本文關鍵詞： 多層治理 歐盟-體化 歐盟教育政策　出處：《廈門大學》2008年碩士論文　論文類型：學位論文

【摘要】： 以1952年歐洲煤鋼共同體的建立為起點,歐洲聯盟逐漸成為世界上一體化程度最高的區(qū)域性經濟政治組織。隨著歐洲一體化的深化,歐盟正在形成一套獨特的體系運作模式,有關歐盟治理理論,當前存在著三種視角:“沒有政府的治理體系”;“開放方法的協調機制”;多層級的網狀治理模式。而多層治理理論是近年來歐盟研究學者關注的熱點話題,已成為分析歐盟政策和一體化的一個獨特視角。歐盟教育政策,就是歐盟組織作為一個整體,在教育領域采取的方針政策和行動措施,來實現歐盟的教育一體化。在“歐洲維度”(European dimension)理念的指導下,歐盟制定了一系列文化教育政策來規(guī)范教育活動;并通過歐盟預算設專項資金資助開展活動。所有這些都表明,歐盟教育政策已經具備了一個完整的區(qū)域政策系統的因素和特征。但是,歐盟沒有為各成員國制定統一教育體系。而其教育政策,也是以項目計劃的形式,以法律為指導,采取輔助性原則,在尊重各成員國的多樣性的基礎上,為各成員國的教育發(fā)展提供支持和補充。本研究共分為五部分:在導論中,筆者簡單介紹了選題來源、研究目的及研究假設、內容和方法,并構建了全文的概念框架;第二章主要介紹歐盟教育政策的形成與發(fā)展,共分為萌芽、開創(chuàng)、發(fā)展和整合等幾個階段;在第三章中,詳細描述了歐盟教育政策的制定和執(zhí)行,以普通教育和職業(yè)教育為例,分析了歐盟教育政策的多層決策和執(zhí)行系統;而第四部分則剖析了歐盟教育政策的成效、問題與發(fā)展前景,指出目前教育政策存在的問題與薄弱環(huán)節(jié);最后為結論。 歐盟教育政策的制度和實施有其特殊背景,與民族國家的教育政策相比,歐盟教育政策有許多“掣肘”,亦有它們所無法具有的優(yōu)勢。首先,本文提出了兩個假設:第一,假定歐盟是一個多層治理結構下的獨特的政策運作體系;第二,歐盟教育政策對于歐洲融合和一體化具有舉足輕重的“杠桿”作用。因之,本文在多層治理的理論語境之下,從歐盟教育政策的制度、內容、目的等方面入手,就歐盟教育政策的創(chuàng)議、制定、實施和評估展開分析,并指出其面臨的問題和挑戰(zhàn);同時,力圖剖析歐盟教育政策的“產出”原理和其對歐洲一體化的影響,并指出其對提高我國教育“軟實力”的有益啟示。
[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.
【學位授予單位】：廈門大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G55

【引證文獻】

相關碩士學位論文 前3條

1 王曉嵐;歐盟科學教育改革政策研究（1999年-2010年）[D];首都師范大學;2011年

2 寇琳娜;歐盟達芬奇計劃研究[D];上海師范大學;2012年

3 曲維燕;中國與歐盟數字化終身學習質量保障機制比較研究[D];東北師范大學;2012年

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本文編號：1442144