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Grabowska, Barbara. "Education of teachers in European Union countries." Osvitolohiya, no. 3 (2014): 40–41. http://dx.doi.org/10.28925/2226-3012.2014.3.4045.
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Giambona, Francesca, Erasmo Vassallo, and Elli Vassiliadis. "Educational systems efficiency in European Union countries." Studies in Educational Evaluation 37, no. 2-3 (June 2011): 108–22. http://dx.doi.org/10.1016/j.stueduc.2011.05.001.
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Antropova, Olga Alexandrovna. "Entrepreneurship Education at School in European Union Countries." Pedagogika. Voprosy teorii i praktiki, no. 9 (October 2022): 879–85. http://dx.doi.org/10.30853/ped20220134.
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Bostan, Nicoleta Geanina. ""FINANCIAL EDUCATION IN EASTERN EUROPEAN COUNTRIES"." SERIES V - ECONOMIC SCIENCES 13(62), no. 2 (December 21, 2020): 125–32. http://dx.doi.org/10.31926/but.es.2020.13.62.2.13.
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"In the context of economic disparities among the countries of the European Union, the paper analyses the status of financial literacy for people living in East European countries, the way to increase financial knowledge through financial education and finally leading to a higher and more effective financial inclusion. Economic gaps are a major challenge for Eastern European countries. Their recovery can be done through efficient public policies harmonized with actions to increase the degree of financial education of the population. Policy makers, public institutions and non-profit organisation involved in financial education matters can benefit from this analysis and conclusion just as much as researchers. "
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Villalgordo Pujalte, Borja, and Manuel Hernández Pedreño. "El rol de Europa del Este en el principio de cohesión de la Unión Europea. Hacia una incompleta integración." Áreas. Revista Internacional de Ciencias Sociales, no. 40 (December 30, 2020): 19–36. http://dx.doi.org/10.6018/areas.409421.
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La Unión Europea viene promoviendo la consecución de la cohesión social y económica desde sus Tratados Constitutivos. El alcance de este objetivo se ha visto ralentizado por varios motivos, como la entrada de los países de Europa del Este que ha supuesto un aumento de la heterogeneidad en la Unión; o por el diferente impacto de la reciente crisis económica en los distintos países. El objetivo de este trabajo es analizar el proceso de convergencia/divergencia de los países de Europa del Este en los parámetros socioeconómicos de la Unión Europea que fomentan la cohesión social y económica. La hipótesis de partida es que estos países han mantenido diferentes ritmos de convergencia con la Unión Europea por conformar un bloque heterogéneo, explicado por varios factores: el tiempo de permanencia en la Unión, la influencia de la Unión Soviética, el impacto de la Estrategia Europa 2020 o la situación de la que partían antes de entrar en la Unión. La metodología empleada es mixta, combinando la entrevista a profesionales con el análisis estadístico de los diferentes comportamientos sociales, económicos y políticos en los países de Europa del Este desde el estallido de la crisis hasta ahora. En la comparativa se consideran tres ámbitos de actuación, correspondientes a las principales áreas que conforman la política social y que se integran como objetivos dentro de la Estrategia Europa 2020 (ingresos, trabajo y educación), al tiempo que se incluye la respuesta institucional ofrecida por los diferentes países. European Union has been promoting the achievement of social and economic cohesion since the Treaty Establishing the European Community. A true embodiment of this goal has been slowed down by several reasons, such as the attachment of Eastern Europe countries that increased the heterogeneity in the European Union; or how European countries dealt with the latest economic recession that took place in 2008. The aim of this paper is to analyse the process of convergence/divergence among Eastern Europe countries and European Union based in a few parameters that foster the economic and social cohesion. The hypothesis is that countries from East of Europe have kept different rates of convergence with the European Union because they shape a heterogeneous group of countries due to several factors: accession year of each country to the European Union, influence of the former Soviet Union, Europe 2020 Strategy’s repercussion or the previous situation where these countries come from before being full members of the European Union. In this paper, a mixed methodology was applied, combining interviews with professionals in different fields of knowledge with the statistical analysis of social, economic and political behaviours in the Eastern European Union countries since the outbreak of the crisis until now. In this comparative, three fields of action have been considered as the main areas that compose social policy and are also integrated in the European 2020 Strategy (incomes, work and education), combined with the institutional response offered by these countries.
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Franco, G. "Occupational physicians' education and training across European Union countries." International Archives of Occupational and Environmental Health 72, no. 5 (August 16, 1999): 338–42. http://dx.doi.org/10.1007/s004200050385.
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Monsalve, Laura, Jose Gallego, and Jose Manuel Aguilar. "Estudio analítico-comparado sobre las políticas educativas en educación para la salud en la Unión Europea." Psychology, Society, & Education 5, no. 2 (April 28, 2017): 163. http://dx.doi.org/10.25115/psye.v5i2.503.
