Journal articles on the topic 'Occupational training – European Union countries'
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Franco, G. "Occupational physicians' education and training across European Union countries." International Archives of Occupational and Environmental Health 72, no. 5 (August 16, 1999): 338–42. http://dx.doi.org/10.1007/s004200050385.
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Martínez-Jarreta, Begoña, Nicole Majery, Petar Bulat, Soile Jungewelter, Elena-Ana Păuncu, Dieter Weigel, Marija Bubas, et al. "Improving Education and Training to Reduce the Burden of Occupational Cancer. The Riga-European Association of Schools of Occupational Medicine (EASOM) Statement on Work-Related Cancer." International Journal of Environmental Research and Public Health 17, no. 7 (March 28, 2020): 2279. http://dx.doi.org/10.3390/ijerph17072279.
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Reducing the burden of occupational cancers (OCs) is currently one of the most challenging Occupational Health (OH) issues. The European Union (EU) has made efforts to improve the existing legal framework and developed specific legislation aimed at reducing the burden of OC. However, available data suggest that OC are underreported. In August 2019, the European Association of Schools of Occupational Medicine (EASOM) adopted a statement that highlighted the importance of improving the education and training of Medical Doctors (MDs) to facilitate improvements in recognizing and reporting OC. To achieve this, EASOM proposes to promote OH education and training of MDs at undergraduate and postgraduate levels, foster harmonization of OH education and teaching standards and programs across EU countries, and enhance cooperation between universities and international scientific associations. Finally, we suggest that occupational data should be recorded in cancer and medical registers. By engaging MDs more fully in the debate about OCs, they will become more aware of the Occupational Physician’s role in reducing the burden of OCs and, furthermore, embed consideration of occupation as a potential cause of cancer into their own practice. These interventions will help promote the implementation of policies and interventions aimed to reduce OC in the workplace.
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Akyazi, Tugce, Irantzu Alvarez, Elisabete Alberdi, Aitor Oyarbide-Zubillaga, Aitor Goti, and Felix Bayon. "Skills Needs of the Civil Engineering Sector in the European Union Countries: Current Situation and Future Trends." Applied Sciences 10, no. 20 (October 16, 2020): 7226. http://dx.doi.org/10.3390/app10207226.
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The construction sector has always occupied a strategic place in the European economy. The European construction industry suffered during the 2007–2008 global financial crisis, and today the sector is undergoing a recovery process. Among all the construction subsectors, civil engineering has the highest growth rate. Currently, the sector has to face profound industrial changes emerging with digital transformations (Industry 4.0), sustainability, climate change and energy efficiency. To promote the growth of the civil engineering sector and accelerate the recovery, we need to create a highly qualified and competent workforce that can handle the challenges coming up with the technological progress and global competitiveness. The main condition to achieve this capable workforce is to define the expected evolution of skills requirements. For that purpose, our work focuses on identifying current and near-future key skills required by the civil engineering occupations. To achieve this, we developed an automated sectoral database for the current and near-future skills requirements of the selected professional profiles. It is our belief that this sectoral database is a fundamental framework that will guide the sector through the future changes. We also believe that our research can be used as a key tool for construction companies, policy-makers, academics and training centers to develop well-designed and efficient training programs for upskilling and reskilling the workforce.
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Niciejewska, Marta, and Olga Kiriliuk. "Occupational health and safety management in “small size” enterprises, with particular emphasis on hazards identification." Production Engineering Archives 26, no. 4 (December 1, 2020): 195–201. http://dx.doi.org/10.30657/pea.2020.26.34.
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Abstract The article presents the element of occupational health and safety management in enterprises, with particular emphasis on the identification of occupational hazards. The factors that may be a source of occupational hazards have been classified and divided. The aim of this study was to assess the impact of occupational hazards on work safety in the opinion of employees of micro and small enterprises. The research was carried out using the proprietary questionnaire. The results were verified by means of a direct interview with elements of observation. The research was compared with the trends prevailing in the enterprises of the European Union countries according to the results of the research conducted by EU-OSHA. Polish respondents considered physical and psychophysical factors to be the main occupational hazards. The results turned out to be very similar to those presented by EU-OSHA in its publicly available reports. The basic principle of occupational health and safety management, i.e. identification of occupational hazards, is reliability and correctness. Identification of occupational hazards gives the opportunity to take correct and effective corrective and preventive actions reducing occupational risk, for example through the effective use of personal protective equipment, or a more detailed treatment of both introductory and instructional training. The article also highlights the migration of individual occupational hazards, which depends on many factors, both professional and non-professional.
