Promoting New Approaches to Learning

Autor(en)

Sjur Bergan, Manja Klemenčič, David Crosier

Preis

12,99 € (69 Seiten, PDF)

Inhalt

  • Promoting New Approaches to Learning

    Sjur Bergan

    The article discusses the main purposes of learning and the relevance of these to Europe today. It explores the idea of students learning for a diversity of purposes, before examining the roles and responsibilities of higher education institutions in ensuring a student-centred learning environment, and the importance of this to the Bologna process.

  • Higher Education for Democratic Citizenship

    Manja Klemenčič

    This article argues that higher education institutions are uniquely placed to make a contribution via democratic citizenship education to sustaining and developing democratic societies. As European higher education systems are becoming not only larger, but also more highly differentiated as to kinds of institutions, programmes, and types of students, it appears that they are also more closely embracing the idea of the ‘full range of purposes of higher education’, of which preparation for life as active citizens in a democratic society is an integral part. The article first presents different notions of democratic citizenship and how these are reflected in the concept of DCE. Next it presents and discusses factors that may underlie the reluctance displayed by some higher education institutions towards a wider and more formal engagement in DCE. Finally, it reviews possible institutional approaches to the integration of DCE into the teaching, research and public service functions.

  • Student Mobility in the Next Decade: Do We Know Where We’re Going?

    David Crosier

    Expanding student mobility has always been an overall objective of the Bologna process, and mobility seems set to continue to be a major priority in the coming years. Why does mobility have such a high profile in the European higher education area, and how is European discourse translated into national policy goals and action? Drawing upon recent policy debates, and the findings of comparative reports, this article explores issues of mobility policy and practice. It suggests that the foundations for European student mobility policy are more idealistic than often acknowledged, while the reality in many European countries and institutions is fraught with often unacknowledged tensions, including between mobility and immigration policy. While efforts are being made to understand phenomena of learner mobility more accurately, the question remains as to whether we really know what we would like student mobility to become in the European Higher Education Area.

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