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Resumen: Este trabajo trata sobre un estudio comparado de las Políticas Educativas en material de Educación para la salud en los países de la Unión Europea con la finalidad de ver cómo se concretan en España. La Unión Europea en su legislación afirma que si se quiere avanzar como sociedad del conocimiento y competir eficazmente en una economía globalizada, para Europa es vital contar con una educación y formación de alta calidad. En la Unión Europea, la política educativa es competencia de cada país, pero entre todos fijan objetivos comunes y comparten las mejores prácticas. Por ello es motivo de este estudio comparar las Políticas educativas en materia de Educación para la salud en algunos países de la Unión Europea (España, Reino Unido, Francia y Alemania) y poder comparar las prácticas utilizadas en cada uno de ellos para poder de este modo coger lo mejor de cada país. El objetivo general que se persigue es analizar y comparar la situación de las políticas educativas en educación para la salud en las escuelas de la Unión Europea y en concreto las de Reino Unido, Francia, Alemania y España. A lo largo de este trabajo veremos que la educación para la salud en la escuela es un elemento de calidad así como un elemento necesario de educación integral en todas las etapas de la educación obligatoria. Analytical and comparative study on educational policies in health education in the European Union. Abstract: This paper deals with a comparative study of material Educational Policies in Health Education in the countries of the European Union for the purpose of seeing take shape in Spain. The EU legislation states that if you want to advance as a knowledge society and compete effectively in a global economy, Europe is vital to have an education and training of high quality. In the European Union, education policy is the responsibility of each country, but among all set common goals and share best practices. For this reason this study is to compare the educational policies on health education in some countries of the European Union (Spain, UK, France and Germany) and to compare the practices in each of them to this take the best of each country mode. The general objective pursued is to analyze and compare the situation of education policies in health education in the schools of the European Union and in particular the UK, France, Germany and Spain. Throughout this paper we will see that health education in school is a quality item as well as a necessary element of comprehensive education in all stages of compulsory education.
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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.
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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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Moskvina, Julija. "Digital Education: Lithuania among Other European Union States." Acta Paedagogica Vilnensia 47 (December 30, 2021): 52–68. http://dx.doi.org/10.15388/actpaed.2021.47.4.
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Digital learning has become an everyday experience for a significant part of the population during a pandemic, regardless of their technical and psychological readiness. Both the more and less technologically advanced countries have faced the inevitable need for large-scale deployment of digital learning. This paper presents an assessment of the development of digital learning in Lithuania and the EU countries in 2019, i.e., before the pandemic began. The evaluation is carried out using the Index of Readiness for Digital Lifelong Learning, developed by the Center for European Policy Studies (CEPS) using official indicators and expert evaluation.Despite the growing number of studies aimed at assessing the digital divide in modern society and in education in particular, there is still a lack of empirical material to shed light on the link between the extent of digitalization, its determinants (such as national governance in promoting digitalization), and changes in learning outcomes caused by digitalization. The findings from the CEPS study presented in the paper are the first attempt to move beyond the assessment of the prevalence of learning digitalization in different European countries, taking a holistic view of digitalisation-induced changes in learning outcomes and participation with a special focus on digital learning policy as an important component of digitalisation development.The aim of this article is to assess the digital learning situation in Lithuania using the Index of Readiness for Digital Lifelong Learning, which was developed before the pandemic in 2019. The progress of European Union countries in developing digital learning is reviewed in the paper, based on the results of CEPS (2019) research. The Index of Readiness for Digital Lifelong Learning and the results of Lithuania’s assessment using the methodology developed by CEPS are presented here. The description of the situation in Lithuania is based on the second component of the Index titled “Institutions and policies for digital learning”.In order to qualitatively assess the country’s strategic provisions for digital learning, the method of analysis of the country’s strategic documents was applied. Public expert opinions were included into the analysis of the situation in Lithuania. An interpretation of the comparative analysis of the obtained index values is presented.Standard indicators from the Eurostat, Eurobarometer, OECD, Bertelsmann Stiftung, World Bank, and expert surveys were used to create the combined Index of Readiness for Digital Lifelong Learning. The index is constructed as a weighted average of indicators divided into three categories: learning participation and outcomes, institutions and policies for digital learning, and availability of digital learning. The assessment of the situation in the EU countries, carried out according to the developed methodology, allowed to calculate the value of the Index for each country. Lithuania ranks 11th in the overall EU-27 ranking with an Index value of 0.623.A more detailed analysis allowed us to see that the countries’ ratings can differ significantly according to the different categories of the Index. The Scandinavian countries lead in terms of learning participation and outcomes and, together with the Netherlands and Austria, in terms of availability of digital learning. Southern European countries received relatively high ratings in the Index category “institutions and policies for digital learning”, which reflects their determination to strengthen their position in the digital world. Estonia and the Netherlands also found themselves among the leaders in this category. Lithuania’s relatively high position in the list is also based on positive evaluations of the indicators of the second component of the Index (i.e., policies and institutions), while participation and learning outcomes were assessed modestly. Using the example of Lithuania, the article provides arguments in favor of why the second component of the Index should not be given.
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Mikuła, Aneta, Małgorzata Raczkowska, and Monika Utzig. "Pro-Environmental Behaviour in the European Union Countries." Energies 14, no. 18 (September 9, 2021): 5689. http://dx.doi.org/10.3390/en14185689.
