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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Clair, Amy, Aaron Reeves, Martin McKee, and David Stuckler. "Constructing a housing precariousness measure for Europe." Journal of European Social Policy 29, no. 1 (May 31, 2018): 13–28. http://dx.doi.org/10.1177/0958928718768334.
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There are concerns that the recovery from the Great Recession in Europe has left growing numbers of people facing precarious housing situations. Yet, to our knowledge, there is no comparative measure of housing precariousness in contrast to an extensive body of work on labour market precariousness. Here, we draw on a comparative survey of 31 European countries from the 2012 wave of European Union Survey of Income and Living Conditions to develop a novel housing precariousness measure. We integrate four dimensions of housing precariousness: security, affordability, quality and access to services, into a scale ranging from 0 (not at all precarious) to 4 (most precarious). Over half of the European population report at least one element of housing precariousness; 14.7 percent report two dimensions and 2.8 percent three or more (equivalent to ~15 million people). Eastern European and small island nations have relatively greater precariousness scores. Worse precariousness tends to be more severe among the young, unemployed, single and those with low educational attainment or who live in rented homes and is associated with poor self-reported health. Future research is needed to strengthen surveillance of housing precariousness as well as to understand what policies and programmes can help alleviate it.
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Grasso, Alessandra C., Yung Hung, Margreet R. Olthof, Wim Verbeke, and Ingeborg A. Brouwer. "Older Consumers’ Readiness to Accept Alternative, More Sustainable Protein Sources in the European Union." Nutrients 11, no. 8 (August 15, 2019): 1904. http://dx.doi.org/10.3390/nu11081904.
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Protein-energy malnutrition (PEM) is a growing concern on account of an aging population and its negative health consequences. While dietary protein plays a key role in the prevention of PEM, it also plays a pivotal role in the environmental impact of the human diet. In search for sustainable dietary strategies to increase protein intake in older adults, this study investigated the readiness of older adults to accept the consumption of the following alternative, more sustainable protein sources: plant-based protein, insects, single-cell protein, and in vitro meat. Using ordinal logistic regression modeling, the associations of different food-related attitudes and behavior and sociodemographics with older adults’ acceptance to consume such protein sources were assessed. Results were obtained through a consumer survey among 1825 community-dwelling older adults aged 65 years or above in five EU countries (United Kingdom, the Netherlands, Poland, Spain, and Finland). Dairy-based protein was generally the most accepted protein source in food products (75% of the respondents found its consumption acceptable or very acceptable). Plant-based protein was the most accepted alternative, more sustainable protein source (58%) followed by single-cell protein (20%), insect-based protein (9%), and in vitro meat-based protein (6%). We found that food fussiness is a barrier to acceptance, whereas green eating behavior and higher educational attainment are facilitators to older adults’ acceptance to eat protein from alternative, more sustainable sources. Health, sensory appeal, and price as food choice motives, as well as gender and country of residence were found to influence acceptance, although not consistently across all the protein sources. Findings suggest that there is a window of opportunity to increase older adults’ acceptance of alternative, more sustainable protein sources and in turn increase protein intake in an environmentally sustainable way in EU older adults.
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Riemenschneider, Henna, Sarama Saha, Stephan van den Broucke, Helle Terkildsen Maindal, Gerardine Doyle, Diane Levin-Zamir, Ingrid Muller, et al. "State of Diabetes Self-Management Education in the European Union Member States and Non-EU Countries: The Diabetes Literacy Project." Journal of Diabetes Research 2018 (2018): 1–10. http://dx.doi.org/10.1155/2018/1467171.
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Background. Diabetes self-management education (DSME) is considered essential for improving the prevention and care of diabetes through empowering patients to increase agency in their own health and care processes. However, existing evidence regarding DSME in the EU Member States (EU MS) is insufficient to develop an EU-wide strategy. Objectives. This study presents the state of DSME in the 28 EU MS and contrasts it with 3 non-EU countries with comparable Human Development Index score: Israel, Taiwan, and the USA (ITU). Because type 2 diabetes mellitus (T2DM) disproportionately affects minority and low-income groups, we paid particular attention to health literacy aspects of DSME for vulnerable populations. Methods. Data from multiple stakeholders involved in diabetes care were collected from Feb 2014 to Jan 2015 using an online Diabetes Literacy Survey (DLS). Of the 379 respondents (249 from EU MS and 130 from ITU), most were people with diabetes (33% in the EU MS, 15% in ITU) and care providers (47% and 72%). These data were supplemented by an expert survey (ES) administered to 30 key informants. Results. Access to DSME varies greatly in the EU MS: an average of 29% (range 21% to 50%) of respondents report DSME programs are tailored for people with limited literacy, educational attainment, and language skills versus 63% in ITU. More than half of adult T2DM patients and children/adolescents participate in DSME in EU MS; in ITU, participation of T1DM patients and older people is lower. Prioritization of DSME (6.1 ± 2.8 out of 10) and the level of satisfaction with the current state of DSME (5.0 ± 2.4 out of 10) in the EU MS were comparable with ITU. Conclusion. Variation in availability and organization of DSME in the EU MS presents a clear rationale for developing an EU-wide diabetes strategy to improve treatment and care for people with diabetes.
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Herman, Emilia, and Marta-Christina Suciu. "Towards a smart, inclusive and sustainable development. Investment in human capital and innovation. An empirical analysis." Proceedings of the International Conference on Business Excellence 13, no. 1 (May 1, 2019): 792–803. http://dx.doi.org/10.2478/picbe-2019-0070.
