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

我们的研究目的是从某种程度上比较的角度回顾与欧洲一体化有关的以下事情：欧盟的教育政策，其通过夸美纽斯计划在欧盟成员国的实施过程，以及基准和指标的具体化过程。我们的最终报告由两个主要部分组成，研究论文和研究报告。在前一部分中，有三篇论文涉及欧盟的教育政策。其中一项分析了5项基准和29项指标是如何通过它们具有可比性和透明度和效率的。并对2010年的实际成就和前景进行了展望。另一份文件讨论了教育政策在框架和实施诸如苏格拉底和终身学习方案2007.2013等行动方案方面的转变。此外，文件还提到，开放式协调方法(OMC)在包括教育在内的政策领域发挥着重要作用，OMC对每个成员国的教育政策具有软压力的力量。其余的研究论文是关于捷克共和国和芬兰博洛尼亚进程以来过渡的两项德国研究和两项高等教育研究。德国的一项研究关注政治教育。面对让移民和难民融入东道国社会的必要性，德国正变得更像英国和法国的同行，尤其是它已变得更加重视“社会教育”。第二部分以柏林为例，对夸美纽斯教育项目在学校项目中的实施情况进行了分析，并对法国、德国、奥地利、意大利、苏格兰(英国)等国家的研究报告进行了介绍，为探讨欧盟及其成员国各项教育政策的具体功能奠定了基础

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