Journal articles on the topic 'Education and state – European Union countries'
To see the other types of publications on this topic, follow the link: Education and state – European Union countries.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Education and state – 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Zainieva, Lilia, Aigul Abzhapparova, and Elmira Suimbayeva Suimbayeva. "Youth Vector of Europe: Strategic, State and International Communication." Rhetoric and Communications, no. 54 (January 30, 2023): 99–110. http://dx.doi.org/10.55206/nnuh7157.
Full textAbstract:
Abstract. The article emphasizes that the implementation of youth policy depends on many factors, primarily on its implementation at all levels: international, regional and national. This article is devoted to the study of youth policy issues in line with the last two levels. It is based on the materials of the European Union and a number of states in this region. Such issues as the creation and establishment of the activities of pan-European structures are being considered. Moreover, this process is analyzed not only at the level of state bodies, but also non-governmental organizations, especially youth. Special attention is paid to international cooperation in the field of youth policy. A significant part of the article is occupied by materials related to work among young people in specific European countries. They summarize the experience in the field of education, employment and other main areas of the young generation's life, highlight the features of this experience in order to use it by other states. The analysis showed that European countries have accumulated sufficient potential in working with young people. The achievements of the European Union as a whole are also of interest, especially in the development of integration processes, the unification of organizational, legal and material resources. Key words: youth, Youth 2030 Strategy, level of youth policy, international cooperation, education, employment, Council of Europe, European Union.
2
Keighley, Tom. "Accession to the European Union 2001–2010." Nursing Ethics 19, no. 1 (June 14, 2011): 160–66. http://dx.doi.org/10.1177/0969733011404587.
Full textAbstract:
Since 2001, the Commission of the European Union has instigated Peer Reviews to help countries preparing to accede to the European Union. Added to this has been the provision of workshops and individual expert inputs. This article recounts the experiences of the author in this process. It focuses on how a single directive has revealed major ethical challenges for nurses, their national associations and state governments as they seek to implement the changes required. In particular a sub-agenda has emerged relating to general education, access to higher education and the position of women in these countries. The ethical challenges include freedom to practice and creation of competent authorities to provide proper oversight of the health care professions. In 2011, the directive is being reviewed and this article offers arguments for its continuation, even in an unreformed state.
3
Dragišić, Radmila. "Autonomy of higher education in the European Union: Case C-66/18 European Commission v. Hungary." Politeia 11, no. 21 (2021): 83–96. http://dx.doi.org/10.5937/politeia0-31034.
Full textAbstract:
Aware of the fact that autonomy is an important prerequisite for educational institutions to be able to perform their tasks, in this paper we explore and analyze one of the most interesting cases from the jurisprudence of the Court of Justice of the European Union in this area. Namely, the European Commission initiated proceedings against the Republic of Hungary for violating the rights of the European Union. The focus is on the Law on Higher Education of that member state, which has caused sharp controversies within the academic community in the countries of the European Economic Area, but also in third countries. Although the work is mostly dedicated to the free movement of services in the field of higher education, we inevitably explore the relationship between European Union law and legal instruments of the World Trade Organization (WTO), as well as the views of the Court of Justice regarding their interpretation. The case we are discussing is also important for the status of countries aspiring to become members of the European organization, since the European Parliament adopted a recommendation to include in the Copenhagen criteria for accession the defense and protection of academic freedom and institutional autonomy in order to prevent their endangerment in member states.
4
Bajrami, Vedat. "COMPARISON OF INCLUSIVE POLICIES AND PRACTICES IN SOME COUNTRIES OF THE EUROPEAN UNION AND IN KOSOVO." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (June 5, 2019): 1593–98. http://dx.doi.org/10.35120/kij31051593b.
Full textAbstract:
In the last thirty years of pedagogical practice, particular attention has been paid to the inclusion of children with special education needs, multi-lingual children in multi-cultural environments and children living in poverty. Nowadays, inclusive education is a subject and a requirement of all European institutions in the EU and the Council of Europe, many families, experts, non-governmental organizations and individuals.The research sample consists of 8 countries from Europe and Kosovo. The condition for the research countries to be included in the sample is based on the population number not being larger than 8 million. Because of the relevance of the comparative analysis, two older state members of the European Union were chosen (Austria, the Flemish and the French region of Belgium), two members of the European Union (Cyprus, Estonia, Latvia and Slovenia), two Scandinavian countries (Finland and Norway) and Kosovo. Kosovo has received the status of a potential candidate for European Union membership.
5
Ishchuk, Yaroslava, and Maryna Horna. "EDUCATION STATISTICS OF UKRAINE IN THE CONTEXT OF EUROPEAN INTEGRATION." Educational Analytics of Ukraine, no. 4 (2022): 118–27. http://dx.doi.org/10.32987/2617-8532-2022-4-118-127.
Full textAbstract:
The paper examines the current state of harmonization of state statistical activity with the requirements of the European Statistical System. The purpose of the article is to determine the state of integration of the education statistics system of Ukraine into the European Union to ensure comparability of education data at the international level. The research was carried out on the basis of general scientific methods such as analysis and synthesis, comparison, time-series analysis, structural analysis, graphical method, etc. The legal framework for the implementation of obligations in the field of statistics and information exchange between Ukraine and the European Union was analyzed. The Law of Ukraine on amendments to certain laws of Ukraine related to the activity of state statistics was reviewed with regard to amendments to the Law of Ukraine "On Education". The main aspects and processes of education systems at the global level were outlined. Special attention is given to creating the necessary conditions for international comparability of education data and indicators. The International Standard Classification of Education is described to provide internationally comparable statistics. The compliance of coverage of relevant age groups by educational programs of Ukraine with international standards was analyzed. Student enrolment has been studied in comparison with European Union member and candidate countries. It was noted that Ukraine had completed a significant amount of work on the commitments towards European integration, despite the emergency situation in Ukraine as a result of the attack by the russian federation. The article draws conclusions about the state of integration of the system of education statistics of Ukraine into the European Union. The task of integrating the system of education statistics of Ukraine into the European space can be carried out effectively only on the condition of consensus, systematic, and comprehensive consideration.
6
Yuskiv, Bohdan, and Nataliia Karpchuk. "Multilingualism Factors of the European Union Member-States." Історико-політичні проблеми сучасного світу, no. 43 (June 15, 2021): 136–45. http://dx.doi.org/10.31861/mhpi2021.43.136-145.
Full textAbstract:
Languages are the basis for Europeans who want to coexist and work together. To do this, the Europeans need to understand each other, the EU's neighbors and partners as well, and to teach and promote the linguistic heritage of the Member States. The motto of the European Union – “Unity in diversity” – reflects multilingualism as the basis of the EU, which is enshrined in a number of documents at the pan-European level. Multilingualism makes business and citizens more competitive and mobile. Promoting multilingualism is a great way to unite Europeans, to build a truly inclusive society where citizens' rights are respected. In the EU “multilingualism” is treated as the ability of communities, groups and individuals to use more than one language in their daily activities on an ongoing basis. The European Commission (together with national governments) coordinates the goal of multilingualism and the goals of the language strategy. Languages should not be an obstacle to participation in society, and marginalized language groups should be identified, represented and included in society. However, the national language policy is the sphere of competence of each state. The article substantiates the assumption that there are certain factors that determine the specifics and level of multilingualism of the EU Member-States. The multilingualism index of each EU Member-State was calculated and the countries were ranked according to a number of sub-indices, in particular: official languages, foreign language skills, language education and study, foreigners (migrants) and language policy, everyday languages, international communications. It was found out that according to the integrated index of multilingualism, the top 5 countries are represented by Luxembourg, Germany, Finland, Sweden and the Netherlands. The most important factors determining the policy of multilingualism are the following: the influence of citizens who are interested in learning foreign languages, as well as foreigners, migrants who study the state language to assimilate in society, the influence of using foreign languages in practice and online communication.
7
BAKHMAT, N., and A. OSTENDA. "THE INTERNATIONALIZATION PROCESSES CHARACTERISTICS OF HIGHER EDUCATION IN POLAND AGAINST THE BACKGROUND OF THE EU COUNTRIES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 48–61. http://dx.doi.org/10.31494/2412-9208-2022-1-2-48-61.
