Supranational Education Research Articles

Educación Supranacional y Educación Superior: claves de transformación global para sociedades complejas

Those of us who coordinated this monograph, and singed this presentation, sought to address some issues we considered relevant regarding the alignment between Supranational Education and Higher Education. We wanted to match some hypothesis we initially had and that we tried to synthesize in the title of this article. We have been able to find evidences related to an increasingly stronger direct impact between the education policy of international organizations – analyzed from the Supranational Education – and the higher education institutions. That impact is increasingly broader from a threefold perspective: from the geographic perspective – with large regions of the planet, in a globalization context, affected by supranational trends -; from an intensity perspective – as the effect is increasingly inevitable by the higher education institutions-; and from a tematic perspective – as it increasingly covers a greater number of topics.We also confirmed that these impacts have had a broad effect on social change. The assumption of new mercantilist paradigms of the new approaches to quality, the social mission of higher education, or gender issues directly affect citizens’ lives. And they do so from global perspectives. Thus, we verify what we suggested in the title of this modest contribution to the monograph, that the Supranational Education and the Higher Education can be keys to global transformation for the complex societies in which we currently live: as frameworks to understand the changes and as levers to promote them.

Propuesta metodológica para estudiar la política educativa supranacional: alumbrando el marco axiológico de la Unión Europea

In this article a proposal is made for the study of supranational education policies, this field being an emerging area of study, it has not yet defined its own research method.In the first place, a detailed description of the proposed method is offered to conduct research on supranational education policies along with its corresponding phases and the exhaustive description of each of them.Next, a practical application of the proposed method is depicted regarding educational policies in the European Union. Therefore, the steps followed for the implementation of a research focused on the educational policies will be described. Subsequently, and in the framework of the European Union, special emphasis will be laid on the axiological framework of this institution, which is analyzed in the light of the implementation of the research method proposed.Finally, the results of the research are analyzed. These results will allow us to know, delve and reflect on the interests, principles and values of the educational policies in the European Union.

¿Política educativa supranacional o educación supranacional? El debate sobre el objeto de estudio de un área emergente de conocimiento

This article aims to explain the origins and birth of the Supranational Education Policy as an emerging area within the pedagogical science. In order to do this, we’ll review and discuss contemporary phenomena such as technological advances, social changes and the exponential proliferation of International Organizations, with special emphasis on the globalization process. Those elements have contributed to the growth of Supranational Policy of Education, in addition to new forms of governance and power. The former concepts will be covered in this article. Considering everything mentioned, we will face the origin and conceptual delimitation of a new term that we label Supranational Education. This new field tries to emancipate from Supranational Policy of Education narrowing its scope in the current scenario of global governance. Therefore, this incipient area aims to study soft powers that act outside the explicit Supranational Policy and without consensus, despite of the fact they have a strong and significant impact on the construction of the current educational reality. This emerging field of research, born with the need to study new cultural and social realities, which have incorporated and naturalized in their identity global educational movements and trends. Likewise, it is also noted the implications of this area on the concepts of Global Citizenship and Education for Development.

Supranational Education: a new field of knowledge to address educational policies in a global world

Supranational Education: a new field of knowledge to address educational policies in a global world

Švietimo politika ir globalizacija: nacionaliniai ir supranacionaliniai ypatumai

Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (85) 266 76 25El. paštas: lilija.duobliene@fsf.vu.ltStraipsnyje analizuojama nacionalinės švietimo politikos problemos globalizacijos sąlygomis. Remiantis tyrėjų (Torresu, Apple’u, House’u, Lingardu, McLarenu, Yeates) įžvalgomis bandoma atsakyti į klausimą, kiek ir kokių galių turi valstybės priešintis globalizacijos procesui, ar įmanoma nacionalinės ir supranacionalinės švietimo politikos dermė ir kokios galimos globalizacijos pasėkmės nacionaliniam švietimui. Šiame kontekste analizuojama, kokia yra Lietuvos švietimo politikos simptomatika. Daromos išvados, kad Lietuvos švietimo politikos keliai gana painūs. Aiškesni orientyrai, atsiradę pastaruoju metu, taip pat kelia abejonių, nes brėžia švietimo liberalizavimo, o kita vertus, didesnės valstybinės kontrolės kryptį ir deklaruoja radikalius, artimus neomarksistiniams teiginius.

Un desafío a la justicia social peronista: la hidatidosis en la provincia de Buenos Aires, 1946-1952

This analysis of the sanitary policies enforced in the province of Buenos Aires by Domingo Alfredo Mercante--Juan Domingo Perón's right-hand man--focuses on one of his most fascinating efforts: the eradication of hydatidosis. In exploring an issue largely forgotten by historiography, the article describes how the Mercante administration (1946-52) used statistical, socioeconomic, and symbolic legitimization to place hydatidosis on the State agenda. The administration's strategies are also pinpointed: the passing of regulatory laws against this endemic disease; the creation of specific state anti-hydatidosis institutions; the creation of space for information and for interdisciplinary, interministerial, and even supranational education aimed at achieving greater knowledge of the disease and at the exchange of experiences; and, lastly, the definition of initiatives focused on relief, treatment, and prevention in animals and people.

The Learning Society and the European Union: A Critical Assessment of Supranational Education Policy Formation

Globalisation's relationship with education and training is a complicated one. This paper explores the impact upon education and training of the European Union, whose policies in this field have developed rapidly over the past two decades. It provides a detailed overview of policy-making within the EU, and shows how the Commission reached the conclusion that far-reaching changes are needed in the way that learning is promoted and managed within the Union—a radical conclusion exemplified in the Commission's commitment to the ideal of a `learning society'. Yet there are good reasons for skepticism about the extent to which that ideal can in practice be promoted through the current policies and programmes of the EU. The paper concludes by suggesting that the Commission's stance is driven as much by internal political and institutional dynamics as by its interest in the ideal of a learning society.