The systematic promotion of the investment policy in the human capital has been evident in the European Union since 2000. This theoretical framework is associated with Lifelong Education concentrating on a model of knowledge provision and training of broader population strata. Educational systems competitiveness and efficiency is tied to the broader draft of harmonization of economy and education. In the Lisbon and Barcelona (Dehmel, 2006) Meetings, strategies about the reforms of the educational systems aiming at the improvement of quality and effectiveness (Preece, 2011) were developed. The society of knowledge was schematically defined (Raju, 2010; Al-Hawamdeh & Hart, 2001), namely a standardized knowledge focusing on economic objectives while the humanistic dimensions that would eventually change the educational environment of the European Union countries was overlooked (Riddell, Markowitch, & Weedon, 2012).
An open dialogue system with the local society was introduced by the G. Papandreou Government so that public sector reformation issues or reforms were promoted. A channel of communication about issues related to voting laws deemed to be integrated into the innovative views about Education or Administration was introduced. Deliberation was considered to be innovative for the Greek political system as the submission of a draft in the parliament and its voting or rejection by the parliament members was foreseen for the change in the policy or the institution of laws.
The issue of deliberation is related to the more general government intentions for the citizens’ society function within the framework of internet society; that is, the citizens that would utilize the possibilities of technology conducive to the formulation of views and standpoints about political issues. The systematic implementation of deliberation by the Ministry of Education was observed following a model that foresaw: a) keynote questions and b) individual observations. Open questions were characteristically chosen so that argumentation would be provided by all citizens, carriers or pressure groups about the views formulated. The deliberation outcome was published on the internet and could theoretically function as political texts of consideration and dialogue.
Special emphasis was placed on Lifelong Learning by the Ministry of Education, an issue also associated with the addition of Lifelong Learning to its responsibilities and after which it has been called Ministry of Education, Lifelong Learning and Religion. In July 2010 the “Review of Law Draft Principles related to Lifelong Learning Development” was posed under public deliberation by the Ministry of Education. In particular, carriers and individuals were invited to present their views on the basis of the following questions. Views and suggestions for the particular deliberation were posed by 8 carriers and 49 individuals as it is shown by the publication of the deliberation.
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(Author: Olga Haitidou, Evagelia Kalerante, Argyris Kyridis, Christos Zagkos, Nikos Fotopoulos