Traditional System of Education Replaced by New Education System

College students have a tendency to believe in the immutability of college early. There is an idea, or at least a shared feeling that the principles underlying the educational organization, the learning process, relations with research, to give some examples, have remained unchanged over the years, and that they are part of the essence of universities. Curiously, academics, very critical of most aspects of science or society, are so respectful of what is called the university culture (Sporn, 1996).

Some of the Past Efforts in Old Education Systems in Various Countries

1. German, also called Humboldt, was organized by public institutions, teachers and officials with scientific knowledge as the goal of the university. In it, the goal was to train people with extensive knowledge, not necessarily related to the demands of society or the labor market. The idea underpinning the model (inherited from German idealism of the eighteenth century) was a society with scientifically trained people would be able to advance the whole society in their social, cultural and economic aspects. In fact it was like that for over a century, and German universities helped not a little to turn the country into a scientific and economic power.
2. The French model, also called Napoleonic, aimed to train professionals needed by the nation-state bureaucratic newly organized by Napoleonic France. The universities became part of the state administration to train professionals that State needed.
3. The Anglo-Saxon model, unlike the previous two, did not become state universities, maintaining the status of private institutions that all European universities had until the early nineteenth century. In British universities, the model was extended to the north-American, the main objective was the formation of individuals, with the assumption that highly trained individuals in a broad sense would be able to adequately serve the needs of new businesses or the state itself.

A new university model

All changes of context we mentioned lead to the definition of what we might call a new university model, characterized by globalization (competing in a global environment), by universality (serving all and at all times), and the need to respond to new demands of the knowledge society. The Bologna process is nothing more than the realization at European level this new context switch that extends far beyond. However, although the general trends seem clear, the new context, precisely because it is new, it is uncertain and complex. While it may provide the major trends, the details require an attitude of constant reflection and analysis, in order that universities are able to respond quickly and solvency to changes in context. College is not the same as before. It is a new institution that should adopt new objectives and flexible mechanisms accommodate continuous adaptation to those target.

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