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1.
Abstract

Efforts aimed at the development of a European dimension to the general education curricula offered in the different European countries have been stepped up in recent years, both within the countries of the current European Union and within the wider range of European countries belonging to the Council of Europe and subscribing to its Cultural Convention. The immediate importance of these efforts is seen to lie in the desirability of offering an education to young people that helps them make the most of their opportunities not only within their own national borders but also in the wider European Community to which they now belong and in which they have new rights and responsibilities. More generally, these efforts are also seen to be important in consolidating a Europe in which past animosities can finally be abandoned and replaced by a firm pan‐European attachment to ideals of freedom and cooperation between European nations, dedicated to the defence of democracy, human rights, freedom and tolerance. But, how successful have these efforts been? What are the problems encountered? What are the prospects for the future? How far is it proving possible to develop the European dimension across the curriculum? How successful is the European dimension, or might it be, in achieving its intended objectives? These questions, all of which are more puzzling than they might at first appear to be, are touched on in this paper.  相似文献   

2.
Many current national and institutional education policies address the issue of raising participation amongst young people and enhancing employability after leaving school or university. What sort of information are these policies built on? This paper compares national information systems from the last three decades across Europe that gather information on school leavers' and graduates' pathways after compulsory education. Using documentary data collected systematically the paper describes the main focus, the research design and the sampling frame of the school leavers' and graduates' information systems (SLGIS) arriving at several different typologies. This paper gives an overall picture of what sort of research is conducted within the area of school leaving and graduation and points out the advantages and disadvantages of the different approaches. Beyond these, the paper gives an indication of how the school leavers’ and graduates’ data are used within the different European contexts and points towards the next steps of this meta-research: case-studies on how the school leavers' and graduates' data are applied at the national and the institutional level.  相似文献   

3.
How effective is EU cooperation in higher education? This article treats the issue as one of effectiveness in policy-making. What are the policy ideas which the EU wishes to feed into a policy domain where it has to operate largely through political cooperation and a modest degree of incentive funding? What outcomes are possible? The question is of interest since Europe has two processes which aim for a better regional integration of higher education in order to boost the quality of European higher education and to make a global impact. These are the world- famous Bologna Process and the EU process to drive Europe's universities to make better use of their interlinked roles of education, research and innovation, part of a larger strategy (EU 2020, Lisbon) for European Union growth to support employment, productivity and social cohesion. Building on the theoretical insights of an institutionalist literature concerned with the dynamics of European policy-making in the knowledge domain (Maassen & Olsen, 2007; Gornitzka, 2006, 2010) and complementary theories of historical institutionalism (Pierson, 2003, Thelen, 2003) and agenda setting (Kingdon, 1995), this article examines policy-making on higher education cooperation in the European arena since the Treaty of Maastricht in 1992. It seeks answers to two questions. Why did the Bologna Process dominate the agenda from 1999 to 2004? How did the European Commission acquire the power to shape the issue of European higher education cooperation? Rejecting simple spillover explanations, it theorises in terms of policy entrepreneurship why the EU has latterly been effective in shaping European cooperation in higher education.  相似文献   

4.
从欧洲的三个国家看--大学与政府关系的变化   总被引：5，自引：0，他引：5  
近十年来,西欧的政策呈现出放松管制、组织自治和标榜对个体公民更加关切的特点。这种政策态度在欧洲的高等教育界成了主流意识形态。本文想要展示的是,是否一些欧盟政府在管理高等教育方面采取了“后退”的作法,是否将制定高等教育政策作为自己的目标。欧洲政府的高等教育政策是否真的呈现分权化的特点?本文将对三个欧洲国家的高教政策进行讨论,它们分别具有不同的政策传统：法国(非常集权的政策传统)、英国(分权的政策传统)、比利时(集权的政策传统)。本文的研究结论是：到目前为止,法国的教育政策虽然还呈现集权的特点,但并不意味着高校完全没有选择它们发展方向的空间。而英国大学虽然仍独立于政府,但不止一次地被政府直接或非直接地推向某一特定方向。1989年以前,比利时(佛兰德区)保留着明显的集权的特点。而现在,高等教育政策已经不仅仅是政府的事情了,它比以往任何时候更成了私人机构的职责。  相似文献   