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Abstract The importance of a smart, inclusive and sustainable development as well as their main determinants had benefit in the last decades of an emergent attention both in the current evolution of the mix set of socio and economic policies as well as in the theoretical and empirical research development. The paper focuses on the role of investments in human capital and innovation, two closely interrelated variables, for a smart, inclusive and sustainable development, within the European Union countries. Our main research results show that, at the EU level, there are significant differences between less inclusive and sustainable developed countries and, correspondingly, between more inclusive and sustainable developed countries in terms of investments in human capital (expressed by the Global Human Capital Index and tertiary educational attainment), on one hand, and the national innovation systems performances (as illustrated by the Summary Innovation Index and R&D intensity), on the other hand. Moreover, the correlation and regression analysis results suggest that existing gaps between inclusive and sustainable development, manifested at the EU level, can be explained by the level of human capital optimization and innovation performances. Therefore, more attention have to be paid to take some specific actions, especially in the less inclusive and sustainable developed countries (such as Romania, Greece, Spain, and Portugal, called also emergent countries) in order to improve innovation performance and the leverage of the human capital for the benefit of both individuals’ themselves and of the whole economy for increasing the inclusiveness and sustainability of development.
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Amarov, Boyko, and Nikolay Netov. "Usage of Electronic Public Services in Bulgaria." Journal of International Business Research and Marketing 7, no. 3 (2022): 36–41. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.73.3004.
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The digitalization of services provided by public institutions can substantially reduce the costs of citizens’ interactions with these institutions, like travel and waiting times. It can also increase the efficiency of providing these services. Despite the benefits, Bulgaria still lags behind most European Union countries regarding the use of e-government services. Only 36% of the Bulgarian internet users access e-government services, compared to an EU average of 64%. While the supply side of the public e-services is regularly the focus of general discussions, little is known about the demand for e-services in Bulgaria. This paper contributes to understanding the usage patterns of e-services provided by governmental, healthcare, and educational institutions. We link the propensity of using the three different types of e-services to the socio-demographic and economic characteristics of the respondents within a multilevel logistic regression model using data from a sample of Bulgarian internet users. The results show that persons with low educational attainment, low self-reported digital technology skills, and lack of experience with commercial electronic services are less likely to use any of the three types of public e-services. Respondents living in rural areas or small towns were also less likely to access public e-services. Furthermore, the model reveals a regional variation that can help focus information campaigns about e-services.
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Cristea, Mirela, Graţiela Georgiana Noja, Nicu Marcu, Marian Siminică, and Diana-Mihaela Ţîrcă. "MODELLING EU BIOECONOMY CREDENTIALS IN THE ECONOMIC DEVELOPMENT FRAMEWORK: THE ROLE OF INTELLECTUAL CAPITAL." Technological and Economic Development of Economy 26, no. 6 (August 25, 2020): 1139–64. http://dx.doi.org/10.3846/tede.2020.13159.
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Given the global importance of bioeconomy for sustainable development and its trendiness in the knowledge driven literature, our research aims to develop a general assessment framework for several shaping factors of bioeconomy fundamentals within the European Union under the decisive impact of the intellectual capital credentials, namely educational attainment, research and development activities and innovation patterns. Considering that there is a high heterogeneity among Member States (MS), selectively regarding the implementation of the intellectual capital in the knowledge economy, but also a differential degree of bioeconomy advances, we have compiled distinct panels on the two groups of EU-28 MS, namely EU-15 (old MS) and EU-13 (new MS). The purpose is to examine the inferences of the intellectual capital in the context of economic development and to shape its role in achieving a sustainable bioeconomy. We have applied several macro-econometric procedures for each considered group, namely: multifactorial macro-econometric models, structural equation modelling (SEM) and Gaussian Graphical Models (GGM), for the period 1995-2016. The results highlight that education, innovation and research, along with main bioeconomy credentials, are at the core of economic development of both EU-13 and EU-15 countries, having distinctive dissimilarities between them, particularly enhanced for the new EU-13 MS.
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Leven, Bozena. "Middle-Income Trap - Threat or Reality." Contemporary Economics 15, no. 3 (September 8, 2021): 321–31. http://dx.doi.org/10.5709/ce.1897-9254.452.
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The middle-income trap (MIT) describes obstacles to sustainable growth experienced by some middle-income countries. The initial growth of emerging economies is often characterized by reliance on labor intense, import driven factors, facilitated by foreign direct investment (FDI). As it matures, that initial growth becomes more dependent on foreign technology imports to produce exports, which can impede sustained growth. Poland is representative of several middle-income East European countries; after the 1990 transition, Poland had inadequate infrastructure and obsolescent industries, but a work force that was highly educated. Since 1990, relatively low labor costs, technology imports, European Union (EU) funding, and FDI have propelled Poland to middle-income status. However, Poland’s comparative labor advantages have recently diminished, while both the quantity and composition of FDI inflows are changing. In this paper, we examine whether some growth factors have been exhausted, leaving Poland subject to MIT. To answer this question, we assess changes in investment and factor productivity, labor force educational attainments, FDI, new product/technology development, imports, export diversification, product complexity, and other factors. We conclude that in Poland several conditions consistent with MIT are gaining importance and may be an early warning sign of challenges to its future growth.
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Luby, Štefan, Ivan Chodák, and Martina Lubyová. "Innovation and technology transfer barriers in Slovakia and other new EU member states." Media, culture and public relations 10, no. 2 (September 30, 2019): 140–46. http://dx.doi.org/10.32914/mcpr.10.2.3.
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The performance of European Union in terms of R&D investment, innovations, and educational attainments generally lags behind that of its main competitors - the United States and Japan. Within the EU, the new member states from Central and Eastern Europe belong to the group of moderate innovators. As technology is the key component of the innovation system of the 2nd generation, this paper is dedicated to discussing the methods of technology transfer applied by innovation leaders in the EU (e.g. Germany or Finland) and to identifying the factors that may represent the main stumbling blocks in the way of more effective innovation procedures in the new member states (e.g. Governments´ preferences for FDI that is attracted by the relatively cheap and skilled labour force; investors´ preferences for using know-how developed in their home countries; the absence of venture capital available for R&D and technology transfers, etc.). As the situation in the new member states begins to change - wages are growing and the countries are building new research infrastructure with the help of the EU funds - a new innovation and TT paradigm enters the stage. We discuss the ways of coping with these new challenges – such as better governance in the field of patents, extended education of students in the field of innovative competences and entrepreneurial skills, deeper understanding of the operations of industry technology transfer organizations and improved access to venture capital.
