Nothing else out there covering the same ground in such specific detail. Countries represented individually by chapter. Research like this in demand for masters courses: more setting up all the time. Has new countries in it that have become members of the EU since fist edition was published.

This study mirrors the perceptions and values that shape the discussion of such terms as harmonization, recognition, convergence and subsidiarity in the educational sphere. It provides insights into surprising similarities and important differences in the approaches of different Member States regarding the interpretation and implementation of EU education and training policies. It summarizes the results of a European research project conducted within the EU-funded network PRESTiGE.

The establishment of the European Economic Community in 1958 was one of the most remarkable developments in the history of the post-World War II era. It aimed for nothing less than a complete economic union so that goods, people, and capital would be able to pass over national boundaries of member countries as freely as they move within any one country. As the Community's target date of 1992 for economic integration draws closer, the need for information, both current and historical, becomes more urgent. The aim of this annotated bibliography is to create a critical and descriptive list of books published mainly in English for businessmen and analysts, combining older publications with new. The literature on the EC is vast and issues The Community itself nearly 3000 publications a year. The range of material covered in this volume is distinguished by its great scope. Historical sections provide listings on the postwar years of economic recovery, the development of the EC, and biographies of the leading personalities involved. Policy-oriented sections encompass such subjects as labor, transportation, environment, energy, and education. The political ramifications of economic union, financial and fiscal affairs, relations between the EC and the Third World, and foreign relations in general are dealt with in separate sections. The volume concludes with a listing of major European Community publications. The sheer bulk of published material on the EC, much of it duplication, has made keeping up with its developments difficult for small and medium in Europe and elsewhere. This invaluable sourcebook will provide the business community and the political establishments with better access to EC information as they grapple with the implications of 1992.

Fabricating Europe has within it a core idea, a crucial but imprecise idea, that of a European educational space, which transnational governance, networks and cultural and economic projects are creating now. Yet, the perceptible creation of this contemporary space of European policy making and networking has not been a subject of study. It appears offstage in studies of national systems in which national and professional identity; political organization; policy formation and public/private markets are all viewed as contained within the borders of the state. Fabricating Europe is concerned with the new possibilities to be discerned and imagined in the European public and institutional spaces and discourses in education and the lack of impetus within the broad area of educational studies to meet the task of creating analyses and responses.

In all parts of Asia, households devote considerable expenditures to private supplementary tutoring. This tutoring may contribute to students' achievement, but it also maintains and exacerbates social inequalities, diverts resources from other uses, and can contribute to inefficiencies in education systems. Such tutoring is widely called shadow education, because it mimics school systems. As the curriculum in the school system changes, so does the shadow. This study documents the scale and nature of shadow education in different parts of the region. Shadow education has been a major phenomenon in East Asia and it has far-reaching economic and social implications.

With Brexit looming, a major issue facing UK Higher Education is whether the UK will be able to stay in the Erasmus Programme. This book sits at the intersection of three main interrelated themes - EU citizenship, the current state of the university in Europe, and student mobility - as they play out in the context of an EU funded programme established not least to promote European identity, European consciousness and European citizenship. Exploring through interviews with students from many countries, this book weaves together the themes of citizenship creation as a device for building a nation and a polity, the university as a public space in the era of the marketization of higher education, and communicative interaction as the mechanism by which citizenship is created. Ultimately it asks if the building bricks of national citizenship can be transposed to the transnational scale, and assist in creating the transnational, EU citizenship. It finds, surprisingly, that far from encouraging and facilitating the communicative interaction on which the development of EU citizenship was postulated, central features of the Erasmus Programme inadvertently work against this outcome. This book will be of key interest to scholars and students of EU law and European and EU studies, Citizenship Studies, sociology, and more broadly to higher education in general.