多层治理语境中的欧盟教育政策

发布时间：2018-01-19 02:06

本文关键词： 多层治理欧盟-体化欧盟教育政策　出处：《厦门大学》2008年硕士论文　论文类型：学位论文

【摘要】： 以1952年欧洲煤钢共同体的建立为起点,欧洲联盟逐渐成为世界上一体化程度最高的区域性经济政治组织。随着欧洲一体化的深化,欧盟正在形成一套独特的体系运作模式,有关欧盟治理理论,当前存在着三种视角:“没有政府的治理体系”;“开放方法的协调机制”;多层级的网状治理模式。而多层治理理论是近年来欧盟研究学者关注的热点话题,已成为分析欧盟政策和一体化的一个独特视角。欧盟教育政策,就是欧盟组织作为一个整体,在教育领域采取的方针政策和行动措施,来实现欧盟的教育一体化。在“欧洲维度”(European dimension)理念的指导下,欧盟制定了一系列文化教育政策来规范教育活动;并通过欧盟预算设专项资金资助开展活动。所有这些都表明,欧盟教育政策已经具备了一个完整的区域政策系统的因素和特征。但是,欧盟没有为各成员国制定统一教育体系。而其教育政策,也是以项目计划的形式,以法律为指导,采取辅助性原则,在尊重各成员国的多样性的基础上,为各成员国的教育发展提供支持和补充。本研究共分为五部分:在导论中,笔者简单介绍了选题来源、研究目的及研究假设、内容和方法,并构建了全文的概念框架;第二章主要介绍欧盟教育政策的形成与发展,共分为萌芽、开创、发展和整合等几个阶段;在第三章中,详细描述了欧盟教育政策的制定和执行,以普通教育和职业教育为例,分析了欧盟教育政策的多层决策和执行系统;而第四部分则剖析了欧盟教育政策的成效、问题与发展前景,指出目前教育政策存在的问题与薄弱环节;最后为结论。欧盟教育政策的制度和实施有其特殊背景,与民族国家的教育政策相比,欧盟教育政策有许多“掣肘”,亦有它们所无法具有的优势。首先,本文提出了两个假设:第一,假定欧盟是一个多层治理结构下的独特的政策运作体系;第二,欧盟教育政策对于欧洲融合和一体化具有举足轻重的“杠杆”作用。因之,本文在多层治理的理论语境之下,从欧盟教育政策的制度、内容、目的等方面入手,就欧盟教育政策的创议、制定、实施和评估展开分析,并指出其面临的问题和挑战;同时,力图剖析欧盟教育政策的“产出”原理和其对欧洲一体化的影响,并指出其对提高我国教育“软实力”的有益启示。
[Abstract]:Starting from the establishment of the European Coal and Steel Community in 1952, the European Union has gradually become the most integrated regional economic and political organization in the world. The European Union is forming a unique system operation mode. There are three perspectives on the EU governance theory: "Governance system without government"; "Coordination mechanism of open methods"; In recent years, the theory of multi-level governance is a hot topic for European Union researchers, which has become a unique perspective in the analysis of EU policy and integration. It is the policies and measures taken by the EU as a whole in the field of education. Under the guidance of the concept of "European dimension", the EU has formulated a series of cultural and educational policies to regulate educational activities; All of these indicate that EU education policy already has the elements and characteristics of a complete regional policy system. The EU does not have a unified education system for its member States... and its education policy is in the form of a project plan, guided by the law and based on the principle of subsidiarity, and on the basis of respect for the diversity of member States. This study is divided into five parts: in the introduction, the author briefly introduces the source of the topic, research purposes and research assumptions, content and methods. And constructed the full text of the conceptual framework; The second chapter mainly introduces the formation and development of EU education policy, which is divided into several stages: germination, creation, development and integration. In the third chapter, the formulation and implementation of EU educational policy are described in detail. Taking general education and vocational education as an example, the multi-level decision-making and execution system of EU educational policy is analyzed. The 4th part analyzes the effectiveness, problems and development prospects of EU education policy, and points out the existing problems and weak links of the current educational policy. Finally, it is a conclusion. The system and implementation of EU educational policy has its special background. Compared with the educational policy of nation-state, EU educational policy has many "constraints" and also has advantages that they cannot have. This paper puts forward two hypotheses: first, assume that the EU is a unique policy operation system under the multi-layer governance structure; Secondly, EU education policy plays an important "leverage" role in European integration and integration. Therefore, this paper, in the theoretical context of multi-level governance, from the European Union education policy system, content. The purpose of this paper is to analyze the initiative, formulation, implementation and evaluation of EU education policy, and to point out the problems and challenges it faces. At the same time, it tries to analyze the "output" principle of EU education policy and its influence on European integration, and points out its beneficial enlightenment to improve the "soft power" of education in China.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G55

【引证文献】