博洛尼亚进程与非洲高等教育协调战略的比较与启示  

Comparison and Inspiration of Bologna Process and Harmonization of Higher Education Pro-grammes in Africa

作　　者：秦琴[1,2] 陈先哲 QIN Qin;CHEN Xianzhe(Institute for Advanced Study of Education Development in Guangdong-Hong-Kong-Macao Greater Bay Area,South China Normal University,Guangzhou 510631,China;School of Education Science,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学粤港澳大湾区教育发展高等研究院,广东广州510631 [2]华南师范大学教育科学学院,广东广州510631

出　　处：《外国教育研究》2023年第2期37-48,共12页Studies in Foreign Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学一般课题“区域化视角下粤港澳大湾区高等教育质量保障体系研究”(课题编号:BIA0191)。

摘　　要：欧洲博洛尼亚进程是高等教育领域进行区域合作一场具有开创性的实践。以博洛尼亚进程作为模型,非盟于2007年提出了非洲高等教育协调战略以推进非洲高等教育一体化进程。尽管两者在政策目标、战略措施和组织推进方面颇具相似之处,但实施成效却存在差距。基于对欧盟和非盟官方文件的回顾,从功能路径、组织路径和政治路径对博洛尼亚进程和非洲高等教育一体化进程进行分析比较,可以发现:政治路径上,两者都采用渐进式政策推进,但由于社会背景与教育基础不同而成效各异;功能路径上,两者行动策略相仿,却由于行动者角色、协调水平和自主权上的差异而导致结果不同;组织路径上,两者组织结构相似,但后者由于利益相关者参与度不足和殖民分割带来的语言文化阻隔增加了协调难度,导致政策成效降低。上述经验可为其他国家和地区高等教育区域化建设提供借鉴与启示。The European Bologna Process has been identified as a pioneering ap-proach in regional cooperation with respect to the area of higher education.Learn from the Bologna process,the African Union Commission(AUC)in 2007 developed a strategic doc-ument on higher education harmonization and introduced systematic measures.Although there are some similarities in policy objectives,strategic measures and organizational pro-motion,there are some disparities in implementation effectiveness between them.This re-search,which is based mainly on a review of European and African official documents,uses the analytical framework of FOPA model,analyzes the policy and reform issues proposed by the AUC in the harmonization process and EU(European Union)in the Bologna Process from functional,organizational and political approaches,and compares the effectiveness in their implementations.The results show that:On the political path,they both adopt progres-sive policies,but the results are different due to the difference social background and educa-tional foundation.In the functional path,their action strategies are similar,but the results are different due to the differences in actors'roles,coordination level and autonomy.In terms of organizational path,they have similar organizational structures,but the lack of stakeholder participation and culture barrier brought by colonial partition increase the diffi-culty of coordination,resulting in reduced policy effectiveness.The experience can provide reference and inspiration for the regional construction of higher education in other countries or regions.

关 键 词：高等教育 区域化 协调 博洛尼亚进程 非洲高等教育一体化 

分 类 号：G642.0[文化科学—高等教育学] G642.4[文化科学—教育学]