La política de educación en la Unión Europea y el principio de subsidiariedad. Aspectos jurídicos y distintos ámbitos de actuación.

Autor/inn/en	Pueyo Losa, Jorge; Lirola Delgado, Isabel
Titel	La política de educación en la Unión Europea y el principio de subsidiariedad. Aspectos jurídicos y distintos ámbitos de actuación. Titel in anderen Sprachen: Educational policy in the European Union and the principle of subsidiarity. Legal aspects and diverse areas of action.
Quelle	Aus: Politica educativa en la Union Europea despues de Maastricht. Santiago de Compostela: Xunta de Galicia (1997) S. 125-170Verfügbarkeit
Beigaben	Literaturangaben
Sprache	spanisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Kompetenz; Autonomie; Bildungspolitik; Subsidiarität; Bildungsprogramm; Region; EU-Vertrag; Spanien
Abstract	Education is one of the functions most intimately involved in the configuration of national identity. For this reason, States have traditionally regarded education as among the affairs of essentially internal competence, and have been reluctant to cooperate in educational questions at international level. Today, however, it is necessary to reexamine the educational role and activity of the State in the light of the two oppositely directed but complementary socio- political currents in which States are immersed: on the one hand, the trend towards internationalization, on the other, the trend towards internal decentralization. The growing internationalization of all forms of human activity has led to a progressive "humanization" of the international order, as one aspect which the international instruments protecting human rights recognize, as a fundamental right of human beings, a right to education (to be regulated by the diverse systems of the signatory States); and they promote the institutionalization of educational cooperation within the framework of international structures both at universal and at regional level. At the same time, however, as Lonbay has pointed out, strong cultural pressures within the State seek to give the various regional and local communities and minorities integrated in its structure a greater say in educational decisions (in spite of the centralizing influence exercised by States, in the interests of ensuring minimum educational standards, through the establishment of "over-riding principles" - often in constitutional form - and throuth their financial support of national educational programmes); from a formal legal viewpoint, the existence of concurrent interests leads to a search for criteria for the assignation and distribution of educational competence between the State and its territorial communities or minorities, criteria which, once established, are subject to general principles governing the exercise of the powers assigned to each of the parties involved. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)