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Sztyber, Władysław Bogdan. "IMPACT OF EDUCATIONAL ATTAINMENT ON WORKERS’ INCOMES." Polityka Społeczna 562, no. 1 (January 31, 2021): 18–23. http://dx.doi.org/10.5604/01.3001.0014.9654.
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The article presents the impact of the level of education of employees on their income in various terms. One of them is a study based on the OECD data from 2004–2005, which shows the differentiation of incomes of employees with different levels of education on the basis of the relative differentiation between them, assuming the income level of employees with upper secondary education as 100 and referring to it respectively the income level of employees with higher education and the level of income of employees with lower secondary education. The article then presents a more elaborate study of the impact of the level of education of employees on their incomes in the European Union, included in the Report “The European Higher Education Area in 2015”. This survey shows the impact of the education level of employees on the median of their gross annual income in the European Union and in the individual Member States. The article also compares the income differentiation depending on the level of education, based on the OECD data for 2004–2005, with the results of surveys on European Union Member States in 2010 and 2013.
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Giambona, Francesca, Erasmo Vassallo, and Elli Vassiliadis. "Educational systems efficiency in European Union countries." Studies in Educational Evaluation 37, no. 2-3 (June 2011): 108–22. http://dx.doi.org/10.1016/j.stueduc.2011.05.001.
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Breen, Richard, Ruud Luijkx, Walter Müller, and Reinhard Pollak. "Nonpersistent Inequality in Educational Attainment: Evidence from Eight European Countries." American Journal of Sociology 114, no. 5 (March 2009): 1475–521. http://dx.doi.org/10.1086/595951.
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Ganzeboom, Harry B. G., and Paul Nieuwbeerta. "Access to education in six Eastern European countries between 1940 and 1985. Results of a cross-national survey." Communist and Post-Communist Studies 32, no. 4 (December 1, 1999): 339–57. http://dx.doi.org/10.1016/s0967-067x(99)00017-3.
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This paper presents an analysis of patterns of access to education in six Eastern European countries (Bulgaria, Czech Republic, Hungary, Poland, Russia, and Slovakia) between 1940 and 1985. As in other industrial countries, average educational attainment (measured by duration, i.e. years in school) has increased greatly since 1940. But the expansion was most rapid until 1970. In all six countries, women increased their educational attainment more than men. By 1975, the difference between men and women in regard to years of schooling had virtually disappeared in all countries studied. Parents' educational attainment (measured as average years of schooling of father and mother) proves to be a main determinant of their children's attainment. However, the effect of parents' education decreased by about half from 1940 to 1985. Cultural resources (measured by parents' cultural behavior while the respondent was growing up) turns out to be a strong predictor of educational attainment, and equally so for men and women. It accounts for about one-third of the educational reproduction effect. However, the effect of cultural background declined considerably under communism. Finally, parents' political resources (measured as parents membership of the Communist Party) is shown to have a weak but consistent effect on educational attainment in the six countries. Although this effect was relatively strong in the early communist period, it was negligible for the younger cohorts.
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Terama, Emma, Anu Kõu, and KC Samir. "Early Transition Trends and Differences of Higher Education Attainment in the Former Soviet Union, Central and Eastern European Countries." Finnish Yearbook of Population Research 49 (December 31, 2014): 105–22. http://dx.doi.org/10.23979/fypr.48426.
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The past trends in tertiary education attainment of selected post-communist countries are investigated through population projections. Did a common higher education policy manifest itself through attainment levels, and how did the situation change after the collapse of the Soviet regime? The approach is based on comprehensive back-projections ranging from year 2000 to 1970. Descriptive findings for most countries show that the level of tertiary education attainment for women has surpassed that of men sooner than in Western Europe. Results are discussed in light of individual countries’ pre-war higher education models and former communist policy, and possible implications are derived for future study of higher education attainment.
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Lauri, Triin, and Ellu Saar. "Cumulative advantages and disadvantages in attainment of higher education: Set-analytic comparison of asymmetric inequalities in six European countries." International Journal of Comparative Sociology 63, no. 1-2 (April 2022): 51–88. http://dx.doi.org/10.1177/00207152221092152.
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This article explores how parental resources work together to secure higher education for their offspring. It does so by, first, mapping the linkages between cumulative advantages and disadvantages of respondents’ parental resources and educational attainment across countries and cohorts. Second, investigating under which institutional setup of education systems these linkages between parental background and educational attainment are the weakest. At both levels, the set-analytic approach is applied. We show that disadvantages tend to cumulate to a much greater extent than advantages and their role in hindering higher educational attainment is much stronger than advantages to enable it. The only configuration of educational system that is sufficient to mitigate linkages between cumulative background and educational attainment in both directions, that is, advantageous background to enable and disadvantageous background to hinder higher educational attainment, combines high levels of standardization and decommodification.
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Van de Werfhorst, Herman G. "Early Tracking and Social Inequality in Educational Attainment: Educational Reforms in 21 European Countries." American Journal of Education 126, no. 1 (November 2019): 65–99. http://dx.doi.org/10.1086/705500.
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Shukusheva, Ye V. "EXPERIENCE OF COOPERATION BETWEEN THE EUROPEAN UNION AND CENTRAL ASIAN COUNTRIES IN THE FIELD OF EDUCATION." Vestnik Bryanskogo gosudarstvennogo universiteta 02, no. 06 (June 28, 2021): 139–49. http://dx.doi.org/10.22281/2413-9912-2021-05-02-139-149.
