Academic literature on the topic 'Continuing education – European Union countries'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Continuing education – European Union countries.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Continuing education – European Union countries"
1
Sysoieva, Svitlana, and Olena Protsenko. "IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA: REGULATORY PROVISION." Continuing Professional Education: Theory and Practice, no. 2 (2020): 78–84. http://dx.doi.org/10.28925/1609-8595.2020.2.11.
Full textAbstract:
The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space
2
Piškorjanac, Silvija. "Oncology nursing and EONS (European Oncology Nursing Society) influence in Eastern Europe." Sestrinska vizija 5, no. 8 (2021): 34–37. http://dx.doi.org/10.5937/sestrviz2108034p.
Full textAbstract:
European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. The situation is similar or the same in many other Eastern European countries. Experience in nursing education in different European countries can be useful in improving nursing education in Croatia. Cancer nursing specialization in the Republic of Croatia, as in many Eastern European countries, exists only on paper, unlike in Western Europe, the USA or Australia. Eastern European cancer nurses can be trained with the assistance of EONS (European Oncology Nursing Society) which is an umbrella organisation providing leadership in all areas of cancer nursing, research, practice, continuing education, communications and advocacy for better recognition of cancer nursing across Europe.
3
Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.
Full textAbstract:
The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
4
Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen, and Finn Børlum Kristensen. "HTA EDUCATION AND TRAINING IN EUROPE." International Journal of Technology Assessment in Health Care 18, no. 4 (December 2002): 808–19. http://dx.doi.org/10.1017/s0266462302000612.
Full textAbstract:
Objective: To identify training programs and educational resources in health technology assessment (HTA) in Europe.Methods: A postal survey among potential informants in European countries and Israel, expanding on surveys among ISTAHC and INAHTA members. Informants were identified either using HTA networks or by means of Internet sources.Results: The combined results of the three surveys show that in the European Union (EU), including Norway and Switzerland, 13 of 17 countries (76%) provide either university level courses or continuing education HTA courses. In the candidate EU countries, 4 of 10 countries (40%) provide HTA courses. In the remainder of countries, only Israel provides HTA courses. Ten different types of courses were identified, mainly applying traditional teaching methods. A substantial number of the courses were first organized in recent years. Many countries in central and eastern Europe expressed the wish to become more involved in HTA.Conclusion: There is a rapid increase in the number and diversity of courses in HTA in Europe. In particular, countries in the EU are well represented. Education and training in HTA is scarce in EU candidate membership countries, and virtually absent in the remainder of countries. In general, HTA as a field is in the process of becoming established and institutionalized both in individual countries and internationally. To stimulate this development in the area of education and training, both bilateral cooperation and an EU-wide coordinated effort are recommended.
5
Hughes, Anna, and Edward Thomas. "Cultural influences on the professions in European Union countries and their implications for continuing professional development." International Journal of Lifelong Education 15, no. 2 (March 1996): 107–13. http://dx.doi.org/10.1080/0260137960150205.
Full text
6
Mutlu, Gülçin. "A comparative look at the teacher training systems: Belgium - Flemish Community and Turkey." Journal of Human Sciences 13, no. 2 (August 12, 2016): 3320. http://dx.doi.org/10.14687/jhs.v13i2.3809.
Full textAbstract:
This study aims to have a comparative look at the two countries, Belgium - Flemish Community and Turkey with regard to teacher training systems and qualitatively investigate the differences between these countries. The comparison themes for which these comparative analyses were based on were derived following a determination of the most prominent aspects of teacher education terminology. These themes include such education and teacher education related concepts as a) teacher education curriculum components, b) teacher employment, c) teacher career steps, d) in-service training, e) status of teachers and f) teacher evaluation. Comparative results were presented by means of the data gathered with regard to the above themes. The analyses indicated several differences between the teacher training systems of the two countries especially in relation to evaluation and accreditation of the teacher training programs, continuing professional development options, teacher evaluation methods and functioning of the teacher unions. Thus, in the light of the results of this study, several recommendations were put forth about the potential problem areas in our local context, that is, Turkey and what could be done to overcome those in the field of education as a candidate state of the European Union.
7
Paaske, William P. "The Status of Vascular Surgery as an Independent Specialty in Europe: Are the Relationships with General and Cardiothoracic Surgery a Problem?" Vascular 12, no. 1 (January 2004): 7–14. http://dx.doi.org/10.1258/rsmvasc.12.1.7.
