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Books on the topic 'Continuing education – European Union countries'

Author: Grafiati

Published: 10 March 2023

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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.

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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.

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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.

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4

T, Peck Bryan, ed. The Baltic States, education, and the European Union. Hauppauge, N.Y: Nova Science Publishers, 2003.

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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.

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6

Education, training and employment dynamics: Transitional labour markets in the European Union. Cheltenham [England]: Edward Elgar Pub., 2002.

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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.

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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.

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9

Castejon, Jean-Marc. Developing qualifications frameworks in EU partner countries: Modernising education and training. New York, NY: Anthem Press, 2011.

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10

Education and employment in the European Union: The social cost of business. Farnham: Gower, 2010.

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11

Lipsmeier, Antonius. Die Berufsausbildungspolitik der Gemeinschaft für die 90er Jahre: Analyse der Stellungnahmen der EU-Mitgliedstaaten zum Memorandum der Kommission : ein Gutachten. Bonn: Bundesministerium für Bildung und Wissenschaft, 1994.

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12

Hervey, Tamara K. European social law and policy. New York: Longman, 1998.

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13

Alexander, Thomas. Realität und Innovation in der europäischen Begegnung. Göttingen: Vandenhoeck & Ruprecht, 2009.

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14

Klomfass, Sabine. Hochschulzugang und Bologna-Prozess: Bildungsreform am Übergang von der Universität zum Gymnasium. Wiesbaden: VS-Verl., 2011.

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15

Mainstreaming equality in the European Union: Education, training and labour market policies. London: Routledge, 1998.

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16

Thomas, Stahl, and European Commission. Task Force Human Resources., eds. Quality assurance in in-house continuing training: Case studies from Europe : synthesis report from case studies on quality assurance in in-house continuing training from nine member states of the European Union, commissioned by the Task Force Human Resources of the European Commission. Luxembourg: Office for Official Publications of the European Communities, 1996.

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17

European Centre for the Development of Vocational Training., ed. Training and the labour market: Using data for decision-making : papers from the conference organized by the EC Commission (PETRA Programme), CEDEFOP and GREE : Nancy (F), 6, 7 and 8 March 1991. Thessaloniki: The Centre, 1994.

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18

McHugh, Nicole. An analysis of the European Union member states' aid policies and activities in the field of education and training to developing countries. Brussels: European Commission, 1995.

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19

Europe, Council of, ed. Student handbook: A directory of courses and institutions in higher education for 29 countries which are non-members of the European Union. 3rd ed. Bad Honnef: Verlag K.H. Bock, 1997.

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20

Thomas, Alexander. Realität und Innovation in der europäischen Begegnung. Göttingen: Vandenhoeck & Ruprecht, 2009.

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21

Thomas, Alexander. Realität und Innovation in der europäischen Begegnung. Göttingen: Vandenhoeck & Ruprecht, 2009.

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22

Law and the wearing of religious symbols: European bans on the wearing of religious symbols in education. New York, NY: Routledge, 2012.

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23

Bannock, Graham. Taxation in the European Community: The small business perspective. London: Paul Chapman on behalf of the European Small and Medium-Sized Enterprise Contact Group, 1990.

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24

R, Kahle Lynn, ed. Euromarketing and the future. New York: International Business Press, 2003.

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25

Ashton, D. N. Supporting workplace learning for high performance working. Geneva: International Labour Office, 2002.

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26

Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.

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27

Lifelong learning: The contribution of education systems in the member states of the European Union : results ofthe Eurydice survey. Brussels: Eurydice, European Unit, 2000.

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28

The coherence of compulsory education, initial and continuing training, and adult education in countries of the European Economic Area. Thessaloniki [Greece]: The Centre, 1995.

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29

Watts, A. G., and Raoul Van Esbroeck. New Skills for New Futures: Higher Education Guidance and Counselling Services in the European Union. Vub Brussels University Press, 1999.

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30

Peck, Bryan T. Teaching and Educating for a New Europe: A Challenge for the Countries of the European Union. Nova Science Publishers, 1996.

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31

Peck, Bryan T. Education, the Baltic States and the Eu: In Education, Emerging Goals in a New Millennium (Education--Emerging Goals in a New Millennium). Nova Science Publishers, 2003.

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32

Chakroun, Borh, and Jean-Marc Castejon. Developing Qualifications Frameworks in Eu Partner Countries: Modernising Education and Training. Anthem Press, 2012.

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33

Chakroun, Borhene, Arjen Deij, Vincent McBride, Mike Coles, and Jean-Marc Castejon. Developing Qualifications Frameworks in EU Partner Countries: Modernising Education and Training. Anthem Press, 2011.