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With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher education zone was international cooperation with the European Union. The article presents the experience of cooperation between the European Union and the Central Asian countries in the field of education, on the example of the participation of the Central Asian region in the educational programs of the European Union (Tempus, Erasmus Mundus, Erasmus+, Jean Monnet). The relevance of the research topic is determined by the role of higher education in bilateral cooperation between the European Union and the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan). The purpose of the study is to reveal the peculiarities of the development of educational cooperation between the European Union and Central Asia, in the context of the implementation of EU educational programs in the region. The main conclusions of the study were the presented indicators of participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in the EU educational programs, which had a significant impact on the reform of educational systems in the countries of the region and contributed to the further development of partnerships between EU universities and Central Asian countries.
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Mureşan, Cornelia. "Mutual Influences Between Motherhood and Educational Attainment in Selected Eastern European Countries." Studia Universitatis Babes-Bolyai Sociologia 63, no. 1 (June 1, 2018): 75–97. http://dx.doi.org/10.2478/subbs-2018-0005.
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Abstract Women are spending an ever longer part of their lives enrolled in education programs. A crucial question in this context is how motherhood can be reconciled and correlated with continued investment in human capital. A related question concerns the role the socioeconomic context plays in the education/family life balance. In the present study we account for the finding that a pregnancy resulting in a first birth usually triggers the termination of formal education, and, conversely, that the completion of education is often followed by a first birth. We use a simultaneous-hazard two-equation model, controlling for common potential but unobserved determinants. Relative to work already done on these matters, our study extends previous investigations to Eastern European countries which have not been adequately researched so far. To strengthen comparison, we have additionally included two Western European countries. This allowed us to assess the importance of political context. The results show that despite efforts to offer women the possibility of choosing both motherhood and being enrolled in education, the educational policies which were introduced in some Eastern European countries after the fall of communist political regimes could not counteract the negative effects of the transition to a market economy. In these formerly communist countries, the continuation of studies in parallel with childbearing and family formation has become more difficult.
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Van Rie, Tim, Ive Marx, and Jeroen Horemans. "Ghent revisited: Unemployment insurance and union membership in Belgium and the Nordic countries." European Journal of Industrial Relations 17, no. 2 (June 2011): 125–39. http://dx.doi.org/10.1177/0959680111400895.
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The exceptionally high union density rates in Denmark, Finland and Sweden are attributed to a particular form of voluntary unemployment insurance, known as the Ghent system. Heavily subsidized by the state and administered by union funds, it strongly motivates workers to become union members. Belgium has a partial Ghent system: while unemployment insurance is compulsory, trade unions retain an important role in the provision of benefits. Belgian union density is at an intermediate level; but as in other Ghent countries, its level is currently higher than in the 1970s. This article argues that the Belgian institutional set-up provides stronger incentives for manual workers in industry with lower educational attainment and a past unemployment record. In Denmark, Finland and Sweden, the Ghent system recruits workers across different occupations and educational levels. However, its appeal seems to have lessened over recent years, particularly among younger workers.
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Meyer, Manfred. "Educational Television in Member Countries of the European Broadcasting Union (EBU)." Educational Media International 28, no. 4 (December 1991): 209–17. http://dx.doi.org/10.1080/0952398910280408.
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Kunst, Sander, Theresa Kuhn, and Herman G. van de Werfhorst. "Does education decrease Euroscepticism? A regression discontinuity design using compulsory schooling reforms in four European countries." European Union Politics 21, no. 1 (October 8, 2019): 24–42. http://dx.doi.org/10.1177/1465116519877972.
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Previous research shows a strong and consistent relationship between educational attainment and Euroscepticism. As a result, education is considered to be a powerful predictor of attitudes towards European integration. However, these findings are predominantly found using cross-sectional research designs, therefore leaving open the possibility of strong selection effects due to pre-adult experiences and dispositions which both explain educational attainment and political attitudes. To test whether schooling causally reduces Euroscepticism, this article combines data on the compulsory schooling age with seven rounds of pooled European Social Survey data (2002–2014). Using compulsory schooling reforms within a ‘fuzzy’ regression discontinuity design, the results indicate no conclusive effect of education on Euroscepticism, questioning the impact of additional schooling. Consequently, this study provides a novel insight into the much-debated divide in support for European integration between lower and higher educated.
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Mikuła, Aneta, Małgorzata Raczkowska, and Monika Utzig. "Pro-Environmental Behaviour in the European Union Countries." Energies 14, no. 18 (September 9, 2021): 5689. http://dx.doi.org/10.3390/en14185689.
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The purpose of the presented research is to assess pro-environmental behaviour (PEB) in European Union countries in 2009 and 2019. The study used a synthetic measure developed using the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) benchmark method. This method enables distinguishing classes and ranks of countries depending on the adopted characteristics. Basic measures of descriptive statistics, i.e., average, standard deviation and the coefficient of variation, were used in the analysis of the data set. The main research question addressed in this study concerns the relationship between the level of PEB and economic, demographic, and educational factors—not only on a micro scale but also from the macroeconomic perspective. The research has revealed a wide variety throughout the European Union (EU-27) countries in terms of pro-environmental behaviour. Sweden, Finland, and Denmark top the ranking, while Malta, Greece, Spain, and Romania are at the bottom of it. Northern European countries can therefore be identified as a group that represents a positive benchmark in terms of PEB across the European Union (EU-27). The correlation between PEB and selected economic, demographic, and education-related variables was also investigated. Country-level PEB is correlated with demographic and economic variables, but it is not correlated with education-related variables.
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Pleśniarska, Aleksandra. "Monitoring progress in “quality education” in the European Union – strategic framework and goals." International Journal of Sustainability in Higher Education 20, no. 7 (November 4, 2019): 1125–42. http://dx.doi.org/10.1108/ijshe-10-2018-0171.
