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The Bologna Process and its Implications for Russia

The European Integration of Higher Education

The Bologna Process and its Implications for Russia The European Integration of Higher Education
The Bologna Process and its Implications for Russia The European Integration of Higher Education Christer

The Bologna Process and its Implications for Russia

The European Integration of Higher Education

Christer Pursiainen and Sergey A. Medvedev (eds.)

with contributions by Valeriy A. Belov Mark L. Entin Gennadiy I. Gladkov Vasiliy P. Kolesov Stanislav L. Tkachenko Sergey M. Yakovlev Marina V. Cherkovets

Gladkov Vasiliy P. Kolesov Stanislav L. Tkachenko Sergey M. Yakovlev Marina V. Cherkovets This project is

This project is funded by the EU

ББК

65.9(Рос)

УДК

338-001.25(470)(082)

About the authors

Christer Pursiainen, RECEP Key Expert on EU-RF Relations

Sergey A. Medvedev, RECEP Short-Term Expert, Professor at the Higher School of Economics (Moscow, RF) and at the George C. Marshall European Center for Security Studies (Garmisch- Partnekirchen, Germany)

Valeriy Ä. Belov, RECEP Short-Term Expert on Bologna Process, Vice- Dean of the Law Faculty of the Russian Peoples’ Friendship University (RPFU, Moscow, RF)

Mark L. Entin, Director of the Institute of the European Law, MGIMO University (Moscow, RF), RECEP Key Expert on EU-RF Relations

Gennady I. Gladkov, RECEP Short-Term Expert on Bologna Process, Deputy Vice Rector for Education, MGIMO University (Moscow, RF)

Vassili P. Kolesov, RECEP Short-Term Expert on Bologna Process, Dean of the Faculty of Economics, Lomonosov Moscow State University

Stanislav L. Tkachenko, RECEP Short-Term Expert on Bologna Process, Vice-Rector for International Relations, St.-Petersburg State University

Sergey M. Yakovlev, Director of the International College of Economics and Finance, Higher School of Economics

Marina V. Cherkovets (maps, assisting editor), RECEP Junior Expert on EU-RF Relations

The Bologna Process and its Implications for Russia. The European Integration of Higher Education. – M.: RECEP, 2005. – 177 p. ISBN

ISBN

5-901787-34-Х

©

Russian-European Centre for Economic Policy (RECEP), 2005

RECEP

The Russian-European Centre for Economic Policy (RECEP) was established as a project in 1995, and continued under four two-year phase public procurement contracts until 2002. In 2004, the fifth phase of the project was launched. RECEP is a project providing technical assistance to the Russian Federation government. It is financed by the European Union. The Centre functions as an independent think tank and provides economic and legal studies and policy advice, with team supported by highly qual- ified EU – RF experts and advisors. The objectives of RECEP are to support socio-economic reforms in Russia and to promote an EU – RF dialogue in such priority areas as the implementation of the Partnership and Cooperation Agreement and the creation of the Common European Economic Space. RECEP's activity also aims at eliminating obstacles in mutual devel- opment of trade and investments. Issues researched by the socio-eco- nomic reforms group, and the EU – RF relations group are in the fore- front of the Centre's work. One of the project's strategic plans is to make the Centre a highly recognized source of information and policy advice. Research per- formed by the Centre is demand driven, and hence conducted on the basis of requests from presidential, governmental and parliamentary institutions.

Igor Kossikov Publications Director – Key Information & Communication Expert, RECEP

Russian-European Centre for Economic Policy (RECEP)

Tel

(7-095) 926-0411

Fax

(7-095) 926-0299

E-mail info@recep.ru Web www.recep.ru Russia 107996 Moscow, K-31, GSP-6 Kuznetsky most str., 21/5, entr.1

CONTENTS

EXECUTIVE SUMMARY

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PART I. INTRODUCTION

 

Chapter 1. The Bologna process, Russia and globalization

 

(Christer Pursiainen and Sergey A. Medvedev)

 

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1.1. A global challenge

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1.2. Harmonization, diversity and autonomy

 

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1.3. A pan-European project

 

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1.4. Why Russia participates in the Bologna process?

