Educational Policies And Initiatives Of The European Union
In the European Union education is the responsibility of Member States; European Union institutions play a supporting role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community
| “ | shall contribute to the development of quality education by encouraging cooperation between Member States,through actions such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union. The Treaty also contains a commitment to promote life-long learning for all citizens of the Union. | ” |
The EU also funds educational, vocational and citizenship-building programmes which encourage EU citizens to take advantage of opportunities which the EU offers its citizens to live, study and work in other countries. The best known of these is the Erasmus programme, under which more than 2,000,000 students have taken part in inter-university exchange and mobility over the last 20 years. Since 2000, conscious of the importance of Education and Training for their economic and social objectives, EU Member States have begun working together to achieve a set of 13 specific goals in the field of Education. This is referred to as the Education and Training 2010 programme. By sharing examples of good policy practice, by taking part in Peer Learning activities, by setting benchmarks and by tracking progress against key indicators, the 27 Member States aim to respond coherently to common challenges, whilst retaining their individual sovereignty in the field of Education policy. The European Union is also a partner in various inter-governmental projects, including the Bologna Process whose purpose is to create a European higher education area by harmonising academic degree structures and standards as well as academic quality assurance standards throughout EU Member States and in other European countries.
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“We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.”
—Polly Berrien Berends (20th century)
“Unfortunately, we cannot rely solely on employers seeing that it is in their self-interest to change the workplace. Since the benefits of family-friendly policies are long-term, they may not be immediately visible or quantifiable; companies tend to look for success in the bottom line. On a deeper level, we are asking those in power to change the rules by which they themselves succeeded and with which they identify.”
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“It is well known, that the best productions of the best human intellects, are generally regarded by those intellects as mere immature freshman exercises, wholly worthless in themselves, except as initiatives for entering the great University of God after death.”
—Herman Melville (1819–1891)
“The Indian is one of Nature’s gentlemen—he never says or does a rude or vulgar thing. The vicious, uneducated barbarians, who form the surplus of overpopulous European countries, are far behind the wild man in delicacy of feeling or natural courtesy.”
—Susanna Moodie (1803–1885)
“In externals we advance with lightening express speed, in modes of thought and sympathy we lumber on in stage-coach fashion.”
—Frances E. Willard 1839–1898, U.S. president of the Women’s Christian Temperance Union 1879-1891, author, activist. The Woman’s Magazine, pp. 137-40 (January 1887)