PropertyValue
?:abstract
  • Education, in its various ramifications of higher education, vocational education and training (VET), school education, and even pre-primary education, has been a classic case of a policy area regarded as ‘sensitive’ at the European level (Olsen 2002; Trondal 2002). It conforms to the generalisation that where treaty powers are weak, Member States have been reticent about taking action (Sabel and Zeitlin 2008). (xsd:string)
?:author
?:comment
  • (SILC) (xsd:string)
?:dataSource
  • EU-SILC-Bibliography (xsd:string)
?:dateModified
  • 2012 (xsd:gyear)
?:datePublished
  • 2012 (xsd:gyear)
?:doi
  • 10.1057/9781137272164_9 ()
?:duplicate
?:editor
?:fromPage
  • 149 (xsd:string)
is ?:hasPart of
?:inLanguage
  • english (xsd:string)
?:isbn
  • 978-1-137-27216-4 ()
is ?:mainEntity of
?:name
  • Education and the Lisbon Strategy (xsd:string)
?:publicationType
  • incollection (xsd:string)
?:publisher
?:sourceCollection
  • The EU’s Lisbon Strategy: Evaluating Success, Understanding Failure (xsd:string)
?:sourceInfo
  • Bibsonomy (xsd:string)
  • In The EU’s Lisbon Strategy: Evaluating Success, Understanding Failure, edited by Copeland, Paul and Papadimitriou, Dimitris, 149-167, Palgrave Macmillan UK, 2012 (xsd:string)
?:studyGroup
  • European Union Statistics on Income and Living Conditions (EU-SILC) (xsd:string)
?:tags
  • 2012 (xsd:string)
  • FDZ_GML (xsd:string)
  • SILC (xsd:string)
  • SILC_input2020 (xsd:string)
  • SILC_pro (xsd:string)
  • checked (xsd:string)
  • imported (xsd:string)
  • incollection (xsd:string)
  • jak (xsd:string)
?:toPage
  • 167 (xsd:string)
rdf:type
?:url