Full textAbstract:
The purpose of the article is to analyze the processes of internationalization of higher education in Poland and compare them with other countries of the European Union, which will allow us to assess the state's place in the European educational space and form further development prospects. It was noted that the most important impetus for the development of internationalization in Europe was the Bologna process. The joining of the higher education system of Poland to it initiated the implementation of the pan-European development policy at the state level. The main prerequisites for the internationalization of the educational process in institutions of higher education have been determined. The international student mobility level in the countries of the European Union is analyzed. It was established that Poland is an active participant in internationalization, which allows increasing the competitiveness of universities against the background of preserving the best traditions and specifics of the national higher education system. Based on the study of the processes of internationalization of higher education in Poland against the background of the countries of the European Union, it was noted that they correspond to European trends and follow the best world trends in this field. It was established that this country's share of foreign students in higher education institutions is 3.86% of the number of enrolled students, which is significantly lower than the average value for the countries of the European Union (10.86%). According to the results of the analysis of the total number of foreign students in the host countries, it was determined that Poland belongs to the largest classification group (from 20 to 100 thousand people) and receives the main contingent of students from Ukraine, Belarus, India, the Czech Republic, Norway, and other countries. Certain developments and practices that are characteristic of the Polish higher education system in comparison with the countries of the European Union are summarized. Attention is drawn to the problems and challenges faced by internationalization participants. A set of measures aimed at the effective development of the internationalization of higher education in Poland has been formed, which should be implemented at different levels of management (national and university), which will increase the country's competitiveness in the market of educational services. Key words: higher education, internationalization of higher education, competitiveness, foreign students, student mobility.
8
Hennebry, Mairin. "Interactions between European Citizenship and Language Learning among Adolescent Europeans." European Educational Research Journal 10, no. 4 (January 1, 2011): 623–41. http://dx.doi.org/10.2304/eerj.2011.10.4.623.
Full textAbstract:
Recent enlargement of the European Union (EU) has created debate as to the suitability of current structures and policies for effectively engaging citizens and developing social cohesion. Education and specifically modern foreign language (MFL) teaching are argued by the literature to play a key role in equipping young people to interact and communicate effectively in the ever-changing European context and to exercise their rights as European citizens. However, much of the empirical research to date has focused on adult understandings of European citizenship. Furthermore, very few studies consider whether current MFL teaching is addressing issues of European citizenship or offer a comparison of provision between one member state and another. This study presents questionnaire data from four European countries to investigate young people's current understanding and awareness of European citizenship and the perceived contribution of their language learning experience to this awareness. Findings suggest that knowledge about European citizenship is patchy across the four countries. Reports on learning in MFL lessons indicate a mismatch between the role identified for the subject in the development of European citizenship and the situation in the classroom. Data gathered from English pupils suggest that these issues are more acute in England than they are in France, Spain or Ireland.
9
Mospan, Natalia. "Skills demand and suply in the European Union." Osvitolohiya, no. 6 (2017): 176–80. http://dx.doi.org/10.28925/2226-3012.2017.6.176180.
Full textAbstract:
The author of the article presents an analysis of the current situation of demand and supply of specialists in the European Union. The basis for the analysis is the reports of the European Commission, which widely cover this issue. It is worth noting that different EU countries feel the problems of supply and demand in different ways. Their conformity is observed only in Germany, where the number of students graduate each year and enter the labor market in search of work coincides with the requirements of employers in terms of the number of specialists. Other EU countries are in demand for specialists in the scientific, engineering and technology sectors and a quantitative shortage of teachers and doctors. The study is devoted to the questions related to factors that affect the matching between the demand and supply of teachers and doctors. Among such factors is the increase in population, health and education costs. The number of school children is the dominant factor in the demand for teachers. Another factor is educational programs that determine the demand for subject teachers. The policies and priorities of the curriculum have a dominant influence in determining the different types of teachers as well. The demand for physicians depends on the health system. The offer of doctors may differ due to differences in the industry, in particular, the accessibility of education and training for doctors, as well as the conditions of medical service. The results of this study can contribute to a deeper understanding of the current state of the regulating process of higher education interaction with the labor market in Ukraine.
10
Busu, Mihail, Catalina Nedelcu, and Aura Cadis. "An overview of the academic level among EU countries. A cluster analysis approach." Proceedings of the International Conference on Business Excellence 15, no. 1 (December 1, 2021): 210–17. http://dx.doi.org/10.2478/picbe-2021-0020.
Full textAbstract:
Abstract The modernization of higher education is a complex process and occupies a priority place on the agenda of concerns both at European level and at the level of each member state of the European Union (EU). In this paper we present the results of the analysis of the main aspects of post-integration modernization of higher education in Romania, compared to the evolution in other Member States in the same period, from the perspective of five indicators: expenditure per student, percentage of GDP allocated to higher education, graduates per thousand inhabitants and professor per student’s ratio. In order to achieve the proposed objective, we have carried out a research and a cluster analysis of data from secondary sources of available information, respectively reports of the European Commission and various statistical reports that will be mentioned throughout the article.
11
Gaebel, W., M. Hermans, M. Muijen, E. Sönmez, and A. Kerst. "Developing a postgraduate curriculum for European psychiatry." Die Psychiatrie 14, no. 01 (January 2017): 45–49. http://dx.doi.org/10.1055/s-0038-1669550.
Full textAbstract:
Summary Background: The internal market of the European Union allows medical professionals, like psychiatrists, to work in their country of choice. Although the medical qualification is recognized in other countries, considerable differences in education remain. Objective: This article gives an overview of the current state of psychiatric training in Europe, previous efforts to harmonize it and future directions for action. Results: Psychiatric training in Europe is highly diverse. There is no official body within the European Union (EU) that is responsible for training harmonization. Despite previous efforts to generate common European standards for post-graduate training in psychiatry, the implementation continues to be a major challenge. Conclusion: The European Psychiatric Association (EPA), the European Union of Medical Specialists (UEMS), the World Health Organization (WHO) Europe and the European Federation of Psychiatric Trainees (EFPT) have decided to revive previous work on harmonized post-graduate education and created the Task Force on Education in European Psychiatry (TFEEP) in order to reach a training and education consensus in Europe. The creation of an attractive and high quality framework which is based on the needs of modern psychiatric practice and sensitive to European traditions and values is the main aim to be pursued in future.
12
Borbélyová, Diana, Alexandra Nagyová, Katalin Hajduné Holló, Krisztián Józsa, and Judit Podráczky. "Štátne výchovno-vzdelávacie programy predprimárnej edukácie Slovenskej republiky a Maďarska." Disputationes Scientificae Universitatis Catholicae in Ružomberok 22, no. 4 (2022): 15–25. http://dx.doi.org/10.54937/dspt.2022.22.4.15-25.
Full textAbstract:
The education policies of the European Union countries have their own specificities and differences. These differences can be seen not only in direct educational activities, but also in the legislatively binding curriculum documents for pre-primary education. The present study deals specifically with the comparison of the State Curriculum for Pre-primary Education in Kindergartens 2016 (Slovak Republic) and the National Education Programme 2012 (Hungary).
13
Siakas, Kerstin V., Rita Gevorgyan, and Elli Georgiadou. "IT Methods and Techniques Applied to Educational Quality Enhancement." International Journal of Human Capital and Information Technology Professionals 2, no. 3 (July 2011): 79–90. http://dx.doi.org/10.4018/jhcitp.2011070106.
Full textAbstract:
European Union countries aspire to create, through the implementation of the Bologna Process, an open European Higher Education Area, which increases the attractiveness of European higher education and the competitiveness of Europeans in the international labour market. This paper examines the importance of the Bologna Process in countries outside Europe and how effective implementation of a Quality Assurance action plan can enhance education quality. The authors apply Information Technology (IT) methods and techniques, such as Total Quality Management (TQM), Goal Question Metric (GQM) and Balanced ScoreCard (BSC), to Educational Management. The derivation of Key Performance Indicators (KPIs) is discussed, as well as their application to a case study at the Cybernetics Faculty of the State Engineering University of Armenia (SEUA), regarding the implementation of an education quality enhancement strategy. As a result of the effort to align to European Higher Education Standards and the Bologna Process, a degree of Business Process Re-engineering (PBR) was necessary. The results show that the main reason for university strategy development is better relocation of resources and determination of which programmes and services are efficient and consistent with the university’s mission.
