Journal articles on the topic 'Education – Social aspects – European Union countries'
To see the other types of publications on this topic, follow the link: Education – Social aspects – 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 – Social aspects – 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
Marusynets, Marianna, and Ágnes Király. "Social and political aspects of education reforms in Hungary." Labor et Educatio 8 (2020): 125–34. http://dx.doi.org/10.4467/25439561le.20.010.13001.
Full textAbstract:
The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.
2
Kaivo-oja, Jari, Samuli Aho, and Theresa Lauraéus. "European COVID -19 Pandemic Data and Social Inclusion Policy in the European Union: Drivers-Driven Trend Analysis." Economics and Culture 18, no. 1 (June 1, 2021): 82–99. http://dx.doi.org/10.2478/jec-2021-0007.
Full textAbstract:
Abstract Research purpose. The study is focused on the Covid-19 pandemic crisis in the European Union. This study investigates the current driving trends and trade-offs of the Covid-19 pandemic phenomenon and social inclusion trends in the European countries. Design / Methodology / Approach. The methodology is based on conventional statistical index theory and statistics. The study investigates cases, deaths, and key Covid-19 statistics. The research design combines key social inclusion statistics of the Eurostat and the official Covid-19 statistics of the European Centre for Disease Prevention and Control. Covid-19 data is updated to 1.3.2021. Social inclusion variables are selected from the Eurostat database. Social inclusion variables cover poverty, material deprivation, income distribution, income, quality of life, employment, and education matters. Scattering matrices on the relationships among the key variables under review are reported. Findings. The study reports basic trends of Covid-19 cases, deaths, deaths/cases and calculates these Covid-19 trends in 29 European countries. This study reports trade-off analyses of key social inclusion trends of the European Union countries. Key indicators are linked to economic income, income distribution, poverty, gender issues, and housing statistics. The 19 key indicators of social inclusion are analysed and reported with Covid-19 data. Statistical correlation analysis tables (2a and 2b) are calculated with key European social inclusion indicators. The study reveals some relevant aspects of the social inclusion policy of the European Union about the ongoing Covid-19 crisis and exit strategies. Originality / Value / Practical implications. This conference paper demonstrates novel and exciting possibilities of integrated data pooling (The Eurostat and the European Centre for Disease Prevention and Control). Original results of key trend drivers are provided by the authors. Value-adding and interesting results are delivered for European governments and the business community. Results and findings of the study can be used in the planning of economic recovery and Covid-19 exit policies in the member states of the European Union.
3
Drastichová, Magdaléna, and Peter Filzmoser. "Factors of Quality of Life in a Group of Selected European Union and OECD Countries." Problemy Ekorozwoju 16, no. 2 (July 1, 2021): 75–93. http://dx.doi.org/10.35784/pe.2021.2.09.
Full textAbstract:
This work focuses on the evaluation of the factors of quality of life in a sample of 26 countries. Quality of life is a complex, multidimensional concept, which includes various social, cultural, economic, political, demographic and environmental aspects. Regarding this, principal component analysis and regression analysis were chosen as relevant methods to analyse relationships among twenty-five variables related to quality of life, and their rela-tionships with three composite indices reflecting crucial aspects of quality of life, wellbeing and sustainability. These indices, applied as the response variables in the regression analysis, include the inequality-adjusted alter-native of the Human Development Index (IHDI), the Happy Planet Index (HPI), and Healthy Life Years (HLY). The IHDI represents an objective indicator of human development and wellbeing. HLY reflects quality of life in terms of health. The HPI combines the ecological efficiency with which human wellbeing is delivered, while it also includes a subjective measure of wellbeing. Since each of these indices represent different aspects of quality of life to a certain extent, some of the factors (represented by selected indicators) affected them in different ways. After applying a Lasso regression, nine of the 25 indicators – representing crucial factors of quality of life – were identified. Homicide rate (representing the factor of safety) affected all three indices in a negative way, whereas Years in education (representing the factor of education) and Life satisfaction – a subjective indicator of wellbeing representing the dimension of the same name, affected them positively.
4
Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
Full textAbstract:
The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
5
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.
6
Kiner, Andrej. "Current Trends of the European Union Integration Policy As a Reaction to the Refugee and Migrant Crisis 2015." Ekonomické rozhľady – Economic Review 50, no. 4 (December 15, 2021): 410–28. http://dx.doi.org/10.53465/er.2644-7185.2021.4.410-428.
Full textAbstract:
Investing any resources and energy in integration policies today could contribute to making the European Union a more prosperous, cohesive, and inclusive place for society. However, notwithstanding the efforts made, third-country nationals continue to fare worse than domestic citizens in terms of employment, education, and social inclusion outcomes. The article examines and subsequently reviews various trends in integrating foreigners (primarily third-countries nationals and asylum seekers) on social and economic level after the outbreak of migrant and refugee crisis in 2015 until the present day. Our research suggests that the concerned group of immigrants continue to face barriers in the education system, on the labour market, and in accessing decent housing and adequate health care. All of the aforementioned aspects have become the main focus of all parties involved. Through funding, initiatives, and specific measures undertaken by both the EU and Member States with NGOs strengthen and support integration across key policy areas, albeit deficiencies are still observed.
7
Foris, Tiberiu, and Diana Foris. "EUROPEAN FUNDS MANAGEMENT ANALYSIS—A CASE STUDY OF EUROPEAN SOCIAL FUNDS IN ROMANIA FROM 2007 TO 2013." CBU International Conference Proceedings 2 (July 1, 2014): 142–46. http://dx.doi.org/10.12955/cbup.v2.457.
Full textAbstract:
This article focuses on fund financing management of one of the utmost important European Union funds, the European Social Fund (ESF), and its implementation in Romania in its post adherence period (2007-2013). In this respect, the main aspects regarding the management and implementation of this program in Romania, as compared to other European countries, are analyzed taking into consideration the declared objectives at its launching moment. Through a defective management, these objectives have not reached their target, whereas the educational market of continuous adult education has been strongly distorted from the competitive point of view. Moreover, due to inadequate financial management, many of the involved agencies—private companies, schools, constitutive parts of the civil society, have gone bankrupted—the fact that would lead to a serious social imbalance.The research part of this article, being implied in the management of the most important strategic projects of this program (projects in qualifications for the spa tourism, agro-tourism, and food industry), presents a critical point of view on ESF management at a national level and highlights a set of proposals and recommendations, so that, between 2014 and 2020, Romania should be aligned with the European standards regarding the performance in implementing programs with non-reimbursable financing.
8
Casagrande, Sara, and Bruno Dallago. "To Be, or Not to Be: The Role of Self-Perception in European Countries’ Performance Assessment." Sustainability 14, no. 20 (October 18, 2022): 13404. http://dx.doi.org/10.3390/su142013404.
Full textAbstract:
Performance evaluation is commonly based on objective indicators which do not explicitly consider the role of perceptions. Especially when evaluating countries’ performance, citizens’ perceptions can influence public debate and socio-economic narratives. Since these may influence policy making and countries’ performance, perceptions should not be ignored. The objective of this article is to investigate the presence of discrepancies between objective performance and self-perception (subjective performance) among European Union countries. The aim is to raise awareness of the importance of recognizing biases in performance perception as factors that may hamper European debate, countries’ relations and, thus, the political and social sustainability of the European project. The article considers five spending areas that may influence the public opinion’s assessment about countries’ performance (education, environmental protection, health, public order and safety and social protection) and compares objective and subjective indicators for 28 EU countries from 2007 to 2017 using the distance-to-frontier score methodology. The results indicate that the discrepancies are significant, with a generalized tendency toward overestimation, especially among some Central and Northern European countries. The opposite occurred in Greece and some Eastern European countries. These results represent a starting point for grasping an undervalued aspect of the complexity of the European socio-economic environment.
