从隐性生存走向软性治理
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摘要
欧盟作为目前最大的超国家政治、经济实体,在整个世界政治、经济发展中扮演着举足轻重的角色。以划分历史阶段的方式,对不同时期欧盟教育政策的社会背景、内容、特征和影响等方面进行分析和概括,可以获得对欧盟教育政策的一种整体性认识,进而挖掘欧盟教育政策发展的内部机制和逻辑。同时,通过对当前欧盟面临的主要问题和挑战加以梳理和反思,可以对欧盟教育政策未来发展进行预测和前瞻。基于这两个研究目的,对欧盟教育政策进行的考察和分析主要围绕这样几个方面展开：首先,欧盟教育政策的发展历程可以划分为几个阶段?划分的依据是什么?其次,各阶段教育政策的主要内容和特征是什么?其影响如何?再次,对欧盟教育政策未来发展产生影响的主要因素有哪些?它们会导致欧盟教育政策走向何方?
具体而言,从二战结束到1957年,作为欧盟主要成员国的英、法、德、意等民族国家强化中央或地方政府对教育的管理权,在扩大高等教育规模与研究职能的同时重点发展职业教育以促进经济快速发展。这些国家层面的教育政策对欧盟教育政策的萌芽和发展产生了重要影响。但这一时期真正意义上的超国家层面的欧盟教育政策并没有出现,而是处于孕育之中。1957年《罗马条约》的签订标志着欧盟教育政策的真正肇始。自此至1986年《单一欧洲文件》的签署,欧盟教育政策经历了一个从产生时作为经济政策的附属而隐性生存到独立于社会、经济政策的显性发展的历史演变过程。与其他社会领域的政策相比,这一时期教育政策尽管在数量上有明显增加,但仍处于整个欧盟政策体系的边缘,而且大多停留在静止状态,并没有得到真正落实。尽管如此,其作为一种现实存在,在帮助成员国摆脱经济危机并制定本国职业教育政策的同时还为欧盟教育政策的后续发展奠定了基础。从1986年到2000年,欧盟教育政策开始从边缘向欧盟政策体系的中心迈进,其政策内容在三方面表现了这种动态变化：第一,拓展及细化职业教育；第二,强化高等教育领域的合作及流动；第三,落实教育的“欧洲维度”。这一时期欧盟教育政策的特征也十分明显,主要是：政策目标侧重于政治服务；政策执行由“软性”向“硬性”转化；政策内容则十分关注教育质量。这些变化使得这一时期欧盟教育政策的影响也不断提升,并主要表现在五个方面：鼓励和推动了成员国的教育决策；提升了欧洲工业化的竞争力；扩大了欧洲高等教育的国际影响；改变了欧洲大学校际合作的管理模式；促进了欧洲身份认同。从2000年至今,欧盟教育政策的总体特征是走向全面治理,具体表现为政策目标的欧洲化、政策内容的综合化和政策实施的强势化。但是,由于欧盟作为一个超国家联合体在推进欧洲一体化进程中的领导地位的合法性遭到质疑,欧盟通过其教育政策对欧洲教育的干预和影响只能是在“鼓励、协调和建议”的权限范围内的软性治理。因此,当前欧盟在教育方面的一项主要治理策略就是通过具有软性色彩的终身学习政策的逐步推进和完善,实现对成员国教育活动的干预。面对整个欧洲人口老龄化日益突出,欧盟政治信度持续下降,主权债务危机和欧元危机并发而文化同一性与多样性之间的冲突又日益严重等因素对教育及教育政策提出的严峻挑战,未来的欧盟教育政策仍将循着软性治理的道路继续发展,并将突出四种发展趋势：第一,追求政治认同；第二,兼顾质量和效率;第三,消弭差异推进均衡；第四,以终生学习计划带动教育的全面治理。
概而言之,从正式产生开始,欧盟教育政策经历五十六年(1957—2013年)的发展,其意义和价值在整个欧盟政策体系中逐步得到认可和强化,实现了从最初附着于经济政策的隐性生存状态到当下致力于欧洲教育一体化建设的软性治理状态的历史演变。由于欧盟当前面临的诸多危机和挑战,在未来一段时间内,欧盟教育政策仍将保持这种软性治理的发展态势,并从政策目标、内容和实施手段等方面进行自我调适以应对这些危机和挑战。因此,从研究的意义和价值来看,这一研究过程和结果在理论上一方面可以改变已有研究横向整体描述有余而纵向历史梳理不足、政策内容局部挖掘充分而整体相关性研究不足的现状,另一方面可以在研究路径上为对欧盟教育政策的探讨提供一种历史分析和阐释的范式。而在实践上,除了可以为我国教育政策中的问题解决提供依据、借鉴和参考,还可以为类似的区域研究,特别是区域教育政策研究提供一种研究的实践案例。
As the largest supranational politics and economic organization in the world at present, European Union plays a decisive role in world political and economic development. Through the way of historical stage dividing, it is helpful to get an overall understanding of the EU education policy, and furthermore, to find the inner mechanism and logic by the analysis and generalization of social background, contents, features and influence of the policy. Meanwhile, it is helpful to Forecast and prospect the future of the EU education policy by summarizing and reflecting on the problems and challenges which the EU is facing currently. Based on two research aims, this paper will be arranged in accordance with the following contents:firstly, how many stages the development course of EU education policy can be divided into? What are the basics of division? Secondly, what's the main content and characteristic of the education policy of each stage? And how is the influence? What's more, what are the main factors which may have an influence on the future development of European Union education policy? And what will happen to the European Union education policy?
In detail, from the ending of the World War II to the year1957,the main members of European union, such as Britain, France, Germany and Italy, all adopt the policies of strengthening the centre government and local government's management in education, expanding the scale of higher education and its research function,and giving a priority to the development of professional education and training so as to promote the rapid development of its economy. These education policies on the national level made great influence on the germination and development of the EU education policy. While, the true EU education policy on the super-national level did not come into being, but still was in its incubation period.
The signature of the Treaty of Rome in1957marked the real beginning of the EU education policy. From then on to the year1986, the policy experienced a historical change from as a recessive attachment of the economic policy at the very beginning to as an independent dominant domain. Compared with the policies in other fields, the education policy during this period significantly increased in number, though walked in the edge of the whole system of EU policy, and mostly were only documents without being implementing. Despite, as a real existence, the EU education policy helped the member states in the survival of the economic crisis and in the making of their own education policies, and made a good foundation for the further development of itself.
From1986to the year2000, the EU education policy began to enter into the center of the policy system of European Union. The contents of the policy has showed its dynamic change in three aspects:first, expand and refine the professional education and training; second, reinforce the cooperation and exchange in higher education field; third, carry out "the European Dimension in education". The features of European Union education policy in this period are also extremely obvious, of which mainly are the objectives of policy focus on political service, the implement transform from "soft" to "hard" and the contents pay close attention to the quality of education. These changes have constantly improved the influence of European Union education policy in this period, and mainly reflected in five aspects:encourage and boost the member states' educational decision, enhance the competitiveness of the industrialization of European, expand the international influence of European higher education, change the management mode of intercollegiate cooperation among European universities and promote the identity of Europe.
In the12years past recently, the overall characteristics of education policy are proceed with comprehensive governance, and specifically manifest in the Europeanization of policy objectives, integratelization of policy contents, and escalation of policy implementing. Because its role as the leader in the process of the integration of Europe is legally questioned, the EU's governance on the Europe education by its education policy can only be realized within the competence purview of supporting, coordinating or complementary.Thus, the intervention on education of EU is a kind of soft governance. Through carrying forward step by step and improving of lifelong learning policy, the influence of European Union education policy is increasingly expanded, which, on one hand, reflect in the international regional education cooperation field, making European Union education policy a successful reference and leading the theory and practice of regional education cooperation, on the other, European Union education policy has been totally integrated into the member state's education activities, playing a significant role in promoting the education development of the member state, even the whole Europe.
