Relevant bibliographies by topics / Educational attainment – European Union countries

Academic literature on the topic 'Educational attainment – European Union countries'

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Published: 10 March 2023

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Journal articles on the topic "Educational attainment – European Union countries"

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Marois, Guillaume, Patrick Sabourin, and Alain Bélanger. "Forecasting human capital of EU member countries accounting for sociocultural determinants." Journal of Demographic Economics 85, no. 3 (August 22, 2019): 231–69. http://dx.doi.org/10.1017/dem.2019.4.

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AbstractInclusion of additional dimensions to population projections can lead to an improvement in the overall quality of the projections and to an enhanced analytical potential of derived projections such as literacy skills and labor force participation. This paper describes the modeling of educational attainment of a microsimulation projection model of the European Union countries. Using ordered logistic regressions on five waves of the European Social Survey, we estimate the impact of mother's education and other sociocultural characteristics on educational attainment and implement them into the microsimulation model. Results of the different projection scenarios are contrasted to understand how the education of the mother and sociocultural variables may affect projection outcomes. We show that a change in the impact of mother's education on children's educational attainment may have a big effect on future trends. Moreover, the proposed approach yields more consistent population projection outputs for specific subpopulations.
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Falcon, Julie, and Dominique Joye. "More Gender Equality, More Homogamy? A Cohort Comparison in Six European Countries." Swiss Journal of Sociology 43, no. 3 (November 1, 2017): 453–80. http://dx.doi.org/10.1515/sjs-2017-0024.

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Abstract We study whether educational homogamy has increased following the rise of women’s educational attainment and of egalitarian couples in France, Germany, the Netherlands, Spain, Switzerland and the United Kingdom. From the analysis of data from the European Union and Swiss Labour Force Surveys over a 15-year period (1999–2013), we observe that educational homogamy did not increase across cohorts, although we find substantial differences in the degree of homogamy according to couple arrangements.
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Roskam, Albert-Jan R., and Anton E. Kunst. "The predictive value of different socio-economic indicators for overweight in nine European countries." Public Health Nutrition 11, no. 12 (December 2008): 1256–66. http://dx.doi.org/10.1017/s1368980008002747.

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AbstractObjectivesTo assess which socio-economic indicator best predicts overweight in the European Union: educational attainment, occupational class or household income.SettingThe prevalence of overweight is strongly related to socio-economic position. The relative importance of different socio-economic dimensions is uncertain, and might vary between countries.Design and subjectsCross-sectional self-report data of the European Community Household Panel were obtained from nine countries (n 52 855; age 25–64 years). Uni- and multivariate regression analyses were employed to predict overweight (BMI ≥ 25 kg/m2) in relationship to socio-economic indicators. Occupational class was measured using the new European Socioeconomic Classification.ResultsLarge socio-economic differences in overweight were observed in all countries, especially for women. For both sexes, a low educational attainment was the strongest predictor of overweight. After controlling for education, overweight was negatively related to household income in women, but positively in men. Similar patterns were found for occupational class. For women, but not for men, educational inequalities in overweight were generally greater in Southern European countries. A similar pattern of inequalities in overweight was observed for all ages between 25 and 64 years.ConclusionsAcross Europe, overweight was more strongly and more consistently related to educational attainment than to occupational class or household income. People with lower educational attainment should be a specific target group for programmes and policies that aim to prevent overweight.
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Dincă, Marius Sorin, Gheorghiţa Dincă, Maria Letiţia Andronic, and Anna Maria Pasztori. "Assessment of the European Union’s Educational Efficiency." Sustainability 13, no. 6 (March 12, 2021): 3116. http://dx.doi.org/10.3390/su13063116.

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This paper assesses education sector’s efficiency by comparing 28 European Union states at different levels of education using the mathematic approach of data envelopment analysis. We conducted the study from both the allocative and technical perspectives by considering all education levels separately and then as a whole, every three years, starting with 2006. The input and output variables were adapted to each particular level of education. In this way, we offered a complete image of the education system, creating a ranking for the countries, based on efficiency scores. Efficiency appears to be achieved when education results, such as the Programme for International Student Assessment scores, attainment level or other value-added outcomes, are reached with rather low levels of financial resources. The performance in education lacks sustainability in many countries, mostly belonging to Mediterranean and south-eastern European groups, with old member states recording efficiency scores closer to 1 compared to the new ones. Inefficiency derived from different causes and interactions between these causes (the mixture between public and private resources, the different population composition, gross domestic product per capita or levels of education attainment) and most often imply particular solutions from country to country.
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Dargenyte-Kacileviciene, Laura, Mindaugas Butkus, and Kristina Matuzeviciute. "Gender-, Age- and Educational Attainment Level-Specific Output–Employment Relationship and Its Dependence on Foreign Direct Investment." Economies 10, no. 11 (October 26, 2022): 265. http://dx.doi.org/10.3390/economies10110265.