9
Świętek, Agnieszka, and Wiktor Osuch. "Wybrane problemy mniejszości narodowych a idea społeczeństwa obywatelskiego w Unii Europejskiej." Przedsiębiorczość - Edukacja 6 (January 1, 2010): 532–42. http://dx.doi.org/10.24917/20833296.6.43.
Full textAbstract:
This article presents a socioeconomic problems of national minorities in certain aspects of the processes of European integration. In European countries, as well as in Poland, the unemployment rate among ethnic minority groups is very high, compared to the general public. This problem affects particularly the Roma minority, because of cultural difference and the inability to find themselves in the current economic situation, which causes progressive social marginalization. High racist delinquency, as well as an increase in labor market discrimination against minorities, in various countries of the European Union, are not conducive to the processes of social and citizen integration of those groups. The reason, as well as the effect of such situation is the very low level of education of Roma, not only in Poland but also in other European countries.Authors reckon, that one of the conditions of informative society’s growth is necessity to support their enterprising posture. Following this thesis, the authors think, that supporting lower developed groups, which don’t keep up with actual tempo of economic growth is necessary to minimalize the socialeconomic marginalization of these groups and to limit social anxienties and clashes.Authors, on the example of Roma ethic minority group characterized the problems of these groups on work market, ways of fighting with them and showed the perspectives of progress of these groups in future by building enterprising postures. It seems that the measure of a progressive European social integration should be an appropriate relationship to national and ethnic minorities in EU member countries, free from social and occupational, and discrimination on labor market, which does not seem easy in a market economy based on knowledge.
10
Khitov, Мitko. "Some aspects of economic interaction between developing and developed countries within the framework of the EU on the example of Bulgaria." University Economic Bulletin, no. 45 (May 27, 2020): 158–62. http://dx.doi.org/10.31470/2306-546x-2020-45-158-162.
Full textAbstract:
This article discusses the issues of economic interaction between countries with different levels of division of labor, for example Bulgaria, and objective opportunities for each of them to find their place in the economic systems of such supranational entities as the European Union. Historical parallels are drawn in the development of theories at different stages of the movement of economic thought in relation to systems of division of labor, starting from the physiocrats of the Middle Ages, through Adam Smith to the modern vision of the situation. The experience of Bulgaria in building its own national economy in the period after the Liberation from Ottoman rule to the present day is analyzed. A comparative analysis of the achievements of our state, as a member of the Council for Mutual Economic Assistance, against the development of neighboring countries, which, however, fell into an alternative system of division of labor. The processes that took place as part of the confrontation of two antagonistic technological zones during the Cold War are described, including some aspects of the dynamics of relations within the world socialist community, which at different periods had a different structure, own achievements and failures, missed opportunities and, ultimately - a capitulation from an order of magnitude larger economic system under the auspices of the United States of America. The author seeks Bulgaria’s place in the current EU integration processes, from the point of view of the objective regional differentiation of this peripheral Balkan state. Conclusions are drawn on the results of the interaction of countries with different levels of division of labor - developing states from Eastern Europe, and developed ones - the founding states of the Union, which form the core of this supranational association. The relevant recommendations are made on the implementation of strategic policies in the economy, education and social sphere for countries that aspire to enter the European Union or are already members as developing economies.
11
Myhovych, Iryna. "Institutional vector of internationalization of the Slovak Republic National Higher Education System: National Universities of Slovakia and European Union International Cooperation Programmes." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (December 26, 2019): 122–36. http://dx.doi.org/10.24195/2617-6688-2019-4-16.
Full textAbstract:
Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.
12
Le, Duc Anh, and Hong Son Ho. "Human Security in Europe during the COVID-19 Pandemic: Socio-Demographic Aspects." DEMIS. Demographic Research 2, no. 4 (December 28, 2022): 58–69. http://dx.doi.org/10.19181/demis.2022.2.4.4.
Full textAbstract:
Since the beginning of 2020, the outbreak and the spread of the COVID-19 pandemic has negatively impacted the world in many aspects varying across countries, social groups, and societal domains, of which Europe is one of the regions suffering the most. In an effort to provide an overview of the negative impact of the pandemic, the authors focuse on how the pandemic and the restrictions of European governments have interfered with a wide range of fundamental rights. First, the research paper illustrates the conceptual framework for human security in documents published by the United Nations (UN) and the approach of the European Union (EU) to human security. Second, the paper outlines several key points of the COVID-19 pandemic in the epidemical aspects to emphasize the seriousness of this crisis; thereby, it can be concluded that the stringent measures by EU leaders and national governments which are inevitable are believed to be somehow extreme though. The third part of the paper focuses on the negative impact of the pandemic and policy responses on the rights to education, healthcare, and the increase in the rate of unemployment, food insecurity, and domestic violence. The fourth strand of the paper is devoted to coming up with three policy recommendations for the EU and member states to limit the negative impact on human security.
13
Grasso, Maria T., and Christian Lahusen. "European Solidarity at a Crossroads? Citizens’ Attitudes and Political Behaviors in Europe." American Behavioral Scientist 63, no. 4 (February 8, 2019): 423–29. http://dx.doi.org/10.1177/0002764218823846.
Full textAbstract:
Many observers have voiced their concerns that solidarity is at risk in Europe. Given this wider context, we are urgently in need of sound empirical analyses examining the various dimensions of solidarity in Europe. Public debates focus on solidarity in many respects but there is to date a lack of empirical evidence to draw upon to inform them. In this context, this special issue emerges from research conducted in the European Union–funded research project TransSOL devoted to the study of European solidarity (“European Paths to Transnational Solidarity in Times of Crisis”) running from 2015 to 2018. The project received funding under the Horizon 2020 program (Grant Agreement No. 649435). Christian Lahusen at the University of Siegen coordinated the overall project and Maria Grasso at the University of Sheffield coordinated the population survey for the project. The TransSOL survey includes approximately 2,000 respondents from each of the eight countries of the project (total N ~ 16,000): Denmark, France, Germany, Greece, Italy, Poland, Switzerland, and the United Kingdom. In the context of the project, the aim of the cross-national survey was to build a comparative dataset that would allow us to answer our theoretically relevant questions of interest on European solidarity such as those discussed in this introduction and in the other articles of this special issue. The articles in this special issue all analyze the data from this original survey dataset to shed systematic light into key theoretically-driven research questions on various aspects of European solidarity.
14
Bujor, Răzvan. "Migration from the perspective of climate change." Proceedings of the International Conference on Business Excellence 16, no. 1 (August 1, 2022): 556–66. http://dx.doi.org/10.2478/picbe-2022-0053.
