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Mission
UNESCO-CEPES
(the European Centre for Higher Education/Centre
Européen
pour l'Enseignement
Supérieur)
was established in September 1972 with a view to promoting co-operation in
higher education among Member States of the Europe Region (the countries
of Europe, North America, and Israel). In
addition, the Director of UNESCO-CEPES is the Representative of UNESCO
in Romania. The activities of UNESCO-CEPES are focused foremost on
higher education in Central and Eastern Europe.
Since September 2003, UNESCO-CEPES has been a consultative member
of a Follow-up Group of the Bologna Process (BFUG), which is tasked with
the implementation of the Bologna Process goals.
To fulfill its
mission, UNESCO-CEPES:
-
undertakes projects relevant to
the development and reform of higher education, specifically
in view of the follow-up to the
1998 UNESCO
World Conference on Higher Education, and
the Bologna Process aiming at the creation of the European Higher
Education Area;
-
promotes policy development and
research on higher education and serves as a forum for the
discussion of important topics in higher education;
-
gathers and disseminates a wide
range of information on higher education;
-
coordinates, within the UNITWIN/UNESCO
Chairs Programme, relations with a designated number of UNESCO
Chairs relevant to its activities;
-
serves as the secretariat or
co-secretariat of specialized networks, especially those related to
the implementation of the
Council
of Europe/UNESCO Convention on the Recognition of Qualifications
Concerning Higher Education in the Europe Region
[since 2007 it is assuring operational aspects of the ENIC-NARIC
website
http://www.enic-naric.net];
-
provides consultancy services;
-
participates in the activities of
other governmental and non-governmental organizations;
-
serves as a link between UNESCO
Headquarters and Romania.
In order to respond to the need for topical actions in
support of the processes of reform and development of higher education,
UNESCO-CEPES has undertaken activities dealing with issues, such as the
making and implementation of higher education policy, legislative
reforms, academic quality assurance and accreditation (including
ranking), recognition of academic qualifications, employability and
intellectual labour market, new approaches to governance and
institutional management, university autonomy and academic freedom as
well as ethical dimension of higher education, the status of teachers
and their training, university-industry relations in the context of
knowledge societies, and transnational education.
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