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The purpose of the presented research is to assess pro-environmental behaviour (PEB) in European Union countries in 2009 and 2019. The study used a synthetic measure developed using the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) benchmark method. This method enables distinguishing classes and ranks of countries depending on the adopted characteristics. Basic measures of descriptive statistics, i.e., average, standard deviation and the coefficient of variation, were used in the analysis of the data set. The main research question addressed in this study concerns the relationship between the level of PEB and economic, demographic, and educational factors—not only on a micro scale but also from the macroeconomic perspective. The research has revealed a wide variety throughout the European Union (EU-27) countries in terms of pro-environmental behaviour. Sweden, Finland, and Denmark top the ranking, while Malta, Greece, Spain, and Romania are at the bottom of it. Northern European countries can therefore be identified as a group that represents a positive benchmark in terms of PEB across the European Union (EU-27). The correlation between PEB and selected economic, demographic, and education-related variables was also investigated. Country-level PEB is correlated with demographic and economic variables, but it is not correlated with education-related variables.
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Banelienė, Rūta. "EVALUATION OF THE EFFICIENCY OF ECONOMIC POLICY UNDER THE EUROPE-2020 STRATEGY IN SMALL EUROPEAN UNION COUNTRIES." Ekonomika 92, no. 2 (January 1, 2013): 7–19. http://dx.doi.org/10.15388/ekon.2013.0.1418.
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Abstract. The evaluation criteria to measure the efficiency of a state’s economic policy in terms of integration processes in the European Union were determined in the Europe 2020 Strategy endorsed by the European Council in June 2010. According to the Strategy, the European Union has committed to seek progress in the fields of employment, investment in R&D, climate change and energy, education, and poverty reduction. With a view to assessing the economic impact of the above commitments by the European Union vis-a-vis small European Union countries, this article provides an evaluation of the three objectives of the Europe 2020 Strategy – employment, education, and investment in R&D – and their impact on the economic growth in smaller countries of the European Union.This article concludes that many of the smaller European Union countries choose not to be ambitious enough in their national objectives of employment, education, and investment in R&D areas under the Europe 2020 Strategy and, during the 2011–2020 period, they show on average a 4.8% lower annual GDP growth than it could potentially be, i.e. they abandon far-reaching ambitious targets.Key words: economic policy, small European Union countries, Europe 2020 Strategy, employment, education, R&D
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Malinowski, Mariusz, and Lidia Jabłońska-Porzuczek. "Female activity and education levels in selected European Union countries." Research in Economics 74, no. 2 (June 2020): 153–73. http://dx.doi.org/10.1016/j.rie.2020.04.002.
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Lunt, Ingrid. "Education and training for psychology in Europe: an overview." Psychology Teaching Review 7, no. 2 (September 1998): 4–10. http://dx.doi.org/10.53841/bpsptr.1998.7.2.4.
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In this article I attempt to give an overview of education and training trends in European countries. This is a complicated task, since the countries of Europe differ considerably in their traditions of education and training for psychology. It is, however, possible to identify some patterns and broad regional trends. Directives of the European Union aim to facilitate free movement of professionals between member states of the Union, and to require individual states to develop procedures for judging equivalence of qualifications. EFPPA, the European Federation of Professional Psychologists’ Associations, a Federation of 28 European psychologist organizations, has carried out some work to compare university curricula in different countries; there is a commitment within the Federation to move towards European titles, and to consider the development of a European Diploma. These issues are discussed.
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Sulaiman, Saqer. "Arab Youth Migration to the European Union." Pro Publico Bono - Magyar Közigazgatás 8, no. 4 (2020): 106–21. http://dx.doi.org/10.32575/ppb.2020.4.8.
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Migration from Arab countries to European countries started many decades ago. It has been driven by a variety of push–pull factors. The two main factors are economic deterioration and political instability. Many young people migrated to escape unemployment, poverty and poorworking conditions. Others fled the effects of war and conflicts. This paper reviews Arab youth migration to European countries, its drivers, and the way it impacts the origin countries, host countries and the immigrants. Despite some negative implications of migration on the origin countries such as education cost and deprivation of the country from the potential capacity of skilled people, the benefits of these countries are rather clear and include remittances, knowledge and experience transfer. However, mitigation of Arab youth migration challenges is not an easy task; it needs new governmental approaches to reduce unemployment rates, as well as the active involvement of youth in economic and political life.
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Shukusheva, Ye V. "EXPERIENCE OF COOPERATION BETWEEN THE EUROPEAN UNION AND CENTRAL ASIAN COUNTRIES IN THE FIELD OF EDUCATION." Vestnik Bryanskogo gosudarstvennogo universiteta 02, no. 06 (June 28, 2021): 139–49. http://dx.doi.org/10.22281/2413-9912-2021-05-02-139-149.
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With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher education zone was international cooperation with the European Union. The article presents the experience of cooperation between the European Union and the Central Asian countries in the field of education, on the example of the participation of the Central Asian region in the educational programs of the European Union (Tempus, Erasmus Mundus, Erasmus+, Jean Monnet). The relevance of the research topic is determined by the role of higher education in bilateral cooperation between the European Union and the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan). The purpose of the study is to reveal the peculiarities of the development of educational cooperation between the European Union and Central Asia, in the context of the implementation of EU educational programs in the region. The main conclusions of the study were the presented indicators of participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in the EU educational programs, which had a significant impact on the reform of educational systems in the countries of the region and contributed to the further development of partnerships between EU universities and Central Asian countries.
