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“It should also be noted that the objective of convergence and equal distribution, including across under-performing areas, can hinder efforts to generate growth. Contrariwise, the objective of competitiveness can exacerbate regional and social inequalities, by targeting efforts on zones of excellence where projects achieve greater returns (dynamic major cities, higher levels of general education, the most advanced projects, infrastructures with the heaviest traffic, and so on). If cohesion policy and the Lisbon Strategy come into conflict, it must be borne in mind that the former, for the moment, is founded on a rather more solid legal foundation than the latter” European Commission (2005, p. 9)Adaptation of Cohesion Policy to the Enlarged Europe and the Lisbon and Gothenburg Objectives.

The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter traces integrative curriculum ideas in the BP post-2020 and explains why they are symbolic policies. Prior research into curricula in the BP does not explicitly refer to integrative curriculum ideas and does not explore them in the post-2020 context. 2020 marked the deadline for the achievement of a fully functioning EHEA and for setting up new priorities for 2030. This study is informed by the theoretical ideas of soft governance and symbolic policies in the Open Method of Coordination. This chapter addresses the aforementioned gap in the scholarship by relying on a thematic analysis of the first EHEA communique that set the agenda for the post-2020 period – Rome Ministerial Communique (2020) with its three annexes. The findings highlight the following main areas of the integrative curriculum agenda as symbolic policies after 2020: student-centeredness, research-based learning, and the interconnectedness between learning and wider society. This analysis is significant for our understanding of the strengths and weaknesses of the international policy rhetoric about the integrative curriculum which, in turn, defines the effectiveness of the implementation of these ideas in practice.

In this chapter, Andrea Óhidy provides an overview of some central issues of the book. First, she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then, she discusses their policies and support programmes, which, on the one hand, try to improve the social situation of the Roma while promoting minority language and culture, on the other hand. She finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

In this chapter, the author provides an overview of some central issues of the book. First she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then she discusses their policies and support programmes, which on the one hand try to improve the social situation of the Roma while promoting minority language and culture on the other hand. The author finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

This chapter presents a very broad synopsis of the intensification of education governance. It opens by narrating the multifaceted nature of governance and in what way it has developed as the axiom for professed policy problems that national educational systems are experiencing. The chapter chronicles the amplification of education governance and it explicates the metamorphosis and myriad typographies that “governance” has taken in responding to perceived endogenous and exogenous policy problems. It explains how managerialism and neo-corporate reforms sought to destabilize the activities of education governance and the results. In making this argument, it suggests that new public management policy prescriptions in education were part of the earliest form of disruptive innovation in education. It advances that educational managerialism, in hollowing out national educational systems, has generated the perfect breeding ground for the rise of newer modus operandi (or modes, styles, and arrangements) that governs and regulates education systems through the use of different techniques and mechanisms. The second half of the chapter discusses five different modus operandi that are inchoate in the post-managerialist era and highlights that in education, we have progressed beyond the movement from government to governance across national education systems and these systems are now employing additional modes of governance (vertical and horizontal) across different scales. The chapter concludes by drawing on the concept of a “Wicked Problem” (an unsolvable or difficult problematic, that is, fluid, paradoxical, and unfinished) to insinuate that education governance is an example of a wicked problem that has been and continues to be shaped by the ideological contours of endogenous and exogenous policy influences.

This chapter provides a framework for organisational analysis of the newly created position of ‘independent’ Commissioner, especially whether it is sufficiently backed by administrative capacities.

In the many variables that determine organisational behaviour (Mintzberg, 1989), this approach follows Olsen (2005) in its analysis through communication structures and strategic directions, and adds procedures (networks) and personnel to this. The chapter is primarily based on interview data in addition to literature and document analysis.

This chapter acknowledges the ‘stickiness’ of institutions and the difficulties in reorganising (formal) institutions. The conclusion shows that there are multiple problems in the current process of institutionalisation of the independent Commissioner. Generalising the findings to the use of an administrative approach, the frugal framework used here indicates that ‘independence’ cannot simply be proclaimed but also demands attentions for organisation design. Organisational analysis helps to understand the organisation and the organisational weaknesses behind the policy objective.

As is often the case with MLG it gives a perspective on governance, but must be complemented with an approach for analysis, in this case organisational design. In the chapter the approach is limited to organisational values, personnel and communication lines. It provides a basic framework to evaluate one of the key elements of European integration – independence. However, additional work is needed to further develop this framework as well as other components of the organisational behaviour of the Commission.

This chapter comes up with suggestions for organisational redesign of the Commission in order to restore trust in its tasks and responsibilities. With the instalment of the new Juncker Commission these findings might provide useful insights for the ongoing process of reorganisation of the Commission.