Full textAbstract:
Abstract The present paper has as main objective to examine the literature and show the literature review, debates and discussions related to migration and implication of economic development. Media and academic circles are strongly attracted by the topic of migration and its consequences. Aspects brought into attention, from migration and economic development point of view are: climate change, social, economic, political and legislative. The reality is pushing us to research this phenomenon because migration effects are already visible and important for European communities, both for origin and destination countries. It comes questions that point to the core of economic, social, politic and environmental developments of the 21st century and these are referring to environmental and climate justice, as well as existing and growing of the relationships between the involved parties. This paper presents also the literature review analysis of different framings, points of view and lines of argument, and highlighting debates about securitization of climate change, depending on economic and connections to development studies and adaptation research and their influence on migration decision. Migration decision dependents on many factors, such as: level of life, education, employment opportunities, gender and age, familial needs and financial possibilities, but climate change, too. Also, the present paper will point out scientific papers that address the new challenges influencing labour migration inside European Union such as: COVID-19 pandemic, environmental changes, besides social inequalities and regional conflicts which are now at the borders of the European space.
15
Manea, Gheorghe Cosmin. "Theories and Strategies of Economic Development in the Region." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 984–94. http://dx.doi.org/10.2478/picbe-2020-0093.
Full textAbstract:
AbstractThe concern for increasing macroeconomic stability is specific to both, small and large countries within the European Community. In that paper are presented ways in which are made links between the states of the world policies and economies development characteristics. That study has imposed a new type of characterization sustained by the national economies manifestation whose is correlated with the interaction between governmental policies and also with national and regional factors. This interaction is conditioned by specify effect of the economic, scientific, demographic, social and cultural development of each country, part of European Union. Taking into account all the imminent obstacles over the years of nations existence, is demonstrated that the European Union is supposed over and over of a new development process, being considered one of the most economically prosperous areas in the world and also one of the most competitive. However, major weaknesses arise due to the existence of significant disparities in prosperity and productivity between Member States and component regions. The complexity of the regional development policy arises at the level of the European Union, from its objective of reducing the economic and social disparities existing between the different region of Europe’s that was and will be an objective that it has implications on important areas for development, such as economic growth, labor force, transport, agriculture, urban development, environmental protection, education. Registered at different levels (local, regional, national and European) - regional policy, deals with the coordination of the different sectors and with the cooperation between the decision levels and the balancing of the financial resources. The conclusion is related with the idea of a must follow regional development economies starting from national level respecting a certain dynamic. That aspect must also take into account the continuous changes determined by the restructuring of the production and the increase of the competitiveness at national and local level.
16
Urazhok, T. V. "Postgraduate training system and scientific and pedagogical activity in assessments of French PhD students." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2021): 79–89. http://dx.doi.org/10.20339/am.04-21.079.
Full textAbstract:
Discussed are issues of postgraduate training system in France. The European system of doctoral training was always effective, had a great diversity of programs, wide opportunities for the graduates. It set trends for postgraduate training systems all over the world. France is the second economy of the European Union, producing almost a fifth of the European Union’s GDP. This country is among the leaders that allocate a large number of funds to finance the research sector. In 2018, France’s gross domestic spending on R&D was 2.3%. In this regard, the social survey of French PhD students was conducted. They were asked to answer questions about the effectiveness of the French postgraduate training system as a whole and to assess the social and psychological side of the doctoral education process. We considered such aspects of the problem as the competitiveness of the French doctoral school in comparison with other countries, employment in the scientific and pedagogical area, the perception of the research fellow, and the obstacles that arise in the process of writing the thesis. The empirical basis of the study is a survey conducted in 2019–2020. The sample consisted of 149 people. It is noted that in general, future candidates of sciences tend to get into the research environment to continue working as full-fledged researchers. The analysis also showed that despite the good funding, there are certain problems in the field of science that concern the current generation of PhD students.
17
Kyrydon, Alla, Svitlana Kosjak, and Serhiy Troyan. "THE COVID–19 PANDEMIC IN EUROPE: CHALLENGES AND THE SEARCH FOR ANSWERS." European Historical Studies, no. 23 (2022): 6–29. http://dx.doi.org/10.17721/2524-048x.2022.23.1.
Full textAbstract:
The purpose of the article is violated in the studied and generalization of the main aspects of the policy of the European state, on the eve of the countries of the European Union, regarding countering the spread of the Covid-19 pandemic and the study of the features and effectiveness of the Swedish model to prevent similar threats in the future. The scientific novelty of the study is due to the seriousness of the challenges and the threat of a universal nature both for Europe and for the modern globalized and interdependent world. This is especially important given the global scale and scale of the Covid-19 pandemic that humanity has faced in early 2020. The world community, including all its regional segments, faced an unprecedented challenge of chronic disease, which belongs to asymmetric shocks that begin with a small shock and then quickly cover the whole world. Conclusions. The outbreak of the coronavirus disease at the beginning of 2020 came as a surprise to the whole world. The World Health Organization belatedly, but in March 2020, announced the pandemic and the need for a serious and urgent fight against it. The first patients with Covid-19 in European countries appeared in January 2020. At the same time, the first deaths from the coronavirus disease were recorded in Europe. Already in the first months of the pandemic, Italy, Spain, and France faced its severe consequences, including a large number of deaths. Most European countries, including Ukraine, have introduced strict restrictive measures, including mass self-isolation, restrictions on economic and trade activities, termination of the educational process with its subsequent transfer to distance education, etc. Almost all available resources of the national health care systems were mobilized to fight the pandemic. Sweden’s public policy to combat the spread of the pandemic was outstanding in the European democratic space. The Swedish model of public policy to combat the Covid-19 pandemic was based on the principle of public responsibility and reliance on a highly developed national health care system. The main place in the approach of the Swedish government to this problem was taken by the course on the development of collective immunity. The principle of voluntariness, which did not involve the introduction of a nationwide quarantine, played an important role. At the initial stage) the restrictive measures in Sweden were mild, were mainly of a recommendatory nature, and were based on the principle of situational response. The Swedish government did not introduce strict measures and restrictions for the economy, businesses and institutions were recommended to switch to remote work. Sweden was the only country in the European Union that did not introduce a lockdown at the height of the Covid-19 pandemic in Europe. In addition, the need to observe social distance, personal hygiene, and help the elderly was emphasized. The decline in economic and business activity in general was smaller in Sweden than in other European Union countries. At the same time, under the influence of the Covid-19 pandemic, the average annual mortality rates have increased significantly. In general, the generalization of the experience and results of the fight against the coronavirus pandemic in the countries of the European Union, the study of the effectiveness of the features of the Swedish model of combating the coronavirus disease should contribute to greater resilience of the states and societies of Europe in the face of modern threats and challenges of the globalized world.
18
Вікторія Поберецька. "IMPLEMENTATION OF INTEGRATED LEARNING IN PRIMARY EDUCATION: FOREIGN EXPERIENCE." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 125–32. http://dx.doi.org/10.31499/2307-4906.3.2020.219103.
Full textAbstract:
The article presents the peculiarities of students' integrated learning implementation in foreign educational establishments. Forms, methods of its realization and interaction of all subjects of pedagogical process have been defined. The peculiarities of integration in the context of primary education development in the countries of the European Union have been revealed. It has been found out that an important aspect of the development of standards of elementary education content in EU countries is the transition from structuring the content of curricula around subjects to the integration of disciplines into modules, integrated blocks, and educational sectors. Orientation to the development of students' thinking and cognitive abilities during the curricula, programs and textbooks modernization has been identified as one of the main components of primary education content. Almost all of the topics that children encounter during their studies are additionally implemented in the after-school activities. Educational institutions in the United States have analysed the experience of applying and implementing integrated learning: Integrated Learning Strategies, Radnor Township School District. It is proven that these research-based programs offer a holistic approach to the overall success of the student's educational, emotional, and social well-being. Integrated learning programs operate on the premise that, in the real world, adults are required to perform tasks and demonstrate skills that are not defined in a single academic discipline. Teachers of the integrated programs create lessons and activities that engage students in lessons, projects, and other learning tasks that focus on the connections between the skills and content taught in the regular curriculum. The regulatory documents governing the features of integrated learning in European educational establishments define the standards for the classification of education, in particular, the International Standard Classification of Education, which provides a comprehensive framework for the organization of educational programs and qualifications by applying uniform and internationally agreed definitions to facilitate the comparison of systems education in different countries.
