ABSTRACT The Bologna Process was an attempt to build and coordinate OECD countries’ higher education systems through, inter alia, strategic public investment. The Lisbon Strategy 2000–2010 was a continuation of the Bologna process that also highlighted the coordination of education and research based on market-based funding models. Similarly, education and institutional accreditations have focused on the relevance criteria for quality of education and define first and foremost relevance as relevant to the labour market. However, education is a national question and must solve tasks for society in general. Relevance as criteria for quality in higher education should not only include employability, it should also refer to other expectations and demands that society ask for. Education is a public good and should, as a publicly funded system, set national targets for education.

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丹麦和欧盟的高等教育认证：从制度到实质？

摘要博洛尼亚进程是除其他外，通过战略性公共投资来建立和协调经合组织国家高等教育体系的尝试。2000-2010年里斯本战略是博洛尼亚进程的延续，该进程还强调了基于市场融资模式的教育和研究的协调。同样，教育和机构认证也注重教育质量的相关性标准，并确定与劳动力市场相关的首要相关性。但是，教育是一个全国性的问题，必须解决整个社会的任务。作为高等教育质量标准的相关性不仅应包括就业能力，还应提及社会所要求的其他期望和要求。教育是一种公共物品，作为公共资助的制度，