14
Magalhães, Manuela, and Ana Campina. "Migrants and Refugees in European Union: “Warm Peace”, Human Rights Education and Political Sustainability." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 29. http://dx.doi.org/10.11114/jets.v6i11a.3798.
Full textAbstract:
Considering the EU position and their state member facing serious Human Rights violation as well as a political complex diplomatic development (inside and outside) the European context. Holocaust has obliged millions of European citizens to “escape” from their own countries to be able to survive. The political consequences of this movement were controlled based on the diplomacy considering the war context and each state “position”. Due the most different reasons, along the 20th century the migration in, from and to Europe was an important and strong social movement but without a negative global political impact but economical. However, the last decade, especially after 2010 with the “Spring Arab” revolutions in Middle East and North Africa, Europe has been the destination of millions - illegal migrants and Refugees.
15
Liepa, Diana, and Inta Ratniece. "PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 48–59. http://dx.doi.org/10.33225/pec/13.52.48.
Full textAbstract:
In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The significance of communication and foreign language acquisition skills is gradually increasing (Bologna Declaration, 1999). A strategic goal for the European Union is to develop the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with a wider variety and better jobs and greater social cohesion. All citizens of European Union countries require foreign language skills, because these skills provide citizens with the opportunity to make use of the free movement to work or to study at one of the EU member states and as such they stimulate the development of a European labour market. As an EU member state, Latvia participates in this process. Improvements should be achieved in teacher education by implementing innovations in the study process. Key words: didactic modules, experience, planning, aim, assessment.
16
Rollnik-Sadowska, Ewa. "YOUNG PEOPLE IN THE EUROPEAN UNION LABOUR MARKET." Latgale National Economy Research 1, no. 8 (October 24, 2016): 80. http://dx.doi.org/10.17770/lner2016vol1.8.1482.
Full textAbstract:
In an era of aging of the European Union population, it is crucial to take care of human resources in various spheres of their life. The potential of young people is particularly important, as their economic activity creates the basis of maintaining the European welfare state model. However, the labour market situation of young people is difficult. Moreover, the phenomena, which have recently attracted increasing attention, are remaining for young people without employment, education or training (NEET). The occurrence of NEET's resources is harmful at micro level - due to pauperization of European households as well as for the whole economy due to insufficient usage of human resources. The paper aim is to compare how the situation of young people differs in the European Union labour markets.The paper was based on both the desk-research of literature as well as the analysis of selected economic indicators of young people (aged 15-29 years). The indicator analysis was made through the usage of cluster analysis (Ward's method and k-means method). The data was gathered from the databases of Eurostat. The selected indicators determine the labour market situation of young people in the EU countries and they are derived from two years – 2006 and 2014.Ward's and k-means methods allowed for dividing the EU countries into three groups. It occurred that the groups in 2006 have a completely different composition of countries than in 2014, which was mainly determined by crisis influences on the labour markets as well as directions of conducted reforms. Additionally, the k-means method allowed for comparison of selected groups on the basis of chosen variables and determination of countries with the best and the worst situation of young people.
17
Melnikas, Borisas. "TRANSITION PROCESSES IN LITHUANIA AND OTHER EAST - AND CENTRAL EUROPEAN COUNTRIES: DEVELOPMENT OF UNIVERSITY AND PROFESSIONAL STUDIES SYSTEM." Journal of Business Economics and Management 5, no. 3 (September 30, 2004): 165–71. http://dx.doi.org/10.3846/16111699.2004.9636080.
Full textAbstract:
The present state of university and professional education in Lithuania and major problems of its development are outlined. The possibilities of upgrading university and professional studies are evaluated, taking into account the processes associated with the integration of Lithuania into the European Union. In addition, the prospects of education development are analyzed in the context of transitions characteristic of the states of Central and Eastern Europe.
18
Furuzan, Verda Gizem. "Adaptation to the Bologna Process: The Case of Turkey." Excellence in Higher Education 3, no. 2 (December 28, 2012): 104–10. http://dx.doi.org/10.5195/ehe.2012.71.
Full textAbstract:
The Bologna Declaration of 19 June 1999 was signed by 29 ministers responsible from higher education in their countries. The explicit purposes of the Bologna Process were to increase the comparability and readability of degrees across all member state higher education systems. The aim of the Bologna Process is to have a common bachelor’s–master’s–doctorate system in all of European Union member countries. The Bologna Process is the process of creating the European Higher Education Area and is based on cooperation between ministries, higher education institutions, students and staff from 47 countries, with the participation of international organizations. It has been a major reform initiative in the last two decades. This article describes with the dynamics of Bologna Process and the European Union’s growth and jobs strategy. It concentrates on the origins and applicability of the Bologna Process. Further, it reviews the applications and implementation of the Bologna Process in the Turkish higher education system. Besides, its effects to Turkish higher education sector are discussed.
19
HEISIG, JAN PAUL, BRAM LANCEE, and JONAS RADL. "Ethnic inequality in retirement income: a comparative analysis of immigrant–native gaps in Western Europe." Ageing and Society 38, no. 10 (May 4, 2017): 1963–94. http://dx.doi.org/10.1017/s0144686x17000332.
Full textAbstract:
ABSTRACTPrevious research unequivocally shows that immigrants are less successful in the labour market than the native-born population. However, little is known about whether ethnic inequality persists after retirement. We use data on 16 Western European countries from the European Union Statistics on Income and Living Conditions (EU-SILC, 2004–2013) to provide the first comparative study of ethnic inequalities among the population aged 65 and older. We focus on the retirement income gap (RIG) between immigrants from non-European Union countries and relate its magnitude to country differences in welfare state arrangements. Ethnic inequality after retirement is substantial: after adjusting for key characteristics including age, education and occupational status, the average immigrant penalty across the 16 countries is 28 per cent for men and 29 per cent for women. Country-level regressions show that income gaps are smaller in countries where the pension system is more redistributive. We also find that easy access to long-term residence is associated with larger RIGs, at least for men. There is no clear evidence that immigrants’ access to social security programmes, welfare state transfers to working-age households or the strictness of employment protection legislation affect the size of the RIG.
20
Zelentsov, Aleksandr B., and Viktor E. Gatsolati. "The Public Law Service of the State Registration of Civil Society Organizations." Administrative law and procedure 3 (March 10, 2022): 36–47. http://dx.doi.org/10.18572/2071-1166-2022-3-36-47.
Full textAbstract:
The article is devoted to the consideration of the theoretical and regulatory framework for the provision of public legal services for the state registration of civil society organizations during their establishment in Russia and in the member states of the European Union. A theoretical understanding of the concept of «civil society organization» is carried out and the types of these associations in our country are determined. The article reveals the relationship between the category of public law services and the concepts of public and state services. Analysis of individual provisions of the relevant legislative and other normative acts made it possible to identify shortcomings in the legal regulation of the provision of public legal services for state registration of civil society organizations in Russia and to formulate proposals for its improvement based on the experience of legal regulation of the legal relations in question in the countries of the European Union.
21
Bello, Valeria. "Prejudice and Cuts to Public Health and Education: A Migration Crisis or a Crisis of the European Welfare State and Its Socio-Political Values?" Societies 12, no. 2 (March 16, 2022): 51. http://dx.doi.org/10.3390/soc12020051.
Full textAbstract:
The past few years have witnessed the development of prejudiced attitudes in some places in Europe. Biases alike are often considered a consequence of increased migratory movements to the continent and have also been connected to a more general crisis of the European Union political project. However, societies have diversely responded to migration even in countries presenting similar economic performances and immigrant inflows. Akin different reactions have raised some important questions: is prejudice connected to a broader European crisis and what does the latter consist of? This article responds to these research questions through a multilevel analysis of 24 European countries, and shows that the percentages of migrant population alone are not associated to anti-migrant sentiments. Such a situation has instead been the case only in those countries that have concurrently experienced cuts to the two key public sectors of education and health care, which constituted the pillars of the European Welfare State and one of the cores of the European Union’s political project.
