Κατεύθυνση Εκπαιδευτική Πολιτική και Διοίκηση της Εκπαίδευσης
Library of the School of Philosophy

2018-07-03

2018

Katsipis Evangelos

Πασιάς Γεώργιος, Καθηγητής Φ.Π.Ψ.
Παπακωνσταντίνου Γεώργιος, Καθηγητής Φ.Π.Ψ
Παπακωνσταντίνου Άλμπα Αντιγόνη, Επίκουρη Καθηγήτρια Φ.Π.Ψ

Οι ευρωπαϊκές πολιτικές για την επαγγελματική εκπαίδευση και κατάρτιση και η μεταφορά τους στην Ελλάδα.

Greek

The European policy framework for VET and the policy learning for Greece

The dissertation draws interest upon the integration of education and training to the European Union´s jurisdiction areas since the Maastricht treaty through Lisbon Strategy and finally to Copenhagen Declaration. Specifically, under the new economic and social reality that emerges as a byproduct of the globalization effect and its interconnectivity with the neo-liberal doctrine, the preservation of knowledge perceived as the perpetual renewal of vocational skills and competence is seen as the responsibility of the individual as well as a life-long lasting procedure. Consequently, European VET systems take on the burden of managing a great deal of the investments in human capital concerning knowledge production as well as provision of learning pathways within the life-long education scheme. As a result, the pivotal role of VET systems regarding the formation of a human resources reserve and its allocation to the economies of knowledge is being enhanced.
Under such an interpretation, reforms concerning European member-states’ VET systems are being legitimized, and have been expecting benefits since, to be coined on Europe´s economic growth through the establishment of the cluster of policies known as Copenhagen Procedures, ultimately, with the purpose of building an integrated European space for VET. As such, the integrated European space for VET comprises of multi-disciplinary networks of governance that comply with world educational agendas aiming in policy learning via the use of “Europeanization” technologies and initiatives of lateral co-operation.
Therefore, the main aim of this paper comprises the investigation of the text content of the European policy documents, including their promotion tools and apparatuses, as well as the policy learning for the Greek educational system. In order for this dual aim to be achieved, Qualitative Content Analysis has been employed using as primary data sources the Communications, Recommendations and Conclusions of the European Commission and Council as well as secondary data sources consisting of studies and journals.
Amongst the results that are accounted for, the role of human resources mobility in amplifying the inequalities for the benefit of the highly industrialized economies via the “brain drain” phenomenon is being confirmed. Additionally, the formation of this new regime of VET governance drives its systems towards “isomorphism” and consequently their outcomes suffer the same limitations that the architecture of the European VET policy framework imposes through its adherence to numbers. Under such a VET governance regime new powerful ideas and perceptions arise, grounding policy learning on a basis of policy dynamics that bring about negative implications for the success of the attempted reforms from the EU to member-state level.

Education - Sport science

VET, competence, Europeanization, learning outcomes, excellence, policy learning

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Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2776224