La educación universitaria después del tratado de Maastricht.

Autor/in	Touriñán López, José Manuel
Titel	La educación universitaria después del tratado de Maastricht. Titel in anderen Sprachen: University education after the Maastricht treaty.
Quelle	Aus: Politica educativa en la Union Europea despues de Maastricht. Santiago de Compostela: Xunta de Galicia (1997) S. 193-211Verfügbarkeit
Beigaben	Literaturangaben 29
Sprache	esperanto
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Forschung; Autonomie; Autonomie; Forschung; Qualitätssicherung; Hochschulbildung; Regionalisierung; Europäische Union; EU-Vertrag; Europäische Dimension; Regionalisierung; Hochschulbildung; Qualitätssicherung; Europäische Union
Abstract	The European Union Treaty (EUT) commonly known as the Maastricht Treaty because it was approved in December 1991 in the Dutch town of that name and signed by the 12 member countries on February 7th-, 1992- is the second major revision of the European Community, since the beginning of the construction of a united Europe. The first revision was the European Single Act, ESA, of 1986 that confirmed the so-called "Europe of the merchants" starting for the 12 member countries the single market from that moment. The ESA is based on and modifies the constituent treaties of the European Community for the Coal and Steel (ECCS, Paris Treaty, 1951, signed by the first six members) and of the European Economic Community, EEC, and the European Atomic Energy Community, EURATOM (both known as the Rome Treaties signed in 1957 by the same six members). When the second major revision of the European Union took place (EUT), five presuppositions of interest within the educational world were emphasized: As a consequence of the enlargement of the common objectives, the Maastricht Treaty suppresses the word "Economic" from its name, a word which had been present since the 1957 treaties. This suppression, reafirms the will for a joint and common policy beyond the economic sphere. The Maastricht treaty promotes the education of quality stimulating the cooperation among the Member States, and although the references to education are scrce when compared with other topics, it is the first time that education appears as a chapter in a European document of this level. This appearance strengthens the will for the construction of a shared and converging social policy. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)