22
Борзенко, Олександра. "ЗАОХОЧЕННЯ ЯК МЕХАНІЗМ ВПЛИВУ НА ПРОФЕСІЙНЕ САМОВДОСКОНАЛЕННЯ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 219–28. http://dx.doi.org/10.24139/2312-5993/2020.07/219-228.
Full textAbstract:
Recently, the importance of international cooperation in education, the use of the best practices of higher education institutions in the European Union, the development of pedagogical skills and professional activities to organize the process of foreign language teaching has been growing, so the issue of encouragement as a mechanism of influence on the professional development of foreign language teachers is relevant. It is noted that organization of higher education in the European Union has both much in common and in different. It is stated that the professional development of foreign language teachers in the European Union is a dynamic and continuous process that lasts throughout their activities. An important place is given to the motivation of teachers to self-improvement in order to achieve the highest level of professionalism. Teachers’ self-improvement allows them to deepen their professional competence by understanding the social and cultural dimensions of education, based on their own needs and requirements of society. It is determined that any culture finds its unique reflection in the language, as well as in the study of the cultural heritage of the people, which is enshrined in their language as a reflection of the spiritual world of humans and their culture. It is emphasized that an important role in the motivational process of encouragement as a mechanism for influencing the professional selfimprovement of foreign language teachers is played by the current system of encouragements in each European Union country. Encouragement systems reflect both the professional activity of an individual and the historical development of the country. Encouragement is a positive stimulating effect on the needs, interests, consciousness, will, behavior of foreign language teachers, as well as on the results of their work. Encouragement arouses the interest of the individual in obtaining certain social benefits and is used in cases of achieving results in own professional activities. Encouragement is used for successful performance of professional duties, important tasks, long-term work and is a mechanism of influence on the development of professional self-improvement. The analysis of scientific works on the problem under research shows that in the European Union countries national educational traditions are combined, that the motivational process for self-improvement depends on individual characteristics, age, pedagogical experience, scientific degree, position and is encouraged by the relevant stimulating moral (expression of gratitude, rewarding with certificate of appreciation, etc.) and material (rewarding with a gift, additional payments, financial awards, grants, etc.) systems of payment for work. The system of additional payments is non-uniform not only in the universities of different European Union countries, but also within a specific higher education institution. Teachers can be nominated for state awards for outstanding merit to the country. State awards are the highest form of recognition for high merit in the development of education, science, economy, culture. State awards are established exclusively by the laws of each country.
23
MARENICHENKO, Valerii, and Natalia VOLOKITINA. "VECTORS OF STATE REGULATION OF COMPETENT APPROACH IN THE EDUCATION SYSTEM OF UKRAINE FROM THE PERSPECTIVE OF JOINING THE EUROPE." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 27–31. http://dx.doi.org/10.54891/2786-6998-2022-1-4.
Full textAbstract:
The main idea of the competence approach is the formation of education system depending on proposed requirements of society, that is, on the expected result. The content of key competencies includes not only knowledge, but also the willingness to apply knowledge in various situations. Thus, the competence approach allows in the process of education to form a person’s readiness and ability to independently and responsibly solve professional and personal problems related to the ability to acquire and qualitatively use knowledge, applying it in real situations, to develop flexibility, mobility, which contributes to self-development and self-realization personality. Nevertheless, the reality is that in practice, the implementation of the competence approach in the education system acquires, to a greater extent, only a declarative character. In addition, there are large differences in the application of the approach in our country and the countries of the European Union. This indicates the need to find modern vectors of state regulation of the competence approach in education system of Ukraine based on European practices, taking into account our prospects for joining the European Union. The purpose of the article is to study Ukrainian and European ways of implementing the competence approach in the education system. The methodological basis of the research is the methods of logical generalization, systematic analysis and synthesis. The article examines the evolution of the concept of «competence» in education. The key ideas of the competence approach are defined, in particular, the importance of the influence on the development of competences not only of education, but also of family, friends, work, politics, religion, etc. is analyzed. It is the entire set of influencing factors that forms the system of value orientations that become the basis for formation of new competencies. The competence approach is characterized in a systematized form, based on the mission of education. The mechanisms of implementation of the competence approach in education system were studied, in particular, through measures to determine the own achievements of both teachers and students of education. The key positions of the Framework Program of Key Competences for Lifelong Learning by the European Parliament and the Council of the European Union are highlighted. Based on this, the main vectors of the development of the competence approach in the European Union were formed. As a result of the conducted research, it is proposed to start work on a comprehensive state program for the development of key competencies at all levels of education, including both children’s and adult education, which should be based on the requirements of social development, the European integration vector and Ukrainian traditions.
24
Vdovenko, І. S., О. I. Vdovenko, and O. S. Tretyak. "TRENDS IN THE DEVELOPMENT OF UKRAINIAN EDUCATION IN ASPECTS OF EUROPEANIZATION AND EUROPEAN INTEGRATION." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 2 (October 3, 2022): 16–27. http://dx.doi.org/10.32755/sjeducation.2022.02.016.
Full textAbstract:
The tendencies in the development of Ukrainian education in the interrelationship, interdependence and complementarity of the industry’s intra-systemic orientation to European standards, the state policy of Europeanisation and European integration, the fulfillment of the conditions of the European Union about membership, taking into account European traditions, legislation, modern experience of public relations by authorities and society are examined in the article. The purpose of the article is to study the trends in the development of Ukrainian education during the period of the European integration processes activation and to determine promising directions for improving the state policy regarding the accession of Ukraine as a candidate to the European Union and scientific and practical approaches to the ways of educational services providing, bringing the educational potential closer to European standards. Methodology of the article. To disclose the role of education in the process of Ukrainian citizens’ democratic consciousness formation, respect for laws, an active life position, and interested participation in state-building processes. It has been found out that the Europeanisation of education in Ukraine is influenced by both national policy and compliance with defined rules and requirements, equal cooperation with the countries of the European Union, self-organization and self-governance of teaching and student community, focus on education quality, competitiveness of graduates and their employment, implementation of the “academic integrity” principle, promotion of academic mobility, formation of an individual educational trajectory, formation of innovative structures of various types on the basis of a higher education institution, expansion of opportunities for obtaining higher education and lifelong education, support of persons with special educational needs, development of interstate and interuniversity cooperation, expansion of practice public control in the field of education, economization of education, etc. The theoretical and methodological basis of the research consists of such general scientific principles as: historical, terminological, functional, systemic, cognitive ones. The results. The analysis of scholars’ papers is carried out. It helped to outline the results of the implementation of the provisions of the Bologna Declaration in Ukraine by introducing the pan-European system of academic degrees, the implementation of fundamental and applied scientific researches on a market basis, the introduction of innovations according to programmatic and target approaches, the formation of a bilateral and multilateral contractual and legal framework with foreign educational institutions, etc. It is revealed that European integration takes place at the expense of interstate cooperation, the introduction of approaches that allow for self-financing of higher education institutions, optimization of budget support, attraction of extra-budgetary funds, bringing education expenses to the average indicators of European countries. The main trends affecting the development of Ukrainian education in terms of Europeanisation and European integration are analyzed. It is proven that European integration processes in Ukraine are irreversible, and therefore higher educational institutions should take these trends into account and develop autonomy, inter-university ties, involve stakeholders in the development of educational programs, etc. The practical significance of the obtained results is in the fact that they can be used in order to elaborate a concept for a higher education institution development by orienting to modern trends introduction, which are based on the Europeanisation and European integration of Ukraine. Key words: inter-state and inter-university relationships, quality of higher education, state policy in the field of higher education, autonomy of higher educational institutions, budget support, state and regional support.
25
Bajrami, Vedat. "INCLUSIVE EDUCATION IN MULTICULTURAL ENVIRONMENTS IN EUROPE AND KOSOVO." Knowledge International Journal 32, no. 1 (July 26, 2019): 113–21. http://dx.doi.org/10.35120/kij3201113b.
