RE-LEARNING HIGHER EDUCATION IN THE AGE OF CONVERGENCE: Example of Lithuania

dc.creator	Loreta ULVYDIENĖ,
dc.date	2012-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:35:42Z
dc.date.available	2015-07-20T22:35:42Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/a9f48cd51b8c455ba83ce9eb9a9e8e43
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22911
dc.description	“Man is the only being who needs education,” and that "Man can only become man by education" (see footnotes 1) ABSTRACT Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of “convergence,” i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of Lithuania, with long and strong traditions as a country with highly educated scientists and cutting-edge research in various fields. In April 2009, the Seimas passed a new Law on Science and Studies, which provides for a major reform of higher education. In recent years there has been an increasing focus on the role universities play in the economy and impact they make in promoting innovation and raising international competitiveness. But until recently there has been a prescriptive view of university-business interactions with a narrow focus on technology transfer. Although technology transfer may be important, it is also necessary to focus on the more diverse and varied impacts of business-university knowledge exchange relations. Thus, I discuss changes in higher education that were implemented in Lithuania during the period of 1992-2012, i. e. Student baskets, notorious optimization of university network in Lithuania, the development of Lithuanian science valleys, etc. In my survey I rely upon an IHEP (Institute for Higher Education Policy) expert Cliff Adelman’s idea that the Bologna Process is an analogue to the macroeconomic theory of convergence, the ways in which nations move from different stages of development to a more-or-less common platform of performance. Macroeconomic historians have demonstrated time-and-again: nations that learn from other nations grow; those that do not learn do not. Ultimately, I arrive at a conclusion that reforms are essential and indispensable but answer the purpose only when higher quality in education is achieved.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	http://tojde.anadolu.edu.tr/tojde49/pdf/article_22.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 13, Iss 4, Pp 320-332 (2012)
dc.subject	Convergence
dc.subject	research
dc.subject	international competitiveness
dc.subject	knowledge exchange relations
dc.subject	student basket
dc.subject	science valleys
dc.subject	the Lisbon strategy
dc.subject	Bologna Process.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	RE-LEARNING HIGHER EDUCATION IN THE AGE OF CONVERGENCE: Example of Lithuania
dc.type	article