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This paper analyses the gender-, age- and educational attainment level-specific output–employment relationship and its dependence on foreign direct investment (FDI). The unbalanced panel covers 25 European Union countries’ data from 2000 to 2020. Empirical estimations are made using the pooled OLS estimator. The impact of FDI on gender-, age- and educational attainment level-specific output–employment elasticities is estimated by including the multiplicative terms between gross domestic product (GDP) and FDI in regression models. The main results indicate the positive impact of economic growth on employment, with the highest output–employment elasticities for males and youth regardless of gender. The estimation results also indicate limited abilities of economic growth to increase the employment of highly educated people and females older than 25 years regardless of their educational attainment level. Our results suggest that higher FDI level in the host countries is mostly associated with the decreasing employment reaction to economic growth. Although FDI is an important factor affecting the output–employment relationship, it does not help to solve the problem of unemployment in the EU, especially for youth.
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Husz, Ildiko. ""It's so little money you could make as much at home" - options for work in an impoverished rural region of high unemployment." Corvinus Journal of Sociology and Social Policy 4, no. 1 (May 22, 2013): 33–54. http://dx.doi.org/10.14267/cjssp.2013.01.02.

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Hungary has a higher unemployment rate than the member states of the European Union and even most former socialist countries. This rate for 15-64 year-olds has been around 56% since 1999, as against 66% in the European Union (OECD Employment Database). There is also a high degree of regional unevenness within the country. The situation is worst in North Hungary, an area of multiple economic and social deprivations. Several pieces of research have analysed the causes of long-term unemployment and have highlighted the main social, geographical and institutional factors behind it. People of low educational attainment who live in small villages and members of the Roma minority are particularly likely to have been without jobs for a long time.
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LIGOCKÁ, Marie. "The Gender Wage Gap in EU Countries and its Relation to the Educational Attainment and Type od Employment." ACTA VŠFS 16, no. 1 (July 31, 2022): 23–42. http://dx.doi.org/10.37355/acta-2022/1-02.

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The issue of wage inequality between men and women is widely discussed today. Different developments in individual EU countries characterize different wage values between men and women. As the empirical literature shows, the causes of the gender pay gap are not clear. The paper aimed to examine whether the level of education attained and the type of working hours can affect the value of the gender pay gap in EU countries from 2006 to 2020. Using the GMM method and Granger's causality test, it was possible to find that the selected variables focused on educational attainment and type of employment did not explain any part of the gender pay gap in most cases. These results could be related to the fact that education is available for both sexes practically without significant restrictions. In some workplaces, a minimum percentage of women may be required. The quality of parental leave policy, the daycare system, and the legislative protection of women on parental or maternity leave, which have affected the labor market situation, may be important. These findings indicate that there may be other variables that may affect the values of the gender pay gap in the analyzed regions of the European Union. Granger causality in the opposite direction is attributed to significant labor flows.
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Markovic, Milan. "HAS SERBIA REACHED THE QUALITY OF EDUCATION OF EU COUNTRIES? MULTI-CRITERIA EVALUATION." Oradea Journal of Business and Economics 7, no. 2 (September 2022): 17–25. http://dx.doi.org/10.47535/1991ojbe153.

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The aim of the paper is to analyse the position of the Republic of Serbia in relation to the performance of education in the countries of the European Union (EU), which was evaluated based on a multi-criteria analysis. For that purpose, the following criteria from the Eurostat database were used: Tertiary educational attainment (age group 25-34), Participation in early childhood education, Adult participation in learning, Share of individuals having at least basic digital skills and Early leavers from education and training. In the ranking of countries, the Grey Relational Analysis (GRA) was applied, while the weighting coefficients were calculated using the equal weighting method. Research shows that Serbia lags far behind EU countries in terms of the quality of education, so educational policy makers must improve that quality in the coming period, especially when it comes to the indicator – Participation in early childhood education. In addition, the hypothesis that highly developed countries (based on GDP per capita) have higher values of the composite index of education was confirmed. The best results are achieved by the countries of Northern Europe, so in improving the level of education, the practice of these countries must be followed and adopted by policy makers.
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Ossowska, Luiza, and Dorota Janiszewska. "Zatrudnienie a intensywność rolnictwa państw Unii Europejskiej." Zeszyty Naukowe SGGW w Warszawie - Problemy Rolnictwa Światowego 18(33), no. 3 (September 28, 2018): 238–47. http://dx.doi.org/10.22630/prs.2018.18.3.82.

