The education entrepreneur – experiencing European funding policy

Within the process of harmonizing and strengthening Europe as a competitive knowledge economy education is presented as a basic pillar of economic growth in a multitude of European policy papers. But how do individuals respond to incentives coming from European education politics? (How) are they app...

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Published inEuropean educational research journal EERJ Vol. 17; no. 6; pp. 825 - 836
Main Author Niemeyer, Beatrix
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.11.2018
Subjects
Case Studies
Criticism
Educational Finance
Educational Planning
Educational Policy
Entrepreneurship
Fear
Financial Support
Foreign Countries
Incentives
Job Training
Knowledge Economy
Politics of Education
Program Descriptions
Vocational Education
Europe
Germany
European education space
European subject
education entrepreneur
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Abstract Within the process of harmonizing and strengthening Europe as a competitive knowledge economy education is presented as a basic pillar of economic growth in a multitude of European policy papers. But how do individuals respond to incentives coming from European education politics? (How) are they appropriating given targets and how do they engage in making sense of them – or not? This paper addresses the difference between the programme and the experience of European education politics. Based on a selected case study of experiences with European Social Fund project work, the model of an ‘education entrepreneur’, situated in the context of the German education system, will serve to reconstruct what happens with the European policy programme when it meets concrete lived experiences and will provide an insight into the gap between programme and practice of European education politics.
AbstractList Within the process of harmonizing and strengthening Europe as a competitive knowledge economy education is presented as a basic pillar of economic growth in a multitude of European policy papers. But how do individuals respond to incentives coming from European education politics? (How) are they appropriating given targets and how do they engage in making sense of them -- or not? This paper addresses the difference between the programme and the experience of European education politics. Based on a selected case study of experiences with European Social Fund project work, the model of an 'education entrepreneur', situated in the context of the German education system, will serve to reconstruct what happens with the European policy programme when it meets concrete lived experiences and will provide an insight into the gap between programme and practice of European education politics.
Author Niemeyer, Beatrix
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SubjectTerms Case Studies
Criticism
Educational Finance
Educational Planning
Educational Policy
Entrepreneurship
Fear
Financial Support
Foreign Countries
Incentives
Job Training
Knowledge Economy
Politics of Education
Program Descriptions
Vocational Education
Title The education entrepreneur – experiencing European funding policy
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