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《Higher Education Policy》2001,14(3):225-240
This article examines the impact of European integration on higher education policies of the Netherlands, Belgium/Flanders and Germany. The analysis of higher education policies in the three countries is part of a broader project, which focuses on a majority of E.U. member states. The selection of the three countries for this paper is not based on any methodological considerations. The question addressed is if higher education policies of member states are converging, diverging or not changing at all, and whether such developments are a consequence of the policies of the European Union (E.U.) or of other factors (e.g., the globalization of the market or of institutions imitating each other). A preliminary assessment leads to the conclusion that a number of important indications of convergence are present in national policy arrangements in the field of higher education (in particular student mobility and quality assurance, but less in the structure of higher education systems My attention will be focused on the structure of higher education systems, on quality assurance and on student and teacher mobility. These domains appear to cover most relevant issues pertaining to higher education policies in the European Union member states (funding of higher education is sometimes considered as a separate domain, but it can also be regarded as an element of the structure of higher education systems, while it is also related to the issue of quality assurance).). The European Union, however, does not have much legal authority in the policy sector in question. Thus, an explanation for converging national policies may lie elsewhere, in part in the concept of “institutional isomorphism”. 相似文献
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Bronwen J. Cohen Marta Korintus 《Early Years: An International Journal of Research and Development》2017,37(2):235-249
Recent anniversaries remind us of the lengthy history of the European Union’s involvement in ECEC, from the early work of the European Commission’s Childcare Network, from 1986–1996, to the European Commission’s publication in 2015 of an indicative Roadmap outlining potential new initiatives. European-funded research and policy reviews are numerous, frequently highlighting the significance of integrated ECEC systems in developing services and other areas of provision. This article looks back on three decades of EU policy initiatives and suggests that whilst key EC reviews have advocated integrated systems for member states, the Commission’s own fragmented approach has impeded the development of an effective framework at an EU level. It is argued that a tougher approach to improving ECEC, as suggested by recent developments, requires an integrated policy framework, unified targets and a strong single lead able to initiate and not just support actions at an EU level. 相似文献
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Peter Moss 《European Journal of Education》2012,47(4):482-493
Parental leave and early childhood education and care (ECEC) are two policies widely proposed and implemented to support working parents with young children. This article examines entitlement to leave and ECEC in 25 European countries, including 22 EU Member and Accession States, and the relationship between them, in particular to what degree entitlements are aligned to provide parents with integrated support. In most countries, there is a substantial gap between the end of well-paid leave and the start of an entitlement to ECEC. Only five countries, four Nordic States plus Slovenia, are aligned and the article considers some of the reasons for this. It highlights the common approach to ECEC adopted by all five countries, resulting in a fully integrated system, rather than the much more common split system that divides responsibility for children under and over 3 years between welfare and education. The article ends with some speculations about future developments. 相似文献
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The need for coherent programmes of environmental education in all aspects and in all phases of education systems has been strongly and persuasively argued within the European Union (EU) and beyond. However, nowhere yet across the EU has environmental education been introduced in a consistent or coherent fashion into pre‐ or in‐service teacher education programmes. Although a range of factors are at work here, the lack of a commonly understood and agreed pedagogical‐didactical basis to this aspect of the curriculum and the lack of teaching/resource materials may be seen as a major contributory factor to this lack of consistency and coherence. As a consequence, opportunities for broad pan‐European developments in this essential area are constrained. This paper discusses development work carried out under the auspices of the Association of Teacher Education in Europe (ATEE) with the assistance of funding from the European Commission's Directorate General XI and from individual institutions. The five papers which follow are written by members of the project and provide examples in greater detail of work carried out in five member states. Fuller detail of the work of the Environmental Education into Initial Teacher Education in Europe project in all eleven countries has been reported to the Directorate General XI and a number of aspects have already been published (see Brinkman & Scott, 1994). 相似文献
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Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):553-573
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition. Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different paths at different speeds. 相似文献
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Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,3(2):553-573
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries
of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not
only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition.
Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating
themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried
out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent
adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved
to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the
EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the
educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different
paths at different speeds. 相似文献
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欧盟东扩对欧洲一体化进程的影响 总被引：1，自引：0，他引：1
陈小兰 《乌鲁木齐成人教育学院学报》2005,13(3):26-29
欧盟东扩是欧洲一体化至20世纪50年代启动以来历史上最大规模的一次扩大,给欧盟自身以及国际社会都带来了巨大的影响。本文旨在分析欧盟东扩给欧盟一体化进程带来的主要正负面影响:东扩有利于欧盟实现与其经济实力相当的政治愿望,并进一步促进新老成员的经济增长,也利于一体化的深化。同时,欧盟东扩也使拥有25国的欧盟的整合更困难,并淡化了老欧盟成员国人民的集体身份认同。 相似文献
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欧律狄刻欧洲组织(theEurydiceEuropeanUnit)是欧盟最大的教师教育研究协调组织,从2001年到2002年,该组织对所有欧盟国家的中小学教师教育展开了一次大规模的研究活动。文章通过与该组织的专家座谈、实地考察、阅读文献等方式,对其开展教师教育改革研究所使用的方法、倡导的教师教育理念、教师教育的模式、新教师补充、新教师的过渡培训及教师专业发展的一体化进程等作了较为详细的探讨,并提出了我国中小学教师教育改革的新思路。 相似文献
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The paper discusses the approaches of virtual university strategies and developments in Europe. The discussion is partly based on the work done in the Activity 5 in the EU Thematic Network E4 and partly to the experiences gained through the activities of EUNITE virtual university network of six European universities. Based on our experience we see, that e-learning and virtual university approach can be used for renewal of teaching and learning, both on and off campus. Just three years ago, universities seemed mainly to aim only to develop on campus teaching and learning through ICT. Lately, the use of e-learning as a tool for international cooperation and for virtual mobility (Virtual Erasmus) has started to develop through the activities of the European Union e-learning programmes and through the activities of some European university networks, like EUNITE. To promote virtual universities and e-learning, commitment and actions at all levels from EU to individual institutions are needed. 相似文献
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Yakup Öz 《Higher Education Quarterly》2023,77(4):969-984
In the European Union (EU) context, learning abroad mobility (LAM) also includes non-formal learning activities. Young people can participate in LAM whether they are in tertiary education or not. Nevertheless, studies focusing on the participation of out-of-higher-education (Out-HE) youth in LAM are often scarce. The current study aims to explore the role of several sociodemographic factors in participation in LAM among Out-HE youth, based on the analysis of a large-scale survey conducted across EU member countries. Findings show that Out-HE youth is less likely to participate in LAM than the youth in higher education as expected. However, some socioeconomic factors, such as gender and age, play different roles among Out-HE youth and the youth in higher education in old (EU15) and new member countries (NMS) of the EU. 相似文献
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论欧洲法院与成员国法院的关系及其发展 总被引：3，自引：0，他引：3
曾令良 《广西师范大学学报(哲学社会科学版)》2003,39(3):7-12
初步裁决权是欧洲法院诸项管辖权中最具有特色和最重要的一种。欧洲法院通过行使初步裁决权，先后确立了欧盟法的直接效力和欧盟法优先于成员国等基本原则；澄清了成员国法院在初步裁决程序中的权利和义务；明确了欧洲法院自身在其中的地位与作用。在欧盟即将不断扩大的趋势下，如何继续通过初步裁决程序维护欧洲法院与各成员国的合作关系，将是欧盟司法改革面临的一个新课题。 相似文献
13.
The UK higher education sector has entered a period of turbulence, as the consequences of the UK leaving the European Union (EU) hit home. Higher education institutions are bracing themselves for what will no doubt be a period of substantial change, uncertainty and challenge. The complexity of the intricate relationships linking EU member states, as well as the EU institutions and their member states, appears to have been misunderstood and understated in the UK, by both the political class and the general public, at the time of the June 2016 referendum. If information is indeed power, its current unavailability is a concern, given that the UK government’s plans to remain firmly embedded within the European Research Area and the Erasmus+ programme remain non-committal. In what can be described as a game of high politics between the EU and the UK government, the fate of research and higher education collaboration will be sealed by high-level inter-governmental agreements decided behind closed doors.
相似文献14.