The new economic legislation and the role of the independent Commissioner have a direct impact on member state budgets (cuts), with a far reaching societal impact. Therefore, the level of (public) trust is critical in the acceptance of the process. Trust is established inter alia by the organisational implementation of principles of good administrative behaviour such as transparency, capability, independence, etc.

The chapter uses the MLG perspective in order to get a comprehensive picture of the organisational implications to effectively embed the ‘independent’ Commissioner in the organisation. The added value is based on the extensive amount of interviews over a longer period of time (2011–2014) during the operationalisation of the European semester.

Purpose – Since the mid-1980s, unemployment policy reforms in Europe and throughout the rich democracies have stressed publicly supported activation of the unemployed through both reductions in perceived disincentives to work as well as commitments for improved training, employment services, and related policies. In this chapter, I systematically explore the domestic and international political economic sources of these policy changes.

Methodology/approach – I test a set of hypotheses – original and derivative – about the domestic and international determinants of labor market policy change through pooled time-series cross-section analysis of 1980-to-2002 annual data from 18 capitalist democracies. The dependent variables consist of national spending on active labor market policy, measures of passive unemployment compensation benefits, and the ratio of active to passive unemployment program spending. Causal models account for spatial diffusion of policy reforms as well as core political and economic determinants of policy change.

Findings – I find that Left party governments and coordinated market institutions buoy resources for active labor market programs, maintain relatively generous passive unemployment supports and entitlements, and, at the same time, foster a shift to more active social policy. International trade openness promotes generous active labor market policies while more left-leaning voters and veto points within the polity significantly constrain reductions in unemployment benefits and entitlement rights. De-industrialization reinforces policy reforms toward activation while high unemployment rates engender cuts in passive unemployment benefits and eligibility conditions.

Originality/value – Overall, the chapter demonstrates that the economic effects on policy change notwithstanding, politics fundamentally matters: domestic political dynamics and variations in institutions explain the preponderance of the change (or lack thereof) in unemployment policy.

The research is based on the analysis of recent experiences of participative processes in the reuse and maintenance of contexts considered as “urban waste,” focusing on their role in smart sustainable development processes. The recognition of discarded urban spaces/buildings as regeneration opportunities opens up new perspectives on the communities’ commitments and responsibilities, in new governance models. These experiences, better known as “commons,” highlight the active role of communities in establishing new unconventional forms of value creation and production based on circular processes and interdependences between city and communities. Circularization and synergies are the fundamental precondition for smart sustainable development. Assuming the Historic Urban Landscape (HUL) approach as general framework, the phenomenon of commons represents an opportunity to make it operational through an integrated methodology based on the recovery of the environment built according to an inclusive and hybrid approach, configured by culture and shared with local communities. In this perspective, this contribution proposes an evaluation framework not only to monitor the results and impacts produced by these experiences, but also to stimulate and improve awareness, self-learning and self-evaluation processes of the actors involved in regeneration processes toward a smart sustainable development.

The concept of integrating curriculum is being advocated in many institutions of higher education to solve problems that present-day curriculum development is facing. Several models of integrating curriculum can be found in the world of academia. However, there is little consensus among academics as to how we can define the concept and what would be the correct approach to implement integrative curricula. The concept ranges from traditional lecturer-driven discipline-based content to object-driven interest-based student exploration of the pedagogy. In the global context, curriculum needs to be sustainable in nature that would replace the rote method of learning and enhance the problem-solving and critical thinking skills of the students. There is a need to differentiate between reliable and relevant information and suggest alternative facts to create innovative thinkers in a world that offers open access to knowledge. Education in the present century is profoundly impacted by technology and globalization and students need all the skills to navigate through a challenging and ever-changing environment. Yet, concerns remain as to how to implement teaching–learning methods that address the multidimensional needs of the students and at the same time maintain a quality standard. Educators are now determined to impart knowledge that is exploratory, relevant, integrative and meaningful, and are anchoring content across disciplines. The approach is more focused on integrating students’ experiences across teaching and learning activities of academic programs, construction of knowledge, and a range of competencies and capabilities in a meaningful and student-centered manner. This book volume will speak about interventions and case studies that are transforming learning from simple classroom learning to learning that can impact the sustainable development of society with a human dimension and creating a caring culture.

This chapter explores the notion of the European Social Model (ESM) and examines the EU-level social policy reforms that have taken place since the 1950s. ESM is taken to be distinct from but intimately related to the web and patchwork of rules explored in this volume. After sketching out the development of ESM since the 1950s, up to and including its near-death experience in the context of the Great Recession and the EU's turn to austerity, the chapter considers the social and political consequences of the EU's lurch to austerity as well as the consequences this might have for the web and patchwork of rules. The chapter ultimately reflects on whether another ESM might be possible in the context of the EU's response to the economic and social consequences following the onset of COVID-19, particularly in the context of the EU's Next Generation EU programme whereby the EU provides financial assistance directly to the regions worst affected by the pandemic.