The dramatic results of the 2014 European Parliament elections have highlighted the European Union’s urgent need for a review of the scope and purpose of its social objectives and for a reordering of European priorities. This book advocates a radical and original alternative to the current philosophy that determines the set of rules for the awarding of EU public procurement contracts. It calls for a reordering of the EU’s economic and social priorities. In doing so, it advocates for a social dimension to be placed at the core of public procurement, which could elicit a social model of integration in the EU in which the European citizen is the key actor. This is achieved through an analytical approach as well as concise and contextualised explanations relating to free trade theories, poverty and public interest theories. This book will be of key interest to students and scholars of the European Union, political theory, and EU law.
The dramatic results of the 2014 European Parliament elections have highlighted the European Union’s urgent need for a review of the scope and purpose of its social objectives and for a reordering of European priorities. This book advocates a radical and original alternative to the current philosophy that determines the set of rules for the awarding of EU public procurement contracts. It calls for a reordering of the EU’s economic and social priorities. In doing so, it advocates for a social dimension to be placed at the core of public procurement, which could elicit a social model of integration in the EU in which the European citizen is the key actor. This is achieved through an analytical approach as well as concise and contextualised explanations relating to free trade theories, poverty and public interest theories. This book will be of key interest to students and scholars of the European Union, political theory, and EU law.
The Council of Europe stresses the importance of multilingualism in society and of individual plurilingual competence as means to social cohesion. Ultimately, it is within the school that the necessary innovations need to take place. The case studies presented in this publication are an authentic illustration of how this is being realised in different contexts and what successes and challenges it presents. By bringing these innovative language education programmes and school profiles to the fore, its participating in the creation of a new paradigm of school leadership whereby pupils, parents and the local community, instead of being excluded, controlled and forgotten become actively involved in language endeavours. Similarly, teachers can move on from being simply the executors of education programmes to becoming participants in drawing up, implementing and evaluating school policies.
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