This paper suggests that, although the Bologna process officially began in the late 1990s, the conditions that made it possible had already been created in the previous decade through the growing practice of international academic cooperation, mainly triggered by EU inter-institutional programmes. As the need for structural reforms in some higher education systems became more evident, in 1999 the Ministers of Education of 29 European countries gathered in Bologna to start a process of voluntary convergence of their systems with the objective of creating a European Higher Education Area. In the last 20 years the participating governments (now 48), with the support of international organizations and major stakeholders, have jointly developed a common framework of principles, actions, policies and tools. Accordingly, different types of structural reforms have taken place in the various countries. At present, however, implementation of the key commitments – full adoption of the three-cycle structure and ECTS, of the Lisbon recognition convention and the Diploma supplement, and of QA systems based on the European standards and guidelines – is still uneven in the EHEA and a peer-support approach was adopted by the ministers last year. Concerning the implementation issue, this paper raises two sets of questions. First: to what extent have the structural reforms implemented by the governments really affected grassroots educational activities? How deeply have the underlying principles – like student-centred learning – been implemented in actual programme design and everyday teaching/learning practice? Second: although inspired by the same basic principles, are EHEA-induced reforms actually being implemented consistently throughout European countries and institutions? Deeper involvement and more international coordination of European academics is advocated in the paper, in order to face these challenges and consolidate the EHEA in the years to come. Received : 03 April 2019 Accepted : 02 May 2019 Published online : 29 May 2019

中文翻译：

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从1999年到2019年：20年的欧洲辩论，发展和成就

本文提出，尽管博洛尼亚进程于1990年代末正式开始，但在过去十年中，主要是由欧盟机构间计划引发的国际学术合作不断发展的实践已经创造了使之成为可能的条件。随着某些高等教育系统的结构改革的需求变得越来越明显，1999年，29个欧洲国家的教育部长聚集在博洛尼亚，开始其系统的自愿融合过程，以期建立一个欧洲高等教育区。在过去的20年中，与会各国政府（现为48个）在国际组织和主要利益相关者的支持下，共同制定了原则，行动，政策和工具的共同框架。因此，各国进行了不同类型的结构改革。但是，目前，在EHEA中，主要承诺的实施（完全采用三周期结构和ECTS，里斯本承认公约和文凭补编以及基于欧洲标准和指南的质量保证体系）的实施仍然不平衡部长们去年采取了同伴支持的方法。关于实施问题，本文提出了两个问题。第一：政府实施的结构性改革在多大程度上真正影响了基层教育活动？在实际程序设计和日常教学/学习实践中，以学生为中心的学习等基本原则的实施程度如何？第二：尽管受到相同基本原则的启发，由EHEA引发的改革实际上在整个欧洲国家和机构中得到贯彻执行吗？本文提倡欧洲学者更深入地参与和更多的国际协调，以应对这些挑战并在未来几年中巩固EHEA。收到：2019年4月3日接受：2019年5月2日在线发布：2019年5月29日