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The article analyses some positive and negative aspects of the Bologna Process, while paying special attention to the notion of happiness among students. On the basis of a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education in the period between 2001 and 2020, the author concluded that the Bologna Reform does not pay explicit and direct attention to the notion of happiness and well-being of students. On top of that, notions of happiness, happiness of students, and well-being of students are not mentioned at all in those documents. Institutions of higher education are required, of course, to provide students with an opportunity to acquire professional competencies and qualifications that are valued at the job market. However, they should also provide students with an opportunity to develop as persons and to research and evaluate determinants of a happy, meaningful, and good life. In that sense, the article elaborates on some of the key determinants of human happiness that are underrepresented in the European reform of higher education at the expense of the personal development of students. The article is divided into four parts. The first part explains the Bologna Declaration and some of the aims of the Bologna Process. The second part analyses positive and negative aspects of the Bologna Process. The third part carries out a quantitative analysis of contents of ten documents that were issued after conferences at the Ministry of Higher Education and studies the notions of happiness and well-beings, while the fourth part develops some solutions on the basis of the ethical theory of objective truth. These solutions encourage paying more attention to happiness and well-being of students within higher education. [ABSTRACT FROM AUTHOR]

On a global scale, the number of primary schools organising multigrade teaching is constantly increasing. Due to the insufficient number of students to form a single grade classroom, a teacher is required to simultaneously teach students not only of different ages and abilities but also at different grade levels. Although formed to make up for inadequate socio-economic conditions, certain benefits for students can be detected in such classes. The answer to the question of whether multigrade classroom is a socio-economic necessity, or whether it should become a deliberate choice of a competent teacher for the student benefits, will depend on whether the focus is shifted from the disadvantages to advantages of the multigrade teaching. The aim was to examine participants' willingness to accept employment in the multigrade classroom. The results showed that the majority of participants would not want to work in a multigrade classroom, especially not at the beginning of their careers, because they find work in such conditions more challenging. Participants who themselves had been students in the multigrade classroom had a more positive view on the quality of teaching in the multigrade classroom. Concluding remarks point to the fact that the multigrade teaching is dominantly perceived as socio-economic inevitability among the participants of the study. [ABSTRACT FROM AUTHOR]