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Moreno, Blanca, and Ana Salomé García Muñiz. "Investigating the Determinants of Higher Education Mobility into European Union Countries." International Journal of Learning in Higher Education 19, no. 4 (2013): 13–27. http://dx.doi.org/10.18848/2327-7955/cgp/v19i04/48666.
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Kazemzadeh, Foad, Martin Schacher, and Wolfgang Steube. "HIGHER EDUCATION STATISTICAL INDICATORS FROM FOUR EUROPEAN UNION COUNTRIES ‐ AN OVERVIEW." Higher Education in Europe 20, no. 1-2 (January 1995): 146–67. http://dx.doi.org/10.1080/0379772950200119.
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García Muñiz, Ana Salomé, and Blanca Moreno. "Investigating the Determinants of Higher Education Mobility into European Union Countries." International Journal of Learning in Higher Education 19, no. 4 (2013): 13–27. http://dx.doi.org/10.18848/1447-9494/cgp/v19i04/48666.
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Akcamete, A. Gonul, Nilay Kayhan, and Mumin Sen. "Pre-School Special Education Practices in European Union Countries and Turkey." Procedia - Social and Behavioral Sciences 46 (2012): 1510–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.331.
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Samodumska, Olena, and Oksana Samoilenko. "NON-FORMAL ADULT EDUCATION: THE EXPERIENCE OF THE EUROPEAN UNION COUNTRIES." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, no. 39 (2019): 202–13. http://dx.doi.org/10.31376/2410-0897-2019-1-39-202-213.
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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.
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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.
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Parente, Cláudia da Mota Darós. "COMPARED ANALYSIS OF THE SCHOOL DAY IN EUROPEAN UNION COUNTRIES." Cadernos de Pesquisa 50, no. 175 (March 2020): 78–94. http://dx.doi.org/10.1590/198053146760.
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Abstract This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education.
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Stankunas, Mindaugas, Mark Avery, Jutta Lindert, Ian Edwards, Mirko Di Rosa, Francisco Torres-Gonzalez, Elisabeth Ioannidi-Kapolou, Henrique Barros, and Joaquim Soares. "Healthcare and aging: do European Union countries differ?" International Journal of Health Care Quality Assurance 29, no. 8 (October 10, 2016): 895–906. http://dx.doi.org/10.1108/ijhcqa-09-2015-0110.
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Purpose The purpose of this paper is to evaluate socio-economic inequalities in the use, accessibility and satisfaction with health services amongst 60-84 year old people from seven European urban communities. Design/methodology/approach Data for this study were collected in 2009. The target population was people aged 60-84 years from Stuttgart (Germany), Athens (Greece), Ancona (Italy), Kaunas (Lithuania), Porto (Portugal), Granada (Spain) and Stockholm (Sweden). The total sample comprised 4,467 respondents with a mean response rate across these countries of 45.2 per cent. Findings The study demonstrated that the majority of respondents had contact with a health care provider within the last 12 months. The highest percentages were reported by respondents from Spain (97.8 per cent) and Portugal (97.7 per cent). The results suggest that 13.0 per cent of respondents had refrained from seeking care services. The highest rates were amongst seniors from Lithuania (24.0 per cent), Germany (16.2 per cent) and Portugal (15.4 per cent). Logistic regression suggests that seniors who refrained from seeking health care was statistically significant associated with those with higher levels of education (odds ratios (OR)=1.21; 95 per cent confidence intervals (CI)=1.01-1.25) and financial strain (OR=1.26; 95 per cent CI=1.16-1.37). Furthermore, the majority of respondents were satisfied with health care services. Originality/value The findings from the “Elder Abuse: a multinational prevalence survey” study indicate the existence of significant variations in use, accessibility and satisfaction with health services by country and for socio-economic factors related to organizing and financing of care systems.
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Koroliova, Larisa. "THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES." English and American Studies 1, no. 16 (September 7, 2019): 75–80. http://dx.doi.org/10.15421/381909.
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The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.
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Song, byeong jun. "Higher education in the European Union: Characteristics and meaning of dual structure through Erasmus+ and Bologna Process." Sookmyung institute of Global Governance 1, no. 1 (June 30, 2022): 63–80. http://dx.doi.org/10.56485/jous.2022.1.1.63.
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Higher education policy is a policy area that is deeply located in the realm of national sovereignty, and member countries have objection to the unified policy of the European Union. Accordingly, higher education policy at the EU level was very limited. However, the Bologna Process was launched outside the European Union in 1999 to internationalize higher education due to the heightened sense of crisis caused by the decline in competitiveness of European universities. The Bologna Process aimed to establish a European Higher Education Area through mutual recognition and harmonization of degrees and certificates between European universities.
European Union was also stimulated by the launch of the Bologna Process in the 2000s, expanding its higher education program and establishing several technical systems for student and faculty exchanges across borders. Specifically, the European Union expanded the Erasmus and Erasmus Mundus programs for the internationalization of universities. At the same time, the European Union actively implemented systems for human exchange, such as the European Credit Transfer and Accumulation System (ECTS).