Full textAbstract:
In the last thirty years of pedagogical practice, particular attention has been paid to the inclusion of children with special education needs, multi-lingual children in multi-cultural environments and children living in poverty. Nowadays, inclusive education is a subject and a requirement of all European institutions in the EU and the Council of Europe, many families, experts, non-governmental organizations and individuals. The paper is a result of a research of education systems, systems of support, legislation and evaluation of positive practice in the nine countries of the European Union and Kosovo. The condition for the research countries to be included in the sample is based on the population number not being larger than 8 million. Because of the relevance of the comparative analysis, two older state members of the European Union were chosen (Austria, the Flemish and the French region of Belgium), fourrecent EU member states (Estonia, Cyprus, Latvia and Slovenia), three Scandinavian countries (Iceland, Finland and Norway) and Kosovo.The aim of the research, besides defining the currentand basic definitions in exploring the description of the education systems of individual countries, is to present practices of inclusion of children with disabilities and multi-lingual children to carry out the processes of inclusion. The aim was achieved through the tasks of including children with SEN and multi-lingual children in individual countries in Europe and in the Kosovo, through the analysis of the legal framework andthe organization of the education system in the individual countries enabling inclusive processes, by determining differences in relation to the systems of individual countries which are inclined to mainstream or special education, by identifying the support the particular groups of learners: children with SEN and multi-lingual children receive within the school system, by bringing out examples of good practices. Countries with high income rate per capita and low level of unemployment have a better organized system of inclusion of all CSEN, they provide more support and services at the local level.
26
Sánchez, Angeles, and María Navarro. "Public Policies of Welfare State and Child Poverty in the European Union." Sustainability 13, no. 5 (March 3, 2021): 2725. http://dx.doi.org/10.3390/su13052725.
Full textAbstract:
Combating child poverty is desirable to ensure equality of opportunities across children, as well as fostering the sustainability of the societal well-being for future generations. This paper focuses on the study of child poverty in the 28 Member States of the European Union over the period 2008–2018. We analyse the relationship between child poverty and government social expenditure by controlling it with tax structure (ratio direct taxes over indirect taxes), economic growth and socio-demographic characteristics. For that, we rely on panel data methodology. This paper has verified that the effectiveness of the government social spending programmes to reduce child poverty also depends on the progressiveness of the country’s tax structure. Government spending on health and education programmes could be more effective in reducing child poverty in Member States with less progressive tax structure, provided they reached the average level of public spending for the whole of the European Union. By contrast, a positive relationship between child poverty and government social protection spending regardless of the tax structure of countries was found. In this case, the underlying forces that lead to less effectiveness of social protection programmes are also stronger in the less progressive Member States.
27
Boda, József. "The Situation of National Security Studies." Nemzetbiztonsági Szemle 10, no. 3 (November 11, 2022): 13–24. http://dx.doi.org/10.32561/nsz.2022.3.2.
Full textAbstract:
The author provides an overview of the national security and intelligence studies of some international organisations and some countries. The main focus of the article is on the development of national security and intelligence education in the European Union (EU), North Atlantic Treaty Organization (NATO) and China, Romania, Russia, the United State of America (USA), the United Kingdom, Singapore and Australia.
28
Samoilenko, Alla. "Features of the European Union countries digitalization in the conditions of globalization." Herald of Economics, no. 1(99) (February 1, 2021): 46. http://dx.doi.org/10.35774/visnyk2021.01.046.
Full textAbstract:
Introduction. Developed countries began to digitize their national economies resulting in transformation of human capital with digital and information technologies by making new demands on education. Transformational changes in the conditions of the world society development in the context of globalization put forward the need to reform the system of training, retraining and advanced training, as well as to promote the development of human capital creative abilities in accordance with the needs of the digital economy.The purpose of the study is to provide a scientific bases for the definition of the «digital economy» concept and to distinguish its key components, to outline the digitalization features and identify «digital gaps» in the EU countries using the Index of Digital Economy and Society (DESI).Methods. According to the purpose of the study, modern scientific methods of cognition were used, in particular: general scientific research methods (logical analysis, theoretical grounding, ascent from abstract to concrete, formalization and generalization), as well as the method of statistical observation.Results. The article presents the author’s views on the interpretation of the “digital economy” concept which allowed detailing the individual properties and structural elements of the digital economy. Based on the research by the Organization for Economic Co- operation and Development (OECD), three main components of the digital economy are presented. The infrastructure of the digital economy is identified with market and planning approaches. Using the DESI Index on the example of EU countries, an analysis of five key components was performed, including communications, human capital, the Internet use, integration of digital technologies and digital public services. The current state of digital economy in the EU countries was also presented. The author emphasizes the importance of governments role and their prudent policy to motivate the population to use digital and information technologies, to increase awareness in this area and the overall level of country digitalization.Discussion. The success of the country in the digital economy development will further depend on the national digital and information capabilities, the development of internal infrastructure, the readiness of society for transformational changes, dictated by globalization. The necessary legal framework of the digital economy, balanced state strategies for IT development, formation of the potential for professional skills development and basic ICT literacy, as well as professional career in the information field will result in positive changes in national economies under context of digitalization.Perspectives. Prospects for further research include the need for statistical analysis of the digital economy key components in the regional context of the world countries, actions ranking and sequencing in the theoretical and methodological support of measures to enhance the use of digital and information products by countries.
29
Šťastná, Milada, and Jana Dufková. "New tool for education and training in sustainable land use." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 55, no. 4 (2007): 89–94. http://dx.doi.org/10.11118/actaun200755040089.
Full textAbstract:
Almost every professional sector has embarked on the move toward sustainability. Most notably, business, architecture and design, urban and rural planning, agriculture, local and state governments, non-governmental organizations and higher education. European landscapes are facing rapid changes in land use, where understanding and management of this process is essential. Sustainability has become a widely acknowledged dimension of human actions, but still little stress is put on education in sustainability. This paper identifies focus of education, gives suggestions for improvements and presents a new tool for education and training in sustainable land use – “Road Planner”. As results, it provides all users with new interesting facts on sustainability in the European Union and additional materials related to sustainable land use and Sustainability Impact Assessments (SIA). Users got the access to updated information regarding approximately 3000 courses on offer in this topic area throughout the European Union as well as case studies to compare sustainability practices in these countries in comparison to other parts of the world. Furthermore the end result of the information chain also leads the user to a collection of links such as interesting websites and further reading in the topic area.
30
Cosmulese, Cristina Gabriela, Veronica Grosu, Elena Hlaciuc, and Artur Zhavoronok. "The Influences of the Digital Revolution on the Educational System of the EU Countries." Marketing and Management of Innovations, no. 3 (2019): 242–54. http://dx.doi.org/10.21272/10.21272/mmi.2019.3-18.
Full textAbstract:
In the context of the information skills development programs that are being developed by the EU, there is an increasing interest in the acquisition and use of digital competences as an impact factor on the educational system at all its was levels. The present study aims to analyze the evolution of digital specializations generated by the digital evolution, in parallel with the development of the educational system, through a statistical analysis of the main indicators that have been reported at EU level on early education abandonment, employment rate of graduates, employment of IT specialists by gender, adult participation in gender-based learning, and other impact indicators that demonstrate the capacity of the population in the digital domain through the use of ICT solutions. The object of research were the statistical indicators reported for 2017 by Eurostat at the level of the European Union, for each member state of the union, obtaining a total of 29 statistical observations. The data were modelled through the GRETL statistical program, obtaining a model based on the smallest squares method in 2 phases. This paper shows that there is a need to assimilate the European approaches in the field of digital evolution, a necessity which varies according to the economic development of each member state, Romania being ranked in the chapter of assimilation of the objectives of the open education agenda in the second part of the European ranking, including based on the low absorption rates provided for Union programs in this area. The study theoretically proves and empirically confirms that the function obtained through modelling can be assimilated to the service demand function and can be integrated into the offer function harmonized with the information factor. This research study represents a contribution to the field of management of public utility companies and can be useful for educational institutions, students, the labour market and the general public, providing a starting point for further in-depth research in this area. Keywords: educational system, digital revolution, economic development, EU Agenda
31
Del Castillo, Cristina, Alicia Blanco-González, and Encarnación González-Vázquez. "Influence of Attitudes Toward Immigration on State Legitimacy." American Behavioral Scientist 63, no. 7 (February 20, 2018): 955–70. http://dx.doi.org/10.1177/0002764218759575.
