Abstract:

It is well known that the University (from a conceptual point of view) has two basic functions in our society: the transmission of knowledge and scientific advance. These tasks have been carried out from more than eight centuries, when the strength of the ecclesiastical, theological, juridical and philosophical studies culminated in the institutionalization of the cathedral schools (Guijarro, 1992).

Today, the European University System is in the final stretch of a great process of adaptation whose tendency is based on the establishment of a series of common objectives that seek to offer both a quality education and equivalences in the different study levels. Thanks to these equivalences, whose origin dates back almost 3 decades ago when the Magna Charta University was signed, the barriers that hinder the mobility of university members among European countries are tried to be broken day by day.

In this sense, the errors acquired by both students and teachers regarding the implementation process of the European Higher Education Area (EHEA) are vast. As an example, we can cite the false belief that the objective of this whole process is to homogenize higher education systems; the false belief that the European Program is addressed exclusively to the country members of the European Union or the false belief that at the process is presented as a law or an imposition.

Given this situation, the objective of this research is to delve into the historical process of Bologna Process implementation and the analysis of its current structure, offering a critical-constructive point of view to the process of adaptation to the Spanish case by two points of view: the analysis of the Legislative environment background and the measures implemented.

Keywords:

Bologna, European Higher Education Area, European Union, Legislative environment.