the role of national recognition centres is, how such centres co‐operate internationally, and how international co‐operation has led to the advancement of agreed upon methods, criteria, and procedures for the recognition of foreign qualifications. The biggest step forward in this respect is the Draft Recommendation on General Procedures and Criteria for the Evaluation of Foreign Qualifications that was recently developed by an expert group and which, in its final form, will be a subsidiary text of the Council of Europe/UNESCO Convention. 相似文献
5.
GIULIANO AUGUSTI 《European Journal of Engineering Education》1999,24(1):7-14
The need for an international, or at least European, system of recognition of academic and professional qualifications increases as the professional job market becomes more and more international. On the contrary, no widely accepted European system exists at present, not even in engineering, although in this field the situation appears more advanced than in others, thanks to the comparatively great international experience and exchanges in the academic and professional worlds. Thus, notwithstanding a European Community Directive of 1989 that intended to make easy the trans-national mobility of all professionals, and the 1997 ‘Convention on the Recognition of Qualifications Concerning Higher Education in the European Region’ promoted by the Council of Europe and UNESCO, international exchanges and mobility still encounter difficulties, due partly to long-standing prejudices, but also to insufficient mutual knowledge of the different national systems and significance of the degrees awarded. This paper summarizes briefly the present situation in the European Union with regard to recognition and accreditation of engineering degrees and qualifications, illustrates the actions undertaken by Working Group 2 of the EU-supported Thematic Network ‘Higher Engineering Education for Europe’, and advances a tentative proposal with regard to the gradual, bottom-up establishment of a system for mutual recognition and accreditation of degrees and professional qualifications in engineering. 相似文献
6.
《Higher Education in Europe》1994,19(2):59-70
The origins of the problem addressed by this article go back to the Fourteenth Session of the Standing Conference on University Problems (CC‐PU) of the Council of Europe, meeting in March 1991, during which the delegation of Austria evoked certain difficulties which Austrian and other European university students and graduates were having in obtaining proper recognition for their credentials by higher education institutions in the United States. As the Council of Europe requested the collaboration of UNESCO in dealing with the problem, a Working Group was formed in 1992 to propose solutions. The present article is an abridged version of the draft report of this Working Group which is to be presented at the Seventh Session of the Regional Committee of the Convention on the Recognition of Studies, Diplomas, and Degrees concerning Higher Education in the States Belonging to the Europe Region, meeting in Budapest on 18 June 1994. It outlines and explains the differences in role, scope, structure, and philosophy of higher education in the USA and in Europe that have given rise to problems of recognition and equivalence and proposes solutions.
7.
On the eve of the adoption of the new Council of Europe ‐ UNESCO Convention, this article goes back to the first agreement between the two international organizations to step up their co‐operation in the field of academic recognition and retraces the different stages that led to the final completion of the legal text. It offers an overview of the entire process, analyzing the development of the basic concepts of the Convention, highlighting controversial issues, and demonstrating the complex process of consultation in a wider and diversified Europe that will be brought to completion at the Lisbon Diplomatic Conference. This article, in a slightly different form, will be presented as a background document at the Lisbon Conference. 相似文献
8.
James Wimberley 《Higher Education in Europe》1990,15(2):5-13
The report sums up the role and scope of the various Council of Europe Conventions on the recognition of credentials and qualifications in higher education from 1953 when the first one was signed to the present day. Six documents are presented; four are analysed in some detail. The historical, legal, and educational contexts are discussed as are the core principles with regard to application: Finally some suggestions are made on how to expand the contexts of these conventions and to move towards a diversified all‐European recognition system. 相似文献
9.
《Higher Education in Europe》1994,19(2):52-58
The text reproduced below is that of an official Recommendation of the General Conference of UNESCO regarding the worldwide international recognition of higher education studies and qualifications. It suggests steps that the Member States should take to harmonize their policies with regard to mobility in higher education and the mutual recognition of diplomas, degrees, periods of study, and professional qualifications and practice. Evoking the six existing UNESCO Regional Conventions on the recognition of studies and qualifications in higher education, this Recommendation serves as a step toward the eventual creation and ratification of a Universal Convention on the recognition of studies and qualifications in higher education.
10.
Timothy S. Thompson 《Higher Education in Europe》1996,21(4):57-64
Admissions personnel in the United States may question the necessity of American participation in the joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region. With a long history of international exchanges and given the decentralized system of education of the United States, it can be argued that there is no need for or practicality to U.S. participation. However, participation is viewed as an important agenda for the United States, presenting an opportunity for the sharing of information about American education, for the promotion of an international standard for the recognition of academic credentials, for building global relationships, and for strengthening democratization. 相似文献
11.
《Higher Education in Europe》1994,19(2):27-51
This feasibility study considers, from a number of angles, the adoption of a joint Council of Europe/UNESCO Convention on Academic Recognition stressing in particular its educational advantages. Among the issues to be addressed by a joint convention are the questions of definitions, the length and content of studies, entrance examinations, nontraditional qualifications, the problems of refugee students, international qualifications, numerus dausus, intermediate and final higher education qualifications, and the assessment and accreditation of higher education institutions. The two Secretariats have concluded that a joint convention is desirable, timely, and feasible, and that this feasibility study, including the recommendations of the ad hoc expert group, constitutes the basis for the elaboration of such a convention.
12.
