Trans-Nationalization of Educational Policy Making: From European Innovation Projects in Adult Education to an Emerging European Space for Lifelong Learning: What Model for the European Vocational Education and Training Policy?

Autor/in	Bonnafous, Laurence
Titel	Trans-Nationalization of Educational Policy Making: From European Innovation Projects in Adult Education to an Emerging European Space for Lifelong Learning: What Model for the European Vocational Education and Training Policy?
Quelle	In: International Journal of Lifelong Education, 33 (2014) 3, S.393-410 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2014.891888
Schlagwörter	Foreign Countries; Adult Education; Lifelong Learning; Vocational Education; Innovation; Educational Policy; Public Policy; Pilot Projects; Qualitative Research; International Cooperation; Ethnography; Semi Structured Interviews; European Union + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Pilot project; Modellversuch; Pilotprojekt; Qualitative Forschung; Internationale Kooperation; Internationale Zusammenarbeit; Ethnografie
Abstract	This article is drawn from broader qualitative research on innovation in the field of professional adult training within the framework of European pilot projects such as the LEONARDO projects. This research aims at contributing to a general understanding of the phenomenon of innovation, in the context of European calls for projects, as an instrument of the European Vocational Education and Training (VET) Policy, which is supposed to transform the national training systems of EU member states according to the Lisbon Strategy. For this article, the author has chosen to present some of the results of the analysis of the European VET Policy and its transition to a lifelong learning policy. The first part of this article describes the conceptual framework and more especially three of the main concepts examined: public policy, social innovation and European space. The second part distinguishes three periods in the European VET policy's history, identified through a genealogical examination from its first step within the European Coal and Steel Community to the present lifelong learning policy. The third part highlights the specificity of this supranational public policy model and the links between the European VET policy, the LEONARDO programme and the pilot projects. In conclusion, this article supports the idea of antagonistic logics in the evolution of this policy, on at least three levels: decision-making powers, conception of VET systems and conception of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10