At present, the contents of European Union education policy can be mainly summarized as four aspects:promoting the integration of processional education, deepening the internalization and quality of higher education, highlighting the core competence of basic education, and emphasizing the quality and guarantee of teacher's education. Due to the problem of aging of population in whole European becoming increasingly prominent, the credibility of European politics continuous declining, sovereign debt crisis and euro crisis erupt simultaneously, and the conflicts between cultural identity and diversity becoming even serious, European Union education policy in the future will move forward in four directions:first, to seek political identification; second, to take both quality and efficiency into consideration; third, to eliminate differences and promote balance; fourth, to drive the comprehensive governance of education with the lifelong learning plan.
In summary, through a56-year development from the formal start, the value of the education policy in the whole policy system of EU is recognized and strengthened gradually. And the role has been greatly changed from an attachment of economic policy to an independent soft governance instrument which is committed to the construction of European educational integration currently. For the present crisis and challenges, in the future, the EU education policy will still maintain such state of soft governance, and will make some adjustments in its goals, contents and implementing so as to adapt to these crisis and challenges. Therefore, the importance of this study performs in two ways. One is its theoretical value:it may change the reality that in the relevant research of EU education policy, the total description is abundant but the historical observation is lack, the introduction to the contents is rich but the thinking on the correlativity is thin. And it also offers an example for historical interpretation in the aspect of research method. The other is its practical significance:it supplys an model in regional research, especially in the regional education policy research,apart from providing basis,comparison and reference to the problem solving in the implementing of education policy in China.
具体而言,从二战结束到1957年,作为欧盟主要成员国的英、法、德、意等民族国家强化中央或地方政府对教育的管理权,在扩大高等教育规模与研究职能的同时重点发展职业教育以促进经济快速发展。这些国家层面的教育政策对欧盟教育政策的萌芽和发展产生了重要影响。但这一时期真正意义上的超国家层面的欧盟教育政策并没有出现,而是处于孕育之中。1957年《罗马条约》的签订标志着欧盟教育政策的真正肇始。自此至1986年《单一欧洲文件》的签署,欧盟教育政策经历了一个从产生时作为经济政策的附属而隐性生存到独立于社会、经济政策的显性发展的历史演变过程。与其他社会领域的政策相比,这一时期教育政策尽管在数量上有明显增加,但仍处于整个欧盟政策体系的边缘,而且大多停留在静止状态,并没有得到真正落实。尽管如此,其作为一种现实存在,在帮助成员国摆脱经济危机并制定本国职业教育政策的同时还为欧盟教育政策的后续发展奠定了基础。从1986年到2000年,欧盟教育政策开始从边缘向欧盟政策体系的中心迈进,其政策内容在三方面表现了这种动态变化：第一,拓展及细化职业教育；第二,强化高等教育领域的合作及流动；第三,落实教育的“欧洲维度”。这一时期欧盟教育政策的特征也十分明显,主要是：政策目标侧重于政治服务；政策执行由“软性”向“硬性”转化；政策内容则十分关注教育质量。这些变化使得这一时期欧盟教育政策的影响也不断提升,并主要表现在五个方面：鼓励和推动了成员国的教育决策；提升了欧洲工业化的竞争力；扩大了欧洲高等教育的国际影响；改变了欧洲大学校际合作的管理模式；促进了欧洲身份认同。从2000年至今,欧盟教育政策的总体特征是走向全面治理,具体表现为政策目标的欧洲化、政策内容的综合化和政策实施的强势化。但是,由于欧盟作为一个超国家联合体在推进欧洲一体化进程中的领导地位的合法性遭到质疑,欧盟通过其教育政策对欧洲教育的干预和影响只能是在“鼓励、协调和建议”的权限范围内的软性治理。因此,当前欧盟在教育方面的一项主要治理策略就是通过具有软性色彩的终身学习政策的逐步推进和完善,实现对成员国教育活动的干预。面对整个欧洲人口老龄化日益突出,欧盟政治信度持续下降,主权债务危机和欧元危机并发而文化同一性与多样性之间的冲突又日益严重等因素对教育及教育政策提出的严峻挑战,未来的欧盟教育政策仍将循着软性治理的道路继续发展,并将突出四种发展趋势：第一,追求政治认同；第二,兼顾质量和效率;第三,消弭差异推进均衡；第四,以终生学习计划带动教育的全面治理。
概而言之,从正式产生开始,欧盟教育政策经历五十六年(1957—2013年)的发展,其意义和价值在整个欧盟政策体系中逐步得到认可和强化,实现了从最初附着于经济政策的隐性生存状态到当下致力于欧洲教育一体化建设的软性治理状态的历史演变。由于欧盟当前面临的诸多危机和挑战,在未来一段时间内,欧盟教育政策仍将保持这种软性治理的发展态势,并从政策目标、内容和实施手段等方面进行自我调适以应对这些危机和挑战。因此,从研究的意义和价值来看,这一研究过程和结果在理论上一方面可以改变已有研究横向整体描述有余而纵向历史梳理不足、政策内容局部挖掘充分而整体相关性研究不足的现状,另一方面可以在研究路径上为对欧盟教育政策的探讨提供一种历史分析和阐释的范式。而在实践上,除了可以为我国教育政策中的问题解决提供依据、借鉴和参考,还可以为类似的区域研究,特别是区域教育政策研究提供一种研究的实践案例。
As the largest supranational politics and economic organization in the world at present, European Union plays a decisive role in world political and economic development. Through the way of historical stage dividing, it is helpful to get an overall understanding of the EU education policy, and furthermore, to find the inner mechanism and logic by the analysis and generalization of social background, contents, features and influence of the policy. Meanwhile, it is helpful to Forecast and prospect the future of the EU education policy by summarizing and reflecting on the problems and challenges which the EU is facing currently. Based on two research aims, this paper will be arranged in accordance with the following contents:firstly, how many stages the development course of EU education policy can be divided into? What are the basics of division? Secondly, what's the main content and characteristic of the education policy of each stage? And how is the influence? What's more, what are the main factors which may have an influence on the future development of European Union education policy? And what will happen to the European Union education policy?
In detail, from the ending of the World War II to the year1957,the main members of European union, such as Britain, France, Germany and Italy, all adopt the policies of strengthening the centre government and local government's management in education, expanding the scale of higher education and its research function,and giving a priority to the development of professional education and training so as to promote the rapid development of its economy. These education policies on the national level made great influence on the germination and development of the EU education policy. While, the true EU education policy on the super-national level did not come into being, but still was in its incubation period.
The signature of the Treaty of Rome in1957marked the real beginning of the EU education policy. From then on to the year1986, the policy experienced a historical change from as a recessive attachment of the economic policy at the very beginning to as an independent dominant domain. Compared with the policies in other fields, the education policy during this period significantly increased in number, though walked in the edge of the whole system of EU policy, and mostly were only documents without being implementing. Despite, as a real existence, the EU education policy helped the member states in the survival of the economic crisis and in the making of their own education policies, and made a good foundation for the further development of itself.
From1986to the year2000, the EU education policy began to enter into the center of the policy system of European Union. The contents of the policy has showed its dynamic change in three aspects:first, expand and refine the professional education and training; second, reinforce the cooperation and exchange in higher education field; third, carry out "the European Dimension in education". The features of European Union education policy in this period are also extremely obvious, of which mainly are the objectives of policy focus on political service, the implement transform from "soft" to "hard" and the contents pay close attention to the quality of education. These changes have constantly improved the influence of European Union education policy in this period, and mainly reflected in five aspects:encourage and boost the member states' educational decision, enhance the competitiveness of the industrialization of European, expand the international influence of European higher education, change the management mode of intercollegiate cooperation among European universities and promote the identity of Europe.
In the12years past recently, the overall characteristics of education policy are proceed with comprehensive governance, and specifically manifest in the Europeanization of policy objectives, integratelization of policy contents, and escalation of policy implementing. Because its role as the leader in the process of the integration of Europe is legally questioned, the EU's governance on the Europe education by its education policy can only be realized within the competence purview of supporting, coordinating or complementary.Thus, the intervention on education of EU is a kind of soft governance. Through carrying forward step by step and improving of lifelong learning policy, the influence of European Union education policy is increasingly expanded, which, on one hand, reflect in the international regional education cooperation field, making European Union education policy a successful reference and leading the theory and practice of regional education cooperation, on the other, European Union education policy has been totally integrated into the member state's education activities, playing a significant role in promoting the education development of the member state, even the whole Europe.
