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The Regime Challenges To Education Policy in the Member States of European Higher Education Area. Comparative Analysis of Policy Implementation in Russian and Other European Universities

Student: Alexander Savchenko

Supervisor: Dmitry Dubrovsky

Faculty: Faculty of Social Sciences

Educational Programme: Political Analysis and Public Policy (Master)

Year of Graduation: 2021

Originally the Bologna process aimed at creating a unified international educational space. The idea was that it would contribute greatly to the search for new approaches to higher education. In the era of a global society, it is necessary to modernize the system of higher professional education in accordance with global trends. At the present stage of development of educational standards in russian higher education, improving the quality of higher education is an important condition for the competitiveness of future graduates. Therefore the Bologna process is important not only for students ' academic mobility at the international level, participation in grant programs and exchange programs, but also for assessing the formation of professional competence in the field of study. However at the current stage the results of Bologna treaties execution at best can be assessed as comparatively satisfactory rather than successful. The researchers ask the questions today why the treaties still remain largely unimplemented: why is there no single methodology for evaluating the level of formation of competences of students as indicator of the result of education; why the implementation of the modular system in higher school is autonomous and not related to the certification of future alumni: why the assessment of educational outcomes is still "knowledge-based", not "competence-based"; why the graduate receives the transcript where competences acquired are not reflected. It seems rather important to find out the reasons of such a poorly effective policy-making. Why while the policy goals are set clear the actual result is still inadequate to them. We argue that poorly effective policy making in terms of implementation of Bologna treaties has a potential to damage the whole idea and model of the European Higher Education Area.

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