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1.
Citizenship education has been an important part of the European Union’s (EU) agenda to integrate a European dimension into schools’ curricula. The usage of European symbolism in citizenship education curriculum material has been an especially important (yet understudied) means not only to promote a distinct European identity and increase knowledge on EU-related topics, but also to regulate (young) EU citizens and population. The paper analyses the content related to the EU and European dimension in citizenship education textbooks and workbooks at the lower-secondary school level in Slovenia. It demonstrates that, through diverse symbolic displays, which are understood as a specific governmental technique, the idea of a European community as a site of opportunities is promoted while students are stimulated to understand themselves as subjects who must be active and responsible EU citizens. Moreover, European symbolism is employed to nurture and promote Slovenian identity as being purely European and, as such, distinct from earlier Balkan-situated, Yugoslav and socialist forms of identity and belonging.  相似文献   

2.
Abstract

Recently in the UK, there has been an attempt to ensure quality in the education system through policies that encourage standardisation in teaching practice. In this article it is argued that quality in education systems should be promoted through diversity in practice sustained by a tradition of good teaching. It is argued that teaching is characterised by a degree of scepticism about practice that cannot be avoided through the use of standard curriculum materials, national curricula, objectives or anything else. Some implications for educational evaluation are drawn from this argument.

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3.
The initiation of the Bologna Process was accompanied by a radical transition of governance in higher education throughout Europe from government to governance. This article argues that this shift in the design of governing was connected to the need to subtly bypass the European Union (EU) subsidiarity principle that kept education out of the EU’s legislative reach. The new mode of governing is orchestrated through the Open Method of Coordination (OMC), which constitutes the policy ontology of the Bologna Process. The OMC presents the ambition to harmonise education systems through standardisation as a main technology to govern performance. This article argues that the Bologna mode of governance is powered through the follow-up mechanisms that work as a material-affective infrastructure of the policy ontology. These monitoring techniques are affectively wired. They produce an affective politics of naming, shaming and faming that ignites a competitive, mimetic desire making the Bologna mode of governance feasible.  相似文献   

4.
The higher education sector has become increasingly internationalised over recent decades. This paper examines a range of challenges that can arise where teaching staff in one context support and implement learning and teaching initiatives in another international context – transnational teaching. We use examples and experiences from our own practice to highlight challenges that arise from implementing cross-cultural and transnational teaching and that warrant further exploration, including differing expectations; differing views of learners and learning; the illusory nature of transformed practice; and time constraints. We discuss these challenges in the light of Hofstede's model of cultural dimensions as well as critiquing this model. We then highlight some possible guiding principles for transnational higher education work that include modelling good practice; ensuring reciprocity and mutual benefit; ensuring individual integrity and institutional credibility; and developing and supporting transnational staff.  相似文献   

5.
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   

6.
This paper examines how professional associations engage themselves in efforts to develop, regulate and secure knowledge in their respective domains, with special emphasis on standardisation. The general emphasis on science in society brings renewed attention to the knowledge base of professionals, and positions professional bodies as key regulatory agencies. At the same time, knowledge takes distinctive forms in different areas of expertise, and the ‘knowledge work’ of professional associations is embedded in complex settings of actors and interests that need to be negotiated. Based on documents and interviews with core representatives, we examined approaches to standardisation in three associations that represent the main bodies of nurses, teachers and auditors in Norway. The analysis shows that all associations engage themselves in efforts to develop standards for knowledge and professional practice, but that they do so in different ways and with alternative sources of legitimisation. Standardisation is initiated for variegated purposes, and involves the ongoing negotiation of tensions between different concerns. We discuss the approaches taken in relation to conditions for professionalism, and argue that the knowledge work of professional associations is becoming increasingly important in a society where knowledge, as well as the market for professional services, is becoming internationalised.  相似文献   

7.
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice.  相似文献   

8.
较之于欧盟,欧盟伙伴国职业教育和培训领域的发展现状与之差距甚远。在欧洲睦邻政策框架下。欧盟职业教育和培训政策及信息对这些国家在谊领域的改革产生了较大影响,并取得了一定成就。欧洲培训基金的经验表明,这些国家的改革成功与否主要取决于这些国家各相关机构和团体的态度以及是否能够正确理解欧盟的信息。  相似文献   

