European educational policy on shifting sand?

European integration makes educational policy even more important, especially as an instrument to forge the future of Europe. This growing consciousness is a motivation to critically analyse and compare the educational policies of the countries of the European Union. This investigation is only realistic on condition that the research objectives are clearly set out. Therefore, the following questions guide the article: 1. Concerning the ‘facts’: – Can the history of European educational policies provide us with a taxonomy to distinguish ‘types’ of educational policy? – What are the main changes concerning both structures and role conceptions in the field of educational policy? – Is educational policy autonomous or is this policy influenced by other leading sub-systems? – What is the impact of supra-national organisations on educational policies? – Are educational policies in the EU visibly influenced by (new?) underlying ‘ideologies’? – What are the main current policy issues in the EU-countries? 2. Concerning the ‘trends’: Is it possible to deduce certain ‘trends’ from the comparative analysis of the mentioned ‘facts’? 3. Concerning the ‘critical analysis’: – Does the literature on educational policy analysis provide us with ‘critical interpretation schemes’? – What will the outcome be if the discovered ‘facts’ and ‘trends’ are confronted with such-like schemes? The article concludes with some critical recommendations concerning the future of educational policy in the EU.