Full textAbstract:
Vascular surgery has established a clear clinical and scientific profile in Europe over the last decade, but it presents a highly complex, disorganized, and unplanned pattern. It is a specialty in the majority of the present member states of the European Union (EU), but in the United Kingdom, Germany, the Netherlands, and Sweden this is not the case. With the current expansion of the EU with 13 countries, mainly from the former Eastern Bloc, it will be even more necessary to ensure at least some level of convergence in the standards of training, certification, quality assured practice, continuing medical education, recertification, access to and quality of care, etc, because free migration of doctors, and patients, is a derivative of the cornerstones of the EU treaties, namely free movement of the citizens (and capital). The profession has been successful in creating a simple and coherent system for organization within the European Union of Medical Specialists with a board of vascular surgery, for a (voluntary) European proficiency test for specialists (the EBSQ-Vasc), and for European continuing medical education, all in close collaboration with the premier scientific society, the European Society for Vascular Surgery. The fantastic reductions in working hours for young doctors in the EU represent a serious threat to standards of training and, ultimately, to the patients. This, in connection with increased litigation and compensation demands for incompetence and negligence, makes it even more necessary to establish European minimum standards for training, professional competence, and an obligatory European specialist examination. A key element in this difficult process is the establishment of vascular surgery as a specialty in all member states. Day-to-day collaboration with radiologic interventionalists has developed pragmatically at the local level in most places, but only when the administrative structures mature and vascular surgery becomes a specialty in all countries will the necessary tools be available for the avoidance of professional conflicts with colleagues from other specialties.
8
Savchenko, Nataliia. "COMPARATIVE CHARACTERISTICS OF MASTER'S PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION IN UKRAINE AND ABROAD." Academic Notes Series Pedagogical Science 1, no. 206 (January 2022): 74–81. http://dx.doi.org/10.36550/2415-7988-2022-1-206-74-81.
Full textAbstract:
The article examines the system of university education in Ukraine and the countries of the European Union in the context of integration and accession of countries to the single European educational space. At the current stage of society's development, one of the main tasks that must be solved, and which is dictated by the imperatives of the Bologna process, is ensuring the quality of higher education in Ukraine. Therefore, the experience of European countries in reforming the higher education system is extremely important for Ukraine. Analyzing the higher education systems of European countries, the author notes that they are characterized by new common features, including the introduction of pan-European educational standards, increased mobility of students and teachers, unimpeded opportunities to borrow progressive foreign educational achievements, and the expansion of the labor market. It has been proven that the following features are characteristic of modern all-European pedagogical education: the desire to meet the demands of modern society, taking into account the integration processes in Europe; taking into account the labor market; presence of the principle of autonomy; continuity between phases and teacher training institutions; development of the methodological base of pedagogical education in order to find development prospects. Awareness and critical understanding of this experience allows Ukraine to optimize the reform process. The author notes that a feature of professional training and professional development of higher school teachers in the countries of the European Union is the formed positive experience, which is based on modern conceptual provisions and technological models of professional training of future teachers. The article proves that the systematization and creative use of the achievements of Western colleagues will make it possible to determine a complete system of conditions necessary for their introduction into the national sphere of higher education, which will significantly increase the quality level of training of future teachers of a higher school in the conditions of a master's degree.
9
Bulvinska, Oksana. "TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF STAFFING AUTONOMY OF UNIVERSITIES: EUROPEAN EXPERIENCE." Educological discourse 36, no. 1 (2022): 161–84. http://dx.doi.org/10.28925/2312-5829.2022.19.
Full textAbstract:
The article is devoted to the peculiarities of continuing professional development of European higher education institutions teachers' in the conditions of university autonomy. It is emphasized that the relationship and interdependence of teachers' professional and career development is a necessary condition for universities' staffing autonomy, which allows them to make decisions about career development, promotion of academic and administrative staff. 9 different models of professional development are characterized, the positive and negative properties of each of them are determined. The article analyzes the experience of organizing professional development and career support for teachers at the University of Tartu (Estonia), Uppsala University (Sweden), University of Edinburgh (Scotland, UK). Estonia, Sweden and the United Kingdom are the leaders among the countries of the European Union in the level of universities' staffing autonomy. It is proved that universities are not limited to one model of teachers' professional development, but offer a combination of practices, processes and conditions from different models. Such integration of a different models' range of professional development corresponds to the university autonomy's principles and is the most favorable and effective for academic staff.
10
Romaniuk, Oksana. "European Experience in Teacher Education and Pedagogical Mastery Development." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 87–92. http://dx.doi.org/10.1515/rpp-2015-0071.
Full textAbstract:
Abstract In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.
Dissertations / Theses on the topic "Continuing education – European Union countries"
1
Ren, Yu. "Construction of European higher education area : a neo-functionalist approach." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2595817.
Full text
2
RUBIO, BARCELÓ Eulàlia. "Regional governments, territorial political restructuring and vocational education and training policies : a comparison of four cases : Catalonia, Lombardy, Valencia and Veneto." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7037.
Full textAbstract:
Defence date: 16 March 2007Examining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available
3
Renard, Philippe. "Les politiques de l'enseignement supérieur en Europe: de l'intégration à l'harmonisation." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.
Full text
4
WENTZEL, Joachim. "An Imperative to Adjust? : skill formation in England and Germany." Doctoral thesis, 2009. http://hdl.handle.net/1814/13283.