9.
This paper argues that there is a need for academic developers to reassess their relationship to research, and suggests that research has to come centre stage in the practice of staff, educational and∧or academic development. The paper discusses the reasons for this and considers the implications for academic development practice. It begins with a discussion of some trends that signal the growing importance of inquiry for higher education. It highlights the important role that research and scholarship are coming to have in preparing students for a society characterized by uncertainty, complexity and plurality. It is argued that developers must become involved in this and that, if they are to be taken seriously in the future, they must become credible as researchers. Different models of the relationship between research and teaching highlight the role of developers in moving teaching and learning forward in a higher education context where teaching and research are more closely allied. Finally, the paper considers what developers need to do to prepare for the challenges lying ahead. In the argument, examples from the author's own practice are used to illustrate developers' changing agendas.  相似文献   

10.
This paper focuses on the need to further environmental education research within a context in which local government, local business and tertiary institutions are viewed as interlinked components of the development process. Research and interaction with local stakeholders offers an opportunity to chart a path that intersects and then fuses environmental education with that of environmental and development practice. The paper focuses on three research initiatives that highlight the intrinsic need to create a learning society and how to gain more robust recognition for the role of environmental education research as a developmental process. The three research initiatives deal with the integration of environmental management systems thinking in local government (case 1), how a local government envisaged environmental education campaign constitutes challenges for environmental education research (case 2), and how pollution highlights the need for partnerships in addressing the Polluter Pays Principle (case 3). Findings from the research underscore the lack of environmental concerns within the decision-making process in local government. Paucity of capacity to monitor and act on challenges within this sector also point to the need for coordinated action against industrial misdemeanours, where self-regulation is still far from a reality. Most importantly, we argue that environmental education research and practice should contribute to the strengthening of facilitation skills and systems thinking amongst researchers who work within networks of stakeholders who must ensure sustainable urban places in the future.  相似文献   

11.
This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social-economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes.  相似文献   

12.
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   

13.
This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education in the realms of democracy, as the latter continues to strive for its own survival. While highlighting salient aspects of Hansen et al.'s rereading of Dewey's great work, this review seeks to frame both Dewey's text and this Deweyan study within the breadth of those other challenges by which education—and in turn philosophy of education—has come to take on issues such as: the nexus between theory and practice, the prevalent domination of the social scientific paradigm in education and the continuous threat of the standardisation and institutionalisation of human learning. It will be argued that, to meet this challenge, philosophy of education must sustain a continuous engagement with Dewey's work. A rereading of Dewey also involves a revaluation of his pragmatic theory of education and its lineage, moving from Emerson's metaphilosophy to Cavell's ethics. As Hansen et al. invariably engage with the latter, this review will question, through Adorno and Horkheimer's critique of pragmatisation, whether Deweyan pragmatism can still challenge the current state of affairs by which education is not only systematised away from learning, but also subsumed into a more institutionalised state—a condition that immediately jars with Dewey's own philosophical instincts and pedagogical labours.  相似文献   

14.
The past decades saw a rise in internationalised education in Europe. Based on case studies at Dutch schools, I argue that the introduction of this type of education can be understood by the increased need for schools to adapt to the social reproduction strategies of privileged social classes. School managers regard internationalised streams as a way to counter a decline of pupils or as a strategy to improve an already secure position. In both cases, they resisted protesting staff in their efforts to establish an exclusive image of their internationalised stream. I argue that school managers’ inclination to emphasise the exclusive and ‘high‐quality’ profile of their internationalised streams and their propensity to celebrate the abilities of their pupils stem from their competitive engagement with local education markets.  相似文献   