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The objective of the article is to discuss employment in the context of the agriculture intensity in European Union countries based on selected features. The analysis was conducted for 2016. Research was examined using the cluster analysis. The following diagnostic features were used for the analysis: share of working population in agriculture with low educational attainment in total working population (%), share of working population in agriculture in total working population (%), labour productivity in agriculture (EUR/AWU), distribution of GVA by primary sector (%), share of UAA managed by farms with high input intensity per ha (%), average economic farm size (SO/holding in EUR). As a result of the cluster analysis, the examined regions were divided into four groups. According to the results, in countries with high levels of employment in agriculture, the share of added value provided by the agricultural sector is usually smaller. However, in countries with a lower share of people employed in agriculture, the intensity of agriculture is usually higher.
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Butkus, Mindaugas, Kristina Matuzeviciute, Dovile Rupliene, and Janina Seputiene. "Does Unemployment Responsiveness to Output Change Depend on Age, Gender, Education, and the Phase of the Business Cycle?" Economies 8, no. 4 (November 11, 2020): 98. http://dx.doi.org/10.3390/economies8040098.

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The impact of economic growth on unemployment is commonly agreed and extensively studied. However, how age and gender shape this relationship is not as well explored, while there is an absence of research on whether education plays a role. We apply Okun’s law, aiming to estimate age-, gender- and educational attainment level-specific unemployment rate sensitivity to cyclical output fluctuations. Since the empirical literature provides evidence in favour of the non-linear impact of output change on the unemployment rate, supporting higher effects of recessions than that of expansions, we aim to enrich this analysis by estimating how the impact of positive/negative output change on the specific unemployment rate varies with the level of the total unemployment. The analysis is based on 28 European Union (EU) countries and covers the period of 1995–2019. The equations are estimated by least-squares dummy variables (LSDV), using Prais–Winsten standard errors. For the robustness check, we alternatively used Newey–West standard errors to address serial-correlations and heteroscedasticity, and the Arellano–Bond estimator for some specifications that assume dynamics in the panel. The results support previous findings of male- and youth-specific Okun’s coefficients and reveal that they significantly stand out just over the periods of negative output change. Additionally, we find that educational attainment level is an important factor explaining the heterogeneity of unemployment reaction to output change.
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Dissertations / Theses on the topic "Educational attainment – European Union countries"

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Fink, Gerhard, Peter Haiss, and Goran Vuksic. "Changing importance of financial sectors for growth from transition to cohesion and European integration." Europainstitut, WU Vienna University of Economics and Business, 2004. http://epub.wu.ac.at/184/1/document.pdf.

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We use a production function approach in investigating the relationship between financial development and economic growth in 9 EU accession - mostly transition countries. These findings are compared with the results for the group of 18 developed countries, and separately, with the results for a group of less developed EU countries - structural fund recipients. We use aggregate measures of financial development as well as measures for single segments of financial sectors. In context of transition countries, bond markets are, to our knowledge, taken explicitly into account for the first time. We find that domestic credit and bond markets together with real capital stock growth stimulate economic growth in transition. With progress in cohesion, educational attainment becomes the next important factor that contributes to economic growth followed by labor participation in mature market economies. For the developed countries, financial sector did not play any positive role for growth over the period under study. We conclude that transfer mechanisms for growth differ over the development cycle. This is important to growth theory, to the sequencing of economic reforms and to financial sector development priorities. (author's abstract)
Series: EI Working Papers / Europainstitut
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Renard, Philippe. "Les politiques de l'enseignement supérieur en Europe: de l'intégration à l'harmonisation." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.

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GRÄTZ, Michael. "Compensating disadvantageous life events : social origin differences in the effects of family and sibling characteristics on educational outcomes." Doctoral thesis, 2015. http://hdl.handle.net/1814/38784.