At present, the contents of European Union education policy can be mainly summarized as four aspects:promoting the integration of processional education, deepening the internalization and quality of higher education, highlighting the core competence of basic education, and emphasizing the quality and guarantee of teacher's education. Due to the problem of aging of population in whole European becoming increasingly prominent, the credibility of European politics continuous declining, sovereign debt crisis and euro crisis erupt simultaneously, and the conflicts between cultural identity and diversity becoming even serious, European Union education policy in the future will move forward in four directions:first, to seek political identification; second, to take both quality and efficiency into consideration; third, to eliminate differences and promote balance; fourth, to drive the comprehensive governance of education with the lifelong learning plan.
In summary, through a56-year development from the formal start, the value of the education policy in the whole policy system of EU is recognized and strengthened gradually. And the role has been greatly changed from an attachment of economic policy to an independent soft governance instrument which is committed to the construction of European educational integration currently. For the present crisis and challenges, in the future, the EU education policy will still maintain such state of soft governance, and will make some adjustments in its goals, contents and implementing so as to adapt to these crisis and challenges. Therefore, the importance of this study performs in two ways. One is its theoretical value:it may change the reality that in the relevant research of EU education policy, the total description is abundant but the historical observation is lack, the introduction to the contents is rich but the thinking on the correlativity is thin. And it also offers an example for historical interpretation in the aspect of research method. The other is its practical significance:it supplys an model in regional research, especially in the regional education policy research,apart from providing basis,comparison and reference to the problem solving in the implementing of education policy in China.
引文
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② 这里的“教育政策”是广义上的政策含义,包括涉及教育的各种法律、法规、制度等。
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② 同上,55.
③ 同上,62.
① 王小海.欧盟教育政策发展五十年之历程[J].江苏社会科学,2009年教育文化社会科学版：58-63.
② 在梳理的文献中,只有沃肯霍斯特在论文《论欧盟教育政策的演变》中明确地对其研究方法进行了说明——采用定性与定量相结合车的方法对欧盟教育政策目标的变化进行阐释。通过对欧盟360,000份政策文本出现的历史年代进行统汁分析,沃肯霍斯特对欧盟各阶段的教育政策的发展历程进行了阶段划分。
① EU.Basic informasion on the European Union[EB\OL]. http://europa.eu/about-eu/asic-information/index_en.htm, downlord:2012-8-5.
① 欧盟一部分成员国的海外领地,如格陵兰等,不是欧盟的一部分。
② 理事会包括欧洲理事会(The European Council. TEC)和欧盟理事会(Council of the European Union, CEU)。前者是原欧共体首脑会议,1975年正式更名为欧洲理事会,即通常所谓的欧洲首脑峰会,由欧盟成员国政府首脑组成)。后者是原欧洲部长理事会,1993年改称欧洲联盟理事会,简称欧盟理事会,由成员国部长组成并定期会晤)。为了避免与欧盟委员会英文名称缩写“EC“混淆,论文中将欧洲理事会英文名称缩写为“TEC”。
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③ 前法国总理德洛尔套用“不明飞行物”(UFO)一词,称欧盟为“不明政治物”(unidentified political object)见：[法]皮埃尔.德.塞纳克伦斯.治理与国际调节机制的危机[A].俞可平.治理与善治[M].北京：社会科学文献出版社,2000.254.
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③ 这里的“西欧”概念,主要是指战后受美国影响和制约,实行资本主义制度的欧洲国家,主要包括英、法、德、意等国家。作为传统意义上的欧洲大国,这些国家在战后通过各种途径恢复和发展本国经济,并积极寻求政治互信与合作。
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① 社会市场经济理论主要来源于弗莱堡学派的新自由主义,其核心是经济自由、社会公正和社会安全。艾哈德将这一理论归结为“自由+秩序”。
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③ 同上,209—212.
④ Stanley James Curtis.History of Education in Great Britain[M].London:Greenwood Press,1971.pp.341.
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④ 同上.
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④ 初等教育分为三个阶段,即保育学校(2岁-5岁)、幼儿学校(5岁-7岁)、初等学校(7岁—11岁)。
① [英]邓特.英国教育[M].杭州：浙江教育版社,1987.109-111.
② 该计划对义务教育进行了专门的规定,将其分为三个阶段：基础阶段(6-11岁),学习基础知识和技能,是幼儿教育的继续；方向指导阶段(12—15岁),学习共同的普通文化课程,教师对学生的能力、禀赋、兴趣等进行系统观察,对其发展方向予以指导；决定阶段(16-18岁),大多数学生进职业学校接受职业训练,并继续学习必需的普通文化知识,少数天才学生进学术性中学,学习古典语言文化和科学技术知识。(见：王桂.当代外国教育——教育改革的浪潮与趋势[M].北京：人民教育出版社,1995.68.)
① 与基础学校相衔接并达到第十学级的学校统一称“中间学校”,并不再使用“实科学校”等名称。与基础学校相衔接并达到第十三学级的学校统一称“完全中学”。而“完全中学”分为古典语高级完全中学、近代语高级完全中学和数学自然科学高级完全中学三类。
① [英]苏珊娜·博拉.欧盟的风险社会价值观和制度变化：转基因生物的案例[A].武锡申编译,薛晓源,周战超.全球化与风险社会[M].北京：社会科学文献出版社,2005.339.
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② 同上,29—30.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.44.48
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② 杨寄荣,杨玉生.西方福利国家理论与实践评析——作为经济运行机制的福利国家[J].当代经济研究,2010(6)：19-23.
③ 王彩波,李艳霞.西欧福利国家的理论演变与政策调整[J].教学与研究,2003(11)：53—-58.
④ 刘娟凤.国家福利的基本理论[J].经济论坛,2011(3)：10—16.
① John Pinder欧盟概览[M].戴炳然译,外语教学与研究出版社,2009.219.
② 挪威因全民公投反对加入未能成为共同体成员国。
③ 20世纪70年代欧洲好几个国家,如丹麦、奥地利、挪威的国民生产总值低于美国通用汽车公司或美孚石油公司的年销售额。见：[英]沃恩,叶余.战后欧洲—体化的历史[J].现代外国哲学社会科学文摘,1983(08)：15—17.
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③ 居埃(European Currency Unit,缩写为ECU),是欧洲共同体国家用于内部计价结算的一种货币单位,是欧洲货币体系的关键一环,1979年3月13日开始使用。20世纪90年代以后,欧洲货币单位的使用范围逐步扩大,为实现欧洲货币联盟打下了良好的基础。
④ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.119.
⑤ [法]法布里斯·拉哈.欧洲一体化史[M].北京：中国社会科学出版社,2005.158.
① Leibfried Stephan, Pierson Paul. Social Policy[A].Wallace Helen, Wallace William.Policy-Making in the European Union[C].Oxford:Oxford University Press,1996.pp.186.
② 李晓强.一体化背景下欧盟教育政策研究[D].北京师范大学博士学位论文,2006.56.
③ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.173.
④ 这里的基本标准是：具有充分安全的可接受的最大含量；可接受的最大限度的曝光和污染；劳动者的医疗护理的基本原则。
⑤ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.347.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.121.
② 同上.
③ 1988年,欧共体成员国一致决定,将欧洲地区发展基金、欧洲社会基金、欧洲农业指导与保证基金中的指导部分合并成结构基金,同时结构基金数额在1989年一1993年间翻番,共计达到600亿欧洲货币单位。
④ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.175.
⑤ Bechtel.M.Lattke S & Nuissl.E.Portrat Weiterbildung Europaische Union[M]. Bielefeld:W.Bertelsmann Verlag.2005.pp.30-31转引自：梁福镇.当前欧盟教育政策之探究[A].台中：(台湾)中兴大学师资培训中心、教师专业发展研究所,教育科学期刊[C].2010(第8卷,第2期)：37—55.
