Konceptualne dileme implementacije načel bolonjskega procesa

Abstract

Implementacija načel bolonjske reforme ima vsaj dva vidika. Eden je na ravni države, pri katerem gre za to, kako so ta načela formulirana v zakonih in predpisih. Drugi vidik je v načinu razumevanja zakonskih formulacij na ravni univerz. Država se z zavezanostjo uresničevanja bolonjskih načel postavlja v kontroverzno vlogo: je spodbujevalka zboljšanja kakovosti izobraževanja in hkrati zastopnica korporativnih interesov v razmerah globalizacije. To pomeni, da s tem spreminja temeljno vlogo izobraževanja v globalizirani družbi. Tudi avtonomija univerze ima kontroverzno vlogo: lahko pomeni varovanje akademskih standardov, da bi ne postala servis ekonomije in politike; hkrati pomeni ohranjanje rigidnosti za kvalitativne spremembe. Ta prispevek je zato poskus analize, ki bi hkrati pokazala na potencial, ki ga prinaša bolonjski proces, in na njegove pasti. Oboje ima podlago na eni strani v historičnem ozadju bolonjskega procesa in najnovejših analizah konceptualnih dilem bolonjskega procesa in njegovih dokumentov, kot je Tuning. Analiza vodi v sklep, da potrebuje visokošolsko izobraževanje v razmerah tranzicije namesto sprejemanja seznamov "kompetenc" izvirne rešitve, ki zahtevajo refiektiran pristop k predpostavkam in implikacijam bolonjskega procesa.

Keywords

vzgoja in izobraževanje;kurikulum;kompetentnost;izkustveno učenje;filozofija;psihoterapija;

Data

Language:	Slovenian
Year of publishing:	2006
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
Publisher:	Zveza društev pedagoških delavcev Slovenije
UDC:	378:37.014.5
COBISS:	15113736
ISSN:	0038-0474
Parent publication:	Sodobna pedagogika
Views:	767
Downloads:	49
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Conceptual dilemmas in implementing the principles of the Bologna process
Secondary abstract:	The implementation of the principles of the Bologna process involves at least two aspects. One, on the state level, refers to the codification of the principles in legislation; the other refers to the way in which these principles are understood by universities. The state has a controversial role; it is the promoter of the quality of education and at the same time the representative of corporate interests in the global world. Consequently, it is changing the fundamental role of education in global society. The role of the autonomy of universities, as well, is controversial: it can protect academic standards against business and politics, and at the same time it maintains rigidity in relation to any creative changes. The paper is therefore an attempt at analysis to simultaneously show the creative potential of the Bologna process and the traps. A historical background is provided for this purpose, as well as a conceptual analysis of the key concepts. The conclusion drawn from this analysis is that higher education needs creative adjustments which demand a reflective approach to the assumptions and implications of the Bologna process. It seems that the mere adoption of prescribed packages of 'competencies' is counterproductive in our context as a transition country.
Secondary keywords:	competence;curriculum;experiental learning;philosophy;psychotherapy;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 82-99
Volume:	ǂLetn. ǂ57
Issue:	ǂšt. ǂ4
Chronology:	2006
ID:	1740604