IMPLEMENTING EUROPEAN UNION EDUCATION AND TRAINING POLICY

IMPLEMENTING EUROPEAN UNION EDUCATION AND TRAINING POLICY

Implementing European Union Education and Training Policy A Comparative Study of Issues in Four Member States Edited by David Phillips Department of Educational Studies, University of Oxford, U.K. and Hubert Ertl Lehrstuhl für Wirtschaftspädagogik, Universität Paderborn, Germany KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW

ebook ISBN: 0-306-48077-8 Print ISBN: 1-4020-1292-6 2003 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print 2003 Kluwer Academic Publishers Dordrecht All rights reserved No part of this ebook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: and Kluwer's ebookstore at: http://kluweronline.com http://ebooks.kluweronline.com

TABLE OF CONTENTS Preface Acknowledgements vii ix INTRODUCTION Hubert Ertl and David Phillips The PRESTiGE Network: Contexts for Research in EU Education and Training Policies 1 1. Hubert Ertl The European Union and Education and Training: An Overview of Policies and Initiatives 2. António Nóvoa and William dejong-lambert Educating Europe: An Analysis of EU Educational Policies 41 13 3. David Phillips Interpreting EU Education and Training Policy: Thoughts from the English Perspective 73 4. Bettina Dahl Tensions Between the European and the Nordic Dimension in Education, with Particular Reference to Sweden 87 5. Anastasia Economou A Comparative Study of the European Dimension in Education in England, Scotland, and Wales 117 6. Nicola Savvides The European Dimension and the National Curriculum for England 143 7. Hubert Ertl European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany 8. Bettina Dahl The Impact of EU Education and Training Policies in Sweden 161 189 9. Hubert Ertl EU Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom 213 v

10. Jake Murdoch Standardisation and Differentiation in the Levels of Diplomas in Higher Education Systems in Europe 265 11. Paula Branco da Cunha Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France 277 CONCLUSIONS David Phillips and Hubert Ertl Standardisation and Expansion in EU Education and Training Policy: Prospects and Problems 305 APPENDIX Wenke Siedersleben and Bettina Dahl Chronology of Education and Training Policy Within the European Union 319 Notes on Contributors 331 vi

PREFACE The papers which make up this volume have for the most part emerged from the work of a team of young researchers based for varying periods at the Department of Educational Studies of the University of Oxford as part of an international network funded by the European Union. The network, known as PRESTiGE (Problems of Educational Standardisation and Transition in a Global Environment), involves teams at six European universities, each of which can only employ young researchers from Member States other than that in which it is situated. The Oxford part of PRESTiGE has been concerned with the interpretation, transmission and implementation of European Union education and training policy in four Member States: France, Germany, Sweden and the United Kingdom. As the leader of the Oxford team I had the good fortune to work with young researchers from Denmark, Germany, Greece, Sweden and Portugal. Their work is included here. So too are contributions from Jake Murdoch (a member of the Dijon team, based at the Université de Bourgogne) and Professor António Nóvoa, the leader of the Lisbon team. Together the papers (which we have allowed to overlap to some extent, so that each one can be read independently) represent a genuinely international collaborative effort to understand the intentions and the effects of EU education and training policy, and we hope that they will contribute to further discussion of the important issues that those with an interest in European co-operation and development will wish to pursue. David Phillips Oxford, January 2003 vii

ACKNOWLEDGEMENTS During the course of the investigations which form the subject of this book a number of young researchers spent time at the University of Oxford as part of the TMR (Training and Mobility of Researchers) project known as PRESTiGE (Problems of Educational Standardisation and Transition in a Golobal Environment). Dr Hubert Ertl, now at the University of Paderborn, has provided continuity throughout the project and is a major contributor to the present work. Particular thanks are due to him for the thoroughness of his research and his ability to conceptualise issues and master details. Anastasia Economou s work on the European dimension for her Oxford doctorate provided much of the original stimulus for the Oxford part of PRESTiGE, and she has also been a mainstay throughout our research. We benefited too from the presence in Oxford for varying periods of Bettina Dahl, Paula Branco da Cunha and Wenke Siedersleben. Thanks go to Solange Taylor, who helped with interviews of officials in Paris and with the collection of data on education and training in France, and to Nicola Savvides, who assisted us with textual amendments. Our regular PRESTiGE Network meetings in Stockholm, Berlin, Madrid, Lisbon, Dijon and Oxford were always enlivened by the cheerful presence of Dr Mina O Dowd, who acted as the Network administrator and mastered the interpretation of EU regulations. Our co-ordinator, Professor Ingemar Fägerlind, ran our meetings with characteristic good humour and patience. To the other team leaders, Professor Jürgen Schriewer (Berlin), Professor António Nóvoa (Lisbon), Professor François Orivel (Dijon) and Professor Joaquín Abellán we also extend our gratitude for many stimulating discussions and much practical help since the early beginnings of the project. We have been fortunate as well in our regular contact with young researchers from all over Europe who have participated in the Network and contributed to our work as it has developed. Our appreciation goes too to our interviewees in Berlin, Bonn, Paris, Stockholm and elsewhere who have given generously of their time and contributed much useful information. During the final stages of the Oxford project we had the invaluable help of Andreas Arlt of the University of Paderborn, who produced properly formatted versions of all the texts. Finally we extend our grateful appreciation to the European Commission for granting us the funding which made the work of PRESTiGE possible. David Phillips ix