EUにおける教育改革 : マーストリヒト条約発効後の教育事業の再編(I 課題論文「転換期ヨーロッパの教育改革」)
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概要
- 論文の詳細を見る
On November 1, 1993, the new Treaty on the European Union, known as "the Maastricht Treaty" came into force, and the European Union (EU) was established. In Article 126 of the treaty, education was fully recognized as a responsibility of the European Community (EC) for the first time since the establishment of the EEC in 1958. Under the new treaty, the Community is now taking the role of supporting and complementing the member states' actions in the field of education in order to develop the European dimension in education, respecting their cultural and linguistic diversity. Since 1995, with the revision of the programmes in education and vocational training, cooperation in the field of education among the member countries has become more and more active. Exchanges of student and teachers are to be expanded, and the importance of the educational information network is increasing. From the point of view of comparative research on educational policies, it is most interesting to observe and analyze the commitment of the EU to improve the quality of education in a situation where three dimensions-the transnational Europe, the nation-states, and the regions-are coexisting, and the transition towards a borderless community and decentralization in each nation are simultaneously occurring. Such an approach is especially meaningful in considering how the system of education and the curriculum should be restructured in order to cope with the internationalization of the society and the economy and to construct a peaceful world after the end of the cold war between the United States and the former USSR. The aim of this article is to give a precise understanding of the competency of the EU in the field of education and the meaning of various projects and actions concerning education and vocational training implemented by the EU, and thus to construct a basis for analyzing the influence of the transnational measures of the EU toward educational reform at the national level in the member countries. First, the change of competency of the Community in the field of education is described by analyzing the text of the treaties concerned. Secondly, an outline of new educational and vocational programmes of the EU implemented in 1995 is introduced to indicate the concrete change. Thirdly, the process of introducing the idea of lifelong learning as a key to improving the quality of education and vocational training in Europe is made clear, and the prospect of the development of lifelong learning in the context of Europe is made clear.
- 日本教育政策学会の論文
- 1996-06-25