5.
Beginning in the year 2000, higher education policies all over Europe were transformed by the launching and evolution of the Bologna Process, otherwise known as the process of creating a European Higher Education Area (EHEA). Initially, this process was flexible and informal, which makes the rapidity and scope of the changes it brought about surprising: why did European governments commit themselves to achieving the Bologna Objectives, and why so quickly, when there was no legal obligation to do so? I will argue the following: to understand the development of such a sense of obligation, we must take into account the special interests at stake when Bologna objectives are implemented at a national level. We must also consider the legitimacy lent to the process by the Bologna ideals of a knowledge-based economy and society. These elements are present in other studies on this topic. However, and this is rarely considered, we also have to take into account the specific dynamics of the process of creating an institutional coordination and monitoring mechanism. This mechanism has a formal institutional structure and tools for evaluation and monitoring. Our analysis of the way in which it was developed and formalised enriches previous research on the topic and also sheds light on how a flexible European process of voluntary participation became a monitored system of coordinated national higher education policies.  相似文献   

6.
The prospect of European integration calls urgently for educational provision which will enable Europe's school‐leavers to understand and appraise the process. Essentially, this provision is historical. What is distinctive about Europe? What made us what we are? It is suggested that modem Europe is, at bottom, the result of two related things‐‐conflict and ideas‐‐and that the conflicts have arisen because of the ideas, and have constituted their final working‐out. Three ideas, with their related conflicts, seem fundamental, and these three pairings indicate the appropriate content for a history course for Europe's senior pupils. The three ‘ideas ‘ are the Reformation, the Enlightenment and Nationalism, and the related conflicts are the 30 Years’ War, the French Revolutionary and Napoleonic Wars and the World Wars of this century. The coverage of the first pairing is sketched as an example of how the whole course may be mounted and to introduce a master theme of European history for the last 300 years. The paper ends with a brief discussion of why other seemingly crucial factors are not selected and discussed.  相似文献   

7.
This article explores the background to the Chinese government's decision to embark on a programme of promoting the study of Chinese language and culture overseas. This includes the impact of Joseph Nye's concept of ‘soft power’ in China, ownership of the national language, the Confucius connection, and how these factors interact with political legitimacy. It also considers the development of the Confucius Institute programme in Europe. Europe has the greatest number of Confucius Institutes of any region: what should be read into this? What impact are these institutes having on the development of Chinese language education in Europe at different levels of the educational system? The paper provides some data on recent developments, outlines some of the obstacles to further progress and assesses the chances of Chinese becoming a global language.  相似文献   

8.
This article discusses the European Union's ongoing campaign to create a common European Higher Education Area against a set of comparative results on the current state of university education within the envisioned area. Our data on 25,000 university graduates from ten European countries reveal both similarities and differences between these countries in the relationships between education and the world of work, degree structures, actual study duration, quality of education, and student mobility. Our results show that university education is interwoven with various social, cultural and economic factors. There are various national peculiarities that have evolved over decades in response to the problems thrown up by the expansion of higher education. Therefore, in order to be successful, pan-European higher education policy has to take into account the constant functional and institutional diversification of 'mass higher education' as well as the persistent cultural differences and regional inequality within Europe.  相似文献   

9.
ABSTRACT

The aim of the article is to investigate the profile of comparative education in Italy, highlighting those elements that have characterised its development in relation to the cultural and political features of the country. This approach inevitably involves the comparison of Italy's specific particularities to those of other countries in the north and the south of Europe, in order to understand whether there are certain features that may place Italian comparative education within the wider framework of the Mediterranean area. What is involved in making a comparative analysis of the profile of a discipline and, more particularly, of comparative education in Italy, concentrating principally on the geopolitical context of its development? What is it that typifies the feature or features that make Italian comparative education quintessentially Italian? What are the main sources of comparative education in Italy, and what are the disciplines with which it continues to interact today? The article argues that in the wider framework of Western comparative education, Italy's voice, rooted in a plural tradition and open to new developments, is an original and important contribution for thinking critically this field of study.  相似文献   

