INTERNATIONAL COOPERATION AND THE LIMITS OF EDUCATIONAL INTEGRATION IN THE EUROPEAN UNION [electronic resource]

BLITZ, BRAD KAGAN.
Bib ID
vtls000561131
稽核項
189 p.
電子版
附註項
數位化論文典藏聯盟
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$a BLITZ, BRAD KAGAN.
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$a INTERNATIONAL COOPERATION AND THE LIMITS OF EDUCATIONAL INTEGRATION IN THE EUROPEAN UNION $h [electronic resource]
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$a 189 p.
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$a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 2177.
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$a Adviser: HANS WEILER.
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$a Thesis (PH.D.)--STANFORD UNIVERSITY, 1998.
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$a Since the Peace of Westphalia, the nation-state has emerged as the dominant unit of political organization.  In the late twentieth century, however, the supremacy of the nation-state, has been challenged by the globalization of market forces and in particular by the process of European integration.
520
$a This dissertation addresses the question: how have the powers of the nation-state over education been modified by the forces of European integration?.
520
$a This study introduces three analytical categories of cooperative, normative, and supranational integration which form a "ladder of integration." These concepts are used to shed light on three critical practices for the European Union: the recognition of diplomas; the goal of non-discrimination in the labor market; and the supremacy of EC law.  These practices are discussed in five separate studies on: (1) the history of educational cooperation in the European Union; (2) recognizing professional qualifications; (3) EC law of education; (4) freedom of movement in the Italian university system; (5) the application of the principle of "subsidiarity.".
520
$a Data informing this study was obtained through documentary investigation and interviews with officials of the European Commission, European Parliament, European Court of Justice, and French Ministry of Health.  In Italy interviews were conducted with judges, administrators, professors, students, and legal representatives of the Universities of Verona, Florence, La Sapienza, Venice and the Oriental University Institute in Naples.
520
$a The main findings of this dissertation record that: (1) education served an instrumental purpose by providing an agenda for the member states during periods of disagreement; (2) the principle of mutual trust overseeing the goal of recognizing professional qualifications has been successful when accompanied by active political intervention; (3) the European Court has not advanced the call of political integration but has shown considerable restraint in its rulings on educational issues, confining them to areas which touch directly on the completion of the Single Market; (4) EC law is serving to break down long-standing traditions which may contribute to discrimination in educational sectors; (5) even with the introduction of subsidiarity, education remains firmly under national control.
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$a 數位化論文典藏聯盟 $b PQDT $c 淡江大學(2001~2002)
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$a Political Science, International Law and Relations.
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$a Education, Sociology of.
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$a History, European.
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$a Education, History of.
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$a Stanford University.
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摘要
Since the Peace of Westphalia, the nation-state has emerged as the dominant unit of political organization. In the late twentieth century, however, the supremacy of the nation-state, has been challenged by the globalization of market forces and in particular by the process of European integration.
This dissertation addresses the question: how have the powers of the nation-state over education been modified by the forces of European integration?.
This study introduces three analytical categories of cooperative, normative, and supranational integration which form a "ladder of integration." These concepts are used to shed light on three critical practices for the European Union: the recognition of diplomas; the goal of non-discrimination in the labor market; and the supremacy of EC law. These practices are discussed in five separate studies on: (1) the history of educational cooperation in the European Union; (2) recognizing professional qualifications; (3) EC law of education; (4) freedom of movement in the Italian university system; (5) the application of the principle of "subsidiarity.".
Data informing this study was obtained through documentary investigation and interviews with officials of the European Commission, European Parliament, European Court of Justice, and French Ministry of Health. In Italy interviews were conducted with judges, administrators, professors, students, and legal representatives of the Universities of Verona, Florence, La Sapienza, Venice and the Oriental University Institute in Naples.
The main findings of this dissertation record that: (1) education served an instrumental purpose by providing an agenda for the member states during periods of disagreement; (2) the principle of mutual trust overseeing the goal of recognizing professional qualifications has been successful when accompanied by active political intervention; (3) the European Court has not advanced the call of political integration but has shown considerable restraint in its rulings on educational issues, confining them to areas which touch directly on the completion of the Single Market; (4) EC law is serving to break down long-standing traditions which may contribute to discrimination in educational sectors; (5) even with the introduction of subsidiarity, education remains firmly under national control.
附註
Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 2177.
Adviser: HANS WEILER.
Thesis (PH.D.)--STANFORD UNIVERSITY, 1998.
數位化論文典藏聯盟
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