ABSTRACT

The Bologna declaration (European Ministers of Education 2003) of 19 June 1999 is admirably clear, if a little general in its expression; yet there is marked disagreement over its motivation (Amaral and Magalhães 2004: 84; Tauch 2005: 11), implications (Reichert and Tauch 2003: 45) and value (Neave 2002; Amaral and Magalhães 2004: 85). All, however, agree on its significance (Neave 2002: 186). The declaration was signed initially by 29 European ministers of education, and 40 countries are now committed to its broad goal of creating a European higher education area, which extends far beyond the borders of the European Union (Barblan 2002: 84). More countries are expected to join (Reichert and Tauch 2005: 8).