① John West. The Evolution of European Union Policies on Vocational Education and Training[R]. London:Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), Institute of Education, University of London,2012.pp.6.
① 欧阳光华.一体与多元——欧盟教育政策述评[J].比较教育研究,2005(1)：11-15.
② Joseph.McMahon.Education and Culture in European Community Law[M].London:Athlone Press,1995.pp.5. Idid.
① Janne H.For a Community Policy in Education[J].Bulletin of the European Communities,1973 (Supplement). pp.10-73.
② Moschonas, Andreas.Education and Training in the European Union [M].London:Ashgate Publishing Limited, 1998.pp.2—4.
③ [荷]乔治·D·恩勃里.欧洲联盟步入新世纪时所面临的问题[J].北京联合大学学报,1997(1)：26—34.
① [法]法布里斯·拉哈.欧洲一体化史[M].北京：中国社会科学出版社,2005.62.
② 限于篇幅,没有一一列举,详见：《欧洲联盟法典》(第一卷)第]21一122页。
③ McLean M.The European Union and the Curriculum[J].Oxford Studies in Comparative Education.1995,5(2): 29—46.
① Britta Baron.The Politics of Academic mobility in Western Europe[J].Higher Education Policy, Vol.6, No.3, 1993.pp.51.
① James Flynn. Vocational Training in community law and practice [J].Yearbook of European Law,1988. Vol.8(1)：59—85.此处特别说明两点：第一,本文参照的《建立欧洲经济共同体条约》来自欧共体官方出版局编辑,苏忠明翻译并由国际文化出版公司于2005年出版的《欧洲联盟法典》(第一卷,共三卷)。在该中译本中,关于职业培训的政策规定被列为第118条,与其他中英文版本所列之128条在条目序号上有差异,但内容大体一致。除非有特别注释,本文所涉及欧盟教育政策的基础性法律原始文本均来自《欧洲联盟法典》。第二,此处的“直到最近”,根据作者发表该论文的时间推测应为20世纪80年代中期
② EC Court.Judement of the Court13 February 1985 in Case 293/83 [Z].Luxemberge:EC Court,1985.pp.606-615. 另见:EC. Youth on the Move:A Guide to the Right of Mobile Students in the European Union[R].Burussles: EC,2010.pp.3.
③ Milner, Susan.Training Policy:Steering between Divergent National logics[A].Hine, David, Kassim, Hussein.Beyond the Market:the EU and National Social Policy[C].London:Routledge,1998.pp.161.
④ [英]苏珊娜.博拉.欧盟的风险社会价值观和制度变化：转基因生物的案例[A].武锡申编译,薛晓源,周战超.全球化与风险社会[M].北京：社会科学文献出版社,2005.339.
① 这两次经济危机分别是1973年由石油危机引发的世界性经济危机和1982年由墨西哥宣布无力偿还外债而引发的全球“债务危机”
② Trevor Salmon & William Nicoll.Building European Union:A Documentary History and Analysis[M]. Manchester:Manchester University Press,1997.pp.108.
③ 维尔纳报告将实现经货联盟的计划分为三个阶段：起步阶段(1970—1971)、准备阶段(1972—1975)最后阶段(1976—1978)。见：Trevor Salmon & William Nicoll.Building European Union:A Documentary History and Analysis[M].Manchester:Manchester University Press,1997.pp.110.
① B.de.Witte. Building Europe's Image and Identity [A].Albert Rijksbaron. W. H. Roobol, M. Weisglas.Europe from a Cultural Perspective:historiography and perceptions [M].Hague:Nijgh & Van Ditmar Universitair,1987.pp.135.
② Christopher Hill & Karen E. Smith.European Foreign Policy:Key Documents[M].London:Routledge.2000.pp.93.
③ Boxhoorn. A.European identity and the process of European unification:Compatible notions?[A]. Michael Wintle.Culture and Identity in Europe:perceptions of divergence and unity in past and present[M].London: Ashgating Publishing ltd,1996.pp.138.
① Rotter.J B. Generalized Expectancies of Interpersonal Trust[J]. American Psychologist. Vol.26.1971. pp.443-452.
② 国家教委教育发展与政策研究中心.七十国教育发展概况(1981—1984)[M].天津：天津教育出版社,1986.318.
③ Rotter.J B. A New Seale for the measurement of Interpersonal Trust[J]. Journal of Personality. Vol.35,1967. pp.651-665.
① [英]胡伯特·埃特尔,喻恺.欧盟的教育与培训政策：五十年发展综述[J].教育学报,2009(1)：113—121.
① 王学玉.欧洲一体化：一个进程多种理论[J].欧洲,2001(2)：10—17.
① Preston Jill.EC Education and Research Programmes:An Action Guide[M].London:Kogan Page,1991.pp.51.
② 李晓强.一体化背景下欧盟教育政策研究[D].北京师范大学博士学位论文,2006.56.
③ 国家教委教育发展与政策研究中心.七十国教育发展概况(1981——1984)[M].天津：天津教育出版社,1986.251.
④ 同上,256.此处的“欧洲成员国”应为当时的欧共体成员国,笔者注。
① Heiko Walkenhorst. Explaining change in EU education policy [J].Journal of European Public Policy,2008 (4): 568-587.
② Anders J. Hingel.Education Policies and European Governance:Contribution to the Interservice Groups on European Governance[M].Brussels:European Commission,2001.pp.7.
① 在1986年2月17日的卢森堡签字仪式上只有九国外长在《单一欧洲文件》上签字,丹麦、希腊和意大利三国外长在2月28日海牙补行签字仪式。
② 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.558—559.
① 欧共体官方出版局.欧洲联盟法典(笫一卷)[M].苏忠明译,北京：国际文化出版公司,2005.580.
② 同上,587.
③ 伍贻康,戴炳然.欧洲一体化进程的新里程碑——《单一欧洲文件》评析[J].世界经济文汇,1986(5)67—71.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.117.
① 尤里卡(EURECA)是“欧洲研究协调机构”(European Research Coordination Agency)的英文缩写,因此该计划又称“欧洲高科技合作计划”。
② 参与计划的除了主权国家之外还包括欧盟这个超国家组织,而这些国家很大一部分又是欧盟成员国,因此形成了—种错综复杂的关系,这在国际关系中是一种非常奇特的现象。这些主权国家包括英国、法国、德国、意大利、荷兰、比利时、卢森堡、爱尔兰、希腊、丹麦、西班牙、欧洲联盟、奥地利、匈牙利、俄罗斯和斯洛文尼亚。
③ 李达顺.知识经济兴起的特点和影响及对策[J].辽宁师范大学学报(社科版),1998(6)：23—25.
① 1961年,欧洲委员会通过《欧洲社会宪章》,提出保障成员国劳动者和公民,包括家庭、妇女、儿童在社会、法律和经济保护方面的基本权利。但因为欧洲委员会本身并不足欧洲经济共同体的正式机构,所以它提出的基本原则缺乏法律约束力。但是,这个宪章所建立的综合、一贯的社会政策目标成为《欧洲共同体工人基本社会权利宪章》的蓝本。
① 马晓强,雷钰.欧洲一体化与欧盟国家社会政策[M].北京：中国社会科学出版社,2008.53.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.558—559.
② Hubert Ertl.The European Union and Education and Training:An Overview of Policies and Initiatives[A].David Phillips, Hubert Ertl.Implementing European Union Education and Training Policies:A Comparative Study of Issues in Four Member States [M].Netherlands:Kluwer Academic Publishers.2003.pp.33.
③ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.10.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.48.
② 同上,50.
③ EC. Green Paper on the European Dimension of Education[R]. Brussels:European Commission,1993.
④ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.210.
⑤ 杨明.欧洲教育一体化初探[J].比较教育研究,2004(6)：76*80.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.12.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.49.
② EC.White Paper: Teaching and learning——towards the learning society[R].Luxembourg:European Commission.1996.