19
POTAPOVA, Oleksandra. "INTERNATIONAL EXPERIENCE OF FORMATION OF THE EDUCATION SYSTEM IN THE CONDITIONS OF DECENTRALIZATION OF POWER." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 37–42. http://dx.doi.org/10.54891/2786-6998-2022-1-6.
Full textAbstract:
The article examines aspects of the international experience of education system formation in conditions of decentralization of power in countries such as France, Poland, the Czech Republic, and the USA. It was determined that Ukraine must quickly and with the least losses overcome the shortcomings of the post-Soviet education management system in order to create a competitive national education system, therefore, studying the experience of countries around the world, analyzing mistakes and successes in reforming the education system in conditions of decentralization of power are necessary to successfully overcome all difficulties in the future development of the national education system. It was concluded that educational systems within the European Union remain unique in each country with a different degree of centralization or decentralization of management and financing of education, therefore it is necessary to find a rational «golden mean» in each of these systems and apply it in Ukraine in conditions of decentralization authorities. The impact of the democratization of education management on increasing the autonomy and level of socialization of educational institutions is determined. The concepts of «democratization» and «decentralization» are highlighted and the influence of these processes on the conditions of functioning of schools, stimulation of creative activity of teams and management is determined. The experience of some countries was studied, which shows that a strong legal state, which supports the principle of equality of all before the law, should be a guarantor of democratic rights in various spheres of social life, and first of all, in quality education. The article also focuses on the main areas of decentralization of educational institution management. Ways to improve the quality and practical significance of education a on the study of the experience of modernization and modification of the education system of the countries of the world and the application of these approaches in the future in the institutions of domestic education, which will contribute to the creation of conditions for deepening the knowledge of education seekers, improving the quality of educational services, socio-economic development country, ensuring the growth of Ukraine’s competitiveness, as well as the creation of new jobs with higher requirements for knowledge and skills. re proposed, based.
20
Holovchenko, Hlib. "Issues of media education of the USA and Canada in the information society." Comparative Professional Pedagogy 4, no. 1 (March 1, 2014): 17–24. http://dx.doi.org/10.2478/rpp-2014-0003.
Full textAbstract:
ABSTRACT The experience of different countries concerning the formation of preconditions for the development of the information society has been considered. The consequences of “totalitarian” model during the transition to open democratic civil society and the role of education and educators in this process have been defined on the example of Russia, Latvia, Lithuania and Estonia. The introduction of media education on the example of the U.S. and Canada as development of society and civilized economy has been substantiated. Didactic information space (DIS) - a unique educational technology, which was elaborated by scientists in the Mykolaiv College of Press and Television - has been characterized. It has proven to be the most efficient technology in the former Soviet Union that considers civic, social, educational direction, taking into account the information society. It has been determined that for further research it will be interesting to study interrelation between the need to obtain simultaneously a huge amount of experience - understanding European values, the next stage of human development (transition from industrial to information), the acquisition of democratic thinking, understanding of civil society - and the public acquisition of media literacy skills through the widespread introduction of media education. There exists the need of simultaneous acquisition of knowledge and skills that makes the process complicated. In addition, none of the considered aspects are taught in any school discipline and unfortunately they are submitted only in several universities of Ukraine. But there is a positive experimental experience of Mykolaiv College of Press and Television through the interrelation of classroom and extracurricular activities.
21
Nowakowska, H., and M. Skrzypek-Czerko. "Student mobility. Between theory and practice?" Progress in Health Sciences 6, no. 1 (June 30, 2016): 0. http://dx.doi.org/10.5604/01.3001.0009.5139.
Full textAbstract:
Introduction: The Bologna Process has initiated the “culture of reforms” in higher education, conditioning the economic and social development of Europe. Erasmus Plus is an EU programme of education in 2014-2020. Despite the numerous benefits it offers to students, their mobility within the Erasmus Plus Programme proves to be low (not satisfactory). Purpose: Review the theoretical and practical aspects of student mobility, with particular emphasis on the Erasmus Plus Programme. Materials and methods: We searched for extant networks through peer-reviewed literature and the world-wide web. Additionally, we used a data analysis on the mobility of students of medicine and health sciences in 2005-2015 within the Erasmus Plus Programme, at selected university in Poland. Results: According to the educational standards in the European Union, students of medical faculties are obliged to complete 12 semesters of studies comprising 5,500 hours under teachers’ supervision. In Poland there are 5,700 hours – these additional hours account for mandatory physical education and foreign language classes which are not taught in other countries. Data from the last decade indicate that student mobility in Poland is an overestimated phenomenon as it concerns a narrow circle of students. Conclusions: A student who benefits from a scholarship under the Erasmus Plus Programme enhances their self-esteem and development opportunities. Participation in an international programme seems to bring benefits alone. In practice, however, there prove to be numerous barriers related to student mobility, such as financial problems, language barriers and issues related to the recognition (crediting) of a period of study completed at a partner university.
22
Boiko, Olena, and Svitlana Kucherenko. "The essence and task of the innovative policy of social direction in today's conditions." University Economic Bulletin, no. 54 (September 27, 2022): 7–19. http://dx.doi.org/10.31470/2306-546x-2022-54-7-19.
Full textAbstract:
Issues of social policy are the most important direction of state regulation of the economy, aimed at ensuring the well-being and comprehensive development of its citizens and society in general. After all, the social sphere not only regulates the employment processes of the population, but also provides work for millions of people in the country. According to statistical data, such branches of the social complex as health care, education, trade, housing and communal services, and others provide jobs for up to 20% of the economically active population, and in economically developed countries, up to 70% of all workers are employed in the service sector. The issue gained special importance during the invasion of the Russian Federation on the territory of Ukraine. Among the major tasks of the social policy of the state are: harmonization of social relations, coordination of interests and needs of individual population groups; creation of conditions for improving the material well-being of citizens; provision of social protection of all citizens and their basic socio-economic rights guaranteed by the state; ensuring rational employment of citizens in the war and post-war periods in Ukraine; development of branches of the social complex; ensuring the ecological stability of the country. The setting of the tasks consists in determining the basic principles of the development of social policy, as well as the development of national policy directions in the social sphere on an innovative basis. The purpose of the research is to determine the features of social policy on an innovative basis, taking into account the features of international experience. The main methods used during the research are analysis, statistical, comparison, regulatory and legal regulation. Results and discussion. The international experience of the peculiarities of the development of social policy in the countries of the European Union is summarized. The positive aspects of the development of the employed population are determined, taking into account the peculiarities of the development of innovations and the factors that restrain their development. An important development is the development of national policy directions in the social sphere on an innovative basis. The field of application of research results is socio-economic development.
