The 1999 Bologna Declaration and consequent changes in educational policy reflect a desire first to promote mobility and secondly to promote Europe as a world force in higher education in the face of challenges from elsewhere in the world. Innovative approaches to the Bologna reforms, such as outcomes-based accreditation, show great potential for realising these goals; however, they will only succeed if different national contexts are carefully considered.
E.g. The Bologna Process and Australia: Next Steps (Department of Education Science and Training, Canberra, April 2006).
3.
ReichertS. and TauchC.; Trends 2003: Progress towards the European Higher Education Area (European Commission DG for Education & Culture, Brussels, 2003), p. 7.
4.
WitteJohanna Katerina; Change of Degree and Degrees of Change: Comparing Adaptations of European Education Systems in the Context of the Bologna Process (Centre for Higher Education Policy Studies, University of Twente, Enschede, 2006).
