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(
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[link] => https://book.coe.int/en/196-migration
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[link] => https://book.coe.int/en/223-people-with-disabilities
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[5] => Array
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[link] => https://book.coe.int/en/199-internet
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[1] => Array
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(
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[3] => Array
(
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[link] => https://book.coe.int/en/202-cybercrime
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[2] => Array
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[7] => Array
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[1] => Array
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[2] => Array
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
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(
)
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[3] => Array
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[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
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1
Catalog
PDF - Not by bread alone (Council of Europe higher education series No.17) (2011)
Not by bread alone gathers essays on higher education, including some written especially for this book. They cover three key areas: the missions of higher education, public responsibility and qualifications. Together, these essays spell out a view of higher education as a key factor in developing modern societies built on the fundamental Council of Europe values of democracy, human rights and the rule of law. They also underline the key role of higher education in developing the ability of our societies to conduct intercultural dialogue.To fulfil its role, higher education needs to prepare for citizenship as well as for employment, for personal development as well as for the development of a broad knowledge base. Our vision of higher education and its multiple purposes must be reflected in the way we view qualifications. We also need to take a close look at how the public responsibility for higher education and research can best be exercised in a society with many actors, all of which have their own legitimate agendas. In this situation, public authorities have an overall responsibility for coherent education policies.
Preface
I. The missions of higher education
Higher education governance and democratic participation: the university and democratic culture
Democracy: institutions, laws, culture and the role of higher education
Higher education between market and values
The European Higher Education Area: challenges for the next decade
Developing attitudes to intercultural dialogue: the role of higher education
Safeguarding ethics and values in higher education: a shared responsibility
II. Public responsibility
Higher education as a "public good and public responsibility": what does it mean,
Public responsibility and institutional autonomy: where is the balance?
Academic freedom and institutional autonomy: impact on international students
Institutional autonomy between myth and responsibility
Reflections on ranking in Europe
III. Qualifications and recognition
Qualifications: purposes, functions and contexts
The European Higher Education Area in the global context: the case of recognition
Recognition 2010: opportunities from which we cannot run away
Approaches to recognition: a question of two cultures?
Qualifications frameworks: an instrument to resolve substantial differences?
IV. Speeches
Ministerial conference of the Bologna Process, Bergen, 2005
Ministerial conference of the Bologna Process, London, 2007
Ministerial conference of the Bologna Process, Leuven/Louvain-la-Neuve, 2009
Ministerial conference of the Bologna Process, Budapest and Vienna, 2010 - On qualifications frameworks
Ministerial conference of the Bologna Process, Budapest and Vienna, 2010 - On recognition
The 70th Anniversary of International Students' Day, Brussels, 2009
Download an extract (1000)
Not by bread alone gathers essays on higher education, including some written especially for this book. They cover three key areas: the missions of higher education, public responsibility and qualifications. Together, these essays spell out a view of higher education as a key factor in developing modern societies built on the fundamental Council of Europe values of democracy, human rights and the rule of law. They also underline the key role of higher education in developing the ability of our societies to conduct intercultural dialogue.To fulfil its role, higher education needs to prepare for citizenship as well as for employment, for personal development as well as for the development of a broad knowledge base. Our vision of higher education and its multiple purposes must be reflected in the way we view qualifications. We also need to take a close look at how the public responsibility for higher education and research can best be exercised in a society with many actors, all of which have their own legitimate agendas. In this situation, public authorities have an overall responsibility for coherent education policies.
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