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Development of a higher education in Germany within the framework of the Bologna Process
ŠKODOVÁ, Barbora
This Bachelor work is aimed to follow up the progress of the Bologna process, describing the developments of the new structure of studies to be recognized as a result of the establishment of the European higher education system; at German Universities in particular. Moreover this paper examines consequences of this new structure of higher education and offers a statistical overview of the quantitative development.
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Two-cycle studies of the English language at the Faculty of Education at Charles University in Prague: opinions of students and teachers
Piškulová, Jiřina ; Voňková, Hana (advisor) ; Bendl, Stanislav (referee)
TITLE: Two-cycle studies of the English language at the Faculty of Education of Charles University in Prague: opinions of students and teachers AUTHOR: Bc. Jiřina Piškulová DEPARTMENT: Department of Education SUPERVISOR: PhDr. RNDr. Hana Voňková, Ph.D. et Ph.D. ABSTRACT: As a consequence of the Bologna process, five-year master's teacher education programme has been divided into three-year bachelor's and consecutively two-year master's programme. The aim of the thesis is to reflect on the changes which have come with the implementation of the structured studies in teacher education programme in the Department of English Language and Literature, Faculty of Education, Charles University in Prague and to present survey results about the opinions of both the students and the academic staff at the Department. In the theoretical part of the work the Bologna process is introduced - its goals, development and the reaction on its introduction in the Czech Republic. The concept of the teacher education from before the Bologna process is described. A comparison has been drawn to the teacher education programme in Germany. In the practical part an analysis of the study plans from before and after the Bologna process has been made and then the data from a questionnaire survey are presented and interpreted. It has shown...
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The Evaluation of University Education Quality: The Comparison of the Czech Republic and Kazakhstan
Smagulova, Gulmira ; Kalous, Jaroslav (advisor) ; Veselý, Arnošt (referee)
The thesis "The Evaluation of University Education Quality: The Comparison of the Czech Republic and Kazakhstan" disputes about quality evaluation system in university education area in the Czech Republic and Kazakhstan. During the elaboration of this thesis several analyses were made: the qualitative analysis of the documents from the area of education quality assurance; analysis of the internal and external evaluation of university education quality and the analysis of actors. In conclusion are presented the recommendations for governmental level of decision making process and the university network.
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Analyze the Bologna Process and European Higher Education Integration from the perspective of Government Network Structure Theory
Fan, Jingyi ; Young, Mitchell (advisor) ; Amini, Chiara (referee) ; Weiss, Tomáš (referee)
In 1999, France, Germany, the United Kingdom and Italy jointly signed the Bologna Declaration and proposed to establish an open European Higher Education Area (EHEA). The Bologna Process promoted the integration of higher education in Europe, and counteracted the integration of European politics and economy. Currently, 48 countries have joined the Bologna process. The influence of the Bologna process has also developed from Europe to other countries in Asia, Africa, and North America. The Bologna Process has established six goals at the beginning: credit system, degree system, student mobility, lifelong learning, quality assurance and European research area. From 1999 to 2000, the Bologna Process has accomplished these goals and put forward a plan for the new decade. The dissertation takes 2010 as the node and divides the Bologna Process into policy objectives and policy subjects through the policy network analysis framework, and analyze the correlation between policy subjects through the neo-functionalism. The result shows that the Bologna process will further deepen its goals in the next decade and attract more countries to join in the context of globalization. However, due to differences in economic and political backgrounds, there will be an differentiate integration based on their own...
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Diversity of Education in Tourism Field at University of Economics in Prague and Management Center Innsbruck
Šetková, Eva ; Jarolímková, Liběna (advisor) ; Abrhám, Josef (referee)
The aim of this bachelor thesis is to compare effectiveness and usefulness of education in tourism field at University of Economics in Prague and at Management Center Innsbruck. Theoretical part of the thesis defines methods of education at university level, focuses on unification of university study programs in the European Higher Education Area and also describes history of education in tourism field at stated educational institutions. Practical part develops more the topic about bachelor study programs. Entrance procedure and offer of courses related to tourism at University of Economics in Prague and at Management Center Innsbruck are analyzed. Followed by qualitative survey among students and teachers, the overall satisfaction with the bachelor study programs on these institutions is being researched. Comparison of the education of tourism and potential transfer of effective elements into the teaching and possible impulse for improving the approach to the teaching of tourism should be a contribution of this bachelor thesis.
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Bildung - History and Perspectives
Šíma, Jakub ; Kopecký, Martin (advisor) ; Sycha, Martin (referee)
This diploma thesis deals with topic of Bildung as tradition of ideas, it's predecessors and followers. In first part thesis provide terminological background to correctly grasp the wide of term Bildung. This is because the term is handed differently by different thinkers. The second part concentrates on genesis and evolution of tradition of Bildung. This part starts with J. A. Comenius and his humanist opinions about nature of world, continues with I. Kant and his ethical and pedagogical ideas to W. von Humboldt and J. H. Newman. These two thinkers are presented as two main figures of Bildung tradition in nineteenth century. Third part is concerned about shifts and changes that terms knowledge and education underwent in twentieth century. The third part deals with theories of T. W. Adorno and K. P. Liessmann which are built around topic of crisis of knowledge in contemporary world.
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Two-cycle studies of the English language at the Faculty of Education at Charles University in Prague: opinions of students and teachers
Piškulová, Jiřina ; Voňková, Hana (advisor) ; Bendl, Stanislav (referee)
TITLE: Two-cycle studies of the English language at the Faculty of Education of Charles University in Prague: opinions of students and teachers AUTHOR: Bc. Jiřina Piškulová DEPARTMENT: Department of Education SUPERVISOR: PhDr. RNDr. Hana Voňková, Ph.D. et Ph.D. ABSTRACT: As a consequence of the Bologna process, five-year master's teacher education programme has been divided into three-year bachelor's and consecutively two-year master's programme. The aim of the thesis is to reflect on the changes which have come with the implementation of the structured studies in teacher education programme in the Department of English Language and Literature, Faculty of Education, Charles University in Prague and to present survey results about the opinions of both the students and the academic staff at the Department. In the theoretical part of the work the Bologna process is introduced - its goals, development and the reaction on its introduction in the Czech Republic. The concept of the teacher education from before the Bologna process is described. A comparison has been drawn to the teacher education programme in Germany. In the practical part an analysis of the study plans from before and after the Bologna process has been made and then the data from a questionnaire survey are presented and interpreted. It has shown...
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The Criticism of Bologna Process in Germany
Boťová, Kateřina ; Filipová, Lucie (advisor) ; Konrád, Ota (referee)
This thesis deals with German criticism of the European higher education reforms within the so called Bologna Process. These reforms include the division of studies into two and later into three cycles, the introduction of a unified credit system and the support of mobility. Germany in particular represents a country, where the Bologna Process initiated a broad academic debate and became a subject of student protests. The paper discusses the criticism of particular goals, the overall concept of the reforms and the specifics of their implementation in Germany. It focuses on both the core of scholar criticism and the students' insight on the subject. The analysed period is bordered by the signing of the Bologna declaration in 1999 and by the year 2010, which was originally meant to be the last year of the reform process. Some academicians saw the Bologna Process as an instrument for the commercialization of higher education and a deviation from the model of W. v. Humboldt. The majority however pointed out the erroneous implementation of reforms and misapprehension of the original goals. Similar stances were also adopted by students. New bachelor's programmes were mostly criticized for their unsuitable conception and low quotas for student admission to master's programmes. At the same time, students stressed...
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