Full textAbstract:
Defence Date: 05/12/2009Examining Board: Adrienne Héritier (EUI/RSCAS); Ewart Keep (Cardiff University); Martin Kohli (EUI) (Supervisor); Vivien A. Schmidt (Boston University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
This dissertation deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany, two countries which in the Varieties of Capitalism (VoC) literature represent two very different types of economic coordination (thereby making the study conform to a 'most different research design'). Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed, since these two areas contribute decisively to national skill formation. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism. First, the theoretical chapter (second chapter) of the thesis includes discussions of discursive institutionalism, policy diffusion, and conceptual mechanisms of institutional change, and provides a framework which accounts for path-deviant discourses and reforms. Secondly, a description of the three educational areas in both countries sketches the paths the systems should have pursued if they were to evolve path-dependently. Thereby this chapter serves as a reference point against which recent developments are assessed (fourth chapter). Thirdly, a textual discourse analysis of various White Papers of the British Government formulating policies on skill formation serves to identify visions and aims. The same procedure is applied for relevant policy papers in Germany (fifth chapter). Finally, the translation of visions into concrete policy measures is analysed by focusing on three important reform measures in each country (sixth chapter). On the basis of the policy cycle stages these measures are traced back to their original intentions and are contrasted with the implemented initiatives. This procedure elucidates how reforms match and potentially alter the existing institutional design, how ideas drive educational reforms, and how they resist, 'bend', or even vanish, once they are employed in concrete policy initiatives.
5
GORI, Gisella. "Towards a European right to education? : education and training rights and policies in the European Union." Doctoral thesis, 2000. http://hdl.handle.net/1814/4647.
Full textAbstract:
Defence date: 4 July 2000Examining board: Renaud Dehousse, EUI (supervisor) ; Bruno De Witte, EUI ; Yves Mény, EUI ; Denis Simon, University Robert Schuman, Strasbourg, and College of Europe
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
6
SCHINK, Gertrud. "Kompetenzerweiterung im Handlungssystem der Europäischen Gemeinschaft : Eigendynamik und policy-entrepreneure : Eine Analyse am Beispiel von Bildung und Ausbildung." Doctoral thesis, 1992. http://hdl.handle.net/1814/4781.
Full textAbstract:
Defence date: 20 November 1992Examining Board: Prof. Dr. Bruno de Wittw, Rijsuniversiteit Limburg ; Prof. Dr. M. Rainer Lepsius (supervisor), Universität Heidelberg ; Prof. Dr. Giandomenico Majone, Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Roger Morgan (co-supervisor), Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Fritz W. Scharpf, Max-Planck Institut für Gesellschaftsforschung, Köln
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
7
GRÄTZ, Michael. "Compensating disadvantageous life events : social origin differences in the effects of family and sibling characteristics on educational outcomes." Doctoral thesis, 2015. http://hdl.handle.net/1814/38784.
Full textAbstract:
Defence date: 19 November 2015Examining Board: Professor Fabrizio Bernardi, European University Institute (EUI Supervisor); Professor Hans-Peter Blossfeld, European University Institute; Professor Dalton Conley, New York University; Professor Jan O. Jonsson, Nuffield College, University of Oxford/ Swedish Institute for Social Research (SOFI), Stockholm University.
This thesis is a collection of four empirical studies which analyze the effects of family and sibling characteristics on educational outcomes. The analysis in all empirical studies is guided by the compensatory effect of social origin hypothesis according to which higher social origin families can reduce the negative impact of disadvantageous characteristics and life events on their children's educational outcomes. In detail, I study the effects of month of birth, parental separation, birth order, birth spacing, and maternal age. I use data on England, Germany, and Sweden. On a methodological level, I employ natural experiments, fixed effects methods, and instrumental variable (IV) estimation in order to control for the influence of unobserved confounding variables. Overall, I find support for the initial hypothesis with respect to the effects of month of birth, parental separation, and close birth spacing. Contrary to that, I find no systematic social origin differences in the effects of birth order and maternal age on educational outcomes. In the conclusion, I discuss the implications of these findings for theories of the intergenerational transmission of education, the differences in life chances of children from socio-economically advantaged and disadvantaged families, and the allocation of resources within families. I discuss how further research could possibly test in how far differences in parental involvement between social origin groups are underlying these relationships.
8
CITI, Manuele. "Patterns of policy evolution in the EU : the case of research and technology development policy." Doctoral thesis, 2009. http://hdl.handle.net/1814/12046.
Full textAbstract:
Defence Date: 26/06/2009Examining Board: Frank Baumgartner (Penn State University); Susana Borrás (Copenhagen Business School); Adrienne Héritier (EUI/RSCAS) (Co-Supervisor); Rikard Stankiewicz (Lund University (emeritus), formerly EUI) (Supervisor)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
The literature on the policy-making of the European Union (EU) has trouble understanding the long-term evolution of EU policies. While numerous accounts exist that analyze EU policies from a historical, analytical-descriptive and normative perspective, no existing account has studied the evolution of EU policy output from a positive perspective. This thesis wants to start filling this gap in the literature by studying the patterns of policy evolution in the European Union’s research and technology development (RTD) policy. This policy is studied at three different levels of analysis. The first level is that of budgetary dynamics; here I test two alternative hypotheses on the pattern of budgetary change, both derived from the American literature: the classical incrementalist hypothesis, and the punctuated-equilibrium hypothesis of Bryan Jones and Frank Baumgartner. The second level of analysis is that of agenda dynamics, where I study the pattern of issue expansion/contraction on the fragmented agenda of the EU, and test two alternative hypotheses on the allocation of agenda space to RTD policy. The third level of analysis is that of institutional dynamics; here I test the hypothesis that institutional stability is associated with phases of incremental changes, whereas institutional developments occur in correspondence with budgetary punctuations. The empirical results show that both the budgetary and agenda dynamics of this policy are fully compatible with the punctuated-equilibrium hypothesis. However, the hypothesis on the correspondence between budgetary punctuations and institutional change is to be rejected. The final part of this work investigates the mechanism and the necessary conditions for the emergence of new policy priorities, by focusing on the recent emergence of security RTD as a new priority of the Framework Programme. This dissertation is the first work to empirically test the punctuated-equilibrium model on the EU, with an extensive and original dataset composed of budgetary, agenda and institutional delegation data.