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Purpose The purpose of this paper is to identify and discuss the most important initiatives and the strategic framework of the European Union (EU) supporting the 2030 Agenda for Sustainable Development. This paper also presents an overview of the progress towards the 4th Sustainable Development Goal (quality education) mainly in tertiary and adult education in the EU context. Design/methodology/approach The adopted research method includes a literature survey, a study of law regulations and strategic documents of the EU and their critical analysis. The main axis of empirical investigation is a comparative analysis. Thematic scope of the analysis embraces indicators such as tertiary educational attainment, employment rate of recent graduates and adult participation in learning. Findings The results of the comparative analysis confirm the diversity between Member States in achieving the goals of sustainable development. Overall positive trends in the development of quality education can be observed in the EU. However, the gender gaps in tertiary educational attainment and in the employment rate of recent graduates have been widening. Moreover, the EU is not on track to meet its 2020 benchmarks for adult participation in learning. Originality/value The paper systematizes knowledge of initiatives of the EU for sustainable development and supplements it with a comparative analysis in the field of statistical data, which allows for a better understanding of the state and the prospects of implementing the idea of quality education at the EU level.
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Balendr, Andrii V., Vasyl O. Korolov, Oleksandr V. Adamchuk, Anatolii V. Iakymchuk, Serhii V. Sinkevych, and Ihor H. Bloshchynskyi. "BORDER GUARDS’ DISTANCE LEARNING DEVELOPMENT IN THE EUROPEAN UNION COUNTRIES." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 305. http://dx.doi.org/10.33407/itlt.v71i3.2749.
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The research reveals the peculiarities of the Distance Learning (DL) development in the framework of border guards training in the European Union (EU) countries. Theoretical and practical concepts, modern stage and peculiarities of border guards’ DL development were substantiated in the article. The special attention was paid to possibilities of educational web platforms, which are widely utilized in the training of personnel of the border guard agencies, namely: Web Platform Virtual Aula of the FRONTEX Agency; E-Net Web Platform of the CEPOL (The European Police College); EU Coast Guard Functions Training Portal (CGFTP); ILIAS Learning Platform of the EU Mission EUBAM (EU Border Assistance Mission to Moldova and Ukraine); Connect & Learn platform of the UNHCR (The Office of the United Nations High Commissioner for Refugees); Global eLearning Program of the UNODC (United Nations Office on Drugs and Crime). The authors have also conducted the comparative analysis of DL courses of educational platforms with border guard components in the EU countries, which showed that the platform with the biggest number of border guard-oriented courses is Virtual Aula platform of FRONTEX Agency. Suggestions and proposals on DL development and prospective directions based on the experience gained during DL introduction into the system of the border guards’ training system supported by the survey results are given in the conclusion of this article in order to facilitate the improvement of border guards’ DL systems in the EU countries. The prospects of the border guards’ DL system development are based on 5 key factors: aligning all DL training courses to the Sectoral Qualification Framework and Common Core Curricular for border guarding: unification of the skills and knowledge of European border guards; enhanced use of the Internet and social media; introduction of common educational web-platforms; organizing specialized training for the specialists in DL use and management, and developing common eLearning tools and programs.
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Kanishevska, Lyubov, Svitlana Tolochko, Oksana Voitovska, Oksana Pershukova, and Iryna Shcherbak. "Changing the modern educational paradigm on the example of European Union and Ukraine." Laplage em Revista 7, no. 1 (January 4, 2021): 293–303. http://dx.doi.org/10.24115/s2446-6220202171725p.293-303.
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The purpose of the present academic paper lies in identifying the transformational processes of the educational paradigm within European countries. The research methodology is quantitative; it is based on the method of statistical analysis of development indicators of the EU states’ education systems according to Eurostat, the World Bank 2009-2019. The results demonstrate a significant differentiation of the integration of different educational paradigms within European countries. The experience of the EU states bears evidence to the differentiation of mechanisms for financing education. In general, the following financing mechanisms predominate, namely: 1) centralized + local + local transfers (7 countries); 2) centralized in 6 countries; 3) centralized + local transfers in 5 countries; 4) local + local transfers in 5 countries. The theoretical and practical value of the research lies in considering the identified slow transformations of educational paradigms by international organizations when developing a policy for ensuring the quality of education within the EU.
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Kayhan, Nilay, and Pelin Pistav Akmese. "Examining the Preschool Educational Institutions in European Union Countries and in Turkey." Procedia - Social and Behavioral Sciences 46 (2012): 1517–21. http://dx.doi.org/10.1016/j.sbspro.2012.05.332.
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Makkonen, Teemu, and Tommi Inkinen. "Innovative Capacity, Educational Attainment and Economic Development in the European Union: Causal Relations and Geographical Variations." European Planning Studies 21, no. 12 (December 2013): 1958–76. http://dx.doi.org/10.1080/09654313.2012.722968.
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Koroliova, Larisa. "THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES." English and American Studies 1, no. 16 (September 7, 2019): 75–80. http://dx.doi.org/10.15421/381909.
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The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.
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Parente, Cláudia da Mota Darós. "COMPARED ANALYSIS OF THE SCHOOL DAY IN EUROPEAN UNION COUNTRIES." Cadernos de Pesquisa 50, no. 175 (March 2020): 78–94. http://dx.doi.org/10.1590/198053146760.
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Abstract This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education.
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Óhidy, Andrea, Nadine Comes, and Norbert Pikula. "Mentoring programmes for disadvantaged children in selected European countries." Hungarian Educational Research Journal 10, no. 3 (December 16, 2020): 180–88. http://dx.doi.org/10.1556/063.2020.00019.
