Modern society imposes the obligation of learning for life, knowledge multiplies very fast, and the challenges are bigger and bigger so that we have to learn continually. The third part, of socio-political nature, draws some conclusions about this sweeping legislative change national reforms were mainly 'reactive' to initiatives taken at the European level they happened without any formal novelty to the subsidiarity principle but with a strong increase in political cooperation this has opened the door to a new sharing of roles among the European level, the national spheres and the university institutions.

The second part, of socio-juridical nature, analyses the reasons and the content of the successive waves of legislative and regulatory reforms which have occurred in addition to the new university laws adopted in Central and Eastern European countries as part of their transition towards democracy, reforms happened in 3 main waves: reforms for international cooperation ('for Erasmus'), for European convergence ('for Bologna') and for competitiveness ('for Lisbon'). The first part, of historic character, analyses the steps which allowed higher education systems and institutions in Europe to develop beyond their national frameworks, in spite of the permanence of the fundamental principle of 'subsidiarity' this was possible thanks to a series of European initiatives: mobility programmes (Erasmus, 1987), the search for increased structural compatibility (Bologna, 1999) and the agenda for modernization of universities for the Europe of Knowledge (EU's 'Lisbon Strategy', 2002).

This article analyses the main features of the legislative change which has been taking place in Europe for the creation of the European Higher Education Area (EHEA) it looks in particular to the relationship between such change at the European/international and the national level.

Nastavna sredstva i pomagala prodaja