Dimitri Beridze 《Higher Education in Europe》1996,21(4):116-125
The set of regional conventions on the recognition of studies, diplomas, and degrees is part of a UNESCO effort to promote academic mobility that is almost as old as the organization itself. Normally, the working of the six regional conventions should lead, eventually, to the adoption of a single universal convention on academic recognition; however, in spite of the Recommendation voted at the General Conference of the Organization in 1993, certain countries of the Europe Region, the region receiving the largest number of international students, is not too keen on the idea. This region, nevertheless, is in the process of unifying its own regional conventions through the adoption of a joint Council of Europe/UNESCO Convention on the Recognition of Qualifications Concerning Higher Education in the European Region. Possibly this action will serve as inspiration for a change of attitude toward development of a universal convention. 相似文献
13.
PER NYBORG 《Higher Education in Europe》2003,28(1):103-108
The author, the Chairman of the Steering Committee for Higher Education and Research of the Council of Europe, focuses on the long and constructive co-operation between UNESCO-CEPES and the Council of Europe, pointing out that some of the central building blocks of the Bologna Process are direct results of this co-operation. The Lisbon Recognition Convention and the Code of Good Practice for Transnational Education will be even more important when European higher education has to face the new challenges of global trade in educational services. 相似文献
14.
Sheila Mcitosh 《Gender and education》1990,2(1):63-79
UK law on education and sex discrimination does not protect the right of girls to equality in education. The European Convention on Human Rights and the Treaty of Rome offer better protection. The Convention provides for the right to education and the right of parents to have their philosophical convictions considered in the education of their child. The European Court of Human Rights’ interpretation of these rights is relevant to those seeking a remedy for sexism in education. The Treaty of Rome has stronger and faster enforcement procedures than the Convention but it makes little provision for education except in vocational training and recognition of qualifications. The form and structure of the EEC legal system nevertheless make it hospitable to a reforming education policy. Educationists need to make sure that the focus on education within the EEC extends beyond vocational training, that the context of the discussion and the definition of education are similar to those of the European Convention and the European Court of Human Rights. 相似文献
15.
促进欧洲各国资格和文凭互认的“欧洲通行证”探究 总被引：1，自引：0，他引：1
欧洲通行证是2004年12月15日由欧洲议会、理事会以及欧洲职业培训发展中心共同制定的欧洲资格和能力证书整体框架。它由五个部分组成:欧洲通行简历、欧洲通行语言护照、欧洲通行流动证、欧洲通行补充证书以及欧洲通行补充文凭。欧洲通行证制度的实施有利于提高欧洲各国资格和文凭的互认程度,增强整个区域的教育竞争力。该制度对改革和完善我国的文凭和证书制度不乏借鉴意义。 相似文献
16.
CYNTHIA DEANE 《European Journal of Education》2005,40(3):279-293
Greater transparency improves the understanding and interpretation of qualifications and competences. This article asks whether transparency of qualifications has become a reality in Europe. It begins by outlining the three main strategies that were adopted at Community level between 1957 and 1999 to address the problem of transferring qualifications from one country to another. It then describes recent Community action on transparency and recognition of qualifications at both VET and higher education levels. The outcomes of the European Forum on Transparency of Vocational Qualifications are outlined, and in particular the new Europass framework for transparency of qualifications is described, and issues about its implementation are discussed. Some of the main tensions that are observed between the approaches to transparency in VET and in higher education are highlighted. Finally, there is a brief case study on the approaches that have been adopted in recent years to achieve transparency of qualifications in Ireland, against a background of extensive reform of the national qualifications system. In summary, the article is primarily a reflection on the practical aspects of making transparency of qualifications a reality. 相似文献
17.
《Higher Education in Europe》1980,5(2):49-51
The recognition of studies and diplomas is considered a prerequisite for the promotion of the international mobility of students, researchers and other university staff. For this reason Unesco, as well as some other international organizations, attach a great deal of importance in their programmes of activities to this issue. The following article, prepared for “Higher Education in Europe” by the Unesco Secretariat, outlines the main developments with regard to the problem of. the recognition of studies and diplomas in higher education with a special reference to the recently signed Convention on the Recognition of Studies and Diplomas in Higher Education in the Member States of the Europe Region. 相似文献
18.
Antonio Perotti 《Higher Education in Europe》1992,17(4):14-23
Studies on intercultural education undertaken by the Council of Europe have highlighted a gap at the level of higher education between transmitted knowledge and the indispensable information needed by individuals living in the pluricultural contexts of contemporary European societies. A task of higher education is to inculcate in teachers an intercultural perspective both for work in schools and for activities in community contexts and perspectives. The intercultural dimension should not simply address itself to a special category of culturally different students, but rather, should address all students so as to sensitize them to the cultural pluralism which surrounds them and to educate them to successfully master it. Certain disciplines have a privileged status with regard to the transmission of useful information for the education of all citizens living in pluricultural societies: history, geography, anthropology, philosophy, psychology, economics, sociology, and law. Several examples of intercultural education programmes offered by higher education institutions are presented in this study (in Portugal, Canada, and France) as well as reference to activities sponsored by the Higher Education and Research Division of the Council of Europe. 相似文献
19.
《Higher Education in Europe》1976,1(4-5):6-8
The UNESCO Institute for Education in Hamburg, with the assistance of the Council of Europe and the Volkswagen Foundation, organized an All‐European Conference for Directors of Educational Research Institutions from 26 to 29 April 1976. The work of the Conference concentrated on the theme “The Impact of Educational Research on School Education”. 相似文献
20.
Carin Berg 《Higher Education in Europe》1991,16(2):23-29
Beginning with general considerations about the vocation and role of UNESCO with regard to the promotion of higher education, the article zeroes in on the specific activities of CEPES, the UNESCO European Centre for Higher Education in Bucharest, Romania. Some of these activities, which are presented in detail, involve the massive introduction of new information technologies and electronic communication links into the universities and the higher education systems of the region, particularly in eastern Europe. These will contribute greatly to the internationalization of education, one of the goals of UNESCO. 相似文献