23
Majda, Anna, Joanna Zalewska-Puchała, Kinga Cholewa, Iwona Bodys-Cupak, and Alicja Kamińska. "The Impact of Migration on Polish Nurses – Pilot Study." Pielegniarstwo XXI wieku / Nursing in the 21st Century 17, no. 2 (June 1, 2018): 5–11. http://dx.doi.org/10.2478/pielxxiw-2018-0009.
Full textAbstract:
Abstract Introduction. Migration of professional nurses is a global phenomenon. Polish nurses usually migrate to the relatively richer countries, especially in Europe, thanks to the opening of the borders of the European Union (2004) and legal regulations in the field of education of nurses (Directive 2005/36/EC). Aim. The analysis of symptoms and determinants of acculturative stress and acculturative strategies among Polish migrant nurses working in the UK. Material and methods. The study used a proprietary questionnaire and standardized tool the East Asian Acculturation Measure - Scale of Acculturative Strategy. The research was carried out through Internet among 62 people. Statistical analysis was performed using Mann-Whitney test, Kruskal-Wallis test, Dunn test, coefficient Spearman. Results. The main reason for the migration of respondents to the UK was the desire to improve financial situation and professional development. Responders found job as a nurse, including a charge nurse and managers in hospitals and nursing homes. Acculturative stress manifested most often in social functioning, then in the emotional, cognitive and physical aspects. It was characterized by a sense of lack of interest from British people, sadness, feelings of loneliness, lower self-confidence and shyness. It was determined significantly by the age of the respondents, the length of stay in the UK, knowledge of English and maintaining social contacts with the British. The most commonly used acculturation strategy was integration, conditioned by the length of stay in the UK and symptoms of acculturative stress. Conclusions. Working in a foreign country is associated with acculturative stress, implementation of acculturation adaptive and non-adaptive strategies.
24
Латинін, М. А., and Д. В. Іванов. "Foreign experience of state regulation of territories economic potential development." Public administration aspects 7, no. 12 (January 20, 2020): 125–34. http://dx.doi.org/10.15421/151972.
Full textAbstract:
Foreign experience of state regulation of territories economic potential development has been revealed. The purpose of the article is to study foreign experience of state regulation of territories economic potential development.International practices of using mechanisms and tools of state influence are analyzed. The types of state regulation of territories economic potential development abroad are offered: differentiated (specific to the countries of the European Union based on selective support for increasing the economic capacity of the community), marketing (typical for the countries of North America, which includes the using of branding benefits to implementation of state economic policy) , institutional (specific to countries of Latin America, based on effective collaboration of all stakeholders in local economic capacity building).The general tendencies of state regulation of territories economic potential development abroad are the following:1. The need to understand the modern economy - the determining role of the flow “knowledge” and “ information” (compared to flows “labor-capital”), which creates a global network of ideas. 2. Increasing local capacity and competitiveness - the need to increase local economic potential in industries.3. The basis for the entrepreneurial environment is education and quality training of the labor force.Common features of the implementation of state regulation of territories economic potential development abroad, regardless of the level of development, is that the territories economic potential development is a component of sustainable development of the country and regions with appropriate consolidation in the strategic documents, as well as creating the necessary organizational and institutional support for the state economic policy.The main aspects are becoming the orientation towards the values of the concept of sustainable development, the using benefits of strategic planning, benchmarking and branding of territories, social advertising and institutionalization in order to achieve the main purpose of such influence - increasing the territories economic potential. At the same time, each state forms its own, unique to it approach in accordance with archetypal peculiarities, based on certain generally accepted principles of effective state administration.
25
Ognieva, T. K. "OBJECTIVING OF HUMANISTIC IDEAS IN THE CULTURE OF UKRAINE IN XVII CENTURY." UKRAINIAN CULTURAL STUDIES, no. 2 (3) (2018): 22–32. http://dx.doi.org/10.17721/ucs.2018.2(3).05.
Full textAbstract:
The article is devoted to the analysis of culturological processes in the period of formation of the first national revival of Ukraine in the XVII century. Unlike previous historical periods, a human being and nature become the object of artistic and aesthetic research; the desire for artistic transformation of the real world becomes the stimulus of literature and art development. The need for knowledge, the development of positions, forms and methods of liberation of human mind from a dogmatic-religious outlook is manifested in the secularization of Ukrainian culture in the seventeenth century. West European Renaissance made a significant impact on the change of world-view conception in Ukrainian culture. On the territory of Ukraine various, sometimes opposing, influences were mixed – those from Byzantium and Western European countries; therefore, national culture was formed at the crossroads of Eastern and European cultures. We can trace two main directions in which Ukrainian Renaissance was moving: firstly, transformation of Greek-Byzantine Slavic spiritual traditions in the circumstances of Catholic counterreformation and the formation of the church union, and the second – the perception and transformation of European humanism in the Renaissance period. The period that came after the Middle Ages comprehensively disclosed a human being both in social and aesthetical artistic aspect, and the movement of humanistic ideas in Western and Eastern Europe has led to a deeper interest in human personality. Ukraine did not erode this process, and gradually formed a new human ideal, based on individual culture, spiritual freedom, and redefined the purpose of man in the world. The complex political and socioeconomic conditions of the seventeenth century in Ukraine required special, progressive at that time, characteristics of the development of culturological tendencies. The broad cultural national movement, whose roots were in the resistance to Polish – gentry oppression and the struggle against the Catholic church, brought about flourishing of book printing, the spread of education and scientific knowledge and the rise of anthropocentric worldview in art and literature. An important aspect of Renaissance thinking is the desire to thoroughly explore the real surrounding world, which brings the path to science and education. It is these discoveries of the Ukrainian Renaissance worldview that are gaining momentum in the spiritual culture of Ukraine in the seventeenth century.
26
Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.
Full textAbstract:
Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.
27
Ober, Józef, and Janusz Karwot. "Pro-Ecological Behavior: Empirical Analysis on the Example of Polish Consumers." Energies 15, no. 5 (February 24, 2022): 1690. http://dx.doi.org/10.3390/en15051690.
Full textAbstract:
Intense economic, social and environmental changes are creating new challenges for both consumers and businesses. Today’s consumer is becoming increasingly conscious of the importance of living in harmony with both ethical standards and the environment. Access to global resources, including utilities such as water, sewage collection, electricity or gas, is so ubiquitous that modern man cannot imagine functioning without them. The aim of this article is to show how the statistical Polish consumer has, or wants to have, an impact on improving the quality of the natural environment by using available resources and technological solutions. The novelty here is the use of the structural equation model (SEM) to build a model of pro-environmental behaviors in relation to the motivating and limiting factors for undertaking such behaviors in Poland. The hypothesis that the statistical Polish consumer undertakes pro-environmental behaviors because of their positive impact on the natural environment was accepted in the study. Due to the complexity of research aspects, a mixed research procedure was applied, in which a literature review was combined with a survey and statistical analysis. For the purpose of the survey, the author’s questionnaire, “Pro-ecological behavior in Poland”, was created. The results of the study confirmed the adopted hypothesis and allowed conclusions to be formulated in which the research questions were answered and factors motivating and limiting pro-ecological activities in Poland were indicated. The factors presented and the model developed can be a signpost for the government of Poland and other European Union countries towards maintaining the current and introducing new reliefs, incentives and education on pro-environmental activities.