③ 这四大支柱分别是：就业战略(employability)、创业战略(entrepreneurship)、职业适应战略(adaptability)和机会均等战略(equal opportunities)。
① Caroline de la Porte, etc.Social Benchmarking, Policy Making and New Governance in the EU[J]. Journal of European Social Policy,2001 (11):291-307.
② Hans de wit.European Integration in Higher Education:The Bologna Process Towards A European Higher Education Area[A].James J.F. Forest, Philip G. Altbach International Handbook of Higher Education[M].Springer, 2006.pp.463-465.
③ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.573.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.573.
② 同上.
③ EC.Memorandum on Higher Education in the European Community[Z].Luxembourg: European Commission, 1991.pp.349.
④ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.56.
⑤ 同上.
① 于尔根·施瑞尔.“博洛尼亚进程”：新欧洲的“神话”?[J].北京大学教育评论,2007(2)：92-107.
② 徐辉.“博洛尼亚进程”的背景、历程及发展趋势[J].高等教育研究,2009(7)：96-101.
③ Witte, J.K.Change of Degree and Degrees of Change:Comparing Adaptations of European Higher Education Systems in the context of Bologna Process[M].Ensehede:Center for Higher Edueation Poliey Studies.University of Twente,2006.pp.354.
④ Bologna-berlin2003. Bologna Deceleration[EB\OL].http://www.bologna-berlin2003.de/en/main_documents/index. htm, downlord:2012-10-10.
① [法]菲利普·柯尔库夫.新社会学[M].北京：社会科学文献出版社,200036.
① William Nicoll.Masstricht Revisited:A Critical Analysis of the Treaty on European Union[A].Alan W.Cafruny and Glenda G.Rosenthal.The Masstricht Debates and Beyond[M].London:Lynna Rienner Publishers. Longman, 1993.pp.21.
② M.J.Gabel.Interests and Integration[M].Michigan:The University of Michigan Press,1998.pp.34.
③ 陈学飞.高等教育国际化：跨世纪的大趋势[M].福州：福建教育出版社,2002.78.
① [法]德尼兹·加亚尔等.欧洲史[M].蔡鸿滨,桂裕芳译,三亚：海南出版社,2000.1(序言)
② 陈乐民.20世纪的欧洲[M].北京：生活·读书·新知三联书店,2007.97.这里的“双重自性”指的是“国家公民”身份和“欧洲公民”身份的自我认同性。
③ Sandra Taylor, Fazal Rizvi, etc.Education Policy and the Politics of Change [M]. London and New York: Routledge,1997.pp.28.
① Barnard C. The Treaty on European Union, education and vocational training [J].Oxford Studies in Comparative Education,1995 (2):13-28见：胡伯特.埃特尔,喻恺.欧盟的教育与培训政策：五十年发展综述[J].教育学报,2009(2)：113—121.
② John. Field.The European Union and the Learning Society:Contested Sovereignty in an Age of Globalisation[A].Coffield Frank. A National Strategy for Lifelong Learning[C].Newscastle upon Tyne:Department of Education University of Newscastle,1997.pp.97.
③ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.48.
④ 同上,49. Freidholm Maiworm.ERASMUS:Continuity and Change in the 1990s[J].European Journal of Education, Vol.36. No.4,2001.pp.459-472.
② 李晓强.欧盟教育政策的功能、价值目标及限度研究[J].中国教育法制评论,2007(5)：236—248.
① 陈学飞.高等教育国际化：跨世纪的大趋势[M].福州：福建教育出版社.2002.76-79.
② 王晓辉.比较教育政策[M].南京：江苏教育出版社,2009.144-145.
③ 辛文,吕可红.欧盟职业教育与培训的变革取向管窥[J].教育与职业,2005(13)：66-68.
① Lasonen, J.&Manning. S.How to Improve the Standing of Vocational Education Compared to General Education:A Collaborative Investigation of Strategies and Qualifications across Europe[A].Cedefop, Descy, P.Tessaring. M.Training in Europe:Second Report on VocationalTraining Research in Europe 2000: Background Report (Vol.1) [C].Luxembourg:Publications Office,2001.pp.50.
① Vassiliki Papatsiba.Political and Individual Rationales of Student Mobility:a case-study of ERASMUS and a French regional scheme for studies abroad[J].European Journal of Education, Vol.40. No.2,2005.pp.179-180.
① Ulrich Teichler. Student Mobility in the Framework of ERASMUS:Findings of an Evaluation Study[J]. European Journal of Education, Vol.31, No.2.1996.pp.153-179.
① Ulrich Teichler, etc.SOCRATES 2000 Evaluation Study[R].Brusells:EC.2000.pp.14.
② Freldholm Maiworm. ERASMUS:Continuity and Change in the 1990s[J].European Journal of Education. Vol.36, No.4,2001.pp.169.
① 王海燕.高等教育国际化的理念与实践——论美日欧盟诸国及中国的高等教育国际化[J].北京大学学报,2001(国内访问学者、进修教师论文专刊),254—260.
② EC.Erasmus Statistics:Outgoing Erasmus students from 1987/1988 to 2010/2011 [EB\OL]. http: //ec.europa.eu/education/erasmus/statistics_en.htm, downlord:2012-10-15.
① EC.Lisbon Declaration[Z].Lisbon:European Council,Presidency Conclusions,23 and 24 Mareh 2000.
② EC.A communication on making a European area of lifelong leanling[EB\OL].http://europa.eu.int/comm. /ducation/policies/Ⅲ life/communication/com_en.pdf,downlord:2012-9.15.
③ 这些文件主要包括： 《终身学习备忘录》(A Memorandum on Lifelong Learning,2000)、《实现终身学习的欧洲》(Making a European Area of Lifelong Learning a Reality,2001)、《成人学习:学习永远不会晚》 (Adult Learning:It is Never too Late to Learn,2006)和《关于成人学习的行动计划:成人学习正当其时》 (Action Plan on Adult learning: It is Always a Good Time to Learn,2007)等.
① 朱晓中.欧盟内正竖起“新的经济柏林墙”?[J].世界知识,2009(12)：38—39.
① 张健.遥远的“欧洲合众国”之梦[J].时事报告,2005(07)：46-49.
① 黄志成.从终身教育、全民教育到全纳教育—国际教育思潮发展趋势探析[J].河北师范大学学报(教育科学版),2003(2)：27.
② EC.White Paper on Growth, Competitiveness, Employment:the challenges and ways forward into the 21st century[R].Luxembourg: EC,1994.pp.25.
① EC.Teaching and Learning——Towards the Learning Society[R].Luxembourg:EC,1995.pp.69.
② EC. Making a European Area of Lifelong Learning a Reality:Communication from the Commission[R]. Luxembourg:EC.2001.pp.8-9.
③ 顾明远.终身教育——20世纪最重要的教育思潮[J].中国成人教育,2000(12)：6-8.
④ [德]乌利希·泰希勒.欧洲化国际化全球化——高等学校何处去?[J].陈洪捷译,北京大学教育评论,2003(1)：40-47.
⑤ [意]M.L.康帕涅拉.全球化：过程与解释[J].梁光严译,国外社会科学,1992(2)：1—5.
① 欧共体官方出版局.欧洲联盟法典(第三卷)[M].苏忠明译,北京：国际文化出版公司,2005.13.
② 欧共体官方出版局.欧洲联盟法典(第三卷)[M].苏忠明译,北京：国际文化出版公司,2005.43.
③ 同上，53.
④ 同上,134.需要特别说明的是,由于翻译的差异,中文版《欧洲宪法条约》(欧盟官方英文表述为Treaty Establishing A Constitution for Europe)还有另外一个常见的名称：《欧盟宪法条约》。出于一致和避免混淆,本研究始终参照苏译本并采用该版本的名称。此处,由欧盟官方发布的英文版条约标题是"Education, Vocational Training, Sport and Youth",苏忠明将其译为“教育、青年、体育和职业培训”。另外,与此标题对应的内容在《里斯本条约》中被调整为："Education, Vocational Training, Youth and Sport",程卫东和李靖堃将其译为“教育、职业培训、青年与体育运动”(详见：程卫东,李靖堃.欧洲联盟基础条约：经<里斯本条约>修订[M].北京：社会科学文献出版社,2010.110.)。
① CEU.On the Future priorities of enhanced European Cooperation in Vocational Education and Training (VET) [R].13637/04 EDUC 196 SOC 491,2004.pp.4-5.
