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A Comparative Study on Integration Policy and Education Reform in EU Member Countries : Through European Dimension as a Clue

欧盟成员国一体化政策与教育改革的比较研究:以欧洲维度为线索

基本信息

批准号：
17330178
负责人：
KONDO Takahiro
金额：
$ 7.37万
依托单位：
Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

The aim of our research was to review following things in relation to European integration with to some degree comparative perspective ; the EU education policy, its implementing process in the EU member countries through Comenius programme, and the process of concretization of the benchmarks and the indicators.Our final report consists of two main parts, research papers and research reports. In the former part, three papers deal with EU education policy. One of them analyses how the 5 benchmarks and 29 indicators to be comparable through them with transparency and efficiency was constructed. And it also presents the actual attainment and the perspective towards 2010. Another paper discusses a shift of education policy in terms of frameworks and implementation of the action programmes such as Socrates and Lifelong Learning Programme 2007.2013. In addition, the paper mentions that the Open Method of Coordination(OMC) acts as an important player in a policy area including education and OMC has a power of soft pressure on education policy in each member country.The rest research papers are two German studies below and two higher education studies about the transition since the Bologna Process in Czech Republic and in Finland. One of German studies concerns about political education. Being faced with the necessity of integrating immigrants and refugees into a host society, Germany is becoming more likely its counterparts in the UK and France, notably in that it has come to place more emphasis on "social education". Another one analyses the implementation of Comenius programme into school programme from the case in Berlin.In the latter part, the research reports are described by countries ; France, Germany, Austria, Italy, and Scotland (the UK) .In conclusion, these researches bring us the basis to discuss concrete functions of each education policy in the EU and its member countries

本研究的目的是从比较的角度对欧盟教育政策及其在欧盟成员国通过夸美纽斯计划的实施过程、基准和指标的具体化过程等与欧洲一体化有关的问题进行回顾，最终报告由研究论文和研究报告两大部分组成。在前一部分中，有三篇论文论述了欧盟的教育政策。其中一个分析了如何构建5个基准和29个指标，通过它们进行透明和效率的比较。同时也介绍了目前取得的实际成果和对2010年的展望。另一份文件讨论了教育政策在框架和执行行动方案方面的转变，如苏格拉底和2007 - 2013年终身学习方案。此外，本文还提到了开放式协调方法（OMC）在包括教育在内的政策领域中的重要作用，以及OMC对各成员国教育政策的软压力。其余的研究论文是德国的两项研究以及捷克共和国和芬兰的两项关于博洛尼亚进程以来高等教育转型的研究。德国的一项研究关注政治教育。面对将移民和难民融入东道国社会的必要性，德国更有可能成为英国和法国的同行，特别是它越来越重视“社会教育”。第二部分以柏林为例，分析了夸美纽斯方案在学校方案中的实施情况，第三部分对法国、德国、奥地利、意大利、英国苏格兰等国家的研究报告进行了介绍，为我们探讨欧盟及其成员国各项教育政策的具体功能提供了依据

项目成果

期刊论文数量（0）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

複言語主義に向けたEUの言語教育政策

欧盟多语制语言教育政策

DOI：
发表时间：
2007
期刊：
比較教育学研究 35号
影响因子：
0
作者：
前田早苗;前田早苗;前田早苗;前田早苗;工藤潤;工藤潤;早田幸政;有本章;猪瀬武則;Takenori Inose;猪瀬武則;猪瀬武則;近藤孝弘;Takenori Inose;近藤孝弘;猪瀬武則;園山大祐
通讯作者：
園山大祐

Historical issues in East Asian Intemaional Order from an Educational Perspective

教育视角下东亚国际秩序的历史问题