28
Virkus, Sirje, Janika Leoste, Kristel Marmor, Tiina Kasuk, and Aleksei Talisainen. "Telepresence robots from the perspective of psychology and educational sciences." Information and Learning Sciences 124, no. 1/2 (January 11, 2023): 48–69. http://dx.doi.org/10.1108/ils-09-2022-0106.
Full textAbstract:
Purpose Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research. Design/methodology/approach The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences? Findings The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged. Research limitations/implications The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords. Originality/value The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the pedagogical and psychological aspects addressed in this research.
29
Курганов, М. А. "Russian and foreign sociological longitudinal studies of educational and professional trajectories of youth." Vocational education and labor market, no. 3(46) (September 30, 2021): 143–56. http://dx.doi.org/10.52944/port.2021.46.3.013.
Full textAbstract:
В статье представлен аналитический обзор современных социологических лонгитюдных исследований образовательных траекторий молодeжи, которые проводятся в России, США и странах Европейского союза. Сравниваются цели, задачи, характеристики выборок исследований. Рассматриваются методологические особенности изучения траекторий молодых людей в образовательных системах и на рынке труда. Затрагиваются основные аспекты исследований образовательных траекторий и карьерных путей, находящиеся в фокусе внимания социологов: гендерные, этнические, социально-экономические и психологические. Приводятся выводы, полученные в ходе проведeнного исследования. Его результатом стало понимание, что западные и отечественные лонгитюдные исследования образовательных траекторий сходятся в том, что социальное положение, материальное благополучие, а также «образовательный опыт» родителей или же других членов семьи, оказывают большое влияние на принятие решений молодыми людьми относительно их дальнейшей образовательной и профессиональной карьеры. В контексте разных стран и планов исследований — описания образовательных траекторий студентов, прогнозного определения лиц, выбирающих тот или иной путь карьерного роста, последовательной реконструкции траекторий — было обнаружено, что малоресурсные группы в высшем образовании, такие как студенты из неблагополучных семей, следуют менее линейным и менее плавным траекториям в сфере высшего образования. Российские исследования отличает то, что они рассматривают и изучают образовательные и профессиональные траектории в тесной связке друг с другом, а также фокусируются на проблеме взаимосвязи между социально-экономическими факторами и индивидуальным выбором. Вместе с тем ощущается недостаток комплексного изучения нематериальных и некогнитивных факторов, влияющих на принятие решений в ответственный момент перехода к профессиональному образованию или же из системы образования на рынок труда. The article presents an analytical review of modern sociological longitudinal studies of educational trajectories of young people, which are conducted in Russia, the United States and the countries of the European Union. The goals, objectives, and characteristics of the research samples are compared. The methodological features of studying the trajectories of young people in educational systems and in the labor market are considered. The main aspects of the research of educational trajectories and career paths that are in the focus of sociologists ‘ attention are touched upon: gender, ethnic, socio-economic and psychological. The conclusions obtained in the course of the study are presented. It resulted in the understanding that Western and domestic longitudinal studies of educational trajectories agree that the social status, material well-being, as well as the “educational experience” of parents or other family members, have a great influence on the decision-making of young people regarding their further educational and professional career. In the context of different countries and research plans-describing the educational trajectories of students, predictive determination of people choosing a particular career path, consistent reconstruction of trajectories — it was found that low-resource groups in higher education, such as students from disadvantaged families, follow less linear and less smooth trajectories in higher education. Russian studies are distinguished by the fact that they consider and study educational and professional trajectories in close connection with each other, and also focus on the problem of the relationship between socio-economic factors and individual choice. At the same time, there is a lack of a comprehensive study of non-material and non-cognitive factors that influence decision-making at the crucial moment of transition to vocational education or from the education system to the labor market.
30
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.
31
De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
Full textAbstract:
Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
32
Lengyel, György, and Borbála Göncz. "Symbolic and pragmatic aspects of European identity." Sociologija 48, no. 1 (2006): 1–17. http://dx.doi.org/10.2298/soc0601001l.
Full textAbstract:
It seems realistic that one of the long-term preconditions of European integration is the strengthening of European identity. Otherwise, it might happen that a growing split occurs between the elites and the population in the question of integration. In the Western European countries the concepts of Europe and the EU frequently coincide, while in the Eastern European countries Europe has primarily cultural-historical connotations and the EU embodies economic development and welfare. In an international comparison, European identity was stronger in the newly joining countries, but in some of them (i.e. in Hungary and Estonia) the national identity was among the strongest as well. The current study is based on a Hungarian representative survey carried out in 2003 - that is before Hungary joined the European Union. We supposed that class positions, the availability of material, cultural and social resources strongly influence European identity. We examined two aspects of identity, a symbolic and a pragmatic one. The symbolic identity was measured by questions addressing national vs. supra- and sub-national belonging, while pragmatic identity was approached by a question addressing the fair redistribution of taxes among the different levels. We could compare these dimensions and investigate the possible reasons for inconsistencies. .
33
Zvozdetska, Oksana. "Combating Disinformation in the European Union: Legal Aspects." Mediaforum : Analytics, Forecasts, Information Management, no. 9 (December 28, 2021): 245–62. http://dx.doi.org/10.31861/mediaforum.2021.9.245-262.
Full textAbstract:
Today, both Ukraine and European countries are subject to disinformation and foreign intervention in their domestic policies. Each democracy no matter its geography experiences its distinct vulnerabilities and respectively, reactions to foreign interference. It should be stated, the immediate responses to such challenges in most Western countries have been rare and sluggish, hampered by legal constraints and bureaucracy, and furthermore, they lacked a real political awareness of the problem or proof of its further impact. Foreign actors are increasingly using disinformation strategies to influence public debate, stir controversy and interfere in democratic decision-making. Responding to these new challenges, the European Commission has introduced a set of actions and tools to better regulate the digital ecosystem of the media and its participants, in particular, the formation and improvement of the legal framework to combat disinformation in the European information space. The researcher’s focus revolves around the European Union’s comprehensive approach to vigorous combating misinformation. The research data prove that since 2015, the EU has adopted a number of regulations to counter this information threat and the potential effects of foreign interference. In particular, in 2016 the EU adopted a document “Joint Framework on countering hybrid threats, a European Union response”, and “Action Plan against Disinformation”, respectively in 2018. These documents provide a baseline for understanding the diverse types of challenges other countries face and how they are addressing them. Consequently, a number of initiatives and projects of the European institutions, and the first worldwide self-regulatory “EU Code of Practice on Disinformation” issued in 2018 on a voluntary basis, have become main pillars of the EU. The Code identifies issues related to ensuring the transparency of political advertising, strengthening efforts to close active counterfeits. accounts, enabling users to report misinformation and access various news sources, while improving the visibility and reliability of authoritative content; enabling the research community to monitor disinformation on the Internet through access to these platforms, compatible with the confidentiality signed by the largest Internet platforms and social media (Google, Facebook, Twitter and Mozilla) in the framework of WMC self-regulation activities. It should be noted that the implementation of the “European Union Code of Practice on Countering Disinformation” has yielded ambiguous fruits. Self-regulation was the first logical and necessary step, but few stakeholders were fully satisfied with the process or its outcome, significant challenges remain for building trust through industry, governments, academia and civil society engagement.
34
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.
Full text
35
Galushko, Dmitriy V. "Some Aspects of Ensuring the Sustainable Development of Education in the European Union." Russian Journal of Legal Studies (Moscow) 8, no. 3 (October 7, 2021): 57–66. http://dx.doi.org/10.17816/rjls77158.
