Browsing by Subject "Euroopan unioni"
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(2021)The purpose of this thesis is to desribe what potrays to be a ’’problem’’ in the political documents of European union which regulate the lifelong learning. The study also focused on the matter how the lifelong learning is used as a technology of government and produces idea of ”normal” through political discourses. What kind of ideal or normality it constructs and how the lifelong learning subjectifies the individual? In the end of the thesis the presumptions and silences which has been left unproblematized or unquestioned in the political documents of the lifelong learning are raised. The research material was collected from EUR-lex, the official database of the juridical documents of European Union. The material consists of six notable documents related to lifelong learning of European Union from the years of 2005-2020. The material was analyzed using Carol Bacchi’s method “What’s problem represented to be (WPR)?”. The concepts of Foucault’s governmentality and discourse theoretical ideas based on post-structuralism has been utilized in this research in the context of lifelong learning. The results of this research showed that the starting point of lifelong learning is based on the discourses of economy, competitiveness and growth. Lifelong learning was seen foremost as the solution to the competitiveness and growth as well as to the constant change of the society and to the questions of social involvement. Ideal lifelong learner was constructed to be more entrepreneurial using competence talk. In addition, the lifelong learning was portrayed to be the responsibility and obligation of the individual more than before.
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(2022)Objectives. This thesis examines the European Union higher education governance. Previous research has shown that political steering of higher education institutions has strengthened over the recent decades, and growing convergence between the education policies of European states. The purpose of the thesis is to examine the kinds of thinking according to which the Union governance seeks to shape the space it governs, and what kind of position the higher education occupies in the picture. The European Union hasn´t got educational policy competences for steering educational institutions, but previous research has shown that the Union nevertheless does practice education policy steering. Methods. In this thesis, the European Union higher education governance was scrutinized by analytics of governing with the data consisting of Higher Education for Smart Specialization manual, produced by the European Commission. The HESS Manual is directed to the Union Member States regional administrators with a higher education policy competence and responsible for regional development. The manual instructs regional administrators to carry out such regional governance and higher education steering model reforms that serve the political objectives of the Union. The analysis of HESS Manual was carried out by Peter Millers and Niklas Roses analytics of government, according to which the HESS Manual was scrutinized as a technology of government, with the aim of specifying characteristic thinking of Manual and therefore of governing. Results and conclusions. The thesis demonstrates that the characteristic thinking of the Union values economic and technological progress and seeks to harness both the governed space and the higher education towards this ambition. The thesis also shows that according to the characteristic thinking of the Union, existence must be earned through contributing to political objectives. The thesis shows the Union governs by setting prerequisites to resources in an environment which requires economic resources.
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