EU higher education policy

Abstract

Current directions of development of education in Western European countries, as in most other countries of the world, are aimed at ensuring the educational needs of the individual and society, taking into account the priorities of social progress, which stimulates the study of trends in the development of higher education. The aim of the article is to summarize the scientific literature and documents that determine the EU policy in the field of higher education. It is established that since 1957, the European Commission has consolidated its role in the field of education, expanding the concept of vocational training. Since the 1970s, active educational cooperation began, which contributed to the launch of the Erasmus project. In 1985, the decision of the European Court of Justice removed legal barriers to training programs and academic cooperation. After the Cold War, the EU intensified its support for education reforms in Central and Eastern Europe through the Tempus program. The 1992 Maastricht Treaty recognized education as an area of ​​competence of the EU, promoting cooperation between member states. The EU has formally established its role in education, supporting Member States’ initiatives and launching pilot projects, in particular on quality assurance. This has become the basis for the Bologna Process, which has promoted the harmonisation of higher education standards and student mobility since 1999. The Lisbon Strategy subordinated education to economic objectives, emphasizing its role in shaping the “knowledge economy”. The Bologna Process has covered 48 countries, and after the Gothenburg Summit, the EU has defined the direction of development of the education area until 2025. The European Commission is strengthening its influence in the field of education, creating mechanisms to put pressure on national systems through grants and political initiatives. Small countries such as Luxembourg, Denmark and the Netherlands play an active role in the Bologna Process, contributing to its development. The harmonisation of educational standards is controversial: in Western Europe it has been adapted to national realities, while in Central and Eastern Europe reforms have often depended on external pressure. Politicians promote the privatization of universities, the introduction of fees and competition for grants. European education is increasingly depended on global rankings and academic mobility. The EU's influence on education policy continues to grow, generating both support and resistance among member states.