On the other hand, Bologna Process also built its own system such as Bologna Cycle for degree certificate and qualitative evaluation of higher education. The Bologna Process also introduced the European Credit Transfer and Accumulation System, already implemented by the European Union. It is noteworthy that the Bologna Process, which consists of 46 European countries, includes all 27 European Union member states. Accordingly, the European Union’s higher education policy coexists with the Bologna Process, and mutual exchange and system convergence are taking place.
In Korea, internationalization of universities is also a major issue, and in order to promote exchanges and cooperation with the European Union, which has a similar academic level, it is necessary to discuss bilateral projects between the two sides. In addition, in order for Korean universities to promote international exchanges, it is necessary to establish a system for unified grades and degree certificates and qualitative evaluation of education among universities.
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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.
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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.
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Křepelka, Filip. "Dominance of English in the European Union and in European Law." Studies in Logic, Grammar and Rhetoric 38, no. 1 (September 1, 2014): 137–50. http://dx.doi.org/10.2478/slgr-2014-0036.
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Abstract English has become the first global language of international com- munication during the last decades. It is dominant in many fields as science, technology, transportation, business and tourism and diplomacy. The European Union with law applicable directly on individuals is officially multilingual. English is, however, preferred in internal communication and in communication with national experts. National laws are closely related with particular states. Related discourse is therefore realized mostly in national language. Legal education and research are thus less anglicized than other university education and research. Nevertheless, increasing importance of international and supranational rules for harmonization and coordination, growing demand for comparison, pres- sure to publish in internationally recognized journals, Europe-wide research projects and rising numbers of exchange of students cause widespread resort to English also at schools of law. Unfortunately, English is language of countries with Anglo-American law (common law) which differs significantly from continental law (civil law) existing in most European and other countries. Therefore, it is difficult to find adequate English words for phenomena of civil law and to stabilize their use in international discourse.
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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.
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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.
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Doronina, Olha. "LIFELONG LEARNING STRATEGIES IN EUROPEAN COUNTRIES." Grail of Science, no. 16 (July 11, 2022): 471–72. http://dx.doi.org/10.36074/grail-of-science.17.06.2022.074.
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A traditional definition of lifelong learning is “all learning activity conducted throughout life with the goal of enhancing knowledge, skills, and competences within a personal, civic, societal, or employment-related viewpoint” (European Commission, 2001). Over the years, the European Union has placed a strong emphasis on the development of the knowledge triangle "education, innovation, and research," as well as the development of skills. Lifelong learning has been deemed a high political priority by numerous EU organizations with a series of decisions and resolutions (European Commission, 2021). It has been acknowledged that to ensure an individual's life development and self-fulfillment, it is vital to regularly update knowledge and competences as a result of increasing skill differentiation and globalization.
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Hoskins, Bryony. "Monitoring Active Citizenship in the European Union: the Process, the Results and initial Explanations." CADMO, no. 1 (June 2009): 55–71. http://dx.doi.org/10.3280/cad2009-001008.
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- This article is a descriptive account from an insider's perspective of the complex European process of the development of indicators on active citizenship. From this position, the article explains the process behind the development of two composite indicators that have been used to measure progress on active citizenship in Europe; The Active Citizenship Composite Indicator and the Youth Civic Competence Composite Indicator. The article details the results of these indexes for European Union countries and regions inside Europe. In addition, the article examines the differences between the results of the composite indicators, with correlations found between competence and action for Northern and Western European countries but not for Southern and Eastern European Countries. Using these results it discusses possible steps forward in the development of indicators on active citizenship looking towards new data from the IEA International Citizenship and Civic Education study.Keywords active citizenship, civic education, composite indicators, European Union, political participation.
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VEGIČ, VINKO. "TEMELJNO ŠOLANJE ČASTNIKOV V DRŽAVAH EVROPSKE UNIJE – ISKANJE ODGOVOROV NA SODOBNE ZAHTEVE." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2017, ISSUE 19/1 (May 15, 2017): 77–93. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.19.1.4.
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Povzetek V razpravah glede prihodnjega šolanja častnikov v Sloveniji je pomembno tudi preučevanje modelov v tujini in sodobnih problemov na tem področju. V prispevku so na kratko prikazani izzivi na področju temeljnega šolanja častnikov, predvsem z vidika razmerja med usposabljanjem za konkretne naloge in širše usmerjenim izobraževanjem. Kakovost izobraževanja je pomembna ne le za vojaško učinkovitost, temveč tudi za odnos vojske s civilnimi strukturami v državi in z mednarodnim okoljem. Prikazane so temeljne poteze šolanja častnikov v državah EU. Proces šolanja sestavljata dve medsebojno povezani komponenti: univerzitetno izobraževanje in poklicno usposabljanje. Sicer pa šolanje častnikov ostaja le pristojnost držav in v državah EU najdemo zelo različne modele. Temeljno šolanje častnikov v Sloveniji se glede glavnih sestavin ne razlikuje bistveno od prakse v večini držav EU, vendar bo v prihodnje treba odgovoriti na nekatera vprašanja, predvsem glede razvoja univerzitetnega izobraževanja. Prihodnji razvoj šolanja častnikov bo moral slediti praksi evropskih držav predvsem na vsebinskem področju. Način organiziranja pa je smiselno prilagoditi lastnim potrebam in zmožnostim. Ključne besede: vojaško izobraževanje in usposabljanje, vojaška profesija, šolanje častnikov, Evropska unija, vojska in družba. Abstract In the context of discussion about future officer education in Slovenia, it is also important to study the current educational models in foreign countries and the contemporary problems in this area. The article briefly depicts challenges of basic officer education mainly from the viewpoint of relations between specific-purpose training and more broadly oriented education. The quality of education is important not only for military efficiency but also for military’s relations with national civil structures and international environment. The article illustrates basic features of officer education in EU member states. Educational process consists of two interlinked parts: academic education and vocational training. Officer education is the sole responsibility of EU member states, and members practise very different models. Concerning its the essential parts, officer education in Slovenia does not differ significantly from that of most EU members. However, it will be necessary to address some open questions, primarily those concerning the academic part of education. The future development of officer education should follow the patterns emerging in European states, first of all regarding educational content. However, it makes sense to adapt its organisational characteristics to our own needs and abilities. Key words: Military education and training, military profession, European Union, officer education, military and society.
