Suchergebnisse

The article evaluates the implementation process of EU educational policy measures & its effects on the German education system. Yet assessing the output today, current surveys show a rather fragile level of identification & particularly a lack of information. On the basis of a three-level analysis the article argues that the reasons for the failure of the German education system to deliver sufficient information about the integration process at school are to be found within various stages of the implementation process. This argumentation contrasts the Liberal intergovernmentalist premise of nationally protected educational systems & its negation of deliberative loyalty transfer. References. Adapted from the source document.

What is the future of the European Union to be like? The frequent demand for a federalistic order within the EU raises two fundamental questions: which theoretical options does federalism provide for the European process of integration and what are the chances of implementing federalism at the political level? To answer these questions various aspects of the theories of federalism and integration will be analysed against the background of the three political levels at which the European Union is designed: EU, national states and regions. The diversity and inconsistency of the European process of integration which become apparent by looking into it from different perspectives, give rise to the thesis that neither a 'Europe of regions' nor a 'United States of Europe' will be standards determining the future development of the European Union

In this chapter the authors show that England [...] introduced reforms earlier than other countries, and IO governance does not have a major impact on the English system. However, policymakers in England also underestimated the pressure of these international processes and now have to deal with the question of conforming to them closely or not. [...] To explore the question of IO governance in English education, the authors will proceed as follows. First, they provide a brief overview of education policy in England and particularly focus on veto players and national guiding principles of education. After outlining the participation in international initiatives, namely the PISA Study and the Bologna Process, the author will discuss the main reforms in secondary and higher education from 1980 onward. In a third step, they assess the influence of IOs on education policymaking in England by accounting for transformation capacities there as mediators of change. Finally, the empirical findings are summarized and discussed referring to the theoretical framework of this volume. [...] The qualitative data originates from 5 semi-standardized interviews the authors conducted with education stakeholders and policymakers in England. (DIPF/Orig.).