By D. Phillips, H. Ertl
This research mirrors the perceptions and values that form the dialogue of such phrases as harmonization, acceptance, convergence and subsidiarity within the academic sphere. It offers insights into astonishing similarities and critical adjustments within the methods of alternative Member States concerning the interpretation and implementation of ecu schooling and coaching guidelines. It summarizes the result of a ecu study undertaking performed in the EU-funded community status.
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Extra resources for Implementing European Union Education and Training Policy: A Comparative Study of Issues in Four Member States
Although the term first appeared in the Janne Report (Janne, 1973) and the EC Education Action Programme of 1976 (Ryba, 1992, p. 11), the concept of a European dimension was not further specified until 1988, when the Council of Ministers agreed on a formal definition (Resolution 88/C177/02 of 24 May 1988: Enhancing the European Dimension of Education) (cf. Appendix). The general aims of this concept are to enhance young people’s awareness of their European identity and to prepare them to take part in the economic and social development of the Community, to create awareness of the advantages of and challenges to the Community, to improve knowledge of the Community as well as of the individual Member States, and to emphasise to them the importance of co-operation with the wider international community.
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