Abstract: Since 1992 I have attempted this column to bring to Kappan readers some of the challenges and changes facing education in Inevitably, many columns have focused the educational developments associated with the European Union (EU). Not only has membership the Union already widened from six to 15 countries, but the educational programs associated with the processes of integration, exchange, and networking have extended to include ever more countries, particularly those Eastern and beyond. Many of these nonaffiliated countries aspire to membership the EU. At present the processes of both deepening and widening the European Union are much preoccupying members of the European Parliament, the Council of Ministers, national politicians, educationalists, and members of the public. Some argue that these are two fundamentally irreconcilable visions for the future of Europe. Others debate about whether Europe is to be a free trade area, to become a federal European super state, or to be a partnership of nations cooperating such matters as the quality of life, security, and prosperity of their citizens. In his recent opening address, the European Parliament's new Spanish president, Jose Maria Gil-Robles, spoke strongly favor of closer unity, expressing the view that many common concerns and threats cannot be tackled effectively on the basis of separate nation In his view, will not suffice to set up a bazaar, a market where people go only to gain economic advantages at others' expense. What is needed is a community, based upon the pursuit of the common interest, guided by democratic institutions, and inspired by a firm commitment to integration. Certainly the European Commission's plan of work for this current year is to prepare for the major elements the shaping of the European Union that are to take place before the millennium. A key issue, of course, is European monetary union. The first wave of its implementation is scheduled to begin 1 January 1999. The second wave of development is likely to be 2002, at which point a single European currency will become legal tender throughout the EU. This itself presents a major educational challenge - for teachers and students and for the great majority of the population who are not school. The new designs and colors of the different Euro-notes have already been published, but a major public awareness campaign through the schools and through the media at large will undoubtedly be necessary. The arguments for and against a single European currency are much debated. Those who support monetary union say that it is necessary to make the single European market work. Colloquially, the Euro may well be known as the pound Britain, the mark Germany, the franc France, or the peseta Spain, and supporters suggest that it will make life easier for mobile employees living different EU states. Some interpret the process of European monetary union as a fundamental step toward deeper political union; others argue that it should be seen as a tool for economic efficiency. In any case, the arguments have promoted considerable tension and disarray among the EU membership. In mid-1996 strong support for a single currency was evident Italy, the Netherlands, Ireland, Luxembourg, France, Spain, Greece, Belgium, and Portugal. More negative opinions were being expressed Germany, Finland, Britain, Denmark, Sweden, and Austria. Indeed, at the beginning of 1996, the only country that actually met the conditions for joining the European monetary union was Luxembourg, a small country with a population of only 400,000. In the past year there has been widespread protest and public unrest. In France and Germany there has been strong public opposition the face of budget cutbacks and relation to cuts social services particular. Germany's 17 million increasingly militant pensioners are emerging as a powerful force against the introduction of the Euro and the potential disappearance of the German mark. …
Publication Year: 1997
Publication Date: 1997-05-01
Language: en
Type: article
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