Dimensions of Europe - Dimensions of Europeanization

Since its introduction under the 1988 Education Reform Act, the National Curriculum has been subjected to frequent modifications. Its earlier revisions were carried out largely because the curriculum was overloaded and imposed considerable pressure and demands on both pupils and teachers. Sir Ron Dearing was appointed, in 1993, to carry out a major revision and attempted a ‘slimming down’ of the National Curriculum. This resulted in the cessation of history and geography (subjects believed to be important in incorporating the European dimension) from being compulsory at key stage 4. Furthermore, Economou (2001, 2002) found that the revised National Curriculum of 1995 failed to provide a statutory basis for the European dimension; some references to teaching about Europe were made in the curriculum orders for history, geography, modern foreign languages, music and art but they were of limited nature and open to diverse interpretation on the part of the teachers. As a result, some pupils were taught about Europe while others were deprived of such an opportunity. The curriculum was also criticised for being ‘Anglo-American’ (Morrell, 1996). Perhaps such kinds of criticism combined with further pressure of the need to integrate a European dimension during the 1998 UK government’s Presidency of the European Union was what prompted and led to the most recent revision of the curriculum, published in 1999 for implementation in the year 2000. With the intention of developing the contribution of Economou, this paper analyses the subjects within the most recently revised National Curriculum, revealing the extent to which the approach to the European dimension has changed. I begin with a brief discussion on the nature and aims of the new curriculum that are relevant to the European dimension before moving on to a more detailed examination of the European dimension within the curriculum subjects.

This chapter examines both the ‘uploading’ and the ‘downloading’ dimensions of Europeanization in justice and home affairs. Germany has been quite active – and in some cases, such as Schengen and Europol – also relatively successful in trying to ‘upload’ domestic preferences and models to the European level. But Europeanization has remained very much a government-led process with hardly any impact on public opinion and society. The ‘downloading’ has been largely limited to selective legislative changes as a result of the growing EC/EU acquis, and to the increased involvement of administrative and law-enforcement agencies in the European co-operation procedures and structures. One of main reasons for this imbalance between the ‘uploading’ and ‘downloading’ dimensions of Europeanization is the limited interest of the political establishment in the Europeanization of internal security issues that are still considered as valuable national ‘vote winners’.

The subject of the article is an analysis of the human right to marry and the right to establish a family. The author considers the guarantees of this right in three areas. The first one is the universal dimension, the essence of which are the documents guaranteeing the protection of human rights adopted by the United Nations: the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, and the International Covenant on Social, Economic and Cultural Rights. In the European dimension, the most important is Article 12 of the European Convention on Human Rights, ensuring the right to marry for a man and a woman who have reached the appropriate age. In the Polish national dimension, Article 18 of the Constitution of the Republic of Poland of 1997 solidified the existing traditional form of marriage, i.e. the state of a union between a man and a woman. It also ensures the care and protection of the state to families created on the basis of a formally concluded marriage, as well as to other families, especially those with many children and incomplete families. According to the author, the right to get married and the right to found a family are connected and complementary, but the right to start a family can be exercised independently of getting married.

The author aims to analyse the weaknesses of the Financial Services Authority (FSA) and the Bank of England during the financial crisis of 2007–2009. She aims to discover whether the coalition government's proposal to a twin-peaks model is a better alternative to the single regulator. The focus of this article is on micro-prudential regulatory failures in the United Kingdom. A comparison will be made with the twin-peaks regulatory model in Australia where there were no bank failures. The article is based on an analysis of recent papers and reports. Descriptive statistics are used to provide an insight into the financial ratios of the top banks in the United Kingdom and Australia. A comparative legal analysis between the United Kingdom and Australia is used to reflect the common law system used by both. The structure of the UK regulator was only a minor contributory factor to the financial crisis. The main regulatory and supervisory failures are due to organisational and management problems. There needs to be better information flow, coordination, cooperation, engagement with banks and stricter internal controls. The new UK regulator also needs to be prepared for the changes on the European dimension, following the de Larosiere report. This article will have policy implications for practitioners and policymakers on national, European and international dimensions. Changes in the European regulatory structure will see an emphasis on vertical regulatory cooperation. By first reviewing the weaknesses of the FSA in the light of Northern Rockand HBOS and then comparing the FSA with the Australian regulatory model, this article provides a new insight into financial regulation.

For some time the theme of the ‘European dimension’ in education has had a prominent place in school curricula across Europe. In practice the implementation of a European dimension in primary-school education still shows significant shortcomings. In some school systems Europe is not taken into consideration at all, while other school systems focus rather on formal aspects concerning Europe such as facts, names and figures. Compared to this, the ideas, preconceptions and experiences of children concerning Europe or other European countries are rarely taken into account. This paper, therefore, aims to provide an up-to-date contribution to European education taking into account the voices of children. Based on research results about children's perceptions of the world and of European countries, the paper offers perspectives on and suggestions about the implementation of a ‘European dimension’ in education, with special attention given to peer-learning. Methods of intercultural group learning and peer assessment are thereby used to underpin the co-operative learning environment for children.

This article is based on research into the European Dimension in the primary curriculum undertaken through interviews with primary teachers in a range of different European countries (Denmark, England, Greece, Ireland, Portugal and Spain) during 1995 and 1996 (Ritchie, 1996). Key questions for the research included the relationship between the treatment of the European dimension in the curricula of the countries concerned, and the teachers’ own ideas about Europe and the European dimension which underpin their practice. The article concludes with a discussion of the multicultural dimension in the curricula, and the relationship between this and teachers’ understanding of Europe and the European dimension. Recommendations for curriculum planners, teacher trainers and teachers as a result of the research findings are included.