Full textAbstract:
International integration processes in the field of education are particularly pronounced within the framework of the European Union, expressed in the creation of the European Higher Education Area, as well as in the intensification of the Bologna processthe system of harmonization of education systems in European countries. The article is devoted to the identification and consideration of the main trends whose influence on the development of the educational sphere can become decisive for its further development. Among those are university autonomy, ensuring and improving the quality of higher education, the process of internationalization, and standardization and digitalization. The methodological basis of the work was well-known general and particular methods of scientific research. The purpose and objectives of the article were to study the relevant problems of legal support for the development of education in the European Union.
36
Burlacioiu, Cristina. "Online Commerce Pattern in European Union Countries between 2019 and 2020." Societies 13, no. 1 (December 22, 2022): 4. http://dx.doi.org/10.3390/soc13010004.
Full textAbstract:
The development of information technology, along with the high growth and diversification of consumer needs, has revolutionized the way in which business-to-consumer transactions occur. All this progress was boosted by the COVID-19 pandemic period in a different manner in each EU country, depending on different local aspects. The main goal of this paper is to determine the key characteristics of e-commerce in European Union countries in a pandemic context, based on Eurostat Digital Economy data for 2019–2020. Therefore, for an easier visualization, based on PCA, using 27 analyzed variables, new unique dimensions were revealed: 1. heavy online purchasers, 2. triggers for embracing digital purchasing, 3. perceived barriers against buying online (privacy concerns, security, or not having a card), 4. dynamics of online interaction with public authorities, and 5. enterprise online sharing. Moreover, clustering techniques set four groups of countries with different online commerce patterns that might require attention, according to their specificities, both from a government level and from a business perspective. Special attention is paid to Romania, which has one of the biggest e-commerce industries in Southeastern Europe, but with the share of e-commerce in total retail still quite low, despite this great increase. The models of other countries could be important in helping Romania to catch up with the most successful economies in terms of e-commerce.
37
Witkowska, Janina. "Social Aspects of Transnational Corporations’ Activities in the New EU Member States." Comparative Economic Research. Central and Eastern Europe 15, no. 3 (December 28, 2012): 143–56. http://dx.doi.org/10.2478/v10103-012-0021-y.
Full textAbstract:
Water resources are among the most valuable resources of the natural environment. The sustainable and integrated management of these resources is the basis of European water policy. Pursuant to the Water Framework Directive, all waters in the European Union should achieve a state considered at least good by the year 2015. Just how this objective can be met continues to be a topic of discussions in some of the Member States. There exist serious problems and delays in performing and implementing the provisions of the Directive in most EU countries. What is more, the state of the water economy in several countries, including Poland, has been criticized by the European Commission. Many challenges stand before European water policy. They require solutions on a global and local level. This article presents current key problems and planned directions for EU water policy development, subjected to analysis and assessment. Note is taken on the newest initiative of the European Commission in the area of water policy, especially the plan for protecting Europe’s water resources—the Blueprint to Safeguard Europe’s Water Resources
38
Rydzewski, Paweł. "Immigration and Social Aspects of Sustainable Development. The Case of Germany." Problemy Ekorozwoju 15, no. 1 (January 1, 2020): 25–31. http://dx.doi.org/10.35784/pe.2020.1.03.
Full textAbstract:
The aim of the article is to show the relationship between immigration and the social aspect of sustainable development. Data from the German General Social Survey (ALLBUS) study conducted in 2016 on a sample of 3490 respondents (residents of Germany) was used. Research suggests that this relationship is negative: mass immigration from culturally foreign countries and social environments can significantly reduce the quality of life of residents in developed societies. This manifests in opinions about the need to limit or stop immigration. The case of Germany can probably be generalized to other developed countries, especially from the European Union.
39
Tomaszewska, Monika. "In-Work Poverty: A Multi-Layered Problem across European Union Countries." Studia z zakresu Prawa Pracy i Polityki Społecznej 29, no. 3 (October 20, 2022): 341–49. http://dx.doi.org/10.4467/25444654spp.22.028.16573.
Full textAbstract:
The article’s primary purpose is to present an understanding of in-work poverty by defining the mentioned phenomenon uniformly in all European Union countries and by demonstrating its main determinants. First of all, it is necessary to present a complex definition of the term in-work poverty and refer it to the concept of precarious work functioning in both the legal circuit and the literature. The analysis starts by presenting the existing indicators and measurements of this phenomenon as a basis for conclusions on legal, economic, and social conditions of in-work poverty. The critical role in this regard is attributed to labour law and social security regulations and their continuous changes caused by adapting to new forms of organizations of work and to expectations coming from market competition. The broad range of analyses of phenomena in the work-poverty results from studies delivered under a project of the same name “Working Yet Poor.” The project aims to examine the regulatory structures affecting the working conditions and to assess different aspects of regulations that can have a direct and indirect impact on the occurrence of this phenomenon.
40
Henriksen, Jette, Anna Löfmark, Eivor Wallinvirta, Þóra Jenný Gunnarsdóttir, and Åshild Slettebø. "European Union directives and clinical practice in nursing education in the Nordic countries." Nordic Journal of Nursing Research 40, no. 1 (June 17, 2019): 3–5. http://dx.doi.org/10.1177/2057158519857045.
Full textAbstract:
Nursing education in countries belonging to the European Union (EU) must follow EU directive requirements. The aim of this opinion paper is to explore and discuss the challenges presented by EU requirements to clinical practice in nursing education. These requirements prescribe that clinical practice must be carried out in a variety of different and specialized areas that provide care in hospital units. This may offer students only a limited range of experience; thus, they may not be fully prepared to care for patients with common diseases, and only have a restricted knowledge about the ongoing development of caring for patients at home. EU directives require that half of a nursing education course be allocated to clinical practice. This is challenging, since the number of hours is laid down without considering such aspects as the need for pedagogical qualifications for preceptors, which in turn may affect the quality of the clinical practice.
41
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.
Full textAbstract:
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.
42
Shamanska, Olena. "SOCIAL AND PEDAGOGICAL ASPECTS OF ADULT LEARNING IN EUROPEAN COUNTRIES." Scientific Journal of Polonia University 52, no. 3 (August 30, 2022): 102–6. http://dx.doi.org/10.23856/5213.
Full textAbstract:
The article is devoted to the problem of social and pedagogical aspects of adult learning in European countries in modern society. The most of European countries have a legislative and regulatory framework for the regulation of adult learning, which defines its goals, principles and mechanisms of state support, main actors, their rights and obligations, ways of coordinating the actions of different providers of educational services, principles and financing. Summarizing the above, it is necessary to conclude that in the UK and other European countries specialists receive professional training according to the standard of profession, that is, according to the set of professional and personal qualities and properties, which are very important in the organization of professional training. The author highlights the peculiarities of European adult learning. Thus, the main directions of adult learning development in the international environment are: experiments on nonlinear organization of the educational process, introduction of credit system and rating assessment, development and realization of individual educational programs, organization of interaction with the labor market, customers and consumers of professional personnel and creation the effective system of quality management of adult education.
43
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.
Full textAbstract:
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.
44
Rosa, Anna, and Agnieszka Jakubowska. "THREAT OF SOCIAL EXCLUSION IN RURAL AREAS OF THE EUROPEAN UNION COUNTRIES." Annals of the Polish Association of Agricultural and Agribusiness Economists XIX, no. 3 (August 22, 2017): 244–49. http://dx.doi.org/10.5604/01.3001.0010.3256.