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Abstract‘Education for all’ and widening access to education with the aim of creating more social equality are long-term goals of the European education policy. Although there was an education expansion in the last decades in most of European countries, educational attainment and achievement still reflect social inequalities: students with less advantaged socio-economic backgrounds are still significantly underrepresented in higher educational institutions and need supporting measures for educational success. Roma students in particular suffer from multiple deprivation: Firstly, because a large part of the Roma population lives in poverty. Secondly, because their different cultural traditions often lead to discrimination in school education. Roma women additionally suffer from social injustice and deprivation because of the gender aspect: the traditional Roma culture defines the place of women to be with the family at home and an educational career is not necessary for that. Mentoring programmes are considered as successful in helping disadvantaged pupils and students to achieve better results in education. A special form of mentoring programmes is often included as a part of teacher education with the goal of not only helping disadvantaged children but also preparing future teachers to cope with diversity in schools. This article introduces practical and conceptual issues regarding mentoring programmes for disadvantaged children focussing on two perspectives: on the impact on the mentees – disadvantaged children with special regard to Roma students, and on the effect on the mentors – students in teacher training.
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Pritula, Raissa, Zhanat Jabassova, Tatyana Ostryanina, and Yevgeniya Pritula. "The experience of the European Union in training specialists for the agricultural sector of the economy." IOP Conference Series: Earth and Environmental Science 949, no. 1 (January 1, 2022): 012087. http://dx.doi.org/10.1088/1755-1315/949/1/012087.
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Abstract The article deals with the issues related to the transformation of the experience of agricultural management in the countries of the European Union into educational programs of higher educational institutions in Kazakhstan and Central Asian countries. Productive interaction in the agricultural sector, exchange of interns with partner universities contributes to the development of long-term and effective cooperation in training specialists of a new format. Organizational research methods expand analytical work to study the experience of educational services in the EU countries. The results of the study are confirmed by the acquired skills and knowledge on the new official educational course and the corresponding output document. The experience of the European Union in training specialists for the agricultural sector of the economy has been introduced into the educational process in educational institutions of Kazakhstan, and is also disseminated within the framework of the international school of economics and management of the consortium of agricultural universities for the development of the countries of Central Asia and the South Caucasus, as well as through academic mobility of the teaching staff.
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BAKHMAT, N., and A. OSTENDA. "THE INTERNATIONALIZATION PROCESSES CHARACTERISTICS OF HIGHER EDUCATION IN POLAND AGAINST THE BACKGROUND OF THE EU COUNTRIES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 48–61. http://dx.doi.org/10.31494/2412-9208-2022-1-2-48-61.
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The purpose of the article is to analyze the processes of internationalization of higher education in Poland and compare them with other countries of the European Union, which will allow us to assess the state's place in the European educational space and form further development prospects. It was noted that the most important impetus for the development of internationalization in Europe was the Bologna process. The joining of the higher education system of Poland to it initiated the implementation of the pan-European development policy at the state level. The main prerequisites for the internationalization of the educational process in institutions of higher education have been determined. The international student mobility level in the countries of the European Union is analyzed. It was established that Poland is an active participant in internationalization, which allows increasing the competitiveness of universities against the background of preserving the best traditions and specifics of the national higher education system. Based on the study of the processes of internationalization of higher education in Poland against the background of the countries of the European Union, it was noted that they correspond to European trends and follow the best world trends in this field. It was established that this country's share of foreign students in higher education institutions is 3.86% of the number of enrolled students, which is significantly lower than the average value for the countries of the European Union (10.86%). According to the results of the analysis of the total number of foreign students in the host countries, it was determined that Poland belongs to the largest classification group (from 20 to 100 thousand people) and receives the main contingent of students from Ukraine, Belarus, India, the Czech Republic, Norway, and other countries. Certain developments and practices that are characteristic of the Polish higher education system in comparison with the countries of the European Union are summarized. Attention is drawn to the problems and challenges faced by internationalization participants. A set of measures aimed at the effective development of the internationalization of higher education in Poland has been formed, which should be implemented at different levels of management (national and university), which will increase the country's competitiveness in the market of educational services. Key words: higher education, internationalization of higher education, competitiveness, foreign students, student mobility.
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Binytska, Kateryna. "TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH." Educological discourse, no. 3-4 (2019): 294–305. http://dx.doi.org/10.28925/2312-5829.2019.3-4.294305.
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The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.
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Novella García, Carlos. "¿Qué pacto educativo necesitamos en España para cumplir con los indicadores del ET 2020?" Revista Española de Educación Comparada, no. 36 (July 1, 2020): 74. http://dx.doi.org/10.5944/reec.36.2020.26132.
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In 2010 the European Union launched the European educational program ET2020 with the aim of harmonizing a common educational policy among member countries. The purpose was to improve the educational situation and more effectively meet European economic and employability needs in the period 2010-2020. This article intends to know in more detail the aims of this program and analyze the progress and achievements made by Spain, one of the member countries of the European Union, in relation to its educational system. We will raise this relationship from the current urgent need to reach a stable social and political pact for education. For this analysis we use national and international reports such as CIS and EUROSTAT that allow us to know in detail and reliability the results of the application and development of the strategic objectives of the program from the agreed monitoring educational indicators. The data reflect an advance in some of them and even, above the expected, but in others Spain is far from achieving them at 2020 considering the absence of an educational pact as one of the reasons that contributes to this lack of achievement.
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Dragišić, Radmila. "Autonomy of higher education in the European Union: Case C-66/18 European Commission v. Hungary." Politeia 11, no. 21 (2021): 83–96. http://dx.doi.org/10.5937/politeia0-31034.
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Aware of the fact that autonomy is an important prerequisite for educational institutions to be able to perform their tasks, in this paper we explore and analyze one of the most interesting cases from the jurisprudence of the Court of Justice of the European Union in this area. Namely, the European Commission initiated proceedings against the Republic of Hungary for violating the rights of the European Union. The focus is on the Law on Higher Education of that member state, which has caused sharp controversies within the academic community in the countries of the European Economic Area, but also in third countries. Although the work is mostly dedicated to the free movement of services in the field of higher education, we inevitably explore the relationship between European Union law and legal instruments of the World Trade Organization (WTO), as well as the views of the Court of Justice regarding their interpretation. The case we are discussing is also important for the status of countries aspiring to become members of the European organization, since the European Parliament adopted a recommendation to include in the Copenhagen criteria for accession the defense and protection of academic freedom and institutional autonomy in order to prevent their endangerment in member states.