In the European coordination of collective bargaining has become an important new field of policy making within the European trade unions. The association between European social dialogue and collective bargaining, however, is in many respects misleading. The narrow scope of the content of European social dialogue and its limited legal competence reflect the fact that trade unions and employers' associations have fundamentally different interests regarding European social regulation. The establishment of interregional collective bargaining networks creates an opportunity to incorporate a 'European dimension' into everyday national collective bargaining and strengthen the idea of European coordination at lower trade union levels. One important institutional innovation was the European Metalworkers’ Federation Collective Bargaining Conference. In view of the 'voluntaristic' nature of the coordination approach, together with the various political and institutional problems of implementation, the prospects for the European trade union coordination of collective bargaining policy would not appear to be very promising.

This chapter explores the issues involved with implementing a European dimension in primary school geography. It traces the development of European awareness in the curriculum, and focuses on how European awareness can be developed and resourced in a geographical context. Interest in the European dimension in education was triggered when Britain entered the European Economic Community in 1973. The Treaty of Maastricht of 1991 paved the way for even closer economic and political unity, and is approved by all member states. Specific resolutions emanating from the European Community and the Council of Europe have also played an important part in generating change. The National Curriculum discussions from the late 1980s have also reflected the need to take account of the promotion of the European dimension. A European dimension can be addressed through themes at different levels of complexity, particularly through subject areas such as geography and history and in language.

This article examines how the European Parliament and the Commission sought to use education policy as a tool to strengthen popular support for European integration. It first proposes a conceptual framework to show why and how mass education can lend itself as an important instrument to foster public consent for political and economic integration. Then it traces EP and Commission‐led attempts over the past two decades to introduce a ‘European dimension’ into the school curricula of the EU member states, pursued in the hope that this would enhance the Union's popular standing. They included proposals for the teaching of European ‘civics’, the ‘correction’ of history textbooks and the display of Union paraphernalia in classrooms. As is shown, however, most of these attempts have either stumbled over resistance by some national governments or led to little more than educational exchange programmes. I argue that the Union's far‐reaching failure to leave its imprint on the school curricula of the member states hints at some of the wider obstacles it faces in its attempts to enact policies aimed at securing lasting public support for integration.

The EU’s influence on sport has traditionally focused on the socio-economic and cultural impact. This Research Handbook on EU Sports Law explores the development of the 'European dimension' in sport, and the concomitant legal issues including, competition law, state aid and free movement of persons. The application of such areas of EU law to sport and the influence of EU law on key policy issues such as, doping, match-fixing and governance, are detailed in this comprehensive collection. The topical chapters by experts in their field, also touch upon the future evolution of EU sports law.

New to English law? Need to know how rules are made, interpreted and applied? This popular and well-established textbook will show you how. It simplifies legal method by combining examples with an account of rules in general: the who, what, why and how of interpretation. Starting with standpoint and context, it identifies factors that give rise to doubts about the interpretation of a rule and recommends a systematic approach to analysing those factors. Questions and exercises integrated in the text and on the accompanying website will help you to develop skills in reading, interpreting and arguing about legal and other rules. The text is fully updated on developments in the legislative process and the judicial interpretation of statutes and precedent. It includes a new chapter on 'The European Dimension' reflecting the changes brought about by the Human Rights Act 1998.

Over the past two decades, the higher education systems of the so-called Western Balkan countries have experienced several waves of reforms. These reforms have been the result of at least two main factors: the deep political, economic and social changes after 1990 on the one hand, and the challenge of creating a European Higher Education Area (EHEA) on the other. Compared to most European countries, the Bologna reforms in the Western Balkan region have been much more demanding and difficult. The rationale for the reforms hasn't been only modernisation and employability; on the one hand, it has been also about the purposes of higher education and the 'European dimension' while, on the other hand, it has been deeply marked by politicization and privatization. In this article we would like to briefly analyse the impact of contemporary European higher education reform on developments and changes in the national higher education systems in the region. To this end, after an introduction we first discuss the changed relationship between the university and the state, then we take a closer look at the two decades of the Bologna Process, and, finally, we present some results of our recent survey on the reforms in the Western Balkans.

Journal Article Jeremy Mitchell: Electronic Banking and the Consumer — The European Dimension Get access Electronic Banking And The Consumer—The European Dimension. By Jeremy Mitchell. London: Policy Studies Institute, 1988. Pp. 679. Edward Rubin Edward Rubin *Professor of Law, University of California, Berkeley. The reviewer would like to acknowledge that his work in the payments area is the result of generous support from The National Center for Financial Services, and of his collaboration with Robert Cooter. Search for other works by this author on: Oxford Academic Google Scholar The American Journal of Comparative Law, Volume 38, Issue 4, Autumn 1990, Pages 969–981, https://doi.org/10.2307/840619 Published: 01 October 1990

This chapter presents several predictions on how the European dimension will affect the future of self-government in Scotland. It offers some reflections on Scotland's place in the European Union in the post-devolution period, and considers the possible influence that the European dimension will continue to have on the issue of Scottish independence. It then addresses the argument that the European dimension will continue to be very important for Scotland. This chapter also identifies some general disillusions with devolution and the devolved institutions.

The European Council of Ministers decided in 1988 that all pupils in compulsory education, and all students in teacher education, would have a European dimension to their education. The paper outlines a novel approach to curriculum development for the European dimension, which involves a series of intensive, 1‐month programmes, incorporating an action research, school‐based approach for a multinational group of primary teacher education students. A constructivist approach is used to sequence the activities on the four aspects of the programme, the European dimension, teaching and learning, curriculum development, and the theme of the particular programme. The outcomes for one group of students are analysed on the basis of their diary writing to show that initial teacher education students can be supported in operating at demanding professional levels. This analysis is used as the basis for a commentary on my own learning.