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34

(Editor), Francis Crawley, Paul Smeyers (Editor), and Paul Standish (Editor), eds. Universities Remembering Europe: Nations, Culture, and Higher Education (International Educational Studies). Berghahn Books, 2001.

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35

Malykhin, Oleksandr, Nataliia Aristova, and Oksana Shparyk. Organizing educational process in Ukraine and European Union countries under unpredicted global influences. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-26-7-2021-71.

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The reference book of “Organizing educational process in Ukraine and European Union countries under unpredicted global influences” highlights issues related to the experience of organizing educational process in the EU countries (Austria, Belgium, Bulgaria, Greece, Denmark, Estonia, Ireland, Spain, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Germany, Poland, Portugal, Romania, Slovakia, Slovenia, Hungary, Finland, France, Croatia, the Czech Republic, Sweden) and in Ukraine in the 21st century with emphasis on investigating peculiarities of organizing educational process amid blended learning, whose transition is caused by unpredictable global impacts (the Covid-19 pandemic). Information presented in the reference book contributes to raising the quality of national education by implementing positive experience of organizing educational process in the EU countries amid the Covid-19 pandemic into the education system of Ukraine. The reference book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.

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36

European Foundation for the Improvement of Living and Working Conditions (Corporate Author), ed. Training in Environmental Management-Industry and Sustainability: Corporate Environmental and Resource Management and Educational Requirements. European Communities, 1997.

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37

Managing Currency Risk: Proceedings of the Aimr Seminar Managing Currency Risks for Investment Portfolios and European Monetary Union: Changes (Icfa Continuing Education). CFA Institute, 1997.

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38

Integration of Refugees into the European Education and Labour Market: Requirements for a Target Group Oriented Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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39

Seukwa, Louis Henri. Integration of Refugees into the European Education and Labour Market: Requirements for a Target Group Oriented Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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40

Malykhin, Oleksandr, Nataliia Aristova, and Oksana Shparyk. The use of positive experience of organizing educational process in European Union countries under unpredictable global influences in the system of national education of Ukraine. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-25-0-2021-70.

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The presented instructional guidelines book is targeted at presenting generalized experience of the EU countries and Ukraine regarding the implementation of measures aimed at minimizing the negative consequences of the urgent reformatting of traditional educational process (classroom studies in general secondary schools and lecture-seminar studies at higher education institutions) into distance and/or blended learning formats. The instructional guidelines book consists of four sections (“General Provisions”, “Generalized experience of EU countries in overcoming the negative effects of the COVID-19 pandemic on national systems of education and prospects for its usage in the educational system of Ukraine”, “Measures taken to address the negative impacts of the COVID-19 pandemic on national educational systems”, “Recommended sources for obtaining additional information”) and provides comprehensive information on measures that can be recommended for implementing into the educational system of Ukraine within distance and/or blended learning (amid the COVID-19 pandemic and with the prospect of applying the most effective forms, methods and means of education in post-pandemic period). The instructional guidelines book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.

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41

Kvashnin, Yu, M. Klinova, A. Nevskaya, and E. Khesin, eds. The European Union in the World Economy: Competitiveness Issues. Primakov National Research Institute of World Economy and International Relations, Russian Academy of Sciences (IMEMO), 23, Profsoyuznaya Str., Moscow, 117997, Russian Federation, 2020. http://dx.doi.org/10.20542/978-5-9535-0587-1.

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This study is prepared by the Center for European Studies of Primakov National Research Institute of World Economy and International Relations. It observes the problems of competitiveness and the challenges faced by European countries and the European Union as a whole in contemporary global economy. The first part of the book presents the general position of the EU in the world economy, examines industrial competitiveness and describes the role of State in its ensuring. The second part is dedicated to national competitiveness of European countries in the European Single Market. The publication is intended for Agencies developing Russia's economic policy, as well as for researchers, higher education professors, postgraduates, students, and anyone interested in the current trends in the world economy and international relations.

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42

Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Routledge, 2013.

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43

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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44

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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45

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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46

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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47

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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48

Howard, Erica. Law and the Wearing of Religious Symbols: European Bans on the Wearing of Religious Symbols in Education. Taylor & Francis Group, 2013.

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49

Meissner, Katharina L. Commercial Realism and Eu Trade Policy. Taylor & Francis Group, 2020.

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50

Meissner, Katharina L. Commercial Realism and EU Trade Policy: Competing for Economic Power in Asia and the Americas. Taylor & Francis Group, 2018.

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