The treaty of Rome did not plan action in the field of the education and of the training. It is with the treaty of Maastricht that the educational terms, of students or vocational training made their appearance. The European Union facilitates the cooperation between member states in education, complete their action and encourages the emergence of innovative practices. It does not intervene either in the contents of the programs of education, or in the organization of the educational system, but tends to create an European space of the education by developing the mobility of the students and the teachers and by encouraging the exchanges between the European actors. The EU allocated about 7 billion euro to its programs in education and in training throughout the life for period 2007-2013. The main programs are : • Leonardo da Vinci, which supports initiatives of professional training, particularly under the shape of training courses of young people and trainers in companies situated outside their country of origin, as well as projects of cooperation between vocational schools and companies; • Erasmus, which encourages the mobility of the students and the interuniversity cooperation. One and a half million students benefited from it since the launch of the program, in 1987. More recent, the Erasmus Mundus program allows the students of the third cycle and the academics of the whole world to attend class of master's degree organized by consortiums including at least three European universities; • Grundtvig, which finances educational programs for adults, in particular under the shape of partnerships, networks and actions of mobility transnational; • Comenius, which supports the cooperation between schools and teachers. The students, the teachers and the educational establishments of the other countries, in particular the nearby countries of the EU or those who get ready to become member, can participate in a large number of these networks. We think for example of the program Tempus. Besides, through the other programs and the agreements of cooperation, the EU also promotes the exchanges with about 80 countries in the world, from Mongolia to Mexico and from Algeria to Australia, and the organization of course on the European integration. The reproduction of these networks has for consequence to make think and work together persons of different nationalities who have no same working cultures nor sometimes the same values Our questions are : • Why does the European Union encourage so much educational networks ? • Are the European objectives the same as the national objectives ? • We make the hypothesis of an uneven distribution of networks within Europe, with spaces integrated well into these networks and the others abandoned. What is it really ? • Finally, we shall try to define and to analyze one by one the cultural parameters susceptible to have a favorable influence on the creation of a éducationnel partnership.

The methodology used for the realization of the research is geographical. It will include the use of search tools suited and adapted to each of the stages of its development. Among these, we count the search based on the relevant scientific documentation, the preparation and the analysis of questionnaires, the preparation and the analysis of interviews registered with the subjects of the research, as well as the picking of the secondary and primary data, their analysis and their gathering. The cartographic work will allow a better visibility of the distribution of the European networks. A quantitative and qualitative analysis will be led.

The challenges of the globalization touch all the business sectors of every country today. The creation of the " global Village " returns the world smaller but also more complex. In this context, the education owed too and constantly has to straighten according to this big internationalist movement. It is this challenge which suggests recovering the European Union through the creation of the educational networks. The results expected from the communication are to show the reasons of this encouraging increasing on behalf of the European Union in the construction of network, to show that certain spaces of Europe take advantage more of these experiences than of the others through a precise mapping, and finally to analyze the cultural elements inherent to any processes of partnership.