9
Yetkiner, Zeynep 1978. "Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries." Thesis, 2010. http://hdl.handle.net/1969.1/148457.
Full textAbstract:
One of the main purposes of this dissertation was to examine gender- and socioeconomic status (SES)-related mathematics achievement gaps among Turkish middle-school students compared to achievement gaps in European Union (EU) countries. A further purpose of the present study was to investigate qualified mathematics teachers’ distribution in relation to student SES among Turkish middle schools. Finally, relationships between mathematics teacher quality indicators and students’ mathematics achievement within Turkish middle-school classrooms were explored.
In this dissertation, Trends in International Mathematics and Science Study 2007 data were used. Sample countries were Turkey, Bulgaria, Cyprus, Czech Republic, Hungary, Italy, Lithuania, Malta, Romania, and Slovenia. Achievement gaps by gender and SES were examined using Cohen’s d effect sizes and 95 percent confidence intervals. Relationships between mathematics teacher quality and students’ mathematics achievement were investigated using hierarchical linear modeling.
Results showed none or only negligible gender differences but substantial SES-related gaps in Turkish students’ achievement in mathematics, overall, or in various content and cognitive domains. Correlations between students’ SES levels and their achievement were the largest in Turkey compared to the sample EU countries. Among the sample EU countries, only Hungary had as large or even somewhat larger disparities as Turkey between low- and high-SES students’ mathematics achievement. The current study also identified SES-related inequities in access to qualified mathematics teachers in Turkey. Low-SES students were more likely to be taught by mathematics teachers who had less than 3 years of experience or who did not hold a degree in mathematics or mathematics education. On the other hand, years of experience and a degree in mathematics or mathematics education were found to be substantially related to Turkish eighth-grade students’ mathematics achievement. Low-SES students’ mathematics teachers were also more likely to report lack of confidence in their preparation to teach various mathematics contents.
To narrow achievement gaps, Turkish policy-makers can explore and benefit from policies of the countries identified in the present study as more equitable in terms of student achievement than Turkey. The current study also shows Turkish policy-makers importance of the equitable distribution of qualified mathematics teachers in closing the mathematics achievement gap in middle schools.
10
VAN, ALPHEN Stan. "Just enough education to perform : the labour market integration of early school leavers in a European cross-national perspective." Doctoral thesis, 2010. http://hdl.handle.net/1814/14509.
Full textAbstract:
Defence date: 28 May 2010Examining Board: Fabrizio Bernardi (EUI); Jaap Dronkes (formerly EUI/Univ. Maastricht, Supervisor); Markus Gangl (Univ. Wisconsin, in absentia); Irena Kogan (Univ. Mannheim)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
This thesis concerns the labour market outcomes of early school leavers in a European, cross-national perspective. More specifically, it deals with the way country level factors shape the disadvantages these early school leavers experience on the European labour market, when compared with those who have at least upper secondary education. To the extent that country level variation in the labour market integration of early school leavers can be attributed to specific institutional and macro-structural characteristics, it enriches the single cross-national definition of early school leaving, and points towards best practices that can be learned from. The overarching research question that runs through this thesis is twofold. To what extent is the labour market integration of early school leavers in Europe obstructed by the country-specific macro-structural factors underlying a knowledge economy? And, second, can the various education and labour market policies across the European countries help to decrease the relative labour market disadvantage of early school leavers? The concept of early school leaving, the process of ranking and rating countries on the basis of institutional and macro-structural characteristics, and the increasing availability of standardised country level indicators have all developed through a cross-fertilisation of academic research and EU policy making, which is why this thesis draws upon both the empirical literature and the Lisbon objectives when arguing the relevance of the research and formulating its conclusions. Using the ESS, the ECHP, and the EU-SILC, this thesis addresses the cross-level influences of educational expansion, skill-biased occupational change, the type and quality of the education and training system, and labour market policies. In conclusion, attention is drawn to the three most relevant findings in this research. These are (1) the downside of an equitable educational system, (2) the benefit of a higher educational quality, and (3) the influence of durable active labour market policy.
Books on the topic "Continuing education – European Union countries"
1
Hughes, Anna K. Developing European professions: Delivering continuing professional development in Europe : a comparative study offour professions in six countries. Bristol: University of Bristol, 1994.
