二、特点分析
欧洲的博洛尼亚进程取得了举世瞩目的成效。我们将非洲高等教育一体化与欧洲高等教育一体化进行地域性的横向比较,可以发现非洲的进程具有显著的几个特征。
一是非洲有些区域之前经历过一体化,语言和教育传统是一致的。这是欧洲高等教育一体化的进程中未出现的,欧洲高等教育一体化从20世纪70年代欧共体把高等教育合作与交流纳入议程起步。随着《欧共体促进大学生流动行动计划》《欧共体技术教育培训计划》《欧洲青年计划》等计划的相继出台,到1999年欧洲正式启动了博洛尼亚进程。而非洲高等教育一体化萌芽更早,有些区域在独立前就有过一体化的尝试。非洲可以将这一独特性化为一体化的助推力。殖民历史统治在非洲形成的几大语言区,往往具有相同的教育体制。使用同一语言的国家可以基于此优先采纳区域资格和学分框架、区域质量保障框架。另外,同处一个区域内而且独立前就有过一体化发展的国家,其高教一体化程度更高,或者更容易走向一体化。东非高教一体化走在前列就是例证。
二是非洲促进地区一体化和区域化的组织“数量”更多。欧洲高等教育一体化进程主要由博洛尼亚后续工作组和秘书处负责推动,与欧盟委员会、高校联合会、学生联合会等组织合作。[99]相比较之下,参与非洲高等教育一体化、区域化的组织在类型和数量上都更多,包括国际双边或多边组织、全非洲性政治实体、全非洲性教育专业组织、区域性政府组织及区域性教育专业组织、各国高等教育相关组织等。但是,如何发挥众多组织的合力,将其组织“数量”上的优势转化为一体化谋划和落实“质量”上的保证,是非洲高等教育一体化下一步亟待解决的问题。
三是非洲高等教育一体化的目的、发展程度、面对的挑战都异于欧洲。非洲推动高等教育一体化在于复兴非洲,在于解决高等教育与科研的困境,而欧洲推动高等教育一体化在于促使欧洲成为最具竞争力、最有活力的知识经济体,争夺优秀人才和国际高等教育市场。非洲着眼于跟进,而欧洲着眼于竞争,这反映了两个地区一体化发展水平的差距,也决定了两者行动侧重点的差异。非洲的高等教育一体化面临源于自身发展落后的挑战,行动侧重于能力建设。而欧洲的进程却是成效显著,影响最大、参与国家最多,面对的挑战主要是与美国等其他非欧盟国家的竞争,行动侧重于协调矛盾。[100]
最后,非洲高等教育一体化的目标随着时代的发展而不断改进,越来越有针对性、可操作性,行动领域也不断扩展和深化。20世纪80年代《阿鲁沙协定》的目标在于消除殖民时期遗留下来的障碍,促进文化认同,依靠学历资格互认和跨国合作两大行动。2006年《非洲高等教育一体化战略》的目标明确聚焦在一体化系统、能力建设、质量保障、人员流动这四大领域。《2014年亚的斯亚贝巴协定》的目标则顺应全球化的趋势,涉及范围更广,更多体现操作层面,有7个目标、多个重点领域。非洲高等教育一体化进程在下一步发展中还会调整目标,顺应时势的变化。
【注释】
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