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Niciejewska, Marta, and Olga Kiriliuk. "Occupational health and safety management in “small size” enterprises, with particular emphasis on hazards identification." Production Engineering Archives 26, no. 4 (December 1, 2020): 195–201. http://dx.doi.org/10.30657/pea.2020.26.34.
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AbstractThe article presents the element of occupational health and safety management in enterprises, with particular emphasis on the identification of occupational hazards. The factors that may be a source of occupational hazards have been classified and divided. The aim of this study was to assess the impact of occupational hazards on work safety in the opinion of employees of micro and small enterprises. The research was carried out using the proprietary questionnaire. The results were verified by means of a direct interview with elements of observation. The research was compared with the trends prevailing in the enterprises of the European Union countries according to the results of the research conducted by EU-OSHA. Polish respondents considered physical and psychophysical factors to be the main occupational hazards. The results turned out to be very similar to those presented by EU-OSHA in its publicly available reports. The basic principle of occupational health and safety management, i.e. identification of occupational hazards, is reliability and correctness. Identification of occupational hazards gives the opportunity to take correct and effective corrective and preventive actions reducing occupational risk, for example through the effective use of personal protective equipment, or a more detailed treatment of both introductory and instructional training. The article also highlights the migration of individual occupational hazards, which depends on many factors, both professional and non-professional.
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Chiarenza, Antonio, Lidia Horvat, Katja Lanting, Anna Ciannameo, and Jeanine Suurmond. "Addressing healthcare for migrants and ethnic minorities in Europe: A review of training programmes." Health Education Journal 78, no. 1 (August 18, 2018): 9–23. http://dx.doi.org/10.1177/0017896918793164.
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Background: The global phenomenon of migration has dramatically changed the social context in which healthcare professionals operate. European states are facing a growing need to effectively train healthcare professionals to understand and respond appropriately to the diverse needs of migrants and ethnic minorities. While many European Union (EU) countries have adopted specific initiatives, there is considerable variation in these activities and few examples of evaluation of the quality of these training courses. Aims: This article describes findings from a review conducted as a part of the ‘Training packages for health professionals to improve access and quality of health services for migrants and ethnic minorities, including the Roma (MEM-TP)’ project, which sought to identify and assess training programmes for health professionals delivered in Europe between 2004 and 2013. Methods: The review and analysis of training materials comprised three components: (1) a review of the published and unpublished literature, (2) a survey addressing national contact persons, and representatives of international organisations and non-governmental organisations and (3) an assessment of the quality of the training programmes identified. Results: The review showed that training programmes tend to be characterised by low levels of participant involvement in training development, delivery and evaluation. Training programmes often lacked an explicit pedagogical approach, did not systematically focus on outcomes in training design, implementation and evaluation, and were poorly linked to key organisational and policy support. Finally, while cultural competence continues to be the broad conceptual approach used in training programmes, alternate approaches such as intersectionality, equity and person-centred care are emergent. Conclusion: Training programmes in Europe can be further improved in order to ensure an effective response to the diverse needs of patients, carers, health professionals and the community.
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P. Wilson, John, and Sarah Gosiewska. "Multi-agency gold incident command training for civil emergencies." Disaster Prevention and Management 23, no. 5 (October 28, 2014): 632–48. http://dx.doi.org/10.1108/dpm-11-2013-0212.
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Purpose – The purpose of this paper is twofold. First, it will trace, for the first time, the historical events which have progressively influenced emergency training. Second, it will evaluate the design considerations and delivery of strategic training to participants attending a multi-agency gold incident command programme. Finally, it will make recommendations about the suitability of training approaches for different aspects of emergency training. Design/methodology/approach – This research used a mixed methods study design involving a longitudinal literature review of disasters which influenced training; and a case study of multi-agency training. Findings – Guidance for major incidents developed in a relatively ad hoc manner until consolidated by the Civil Contingencies Act (2004). In addition, health and safety considerations prevent on-the-job training during major incidents. Furthermore, different forms of training would appear to be more suited to training for the different stages of a major incident. Research limitations/implications – The European Union delegates responsibility for emergency planning to individual nations. Although the findings relate to this UK case study the lessons learned would appear to be generic and may be applicable in other countries. Practical implications – Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident. Social implications – Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident. Originality/value – This is the first paper charting the historical development of emergency training. There is a limited base of literature for emergency training.