Find full text
2
Titmus, Colin. Continuing education in higher education: Academic self-concept and public policyin three European countries. Leeds: Study of Continuing Education Unit, School of Education, University of Leeds, 1993.
Find full text
3
Hughes, Anna K. Developing European professions: Delivering continuing professional development in Europe : a comparative study of four professions in six countries. Bristol: University of Bristol Department for Continuing Education, 1994.
Find full text
4
T, Peck Bryan, ed. The Baltic States, education, and the European Union. Hauppauge, N.Y: Nova Science Publishers, 2003.
Find full text
5
Watts, A. G. Nouvelles competences pour un avenir different: Services d'orientation et de conseil dans l'enseignement superieur de l'Union Europeenne. Brussel: Vubpress, 1998.
Find full text
6
Education, training and employment dynamics: Transitional labour markets in the European Union. Cheltenham [England]: Edward Elgar Pub., 2002.
Find full text
7
Peck, Bryan T. Teaching and educating for a new Europe: A challenge for the countries of the European Union. Comack, NY: Nova Science Publishers, 1997.
Find full text
8
Ltd, Guildford Educational Services. The coherence of compulsory education, initial and continuing training and adult education in countries of the European Economic Area: Comparative analysis. Thessaloniki: CEDEFOP, 1995.
Find full text
9
Castejon, Jean-Marc. Developing qualifications frameworks in EU partner countries: Modernising education and training. New York, NY: Anthem Press, 2011.
Find full text
10
Education and employment in the European Union: The social cost of business. Farnham: Gower, 2010.
Find full textBook chapters on the topic "Continuing education – European Union countries"
1
Guimaraes, Paula, and Marta Gontarska. "Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices." In International and Comparative Studies in Adult and Continuing Education, 115–29. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.08.
Full textAbstract:
Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.
2
Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education, 191–97. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.
Full textAbstract:
This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
3
Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko, and Stefano Di Tore. "European Recommendations on Robotics and Related Issues in Education in Different Countries." In Makers at School, Educational Robotics and Innovative Learning Environments, 255–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_34.
Full textAbstract:
AbstractThis short paper describes the preliminary phase in an innovative line of research comparing educational robotics in Italy and other countries, from the perspective of media education, and based on the European Parliament recommendations to the Commission on civil law rules on robotics. More specifically, all decision processes that affect digital citizenship should have the support of children and teenagers. For these reasons, this paper looks at the work of a group of Italian high school students in the fifth year of upper secondary school, who formulated a SWOT analysis to highlight their attitudes to robotics issues in relation to the European Union recommendations. This research started in 2018 and will be repeated this academic year with Italian and Congolese students—from the Institut Supérieur des Techniques Appliquées—with a qualitative analysis to establish student attitudes to robotics issues. Qualitative analysis was selected because the SWOT analysis is already divided into information categories, revealing a variety of concepts that are grouped together from the collected data. These results will be compared with any obtained in future years in Italy and other countries, to find further potential patterns.
4
Isaacs, Ann Katherine. "A New Concept for the Future EHEA." In European Higher Education Area: Challenges for a New Decade, 375–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_24.
Full textAbstract:
Abstract The Bologna Follow Up Group (BFUG) is currently charged with discussing new priorities for the future of the European Higher Education Area (EHEA) and to this end has organized national consultations as well as discussions within the BFUG itself. In addition to defining new priorities, it appears essential to strengthen the awareness of the principles underlying higher education beyond national or even macro-regional borders. To go beyond lists of priorities and principles, however important and valid in themselves, it seems useful to elaborate a convincing holistic concept or way of visualizing the desired future of higher education and the EHEA’s role in achieving it. Such a concept or vision can give direction to the continuing reform process and inspire countries and higher education institutions to work creatively together. To this end, the EHEA may need to transform itself from a loose intergovernmental framework to a more cohesive space where, supported by the necessary normative reforms, higher education institutions and their stakeholders can freely and effectively pursue their collaborative mission. The paper explores whether the goal of creating a ‘European higher education community’ by 2030 can help to give direction to this complex process and what that might entail.
5
Maj-Waśniowska, Katarzyna. "Expenditure on Education in the Countries of the European Union in the Light of the Europe 2020 Strategy." In Eurasian Studies in Business and Economics, 33–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67916-7_3.
Full text
6
Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.
Full textAbstract:
Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
7
Mäkelä, Marja-Liisa, and Mira Kalalahti. "Negotiated, Given and Self-Made Paths: Immigrant Origin Girls and Post-compulsory Educational Transition in Finland." In Finland’s Famous Education System, 335–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_21.