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Akmese, Pelin Pistav, and Nilay Kayhan. "Special Education Practice at Elementary Level in European Union Countries and Turkey." Universal Journal of Educational Research 4, no. 9 (September 2016): 2134–43. http://dx.doi.org/10.13189/ujer.2016.040926.
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Kayhan, Nilay, and Pelin Piştav Akmeşe. "Special Education Practice at Elementary Level in European Union Countries and Turkey." Procedia - Social and Behavioral Sciences 106 (December 2013): 2431–37. http://dx.doi.org/10.1016/j.sbspro.2013.12.279.
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MAKHYNIA, N. V. "Social policy and inclusion in the adult education in European Union countries." Cherkasy University Bulletin: Pedagogical Sciences<, no. 13 (2019): 77–83. http://dx.doi.org/10.31651/2524-2660-2018-13-77-83.
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Warzecha, Katarzyna. "EDUCATION AS ONE OF THE KEY AREAS OF EUROPE 2020 STRATEGY." sj-economics scientific journal 23, no. 4 (December 30, 2016): 563–77. http://dx.doi.org/10.58246/sjeconomics.v23i4.302.
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“Europe 2020 - A strategy for smart, sustainable and inclusive growth” is a long - term program of socio- economic development of European Union (EU) for 2010-2020.
The present study is to examine what is the course of realization of the indicators appointed in Europe 2020 Strategy which concern the educational targets in Poland and in other European Union countries. Moreover, the study is to set trends in this field and to give the evaluation of the accuracy of education indicators as well as to forecast the time necessary to implement the targets in the European Union as a whole and in Poland. In the present day, it is essential to monitor the actions in this field because it is the education which contributes to economic growth of countries and regions. The sample period is 2002-2015 and the target values defined for 2020.
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Huterska, Agnieszka, and Robert Huterski. "Determinants of using online shopping in European Union countries." Ekonomia i Prawo 21, no. 4 (December 31, 2022): 675–91. http://dx.doi.org/10.12775/eip.2022.036.
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Motivation: Online shopping has gained increased economic importance as a result of restrictions on brick-and-mortar purchases due to the COVID-19 pandemic. Notwithstanding the natural partial return of consumers to direct purchases with the lifting of restrictions by the authorities, interest in online shopping does not return to pre-pandemic levels. Aim: The aim of the article is to verify the influence of various factors on the propensity to use online shopping in the European Union countries in the period 2010–2021. Due to the temporal and geographical scope of data, the panel method was used in the research. Results: The research on the determinants of online shopping, carried out by the authors, showed the statistical significance of all eight dependent variables affecting the share of people who shop online in the societies of the European Union countries. The increase in the use of online shopping is influenced by both the quality of Internet connections, the general frequency of Internet use, readiness to search the Internet for information about goods and services and the use of Internet banking. This regularity also occurs in the case of the share of older people in society, the share of people with at least the second level of education, the share of people employed in science and technology, and the level of GDP per capita.
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Abdildina, B. S., and B. E. Sailaubaeva. "Инклюзивті білім беруді дамыту саясатындағы еуропалық кәсіподақтардың тәжірибелері." BULLETIN of the L.N. Gumilyov Eurasian National University.Political Science. Regional Studies. Oriental Studies. Turkology Series. 138, no. 1 (2022): 8–22. http://dx.doi.org/10.32523/2616-6887/2022-138-1-8-22.
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The article examines the supportive actions of European educational trade union organizations for the comprehensive implementation of inclusive education. The main types of problems and ways to solve them in educational organizations that are in the focus of the trade union organization are considered. Since the beginning of the XXI century, especially during the crisis, education has been a major political priority at the national and pan-European level. The European sectoral social dialogue in the field of education is very important, because this industry allows bringing together European employers and employees in the field of education to discuss emerging issues. At the same time, social dialogue is considered as an institutional framework that unites social partners in negotiations on labor relations in the implementation of inclusive education. Specific examples reflecting the diversity of society are given in order to determine the need for the formation of a general inclusive education. It is very important to ensure equality and participation in education in various European societies. The need to take diversity into account in education is attracting increasing political attention at the European level. With regard to diversity and inclusivity, the need to change the mentality of Governments and the entire community is determined; the need to achieve a more complete reflection of the diversity of teachers, students and the whole society; the need to develop a unified definition of the concepts of diversity, equality and inclusivity for all countries. The authors fundamentally consider the approaches of the European Committee of Trade Unions of Education (ETUCE) to the development of inclusive education and the main elements and conditions for its support and implementation. The emphasis is on the analysis of the activities of trade unions in solving the problems of inclusive education
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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.