① Jan Figel. Concluding remarks:CEDEFOP AGORA Conference—Building A European VET Area [EB\OL]. http://www.cedefop.europa.eu/EN/Files/2472-attl-1-closing.speech_FlGEL.pdf,downlord:2012-11-12.
② CEU.On the future priorities for enhanced European cooperation in vocational education and training (VET)2008—2010[R].13593/08 EDUC 220 SOC 544 M1334,2008.pp.8-13.
① The European Parliament and of The Council.Recommendation of the European Parliament and of the council on the establishment of a European Quality Assurance Reference Framework for Vocational education and training [J].Official Journal of the European Union,2009 (7):pp.1-10.
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④ 欧洲研究区”(ERA)的概念由欧盟委员会于2000年提出,旨在建设人才、资金和知识等可以自由流动的欧洲单一研发与创新市场,从而保持欧洲科学研究的卓越性,并有效应对气候变化、粮食和能源安全以及公共健康等重大挑战。根据“欧洲2020战略”,欧盟建成“欧洲研究区”的最后期限是2014年。
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③ 这里的“低学历水平”是指高中以下的学历水平。
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① “高等教育地理障碍比例”的英文原文是"Geographical accessibility to tertiary education ",主要是指居住地离最近的大学的距离在60分钟(报告没有明确说明是车程还是步行,但笔者推测应为车程)以上的人口比例。
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② 同上,55.
③ 同上,62.
① 王小海.欧盟教育政策发展五十年之历程[J].江苏社会科学,2009年教育文化社会科学版：58-63.
② 在梳理的文献中,只有沃肯霍斯特在论文《论欧盟教育政策的演变》中明确地对其研究方法进行了说明——采用定性与定量相结合车的方法对欧盟教育政策目标的变化进行阐释。通过对欧盟360,000份政策文本出现的历史年代进行统汁分析,沃肯霍斯特对欧盟各阶段的教育政策的发展历程进行了阶段划分。
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① 欧盟一部分成员国的海外领地,如格陵兰等,不是欧盟的一部分。
② 理事会包括欧洲理事会(The European Council. TEC)和欧盟理事会(Council of the European Union, CEU)。前者是原欧共体首脑会议,1975年正式更名为欧洲理事会,即通常所谓的欧洲首脑峰会,由欧盟成员国政府首脑组成)。后者是原欧洲部长理事会,1993年改称欧洲联盟理事会,简称欧盟理事会,由成员国部长组成并定期会晤)。为了避免与欧盟委员会英文名称缩写“EC“混淆,论文中将欧洲理事会英文名称缩写为“TEC”。
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③ 这里的“西欧”概念,主要是指战后受美国影响和制约,实行资本主义制度的欧洲国家,主要包括英、法、德、意等国家。作为传统意义上的欧洲大国,这些国家在战后通过各种途径恢复和发展本国经济,并积极寻求政治互信与合作。
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① 社会市场经济理论主要来源于弗莱堡学派的新自由主义,其核心是经济自由、社会公正和社会安全。艾哈德将这一理论归结为“自由+秩序”。
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③ 同上,209—212.
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④ 同上.
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④ 初等教育分为三个阶段,即保育学校(2岁-5岁)、幼儿学校(5岁-7岁)、初等学校(7岁—11岁)。
① [英]邓特.英国教育[M].杭州：浙江教育版社,1987.109-111.
② 该计划对义务教育进行了专门的规定,将其分为三个阶段：基础阶段(6-11岁),学习基础知识和技能,是幼儿教育的继续；方向指导阶段(12—15岁),学习共同的普通文化课程,教师对学生的能力、禀赋、兴趣等进行系统观察,对其发展方向予以指导；决定阶段(16-18岁),大多数学生进职业学校接受职业训练,并继续学习必需的普通文化知识,少数天才学生进学术性中学,学习古典语言文化和科学技术知识。(见：王桂.当代外国教育——教育改革的浪潮与趋势[M].北京：人民教育出版社,1995.68.)
① 与基础学校相衔接并达到第十学级的学校统一称“中间学校”,并不再使用“实科学校”等名称。与基础学校相衔接并达到第十三学级的学校统一称“完全中学”。而“完全中学”分为古典语高级完全中学、近代语高级完全中学和数学自然科学高级完全中学三类。
① [英]苏珊娜·博拉.欧盟的风险社会价值观和制度变化：转基因生物的案例[A].武锡申编译,薛晓源,周战超.全球化与风险社会[M].北京：社会科学文献出版社,2005.339.
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② 同上,29—30.
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② 杨寄荣,杨玉生.西方福利国家理论与实践评析——作为经济运行机制的福利国家[J].当代经济研究,2010(6)：19-23.
③ 王彩波,李艳霞.西欧福利国家的理论演变与政策调整[J].教学与研究,2003(11)：53—-58.
④ 刘娟凤.国家福利的基本理论[J].经济论坛,2011(3)：10—16.
① John Pinder欧盟概览[M].戴炳然译,外语教学与研究出版社,2009.219.
② 挪威因全民公投反对加入未能成为共同体成员国。
③ 20世纪70年代欧洲好几个国家,如丹麦、奥地利、挪威的国民生产总值低于美国通用汽车公司或美孚石油公司的年销售额。见：[英]沃恩,叶余.战后欧洲—体化的历史[J].现代外国哲学社会科学文摘,1983(08)：15—17.
④ [英]沃恩,叶余.战后欧洲—体化的历史[J].现代外国哲学社会科学文摘,1983(08)：15—17.
① 王皓呈.欧洲合众国——欧洲政治统合理想实践[M].台北：扬智出版社,1997.86.
② 黄琛瑜.欧洲联盟——跨世纪政治工程[M].台北：五南图书出版公司,1999.6.
③ 居埃(European Currency Unit,缩写为ECU),是欧洲共同体国家用于内部计价结算的一种货币单位,是欧洲货币体系的关键一环,1979年3月13日开始使用。20世纪90年代以后,欧洲货币单位的使用范围逐步扩大,为实现欧洲货币联盟打下了良好的基础。
④ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.119.
⑤ [法]法布里斯·拉哈.欧洲一体化史[M].北京：中国社会科学出版社,2005.158.
① Leibfried Stephan, Pierson Paul. Social Policy[A].Wallace Helen, Wallace William.Policy-Making in the European Union[C].Oxford:Oxford University Press,1996.pp.186.
② 李晓强.一体化背景下欧盟教育政策研究[D].北京师范大学博士学位论文,2006.56.
③ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.173.
④ 这里的基本标准是：具有充分安全的可接受的最大含量；可接受的最大限度的曝光和污染；劳动者的医疗护理的基本原则。
⑤ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.347.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.121.
② 同上.
③ 1988年,欧共体成员国一致决定,将欧洲地区发展基金、欧洲社会基金、欧洲农业指导与保证基金中的指导部分合并成结构基金,同时结构基金数额在1989年一1993年间翻番,共计达到600亿欧洲货币单位。
④ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.175.
⑤ Bechtel.M.Lattke S & Nuissl.E.Portrat Weiterbildung Europaische Union[M]. Bielefeld:W.Bertelsmann Verlag.2005.pp.30-31转引自：梁福镇.当前欧盟教育政策之探究[A].台中：(台湾)中兴大学师资培训中心、教师专业发展研究所,教育科学期刊[C].2010(第8卷,第2期)：37—55.
① John West. The Evolution of European Union Policies on Vocational Education and Training[R]. London:Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), Institute of Education, University of London,2012.pp.6.
① 欧阳光华.一体与多元——欧盟教育政策述评[J].比较教育研究,2005(1)：11-15.
② Joseph.McMahon.Education and Culture in European Community Law[M].London:Athlone Press,1995.pp.5. Idid.