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Voracek, Martin. "National Intelligence and Suicide Rate across Europe: An Alternative Test Using Educational Attainment Data." Psychological Reports 101, no. 2 (October 2007): 512–18. http://dx.doi.org/10.2466/pr0.101.2.512-518.
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National mean scores on a historical knowledge test (taken as a proxy for intelligence), stemming from representative samples of male (and female) 9th-grade school students from 26 European countries in a 1999 report by Wilberg and Lynn, were significantly positively associated with the national male (and female) suicide rates, independent of the general quality-of-living conditions in these countries. This finding replicates previous evidence from cross-national studies (by Lester and by Voracek), of a correspondence of higher national IQ to higher suicide rates, with an alternative measure of national IQ that is independent of the national IQ estimates recently published by Lynn and Vanhanen which have been used in prior studies.
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Delen, Chloe, Angelina Tetyurenko, and Nadezhda Yuryevna Glubokova. "EDUCATIONAL SYSTEM IN FRANCE AND CAREER DEVELOPMENT OPPORTUNITIES." SCIENTIFIC ASPIRATIONS, no. 25 (April 3, 2019): 8–11. http://dx.doi.org/10.31882/10.31882/2311-4711.2019.25.1.
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The article considers the French educational system. Author analyses the history and peculiarities of French education development, and evaluates it in comparison with other European countries and Russia. They pay attention to the right of education for women, stopped at the characteristics of education on each of it stage: from primary school, moving to the middle school till high school, and at the end on the CAP. They make an important conclusion, that French’s education system has much common with other EU nations, what permits the students from the European Union to find a job quicker in any of the twenty eight countries due to the fact that the systems resemble one another.
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Tundo, Pietro, Paul Anastas, David StC Black, Joseph Breen, Terrence J. Collins, Sofia Memoli, Junshi Miyamoto, Martyn Polyakoff, and William Tumas. "Synthetic pathways and processes in green chemistry. Introductory overview." Pure and Applied Chemistry 72, no. 7 (January 1, 2000): 1207–28. http://dx.doi.org/10.1351/pac200072071207.
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ContentsGreen Chemistry in the International ContextThe Concept of green ChemistryDefinition of green chemistry | Green chemistry: Why now? | The historical context of green chemistry | The emergence of green chemistryThe Content of Green ChemistryAreas of green chemistry | Preliminary remarks | Alternative feedstocks | Benign reagents/synthetic pathways | Synthetic transformations | Solvents/reaction conditionsGreen Chemistry in the International ContextIt has come to be recognized in recent years, that the science of chemistry is central to addressing the problems facing the environment. Through the utilization of the various subdisciplines of chemistry and the molecular sciences, there is an increasing appreciation that the emerging area of green chemistry1is needed in the design and attainment of sustainable development. A central driving force in this increasing awareness is that green chemistry accomplishes both economic and environmental goals simultaneously through the use of sound, fundamental scientific principles. Recently, a basic strategy has been proposed for implementing the relationships between industry and academia, and hence, funding of the research that constitutes the engine of economic advancement; it is what many schools of economics call the "triple bottom line" philosophy, meaning that an enterprise will be economically sustainable if the objectives of environmental protection, societal benefit, and market advantage are all satisfied2. Triple bottom line is a strong idea for evaluating the success of environmental technologies. It is clear that the best environmentally friendly technology or discovery will not impact on the market if it is not economically advantageous; in the same way, the market that ignores environmental needs and human involvement will not prosper. This is the challenge for the future of the chemical industry, its development being strongly linked to the extent to which environmental and human needs can be reconciled with new ideas in fundamental research. On the other hand, it should be easy to foresee that the success of environmentally friendly reactions, products, and processes will improve competitiveness within the chemical industry. If companies are able to meet the needs of society, people will influence their own governments to foster those industries attempting such environmental initiatives. Of course, fundamental research will play a central role in achieving these worthy objectives. What we call green chemistry may in fact embody some of the most advanced perspectives and opportunities in chemical sciences.It is for these reasons that the International Union of Pure and Applied Chemistry (IUPAC) has a central role to play in advancing and promoting the continuing emergence and impact of green chemistry. When we think about how IUPAC furthers chemistry throughout the world, it is useful to refer to IUPAC's Strategic Plan. This plan demonstrates the direct relevance of the mission of IUPAC to green chemistry, and explains why there is growing enthusiasm for the pursuit of this new area as an appropriate activity of a scientific Union. The IUPAC Strategic Plan outlines among other goals:IUPAC will serve as a scientific, international, nongovernmental body in objectively addressing global issues involving the chemical sciences. Where appropriate, IUPAC will represent the interests of chemistry in governmental and nongovernmental forums.IUPAC will provide tools (e.g., standardized nomenclature and methods) and forums to help advance international research in the chemical sciences.IUPAC will assist chemistry-related industry in its contributions to sustainable development, wealth creation, and improvement in the quality of life.IUPAC will facilitate the development of effective channels of communication in the international chemistry community.IUPAC will promote the service of chemistry to society in both developed and developing countries.IUPAC will utilize its global perspective to contribute toward the enhancement of education in chemistry and to advance the public understanding of chemistry and the scientific method.IUPAC will make special efforts to encourage the career development of young chemists.IUPAC will broaden the geographical base of the Union and ensure that its human capital is drawn from all segments of the world chemistry community.IUPAC will encourage worldwide dissemination of information about the activities of the Union.IUPAC will assure sound management of its resources to provide maximum value for the funds invested in the Union.Through the vehicle of green chemistry, IUPAC can engage and is engaging the international community in issues of global importance to the environment and to industry, through education of young and established scientists, the provision of technical tools, governmental engagement, communication to the public and scientific communities, and the pursuit of sustainable development. By virtue of its status as a leading and internationally representative scientific body, IUPAC is able to collaborate closely in furthering individual national efforts as well as those of multinational entities.An important example of such collaboration in the area of green chemistry is that of IUPAC with