scholarly journals Intercultural education according to the education policy of the European Union and the Council of Europe

2011 ◽  
Vol 17 (1) ◽  
pp. 54-68
Author(s):  
Wiktor Rabczuk ◽  
Keyword(s):  
European Union ◽  
Education Policy ◽  
Intercultural Education ◽  
The European Union ◽  
Council Of Europe

In support of plurilingual people living in multilingual societies: Policies and frameworks of European language education

2011 ◽  
Vol 2 ◽  
Author(s):  
Waldemar Martyniuk
Keyword(s):  
European Union ◽  
Education Policy ◽  
Linguistic Diversity ◽  
Language Education ◽  
The European Union ◽  
Language Education Policy ◽  
European Language ◽  
Council Of Europe ◽  
Policy Documents ◽  
Multilingual Societies

This article focuses on current European language education policy. It reviews relevant policy documents of the European Union and the Council of Europe. It also refers to the range of tools offered by the two intergovernmental organisations in support of linguistic diversity in contemporary European societies and the development of plurilingual abilities of their citizens

scholarly journals Le politiche linguistiche europee e l’educazione plurilingue Un caso nella realtà scolastica

2021 ◽  
Author(s):  
Mirko Verdigi
Keyword(s):  
European Union ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Intercultural Education ◽  
The European Union ◽  
Language Policies ◽  
Learning Models ◽  
Council Of Europe ◽  
Italian School

The language policies of the Council of Europe and the European Union have increasingly focused on the promotion of plurilingualism, driven by socio-political and educational needs in a changing linguistic space. Since different teaching and learning models are used in the application of the CEFR, in particular where plurilingualism is concerned, this paper focuses on one specific document issued by the Council of Europe, namely the Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education (2016). This guide is analysed on the basis of the results of an interview carried out with teachers in an Italian school with a significant presence of foreign students. The aim of the paper is to investigate whether principles of plurilingual education are present in their didactic practice.

scholarly journals THE EUROPEAN UNION EXPERIENCE REGARDING THE EDUCATION POLICY FOR INTERCULTURAL CITY DEVELOPMENT

2019 ◽  
pp. 149-153
Author(s):  
Yu.M. Petrushenko ◽  
Т.А. Vasilyeva ◽  
H.О. Shvindina ◽  
Т.М. Mayboroda ◽  
K.O. Zaichyk
Keyword(s):  
Education Policy ◽  
Intercultural Education ◽  
Intercultural Dialogue ◽  
Intercultural Development ◽  
The European Union ◽  
City Development ◽  
Council Of Europe ◽  
Education Policies ◽  
Basic Principles ◽  
Appropriate Education

The article analyzes the trends of the European Union's education policy in the field of intercultural dialogue and intercultural development. The chronology of the intercultural education, the transformation of the terms interculturalism is presented, the main legislative acts of the Council of Europe, European conventions, UNESCO documents are analyzed. The basic principles of intercultural education, which form the basis for the development of appropriate education policies, are summarized. The paper proposes the next stage of the interculturalism evolution – the intercultural cities network movement. Sumy city has joined the network but there is a new stage of intercultural education is needed. Keywords: intercultural dialogue, education policy, Council of Europe, intercultural urban development, intercultural education, intercultural cities network.

scholarly journals The Council of Europe and the European Union frameworks in the legal protection of minority languages: unity or diversity?

2011 ◽  
Vol 2 (1) ◽  
pp. 347-366
Author(s):  
Alessia Vacca
Keyword(s):  
European Union ◽  
Legal Protection ◽  
Fundamental Rights ◽  
Minority Languages ◽  
The European Union ◽  
Council Of Europe ◽  
Treaty Of Lisbon ◽  
National Minorities ◽  
Charter Of Fundamental Rights ◽  
Regional Or Minority Languages

This article focuses on the comparison between European Union Law and Council of Europe Law in the field of the protection of minority languages and looks at the relationships between the two systems. The Council of Europe has been very important in the protection of minority languages, having created two treaties of particular relevance: the European Charter for Regional or Minority Languages in 1992 and the Framework Convention for the Protection of National Minorities in 1995; both treaties contain many detailed provisions relating to minority languages. Not all countries, even of the European Union, have ratified these treaties. 12 out of 27 EU countries did not ratify the European Charter for Regional or Minority Languages. The European Union supports multilingualism because it wants to achieve unity while maintaining diversity. Important steps, with respect to minority languages, were taken in the European Community, notably in the form of European Parliament Resolutions. The Charter of Fundamental Rights of the European Union, approved in Nice the 7th December 2000, contains art. 21 and art. 22 related to this topic. The Treaty of Lisbon makes a cross reference to the Charter of Fundamental Rights of the European Union which is, consequently, legally binding under the Treaty of Lisbon since December 2009. The Charter could give ground for appeal to the European Court of Justice in cases of discrimination on the grounds of language

scholarly journals Governing education policy: the European Union and Australia

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gosia Klatt ◽  
Marcella Milana
Keyword(s):  
European Union ◽  
Education Policy ◽  
Policy Instruments ◽  
Unintended Consequences ◽  
Data Generation ◽  
The European Union ◽  
Policy Goals ◽  
Modes Of Governance ◽  
The Eu

This paper considers the changing modes of governance of education policy in the European Union (EU) and Australia through a lens of ‘soft governance’. It considers the increased use of ‘policy instruments’ such as benchmarking, targets, monitoring, data-generation in policy-making in recent decades. It considers the roles these policy instruments play in coordinating education policy in the EU and Australia as well as their intended and unintended consequences. It shows that in the EU, these instruments played a role in strengthening the coordination through the links between individuals and programs, and networking, which is seen as resulting in enhanced creativity in policy solutions, development of new norms and new means for achieving policy goals. While in Australia it seems that the role of these instruments is focused on consolidating the role of the Commonwealth’s oversight and control over what constitutionally is a responsibility of States which adds to several policy tensions already existing in the federal coordination of education.

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