共查询到20条相似文献，搜索用时 31 毫秒
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Filling in the gaps: European governance,the open method of coordination and the European Commission
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area. 相似文献
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DAVID COULBY 《比较教育学》1997,33(1):29-42
This paper examines school and university curricula in Europe and investigates the extent to which they function to encourage or discourage xenophobia. It considers the pluralistic nature of the European population and examines the effects of other social and cultural institutions and processes in the reproduction of xenophobia. It focuses on the potential link between xenophobia and warfare. The paper concludes with an assessment of the role of curricular systems in the actual encouragement of warfare. 相似文献
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Louis H. Orzack 《Higher Education》1980,9(3):307-323
Educational requirements for entry to professions ordinarily develop along insular national lines. These can usefully be examined in the member-nations of the European Economic Community where efforts to harmonize differentials, thereby reducing national barriers to migration of qualified persons, are under way. This effort permits analysis of the extent to which educators participate in the development of public policy regarding educational requirements for entry to professions. Appraisal of EEC Directives for medicine and law and of Draft Directives for pharmacy and architecture demonstrates the major impacts upon public policy formation of representatives of national governments, of national professional associations, and of cross-national liaison committees of national professional associations. Educational interests are shown to play minor roles. International public policy concerning educational requirements for entry to professions is shown to be significantly affected by exchanges between practitioner groups and governments, with educators having a smaller, derivative sphere of influence.Presented at Yale University, December 5, 1978, Institution for Social and Policy Studies, Higher Education Research Group. 相似文献
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David Coulby 《欧洲师范教育杂志》1995,18(2-3):143-153
This paper concerns educational curricula and the notions of European knowledge systems which they espouse or reflect. Its focus is derived from social and cultural theories of modernity and post‐modernity. The paper examines the emergence of European supernational‐ity as a political and subsequent educational and curricular construct. The wider ethnocentrism emerging from the European supernationality is examined. The aspects of wider international knowledge and culture which are excluded from this phenomenon are exemplified through a consideration of cultural relativism and its relevance to knowledge and curricular systems. A taxonomy is then offered of traditional, modern and post‐modern knowledge. The Eurocentric nature of traditional and modernistic knowledge and school knowledge is emphasised. An alternative post‐modern and internationalist perspective on knowledge systems and curriculum planning is offered. International aspects of European knowledge as reflected in curricular practice are considered with regard to their place in this taxonomy. The importance of a full recognition of the worth of all the knowledges and cultural systems represented in and influential on the European continent in the erosion of ethnocentrismo is stressed by way of conclusion. 相似文献
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Globalisation,Citizenship and the Education of Adults in Contemporary European Society 总被引：1，自引：0，他引：1
Peter Jarvis 《Compare》2002,32(1):5-19
It is argued in this paper that globalisation is undermining the state and, therefore, calling for a reconsideration of the concept of citizenship. But education has generally reproduced the dominant culture, which is increasingly becoming influenced by the global economic market. Education is reproducing this culture. Adult education, however, has traditionally stood outside of the institutionalised education sector and has served a more democratic and radical function, but as it is being institutionalised it will lose this function - although some areas of adult education will remain outside of this process and be able to be more important. 相似文献
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The attitudes of young people arise from an intense interaction with their social groups of reference, and in this work we examine the extent to which this background conditions the individual environmental attitudes of the young. Using data provided by the PISA 2006 survey for the European Union, we test for the influence of the family, the characteristics of the school, and the social interactions or school peer group on attitudes toward the environment. The existence of social interactions, as well as the important role of family characteristics and school activities, are confirmed. The results allow us to emphasize the importance of the social context of the adolescent, and the need to take this into account as a channel that amplifies the influence of specific environmental education strategies. 相似文献
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While the effect of education and experience on labour market outcomes has been widely studied, the literature that analyses the influence of human capital competencies (talents, skills, and capabilities) is still relatively scarce. Using cross-sectional data from the REFLEX Project, we investigate the effect of personal competencies (both cognitive and non-cognitive) on two labour market outcomes among European university graduates: occupational status and earnings. Our estimates suggest that individuals endowed with a higher level of competencies are more likely to occupy managerial and professional positions and, to a lesser extent, technician jobs. Additionally, they also receive higher wages, but the relation is only significant for men. When we distinguish competencies according to their cognitive or non-cognitive nature, we find that only the latter are significant in explaining occupational status. In contrast, cognitive competencies are more related with wages. As regards the role of specific competencies, our findings suggest that leadership is the most relevant competence for the occupational status of males, especially in managerial positions. In contrast, initiative and enterprise abilities seem to be the most relevant skills for women in such positions. Intelligence produces the highest rewards in terms of earnings among the male subsample, while none of the competencies exerts a significant impact on females’ wages. 相似文献
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"教育多元化"的时代发展趋势,对当今的中国音乐教育改革来说,赋予了我们有别于西方人的特殊含义、独特的时代要求和历史的使命。二十世纪后中国基础音乐教育到底是欧洲化的音乐教育,还是民族化的欧洲音乐教育?文章就我国音乐教育中的多元化、欧洲化、民族化进行了辨析。 相似文献
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R. Wehrlin 《Educational Media International》2013,50(4):9-10
In 1975 there were few people in Hungary who had heard about learning resource centres and even fewer people would have been able to define their meaning. At that time the idea of establishing such centres was considered to be a remote dream. Today, however, we already have actual resource centres and an increasing number of school libraries are being developed into media libraries. 相似文献