early nineties two large-scale phenomena have somehow begun to change the world: on the one hand, globalization and other technological revolution with the arrival of the Internet and information and communication technologies. EU leaders have realized then the need for modernizing the European economy to compete with the United States and other major nations of the world.
thus bring together the European Council in Lisbon in 2000 to devise a strategy to make Europe the knowledge-based economy, most competitive and dynamic world. A key element in this strategy is the adaptation of education and training to offer learning opportunities tailored to individual citizens at all stages of their lives, thereby focusing on innovation and skill enhancement of human capital.
All agree in saying then that the future of Europe depends largely on the knowledge of its citizens, as political and traditional institutions are increasingly ill-equipped to deal with the consequences of globalization.
in Lisbon was then entered into a joint work program, shared by the Ministers of Education Union, which initiates a series of activities to make the European dimension in a normal reality in schools of various member states with a view to raising young people a sense of European identity and to prepare them for full participation in community development. "Most schools in Europe, more Europe in school" is the message.
In the process of European educational policies and training are therefore considered particularly central to the creation of a European citizenship that enhances the personality of each individual in respect of pluralism and diversity, the very diversity that are the heritage and richness the peoples of Europe.
Among the less positive aspects associated with this knowledge-based society to which we aspire, there may be a risk of increasing inequalities and social exclusion towards people with no a level of basic education, although large differences are still decreasing due to better schooling. A survey in 2006 examining the period between 2000 and 2004 shows that in Italy, for example, has doubled the number of graduates at a rate of 50% of our subscribers. Increase probably due to the introduction of university degrees to short-term under the Bologna Process in 1999 and implemented in Italy with the reform of the Zecchino November of that year.
This process of reform of European character that I mentioned, and just start Bologna and aims to achieve by 2010 a European Higher Education Area. At present there 45 participating countries and it is a great deal of convergence of the university systems.
The goal is that by 2010 the higher education systems are organized so as to ensure: •
the transparency of training and qualifications (and therefore easily comparable titles) •
real possibility for students and graduates continue their studies or find employment in another European country,
• increased attractiveness of European higher education to citizens of countries outside Europe
• offering a broad knowledge base of high quality ensure sustainable economic and social development.
The process is not based on an international treaty binding on the governments of various countries. Each minister in charge of Education adheres to the principles agreed voluntarily, driven only by the desire to achieve a common goal, which is not to approve any system of education but to maintain their specificity, albeit in a common framework.
Since 1999, considerable progress has been made, many European countries have already implemented structural reforms of their education systems while others are preparing to do so. But there are still many challenges ahead.
Among the obstacles to mobility remain, as always, those related to insufficient financial incentives.
0 comments:
Post a Comment