Relations Between State and Higher Education : : Legislating for Higher Education in Europe, Volume 1.

Relations Between State and Higher Education : : Legislating for Higher Education in Europe, Volume 1.

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Bibliographic Details
Superior document:Legislating for Higher Education in Europe Series ; v.1
:
in 't Veld, Roel J.
TeilnehmendeR:
Füssel, Hans-Peter.
Neave, Guy.
Place / Publishing House:Boston : : BRILL,, 1996.
©1996.
Year of Publication:1996
Edition:1st ed.
Language:English
Series:Legislating for Higher Education in Europe Series
Physical Description:1 online resource (339 pages)
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Table of Contents:
  • Intro
  • Title Page
  • Copyright Page
  • Dedication
  • Table of Contents
  • FOREWORD
  • CHAPTER 1 Legislating for higher education and research in Europe
  • 1.1.1 The Legislative Reform Programme for higher education and research
  • 1.1.1.1 Towards open societies
  • 1.1.1.2 The purpose of the Legislative Reform Programme
  • 1.1.1.3 Changing objectives
  • 1.1.1.4 The working methods
  • 1.1.2 The design of the LRP publication project
  • 1.1.2.1 The purpose of the publications
  • 1.1.2.2 The audience
  • 1.1.2.3 The approach
  • 1.1.2.4 Six volumes
  • 1.1.2.5 The outline of volume 1
  • 1.2.1 Perspectives on legislating for higher education and research
  • 1.2.1.1 Common issues
  • 1.2.1.2 Legislation
  • 1.2.1.3 Accelerating change
  • 1.2.1.4 Modification versus codification?
  • 1.2.1.5 The quest for models and standards
  • 1.2.1.6 How to do things with rules?
  • 1.2.2 Bridges for enlightenment and freedom
  • CHAPTER 2 Relations between the state and higher education
  • 2.1 Introduction
  • 2.2 Relations between the state and higher education
  • 2.2.1 The evolution of the nation state in relation to education in general
  • 2.2.1.1 Universities in former stateless societies
  • 2.2.1.2 The classical viewpoint: the state in its capacity as benign emancipator of the "masses"
  • 2.2.1.3 The state, economic development and standardisation of qualifications
  • 2.2.1.4 Interconnections and dynamics, amongst others professionalisation
  • 2.2.2 The nation state and higher education
  • 2.2.2.1 Typologies of policy making: the human capital theory
  • 2.2.2.2 Stages of growth of higher education
  • 2.2.2.3 Recent macro trends in western Europe: driving forces for change
  • a Erosion
  • b Communication technology
  • c Commercialisation of knowledge
  • d Continuing education.
  • 2.2.2.4 Dramatic macro-change in society and it implications for higher education legislation in eastern Europe
  • 2.3 Legislation as policy system
  • 2.3.1 Policy systems
  • 2.3.2 Law of diminishing effectiveness of steering
  • 2.3.3 Law of policy accumulation
  • 2.3.4 First- and higher-order learning
  • 2.3.5 Crises
  • 2.3.6 Internalisation
  • 2.3.7 Life-cycle of policy systems
  • 2.3.8 Inter-active learning
  • 2.3.9 Dimensions of policy systems: a closer look
  • 2.3.9.1 Degrees of decentralisation
  • 2.3.9.2 Subjects of steering: inputs, throughputs and outputs
  • 2.3.9.3 Instruments: regulation, money and persuasion
  • 2.3.9.4 Complex policy systems
  • 2.4 Educational policy traditions in Europe
  • 2.5 Towards a heuristic scheme in order to deal with societal dynamics concerning legislation for higher education
  • CHAPTER 3 Guidelines to comparison
  • 3.1 Introduction
  • 3.2 Organisational principles of change
  • 3.2.1 The challenges of choice: academic or vocational drift
  • 3.2.2 The principle of subsidiarity
  • 3.3 Institutional autonomy: the decline of a monopoly
  • 3.4 The private sector: an engine of subsidiarity?
  • 3.5 Parity and quality assurance: situating the intermediaries
  • 3.5.1 Intermediaries
  • 3.5.2 Parity and quality assurance
  • 3.5.3 Diversification
  • 3.5.4 Budgeting and general accountability
  • 3.6 Conclusion
  • CHAPTER 4 Conclusions
  • 4.1 Introduction
  • 4.2 Analytical framework
  • 4.2.1 The eternal questions: effectiveness and legitimacy
  • 4.2.2 The analytical tools refined
  • 4.3 Analysis
  • 4.3.1 Threats and opportunities in the future
  • 4.3.2 Output-orientation
  • 4.3.3 Management group thinking
  • 4.4 Paradoxes and dilemmas
  • 4.5 Guidelines to the future
  • 4.5.1 Problems within universities
  • 4.5.2 Self-control within sensible public environments
  • CHAPTER 5 Country reports
  • 5.1 Albania.
  • 5.1.1 Current situation in higher education
  • Institutional diversification
  • 5.1.2 Higher educational system and research institutes
  • 5.1.3 The higher education budget
  • 5.1.4 Enrolment structure
  • 5.1.5 Reform in higher education: strategy and policy
  • 5.2 Belarus
  • 5.2.1 The Constitution of the Republic of Belarus
  • 5.2.2 The current legislative situation
  • 5.2.3 Higher education
  • 5.2.4 State and intermediate leadership in the education system
  • 5.2.5 The current situation
  • 5.3 The Flemish Community of Belgium
  • 5.3.1 The current legislative situation
