Συγκριτική θεώρηση ευρωπαϊκών εκπαιδευτικών συστημάτων, συγκεντρωτικού και αποκεντρωτικού μοντέλου, στην προώθηση ευρωπαϊκών πολιτικών για τη σχολική εκπαίδευση
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Keywords
Εξευρωπαϊσμός ; Σχολική πολιτική ; Συγκεντρωτισμός ; Αποκέντρωση ; Ευρωπαϊκή εκπαιδευτική πολιτική ; Εκπαιδευτική διοίκηση ; Σχολική διακυβέρνησηAbstract
The European Union has faced numerous technological, scientific, economic, social and political changes. The new social realities require a new perspective based on the demands of the Knowledge Society, such as the development of multiple human skills, at the individual and social level, that emphasizing in the knowledge as the productive force for the modern societies. Education is at the center of attention and it is emerging as a field of development and strengthening of the European economy, while its contribution to the overall reconstruction of the functioning of the EU is decisive. The
European educational systems have to carry the strengthening of human resources, by upgrading their operation and coordinating their action. In this process, national reforms are observed and forms of the Europeanization of their national educational policy are emerging. The diversity of the educational systems, as well as the national sovereignty in educational policy and the slow development of the European cooperation on school education, are parameters for further research and a pivotal ground for the development of comparative studies. The current European educational policy is reflected in the strategic framework "ET2020", which sets specific benchmarks in order to collect data and to monitor the progress of Member States in achieving strategic objectives.
This paper analyzes the educational systems of four country-members, in Greece, France, Germany and Sweden, comparing their organizational and administrative structure. In addition, the study focuses on the evaluation of their progress in achieving educational goals for school policy, based on European benchmarks. The purpose of this review is to compare and contrast the educational systems, detecting the correlations between the school governance and the Europeanisation of domestic education policies, as well.