教育政策欧洲化与“宏观经济议程”对教育政策的过度影响——关于欧盟里斯本战略(2000—2010)的批判分析  

The Europeanization of Education Policy and the Over-Determination of Education Policy by the Macro-Economic Agenda:Critical notes on the EU Lisbon Strategy(2000-2010)

作　　者：尼科斯·帕帕达基斯 张曼(译)[2] 滕臖(审校) Nikos Papadakis(The Centre for Political Research&.Documentation Department of Political Science,University of Crete,Rethymnon,Greece)

机构地区：[1]克里特大学政治学系政治研究与文献中心,希腊 [2]北京师范大学国际与比较教育研究院

出　　处：《教育学报》2020年第6期78-84,共7页Journal of Educational Studies

摘　　要：《里斯本战略(2010—2020)》,是欧盟在复杂公共政策领域的重大计划,无疑是欧盟成员国对知识社会需求的基本回应。其中,教育和培训领域被视为教育政策国际化的明确标志。基于上述背景,欧盟将开放式协调法视为主要的政策合作工具,同时特别强调对高质量统计数据进行可信和有效的监测。《里斯本战略》“2010年教育和培训”工作计划议程提出“包容”“公民”和“公民社会”的理念,同时又要求培养更具灵活性和适应性的劳动力,这就要求我们要处理好欧洲教育政策与其他基本公共政策之间的关系,同时也要分析“宏观经济议程”对欧洲教育政策的过度影响,以及新自由主义在过去十年中对欧洲教育政策欧洲化所起的作用。The Lisbon Strategy(2010-2020),namely the EU major initative towards a joint public policy complex, was undoubtedly set as the fundamental response of the EU Member States to the demands of the Knowledge Society.Its " Education & Training" dimension is considered a clear indication of the increasing internationalization of the Educational Policy.Within the above-mentioned context,EU adopted the OMC as the major policy co-operation tool.Credible and effective monitoring through the use of highquality statistical data was addressed as well.The fact that the within the agenda,underpinning Work Programme "Education & Training 2010" of the Lisbon Strategy,notions of inclusion,citizenship and civil society coexisted with the demand for a more flexible and adaptable workforce,challenges us to focus on the relation between the European Education Policy and other fundamental public policies,as well as to analyze the gradual over-determination of the European Education Policy by the Macro-economic Agenda and subsequently to emphaze on the role of neo-liberalism to the Europeanization of education policy during the previous decade.

关 键 词：超国家化 “2010年教育和培训”工作计划 里斯本战略 指标与基准 宏观经济政策 

分 类 号：G510[文化科学—教育学]