{"id":{"repo_id":"wustl","oai_identifier":"oai:openscholarship.wustl.edu:etd-1457"},"canonical_url":"https://search.dev.ndltd.org/etd/wustl/oai:openscholarship.wustl.edu:etd-1457","repository":{"repo_id":"wustl","name":"Washington University in St. Louis","base_url":"https://openscholarship.wustl.edu/do/oai/"},"display":{"title":"National Education Systems in the European Union","abstract":"The European community, under a variety of names, has been expanding both physically and in its areas of responsibility since the end of World War II. What began as an attmept for economic unity among sovereign states has evolved into a complex supranational organization. Education, traditionally part of the domestic domain of nations, has gradually emerged as a concern of the European Union as it endeavors to enhance its viability as an economic leader. This paper examines the growing trend twoard more specific EU education policy in light of the education systems and policies of England and Germany. It specifically presents curriculum and practicies in the area of civics or citizenship education. National education systems could easily be co-opted by education policies and practices of the European Union. If this is the situation and if the suggested curricula are effective, there may be evidence related to civics education, which indicates an emerging European citizen.","abstract_html":"The European community, under a variety of names, has been expanding both physically and in its areas of responsibility since the end of World War II. What began as an attmept for economic unity among sovereign states has evolved into a complex supranational organization. Education, traditionally part of the domestic domain of nations, has gradually emerged as a concern of the European Union as it endeavors to enhance its viability as an economic leader. This paper examines the growing trend twoard more specific EU education policy in light of the education systems and policies of England and Germany. It specifically presents curriculum and practicies in the area of civics or citizenship education. National education systems could easily be co-opted by education policies and practices of the European Union. If this is the situation and if the suggested curricula are effective, there may be evidence related to civics education, which indicates an emerging European citizen.","abstract_has_math":false,"creators":["Staude, Edmund"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Thesis","degree_discipline":"International Affairs","degree_department":null,"school":null,"contributors":["Stephan Schindler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T06:12:41Z","subjects":["Political Science","General","European Union","Education"],"languages":["English (en)"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.7936/K74F1NVD"],"render_values":[{"text":"https://doi.org/10.7936/K74F1NVD","href":"https://doi.org/10.7936/K74F1NVD","code":true}]}]},"links":{"outbound_url":"https://openscholarship.wustl.edu/etd/458","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stephan Schindler"]},{"key":"dc:creator","label":"Author","values":["Staude, Edmund"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International Affairs"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Political Science","General","European Union","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English (en)"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://openscholarship.wustl.edu/etd/458"]},{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.7936/K74F1NVD"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The European community, under a variety of names, has been expanding both physically and in its areas of responsibility since the end of World War II. What began as an attmept for economic unity among sovereign states has evolved into a complex supranational organization. Education, traditionally part of the domestic domain of nations, has gradually emerged as a concern of the European Union as it endeavors to enhance its viability as an economic leader. This paper examines the growing trend twoard more specific EU education policy in light of the education systems and policies of England and Germany. It specifically presents curriculum and practicies in the area of civics or citizenship education. National education systems could easily be co-opted by education policies and practices of the European Union. If this is the situation and if the suggested curricula are effective, there may be evidence related to civics education, which indicates an emerging European citizen."]},{"key":"dc:title","label":"Title","values":["National Education Systems in the European Union"]}]}],"canonical_facts":{"dc:contributor":["Stephan Schindler"],"dc:creator":["Staude, Edmund"],"dc:date.available":["2010-01-01T08:00:00Z"],"dc:description.abstract":["The European community, under a variety of names, has been expanding both physically and in its areas of responsibility since the end of World War II. What began as an attmept for economic unity among sovereign states has evolved into a complex supranational organization. Education, traditionally part of the domestic domain of nations, has gradually emerged as a concern of the European Union as it endeavors to enhance its viability as an economic leader. This paper examines the growing trend twoard more specific EU education policy in light of the education systems and policies of England and Germany. It specifically presents curriculum and practicies in the area of civics or citizenship education. National education systems could easily be co-opted by education policies and practices of the European Union. If this is the situation and if the suggested curricula are effective, there may be evidence related to civics education, which indicates an emerging European citizen."],"dc:identifier":["https://openscholarship.wustl.edu/etd/458"],"dc:identifier.doi":["https://doi.org/10.7936/K74F1NVD"],"dc:language":["English (en)"],"dc:subject":["Political Science","General","European Union","Education"],"dc:title":["National Education Systems in the European Union"],"thesis:degree_discipline":["International Affairs"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T06:12:41Z"}