Abstract:

This paper presents the objectives and methodological framework of the project IMANARE - Implicit Anthropology of Reforms in Education (2024-1-SK01-KA220-HED-000255794) and examines key conceptual and policy frameworks that have shaped educational reforms in the European Union from 1989 to the present. The project seeks to contribute to the development of the European Education Area by advancing interdisciplinary research on education reform, designing an anthropologically informed metric aligned with European values, broadening expert and public engagement in reform processes, and disseminating insights into the human dimension of education to reinforce democratic resilience and cultural diversity across Europe. Its activities include a comprehensive literature review, the creation of an anthropological metric, expert surveys and filmed interviews, the development and refinement of an online reform database, and dissemination through an online course, a summer school for pedagogy students, media communication, scholarly outputs, a white paper, an international conference, and a documentary film.

Educational reforms across Europe after 1989 have been shaped by profound political, economic, and cultural transformations following the collapse of communist regimes and the subsequent integration of European states. These changes coincided with the strengthening of European institutional cooperation and the growing influence of global policy actors such as the OECD and international large-scale assessments. Consequently, EU member states have undertaken wide-ranging reforms aimed at enhancing educational quality, mobility, employability, and international comparability.

Our analysis employs a qualitative literature review complemented by elements of critical inquiry. We examined academic and policy-oriented sources with attention to theoretical frameworks, governance mechanisms, and dominant policy discourses. The analytical approach is structured around three interrelated dimensions:
(1) the foundational principles and theoretical underpinnings of educational reforms;
(2) the policy narratives through which reforms are formulated and legitimised; and
(3) critical perspectives that challenge prevailing reform paradigms.

Using a thematic and interpretative methodological strategy, we identified recurring concepts, values, and assumptions embedded in the reviewed sources. Special attention was given to the construction and mobilisation of key notions—such as competencies, employability, lifelong learning, and European identity—within both scholarly debates and policy discourse.

Keywords:

Educational reforms, implicit anthropology, skills, policy narratives, values.