Implementing European Union Education and Training Policy

1. Front Matter

   Pages i-ix

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2. Introduction

   • Hubert Ertl, David Phillips

   Pages 1-11

3. The European Union and Education and Training: An Overview of Policies and Initiatives

   • Hubert Ertl

   Pages 13-39

4. Educating Europe: An Analysis of EU Educational Policies

   • AntÓnio NÓvoa, William Dejong-Lambert

   Pages 41-72

5. Interpreting EU Education and Training Policy: Thoughts from the English Perspective

   • David Phillips

   Pages 73-86

6. Tensions Between the European and the Nordic Dimension in Education, with Particular Reference to Sweden

   • Bettina Dahl

   Pages 87-115

7. A Comparative Study of the European Dimension in Education in England, Scotland and Wales

   • Anastasia Economou

   Pages 117-141

8. The European Dimension in the National Curriculum for England

   • Nicola Savvides

   Pages 143-160

9. European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany

   • Hubert Ertl

   Pages 161-188

10. The Impact of EU Education and Training Policies in Sweden

    • Bettina Dahl

    Pages 189-212

11. Eu Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom

    • Hubert Ertl

    Pages 213-264

12. Standardisation and Differentiation in the Levels of Diplomas in Higher Education Systems in Europe

    • Jake Murdoch

    Pages 265-276

13. Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France

    • Paula Branco Da Cunha

    Pages 277-304

14. Back Matter

    Pages 305-332

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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.

• Europe
• Integration
• Interpretation
• Policy
• Standards
• curriculum
• education
• higher education

• Department of Educational Studies, University of Oxford, UK

  David Phillips

• Lehrstuhl für Wirtschaftspädagogik, Universität Paderborn, Germany

  Hubert Ertl

Policies and ethics