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The European Dimension in Secondary Education in Europe

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The European Dimension in Secondary Education in Europe EUROPEAN PARLIAMENT DIRECTORATE-GENERAL FOR RESEARCH THE EUROPEAN DIMENSION IN SECONDARY EDUCATION IN EUROPE Education and Culture Series EDUC 113 EN EUROPEAN PARLIAMENT DIRECTORATE-GENERAL FOR RESEARCH THE EUROPEAN DIMENSION IN SECONDARY EDUCATION IN EUROPE A comparative study of the place occupied by the European Union in the secondary education curriculum in the Member States and in the candidate countries Education and Culture Series EDUC 113 EN 11-2003 Thisstudy wasrequested by the European Parliament'sCommittee on Culture, Youth, Education, the Media and Sport within the annual research programme. Thispaper ispublished in the following languages: EN, FR (original). Authors: Julien Nicaise and Christiane Blondin, Educational Research Department, Faculty of Psychology and Education, University of Liège (ULg), Belgium Responsible official: Pernille Winther Directorate-General for Research Legal and Social Affairs Division Tel: (352) 4300-22568 Fax: (352) 4300-27720 E-mail: [email protected] Manuscript completed in April 2003. Further information on DG IV publications can be accessed through www.europarl.ep.ec./studies Luxembourg, European Parliament, 2003 The opinionsexpressed in thisdocument are the sole responsibility of the author and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorized, provided the source is acknowledged and the publisher isgiven prior notice and sent a copy. Summary Executive summary The European Parliament commissioned the Educational Research Department at the University of Liège in Belgium to carry out ‘ A comparative study of the place occupied by the European Union in the secondary education curriculum in the Member States and in the candidate countries’ . The study should basically help form a picture of the place occupied by the European dimension within secondary education in Europe at the start of the new millennium, highlighting both relevant strengths and weaknesses in the education systems of the 15 Member States of the European Union together with the candidate countries, reflecting upon what the European institutions, and the European Parliament in particular, might do in future to further knowledge and awareness of this subject among secondary school students and young people in general. To that end, the researchers have compiled and analysed information from a variety of sources. A study of the European regulatory framework has helped reveal the potential limitations of any initiatives and examine the concept of ‘the European dimension in education’. The results of international surveys have given an insight into the relationship between young people and Europe, and supplied clues as to the role that schools might have in this context. The chapters on the European dimension in education in Eurybase, the European database administered by Eurydice, the information network on education in Europe, have also been studied. Until recently, these chapters were not required to follow any specific format, which meant that the Eurydice National Units had to be contacted directly for more detailed information. Despite the fact that the National Units were under no obligation whatsoever to respond to requests from the authors of the study, and even though these requests added to their existing heavy workload, the National Units were of enormous assistance, completing the questionnaires sent to them and forwarding other relevant information and more detailed versions of the specific Eurybase chapters in question. However, despite the wealth of information obtained, circumstances and time constraints meant that an exhaustive description of the current situation and education system in each of the 27 countries was not possible. Without doubt, one of the greatest strengths of the study will have been to demonstrate that various resolutions are being or have been adopted all over Europe as part of local, national and international initiatives to further the concept of the European dimension in education, and in secondary education in particular. Since the 1970s, education ministers throughout the European Community have been debating this question and today hundreds of schools are involved in programmes funded by the European Union. Without relaxing their hold on the choice of subjects taught in school, Member States have been galvanised into action and the European dimension now features prominently in the national curriculum of each one. Although for obvious socio-historic reasons the candidate countries did not follow suit until much later, they too are now striving to give the European dimension its proper place in education. More than ever before, school is the ultimate seat of learning and instruction for European citizens, and for the younger generations in particular. As such, it has proved a vital asset in giving expression to the European Union and its roots past, present and future. A vehicle for iii PE 332.201 The European Dimension in Secondary Education in Europe the most fundamental of values, school must constantly express an interest in European affairs. Alongside education, the media (not least television and the new information technologies) can play a part in strengthening the appeal that Europe has for the younger generations. In view of the inevitable advances in television and the new information technologies, the preferred sources of information about Europe for young people, boosting the impact that these have can only be advantageous for the European institutions. A great many initiatives can currently be found in schools under the aegis of European, national and local schemes, not to mention private partnerships. In future, the Member States and the candidate countries will incorporate the European dimension in education in their educational legislation or into the objectives of their respective education systems. How information about Europe is conveyed to students varies enormously from country to country, yet all the Member States and candidate countries cover it in one way or another. The autonomy of these countries, and even of subnational units, also largely explains this difference in approach. In secondary education curricula all over Europe, the place occupied by the European dimension has grown over the years. This is most apparent in subjects such as history, geography, humanities, economics and foreign languages. Yet in some countries, the European dimension is embraced by other disciplines and as part of special initiatives: some emphasise the cross-curricular nature of the concept, while others devote special classes to it or stress the benefits of bilingual education and overseas studies. In recent years, the material produced by the European Union, the Member States or private organisations has also gone from strength to strength: there are countless specialist documents, websites and teaching aids that can now be used by teachers, provided they have access to these and the right skills to use them. For example, special kits or packages developed for teachers and their students (containing brochures, useful contact details, audiovisual material, interactive games and similar) have proved invaluable. Additionally, some teachers turn international cooperation to their advantage by borrowing teaching aids from other countries. Any criticisms therefore seem to target the visibility and accessibility of these countless initiatives, rather than their coordination. Apart from action coordinated by the European institutions, some countries have established or are in the process of establishing partnerships (e.g. student and teacher exchanges, scientific collaboration, etc.) based on specific criteria. Undoubtedly influenced by geographical proximity and socio-cultural history, these exchanges between regions and subnational units transcend the borders of the Union. Responsibility for this kind of cooperation falls to a whole host of organisations: in fact, although the European institutions and other major international bodies (not least the Council of Europe and UNESCO) have a pivotal role, education ministers and administrative units set up specially to coordinate these schemes are also active in this area. Non-governmental organisations and transnational administrative cooperation schemes also contribute towards this. PE 332.201 iv Summary When completing the questionnaire, the Member States and candidate countries emphasised the most common initiatives and obstacles encountered in the development of the European dimension in education. Some of the plus points mentioned included special initiatives designed to strengthen the legal framework for implementing measures, the various resources deployed and the continuing adaptation of the curriculum. The main obstacles included a clear lack of coordination between initiatives, inadequate teacher training and certain barriers which were encountered. Numerous suggestions were made, concerning for example student and teacher mobility, teacher training, student involvement, coordination, the place accorded to regions and subnational units and the need for information to be forwarded by Member States to Europe and to other Member States. Based on this information, a raft of measures were recommended. Accentuating the European dimension in the secondary education curriculum - Enhancing the knowledge and skills that students need to be active and informed European citizens. - Encompassing a broad range of subjects
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