Teaching Cartographical Skills in Different Educational Systems of EU - Maps for the Future Children Education and Internet - page 44

Table 4.1 Politics of education in EU (Orm´ndi 2006 ;K˝falvi 2006 ; OKM 2010 ; OKI 2000 )
Date Events

1957 Treaty of Rome: European Economic Community (EEC) was created.

Decisions affected training

In the 1970s The importance of educational cooperation grew between Member States

Culture and Education Commission of the European Parliament and the
European Union Council of Education, Youth and Culture Council (the
Council of Ministers of Education)

In the 1980s European cooperation and mobility (Erasmus, Petra, Commett, Lingua)

In the 1990s 1992 the Maastricht Treaty: clarification of educational powers

1996 European Year of Lifelong Learning
1993 Green Paper, 1995 White Paper, 1997 Blue Paper on the European
Dimension of Education

After 2000 2000 Lisbon: Education and Training 2010, establishing the European

Qualifications Framework (EQF)
2003 program for the effective integration of information and communication
technology (ICT) in European education and training systems
(2004-2006)—European Parliament and Council Decision
2006 recommendation for lifelong learning, key competences
2007-2013 Lifelong Learning Programme
2008 recommendation for lifelong learning in the European Qualifications
Framework (EQF)
2009 the year of creativity and innovation
2010 work program of Education and Training

community is growing. In the interest of faster development, the inner educational
politics of the member countries are coordinated. As standards unify, it needs
unifying teaching that leads to unified compulsory education (Kozma 1997 ).
The competitive and continuous knowledge renewal, the role of skills and
competencies appreciate which is the primary source of education and training
(OKM 2009 ). Nowadays the goal is an education and a training system of high
quality (Table 4.1 ). A competitive and knowledge-based society has brought
“lifelong learning” as well as the competency-based education (appropriate for
student's skills) for the last decade, and also has posed challenges to the traditional
educational systems.
The EU recommendations deal with education, training, adult learning, lifelong
learning, mobility and e-learning (OKM 2010 ). Nowadays the member states decide
only on their own educational politics (compiling teaching material as well as their
school systems). Their task is the implementing of the European Union programs and
they are responsible to revamp their education system. The Union is responsible for
promoting cooperation, supporting the process and encouraging additional commu-
nity programs to achieve a competitive union (Orm´ndi 2006 ).
The differences of the educational systems enhance the role of international
comparisons. The base of the comparison may be e.g. the length of compulsory
education and of teaching periods, the structure of pre-school, primary, secondary
and tertiary education and educational means (Orm´ndi 2006 ). My aim of the