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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.
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Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.
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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
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Halásková, Martina, and Renata Halásková. "Evaluation Structure of Local Public Expenditures in the European Union Countries." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 66, no. 3 (2018): 755–66. http://dx.doi.org/10.11118/actaun201866030755.
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The public sector plays a significant role in securing public needs in a number of countries. The paper aims to evaluate the local public sector by the structure of local public expenditures, emphasizing similarities and differences in EU countries. Attention is paid to the evaluation of local public expenditures by eight functions (general public services, public order and safety, economic affairs, housing and community amenities, recreation and culture, social protection, health, education) in years 2005 and 2015. Local public expenditures by function in the EU are evaluated in connection to lower government levels and fiscal decentralization of expenditures. The evaluation shows that no countries demonstrate similarity of local public expenditures by function, which is associated also with an identical size of fiscal decentralization of expenditures and the number of lower government levels. By contrast, both similarities and differences were proved with respect to the evaluated local public expenditures by the application of multidimensional scaling and cluster analysis. The results have shown that Scandinavian countries represent the most marked differences in the structure of local public expenditures, in comparison to Malta and Cyprus in terms of local public expenditures on social protection, health and education.
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Gutiérrez-Barroso, Josué, Fernando Barragán-Medero, and David Pérez-Jorge. "Suicide rates in the European Union Countries. An analysis from a multivariate approach." Global Journal of Health Science 10, no. 4 (February 26, 2018): 12. http://dx.doi.org/10.5539/gjhs.v10n4p12.
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Suicide is one of the most important causes of death in the European Union Countries (EU) and is considered as a phenomenon which can be explained from a psychological, biological and social point of view. Objectives: This research will analyze the phenomenon of suicide in the European Union from a sociological point of view, with the aim of creating a multivariate model which explains such phenomenon. Method: Taking into account those data offered by the European Statistics Office (EUROSTAT), this study will try to explain, through the multiple linear regression model, suicide rates in European countries from demographic variables (number of inhabitants, divorce rate, ratio of women), economic variables (Gross Domestic Product (GDP), general government gross debt), social variables (government expenditure on social protection, population at risk of poverty) or educational variables (public expenditure on education and population with secondary education). Conclusions: A model to explain suicide rates in different countries was developed. This model was made up of two variables (percentage of people with secondary education and ratio of women), which account for 50% of the suicide rate.
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Binytska, Kateryna. "TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH." Educological discourse, no. 3-4 (2019): 294–305. http://dx.doi.org/10.28925/2312-5829.2019.3-4.294305.
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The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.
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Voronina, Marina. "Higher education in the EU countries: comparative geographical analysis." SHS Web of Conferences 69 (2019): 00131. http://dx.doi.org/10.1051/shsconf/20196900131.
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The article analyzes indicators of higher education in the European Union: the number of higher education institutions; the number of university students; changes in the number of faculty members, age structure; higher education expenses; cost of training one student. A similar study was conducted by the author in 2006. The article provides a comparative analysis of indicators for 2001-2016. The analysis uses data from EUROSTAT which were interpreted at the cross-country level.
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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.
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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.
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Trpkova-Nestorovska, Marija. "FACTORS OF EMIGRATION: ANALYSIS OF COUNTRIES FROM THE EUROPEAN UNION." Knowledge International Journal 32, no. 1 (July 26, 2019): 33–38. http://dx.doi.org/10.35120/kij320133t.
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The past decade was a period that was characterized by massive migration flows in European Union countries, a situation like none other before. Different migration flows contributed to inflow of working force from conflict areas of the Middle East, countries from the Western Balkans, and also migration within the European Union. While immigration is dominant, emigration also has large impact in the migration flow in the EU. The purpose of this paper is to determine the main factors that contribute to emigration in the 28 EU countries. The panel regression model with random effects is used where seven factors were examined in order to determine their influence on the emigration. Macroeconomic determinants include GDP per capita and unemployment rate, demographic factors include total population, young male population and young female population and other factors include level of corruption and enrollment in tertiary education. Analysis includes 28 EU countries, while the analyzed period is 1999-2017 (19 periods), and the total number is 560 observations. The results confirm that emigration is driven by unemployment rate, total population, young male and young female population. When the unemployment rate increases, the emigration also increases, which is logical. If the national labor market cannot provide vacancies for the increasing supply of work force, the next option would be emigration in another country due to eligible working positions. Population, as demographic factor, also influences emigration. The bigger the population, the larger emigration is expected. Also, young female and male population have statistically significant effect on the emigration, yet the direction of the relationship is different. Increase in young male population can contribute to increase in emigration. On the other side, increase in young female population reduces the number of emigrants. From the results it would seem that demographic factors dominate over macroeconomic and other factors. Policy makers in the countries with accentuated emigration component should be concerned that young male population is leaving, and this labor force is or soon will become deficitary. Also, unemployment is another issue that should be addressed. National governments should create policies that contribute to increased economic growth that produces vacancies. Otherwise, the high unemployment rate would soon drain the country out of its working source. Other factors such as level of corruption, GDP per capita and enrollment in tertiary education seem not to have statistically significant impact on emigration in the countries of the European Union.