the Organization for the Economical Cooperation and Development (OECD) in the project on "Sustainable Chemistry", aimed at promoting increased awareness of the subject in the member countries. During a meeting of the Environment Directorate (Paris, 6 June 1999), it was proposed that United States and Italy co-lead the activity, and that implementation of five recommendations to the member countries be accorded the highest priority, namely:research and developmentawards and recognition for work on sustainable chemistryexchange of technical information related to sustainable chemistryguidance on activities and tools to support sustainable chemistry programssustainable chemistry educationThese recommendations were perceived to have socio-economic implications for worldwide implementation of sustainable chemistry. How IUPAC and, in particular, its Divisions can contribute to this effort is under discussion. IUPAC is recognized for its ability to act as the scientific counterpart to OECD for all recommendations and activities. Although the initiatives being developed by the OECD are aimed primarily at determining the role that national institutions can play in facilitating the implementation and impact of green chemistry, it is recognized that each of these initiatives also has an important scientific component. Whether it is developing criteria or providing technical assessment for awards and recognition, identifying appropriate scientific areas for educational incorporation, or providing scientific insight into the areas of need for fundamental research and development, IUPAC can play and is beginning to play an important role as an international scientific authority on green chemistry.Other multinational organizations including, among others, the United Nations, the European Union, and the Asian Pacific Economic Community, are now beginning to assess the role that they can play in promoting the implementation of green chemistry to meet environmental and economic goals simultaneously. As an alternative to the traditional regulatory framework often implemented as a unilateral strategy, multinational governmental organizations are discovering that green chemistry as a nonregulatory, science-based approach, provides opportunities for innovation and economic development that are compatible with sustainable development. In addition, individual nations have been extremely active in green chemistry and provide plentiful examples of the successful utilization of green chemistry technologies. There are rapidly growing activities in government, industry, and academia in the United States, Italy, the United Kingdom, the Netherlands, Spain, Germany, Japan, China, and many other countries in Europe and Asia, that testify to the importance of green chemistry to the future of the central science of chemistry around the world.Organizations and Commissions currently involved in programs in green chemistry at the national or international level include, for example:U.S. Environmental Protection Agency (EPA), with the "Green Chemistry Program" which involves, among others, the National Science Foundation, the American Chemical Society, and the Green Chemistry Institute;European Directorate for R&D (DG Research), which included the goals of sustainable chemistry in the actions and research of the European Fifth Framework Programme;Interuniversity Consortium "Chemistry for the Environment", which groups about 30 Italian universities interested in environmentally benign chemistry and funds their research groups;UK Royal Society of Chemistry, which promotes the concept of green chemistry through a "UK Green Chemistry Network" and the scientific journal Green Chemistry;UNIDO-ICS (International Centre for Science and High Technology of the United Nations Industrial Development Organization) which is developing a global program on sustainable chemistry focusing on catalysis and cleaner technologies with particular attention to developing and emerging countries (the program is also connected with UNIDO network of centers for cleaner production); andMonash University, which is the first organization in Australia to undertake a green chemistry program.Footnotes:1. The terminology "green chemistry" or "sustainable chemistry" is the subject of debate. The expressions are intended to convey the same or very similar meanings, but each has its supporters and detractors, since "green" is vividly evocative but may assume an unintended political connotation, whereas "sustainable" can be paraphrased as "chemistry for a sustainable environment", and may be perceived as a less focused and less incisive description of the discipline. Other terms have been proposed, such as "chemistry for the environment" but this juxtaposition of keywords already embraces many diversified fields involving the environment, and does not capture the economic and social implications of sustainability. The Working Party decided to adopt the term green chemistry for the purpose of this overview. This decision does not imply official IUPAC endorsement for the choice. In fact, the IUPAC Committee on Chemistry and Industry (COCI) favors, and will continue to use sustainable chemistry to describe the discipline.2. J. Elkington, < http://www.sustainability.co.uk/sustainability.htm
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Zdioruk, Serhiy I. "Socio-religious relations in Ukrainian realities and European Union policy." Ukrainian Religious Studies, no. 50 (March 10, 2009): 21–27. http://dx.doi.org/10.32420/2009.50.2028.
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The problems of the functioning of religion in the countries of the European Union (EU) are extremely complex and ambiguous. The EU is primarily political and economic. It is in these areas that active intra-integration processes are observed: introduction of a single currency, single payment system, actual “blurring” of borders between member states, development of the Constitutional Treaty, orientation towards the creation of a common market, a common transport network, harmonization of educational systems, etc.
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Mejlgaard, Niels. "Science’s disparate responsibilities: Patterns across European countries." Public Understanding of Science 27, no. 3 (August 12, 2017): 262–75. http://dx.doi.org/10.1177/0963662517724645.
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It is a distinctive feature of European science policy that science is expected to meet economic and broader societal objectives simultaneously. Science should be governed democratically and take significant responsibilities towards the economy, the political system and civil society, but the coherency of these multiple claims is underexplored. Using metrics that emerge from both quantitative and qualitative studies, we examine the interrelatedness of different responsibilities at the level of countries. A total of 33 European Union member states and associated countries are included in the analysis. We find no trade-off between economic and broader societal contributions. Europe is, however, characterised by major divisions in terms of the location of science in society. There is a significant East–West divide, and Europe appears to be far from accomplishing an integrated European Research Area.
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Dahl, Viktor, Erik Amnå, Shakuntala Banaji, Monique Landberg, Jan Šerek, Norberto Ribeiro, Mai Beilmann, Vassilis Pavlopoulos, and Bruna Zani. "Apathy or alienation? Political passivity among youths across eight European Union countries." European Journal of Developmental Psychology 15, no. 3 (November 21, 2017): 284–301. http://dx.doi.org/10.1080/17405629.2017.1404985.
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