  • 5.3.2 Main features of the higher education system
  • 5.3.3 Finance and governance
  • 5.3.4 Conclusion
  • 5.4 The French Community of Belgium
  • 5.4.1 Constitutional provisions
  • 5.4.2 The current situation in higher education
  • 5.4.3 Educational structures and quality assurance
  • 5.4.4 Management bodies
  • 5.4.5 Teaching, research staff and financing
  • 5.4.6 Research
  • 5.4.7 Political authority and intermediate bodies
  • 5.4.8 Conclusion
  • 5.5 Bulgaria
  • 5.5.1 The Constitution of the Republic of Bulgaria, as adopted by the Grand National Assembly in July 1991
  • 5.5.2 The current legislative situation
  • 5.5.3 Legislative principles and policy objectives
  • 5.5.4 The balance of power between the State
  • 5.5.5 Legal protection of institutions for higher education against State decisions
  • 5.5.6 Conclusion
  • 5.6 Czech Republic
  • 5.6.1 The Constitution of 1993 and the List of Basic Rights and Freedoms of 1993
  • 5.6.2 The current legislative situation in higher education
  • 5.6.3 The balance of power
  • 5.6.4 Conclusion
  • 5.7 Denmark
  • 5.7.1 The current legislative situation
  • 5.7.2 The balance of power
  • 5.7.3 Conclusion
  • 5.8 Republic of Estonia
  • 5.8.1 Section 38 of the Constitution
  • 5.8.2 The current legislative situation in higher education.
  • 5.8.3 The balance of power
  • 5.8.4 Conclusion
  • 5.9 Finland
  • 5.9.1 The Act amending the Constitutional Act
  • 5.9.2 The current legislative situation in higher education
  • 5.9.3 The balance of power
  • 5.10 France
  • 5.10.1 Current situation in higher education
  • 5.10.2 Universities
  • 5.10.3 Two-year technology courses
  • 5.10.4 Institutes and colleges
  • 5.10.5 Administrative organisation
  • 5.11 Germany
  • 5.11.1 Legal provisions
  • 5.11.2 The current legislative situation in higher education
  • 5.11.3 Science Council
  • 5.11.4 Extension and construction of institutions of higher education: a joint task
  • 5.11.5 The balance of power
  • 5.11.6 A brief onclusion
  • 5.12 Greece
  • 5.12.1 The current legislative situation
  • 5.12.2 The balance of power
  • 5.13 Hungary
  • 5.13.1 The current legislative situation
  • 5.13.2 The balance of power between the State, intermediaries and the institutions
  • 5.13.3 Conclusion
  • 5.14 Latvia
  • 5.14.1 The Satversme, the Constitution of the Republic of Latvia
  • 5.14.2 The current legislative situation in higher education
  • 5.14.3 Types and missions of higher education
  • 5.14.4 The balance of power, accountability and quality assessment
  • 5.14.5 Competencies, steering principles and mechanisms of the Ministry
  • 5.14.6 Access and selection, tuition fees, loans and grants
  • 5.14.7 Conclusion
  • 5.15 Liechtenstein
  • 5.15.1 The current situation
  • 5.15.2 Higher education
  • 5.16 Lithuania
  • 5.16.1 The Constitution of the Republic of Lithuania
  • 5.16.2 The current legislative situation
  • 5.16.3 The current situation in higher education and research
  • 5.16.4 The balance of power
  • 5.16.5 Conclusion
  • 5.17 Malta
  • 5.17.1 The current legislative situation
  • 5.17.2 The balance of power
  • 5.17.3 Conclusion
  • 5.18 Moldova
  • 5.18.1 The current legislative situation
  • 5.19 The Netherlands.
  • 5.19.1 Section 23 of the Constitution
  • 5.19.2 The current legislative situation
  • 5.19.3 The balance of power
  • 5.19.4 Quality assurance and quality control
  • 5.19.5 Developments and recent discussions
  • 5.19.6 Conclusion
  • 5.20 Norway
  • 5.20.1 The current legislative situation
  • 5.21 Poland
  • 5.21.1 The current legislative situation
  • 5.21.2 The balance of power
  • 5.22 Romania
  • 5.22.1 The Romanian Constitution, Article 32
  • 5.22.2 The current legislative situation
  • 5.22.3 The balance of power
  • 5.22.4 Conclusion
  • 5.23 Slovakia
  • 5.23.1 Article 42 of the Constitution of the Republic of Slovakia
  • 5.23.2 The current legislative situation
  • 5.24 Slovenia
  • 5.24.1 Article 58 of the Slovenian Constitution
  • 5.24.2 The current legislative situation
  • 5.24.3 The balance of power
  • 5.24.4 Conclusion
  • 5.25 Spain
  • 5.25.1 Introduction
  • 5.25.2 The structure of the higher education system
  • 5.25.3 Non-university education
  • 5.25.4 Higher vocational education
  • 5.25.5 The balance of power
  • 5.25.6 Conclusion
  • 5.26 Switzerland
  • 5.26.1 The current legislative situation
  • 5.27 Turkey
  • 5.27.1 The current legislative situation
  • 5.27.2 The structure of the higher education system
  • 5.27.3 The Higher Educational Council
  • 5.27.4 The current situation
  • 5.27.5 Conclusion
  • 5.28 The United Kingdom
  • 5.28.1 The current legislative situation
  • 5.28.2 The higher education system
  • 5.28.3 The balance of power: quality assurance and financing
  • 5.28.4 Conclusion
  • 5.29 Ukraine
  • 5.29.1 The current legislative situation
  • 5.29.2 The balance of power
  • 5.29.3 Conclusion
  • BIBLIOGRAPHY
  • INDEX
  • ACKNOWLEDGEMENTS
  • THE STRUCTURE OF THE SERIES.

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