Full textAbstract:
AbstractAlthough Finland still has a relatively low proportion of students with a migrant background, it has not been able to ensure that immigrants and their descendants have equal educational opportunities. Education could enhance integration but migrant backgrounds have a persistent impact. In this chapter, our focus is on post-comprehensive educational decision-making processes of immigrant origin adolescent girls, with the viewpoint of the multifaceted intertwinement of gender and ethnicity. We conceptualise the educational decisions as negotiations that adolescents have to have with their families, teachers, counsellors and peers. Within these negotiations, the negotiating parties try to push the adolescent to choose those educational paths they see valued and preferred, and away from the choices they see as unfitting or less valued. As the girls ‘negotiate their identities according to situational contexts’, their agency is constructed with ongoing and reflective negotiations with other people. In this chapter, we show how adolescent girls with an immigrant background in Finland face quite similar difficulties as ethnic minorities in other European and Nordic countries when continuing their education from compulsory education. We also illustrate with three ‘transitional stories’ the key challenges that girls with immigrant backgrounds encounter when making their educational decisions and integrating to education: structural boundaries, social boundaries and acculturation.
8
Santos, Victor. "European Structural and Investment Funds 2021–2027: Prediction Analysis Based on Machine Learning Models." In Springer Proceedings in Political Science and International Relations, 167–75. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18161-0_11.
Full textAbstract:
ABSTRACTThis research presents several machine learning algorithms and prediction models to anticipate the European Structural and Investment Funds (ESIF) application in different European Union (EU) countries. These analyses start with data training from 2014 to 2020 ESIF, to test and predict the application of the future ESI Funds for 2021–2027. We deliver an analysis focused on the priorities of each fund, highlighting the differences between the programs in different time periods. In the framework of the European Regional Development Fund (ERDF), we will specifically address the assessment of the following themes: support innovation of small and medium-sized businesses, to greener, low-carbon, and resilient projects with enhanced mobility. In what concerns the European Social Fund (ESF), we will evaluate projects that promote and increase the EU’s employment, social, education, and skills policies, including structural reforms in these areas. Regarding the cohesion funds (CF), we will be targeting the improvements between the two ESIFs, looking at projects in the field of environment and trans-European networks in the area of transport infrastructure (TEN-T). In summary, we will be looking at the future of ESIF through the glasses of artificial intelligence.
9
Bakir, Vian, and Andrew McStay. "Defending the Civic Body from False Information Online." In Optimising Emotions, Incubating Falsehoods, 205–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13551-4_8.
Full textAbstract:
AbstractWe have established that false information online harms the civic body, driven by the economics of emotion and the politics of emotion. What should be done about this? Multi-stakeholder solutions have been proffered by various countries’ governmental inquiries into disinformation and fake news, and by supranational bodies including the United Nations, European Union and Commonwealth. This chapter assesses seven solution areas: namely, (1) coercive and non-coercive government action, (2) cybersecurity, (3) digital intermediaries/platforms, (4) advertisers, (5) professional political persuaders and public relations, (6) media organisations and (7) education. As well as being intrinsically difficult areas to solve individually, let alone in concert, the chapter concludes that such solutions merely tinker at the edges as they do not address a fundamental incubator for false information online: namely, the business model for social media platforms built on the economics of emotion.
10
Yilmaz, Harun, and Sami Şahin. "Lifelong Learning in Europe." In Adult and Continuing Education, 857–73. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch048.
Full textAbstract:
Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.
Conference papers on the topic "Continuing education – European Union countries"
1
Lugonjić, Marija. "Comparative Analysis of Medical Workers." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.33.
Full textAbstract:
Continuous Medical Education (CME) is becoming a minimum condition for adapting to today's changes and achieving success in professional and personal fields.The aim of this paper is a comparative analysis of CME in Serbia, the European Union, and the United Kingdom; US, Russian Federation and Iran. The aim of this comparative study was to assess the main countryspecific institutional settings applied by governments. Methods: A common scheme of analysis was applied to investigate the following variables: CME institutional framework; benefits and/or penalties to participants; types of CME activities and system of credits; accreditation of CME providers and events; CME funding and sponsorship. The analysis involved reviewing the literature on CME policy. Results: The US system has clear KME boundaries because it is implemented solely by credentialed institutions that organize dedicated meetings with the clear purpose of educating medical professionals.The European Union has not yet been able to reconcile the differences it has inherited from its members. Only "general" conditions are defined. Continuing medical education cannot be arbitrary, like any other organizational process. Everything has to be controlled in advance. Education in the Russian Federation is regulated by the law, Art. 2 and must be viewed as a whole. Doctors and healthcare professionals and their associates earn points through accredited continuing education programs for obtaining and renewing licenses of the Serbian Medical Chamber and KMSZTS - Chamber of Nurses and Health Technicians of Serbia. The Ordinance establishes the conditions for issuing, renewing and revoking the license for independent work, ie. License to Healthcare Professionals. (RS Official Gazette 102/2015) Conclusin: This comparative exercise provides an overview of the CME policies adopted by analyzed countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective.
2
Zorzoliu, Raluca, and Mariana Iatagan. "TRAINING OF HUMAN RESOURCES THROUGH ELEARNING PLATFORMS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-087.
