Educating Europe: An Analysis of EU Educational Policies

Nóvoa, António; deJong-Lambert, William

doi:10.1007/0-306-48077-8_3

Cited by 31 publications

(3 citation statements)

References 38 publications

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“…Thus, Moschonas (1998) underscored the limited extent to which the Community initially sought involvement in educational policy via provisions for vocational training, largely due to treaty constraints. However, as Nóvoa and Dejong-Lambert (2003) contend, a broad interpretation of vocational training allowed the EU to intervene in other areas, including higher education. Similarly, Corbett (2005) noted the key role vocational training played in the Community’s construction of educational policy and emphasized the linkages between vocational and higher education created in this process.…”

Section: Vocational Training Adult Education and Lifelong Learning Po...mentioning

confidence: 99%

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Salajan

Roumell

2021

European Educational Research Journal

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The purpose of this study is to trace and document the emerging contours of a Vocational Training, Adult Education and Lifelong Learning (VTAELL) space in the EU via an examination of the policy framework built over time in this area over more than six decades, from the inception of today’s European Union to the present day. Nineteen key primary sources were selected from the EU’s legislative record forming the growing overarching legal framework on VTAELL from 1951 to present. These were subjected to a discourse and content analysis, utilizing a process tracing approach to systematically record the gradual construction of VTAELL policy. The narrative shows that policy evolution in this field can be grouped into three distinct stages: policy groundwork; programmatic operationalization; consolidation, integration and expansion. Furthermore, the analysis reveals that the convergence and cross-referencing of EU’s VTAELL policy across education sectors validates the importance and consolidation of this policy space.

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Section: Vocational Training Adult Education and Lifelong Learning Po...mentioning

confidence: 99%

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Salajan

Roumell

2021

European Educational Research Journal

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“…In the EU policy vision, underpinned not only by ideological but also pragmatic elements, student mobility could be usefully analysed with the help of a twofold categorization: first, as an instrument for human resource training apposite to the requirements of an economic union and its common market, and second as an aid in shaping the development of the European citizen by not only enacting the basic EU rights of free circulation but also by forging European consciousness (Papatsiba, 2003(Papatsiba, , 2006a. Nóvoa & Dejong-Lambert (2003) take a similar view in their analysis of EU policies in education and argue that the Socrates and ERASMUS programmes seem to operate under a double rationale. The first underpins a 'pragmatic approach' (Nóvoa & Dejong-Lambert, 2003, p. 47), inscribing in the knowledge economy agenda and mirroring expectations for the EU to position itself as a powerful player in a context of an increasing global competition.…”

Section: Soft Skills: Individualism Do-it-yourself Biographies and Riskmentioning

confidence: 99%

European Higher Education Policy and the Formation of Entrepreneurial Students as Future European Citizens

Papatsiba

2009

European Educational Research Journal

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In this article, the author argues that European education policies and rhetoric are imbued with orthodoxy of agency and models of empowered, entrepreneurial actors, striving to surpass the limits of national boundaries. Free circulation of citizens has progressively underpinned a new construction of 'the European', who is entrepreneurial, flexible and mobile. Ideals and practices of mobility have been premised on two competing agendas: one that focuses on economic imperatives, and the other that relates to a tradition of forming the citizenry. European Union higher education policy via student mobility programmes has been an effective vehicle for conveying images and models of the European citizen, untied from national bounds and with a thirst for new ventures and learning opportunities apt to convert into skills and capital. Arguably these policies, as rationalities with governing ends, aim to form identities and subjectivities. Although it can be argued that new facets of agency are made available to those who are willing to embrace entrepreneurial models, the question is whether and how these 'talk back' to a society and a polity in search of common good.

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“…Thus, the educational matters which were related to economic mandate of the European Economic Community (EEC) at the beginning of integration process took a social and cultural form and general education was paid attention as well as vocational education (Arkan and Gürleyen, 2016). This also brought an increased emphasis on the role of education in the progress of EU and the field of education which never played a central role in EU policy (Fredriksson, 2003) has been attached more importance as the fourth pillar of the European construction (Nóvoa and deJong-Lambert, 2002). "In terms of its socio-cultural dimension, education was seen as a means of integrating and socializing younger generations of Europeans in a European environment through exchange and mobility programs, and a 'European content' in education" (Arkan & Gürleyen, 2016, p. 167).…”

Section: Introductionmentioning

confidence: 99%

Avrupa Birliği Eğitim ve Gençlik Programlarının Okullara Katkısı: Comenius Çok Taraflı Okul Ortaklıları Projeleri Örneği

Kesik¹,

Beycioğlu²

2020

ENAD

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Öz. Bu nitel araştırmanın temel amacı Avrupa Birliği Eğitim ve Gençlik Programları kapsamında yer alan Comenius Çok Taraflı Okul Ortaklıkları Projelerinin okullara katkısına ilişkin öğretmen görüşlerini ortaya koymaktır. Araştırmada fenomenoloji deseni kullanılmıştır. Bu kapsamda, Comenius Çoklu Okul Ortaklıkları Projelerine katılım gösteren okullarda görev yapan otuz öğretmen araştırmaya katılmıştır. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden aşırı/aykırı durum örneklemesi tekniği ile seçilmiştir. Araştırma verileri yarı yapılandırılmış görüşme formları aracılığıyla toplanmış ve içerik analizi ile çözümlenmiştir. Araştırma bulguları Comenius Çok Taraflı Okul Ortaklıkları Projelerine ilişkin katılımcıların olumlu algılara sahip olduklarını ve katılımcıların kişisel/mesleki, sosyal, kültürel gelişimlerine ve yabancı dil öğrenmelerine büyük ölçüde katkıda bulunduğunu ortaya koymuştur. Bununla beraber, projelerin kurumsal düzeyde okullara sınırlı düzeyde katkıda bulunduğu ve bu katkıların da çoğunlukla projelerde aktif rol alan öğretmenler ve katılımcı okullar lehine olduğu ortaya çıkmıştır. Bu doğrultuda, Comenius projelerinin, katkılarını arttırmak için katılımcılar tarafından problem olarak ileri sürülen görüşlerin dikkate alınması gerekmektedir.

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Educating Europe: An Analysis of EU Educational Policies

Cited by 31 publications

References 38 publications

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

European Higher Education Policy and the Formation of Entrepreneurial Students as Future European Citizens

Avrupa Birliği Eğitim ve Gençlik Programlarının Okullara Katkısı: Comenius Çok Taraflı Okul Ortaklıları Projeleri Örneği

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