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Defence date: 19 November 2015
Examining Board: Professor Fabrizio Bernardi, European University Institute (EUI Supervisor); Professor Hans-Peter Blossfeld, European University Institute; Professor Dalton Conley, New York University; Professor Jan O. Jonsson, Nuffield College, University of Oxford/ Swedish Institute for Social Research (SOFI), Stockholm University.
This thesis is a collection of four empirical studies which analyze the effects of family and sibling characteristics on educational outcomes. The analysis in all empirical studies is guided by the compensatory effect of social origin hypothesis according to which higher social origin families can reduce the negative impact of disadvantageous characteristics and life events on their children's educational outcomes. In detail, I study the effects of month of birth, parental separation, birth order, birth spacing, and maternal age. I use data on England, Germany, and Sweden. On a methodological level, I employ natural experiments, fixed effects methods, and instrumental variable (IV) estimation in order to control for the influence of unobserved confounding variables. Overall, I find support for the initial hypothesis with respect to the effects of month of birth, parental separation, and close birth spacing. Contrary to that, I find no systematic social origin differences in the effects of birth order and maternal age on educational outcomes. In the conclusion, I discuss the implications of these findings for theories of the intergenerational transmission of education, the differences in life chances of children from socio-economically advantaged and disadvantaged families, and the allocation of resources within families. I discuss how further research could possibly test in how far differences in parental involvement between social origin groups are underlying these relationships.
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GARBEN, Sacha Margaretha Maria. "Harmonisation by stealth : the Bologna process and European higher education law." Doctoral thesis, 2010. http://hdl.handle.net/1814/14520.

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Defence date: 14 June 2010
Examining Board: Prof. Bruno de Witte (European University Institute) Prof. Marise Cremona (European University Institute) Prof. H. Schneider (Maastricht University) Prof. M. Dougan (University of Liverpool)
In 2012 awarded the ‘The Jacqueline Suter Prize for the Best Doctoral Thesis in European Law’
First made available online: 24 August 2021
The Bologna Process is a powerful reform movement, aimed at establishing a European Higher Education Area, most specifically by introducing a common standard of a three-cycle Bachelor, Master, Doctorate system for higher education degrees all over Europe. The Process is based on the non-binding Sorbonne and Bologna Declarations, and is a powerful follow-up process consisting of regular Ministerial Conferences and in-between follow-up meetings. In this sense, the Bologna Process is an important de-nationalisation of higher education. However, the strictly inter-governmental Process takes place outside the institutional framework of the European Union, even though all the EU Member States take part. Also the framework of the Council of Europe has been avoided. This exclusion of the European Organisations is remarkable, especially considering the large overlap between the subject matter of the Bologna Process and their activities. Most notably, the Bologna Process deals with diploma and study credit recognition, student and teacher mobility, research, lifelong learning, quality assurance and a European dimension in higher education, which are all well-established fields of activity of both the EU and the Council of Europe. In this way, it is argued, Bologna detracts from the large body of EU higher education law, and the – often underestimated – legal competence of the EU in higher education. Therefore, the Bologna Process can also be considered as a re-nationalisation of higher education. The Bologna Process is controversial. Some consider Bologna to be a great success, as it has spurred an overwhelming amount of (legislative) changes in almost all European countries through voluntary convergence, whereas others oppose it for precisely this reason. This thesis provides a legal analysis of the Sorbonne and Bologna Declarations and the ensuing Process. From a European law perspective, there are several grave concerns about the way the Bologna Process was created and how it is currently operated. Using the option of operating within the EU framework, most particularly the option of a Bologna Directive, as a comparison, it is argued that with the Bologna Process the Member States have chosen to harmonise their higher education system by less accountable, less transparent, less democratic and less effective means. This is why the Bologna Process amounts to harmonisation by stealth.
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Books on the topic "Educational attainment – European Union countries"

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

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

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

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

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

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

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

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The reference book of “Organizing educational process in Ukraine and European Union countries under unpredicted global influences” highlights issues related to the experience of organizing educational process in the EU countries (Austria, Belgium, Bulgaria, Greece, Denmark, Estonia, Ireland, Spain, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Germany, Poland, Portugal, Romania, Slovakia, Slovenia, Hungary, Finland, France, Croatia, the Czech Republic, Sweden) and in Ukraine in the 21st century with emphasis on investigating peculiarities of organizing educational process amid blended learning, whose transition is caused by unpredictable global impacts (the Covid-19 pandemic). Information presented in the reference book contributes to raising the quality of national education by implementing positive experience of organizing educational process in the EU countries amid the Covid-19 pandemic into the education system of Ukraine. The reference book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.
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Chakroun, Borh, and Jean-Marc Castejon. Developing Qualifications Frameworks in Eu Partner Countries: Modernising Education and Training. Anthem Press, 2012.