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Çankaya, İbrahim. "New Image Qualities in Education: A Comparative Study." Journal of Educational Issues 4, no. 1 (March 1, 2018): 20. http://dx.doi.org/10.5296/jei.v4i1.12420.
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The aim of this study is to compare Turkish and European Union Countries Educations in terms of the new image qualities such as data like access to online education, digital access, foreign languages learnt per pupil, research & development investments, human resources employed in science and technology, the study opportunities offered to international students mobility and the scientific patents. It is a study in the descriptive scanning model. The data have been taken from the Eurostat, OECD and UNESCO databases. Qualities of Turkish Education is at a disadvantage in the face of European Union education qualities in terms of access to education, internet use, access to online education, R & D investment rates, number of specialists working in the field of science and technology, part-time employment opportunities offered to international graduate students, foreign languages learnt per pupil, and scientific patents.
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Hanisch, Anna, Astrid Rank, and Günther Seeber. "How Green are European Curricula? A Comparative Analysis of Primary School Syllabi in Five European Countries." European Educational Research Journal 13, no. 6 (January 1, 2014): 661–82. http://dx.doi.org/10.2304/eerj.2014.13.6.661.
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The authors conducted a cross-national curriculum analysis as part of a European Union Comenius project regarding the implementation of an online tool to foster environmental education (EE) in primary schools. The overall goal was to determine the extent and intensity that EE is embedded in the syllabi of five European countries. To this end, the authors developed a categorical analysis framework and undertook a content analysis. In addition to the general goals and contents of EE, they researched in particular the inclusion of the topics ‘waste’, ‘water’ and ‘energy’ in primary school curricula. The results highlight differences and commonalities with regard to goals, contents and methodological requirements, and they confirm the relevance of EE in European school curricula.
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Bezliudnyi, Roman, and Vita Bezliudna. "FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 105–11. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247629.
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The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education.
Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.
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Kanishevska, Lyubov, Svitlana Tolochko, Oksana Voitovska, Oksana Pershukova, and Iryna Shcherbak. "Changing the modern educational paradigm on the example of European Union and Ukraine." Laplage em Revista 7, no. 1 (January 4, 2021): 293–303. http://dx.doi.org/10.24115/s2446-6220202171725p.293-303.
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The purpose of the present academic paper lies in identifying the transformational processes of the educational paradigm within European countries. The research methodology is quantitative; it is based on the method of statistical analysis of development indicators of the EU states’ education systems according to Eurostat, the World Bank 2009-2019. The results demonstrate a significant differentiation of the integration of different educational paradigms within European countries. The experience of the EU states bears evidence to the differentiation of mechanisms for financing education. In general, the following financing mechanisms predominate, namely: 1) centralized + local + local transfers (7 countries); 2) centralized in 6 countries; 3) centralized + local transfers in 5 countries; 4) local + local transfers in 5 countries. The theoretical and practical value of the research lies in considering the identified slow transformations of educational paradigms by international organizations when developing a policy for ensuring the quality of education within the EU.
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Nicoleta, ONOFREI, and PAŞA, Adina Teodora. "PRIVATE CONSUMPTION IN THE EUROPEAN UNION: A COMPARATIVE STUDY." ECONOMY AND SOCIOLOGY 2019 NO. 1, no. 2021.1 (July 1, 2021): 52–62. http://dx.doi.org/10.36004/nier.es.2021.1-05.
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The aim of this paper is to study consumption of households from an economic and cultural perspective in the European Union with 28 Member States during the period 2010-2019. For this purpose, we compared the Eastern European countries, dominated by rapid economic growth and development with the Western European countries, which represent the most developed countries in the EU-28. From this perspective, we proposed a multidimensional analysis of consumption that includes macroeconomic indicators of households’ wealth, which strongly influence their consumption together with an overview on expenditure by consumption purpose. Moreover, we have also considered Hofstede’s cultural dimension theory based initially on four cultural dimensions (power distance, individualism versus collectivism, masculinity versus femininity, and uncertainty avoidance) to observe the impact national culture plays on households’ consumption in Eastern and Western European countries tracking the historical changes of these countries. Our methodological approach consisted in descriptive and inferential statistics based on the selected economic and cultural indicators. Pearson’s product-moment correlations were calculated to assess the correlations between the variables. Our analysis shows that the level of wealth is lower in Eastern European countries compared to Western Europe, which influences significantly the private consumption in these countries. Moreover, the systematic differences of national culture between Eastern and Western Europe influence strongly the private consumption of their population. Results of this paper indicate that in Eastern European countries the highest share of expenditure is allocated to primary needs such as food, non-alcoholic beverages, alcoholic beverages and cigarettes to the detriment of health, education, recreation and culture.