Spatial Dimension of the European Union’s Education Policy

Yıl 2024, Cilt: 43 Sayı: 1, 51 - 63, 23.10.2024

Samet Yılmaz

Öz

European Union (EU), a polity with regular institutional structure, fabricates or constructs its peculiar spatial order throughout a specific geographical area. It develops various policies in accordance with the competences stated in the founding treaties to constitute its spatial order, and these policies establish new spatialities and forms of governance. In this context, education is one of the policy areas addressed by the EU. The EU produces policies to form an education area basically aiming to strengthen competitiveness through achieving a knowledge-based and sustainable economy, ensuring economic, social, and territorial cohesion, supporting European identity, and developing cultural relations. A multilevel and multi-actor governance system in the field of education is targeted for the achievement of the stated goals. In this framework, considering the essential rationality and evolution of the EU integration process, this study is intended to analyse the relationship between the EU’s education policy and its spatial vision, drawing on the documents published regarding the EU’s spatial vision and its education policy within the EU, which outline the policy areas in question.

Anahtar Kelimeler

European Union, Spatial Vision, Education

Avrupa Birliği’nin Eğitim Politikasının Mekânsal Boyutu

Öz

Düzenli bir kurumsal işleyişe sahip yönetsel bir örgütlenme olarak Avrupa Birliği (AB), belirli bir coğrafya boyunca kendi mekânsal düzenini oluşturmakta veya inşa etmektedir. AB, mekânsal bir düzen oluşturmaya yönelik olarak, kurucu antlaşmalarda belirtilen yetki alanları dâhilinde politikalar üretmekte ve bu politikalar, çeşitli mekânsallıkların ve yönetişim biçimlerinin şekillenmesini beraberinde getirmektedir. Bu bağlamda eğitim, AB bünyesinde ele alınan politika alanlarından birini oluşturmaktadır. AB, ana hatları itibarıyla, bilgi merkezli ve sürdürülebilir bir ekonominin oluşturulması yoluyla rekabet kapasitesinin güçlendirilmesi, ekonomik, sosyal ve teritoryal uyumun sağlanması, Avrupa kimliğinin desteklenmesi ve kültürel ilişkilerin geliştirilmesi gibi hedefler kapsamında, bir eğitim alanı oluşturmaya dair politikalar üretmektedir. Söz konusu hedeflere ulaşılması amacıyla, eğitim alanında çok düzeyli ve çok aktörlü bir yönetişim düzeni tanzim edilmeye çalışılmaktadır. Belirtilen unsurlar çerçevesinde bu çalışma, AB bütünleşmesi kapsamında ele alınan politika alanlarından biri olan eğitim ile AB’nin mekânsal vizyonu arasındaki ilişkiyi, bütünleşmenin asli rasyonalitesini ve gelişimini de dikkate alarak, AB’nin mekânsal vizyonuna ve eğitim politikasına ilişkin olarak, AB bünyesinde yayımlanan ve bahsi geçen politika alanlarının esaslarını belirleyen belgelerden yararlanarak analiz etmeyi amaçlamaktadır.

Anahtar Kelimeler

Avrupa Birliği, Mekânsal Vizyon, Eğitim

Kaynakça

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