Full textAbstract:
The current article studies the influence of attitudes toward immigration on state legitimacy. We analyzed the European Union countries that received the greatest immigrant inflows in 2014: Germany, France, Spain, and the United Kingdom, through data from the latest edition of the European Social Survey. Our results show that citizens with negative attitudes toward immigration consider their states to be less legitimate. Conversely, positive attitudes toward immigration are not associated with increased state legitimacy (except in Spain). Based on these findings, there is a clear need for communication strategies that provide information on the actual effects of immigration. In their absence, the political discourse on this matter will continue to be co-opted by power-grabbing actors.
32
DZYUBENKO, I. "А. MAKARENKO'S IDEAS ON THE FORMATION OF PUPILS' CITIZENSHIP AND THEIR IMPLEMENTATION IN THE COUNTRIES OF THE EUROPEAN UNION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 66–69. http://dx.doi.org/10.33989/2075-146x.2018.21.206048.
Full textAbstract:
The development of modern Ukraine as a legal, democratic, socially oriented state and the creation of a civil society is organically linked with the reform of the education system on a humanistic basis, the definition of a new strategy for education as a multicomponent and multi-vector system, which greatly shapes the future development of the Ukrainian state.At the current stage of Ukraine's development, the lack of civic consciousness of school youth, lack of awareness of the foundations of democratic citizenship, the importance and effectiveness of human rights institutions, the rule of law, and the role of youth in these processes are acutely felt. An important role is played by the question of the formation of a citizen, his civic culture, education in the legal, social and political fields. The problem of preserving the national pride and strengthening the patriotic sentiment of the student youth is acute.The purpose of the article is to consider the relevant domestic pedagogical experience and experience of leading democratic countries, in particular the European Union countries, about the effective process of forming the citizenship of a student as a civil society actress, a citizen-patriot of Ukraine, acting on the basis of national and European values.
33
Kuiken, Folkert, and Elisabeth van der Linden. "Language policy and language education in the Netherlands and Romania." Dutch Journal of Applied Linguistics 2, no. 2 (October 7, 2013): 205–23. http://dx.doi.org/10.1075/dujal.2.2.06kui.
Full textAbstract:
The European Union encourages all its citizens to be able to speak two languages in addition to their mother tongue. However, since the content of educational systems is the responsibility of individual member states, promoting multilingualism depends on the language policy of each member state. Still, countries may learn from practices and experiences in other countries. The similarities and differences between two case studies may be instructive from that point of view. In this paper, language policy and language education in two EU member states are compared with each other: the Netherlands on the one hand and Romania on the other. Questions that will be raised are: what are the linguistic rights of the minority groups, which languages are taught to whom, and to which degree is multilingualism an issue in both countries? Despite differences between the two countries, some striking similarities are observed.
34
Łachacz, Tomasz, and Sylwester Zagulski. "Unemployment as a threat to society – an analysis of the situation in Poland and selected countries of the European Union." Internal Security 8, no. 1 (January 30, 2016): 265–82. http://dx.doi.org/10.5604/20805268.1231599.
Full textAbstract:
Unemployment is classified today as one of the main threats to society. The phenomenon affects the lives of individuals, the functioning of families and society and development of the state. It is often the source of other social problems such as poverty, violence, or social pathologies. The article presents the scale and nature of unemployment occurring after 1989 in Poland and in selected European Union countries, i.e. the Netherlands, Spain, Slovakia and Latvia. It attempts to show the characteristic trends of the phenomenon over a period of more than two decades. Examples from the European countries analysed show that the situation in the labour market and the approach to employment are radically different. Individual countries are characterised by very different unemployment rates, which reflect their different size, economic and demographic potential, or are associated with the tradition of employment. The existence of differences seems to be normal, but their scale may give rise to concern. A characteristic feature of unemployment in the period analysed is its regional diversity, both in Poland and in the whole of the European community. Important factors that determine the level of unemployment are age, sex, education and people’s qualifications. The effects of long-term unemployment are very painful for the whole of society. Such a situation can lead to, amongst others, poverty, societal antagonism, violence and migration. The latter is an issue that the whole of Europe is currently struggling with. The uncontrolled influx of immigrants, including those migrating for economic reasons, causes fear of losing their job among Europeans, which in turn translates into the radicalisation of society. A role of the state and the EU institutions is to create an effective mechanism for the protection and support of the unemployed. This is a prerequisite for Europeans to continue the project which is a common united Europe.
35
Doutor, Catarina, and Paula Guimarães. "Adult Education and Lifelong Learning Policies." Andragoška spoznanja 25, no. 1 (February 18, 2019): 15–31. http://dx.doi.org/10.4312/as.25.1.15-31.
Full textAbstract:
This article discusses adult education policies in Greece and Portugal according to the model proposed by Lima and Guimarães (2011), which encompasses three analytical perspectives on adult learning and education. After the introduction, the methodological path followed is presented based on the document analysis of Greek and Portuguese national reports and the theoretical framework about adult education policies is discussed. A critical analysis of adult learning and education in both countries is made, based on a comparative approach. The conclusions stress the Europeanisation of adult education policies in the frame of human resources management policies as well as concerns about participation in adult education following modernisation and state control aims and conceptual elements. The findings show that both countries promote adult education as a strategy for modernisation and competitiveness in line with European Union guidelines but that there is a lack of evidence concerning democratic and emancipatory policies in adult education.
36
Dworak, Edyta, and Maria Magdalena Grzelak. "A Summary Assessment of Innovativeness of The New Member States of The European Union." Comparative Economic Research. Central and Eastern Europe 20, no. 3 (September 30, 2017): 57–75. http://dx.doi.org/10.1515/cer-2017-0020.
Full textAbstract:
This paper attempts to assess the level of innovativeness of the economies of the ‘new’ EU member states1 in the years 2008–2015, with particular attention paid to the position of the Polish economy. This assessment was carried out on the basis of a summary index constructed with the use of statistical methods of linear ordering. The paper also presents conclusions from the analysis of the evolution of selected factors characterizing the innovativeness of the new EU member states. In the conducted analysis, statistical data from Eurostat were used to describe the innovativeness of economies with respect to two areas: (a) science and technology; and (b) education and training. The developed ranking of innovativeness of the new EU Member States, built on the basis of a summary index, makes it possible to state that the countries with the highest level of innovativeness among 13 analyzed countries were Slovenia, the Czech Republic and Malta. Poland’s above‑average value of the summary index for these countries occupied sixth position in the ranking, which indicates a relatively low level of innovativeness of the Polish economy.
37
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.
38
Rudenko Olha, Rudenko Olha, Zhytar Maksym Zhytar Maksym, and Kodis Yevheniy Kodis Yevheniy. "EUROPEAN PERSPECTIVE OF PUBLIC ADMINISTRATION IN THE CONTEXT OF IMPLEMENTATION OF THE EASTERN PARTNERSHIP PROJECT IN UKRAINE." Socio World-Social Research & Behavioral Sciences 03, no. 01 (January 14, 2021): 139–44. http://dx.doi.org/10.36962/swd03012021139.
Full textAbstract:
It was found that today Ukraine is not ready to introduce a decentralized system due to shortcomings in budget planning and non-transparency of public financial management. In case of its introduction in the management system of EU funds of Ukraine, it is advisable to develop a preparatory stage for a decentralized management system of EU assistance resources, which will ensure an independent audit of Ukraine's external assistance management system. Based on the results of the audit, it is necessary to determine the responsible state institution that will carry out the overall coordination of the decentralized system in the subsequent stages of its implementation. An urgent challenge for modern Ukraine is the ability to develop a national research and innovation strategy in line with the best EU models. To date, Ukraine lacks a comprehensive systemic vision for the development of science, technology and innovation, and dialogue with civil society and the expert community is somewhat of a formality. The plans and proposals submitted by the Ministry of Education and Science and the Ministry of Economic Development, Trade and Agriculture need to be properly coordinated. After all, such inconsistency of actions of government structures is also reflected in the quality and effectiveness of the legislation of Ukraine, increases the time of adoption of laws in the Verkhovna Rada. In this regard, cooperation between the three committees in particular needs to be significantly improved, namely: the Committee on Education and Science, the Committee on Informatization and Communications and the Committee on Industrial Policy and Entrepreneurship. Promoting cooperation and integration with the European Union will allow the citizens of the respective partner countries to adapt European values faster, increase people's awareness of the experience and prospects of EU countries, and significantly strengthen their self-identification as Europeans. The importance of the role of the Eastern Partnership in security issues for both the EU and the countries participating in the Eastern Partnership should be emphasized. Keywords: European Union, European integration, Eastern Partnership, regional cooperation, Association Agreement, public administration.
