Documents found
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332.More information
This contribution questions the validity of the Uppsala model for the approach of emerging markets. The authors compare cooperation agreements associating partners from Western Europe with those signed with actors in Central and Eastern Europe. The analysis of 2,204 cooperations shows that, if psychic distance influences the choice of the country of partners, its relationships with other factors of internationalisation are not clearly established. In the same way, the acquired experience in the field of cooperation is linked to the choice of partners, but the country experience does not seem to play a central role for the development in emerging markets.
Keywords: Modèle d'Uppsala, Marchés émergents, Coopération internationale, Uppsala model, Emerging markets, International cooperation, Modelo de Uppsala, Mercados emergentes, Cooperación internacional
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334.More information
This article discusses the possibility of thinking a European citizenship education from the perspective of political theory. In 2009, the European Economic and Social Committee advised the European Union (EU) to introduce a “[c]ommon European civic education” to give “its citizens a real sense of belonging” to Europe. Civic education programs already exist on the national level, for state-based citizenships. Yet, their pure transposition from the national to the European context – somewhat similar to the nation-state – cannot be taken for granted. Besides practical concerns, the raisons are twofold: first, the EU does not follow the same logic of construction which once characterized the nation-state. It seems thus neither productive nor desirable to attribute education in the European integration process the same role it played in nation-building. Secondly, the EU has some specific features which pose challenges when civic education is applied to European citizenship; indeed, the concept of civic education has traditionally been thought on nation-state assumptions (categories, issues, problems). In this article, the author proposes an analysis of these challenges and indicates routes for re-thinking civic education in the framework of the EU. To do this, she relies on post- and transnational writings in European studies as well as on different studies on the role of schools in nation-state construction and research on civic education as a political and ethical problem.
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338.More information
The original system established by the European Convention on Human Rights is based on a delicate balance. Initially, this balance was achieved through the establishment of a mechanism sparing national susceptibilities in the face of the ambitious objectives displayed by the European project. The success of the system has led to the reform brought about by Protocol n° 11, strengthening its jurisdictional character. However, having coincided with the fall of the Berlin Wall and the enlargement of the Council of Europe, the system had to face new challenges: the number of potential applicants exceeded 800 million and the accession of new States with political and legal systems in transition and judicial systems under construction have caused litigation before the Court to explode. The process launched in Interlaken ten years ago has consolidated the capacities of the system, especially as the Court has been able to take advantage of it, on the one hand by putting in place innovative and effective measures and procedures and, on the other hand, by engaging in dialogue with national courts. Following the Interlaken process and the entry into force of Protocols n° 14, n° 15 and n° 16, the question arises as to whether the tools that these instruments have created, so essential for the effectiveness of the system today, will be sufficient to avoid tensions in the future. The groundwork for the future of the system will have to look at the synergies between the Court, the Committee of Ministers and the States Parties, aimed at giving the Convention system all the dimensions of engagement it needs: the jurisdictional dimension, above all, but also that of dialogue, consultation, cooperation and prevention. This will require a coordinated mobilization of all Council of Europe institutions.
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339.More information
Institutional assessment that focuses on projects led by leaders who request it themselves, faces many problems: first of all, legitimacy. Who is well placed to assess what? Who is the real assessment's end-user? What is «the through worth of training » but also, and this is not yet well widespread, what is « the through worth of assessment », what do we have to be ready to pay to « insure quality»? In other words, more and more, the focus is moving from efficiency to productivity, to questioning the productivity of assessment approach in itself. At the time when prospects are being reversed in terms of actors and subjects/objects of assessment, institutional assessment is questioned in itself: the end-user assesses the department in charge of organising and even assessing training programmes; the leading civil-servant is becoming «top-manager» to be assessed as well…
Keywords: Évaluation institutionnelle, légitimité, efficacité, efficience, amélioration, innovation, Institutional assessment, legitimacy, effectiveness, efficiency, innovation, improvement, Avaliação institucional, legitimidade, eficácia, eficiência, melhoria, inovação