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Trautmann, Franz. "Peer Support as a Method of Risk Reduction in Injecting Drug-User Communities: Experiences in Dutch Projects and the “European Peer Support Project”." Journal of Drug Issues 25, no. 3 (July 1995): 617–28. http://dx.doi.org/10.1177/002204269502500307.
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This article discusses the central importance in Western Europe of active drug users/injectors working with their peers to combat the spread of HIV and reduce other health problems. The structure and workings of several different peer organizations are described, and an important distinction is made between “self-help” versus drug-user “unions” or “interest” groups. The roots of the first drug-user unions are traced to the junkiebonden that surfaced in the Netherlands in the early 1970s. Now, the European Peer Support Project, which is described, coordinates projects in six different western European countries, supporting several different initiatives, and producing training programs and manuals for users to assist them in their organizing efforts. The underlying premise of drug-user self-organizations is that repressive drug policy, as defined by criminal laws, is not only a fundamentally inappropriate approach to the “drug problem;” repressive drug policy is partly responsible for the creation of the “drug problem” in the first place.
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Robina-Ramírez, Rafael, Jose-Amelio Medina-Merodio, Libertad Moreno-Luna, Héctor V. Jiménez-Naranjo, and Marcelo Sánchez-Oro. "Safety and Health Measures for COVID-19 Transition Period in the Hotel Industry in Spain." International Journal of Environmental Research and Public Health 18, no. 2 (January 15, 2021): 718. http://dx.doi.org/10.3390/ijerph18020718.
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The health crisis caused by the outbreak of the COVID-19 disease has devastated the worldwide hospitality sector. The current situation has led many countries to implement drastic rules to stop the spread of the virus. According to the Spanish health authority decisions need to be made in the context of uncertainty and lack of knowledgeable experiences through a gradual and asymmetric de-escalation process planned in four phases. Although the vast majority of studies refer to economic risks and impacts on tourist flows and economic income, few of them explicitly investigates safety and health measures that hotel managers should implement to their customers. Over a population of 12,740 hotels, 823 Spanish hotel managers have been involved in a participatory study. With the aim of assessing the actions taken to stop the spread of the virus, empirical research was implemented. A model presented four variables and 13 indicators which have been previously tested among hotel managers in the tourism sector. Five conclusions are drawn from the hypotheses: (1) Mass testing surveillance in customers and employees should be quick, affordable, and homogeneous throughout the European Union. (2) Training measures need to be taken by both public authorities and the private sector to reach a knowledgeable crisis management team with high commitment to the customer’s health and safety. (3) Protocols established by public authorities should be observed and adjusted gradually not only in hotels but also in tourist arrivals. (4) Healthy measures need to be periodically updated. (5) Each hotel should set up a surveillance process to guarantee the safety to their customers.
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Strachan, James G., and Willem J. Schudel. "Accreditation of European training schemes in psychiatry." Psychiatric Bulletin 28, no. 1 (January 2004): 19–20. http://dx.doi.org/10.1192/pb.28.1.19.
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The Union Européenne des Médicins Spécialistes, through its sections and boards, has responsibility for European aspects of training, qualifications, continuing professional development and accreditation. Many specialties have recognised the necessity for a Europe-wide assessment of training schemes and examination of individual practitioner abilities. As a result, several specialties (notably those in surgery) have established accreditation and examination procedures that are recognised throughout the European Union. The processes will have wider influence as the number of countries in the Union expands.
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van Loock, F., Mike Rowland, T. Grein, and A. Moren. "Intervention epidemiology training: a European perspective." Eurosurveillance 6, no. 3 (March 1, 2001): 37–43. http://dx.doi.org/10.2807/esm.06.03.00218-en.
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Within the widening European Union, large-scale movements of people, animals and food-products increasingly contribute to the potential for spread of communicable diseases. The EU was given a mandate for public health action only in 1992, under the Treaty of European Union ("Maastricht Treaty"), which was broadened in the 1997 with the Treaty of Amsterdam. While all EU countries have statutory requirements for notifying communicable diseases, national and regional communicable disease surveillance practices vary considerably (1). The Network Committee (NC) for the Epidemiological Surveillance and Control of Communicable Diseases in the EU was established in 1998 to harmonise these activities.