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

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

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Book chapters on the topic "Educational attainment – European Union countries"

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van Damme, Maike. "The Negative Female Educational Gradient of Union Dissolution: Towards an Explanation in Six European Countries." In European Studies of Population, 93–122. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25838-2_5.

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Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko, and Stefano Di Tore. "European Recommendations on Robotics and Related Issues in Education in Different Countries." In Makers at School, Educational Robotics and Innovative Learning Environments, 255–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_34.

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AbstractThis short paper describes the preliminary phase in an innovative line of research comparing educational robotics in Italy and other countries, from the perspective of media education, and based on the European Parliament recommendations to the Commission on civil law rules on robotics. More specifically, all decision processes that affect digital citizenship should have the support of children and teenagers. For these reasons, this paper looks at the work of a group of Italian high school students in the fifth year of upper secondary school, who formulated a SWOT analysis to highlight their attitudes to robotics issues in relation to the European Union recommendations. This research started in 2018 and will be repeated this academic year with Italian and Congolese students—from the Institut Supérieur des Techniques Appliquées—with a qualitative analysis to establish student attitudes to robotics issues. Qualitative analysis was selected because the SWOT analysis is already divided into information categories, revealing a variety of concepts that are grouped together from the collected data. These results will be compared with any obtained in future years in Italy and other countries, to find further potential patterns.
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Brons, M. D. (Anne). "Cross-National Variation in the Link Between Parental Socio-Economic Status and Union Formation and Dissolution Processes." In Social Background and the Demographic Life Course: Cross-National Comparisons, 17–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_2.

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AbstractThe main objective of this chapter is to understand the link between parental socio-economic status (SES) and union formation and dissolution processes from a cross-national comparative perspective. According to the Second Demographic Transition (SDT) theory, it can be expected that the impact of parental background on these union dynamics differs across societal contexts. Integrated results from prior studies using meta-analytical tools indicate that in many European countries, young adults from advantaged backgrounds delay their first co-residential union and have a higher risk to dissolve their union compared to young adults from disadvantaged backgrounds. The strength of this link between parental SES and union dynamics varies across countries. There is suggestive evidence that the link between parental SES and union dynamics is weakest in North-Western European countries that are most advanced in the SDT. However, next to these SDT-related indicators that focus more on cultural change, institutional country-level indicators, like the extent of educational expansion, and economic country-level indicators, such as the level of economic uncertainty, might also play a role.
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Lourenço, Paulo B., Jorge M. Branco, and Ana Coelho. "Sustainability and Cultural Heritage Buildings." In Sustainable Structural Engineering, 53–68. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2015. http://dx.doi.org/10.2749/sed014.053.

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<p>Conservation of cultural heritage buildings is a demand from society, which recognizes this heritage as a part of their identity, but it is also an economic issue. In Europe, tourism accounts for 10% of the gross domestic product (GDP) and 12% of the employment, if linked sectors are considered. The European Union (EU) is the world’s number one tourist destination, with 40% of arrivals in the world and with seven European countries among the top ten. According to the World Trade Organization (WTO) estimates, international tourist arrivals in Europe will increase signifi cantly. The built European heritage, namely monuments or historical centres, is a main attractor for tourism, with 45% of the United Nations Educational, Scientifi c and Cultural Organization (UNESCO) World Heritage sites situated within the EU. Therefore, the need for their conservation is unquestionable.</p>
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Jung, Philipp Roman. "Multinational Migration in the Global South: Complex and Non-linear Trajectories of Senegalese Migrants in Brazil." In IMISCOE Research Series, 159–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12503-4_8.

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AbstractA growing number of studies emphasise the non-linearity of migration. Aspirations and capabilities for multinational migration often develop or change during the migration process. These dynamics have mostly been analysed with regards to movements within the European Union or to countries in the so-called ‘Global North’. This chapter aims to broaden this focus by including movements in the context of South-South migration. It discusses multinational migration by Senegalese migrants in Brazil, which is both a destination and an origin of movements that connect a variety of countries and regions. It analyses the complex trajectories of Senegalese migrants from different social and educational backgrounds and focuses on how decisions to move again from one country to another develop and which factors influence the choice of destination. Through a multi-sited qualitative case study using interview and ethnographic methods with Senegalese migrants in four Brazilian cities – São Paulo, Praia Grande, Caxias do Sul and Passo Fundo – the research examines both already-occurred movements from Cape Verde and Argentina to Brazil and aspirations to migrate further to the ‘Global North’. The findings show that these multinational migrations are mostly driven by the desire for self-improvement – financial, professional or educational – and a hierarchy of desired destinations but also a result of suddenly emerging opportunities and mediation. The movements are facilitated through the multiple transnational ties with which Senegalese migrants are connected to different places. Furthermore, the study shows how Senegalese migrants acquire new migratory capital – for example in the form of another nationality, business activities or access to new networks – and how migration experiences influence onward migration aspirations and preparations, hereby drawing attention to the active learning process which migrants experience during their trajectory.
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Vandeplas, Anneleen. "Education, Income, and Inequality in the European Union." In Europe's Income, Wealth, Consumption, and Inequality, 300–342. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197545706.003.0009.

