Posts Tagged ‘complete’

Sorbonne Declaration

Wondered: what the relationship between the plan with the European Round Table (table round European ERT) Bologna? In the year 1995, La Mesa Redonda from the European entrepreneurs, (ERT for its acronym in English). ERT business lobby (created in 1983 – only it is a member by invitation) which brings together to around 45 Presidents and Chief Executives of large multinational companies covering different industrial and technological sectors. As they manifest in your portal, ERT member companies contribute to the GDP of the European Union in amounts exceeding the GDP of 21 of the 27 Member States. The magazine of the Centre for research and information consumption (CRIC)-, clarifies this link in one of their articles. In 1998, representatives of higher education in France, Italy, Germany and the United Kingdom, signed the Sorbonne Declaration, pledging to create a common space favouring the external recognition, student mobility and employment opportunities. For more information see Adam Sandler. From that agreement emerged the European space of higher education (EEES), giving rise, in June 1999, to the so-called Bologna Declaration. The alleged commercialisation of knowledge relates to a report submitted in 1995 (three years before appearing the Bologna Declaration (an_de_bolonia) which lays the foundations for the space European for higher education (EEES) by the European Round Table of Industrialists (ERT) or Roundtable of European entrepreneurs, lobby which brings together executives from multinationals such as Nestle, British Telecom, Total, Renault or Siemens among others, who produced a report whose objective was to: present the vision of entrepreneurs about how they believe that the processes of education and learning as a wholethey can be adapted to respond more effectively to the economic and social challenges of the moment. This document, entitled: education for Europeans: towards the knowledge society has a strong similarity with what would then be proposed in the Bologna plan, which left the door open to criticisms which point out that the transformation process for the European higher education area is created in order to meet the needs of the powerful multinational corporations of the EU.

Buenos Aires

All the reports of the experts point out that the new economy will require few technical specialists; the technology enables a few specialists to develop the systems required for the operation of the company. On the other hand, of business mergers reduce offers of senior executives. In other words, increasingly will require better professional, but in smaller amount. In the long run, the economic system may not absorb a mass of well-trained citizens. School quality is required, but for a few.

The rest of the educational system it is best to not work. Conflicts arising from a generalized educational system and high-quality could not be supported by the economic system, where many well prepared individuals should compete for too few jobs. Better to leave it all in the hands of the bleaker system of natural selection and that a mediocre educational system emerge by themselves a few excellent specimens you will need the system. The universal quality education is not a political objective. These arguments are not political fiction, rather they arise from the above-mentioned documents and correspond to the economico-politicas elites of the Globalization. The logic of these objectives is overwhelming. One of the consequences of a school of ignorance is the systematic production of immature consumers, other gear necessary to make the wheel of globalization continue to advance.

(JEAN-CLAUDE MICHeA: School of Ed. watercolor books ignorance. 2002 Pags.38-45) Given the arguments; a reflective and critical reflection would be vital to decide if the objective of the Bologna process is to train technicians to insert them into the productive system or train people with broad mentality, critical spirit, desire to know and ability to adapt to changing situations. Decide if that transformation will maintain, in the personal and institutional, University autonomy. According to the Lisbon Declaration: universities need a great capacity of adaptation and flexibility to respond to a society in constant evolution. To do this, you need a greater degree of autonomy and adequate funding … Urges Governments to strengthen the principle of institutional autonomy so that universities can fully develop their various missions … (curricula, programmes and research). It is surprising how some political authorities are determined to violate and ignore the principle of autonomy and they are continually involved in the process of adaptation to the European space for higher education with plans, networks and various initiatives imply restrictions to autonomy, excessive bureaucratization and a cut in the time they need to teach and investigate. Do not leave be less worrying that passed on March 13, the University Miguel Hernandez of Elche, and representatives of Latin American universities gathered to participate Interuniversity project called the development of synergies between the European higher education area and space Latin American and Caribbean of higher education funded by the Spanish Agency of international cooperation for development. The University participated by Mexico Autonomous of the State of Hidalgo and by Argentina representatives of the Catholic University of Cordoba, of the Universidad national of the center of the province of Buenos Aires, and Universidad Nacional of whose. The economic winds are blowing in random directions, one wonders: does that awaits you at Latin American universities? ANNA BERMEO TURCHI16 – 05 09CPP3504 circle international journalists of century XXI La education Superior of the Millennium – environment and journalism school of ignorance + anarchy in the quomodo school: School of the original author and source of the article.