 

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1.5. Russia’s interests

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1.6. Russia’s options

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PART II. BACKGROUND AND GENERAL CHALLENGES

 

Chapter 2. Problems of the establishment and implementation of the academic mobility concept in Russia

 

(Valeriy A. Belov)

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2.1. International academic mobility and Russia

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2.2. International academic mobility and international law

 

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2.3. Shaping of single European educational space

 

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Magna Charta Universitatum

 

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Sorbonne Declaration Bologna Declaration

. Structures and subjects of the Bologna process

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2.4. Problems related to Russia's conversion to Bologna

 

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2.5. Conclusions

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Chapter 3. On the prospects for the establishment of the Common Space of Education between the Russian Federation

and the European Union (Mark L. Entin)

 

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3.1. The toolkit for building Common Space of Education

 

between Russia and the EU

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3.2. General outline of the Bologna process

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3.3. The problems of conversion to Bologna standards

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3.4. Monitoring and certification of the training quality

 

as the condition for accreditation

 

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3.5. Funding and management of universities

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Contents

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Conclusions

 

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Chapter 4. Bologna process in Russia: the road map

 

(Gennadiy I. Gladkov)

 

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4.1. Motives for Russia to join the Bologna process

 

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4.2. Motives for a higher education establishment to join

 
 

the Bologna process

 

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4.3. Motives for a student to join the Bologna process

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4.4. Imperatives of the Bologna process

 

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4.5. Mystification of the Bologna process

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4.6. Necessary and sufficient

 

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4.7. Road map

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First year

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Second year

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Third year

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4.8. The academic autonomy of a higher education

 
 

establishment

 

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Chapter 5. Joint programmes: Russia’s step into the European space

 

of higher education (Sergey M. Yakovlev)

 

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5.1. Forms of cooperation

 

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5.2. The importance of joint programmes

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5.3. Criteria of programmes

 

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5.4. The coverage of programmes

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5.5. Problems of the programmes

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5.6. Conclusions

 

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PART III. CASE STUDIES

Chapter 6. Training of economists in the light of Bologna process:

experience of the Department of Economics of the Lomonosov

Moscow State University (MSU) (Vasiliy P. Kolesov)

 

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6.1. Transformation of economic education

 

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6.2. Level of specialisation

 

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6.3. Teaching plan of Master’s training

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6.4. System of credits: new education technology

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6.5. Importance of autonomous work done by students

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6.6. Conclusions

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Chapter 7. Bologna process in the Saint-Petersburg State University

 

(Stanislav L. Tkachenko)

 

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7.1. Two-level system of higher education and Bachelor’s

 

position in it

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7.2. Academic mobility of students

 

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5

The Bologna Process and its Implications for Russia

7.3.

Problem of evaluation

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7.4.

Conclusions

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Chapter 8. International College of Economics and Finance (ICEF) of SU-HSE as a model of two-diploma program

 

(Sergey M. Yakovlev)

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8.1. Training program

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8.2. College management structure

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8.3. Teachers

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8.4. Students studying in the program of double diploma

 

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8.5. Integrated training plan and organisation

 
 

of the teaching process

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Structure of the training plan and specialisations

 

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The training plan

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and students’knowledge check Teaching of foreign languages

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Improving teachers’ skill

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ICEF research program

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Interaction with LSE

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. Some results of ICEF activities

Financing

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8.6. Conclusions

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PART IV. APPENDICES THE MAIN DOCUMENTS OF THE BOLOGNA PROCESS

 

Appendix 1. The Magna Charta Universitatum (Bologna, Italy,

 

18 September 1988)

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Appendix 2. Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon, Portugal,

. Appendix 3. Sorbonne Joint Declaration on harmonisation of the architecture of the European higher education

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11 April 1997)

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system by the four Ministers in charge for France, Germany, Italy and the United Kingdom (Paris, France ,

the Sorbonne, 25 May 1998)

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Appendix 4. The Bologna Joint declaration of the European Ministers of

Education (Bologna, Italy, 19 June 1999)

 

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Appendix 5. Message from the Salamanca Convention of European Higher Education institutions: Shaping the European Higher

Education area (Salamanka, Spain, 29–30 March 2001)

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Contents

Appendix 6. Towards the European Higher Education Area: Communique of the meeting of European Ministers in charge of Higher

Education (Prague, Czech Republic, 19 March 2001) Appendix 7. “Realising the European Higher Education Area”. Communique of the Conference of Ministers responsible for Higher Education (Berlin, Germany,

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Appendix 8. Towards the European Higher Education Area: Bologna Process. National Report of the Russian Federation

. Appendix 9. The European Higher Education Area –Achieving the Goals. Communique of the Conference of European Ministers Responsible for Higher Education (Bergen, Norway,

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.153

19 September 2003 )

(2004–2005)

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