Bettina Lange 《教育政策杂志》2013,28(4):443-463
Open methods for coordinating (OMC) education policies in the EU rely on a number of techniques, one of which is policy learning. This article examines how policy learning and governance transform each other. More specifically, policy‐learning in the education OMC becomes differentiated into four distinct learning styles: mutual, competitive, surface and imperialistic learning. While they overlap with some forms of policy learning discussed in the literature, they are also different by focusing upon interactions and political dynamics between the European Commission and the member states. In seeking to understand how governing through learning occurs, we argue that any ‘impact’ of EU‐level policy‐learning is co‐constructed by both the European Commission and the member states. The analysis of this article is grounded in a discourse analytical and institutionalist perspective. It draws on qualitative data derived from semi‐structured interviews with officials from the Directorate General for Education and Culture in the European Commission and on EU documents generated during policy‐learning activities. 相似文献
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欧盟东扩与结构基金的再分配 总被引：2，自引：0，他引：2
范军 《华东师范大学学报(哲学社会科学版)》2001,33(3):31-37,42
欧盟东扩是欧洲一体化的重要组成部分。东扩是一个耗资巨大的工程。欧盟东扩后，地区差距和聚合问题将更加突出。在现有欧盟地区政策不变的情况下，加入欧盟的所有中东欧国家都将处于结构基金中的目标1地位，逻辑上也将接受聚合基金的援助。结构基金的再分配将使欧盟成员国之间的利益协调和平衡变得更加困难。 相似文献
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Palle Rasmussen 《International Journal of Lifelong Education》2014,33(3):326-342
This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund. 相似文献
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欧盟职业教育与培训质量保障的多元主体及其相互关系研究 总被引：1，自引：0，他引：1
欧盟职业教育与培训质量保障过程中,形成了欧盟、成员国、职业教育与培训系统、职业教育与培训机构、企业等多元主体共同参与的质量保障机制。在该过程中,各主体存在着一种互动关系,在欧盟职业教育与培训质量保障政策产生的各个阶段,存在着多元主体的博弈;在政策的实施阶段,多元主体注重相互合作;欧盟职业教育与培训质量保障政策的目标着眼于职业教育与培训的中长期发展。 相似文献
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杨文伟 《蒙自师范高等专科学校学报》2014,(4):13-15
拥有28个成员国的欧盟有24种官方语言,涉及到的翻译任务非常艰巨,每年耗费巨大的人力、财力。本文首先分析欧盟翻译的现状及特点,其次深入阐述欧盟翻译的本质和意义,最后得出结论,即语言不仅是交际工具,而且是民族文化的载体。语言是民族身份的象征,体现出民族的感情和尊严,欧盟的翻译活动是欧盟各国文化多样性的具体体现。 相似文献
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Cui Bian 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):475-494
Language issues and social inclusion consistently remain two major concerns for member countries of the European Union (EU). Despite an increasing awareness of the importance of language learning in migrants’ social inclusion, and the promotion of language policies at European and national levels, there is still a lack of common actions at the European level. Challenged by questions as to whether language learning should be prioritised as a human right or as human capital building, how host/mainstream language learning can be reinforced while respecting language diversity, and other problems, member countries still need to find solutions. Confronting these dilemmas, this study analyses the relationship and interactions between language learning and immigrants’ social inclusion in different contexts. It explores the potential of enhancing the effectiveness of language policies via a dialogue between policies and practices in different national contexts and research studies in the field of language and social inclusion. The research data are derived from two databases created by a European policy for active social inclusion project called INCLUDE. This project ran from 2013 to 2016 under the EU’s lifelong learning programme, with funding support from the European Commission. Through an analysis of these two project databases, the paper reviews recent national language policies and their effect on the social inclusion of migrants. In the second part of her article, the author interprets the process of language learning and social inclusion using poststructuralist theories of language and identity. 相似文献
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The Spread of the Learning Outcomes Approaches across Countries,Sub‐systems and Levels: A special focus on teacher education 
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下载免费PDF全文 Gábor Halász 《European Journal of Education》2017,52(1):80-91
This article is based on the outcomes of the study entitled “The application of learning outcomes approaches across Europe”, which was funded by Cedefop and completed in 2015 (Wi?niewski et al, 2015 ). The study, aiming at exploring the implementation of the learning outcomes approach in European countries, addressed two major questions: (1) to what extent and how the shift to learning outcomes has been influencing education and training policies and strategies at macro (national) level and teaching practices at micro (institutional) level in EU and EFTA member countries, and (2) to what extent and how political priority given to learning outcomes has influenced institutional practices in the training of education and training professionals. The study, covering 33 EU and EFTA member countries and all sub‐systems of education, used empirical evidence from country case studies and also from a limited number of institutional case studies focusing on initial teacher education. The study demonstrated a significant progress in the use of the learning outcomes approach in most countries and in all sub‐systems, but also major implementation challenges. This article presents the outcomes of the study using an analytical framework combining three analytical perspectives: (1) curriculum development and delivery (2) European integration, and (3) governance and policy implementation. 相似文献