Full textAbstract:
Training of human resources through e-Learning platforms according to studies conducted by the Institute for Quality of Life training of human resources in all sectors through e-learning platforms is not yet sufficiently developed in Romania compared to other European countries. Statistics show that if the European Union participation in continuing education for people in the age group 25-49 years is 11%, in Romania the percentage is below 2%. The same gap is seen for 25-64 years, less than 2%, compared to 6% in Romania in the EU. At present, we can say that training based on e-learning platforms is rather a secondary option for both training providers and employers. The main obstacles are the lack of direct contact between student and trainer or the trainee and the development of technology, and that this system is not always suitable for use in courses that focus on direct communication and interaction trainer - learner. Developing lifelong learning through the use of e-learning platform creates potential to enhance the adaptability and proficiency in the activity of the human resource in any field. Also, training in virtual environment enables the development and promotion of effective managerial models at an economic and even macroeconomic and provide increased capacity for understanding and operating the new technologies of human resources. The paper presents a comparative analysis of the situation of continuous training of human resources, and a series of best practices in developed countries in the European area, which could be successfully implemented in the development of human capital to ensure increased quality of life.
3
Deffrennes, Marc, Michel Hugon, Panagiotis Manolatos, Georges Van Goethem, and Simon Webster. "Euratom Research Framework Programme on Reactor Systems." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89502.
Full textAbstract:
The activities of the European Commission (EC) in the field of nuclear energy are governed by the Treaty establishing the European Atomic Energy Community (EURATOM). The research activities of the European Union (EU) are designed as multi-annual Framework Programmes (FP). The EURATOM 6th Framework Programme (EURATOM FP-6), covering the period 2002–2006, is funded with a budget of 1, 230 million Euros and managed by the European Commission. Beyond the general strategic goal of the EURATOM Framework Programmes to help exploit the potential of nuclear energy, in a safe and sustainable manner, FP-6 is designed to contribute also to the development of the “European Research Area” (ERA), a concept described in the Commission’s Communication COM(2000)6, of January 2000. Moreover EURATOM FP-6 contributes to the creation of the conditions for sharing the same nuclear safety culture throughout the EU-25 and the Candidate Countries, fostering the acceptance of nuclear power as an element of the energy mix. This paper gives an overview of the research activities undertaken through EURATOM FP-6 in the area of Reactor Systems, covering the safety of present reactors, the development of future safe reactors, and the needs in terms of research infrastructures and education & training. The actions under FP-6 are presented in their continuity of a ctions under FP-5. The perspectives under FP-7 are also provided. Other parts of the EURATOM FP, covering Waste Handling and Radiation Protection, as well as Fusion Energy, are not detailed in this paper.
4
Dudaitė, Jolita, Rūta Dačiulytė, and Jolanta Navickaitė. "LIFELONG LEARNING SITUATION IN EUROPEAN UNION COUNTRIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1679.
Full text
5
de Pablo Valenciano, Jaime, Juan Uribe Toril, Juan Milán García, and Mercedes Capobianco Uriarte. "ROLE PLAYING FOR KNOWLEDGE ABOUT THE EUROPEAN UNION COUNTRIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0786.
Full text
6
Zhou, Yanxi. "Identifying European Union Countries’ Cooperation in Reducing Carbon Emissions." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.099.
Full text
7
Silvestru, Ramona camelia, Elena Prada, and Catalin ionut Silvestru. "CONVERGENCE CLUB OF ONLINE EDUCATION IN EUROPEAN UNION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-160.
Full textAbstract:
Education has a major role regarding human development and society, being the main resource of growth of a country. Along with the technological evolution and changes, education has gained other dimensions, as internet brings together. In this paper we aim to study if there are influences of the digital skills and access to technology on the education development and convergence in the European Union Countries. The method applied is based on convergence clubs principle: a group of countries tend to have similar tendencies regarding a specific characteristic. Considering that the European Union states may form clusters of countries with a specific characteristic based on the expenditures together with the internet use. On the clusters resulted we employ an econometric model that takes into consideration aspects as: influences on how European countries converge in terms of access to internet and technology of households, and stimulation of educational convergence in European Union. Another aspect of our research is to point out the need of investments in all education and training forms in such a way that we can assure that the people that are attending this process will be more efficient and their effectiveness will raise as a consequence of improved skills and competences that are meeting rapidly the needs of the labor market. This process of education and training will allow the individuals to achieve the knowledge, skills and competences through the usage of the ELearnings platforms that enables them to grow and to influence their situations, by broadening their perspectives, equipping people favorably for their future lives.
8
Burksaitiene, Daiva, and Kristina Garskaite-Milvydiene. "Cross-Border Mergers and Acquisitions Factors in Joining the European Union Countries." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.076.
Full textAbstract:
Mergers and acquisitions (M&As) are increasingly being used in the business world, and this process plays an important role in economic theory and lays the foundations for sustainable business development. The global recovery in foreign direct investment (FDI) was strong in 2015, with global FDI flows jumping by 38%, their highest level since the global economic and financial crisis of 2008–2009. A surge in cross-border M&As to $721 billion, from $432 billion in 2014, was the principal factor behind the global rebound. These M&As were partly driven by very large corporate reconfigurations by multinational enterprises (MNEs), i.e. changes in legal or ownership structures, including shifting their headquarters for strategic reasons and tax inversions. This paper examines the key M&As stimulating strategic objectives and causes, and ways of this process, as well as the cross-border M&As market activity. The objective of this paper is to identify ways, purposes and reasons of M&As transactions, and to present the factors influencing this process and market activity. The object of this research is the M&As transactions market. Research methodology of this paper is based on scientific literature and statistical information systematic, comparative, logical and econometric analysis.