① Janne H.For a Community Policy in Education[J].Bulletin of the European Communities,1973 (Supplement). pp.10-73.
② Moschonas, Andreas.Education and Training in the European Union [M].London:Ashgate Publishing Limited, 1998.pp.2—4.
③ [荷]乔治·D·恩勃里.欧洲联盟步入新世纪时所面临的问题[J].北京联合大学学报,1997(1)：26—34.
① [法]法布里斯·拉哈.欧洲一体化史[M].北京：中国社会科学出版社,2005.62.
② 限于篇幅,没有一一列举,详见：《欧洲联盟法典》(第一卷)第]21一122页。
③ McLean M.The European Union and the Curriculum[J].Oxford Studies in Comparative Education.1995,5(2): 29—46.
① Britta Baron.The Politics of Academic mobility in Western Europe[J].Higher Education Policy, Vol.6, No.3, 1993.pp.51.
① James Flynn. Vocational Training in community law and practice [J].Yearbook of European Law,1988. Vol.8(1)：59—85.此处特别说明两点：第一,本文参照的《建立欧洲经济共同体条约》来自欧共体官方出版局编辑,苏忠明翻译并由国际文化出版公司于2005年出版的《欧洲联盟法典》(第一卷,共三卷)。在该中译本中,关于职业培训的政策规定被列为第118条,与其他中英文版本所列之128条在条目序号上有差异,但内容大体一致。除非有特别注释,本文所涉及欧盟教育政策的基础性法律原始文本均来自《欧洲联盟法典》。第二,此处的“直到最近”,根据作者发表该论文的时间推测应为20世纪80年代中期
② EC Court.Judement of the Court13 February 1985 in Case 293/83 [Z].Luxemberge:EC Court,1985.pp.606-615. 另见:EC. Youth on the Move:A Guide to the Right of Mobile Students in the European Union[R].Burussles: EC,2010.pp.3.
③ Milner, Susan.Training Policy:Steering between Divergent National logics[A].Hine, David, Kassim, Hussein.Beyond the Market:the EU and National Social Policy[C].London:Routledge,1998.pp.161.
④ [英]苏珊娜.博拉.欧盟的风险社会价值观和制度变化：转基因生物的案例[A].武锡申编译,薛晓源,周战超.全球化与风险社会[M].北京：社会科学文献出版社,2005.339.
① 这两次经济危机分别是1973年由石油危机引发的世界性经济危机和1982年由墨西哥宣布无力偿还外债而引发的全球“债务危机”
② Trevor Salmon & William Nicoll.Building European Union:A Documentary History and Analysis[M]. Manchester:Manchester University Press,1997.pp.108.
③ 维尔纳报告将实现经货联盟的计划分为三个阶段：起步阶段(1970—1971)、准备阶段(1972—1975)最后阶段(1976—1978)。见：Trevor Salmon & William Nicoll.Building European Union:A Documentary History and Analysis[M].Manchester:Manchester University Press,1997.pp.110.
① B.de.Witte. Building Europe's Image and Identity [A].Albert Rijksbaron. W. H. Roobol, M. Weisglas.Europe from a Cultural Perspective:historiography and perceptions [M].Hague:Nijgh & Van Ditmar Universitair,1987.pp.135.
② Christopher Hill & Karen E. Smith.European Foreign Policy:Key Documents[M].London:Routledge.2000.pp.93.
③ Boxhoorn. A.European identity and the process of European unification:Compatible notions?[A]. Michael Wintle.Culture and Identity in Europe:perceptions of divergence and unity in past and present[M].London: Ashgating Publishing ltd,1996.pp.138.
① Rotter.J B. Generalized Expectancies of Interpersonal Trust[J]. American Psychologist. Vol.26.1971. pp.443-452.
② 国家教委教育发展与政策研究中心.七十国教育发展概况(1981—1984)[M].天津：天津教育出版社,1986.318.
③ Rotter.J B. A New Seale for the measurement of Interpersonal Trust[J]. Journal of Personality. Vol.35,1967. pp.651-665.
① [英]胡伯特·埃特尔,喻恺.欧盟的教育与培训政策：五十年发展综述[J].教育学报,2009(1)：113—121.
① 王学玉.欧洲一体化：一个进程多种理论[J].欧洲,2001(2)：10—17.
① Preston Jill.EC Education and Research Programmes:An Action Guide[M].London:Kogan Page,1991.pp.51.
② 李晓强.一体化背景下欧盟教育政策研究[D].北京师范大学博士学位论文,2006.56.
③ 国家教委教育发展与政策研究中心.七十国教育发展概况(1981——1984)[M].天津：天津教育出版社,1986.251.
④ 同上,256.此处的“欧洲成员国”应为当时的欧共体成员国,笔者注。
① Heiko Walkenhorst. Explaining change in EU education policy [J].Journal of European Public Policy,2008 (4): 568-587.
② Anders J. Hingel.Education Policies and European Governance:Contribution to the Interservice Groups on European Governance[M].Brussels:European Commission,2001.pp.7.
① 在1986年2月17日的卢森堡签字仪式上只有九国外长在《单一欧洲文件》上签字,丹麦、希腊和意大利三国外长在2月28日海牙补行签字仪式。
② 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.558—559.
① 欧共体官方出版局.欧洲联盟法典(笫一卷)[M].苏忠明译,北京：国际文化出版公司,2005.580.
② 同上,587.
③ 伍贻康,戴炳然.欧洲一体化进程的新里程碑——《单一欧洲文件》评析[J].世界经济文汇,1986(5)67—71.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.117.
① 尤里卡(EURECA)是“欧洲研究协调机构”(European Research Coordination Agency)的英文缩写,因此该计划又称“欧洲高科技合作计划”。
② 参与计划的除了主权国家之外还包括欧盟这个超国家组织,而这些国家很大一部分又是欧盟成员国,因此形成了—种错综复杂的关系,这在国际关系中是一种非常奇特的现象。这些主权国家包括英国、法国、德国、意大利、荷兰、比利时、卢森堡、爱尔兰、希腊、丹麦、西班牙、欧洲联盟、奥地利、匈牙利、俄罗斯和斯洛文尼亚。
③ 李达顺.知识经济兴起的特点和影响及对策[J].辽宁师范大学学报(社科版),1998(6)：23—25.
① 1961年,欧洲委员会通过《欧洲社会宪章》,提出保障成员国劳动者和公民,包括家庭、妇女、儿童在社会、法律和经济保护方面的基本权利。但因为欧洲委员会本身并不足欧洲经济共同体的正式机构,所以它提出的基本原则缺乏法律约束力。但是,这个宪章所建立的综合、一贯的社会政策目标成为《欧洲共同体工人基本社会权利宪章》的蓝本。
① 马晓强,雷钰.欧洲一体化与欧盟国家社会政策[M].北京：中国社会科学出版社,2008.53.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.558—559.
② Hubert Ertl.The European Union and Education and Training:An Overview of Policies and Initiatives[A].David Phillips, Hubert Ertl.Implementing European Union Education and Training Policies:A Comparative Study of Issues in Four Member States [M].Netherlands:Kluwer Academic Publishers.2003.pp.33.
③ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.10.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.48.
② 同上,50.
③ EC. Green Paper on the European Dimension of Education[R]. Brussels:European Commission,1993.
④ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.210.
⑤ 杨明.欧洲教育一体化初探[J].比较教育研究,2004(6)：76*80.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.12.
① 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.49.
② EC.White Paper: Teaching and learning——towards the learning society[R].Luxembourg:European Commission.1996.
③ 这四大支柱分别是：就业战略(employability)、创业战略(entrepreneurship)、职业适应战略(adaptability)和机会均等战略(equal opportunities)。
① Caroline de la Porte, etc.Social Benchmarking, Policy Making and New Governance in the EU[J]. Journal of European Social Policy,2001 (11):291-307.
② Hans de wit.European Integration in Higher Education:The Bologna Process Towards A European Higher Education Area[A].James J.F. Forest, Philip G. Altbach International Handbook of Higher Education[M].Springer, 2006.pp.463-465.
