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This book analyses the transformation of European Education Policy from 1973 to 2020. In doing so, it offers a unique insight into the changes of European education from a predominantly national concern to a supranational policy framework, driven by an economic discourse concerning productivity and employability. The book shows that the idea of the “Europe of Knowledge” did not originate in the Lisbon Strategy of 2000, but rather was the result of a gradual development that started in the mid-1980s. This begun with the establishment of a specific problem definition of education as a solution…mehr
This book analyses the transformation of European Education Policy from 1973 to 2020. In doing so, it offers a unique insight into the changes of European education from a predominantly national concern to a supranational policy framework, driven by an economic discourse concerning productivity and employability. The book shows that the idea of the “Europe of Knowledge” did not originate in the Lisbon Strategy of 2000, but rather was the result of a gradual development that started in the mid-1980s. This begun with the establishment of a specific problem definition of education as a solution for Europe’s lack of competitiveness, a definition that was incrementally constructed by the European Commission and the European business community. Highlighting significant and unexplored questions such as the role of European transnational business in education and the role of the “problem entrepreneur” in defining policy issues, this book will provide a comprehensive perspective on European Education Policy that will be of interest to all students of European Politics, Education Policy, and Public Policy.
Marina Cino Pagliarello is Lecturer in Political Economy at the University of Essex, Associate Lecturer at UCL, and Research Associate for LSE Consulting. She has worked as an education policy researcher and specialist with national/international organisations and governments for over 15 years. Her research focuses on the role of political and economic actors in shaping public policies.
Inhaltsangabe
Chapter 1: Introduction: The Puzzle of the Transformations of European Education Policy.- Chapter 2: Theoretical Framework: A Three-Stage Model to Trace the Role of Ideas.- Chapter 3: The Emergence of the Problem Definition (1973–1985).- Chapter 4: The Development of the Problem Definition (I): Discourse of Crisis and the Construction of the ‘Europe of Knowledge’ (1985–1997).- Chapter 5: The Development of the Problem Definition (II): Working Plans, Institutional Innovations and Policy Initiatives (1985–1997).- Chapter 6: The Institutionalisation of the Problem Definition as Policy Solution: The ‘Europe of Knowledge’ (1997–2010).- Chapter 7: The Resilience of the Problem Definition Between Continuity and Change (2010–2020).- Chapter 8: Conclusion.
Chapter 1: Introduction: The Puzzle of the Transformations of European Education Policy.- Chapter 2: Theoretical Framework: A Three-Stage Model to Trace the Role of Ideas.- Chapter 3: The Emergence of the Problem Definition (1973-1985).- Chapter 4: The Development of the Problem Definition (I): Discourse of Crisis and the Construction of the 'Europe of Knowledge' (1985-1997).- Chapter 5: The Development of the Problem Definition (II): Working Plans, Institutional Innovations and Policy Initiatives (1985-1997).- Chapter 6: The Institutionalisation of the Problem Definition as Policy Solution: The 'Europe of Knowledge' (1997-2010).- Chapter 7: The Resilience of the Problem Definition Between Continuity and Change (2010-2020).- Chapter 8: Conclusion.
Chapter 1: Introduction: The Puzzle of the Transformations of European Education Policy.- Chapter 2: Theoretical Framework: A Three-Stage Model to Trace the Role of Ideas.- Chapter 3: The Emergence of the Problem Definition (1973–1985).- Chapter 4: The Development of the Problem Definition (I): Discourse of Crisis and the Construction of the ‘Europe of Knowledge’ (1985–1997).- Chapter 5: The Development of the Problem Definition (II): Working Plans, Institutional Innovations and Policy Initiatives (1985–1997).- Chapter 6: The Institutionalisation of the Problem Definition as Policy Solution: The ‘Europe of Knowledge’ (1997–2010).- Chapter 7: The Resilience of the Problem Definition Between Continuity and Change (2010–2020).- Chapter 8: Conclusion.
Chapter 1: Introduction: The Puzzle of the Transformations of European Education Policy.- Chapter 2: Theoretical Framework: A Three-Stage Model to Trace the Role of Ideas.- Chapter 3: The Emergence of the Problem Definition (1973-1985).- Chapter 4: The Development of the Problem Definition (I): Discourse of Crisis and the Construction of the 'Europe of Knowledge' (1985-1997).- Chapter 5: The Development of the Problem Definition (II): Working Plans, Institutional Innovations and Policy Initiatives (1985-1997).- Chapter 6: The Institutionalisation of the Problem Definition as Policy Solution: The 'Europe of Knowledge' (1997-2010).- Chapter 7: The Resilience of the Problem Definition Between Continuity and Change (2010-2020).- Chapter 8: Conclusion.
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