Full textAbstract:
Social exclusion concerns all social and economic groups; however, it concerns chiefly the residents of rural areas rather than the residents of towns. The aim of this paper is to present the problem of social exclusion in rural areas in the European Union Countries. The authors in the study used the data available from Eurostat for EU Member States (NUTS-1). For the purpose of this research, a synthetic index was also prepared. The characteristics of social exclusion were based on objective factors, such as the scale of poverty, the level of unemployment and education. Analysis showed that the problem of social exclusion couldn’t be considered from the point of view of the countries of the “old” and the “new” Union. The analysis indicates that countries in Central and Eastern Europe, with a relatively well-educated population, are much more at risk of poverty than those living in Western Europe.
45
Büken, Nüket Örnek, and Erhan Büken. "Emerging Health Sector Problems Affecting Patient Rights in Turkey." Nursing Ethics 11, no. 6 (November 2004): 610–24. http://dx.doi.org/10.1191/0969733004ne742oa.
Full textAbstract:
It is accepted throughout the world today that a new approach is needed to health care, one that brings to the forefront the role of economic development. This situation has also increased the importance of the health care sector and health data have begun to take a significant place in countries’ development indicators. Health care services as a basic indicator of social and economic development in Turkey, as in the rest of the world, continue to gain in importance. However, there is a significant difference between health indicators for Turkey, which is a candidate for full membership of the European Union, and European Union countries.
46
Smitas, Andrius, and Loreta Gustainiene. "Psychological aspects of well-being and socio-demographic values: results from European Social Survey." Global Journal of Psychology Research: New Trends and Issues 6, no. 3 (September 30, 2016): 112–22. http://dx.doi.org/10.18844/gjpr.v6i3.1447.
Full textAbstract:
The aim of the study is to explore links between happiness, optimism, resilience and meaningfulness, and socio-demographic factors in 25 European countries. Research methods. Experts-generated single-item questions from European Social Survey round 6 were used to assess happiness, optimism, resilience, meaningfulness in life. Results. Greater number of years of completed education relates to higher scores of happiness, optimism, meaningfulness and resilience in most European countries. However, in Western Europe and Scandinavian countries age does not relate or positively relates with psychological aspects of well-being, however in most Post-Soviet countries this relationship is negative.
Conclusions. Happiness, optimism, meaningfulness and resilience in most European countries were related to age and years of completed education with no specific differences between regions.
Keywords: optimism; resilience; happiness; meaningfulness; demographics
47
Hastings, Thomas, and Jason Heyes. "Farewell to flexicurity? Austerity and labour policies in the European Union." Economic and Industrial Democracy 39, no. 3 (March 2, 2016): 458–80. http://dx.doi.org/10.1177/0143831x16633756.
Full textAbstract:
For the past decade the European Commission has urged EU member states to pursue ‘flexicurity’ policies aimed at achieving employment growth and social inclusion. However, the economic crisis and turn to austerity across the EU has presented the flexicurity model with a substantial challenge. This article argues that since 2008 labour policies across the EU have exhibited shared tendencies, but support for measures that might contribute to the achievement of the security aspects of flexicurity has been substantially weakened. In developing this argument, the article presents findings from a cluster analysis and detailed investigations of labour policies in EU member countries. The article also discusses the implications of the findings for comparative institutional analysis. It highlights differences in the approaches of countries that are commonly treated as members of the same institutional family, as well as similarities in the policies adopted by countries commonly associated with different ‘varieties’ of capitalism.
48
Dărăbăneanu, Dragoș. "Interpersonal Communication and European Representations in Romanian Society." Analele Universității din Oradea. Seria: Relații Internaționale și Studii Europene 2022 (2020): 77–82. http://dx.doi.org/10.58603/rgcc5660.
Full textAbstract:
This study is about specific features of interpersonal communication from the point of view of the determining effects that they have on intercultural communication in Romania. This fact is seen as a social phenomenon with a determining role in forming and sustaining global societies. The general conclusion of the article refers to the possibility of monitoring and knowing the aspects related to the phenomenon of communication between people, in the context of European Union. This data is necessary in order to implement strategies connected to intercultural education in the social space of the Union. We use the database of Eurobarometer 89.1 (2018) from GESIS Data Catalogue, for making a database about Romanians perspectives and attitudes regard the European union society. We want to understand what European union means for Romanians and we conclude these meanings like arguments for integration. We want to show how is build the European identity in order of the possibilities of adapt intercultural education to Romanian society.
49
ZHELANOV, DMYTRO. "HIGHER EDUCATION OF SWEDEN: EUROPEAN STANDARDS AND SCANDINAVIAN STYLE." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 126–32. http://dx.doi.org/10.15330/jpnu.6.1.126-132.
Full textAbstract:
The article analyzes certain aspects of the development of higher education in Sweden in the context of modern globalization and integration of socio-economic processes in the countries of the European Union. The article studies the position regarding the features of modern higher education, connected with its output beyond the limits of individual states and transformation into an international institution. It is proved that this circumstance determines significant achievements in the integrated development of the European higher education, leaving, at the same time, the risks of losing its national features and dropping the level of higher education in countries that are not well targeted for the welfare of the population. The necessity of taking into account the essence of these risks has been substantiated in order to increase the competitiveness of Ukrainian higher education institutions in their interrelation and cooperation with universities of Europe. The expediency of studying and introducing the best foreign experience in the national higher education system of the Scandinavian countries in particular and, namely, of Sweden, has been proved.
50
Tutak, Magdalena, Jarosław Brodny, Dominika Siwiec, Robert Ulewicz, and Peter Bindzár. "Studying the Level of Sustainable Energy Development of the European Union Countries and Their Similarity Based on the Economic and Demographic Potential." Energies 13, no. 24 (December 16, 2020): 6643. http://dx.doi.org/10.3390/en13246643.
Full textAbstract:
The concept of sustainable economic development takes into account economic, social and environmental aspects and strives to achieve balance between them. One of the basic areas where it is required to revalue the current views on sustainable development is energy. The growing public awareness of environmental protection forces changes in this industry. Despite the global nature of this problem, its solution is perceived differently in various regions of the world. The unquestionable leader in introducing the idea of sustainable development economy is the European Union, where the energy sector is of key importance for the effectiveness of this process. In order to assess the sustainable energy development of the European Union countries, studies were conducted based on 13 selected indicators characterizing this sector in terms of energy, economy and environment. In order to assess the specificity of the European Union countries, these indicators were additionally compared to the gross domestic product value and the number of inhabitants of individual countries. For these cases, multi-criteria analyses were carried out using the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) method. It allowed the authors to rank the European Union countries in terms of their adaptation to a sustainable energy economy. Based on the determined values of indicators versus the gross domestic product and the number of inhabitants of the countries in question, these countries were also divided into similar groups with the use of the Kohonen artificial neural networks. These groups can pursue a common energy policy in the field of sustainable development. The aim of the research was to present a new approach to the assessment of sustainable energy development of the European Union countries. The extensive ratio analysis (13 indicators of the sustainable energy development), including the economic and demographic potential of individual countries, and the use of modern tools made it possible to acquire new knowledge in the field of sustainable energy development in the European Union countries. The results should be utilized for more effective sustainable energy development of the European Union countries.