39
Kolin, Konstantin Konstantinovich. "Science, technology and education as factors of national security." Uchenyy Sovet (Academic Council), no. 7 (June 8, 2021): 490–97. http://dx.doi.org/10.33920/nik-02-2107-01.
Full textAbstract:
The article shows that for the development of science, technology, and education, it is necessary to create an adequate information and analytical system to support the adoption of effective management decisions. One of the main difficulties of this task is that it should be solved comprehensively, and not in fragments, as it is done at present. After all, in the structure of the Russian Government there is no body for centralized management of the solution of this issue. Therefore, many state programs in this area are not coordinated with each other and are not supported by the necessary personnel, standards, and legal and information provision. All this will have to be created anew in the context of increasing attempts to isolate Russia economically and politically by the United States and its supporters in the countries of the European Union (EU). The author suggests using this geopolitical situation to review the strategy and tactics of Russia's scientific and technological development, making it a priority to increase the efficiency of using its own intellectual potential and expand scientific and technological cooperation with other countries. First of all, it should be the BRICS countries, the Eurasian Economic Union, as well as China, India, Iran and South Korea, which also face acute problems of scientific and technological development.
40
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.
41
Ivanova, Iryna, and Olena Pokhilko. "MODERNIZATION OF HIGHER EDUCATION IN THE CONTEXT OF INTEGRATION INTO THE WORLD EDUCATIONAL SPACE: THE EXPERIENCE OF UKRAINE AND CENTRAL ASIA." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 121–25. http://dx.doi.org/10.36550/2415-7988-2021-1-194-121-125.
Full textAbstract:
The relevance of the study is due to the fact that current globalization trends contribute to the formation of the world education area, and further steps in this direction require taking into account the achievements of recognized leaders of knowledge society and other countries seeking to join them in reforming national education systems. Based on the analysis of normative documents, statistical materials and reports, current research of modern scientists, the experience of modernization of higher education in Ukraine and Central Asia in the direction of integration into the world, especially European, educational space is determined by their national interests and desire to expand cooperation with Europe and the world in general. A comparative analysis of the experience of implementing the principles of the Bologna Process, involvement in international educational programs and projects shows that these partner countries, united by a common socialist past, although are not members of the European Union, but are considered strategic partners. It is argued that Ukraine and Kazakhstan followed the path of official entering the Bologna Process (which contributed to improving the efficiency and quality of higher education, expanding the market of educational services for applicants and labor markets for graduates), while Kyrgyzstan, Uzbekistan and Tajikistan only partially changed their direction, which was declared at the state level. Turkmenistan, on the other hand, remains closed and conservative. It has been found that common to all countries is the need to systematically improve the quality of higher education, further update the entire education system (organizational, methodological, personnel), taking into account globalization and integration trends, which can contribute to further active cooperation with European Union countries, including within the framework of international programs (Erasmus, Tempus, Jean Monnet, etc.).
42
Beiter, Klaus D., Terence Karran, and Kwadwo Appiagyei-Atua. "Academic Freedom and Its Protection in the Law of European States." European Journal of Comparative Law and Governance 3, no. 3 (August 28, 2016): 254–345. http://dx.doi.org/10.1163/22134514-00303001.
Full textAbstract:
Focusing on those countries that are members of the European Union, it may be noted that these countries are bound under international human rights agreements, such as the International Covenants on Civil and Political, and Economic, Social and Cultural Rights or the European Convention on Human Rights, to safeguard academic freedom under provisions providing for the right to freedom of expression, the right to education, and respect for ‘the freedom indispensable for scientific research.’ unesco’s Recommendation concerning the Status of Higher-Education Teaching Personnel, a ‘soft-law’ document of 1997, concretises international human rights requirements to be complied with to make the protection of the right to academic freedom effective. Relying on a set of human rights indicators, the present article assesses the extent to which the constitutions, laws on higher education, and other relevant legislation of eu states implement the Recommendation’s criteria. The situation of academic freedom in practice will not be assessed here. The results for the various countries have been quantified and countries ranked in accordance with ‘their performance.’ The assessment demonstrates that, overall, the state of the protection of the right to academic freedom in the law of European states is one of ‘ill-health.’ Institutional autonomy is being misconstrued as exhausting the concept of academic freedom, self-governance in higher education institutions sacrificed for ‘executive-style’ management, and employment security abrogated to cater for ‘changing employment needs’ in higher education.
43
Kulbashna, Ya А., Ya Р. Nahirnyj, I. L. Skrypnyk, О. O. Skibitska, and V. O. Zakharova. "PROFESSIONAL TRAINING OF MASTERS IN DENTISTRY IN MEDICAL UNIVERSITIES OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION IN TERMS OF EDUCATIONAL CURRICULA AND SYLLABI HARMONIZATION." Медична освіта, no. 3 (October 16, 2020): 118–25. http://dx.doi.org/10.11603/me.2414-5998.2020.3.11452.
Full textAbstract:
The article analyzes, compares and summarizes the curricula for masters in dentistry used in medical universities of the EU countries and O. Bohomolets National Medical University. A comparative analysis of European and national universities’ curricula revealed that the professional training of masters in dentistry in medical universities of Ukraine and in European countries has significant differences in both content and organizational context. Curricula for professional training of future dentists in European universities differ in the number of disciplines and ECTS credits allocated for their study. Comparing of syllabi in NMU and EU countries allowed to state that the main differences consists in their intensity. It is established that the workload of students of national medical universities is very high on account of the large number of humanities and socio-economic disciplines, while European students have only two socio-economic disciplines in the program. Comparative analysis of curricula of national and European universities made it possible to determine the main tasks of reforming the system of dental education, particularly: improving the quality of medical education, ensuring its continuity and consistency throughout the period of professional activity; reducing the workload on students; providing the optimal ratio of theoretical and practical training with increasing emphasis on clinical and practical training.
44
Chetverikov, A. O. "From the European Health Community to the European Health Union: The Project of the Supranational Health and Research Organization of the European Countries and its Historical Destiny." Lex Russica, no. 6 (July 5, 2021): 138–53. http://dx.doi.org/10.17803/1729-5920.2021.175.6.138-153.
Full textAbstract:
The paper examines the little-known pages of the legal regulation of international integration in Europe: the project of the creation in the middle of the 20th century of the European Health Community (EHC) and its relationship to the current project for the establishment of the European Health Union. The introduction examines the reasons for the ineffective response of the modern European Union (EU) to the global coronavirus pandemic, mainly due to the lack of European institutions, in contrast to the economy and a number of other spheres of public life, supranational powers in the field of health.The first section analyzes the main provisions of the draft EHC presented by the French Government in 1952 and became the subject of an international "preparatory conference" with the participation of 16 European countries at the end of the same year. The author gives special attention to the legal consolidation in the EHC draft founding treaty of "sanitary activities" (prevention and counteraction of various types of diseases); "cultural provisions" dedicated to the collection of information, the development of scientific research and education in the field of health; provisions on the creation of a common therapeutic and research infrastructure of the EHC; the political and legal nature of the EHC as a supranational organization with restrictions in its favor of the sovereign rights of the participating states.The second section describes and evaluates the domestic, foreign, and economic factors that prevented the creation of the EHC.The final section examines the impact of the EHC on the law-making and law-enforcement activities of the modern EU, and compares the legal model of the EHC with the model of the European Health Union, which was established in the end of 2020. There are also proposals for using the experience of European integration in the field of healthcare for the development of integration processes in a similar field between Russia and other former Soviet republics, including the creation of common medical and research centers under the auspices of the Union State of Russia and Belarus and (or) the Eurasian Economic Union, equipped with mega-science facilities (synchrotrons, etc.), other advanced infrastructure of scientific theoretical and scientific applied nature.
