How to Govern for Solidarity? An Introduction to Policy Learning in the Context of Open Methods of Coordinating Education Policies in the European Union

2010 ◽  
pp. 235-261 ◽  
Author(s):  
Bettina Lange ◽  
Nafsika Alexiadou
Keyword(s):  
European Union ◽  
Policy Learning ◽  
The European Union ◽  
Education Policies

Rural Romanian Education

2015 ◽  
pp. 318-336
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
European Union ◽  
Rural Education ◽  
Rural Areas ◽  
Major Part ◽  
Teaching Staff ◽  
The European Union ◽  
Education Policies ◽  
Recent Developments ◽  
Educational Component ◽  
Rural Process

This chapter presents an overview of the Romanian rural education system with an emphasis on the projects implemented in the rural areas, foreign language teaching being a major part of these projects in this sector which, among other shortcomings, is affected by a serious shortage of qualified teaching staff. It examines the recent developments in the educational rural process highlighting the education policies adopted by the Romanian government as part of the intergration program in the European Union. As well as describing the present state of this educational component, it proposes a number of solutions to the identified issues that could be put into practice for the benefit of the system.

POLICY LEARNING IN THE EUROPEAN UNION:

2006 ◽  
Vol 27 (4) ◽  
pp. 311-323 ◽  
Author(s):  
Peter Nedergaard
Keyword(s):  
European Union ◽  
Policy Learning ◽  
The European Union

Audiovisual policy transfer between Mercosur and the European Union has gone offtrack

2021 ◽  
pp. 174804852110521
Author(s):  
Marina Rossato Fernandes ◽  
Jan Loisen ◽  
Karen Donders
Keyword(s):  
European Union ◽  
Critical Evaluation ◽  
Document Analysis ◽  
Policy Transfer ◽  
Internal Market ◽  
Policy Learning ◽  
Expert Interviews ◽  
The European Union ◽  
Transfer Theory ◽  
Trade Blocks

This article analyses the Audiovisual Mercosur Program as a case of policy transfer between Mercosur and the European Union. A qualitative document analysis, expert interviews and the use of policy transfer theory and its constraints made possible the critical evaluation of the program and its impacts. By focusing on the constraints that led to an incomplete and uninformed transfer, we were able to identify an alignment between the underlying ideas of audiovisual policies in Mercosur and the European Union, but also inadequate governance within Mercosur, unbalanced interests between the two trade blocks, and a lack of policy learning. As a result, the transfer of European Union policies reproduced well-documented failures of the European Union's internal market policies relating to the audiovisual sector.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

2017 ◽  
Vol 1 (2) ◽  
pp. 274
Author(s):  
Pantelis Sklias ◽  
Spyros Roukanas ◽  
Giota Chatzimichailidou
Keyword(s):  
European Union ◽  
Adult Education ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Education And Training ◽  
The European Union ◽  
Education Policies ◽  
Eu Policies ◽  
And Training

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

scholarly journals Disaggregating the impact of the European Union Cohesion Policy: Differentiated responses in the internalisation of the policy’s ‘added value’ in Greece and Ireland

2013 ◽  
pp. 99
Author(s):  
Anastassios Chardas ◽  
Maura Adshead
Keyword(s):  
European Union ◽  
Institutional Arrangements ◽  
Added Value ◽  
Policy Learning ◽  
The European Union ◽  
Cohesion Policy ◽  
Political Policy ◽  
Institutional Structures ◽  
The Impact ◽  
Domestic Level

This paper explores the divergent ‘added value’ that the implementation of the European Union’s (EU) Cohesion Policy (CP) had in two of the original cohesion countries, Greece and Ireland. The implementation of the CP entails the transposition of the added value that arrives at the domestic level of the recipient countries and intends to promote changes in the administrative and institutional structures. The paper identifi es fi ve areas in which the added value has infl uenced Greece and Ireland, cohesion, political, policy, operational and policy learning. We argue that Greece has faced signifi cant diffi culties in internalising certain components of the CP added value because of a series of domestic administrative and institutional arrangements that mediated this relationship. In the case of Ireland there have been better patterns of adjustment to the components of the CP added value because the previously established institutional and administrative arrangements were reformed by the domestic Irish governments.

scholarly journals Policy Learning in Embedded Negotiations: Explaining EU Electricity Liberalization

2002 ◽  
Vol 56 (1) ◽  
pp. 85-120 ◽  
Author(s):  
Rainer Eising
Keyword(s):  
European Union ◽  
Member State ◽  
Behavioral Changes ◽  
Policy Learning ◽  
Common Denominator ◽  
The European Union ◽  
Strategic Action ◽  
The United Kingdom ◽  
Large Member

Taking the example of the liberalization of the electricity supply industy, I analyze member-state negotiations in the European Union (EU). Confronting central tenets of the intergovernmental approach, I suggest that member-state executives act within the limits of bounded rationality and do not always hold clear and fixed preferences. I focus on the large member states Germany, France, and the United Kingdom and identify four institutional mechanisms that support outcomes above the least common denominator: (1) the role of norms that constrain strategic action and frame the negotiations, (2) the empowerment of supranational actors, (3) the decision routines of the Council of the European Union that provide standardized mechanisms for resolving conflicts and induce policy learning and preference changes, and (4) the vertical differentiation within the Council system that can unblock issue-specific controversies. Even if as a result of these techniques EU legal acts contain several flexibilization elements, they can trigger behavioral changes that clearly surpass their regulatory content.

Technology-Integrated Teaching and Assessment

2018 ◽  
pp. 187-205
Author(s):  
Lorena Clara Mihăeş
Keyword(s):  
European Union ◽  
Language Education ◽  
Academic English ◽  
The European Union ◽  
Education Policies ◽  
Specific Knowledge ◽  
English Class ◽  
Current State ◽  
The University

The information revolution has enhanced the role of English as the lingua franca of global communication and has dramatically increased the demand for academic English courses which focus on discipline-specific knowledge. The present chapter examines the current state of teaching and assessing English for Specific Purposes at the University of Bucharest, Romania. Against the wider background provided by language education policies and digital initiatives within the European Union, the chapter presents how technology-integrated teaching methods have begun to shape both the content and the delivery format of the specialised English class and to renew the task-based framework on which the course is developed. The assessment, however, is more indebted to the traditional type of evaluation. The undergraduate English for History course will be given as an example in point.

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