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Education and skills are increasingly important determinants of life outcomes in Europe. On the positive side, populations across Europe are upgrading their educational attainment, and educational attainment is less strongly linked to parental background than it was for previous generations. On the negative side, important gaps remain in educational attainment and foundation skills. Furthermore, while lifelong learning is becoming increasingly important in today’s fast changing economy, those individuals who need it most may not always have access to adequate opportunities to upskill or reskill. Finally, there is substantial variation across countries in Europe at the level of education and labour outcomes, reflecting factors such as the structure of national education systems, the institutional and sectoral setup of the economy, and so on.
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Müller, Walter, and Maarten H. J. Wolbers. "Educational attainment in the European Union: recent trends in qualification patterns." In Transitions from Education to Work in Europe, 23–62. Oxford University Press, 2003. http://dx.doi.org/10.1093/0199252475.003.0002.

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Corner, Trevor. "Introduction Educational Change and Transformation in South and Central European Countries: A Regional Overview." In Education in the European Union Post-2003 Member States, 1–8. Bloomsbury Publishing Plc, 2015. http://dx.doi.org/10.5040/9781472593511.ch-001.

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Simoes, Nadia, and Nuno Crespo. "Bridging Into the Future Through Education." In Promoting Entrepreneurship to Reduce Graduate Unemployment, 45–62. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9581-7.ch003.

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One of the major bottlenecks of the Portuguese labor market is the level of educational attainment of the population. Despite considerable evolution over the last decades, the country is still behind the European Union average in most education indicators. In 2009, 69.2% of the population aged between 15 and 64 had less than upper secondary education, a value that is more than double the European average. Due to the measures and reforms that have been introduced, in 2019, this proportion had dropped to 47.6%. Between 2009 and 2019, self-employed persons had education levels below the average of the working population. In 2009, 79.0% had less than upper secondary education, and in 2019, this number was still at 50.6%. The human capital of the self-employed persons has significant consequences on their entrepreneurial activities. The low educational attainment level of the population has demanded extensive reforms. This chapter discusses the main policies implemented to improve educational attainment and obtain a comprehensive overview of labor market and education indicators.
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Gupta, Manu. "Building Sustainable Capacity in Health Research through e-Learning in Resource Constrained Countries." In Advances in Educational Technologies and Instructional Design, 266–76. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0466-5.ch014.

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Social determinants like income level, nutrition, education, occupation, gender, and poverty influence the health status of individual, resulting in wide disparities in the health status of different socio-economic groups. Efforts to reduce health inequities can be strengthened by incorporating a Social Determinants of Health approach in creating Health Care policy. This will require an increase in the number of scientists in low and middle-income countries, with the necessary skills. This chapter focuses on a novel capacity building approach, adopted by a European Union funded project, entitled “Asian Regional Capacity Development for Research on Social Determinants of Health”. The project uses innovative educational technologies to deliver education and training that would be helpful in building new research training capacity on social determinants of health, in low and middle-income countries. The capacity building approach adopted by the project, will reduce brain drain, is more climate friendly and also encourage gender equity within low and middle-income country-based training.
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Conference papers on the topic "Educational attainment – European Union countries"

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Antonoaie, Cristina, and Camelia Bucur. "CONSIDERATIONS CONCERNING ICT SPECIALISTS IN EUROPE." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-002.

