歐洲高等教育自1999年波隆那宣言簽訂起，即邁向了整合與創新的 發展方向。為了要建構一個「知識的歐洲」，並增強歐洲高等教育的競 爭力與吸引力，歐洲各國陸續加入波隆那進程的行列，向「歐洲高等教 育區」的目標前進。自波隆那宣言簽訂後，每二年各國教育部長以固定 集會之方式，檢視波隆那進程的進度，並設定次二年的優先事項與目 標，而會議結論也以公報的形式公諸於世。從2001年的「布拉格公報」 到2010年波隆那十週年大會的「布達佩斯─維也納宣言」，波隆那進程 的執行層次也愈來愈深入。為了解「歐洲高等教育區」之發展與執行現 況，本文採用文件分析法，透過各次部長會議公報與2009年波隆那進程 績效清查報告等文件之檢視，勾勒出「歐洲高等教育區」之整體發展面 貌與特色，並從中引出值得台灣借鏡與省思之處。

When European countries signed the Bologna Declaration in 1999, established a competitive and attractive European Higher Education Area became the main objective of Bologna process. Since 2001, mistrial conferences were held in every two years, review the progress of the Bologna process and set the next two-year priorities and objectives, and the conference’s conclusions were published by Communiqué. From the 2001 Prague Communiqué to the 2010 Budapest-Vienna Declaration, the implementation of Bologna process went to more in-depth level. This article aims at reviewing development of the EHEA in the last decade, and outlines a clear overall appearance of EHEA, with hopes to inspire some useful thoughts on that matter.