00 SES 15.2, The Moot 2018: The European Education Area 2025: Vision, ambition, construction?
The list of difficulties that Europe faces is without precedent: the aftermath of the financial crisis, the refugee crisis, the rule of law crisis in Hungary and Poland, the Brexit, the Catalogna crisis, increased commercial and trade tensions with the US… The future appears uncertain and filled with various risks. Several commentators, including pro-European ones, have been arguing for a "scaling back of European integration to a level which they deem sustainable" (Kjaer 2016): Europe has gone too far, they argue, and should lower its ambition so as to preserve its project. This seems to be also in line with the ambition of “doing less more efficiently”. However, in seemingly sharp contrast with this scenario, the EC recently declared its intention to intensify its involvement in education - a "sensitive" domain subject to national subsidiarity, as is well known.
"If European Leaders and their citizens call for an open Europe in which learning mobility is the norm and if Europe wants to remain a continent of excellence, an attractive place to study, to carry out research and to work, the time has come to work towards a European Education Area. Although the Union's competences in education and culture clearly do not allow for harmonisation as in other fields, action at EU level based on cooperation is possible and desirable." (EC2017, COM(2017) 673 final, p.5)
Thus, in November 2017, Europe made public its intention to put in place a European Education Area (EEA) by the year 2025. Soon after that, “the first Education Summit” was organized by the EC in Brussels to launch the process. While we are accustomed to the notion of a "European Research Area" or to that of a "European Higher Education Area" (Bologna process), the formal project of a "European Education Area" that includes not only higher education but also early, primary and secondary education, as well as lifelong learning, is new and could be seen as disruptive by many. While a very similar notion (that of European Educational Space) had been coined by academics (specifically Martin Lawn) as a means to explain their understanding of the development of education policy in Europe, it had never taken the shape of a formal communication and an official project set by the EC.
The Moot will offer a forum to reflect on this development
Speaker: Youri Devuyst (to be confirmed)
Kjaer, Poul Fritz: What comes after ,Ever Closer Union‘? From Teleology and the ‘Managerial Constitution’ to Democracy, VerfBlog, 2016/11/22, http://verfassungsblog.de/what-comes-after-evercloser-union-from-teleology-and-the-managerial-constitution-to-democracy/.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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