| Data: |
1996 |
| Resum: |
The key questions this article seeks to address are to establish what policies for open and distance learning for post-secondary education have been developed in the European Union over the last 10 years; how they have come into being; what explicit intentions they embody; what implicit and underlying roles in terms of social process such policies can be identified as playing; and what appropriate frameworks of analysis can be identified. From small beginnings in questions raised by Members of the European Parliament in 1985, open and distance learning begins to appear in policy documents and funding programmes in 1988 and reaches the significant position of being specifically mentioned in 1994 in the Maastricht Treaty of Union. Open and distance learning policy is demonstrated as reinforcing the ideological role that education and training play in the drive for economic success and competitiveness, and a range of frameworks for policy analysis are explored within the unique international regime that is the European Union. Further research is proposed as necessary within the European Union as education and training increase in importance as areas of activity. |
| Drets: |
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| Llengua: |
Anglès |
| Document: |
Article ; recerca ; Versió publicada |
| Publicat a: |
Higher education policy, vol. 9 n. 3 (1996) p. 221-238, ISSN 0952-8733 |
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