9
Molendowski, Edward. "Western Balkan Countries – Main Issues Concerning Cooperation and Integration with the European Union." In Scientific Conference “Contemporary Issues in Business, Management and Education ‘2011”. Vilnius, Lithuania: Vilnius Gediminas Technical University Press Technika, 2011. http://dx.doi.org/10.3846/cibme.2011.17.
Full text
10
Palkova, Zuzana, Marta Harnicarova, Jan Valicek, Vojtech Stehel, Nikolay Mihailov, Maria Fragkaki, Walid Mahmoud Khalilia, and Aziz Abdel Karim Awad Salameh. "Perspective of education in Agriculture 4.0 in selected countries in European Union and Palestine." In 2022 8th International Conference on Energy Efficiency and Agricultural Engineering (EE&AE). IEEE, 2022. http://dx.doi.org/10.1109/eeae53789.2022.9831232.
Full textReports on the topic "Continuing education – European Union countries"
1
Martin, Matthew. The Crisis of Extreme Inequality in SADC: Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, May 2022. http://dx.doi.org/10.21201/2022.8793.
Full textAbstract:
The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
2
Martin, Matthew. The Crisis of Extreme Inequality in SADC: Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, May 2022. http://dx.doi.org/10.21201/2022.8793.
Full textAbstract:
The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
3
Kira, Beatriz, Rutendo Tavengerwei, and Valary Mumbo. Points à examiner à l'approche des négociations de Phase II de la ZLECAf: enjeux de la politique commerciale numérique dans quatre pays d'Afrique subsaharienne. Digital Pathways at Oxford, March 2022. http://dx.doi.org/10.35489/bsg-dp-wp_2022/01.
Full textAbstract:
Realities such as the COVID-19 pandemic have expedited the move to online operations, highlighting the undeniable fact that the world is continuing to go digital. This emphasises the need for policymakers to regulate in a manner that allows them to harness digital trade benefits while also avoiding associated risk. However, given that digital trade remains unco-ordinated globally, with countries adopting different approaches to policy issues, national regulatory divergence on the matter continues, placing limits on the benefits that countries can obtain from digital trade. Given these disparities, ahead of the African Continental Free Trade Area (AfCFTA) Phase II Negotiations, African countries have been considering the best way to harmonise regulations on issues related to digital trade. To do this effectively, AfCFTA members need to identify where divergencies exist in their domestic regulatory systems. This will allow AfCFTA members to determine where harmonisation is possible, as well as what is needed to achieve such harmonisation. This report analyses the domestic regulations and policies of four focus countries – South Africa, Nigeria, Kenya and Senegal – comparing their regulatory approaches to five policy issues: i) regulation of online transactions; ii) cross-border data flows, data localisation, and personal data protection; iii) access to source code and technology transfer; iv) intermediary liability; and v) customs duties on electronic transmissions. The study highlights where divergencies exist in adopted approaches, indicating the need for the four countries – and AfCFTA members in general – to carefully consider the implications of the divergences, and determine where it is possible and beneficial to harmonise approaches. This was intended to encourage AfCFTA member states to take ownership of these issues and reflect on the reforms needed. As seen in Table 1 below, the study shows that the four countries diverge on most of the five policy issues. There are differences in how all four countries regulate online transactions – that is, e-signatures and online consumer protection. Nigeria was the only country out of the four to recognise all types of e-signatures as legally equivalent. Kenya and Senegal only recognise specific e-signatures, which are either issued or validated by a recognised institution, while South Africa adopts a mixed approach, where it recognises all e-signatures as legally valid, but provides higher evidentiary weight to certain types of e-signatures. Only South Africa and Senegal have specific regulations relating to online consumer protection, while Nigeria and Kenya do not have any clear rules. With regards to cross border data flows, data localisation, and personal data protection, the study shows that all four focus countries have regulations that consist of elements borrowed from the European Union (EU) General Data Protection Regulation (GDPR). In particular, this was regarding the need for the data subject's consent, and also the adequacy requirement. Interestingly, the study also shows that South Africa, Kenya and Nigeria also adopt data localisation measures, although at different levels of strictness. South Africa’s data localisation laws are mostly imposed on data that is considered critical – which is then required to be processed within South African borders – while Nigeria requires all data to be processed and stored locally, using local servers. Kenya imposes data localisation measures that are mostly linked to its priority for data privacy. Out of the four focus countries, Senegal is the only country that does not impose any data localisation laws. Although the study shows that all four countries share a position on customs duties on electronic transmissions, it is also interesting to note that none of the four countries currently have domestic regulations or policies on the subject. The report concludes by highlighting that, as the AfCFTA Phase II Negotiations aim to arrive at harmonisation and to improve intra-African trade and international trade, AfCFTA members should reflect on their national policies and domestic regulations to determine where harmonisation is needed, and whether AfCFTA is the right platform for achieving this efficiently.