Evolución de la política europea de Formación Profesional desde los principios de 1963
The educational policy of the European Union can be divided into a number of distinct stages characterized by their social context. In each of them, they carried out different actions in education. Vocational training has been and is one of the most important aspects of these actions. That is why th...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uam.es:10486/679204 |
| Acceso en línea: | http://hdl.handle.net/10486/679204 |
| Access Level: | acceso abierto |
| Palabra clave: | Política Educativa Común Formación profesional Unión Europea Educación |
| Sumario: | The educational policy of the European Union can be divided into a number of distinct stages characterized by their social context. In each of them, they carried out different actions in education. Vocational training has been and is one of the most important aspects of these actions. That is why this article pretends to review the general principles which promoted the creation of a common policy on vocational training for the first time in the European Union in 1963. A critical interpretation of the review is also presented, based on its main axes (vision, goal, mission, purpose, guidelines, principles, strategies, working methods and tools) in order to help understand the influence of this principles on other european education policies since their inception to the present and their short-term impact at national level |
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