체제 변환기 중앙아시아 국가들의 유럽연합 교육 정책 수용 연구-유럽 교육 이니셔티브와 볼로냐 프로세스를 중심으로
A Study of the Adoption of Educational Policies and Programs of the European Union by Central Asian Countries during Transitional Period: European Education Initiative and the Bologna Process
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This study examines how Bologna Process, among the programs and policies adopted by Central Asian countries from the European Union, influenced education reforms of Central Asian countries during the transitional period. The educational cooperations between the European Union and Central Asia began during the 2000s with the changes in international political and economic situations. The watershed event that facilitated the cooperation was the European Education Initiative signed in 2007. As a result of the Initiative, various programs, such as TEMPUS, Erasmus Mundus, CAREN, were adopted by Central Asia from the European Union, but the most representative of them was the Bologna Process. The countries in Central Asia which most actively adopted the Bologna Process were Kazakhstan and Kyrgyzstan. As a result of the Bologna Process, these countries changed their higher education systems into three degree cycle including bachelor, master and doctorate degrees, adopted standardized evaluation system for quality assurance, and facilitated the mobility of students. As such, the Bologna Process had positive impacts on these countries in their transition to market economy and globalization. However, as the Bologna Process was adopted by individual universities, faculties and students on the ground, many problems including the intensification of bureaucratic control and attitude occurred, due to the different cultural, historical backgrounds of Central Asian countries. This case indicates that education programs and policies transferred by transnational organizations such as the European Union can produce unintended problems, when conducted without a careful consideration of the societal and cultural factors and values embedded within society.
Abstract
This study examines how Bologna Process, among the programs and policies adopted by Central Asian countries from the European Union, influenced education reforms of Central Asian countries during the transitional period. The educational cooperations between the European Union and Central Asia began during the 2000s with the changes in international political and economic situations. The watershed event that facilitated the cooperation was the European Education Initiative signed in 2007. As a result of the Initiative, various programs, such as TEMPUS, Erasmus Mundus, CAREN, were adopted by Central Asia from the European Union, but the most representative of them was the Bologna Process. The countries in Central Asia which most actively adopted the Bologna Process were Kazakhstan and Kyrgyzstan. As a result of the Bologna Process, these countries changed their higher education systems into three degree cycle including bachelor, master and doctorate degrees, adopted standardized evaluation system for quality assurance, and facilitated the mobility of students. As such, the Bologna Process had positive impacts on these countries in their transition to market economy and globalization. However, as the Bologna Process was adopted by individual universities, faculties and students on the ground, many problems including the intensification of bureaucratic control and attitude occurred, due to the different cultural, historical backgrounds of Central Asian countries. This case indicates that education programs and policies transferred by transnational organizations such as the European Union can produce unintended problems, when conducted without a careful consideration of the societal and cultural factors and values embedded within society.
참고문헌 (33)
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