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Today we need more than basic skills to use a computer. Due also to the current pandemic situation we have a lot of on-line activities - starting from school, work, training, shopping, paying the bills, exercising, watching a movie and many others. Fortunately, the Internet is offering us the possibility to stay safe. That is why we need to obtain digital skills - information, communication, problem-solving, and software skills. For that, besides the infrastructure, we need specialists that will be able in the end to also teach the large population to properly use a computer. We have analyzed in this paper six indicators referring to individuals' level of digital skills, the ways to obtaining ICT skills, the number of employed ICT specialists, the education attainment level of those specialists, and their age. We did that with the help of the data from the Eurostat database. We selected for the graphical analysis 5 countries with different national cultures and different companies cultures, as identified with Hofstede's Model: Romania, Bulgaria, Poland, Germany, Finland, and we also use the composite index EU-27 for the remaining 27 countries in the European Union. Unfortunately, for the moment, the ICT specialists are representing only a maximum of 7% of the employed persons. For sure this percent will become higher because society needs to adapt to the new realities, the new and dangerous crises. The discrepancies between the urban and the rural population, and of course, between the rich and the poor will be more accentuated.
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Sart, Gamze, Yilmaz Bayar, and Funda Hatice Sezgin. "ECONOMIC FREEDOM AND EDUCATIONAL ATTAINMENT: EVIDENCE FROM NEW EU MEMBER STATES." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.818.

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Educational attainment is a critical factor for individuals and societies given its positive economic implications. Therefore, determinants of educational attainment are important for design and implementation of educational policies. In the article, the causal interaction between economic freedom and educational attainment is investigated in sample of the new European Union states over the 2000–2019 term by means of causality test. The consequences of panel level causality analysis reveal a bilateral causality between economic freedom and educational attainment in the sample. In other words, on the one hand econometric freedom has a significant influence on educational attainment, on the other hand educational attainment has a significant influence on economic freedom. Furthermore, country level causality analysis uncovered a bilateral causality between economic freedom and educational attainment in Lithuania, a unidirectional causality from economic freedom to educational attainment in Latvia, a unidirectional causality from educational attainment to economic growth in Bulgaria, Czechia, Hungary, and Slovenia.
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Pogrebnyak, N. N. "On the issue of educational and research integration in countries The European Union." In Scientific achievements of the third millennium. SPC "LJournal", 2021. http://dx.doi.org/10.18411/scienceconf-03-2021-37.

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Silvestru, Ramona camelia, Elena Prada, and Catalin ionut Silvestru. "CONVERGENCE CLUB OF ONLINE EDUCATION IN EUROPEAN UNION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-160.

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Education has a major role regarding human development and society, being the main resource of growth of a country. Along with the technological evolution and changes, education has gained other dimensions, as internet brings together. In this paper we aim to study if there are influences of the digital skills and access to technology on the education development and convergence in the European Union Countries. The method applied is based on convergence clubs principle: a group of countries tend to have similar tendencies regarding a specific characteristic. Considering that the European Union states may form clusters of countries with a specific characteristic based on the expenditures together with the internet use. On the clusters resulted we employ an econometric model that takes into consideration aspects as: influences on how European countries converge in terms of access to internet and technology of households, and stimulation of educational convergence in European Union. Another aspect of our research is to point out the need of investments in all education and training forms in such a way that we can assure that the people that are attending this process will be more efficient and their effectiveness will raise as a consequence of improved skills and competences that are meeting rapidly the needs of the labor market. This process of education and training will allow the individuals to achieve the knowledge, skills and competences through the usage of the ELearnings platforms that enables them to grow and to influence their situations, by broadening their perspectives, equipping people favorably for their future lives.
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Buckova, Hana, and Jiri Dostal. "Analysis of educational content of the subject Informatics in selected countries of the European Union in the context of curricular changes in the Czech Republic." In 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2019. http://dx.doi.org/10.1109/iceta48886.2019.9039992.

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Štrangfeldová, Jana, and Daniela Mališová. "Disparity medzi krajinami Európskej únie v terciárnom vzdelávaní." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-4.

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As stated in the literature, the educational level of the population is a precursor to the economic growth of the country. However, the current problem is the leakage of highly qualified labour abroad due to insufficient job opportunities or weak financial rewards in the home country. The state's investment in tertiary education becomes irreversible. In this context, the aim of the paper is to identify whether there are disparities in the highly qualified workforce in terms of funding and numbers between the countries of the European Union. The subject of the research is public expenditure on tertiary education (% of GDP per capita) and the share of tertiary educated population in the country (% of the total population of the country). In the paper we use data collected for the period 2011 – 2020. For this reason, they are the subject of research of the countries of the European Union, including the United Kingdom. To identify disparities, we use the method of absolute β-convergence, supplemented by σ-convergence, linear regression, and cluster analysis. The results show that when evaluating public spending on tertiary education, there are disparities when economically strong European countries will diverge. When examining the share of the tertiary educated population, there is a convergence of countries. However, disparities occur in terms of employment of women and men up to 1-3 years after tertiary education.
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Polcicova, Maria. "POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b2/v4/27.