45
Delen, Chloe, Angelina Tetyurenko, and Nadezhda Yuryevna Glubokova. "EDUCATIONAL SYSTEM IN FRANCE AND CAREER DEVELOPMENT OPPORTUNITIES." SCIENTIFIC ASPIRATIONS, no. 25 (April 3, 2019): 8–11. http://dx.doi.org/10.31882/10.31882/2311-4711.2019.25.1.
Full textAbstract:
The article considers the French educational system. Author analyses the history and peculiarities of French education development, and evaluates it in comparison with other European countries and Russia. They pay attention to the right of education for women, stopped at the characteristics of education on each of it stage: from primary school, moving to the middle school till high school, and at the end on the CAP. They make an important conclusion, that French’s education system has much common with other EU nations, what permits the students from the European Union to find a job quicker in any of the twenty eight countries due to the fact that the systems resemble one another.
46
Colomo Magaña, Ernesto, and Francisco Esteban Bara. "La Universidad Europea: entre Bolonia y la Agenda 2020." Revista Española de Educación Comparada, no. 36 (July 1, 2020): 54. http://dx.doi.org/10.5944/reec.36.2020.26179.
Full textAbstract:
Born as a meeting place for intellectuals and those who aspired to be, the confrontation between the humanist conception of the university, rooted in knowledge, and pragmatic, linked to social demand, has meant that, since its origins, the university has been in constant transformation in order to respond to the needs that social reality has claimed. In a context of global economic crisis, the European university model opted for training aimed primarily at access to the labor market, making the declaration of Bologna and the European Higher Education Area the response of a large group of European countries that are committed to building quality, diversity and competitiveness training. However, the adaptation to the common requirements did not resolve the crisis, the European Commission having to establish supranational objectives (Agenda 2020) that will ensure the increase in the rate of young people with higher degrees. Through the comparative method, the progress and status of the fulfillment of said strategic objective for 2020 at the level of the European Union and the participating countries are analyzed, taking into account the reality of the Spanish state in detail. The results reflect that, considering the 2018 data and the progressive growth achieved, the rate of graduates in the European Union will exceed the value stipulated in the 2020 Agenda, with countries that exceed or match the specific objectives set and others that do not. The data in Spain do not ensure the achievement of the specific objective, it being significant that there is a higher rate of women and universities graduates from northern Spain, together with the community of Madrid. In conclusion, underline the need to consider other aspects besides the rate of graduates in Higher Education if a smart, sustainable and inclusive European economy is to be achieved.
47
Riemenschneider, Henna, Sarama Saha, Stephan van den Broucke, Helle Terkildsen Maindal, Gerardine Doyle, Diane Levin-Zamir, Ingrid Muller, et al. "State of Diabetes Self-Management Education in the European Union Member States and Non-EU Countries: The Diabetes Literacy Project." Journal of Diabetes Research 2018 (2018): 1–10. http://dx.doi.org/10.1155/2018/1467171.
Full textAbstract:
Background. Diabetes self-management education (DSME) is considered essential for improving the prevention and care of diabetes through empowering patients to increase agency in their own health and care processes. However, existing evidence regarding DSME in the EU Member States (EU MS) is insufficient to develop an EU-wide strategy. Objectives. This study presents the state of DSME in the 28 EU MS and contrasts it with 3 non-EU countries with comparable Human Development Index score: Israel, Taiwan, and the USA (ITU). Because type 2 diabetes mellitus (T2DM) disproportionately affects minority and low-income groups, we paid particular attention to health literacy aspects of DSME for vulnerable populations. Methods. Data from multiple stakeholders involved in diabetes care were collected from Feb 2014 to Jan 2015 using an online Diabetes Literacy Survey (DLS). Of the 379 respondents (249 from EU MS and 130 from ITU), most were people with diabetes (33% in the EU MS, 15% in ITU) and care providers (47% and 72%). These data were supplemented by an expert survey (ES) administered to 30 key informants. Results. Access to DSME varies greatly in the EU MS: an average of 29% (range 21% to 50%) of respondents report DSME programs are tailored for people with limited literacy, educational attainment, and language skills versus 63% in ITU. More than half of adult T2DM patients and children/adolescents participate in DSME in EU MS; in ITU, participation of T1DM patients and older people is lower. Prioritization of DSME (6.1 ± 2.8 out of 10) and the level of satisfaction with the current state of DSME (5.0 ± 2.4 out of 10) in the EU MS were comparable with ITU. Conclusion. Variation in availability and organization of DSME in the EU MS presents a clear rationale for developing an EU-wide diabetes strategy to improve treatment and care for people with diabetes.
48
Lokshyna, Olena. "Quality assurance of higher education under europeanization of Ukraine." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 127–32. http://dx.doi.org/10.28925/1609-8595.2018.3-4.127132.
Full textAbstract:
The article highlights the European progress of the Ukrainian higher education within the framework of the Association Agreement between Ukraine and the European Union and on the basis of Ukrainian legislation (Laws of Ukraine «On Higher Education» (2014) and «On Education» (2017), underlines that European integration of Ukraine is the strategy of development of the Ukrainian state, and the integration of the higher education system of Ukraine into the European Higher Education Area is recognized as one of the principles of state policy in the field of higher education. It is determined that the quality assurance system of education, defined by the Ukrainian legislation, consists of a quality assurance system in educational institutions (internal quality assurance system); external quality education system; quality assurance systems in the activities of the governing bodies and institutions that carry out external quality assurance of education. It corresponds to the European philosophy and practice of ensuring the quality of education. The characterization of the essence of Europeanization and Europeanization of higher education, European benchmarks in the field of higher education in the European Higher Education Area are provided. The author emphasizes that the dynamics of the implementation of these standards by the countries varies, although the commonality is the introduction of systems of internal quality assurance, external quality assurance, creation of an institution for the quality assurance of higher education. The challenges that exist on the way of synchronization of the quality assurance system of higher education in Ukraine with the European standards, as outlined in the Standards and Recommendations for Quality Assurance in the European Higher Education Area, are highlighted. A conclusion is made about the dynamic progress of the Europeanization of higher education in Ukraine and the need for further synchronization with European standards.
49
Litichenko, Olena, and Olena Kovalenko. "PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE." Educological discourse 33, no. 2 (2021): 221–35. http://dx.doi.org/10.28925/2312-5829.2021.2.15.
Full textAbstract:
The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.
50
Kučaidze, Nadežda, and Artūras Jurgelevičius. "The impact of high fee-low-subsidy and low fee-high-subsidy higher education funding models on higher education access in European Union countries." Economics. Ecology. Socium 4, no. 4 (December 31, 2020): 37–46. http://dx.doi.org/10.31520/2616-7107/2020.4.4-5.
Full textAbstract:
Introduction. Higher education funding is relevant topic and widely analysed by scientist all other the world. Nowadays there is very big difference between higher education funding models across European Union countries – students have to pay very high fees for their studies in one countries, while in other countries – students have no obligations to pay for their studies at all, or have to pay very low tuition fees. All EU member states declare importance of HE for the future of economic, individual and society wellbeing. With respect to cost-sharing principle in higher education funding, higher education funding models can be divided into four models: Low-fee-High-subsidy; Low-fees-Low-subsidy; High-fees-High-subsidy and High-fee-Low subsidy.
Aim and tasks. The aim of this article is to perform comparative analysis of two extremely different higher education funding models, which are applied in European Union states – Low-fee-High-subsidy higher education funding model (LFHS model) and High-fee-Low-subsidy higher education funding model (HFLS model).
Results. The results of scientific research shows, that LFHS and HFLS models, which were analysed, have a different impact on access to higher education (i.e. gross enrolment rate (GER), GER male, GER female and HE graduation rate (HEGR) in EU countries.
Conclusions. Tuition fees (max., min., net, normative) have a statistically significant, but not only positive or negative impact on enrolment to HE and graduation of HE, as well as for women and men enrolment to HE (GER male, GER female) – it depends on funding model EU state applies. Max. need-based grants have positive impact only in LFHS model case as well as min. need-based grants. In addition, the results of research show, that there is gender inequality – women enrolment to HE exceed men enrolment at most in HFLS model. Men are more likely to study in countries with higher need-based grants (for instance, in LFHS model countries). Counties with higher GDP per capita are more likely to apply LFHS model, than countries with lower GDP per capita.