CURRENT GLOBALISTIC PROJECTS EDUCATION IN EUROPE

Abstract

The main purpose of this paper is to explore from a sociological point of view the most important and current globalist educational projects, which have been adopted or supported by relevant institutions and associations of the European Union. Therefore, this paper deals with the synthesis of previous knowledge on education policy issues in the Union and the analysis of its documents related to education. Accordingly, a method of content analysis was applied to identify and describe the most important educational projects in the European Union, and then determine their interconnectedness, correlation and coherence with European integration and globalization processes in the world, as well as their impact on educational reforms. system of European countries. Based on the research results, three dominant projects crystallized: a) Global education - as a project of political education and upbringing, which is aimed at developing a globalist political culture and is intended for formal and non-formal education and upbringing, with special attention to increasing knowledge on globalization and gaining political awareness of the interdependence of people on the planet and the improvement of their lives on European values and the principles of multiculturalism and sustainable development; b) Dual education - a project aimed at creating a professional, cheap, mobile and usable workforce of predominantly secondary education, which can be included in the work process immediately after graduation, mainly in industry, financial institutions and the service sector; and c) The Bologna Process - as a project of higher education reform, defined in order to create a European higher education zone, internationally competitive, adaptable to social change and knowledge markets, but also education that would allow greater mobility of students, teachers and non-teaching staff, as and faster mobility and the ability to employ a highly educated workforce. The common feature of Dual Education and the Bologna Process is that these projects are directly related to the world of work and the global market, so the requirements for the development of entrepreneurship within the educational process at these levels of education are increasingly emphasized. Education policy makers in the European Union strive to follow the rhythm of European integration and globalization processes and in the function of these processes create new concepts of education, which include: new methods of learning with the help of information and communication technologies, modernization of educational content in accordance with new technological challenges. educational profiles, as well as intercultural values and knowledge in order to overcome language and cultural barriers. In addition, the accelerated progress of the global society requires a constant need to improve the acquired competencies, but also to learn new ones, which is also involved in the mentioned projects. In the conclusion of this paper, it is pointed out that the mentioned educational projects are in accordance with the processes of European integration and globalization; that they are caused by external political and economic influences, and not by the internal dynamics of the development of education and the demands of the academic community; and that these projects determine educational reforms and thus become a condicio sine quo non in European countries that are not members of the European Union. It is recommended, especially for researchers, teachers and education policy makers, to get acquainted with the results of this research, in order to better understand the role of education in European integration and globalist processes in the modern world.