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Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970

English title Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970
Applicant Geiss Michael
Number 182217
Funding scheme Project funding (Div. I-III)
Research institution Institut für Erziehungswissenschaft Universität Zürich
Institution of higher education University of Zurich - ZH
Main discipline Education and learning sciences, subject-specific education
Start/End 01.04.2019 - 31.03.2023
Approved amount 604'409.00
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All Disciplines (2)

Discipline
Education and learning sciences, subject-specific education
General history (without pre-and early history)

Keywords (5)

education; comparison; technology; digitisation; Europe

Lay Summary (German)

Lead
Dieses Projekt rekonstruiert, wie den bildungspolitischen Implikationen des technologischen Wandels zwischen 1970 und dem Ende des Dotcom-Booms um 2000 politisch begegnet wurde. Das Projekt konzentriert sich insbesondere auf die politischen Initiativen in den Bereichen Sekundarschule, Berufsausbildung, beruflicher Erwachsenenbildung und Hochschulbildung.
Lay summary
Im Bereich der Halbleitertechnologie befürchteten die europäischen Staaten und die Europäische Kommission nach den Boomjahrzehnten, dass sie in wirtschaftlicher Hinsicht gegen Japan und die USA verlieren würden. Basierend auf früheren Untersuchungen geht das Projekt davon aus, dass die europäischen Staaten seit Mitte der 70er Jahre eine technologische Agenda vorangetrieben haben, die auch die Bildungspolitik beeinflusst hat.
Das Projekt basiert auf einem vergleichenden Ansatz. Es untersucht bildungspolitische Initiativen in Europa und konzentriert sich dabei insbesondere auf die Entwicklungen in der Schweiz, in Deutschland (Ost und West) und Schweden. Ausgehend von der bestehenden Forschung zu einzelnen Entwicklungen untersucht das Projekt systematisch die Rolle nationaler, supranationaler und transnationaler Akteure in Politik und Wissenschaft.
Methodisch folgt das Projekt einem Ansatz, der politische Antworten auf technologische Herausforderungen seit den 1970er Jahren in einer europäischen Multi-Level-Governance rekonstruiert. Der Quellenkorpus für dieses Projekt besteht aus offiziellen Dokumenten verschiedener politischer Ebenen sowie aus grauer Literatur, Memos, Korrespondenz und unveröffentlichten Manuskripten. Es zielt darauf ab, die komplexen Handlungszusammenhänge auf verschiedenen Ebenen zu untersuchen.
Direct link to Lay Summary Last update: 29.01.2019

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Abstract

This project reconstructs how the educational implications of technological change have been faced politically between 1970 and the end of the dotcom boom around 2000. It is concerned with how the challenge of the new information and communications technologies has been met in Europe during the first decades after the microchip started restructuring businesses, administration and daily life. The project focuses especially on the political initiatives regarding secondary schooling, vocational education and training, adult and higher education.The project is based on a comparative approach. It examines political initiatives in Europe and puts special focus on the developments in Switzerland, in Germany (East and West) and Sweden. Starting from existing research on single developments, the project examines systematically the roles of national, supranational and transnational actors in politics and science as well as those of companies and private business associations in pushing forward the digital agenda in education. Thus, the project aims at a precise reconstruction of different national paths and transnational entanglements.In the field of semiconductor technology, European states and the European Commission after the boom decades were worried about losing out to Japan and the USA. Based on the existing research, the outlined project assumes that, since the mid-1970s, European states have pushed a technological agenda that has also influenced education policies. Although this fact has attracted attention already especially in sociology, the educational implications of technological change after 1970 have not yet been the subject of comparative historical research.Methodologically, the project follows an approach that reconstructs political responses to technological challenges since the 1970s in a European multi-level governance. It includes the supranational and the transnational level as well as national developments. The corpus of sources for this project consists of official documents from different political levels, as well as grey literature, memos, correspondence and unpublished manuscripts. It assumes neither a top-down nor a bottom-up, but rather aims to study the complex modes of action on different levels. The sample consists of countries that have distinctive educational traditions and that showed a different level of European integration during the assessment period. This offers a possibility to compare different forms of co-operation as well as national solo efforts.
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