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"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."
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RĂDULESCU, Carmen Valentina, Sorin Petrică ANGHELUȚĂ, Sorin BURLACU, and Victor Adrian TROACĂ. "BASIC SKILLS OF STUDENTS: READING, MATHEMATICS AND SCIENCE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.14.

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Reading, math and science are basic skills that students acquire in school. The level of these basic skills is an important indicator of the quality of initial education and training systems. The basic competences acquired in primary and lower secondary education are assessed. The authors propose the analysis of the evolution of underachievement indicators in reading, mathematics and science in the member countries of the European Union, for the period 2006-2018. The level of education can be influenced by the existence in a community of students with poor results, associated with the existence of students with special educational needs.
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Constantinescu, Maria. "MODELLING THE PROCESS OF EDUCATION AND TRAINING FOR MILITARY AND CIVILIAN PERSONNEL WITHIN THE CSDP." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-002.

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In the context of the dramatic changes in the European security and defence environment, the European Union needs to increase its resolve and determination in ensuring its own security and defence, both in cooperation with NATO but also on its own. The complex framework of the European security and defence, rather generic and flawed by many shortfalls, should be refined and optimized in many areas. A functioning European defence framework, regardless of its final format, can only be build on the foundations of EU institutions manned by military and civilian personnel that use the same doctrines, concepts, definitions, sets and values and mind-sets, related to the common European goals, as an addition to their national cultural values and backgrounds. This requires a decisive reform in the education and training of the personnel working in the various bodies and agencies related to the Common European Security and Defence. In this context, the use of the existent E-Education and e-Training concepts bears a significant importance in increasing the efficiency and effectiveness of this process. At the same time, a major challenge would be the necessity to integrate and correlate the educational objectives, the curricula and the newest IT@C technologies to facilitate the attainment of the desired educational outcomes. This paper aims to propose a model of analysis and implementation of a process geared towards an integrated and coordinated education and training for the military and civilian personnel involved in the CSDP framework, in order to allow the optimization of the fulfilment of the European defence and security missions and objectives.
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SERB (TANISLAV), Maria Cristina. "Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.

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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Reports on the topic "Educational attainment – European Union countries"

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National report 2009-2019 - Rural NEET in Croatia. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhr.2020.12.

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This report presents the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) in Croatia, aged between 15 and 34 years old, in the period from 2009 until 2019. To achieve this goal, the report utilised indicators of youth population, youth em-ployment and unemployment, education and NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criteria, enabling comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further collapsed into age sub-groups and, when possible, in sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involved des-criptive longitudinal analysis, using figures (e.g., line charts) as well as the calculation of abso-lute and relative changes between 2009 and 2013, 2013 and 2019 and 2009 and 2019. These time ranges were chosen to capture the indicators evolution before and after the economic crisis that hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 rural youth population aged 15 to 24 years has been decreasing in Croatia. Youth unemployment was marked by two distinct periods, one from 2009 to 2013 (with higher rates of youth unemployment) and another from 2013 to 2019 (with the decrease in unemployment rates, with lower unemployment rates in ci-ties and higher in towns and suburbs and rural areas). In the field of education, however, there has been a decrease of the Croatian population with lower levels of education and an increase of the proportion of those with higher educational attainment. Finally, the propor-tion of NEETs in Croatia is higher in rural areas compared to cities and towns and suburbs, revealing territorial inequalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Germany. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characte-risation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that the rural youth population aged 15 to 24 years significantly increa-sed between 2009 and 2012 and then decreased slightly until 2019. The youth employment rate in Germany is generally increasing, and is at all times significantly higher in rural areas than in cities, towns and suburbs. The reverse trend applies to youth unemployment, which generally decreased in the observed period and which is at all times lowest in rural areas. A look at educational attainment levels showed a slight decline in rural areas of low educated persons between 2009 and 2019, while the proportion of rural youth with medium and high education slightly increased. At the same time, the proportion of early school leavers in rural areas after an increase until 2011, fell sharply and reached the 2009 level again by 2019. Be-ing 9% in 2019, it remains, at least in rural areas, slightly below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Germany is lower in rural areas in all age classes and as a whole decreased significantly from 2009 to 2019.
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