15.
The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.  相似文献   

16.
上世纪70年代初,原法国总理埃德加·富尔（EdgarFaure）及其同事,最早提出了“终身学习”的概念,认为每一个人必须终身不断地学习。多年来,欧盟的终身学习计划一直努力践行着这一理念,从上世纪90年代初起,欧盟陆续地推出了一系列以各自独立的方式加以实施和运行的教育计划。2007年,欧盟实施终身学习计划,该教育计划框架有四项支柱计划,分剐是夸关组斯计划、伊拉斯莫斯计划、达·芬奇计划、格龙维计划,以及两项辅助计划：横向计划、让·莫内计划。欧盟的终身学习计划展现了终身学习思想在欧洲付诸实践的比较先进的模式,其模式的思路与做法有许多值得借鉴,一是目标设置,导向目标和政策目标结构层层递进,目标内容贴近现实;二是人群覆盖,欧盟的终身学习计划人群覆盖的纵向考虑,尊重了人的发展与学习之终身性特征,而横向覆盖面又顾及了人们社会角色扮演与任务担当及其发展需求的多样性和差异性特征;三是内容设计,欧盟终身学习计划各分项计划在其内容要目“求同”的设计,使终身学习计划的整个内容结构更为规范,各教育板块间可以进行交流与合作,而具体教育内容“求异”的设计,有助于各教育板块保留自身特点,可以反映和满足不同学习者的不同学习需求。  相似文献   

17.
Education for the future: an international perspective   总被引：1，自引：0，他引：1  
Building a strategic direction for education ultimately rests on the extent, to which we resolve the key issue addressed by UNESCO’s International Commission on Education for the 21st Century (the Delors Report): what kind of education is needed to create the kind of world, we want to emerge in the future? Certainly, globalisation brings with it many new challenges, opportunities and dangers and global forces are impacting on the directions being taken by education systems around the world. At the same time, we, individually and collectively, must strive to determine our own destiny. The direction in which education heads depends both on the global forces shaping our common future, and on the policy choices and programs, we put in place over the next decade. In this paper, it is argued that in the 21st century, we need a renewed sense of the purpose in education, one which restores harmony in human development by giving greater emphasis to the social, cultural and moral dimensions of education. In essence, we must learn to live together and develop the competencies needed tackle the social, environmental and economic challenges facing us in a rapidly changing, complex and unequal and conflicted world.  相似文献   

18.
This article reviews 1) the establishment and functioning of EU citizenship, 2) the resulting perception of education for European active citizenship and 3) the question of its adequacy for enhancing democratic values and practices within the Union. Key policy documents produced by the EU help to unfold the basic assumptions on which democratic principles and values are being promoted through education; while the literature produced primarily in political and social science challenges these assumptions.
By doing so, the author argues that citizenship of the Union is creating new mechanisms of exclusion rather than promoting social equality and a strong sense of belonging to a bonding multicultural community, which are at the very core of democratic participation processes. Thus, the rhetoric embedded in the integrative process of the Union — based on the recognition of equal opportunities, access and democratic participation of all EU citizens — is founded on a limited interpretation of democratic citizenship rather than its concretisation as a multiple citizenship.
As a result, the mechanisms in place at European level are creating specific patterns of social exclusion supported by educational reforms. Most citizens are therefore being excluded, due to the distinction between active and non-active citizens, which results from institutional demand on individual's conduct, whereas little, if any, attention is paid to actual institutional practices. On the contrary, this shift in paradigm — i.e. from the institutional demand on citizens to the recognition of citizens as performing subjects — challenges the 'activism' embedded in recent debate on citizenship. Therefore it needs to be properly addressed, from a multicultural perspective, if education and learning processes are to sustain full democratic participation of all citizens and the construction of a multicultural Europe.  相似文献   

19.
In William Scott's plenary address at the World Environmental Education Conference, he expressed concerns about the relevance of environmental education research in a world facing global environmental and demographic change. In responding to Scott's concerns, I argue that addressing challenges related to development and the environment requires examining EE goals at multiple levels as well as bridging diverse disciplines. I further suggest that integrating social‐ecological systems and other approaches in environmental education research may provide a means for consilience among potentially divisive environmental education practice and research traditions. In so doing, I hope to spark debate about possibilities for an environmental education research agenda and learning organisation that spurs action relevant to concerns about the environment, individuals, and their communities.  相似文献   

20.
高校思想政治教育的载体可谓林林总总,面对新形势、新问题,笔者认为独立学院的思想政治教育载一长连设必须紧密结合时代社会的新发展,深刻认识、准确把握学生思想政治教育面临的新情况、新问题,秉承、优化、协调好课堂教学载体、校园文化载体、社会实践载体等思想政治教育有效载体的优势,与时俱进,开拓创新,不断探索、丰富新的有效载体。  相似文献   

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