ABSTRACT
Those following European Union (EU) education policymaking are familiar with the strategic goals for Europe as set out in the 2000 Lisbon Council—to become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (para 5). Observers are also likely to be familiar with the Commission’s strategy to generate structural reform and develop its policymaking capacity, as well as the development of actions around lifelong learning and ICT in order to create what is referred to as a European Education Space. These goals, strategies, and actions are, in the words of the Commission, a European response to the challenges posed by globalization, specifically the means to ensure the transition to a digital, knowledge-based economy and society (c.f. European Council 2000; European Commission 2001a).
