1. Elements of a Europeanisation of Education ICCS / IV Conference Prague, 29 June 2011 Peter Schreiner

2. Peter Schreiner IV / ICCS 2011page 2 Europeanisation Entry-point for greater understanding of important changes occurring in politics and society (Featherstone 2003 ) Creating a European Education Space & European Education Policy ( Dale 2009) »Europe does not exist. There is only Europeanisation« (Beck & Grande 2004 ) Two dimensions of Europeanisation a vertical process between national societies and European institutions a horizontal process in creating a social space of Europe in relation to European civil societies

3. Peter Schreiner IV / ICCS 2011page 3 Education in the »knowledge society« »Education is seen as a key instrument for economic growth and knowledge is a new form of capital. Generally this results in a view of education where questions of identity, culture, morality, religion and society are at best seen as instrumental to the development of individual competences that will create flexible labour.« (Afdal 2010)

4. Peter Schreiner IV / ICCS 2011page 4 »Knowledge economy« »The knowledge economy is a much used term in relation to contemporary education policy but as a concept it is elusive and misleading. It derives from the idea that knowledge and education can be treated as a business product, and that educational and intellectual products and services, as productive assets, can be exported for a high-value return.« (Ball 2008)

5. Peter Schreiner IV / ICCS 2011page 5 European Union Key objectives for education and training Employability Flexibility Mobility

6. Peter Schreiner IV / ICCS 2011page 6 Key objectives of a knowledge society Employability – preparing for employment, competencies for a global employment market Flexibility – fast job rotation; adaptability of workforce, lifelong learning Mobility – increasing European mobility and exchanges for education and training purposes

7. Peter Schreiner IV / ICCS 2011page 7 European Union Lisbon process - education Bologna process - higher education Copenhagen process - vocational training

8. Peter Schreiner IV / ICCS 2011page 8 European Union Political Documents »Lisbon strategy 2000«, new strategic goal for EU: to become by 2010 the most competitive and dynamic knowledge- based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion »Strategic Framework Education and Training 2020 ET 2020« »EU 2020«: A strategy for smart, sustainable and inclusive growth; includes a EU flagship initiative Youth on the move to enhance the performance of education systems

9. Peter Schreiner IV / ICCS 2011page 9 European Union Steps to fulfil the Lisbon strategy after 2000 Work program (2002): Open method of coordination (OMC) Benchmarks and indicators of success Lifelong learning as a basic principle (2000) Key competencies (2006) European Quality Charter for Mobility (2006) European Qualifications Framework (2008)

10. Peter Schreiner IV / ICCS 2011page 10 European Union 2009: Education and Training 2020 »ET 2020« Two main aims (1) The personal and professional fulfillment of all citizens (2) sustainable economic prosperity and employability, whilst promoting democratic values, social cohesion, active citizenship, and intercultural dialogue

11. Peter Schreiner IV / ICCS 2011page 11 European Union Education and Training 2020 »ET 2020«. Four strategic aims (1) Making lifelong learning and mobility a reality; (2) Improving the quality and efficiency of education and training; (3) Promoting equality, social cohesion and active citizenship; (4) Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. Lifelong learning as basic principle and target

12. Peter Schreiner IV / ICCS 2011page 12 Critique Relations between economic crisis and education policy (Hirtt 2011) Education as a key instrument for economic growth (Afdal 2010) »Not by bread alone« (Council of Europe 2011) A new capitalism of education (Münch 2009) A theory of dis-education. The errors of Knowledge society (Liessmann 2008)

13. Peter Schreiner IV / ICCS 2011page 13

14. Peter Schreiner IV / ICCS 2011page 14 Challenges and Perspectives What is education for? Concepts of knowledge The role and place of religion and religious education How to measure outcomes of education

15. Peter Schreiner IV / ICCS 2011page 15 References Afdal, G (2010): Globalization, economic educational discourse and analytical language in RE research. In: Researching Religious Education as Social Practice, Münster: Waxmann, 134-148. Ball, S (2008): the education debate, Colchester: The policy Press Beck, U & Grande, E (2004): Das kosmopolitische Europa, Ffm: suhrkamp Council of Europe (2011): Not by bread alone (CoE higher education series No.17), CoE: Strasbourg Dale, R (2009): Globalisation & Europeanisation in Education, Oxford: Symposium Books European Council (2009): Strategic Framework for European cooperation in education and training ET 2020; http://ec.europa.eu/education/lifelong-learning- policy/doc28_en.htm Featherstone, K (2003): The Politics of Europeanization, Oxford: University Press Hirtt, N (2011): Education in the knowledge economy: consequences for democracy. In: Ludwig. L et al. (Hg.): Bildung in der Demokratie II. Tendenzen- Diskurse-Praktiken, Opladen & Farmington Hills, 167-176. Liessmann, P (2008): Theorie der Unbildung, München: Piper Münch, R (2009): Globale Eliten, lokale Autoritäten. Bildung und Wissenschaft unter dem Regime von PISA, McKinsey & Co., Frankfurt: suhrkamp