higher education - religious-based, community owned or established by national
and ethnic minorities - have been one of the typical developments of the
political transition (1988-94) on Central Europe. They partly served the special
requirements of those who contributed to their births and early developments?
And partly they served the higher education expansion which was 20 years late
compared to other parts of Europe. These institutions were under siege right
from the beginning. They were attacked by the majority societies, by the
governments, and, lately, by the developments during the Bologna Process. The
Bologna Process - according to its declarations and communiqués - is intended to
create the "European higher education area" by the support of the participating
governments. Is there any room for the minority institutions in those government
supported modernization? According to the case studies they may have two
alternatives. They might integrate into the governments-based higher education
systems of their countries (and scarify their autonomies and original missions).
Or they might save their autonomies and pay the expensive prices of
marginalization. Few cases show a possible third way: the establishing of
alternative networks of world-wide cooperation in accreditation and quality
assurance processes. These cooperations may give the hope that the minority
institutions might save their autonomy even into he European higher education
Egyetem tér 1. II/202.
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