③ 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.573.
① 欧共体官方出版局.欧洲联盟法典(第一卷)[M].苏忠明译,北京：国际文化出版公司,2005.573.
② 同上.
③ EC.Memorandum on Higher Education in the European Community[Z].Luxembourg: European Commission, 1991.pp.349.
④ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.56.
⑤ 同上.
① 于尔根·施瑞尔.“博洛尼亚进程”：新欧洲的“神话”?[J].北京大学教育评论,2007(2)：92-107.
② 徐辉.“博洛尼亚进程”的背景、历程及发展趋势[J].高等教育研究,2009(7)：96-101.
③ Witte, J.K.Change of Degree and Degrees of Change:Comparing Adaptations of European Higher Education Systems in the context of Bologna Process[M].Ensehede:Center for Higher Edueation Poliey Studies.University of Twente,2006.pp.354.
④ Bologna-berlin2003. Bologna Deceleration[EB\OL].http://www.bologna-berlin2003.de/en/main_documents/index. htm, downlord:2012-10-10.
① [法]菲利普·柯尔库夫.新社会学[M].北京：社会科学文献出版社,200036.
① William Nicoll.Masstricht Revisited:A Critical Analysis of the Treaty on European Union[A].Alan W.Cafruny and Glenda G.Rosenthal.The Masstricht Debates and Beyond[M].London:Lynna Rienner Publishers. Longman, 1993.pp.21.
② M.J.Gabel.Interests and Integration[M].Michigan:The University of Michigan Press,1998.pp.34.
③ 陈学飞.高等教育国际化：跨世纪的大趋势[M].福州：福建教育出版社,2002.78.
① [法]德尼兹·加亚尔等.欧洲史[M].蔡鸿滨,桂裕芳译,三亚：海南出版社,2000.1(序言)
② 陈乐民.20世纪的欧洲[M].北京：生活·读书·新知三联书店,2007.97.这里的“双重自性”指的是“国家公民”身份和“欧洲公民”身份的自我认同性。
③ Sandra Taylor, Fazal Rizvi, etc.Education Policy and the Politics of Change [M]. London and New York: Routledge,1997.pp.28.
① Barnard C. The Treaty on European Union, education and vocational training [J].Oxford Studies in Comparative Education,1995 (2):13-28见：胡伯特.埃特尔,喻恺.欧盟的教育与培训政策：五十年发展综述[J].教育学报,2009(2)：113—121.
② John. Field.The European Union and the Learning Society:Contested Sovereignty in an Age of Globalisation[A].Coffield Frank. A National Strategy for Lifelong Learning[C].Newscastle upon Tyne:Department of Education University of Newscastle,1997.pp.97.
③ 欧共体官方出版局.欧洲联盟法典(第二卷)[M].苏忠明译,北京：国际文化出版公司,2005.48.
④ 同上,49. Freidholm Maiworm.ERASMUS:Continuity and Change in the 1990s[J].European Journal of Education, Vol.36. No.4,2001.pp.459-472.
② 李晓强.欧盟教育政策的功能、价值目标及限度研究[J].中国教育法制评论,2007(5)：236—248.
① 陈学飞.高等教育国际化：跨世纪的大趋势[M].福州：福建教育出版社.2002.76-79.
② 王晓辉.比较教育政策[M].南京：江苏教育出版社,2009.144-145.
③ 辛文,吕可红.欧盟职业教育与培训的变革取向管窥[J].教育与职业,2005(13)：66-68.
① Lasonen, J.&Manning. S.How to Improve the Standing of Vocational Education Compared to General Education:A Collaborative Investigation of Strategies and Qualifications across Europe[A].Cedefop, Descy, P.Tessaring. M.Training in Europe:Second Report on VocationalTraining Research in Europe 2000: Background Report (Vol.1) [C].Luxembourg:Publications Office,2001.pp.50.
① Vassiliki Papatsiba.Political and Individual Rationales of Student Mobility:a case-study of ERASMUS and a French regional scheme for studies abroad[J].European Journal of Education, Vol.40. No.2,2005.pp.179-180.
① Ulrich Teichler. Student Mobility in the Framework of ERASMUS:Findings of an Evaluation Study[J]. European Journal of Education, Vol.31, No.2.1996.pp.153-179.
① Ulrich Teichler, etc.SOCRATES 2000 Evaluation Study[R].Brusells:EC.2000.pp.14.
② Freldholm Maiworm. ERASMUS:Continuity and Change in the 1990s[J].European Journal of Education. Vol.36, No.4,2001.pp.169.
① 王海燕.高等教育国际化的理念与实践——论美日欧盟诸国及中国的高等教育国际化[J].北京大学学报,2001(国内访问学者、进修教师论文专刊),254—260.
② EC.Erasmus Statistics:Outgoing Erasmus students from 1987/1988 to 2010/2011 [EB\OL]. http: //ec.europa.eu/education/erasmus/statistics_en.htm, downlord:2012-10-15.
① EC.Lisbon Declaration[Z].Lisbon:European Council,Presidency Conclusions,23 and 24 Mareh 2000.
② EC.A communication on making a European area of lifelong leanling[EB\OL].http://europa.eu.int/comm. /ducation/policies/Ⅲ life/communication/com_en.pdf,downlord:2012-9.15.
③ 这些文件主要包括： 《终身学习备忘录》(A Memorandum on Lifelong Learning,2000)、《实现终身学习的欧洲》(Making a European Area of Lifelong Learning a Reality,2001)、《成人学习:学习永远不会晚》 (Adult Learning:It is Never too Late to Learn,2006)和《关于成人学习的行动计划:成人学习正当其时》 (Action Plan on Adult learning: It is Always a Good Time to Learn,2007)等.
① 朱晓中.欧盟内正竖起“新的经济柏林墙”?[J].世界知识,2009(12)：38—39.
① 张健.遥远的“欧洲合众国”之梦[J].时事报告,2005(07)：46-49.
① 黄志成.从终身教育、全民教育到全纳教育—国际教育思潮发展趋势探析[J].河北师范大学学报(教育科学版),2003(2)：27.
② EC.White Paper on Growth, Competitiveness, Employment:the challenges and ways forward into the 21st century[R].Luxembourg: EC,1994.pp.25.
① EC.Teaching and Learning——Towards the Learning Society[R].Luxembourg:EC,1995.pp.69.
② EC. Making a European Area of Lifelong Learning a Reality:Communication from the Commission[R]. Luxembourg:EC.2001.pp.8-9.
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③ 同上，53.
④ 同上,134.需要特别说明的是,由于翻译的差异,中文版《欧洲宪法条约》(欧盟官方英文表述为Treaty Establishing A Constitution for Europe)还有另外一个常见的名称：《欧盟宪法条约》。出于一致和避免混淆,本研究始终参照苏译本并采用该版本的名称。此处,由欧盟官方发布的英文版条约标题是"Education, Vocational Training, Sport and Youth",苏忠明将其译为“教育、青年、体育和职业培训”。另外,与此标题对应的内容在《里斯本条约》中被调整为："Education, Vocational Training, Youth and Sport",程卫东和李靖堃将其译为“教育、职业培训、青年与体育运动”(详见：程卫东,李靖堃.欧洲联盟基础条约：经<里斯本条约>修订[M].北京：社会科学文献出版社,2010.110.)。
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① 同上,135.
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④ 欧洲研究区”(ERA)的概念由欧盟委员会于2000年提出,旨在建设人才、资金和知识等可以自由流动的欧洲单一研发与创新市场,从而保持欧洲科学研究的卓越性,并有效应对气候变化、粮食和能源安全以及公共健康等重大挑战。根据“欧洲2020战略”,欧盟建成“欧洲研究区”的最后期限是2014年。
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② Licentiate学位相当于专业学位,要求首先取得Maisteri/Magister学位,并具备相关工作经验。见：薛二勇,徐向阳.芬兰高等教育国际化政策及分析[J].高等农业教育,2007(2)：83-86.
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③ 这里的“低学历水平”是指高中以下的学历水平。
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