Socio-Political Influence of the Bologna Process on the Georgian Higher Education and Modern Society

Author: Tamar Manjavidze
Institution: Adam Mickiewicz University in Poznan
Year of publication: 2015
Source: Show
Pages: 168-177
DOI Address: https://doi.org/10.15804/kie.2015.02.11
PDF: kie/108/kie10811.pdf

Education, in particular tertiary education, as the main “tool” in forming a person intellectually, has always been among the scope of interest of the country’s politics. In the old days, universities were considered as the place where one could get accumulated knowledge and graduates were simply “carriers” of that knowledge. In the modern society, universities are seen as having power to influence the socio-political development of a country. A modern educated person is intelligent enough to have an individual outlook on things or events. It is very hard to change an intellectual’s mind about something he/she does not believe. If a person is educated, he/ she can and will be engaged in political matters, social life or contribute greatly to the development of the country’s better future. Enquiries proved that a person’s level of intelligence is directly connected with his/her political participation and voting behavior, as well as social interaction. The Bologna Process has helped the Georgian higher education system in its transitional period. Owing to this process, Georgia managed to effectively change the education system from a centralized Soviet system to a modern, democratic system. Launching mobility projects, diploma recognition, and quality enhancement projects played a great role in the development of the Georgian modern society and in forming their national as well as pro-European attitude.

REFERENCES:

  • Abuashvili, T. (2014). Georgian Education System and the Role of the European Union Center for Civic Invo lvement.
  • Banya, K. (2005). Globalization and Higher Education Policy Changes. “International Handbook on Globalization, Education and Policy Research”. Springer.
  • Bologna Process & Strategic Changes. www.jiscinfonet.ac.uk/bologna-process.
  • Council of Europe. http://www.coe.int/T/DG4/HigherEducation/EHEA2010/BolognaPedestrians_en.asp
  • Curry G. (2002). Reality versus Perception: Restructuring tertiary education and institutional organizational change - a case study. Higher Education 44. Kluwer Academic Publishers.
  • Darchia, I. (2013). Strategic Development of Higher Education and Science in Georgia (Analysis of the policy of Higher Education according to five strategic directions). Quality Insurance. Tbilisi.
  • Easterbrook, M.J., Kuppens, T., & Manstead, A.S. (2016). The education effect: Higher educational qualifications are robustly associated with beneficial personal and sociopolitical outcomes. Social Indicators Research, 126(3).
  • Güveli, A., Need, A., & De Graaf, N.D. (2007). Socio-political, cultural and economic preferences and behaviour of the social and cultural specialists and the technocrats. Social class or education?. Social Indicators Research, 81(3).
  • Heyneman, S.P. (2010). A comment on the changes in higher education in the former Soviet Union. European Education, 42(1).
  • Kauko, J. (2013). Dynamics in higher education politics: a theoretical model. Higher Education, 65(2).
  • Kurdadze, M. (2010). Innovation, High Technology Sectors, Higher Education and Human Capital: Education System Reform in Georgia. Transition Studies Review, 17(2).
  • Madgett, P., Belanger, C.H., & Mount, J. (2005). Clusters, innovation and tertiary education. Tertiary Education & Management, 11(4).
  • Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: A glonacal agency heuristic. Higher education, 43(3).
  • Mechtenberg, L., & Strausz, R. (2008). The Bologna Process: How student mobility affects multi-cultural skills and educational quality. International Tax and Public Finance, 15(2).
  • Ministry of Education and Science of Georgia. http://mes.gov.ge/content.php?id=1856&lang=geo.
  • National Assessment and Examination Center. http://www.naec.ge/about-us/history.html?lang=en-GB.
  • Quality Insurance Standards and Guiding Principles in the European Higher Education European Association of Quality Insurance. (2005). Helsinki.
  • Result of the Reforms of Higher Education (Descriptive Report according of the Bologna Process Indicators) International Institute of Educational Planning and Management. November 2008.
  • Samniashvili, L. (2013). The Union of Studying and Research in Georgian Universities - European Dimension of the reform. Georgian Electronic Scientific Journal: Education Science and Psychology, 2(13).
  • Udom, G.A. Education in the USSR http://www.unilorin.edu.ng/journals/education/ije/feb1981/EDUCATION%20IN%20THE%20USSR.pdf.
  • UNESCO International Bureau of Education. http://www.ibe.unesco.org/en/special-pages/search.html?q=Georgia.

higher education socio-political development changes in Georgian higher education institutions socially and politically active society

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart