CONTRIBUTIONS TO THE BOLOGNA PROCESS - Doebler-online.de

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12(i)(ii)the ENIC and NARIC networks should intensify their efforts in providinginformation on European qualifications to non-European partners;the ENIC and NARIC Networks should cooperate with other parts of theworld, in particular within the UNESCO framework, with a view tosharing their experience with the recognition of qualifications in Europeand assisting in the further development of recognition policies andpractice.CONCLUSIONFair recognition and effective procedures are essential to the realizationof the European Higher Education Area. The ENIC and NARICNetworks should make key contributions to implementing this goal.
13APPENDIX 1THE EUROPEAN HIGHER EDUCATION AREAJoint declaration of the European Ministers of EducationConvened in Bologna on the 19th of June 1999The European process, thanks to the extraordinary achievements of the last few years, hasbecome an increasingly concrete and relevant reality for the Union and its citizens. Enlargementprospects together with deepening relations with other European countries provide even widerdimensions to that reality. Meanwhile, we are witnessing a growing awareness in large parts ofthe political and academic world and in public opinion of the need to establish a more completeand far-reaching Europe, in particular building upon and strengthening its intellectual, cultural,social and scientific and technological dimensions.A Europe of Knowledge is now widely recognised as an irreplaceable factor for social andhuman growth and as an indispensable component to consolidate and enrich the Europeancitizenship, capable of giving its citizens the necessary competencies to face the challenges ofthe new millennium, together with an awareness of shared values and belonging to a commonsocial and cultural space.The importance of education and educational co-operation in the development andstrengthening of stable, peaceful and democratic societies is universally acknowledged asparamount, the more so in view of the situation in South East Europe.The Sorbonne declaration of 25th of May 1998, which was underpinned by theseconsiderations, stressed the Universities' central role in developing European culturaldimensions. It emphasised the creation of the European area of higher education as a key wayto promote citizens' mobility and employability and the Continent's overall development.Several European countries have accepted the invitation to commit themselves to achieving theobjectives set out in the declaration, by signing it or expressing their agreement in principle.The direction taken by several higher education reforms launched in the meantime in Europehas proved many Governments' determination to act.European higher education institutions, for their part, have accepted the challenge and taken upa main role in constructing the European area of higher education, also in the wake of thefundamental principles laid down in the Bologna Magna Charta Universitatum of 1988. This isof the highest importance, given that Universities' independence and autonomy ensure thathigher education and research systems continuously adapt to changing needs, society's demandsand advances in scientific knowledge.The course has been set in the right direction and with meaningful purpose. The achievement ofgreater compatibility and comparability of the systems of higher education neverthelessrequires continual momentum in order to be fully accomplished. We need to support it through
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