10.
France has more than 30 years of experience with continuing education and training. Thanks to the 1971 law and subsequent reforms, enterprises are obliged to pay for education and training activities. What are the results after three decades? Did the law fulfil its initial objectives? As recently as this year, a new agreement has been signed between social partners. How significant is this agreement and what changes could be expected? Are there lessons for lifelong learning policies that might be applied in European member states and elsewhere?  相似文献   

11.
Schools' own capacity and responsibility for reflection and evaluation is now at the forefront of UK policy. This article posits an identifiable 'English model' of school self-evaluation, which can be contrasted with the model derived from a recent CIDREE project on school self-evaluation involving 7 other European countries. The 'English model' has various strengths, which can be characterised as instrumentalist, action-oriented, rationalistic and managerial; what seems to be missing from it are what the article calls 'the ethical, affective, non-rational and democratic modes of thinking'. The article argues that, since these are crucial dimensions in the process of education, they should also figure as key aspects or modes of evaluation. What might be the implications of this for current policy and practice?  相似文献   

12.
1992 will witness a big market for European engineers: but what kind of engineers? From what kind of schools? With what kind of diploma? What kind of freedom will there be for working as an engineer? Some answers are given from the French point of view. So many differences exist between European countries, that a good definition of ‘engineer’ is necessary. The French Commission for the National title of engineer (CTI) is very clear about the rules for becoming an ‘engineer’, and the need to avoid confusion in the European market and help firms. Good relationships are needed between ‘les écoles d'ingenieurs’, universities and professionals, to realize homogeneous courses and training throughout Europe.  相似文献   

13.
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.  相似文献   

14.
This paper interrogates the drivers and meanings behind the dramatic rise of technical and vocational education and training in the policy and political agenda of India. What are the assumptions about the existing traditions and character of India's culture or cultures of skills development? Is the massive planned expansion of skilled people in India simply more of the same, or is there a new paradigm involved? How central will be the role of the private sector and of public private partnerships in the new skills training environment? And how inevitable was it that India should embrace a national vocational qualification framework?  相似文献   

15.
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16.
The need for quality assessment in higher education, particularly in the European Union countries is explained. Four main systems of evaluation having many elements in common but also many differences have emerged in four of the European Union countries. The purpose of the pilot projects described is to reinforce cooperation among existing national evaluation agencies and to disperse and disseminate these methods to the other European Union countries so as to enhance awareness of the need for quality assessment and evaluation in higher education, impart a European dimension to quality assessment and evaluation, enrich national quality assessment procedures, and contribute to the improvement of the basis and the procedures for academic mobility and recognition. The procedures for setting up and conducting pilot evaluation projects in selected higher education institutions in the European Union countries over a period running from November 1994 to December 1995 are detailed.

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17.
What are the main purposes of drawing in the secondary art and design curriculum? What are Scottish art teachers' views on the role and function of drawing? How is drawing taught in Scottish schools? These three broad questions formed the basis of the research reported in this article. The small‐scale study, carried out between June 2002 and June 2004 will, the authors hope, be of interest to art educators seeking to explore the teaching of drawing as a key component of art and design education. In this article, we report on the background to the study, the place of drawing in Scottish art education, the methodology used, discuss some of the respondents' comments and conclude with some reflections and thoughts for future study.  相似文献   

18.
The article analyzes the construction of national reactions to a transnational higher education policy from the point of view of the representation of social actors in policy documents. The data are provided by the so-called Bologna Process, particularly the development of comparable quality assurance systems, and Finnish responses to those demands. Who is represented as active and who as passive, as European policies are discursively translated into national policies? How are those ‘quality actors’ represented in the policy documents directed at a transnational audience (i.e. the Bologna Process communiqués, as well as national reports on its advancement) as opposed to documents directed at a national, in this case Finnish, audience (i.e. national policy formation documents)? What kinds of policy fields emerge as a result of different representations of actors? This article takes the Bologna Process as an example of the ‘glocalisation’ of higher education policy.  相似文献   

19.
Abstract

In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top‐down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna's contribution to a social Europe.  相似文献   

20.
What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment?  相似文献   

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