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CARMICHAEL, FIONA, and MARCO G. ERCOLANI. "Age-training gaps in the European Union." Ageing and Society 34, no. 1 (August 15, 2012): 129–56. http://dx.doi.org/10.1017/s0144686x12000852.
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ABSTRACTThis paper examines the relationship between age and training in the 15 European Union countries (EU-15) that were member states prior to the 2004 enlargement. The analysis is carried out using European Union Labour Force Survey data. We report cross-country comparisons of the training undertaken by older people (aged 50–64) and younger people (aged 20–49). We extend previous research by adding an analysis of the training undertaken by non-workers as well as that of workers. We also consider whether training is work-related, whether it is undertaken during normal work-hours and the time spent in training. Our results show that across the EU-15 not only are older people less likely to participate in training in general but, more importantly, they are less likely to participate in work-related training. Our evidence suggests that there is considerable scope for raising the training rates of older people and particularly older people who are out of work.
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Kayhan, Hatice Nilay, and Didem Kılıç. "Preschool teacher training systems in Turkey and European Union countries." Procedia - Social and Behavioral Sciences 15 (2011): 3748–52. http://dx.doi.org/10.1016/j.sbspro.2011.04.367.
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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.
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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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Lunt, Ingrid. "Education and training for psychology in Europe: an overview." Psychology Teaching Review 7, no. 2 (September 1998): 4–10. http://dx.doi.org/10.53841/bpsptr.1998.7.2.4.
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In this article I attempt to give an overview of education and training trends in European countries. This is a complicated task, since the countries of Europe differ considerably in their traditions of education and training for psychology. It is, however, possible to identify some patterns and broad regional trends. Directives of the European Union aim to facilitate free movement of professionals between member states of the Union, and to require individual states to develop procedures for judging equivalence of qualifications. EFPPA, the European Federation of Professional Psychologists’ Associations, a Federation of 28 European psychologist organizations, has carried out some work to compare university curricula in different countries; there is a commitment within the Federation to move towards European titles, and to consider the development of a European Diploma. These issues are discussed.
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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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Rojnic Kuzman, M., D. Giacco, P. Wuyts, M. Simmons, G. Favre, N. Bausch Becker, A. Malik, E. Barrett, and A. Nawka. "ECP09-02 - Psychiatry training in europe: Implementation and evaluation of training programs." European Psychiatry 26, S2 (March 2011): 1806. http://dx.doi.org/10.1016/s0924-9338(11)73510-6.
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Training schemes in psychiatry are developed and evaluated by national education policy makers in the majority of European countries. However, the requirements that a training program in psychiatry should meet are also defined on the European level in a form of recommendations by the Board of Psychiatry - European Union of Medical Specialists (UEMS).Recently, the European Federation of Psychiatric Trainees (EFPT) which represent trainees from more then 30 European countries, reported data pertaining to the structure of training programs and to the evaluation of training programs in 30 European countries. Whereas in the majority of European countries the structure of training programs and methods of assessment of trainees' competencies are partially compatible with one another and with the existing recommendations at the European level, the quality assurance of training programs varies significantly among countries. Regular evaluations of training programs and mentors, however, contribute to the proper implementation of training programs and help that the theoretical training principles are followed through in practice. As quality assurance of training schemes is an important mechanism how to improve the delivery of training programs, it should gain more focus by responsible authorities who structure the psychiatric training on the national and international European level.
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Lotz-Rambaldi, Winfried, Ines Schäfer, Roelof ten Doesschate, and Fritz Hohagen. "Specialist training in psychiatry in Europe – Results of the UEMS-survey." European Psychiatry 23, no. 3 (March 10, 2008): 157–68. http://dx.doi.org/10.1016/j.eurpsy.2007.12.001.
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AbstractAccording to the aim of the Treaty of Rome from 1957 which postulated the free movement of workers throughout the European Union, the European Board of Psychiatry in the UEMS (European Union of Medical Specialists) carried out a comprehensive survey of training in psychiatry, including all member countries in order to evaluate the present state of training in psychiatry in each. The survey should indicate whether the training requirements [UEMS Section Psychiatry. Charter on training of medical specialists in the EU: requirements for the speciality psychiatry. European Archives of Psychiatry and Clinical Neuroscience 1997;247(Suppl.):S45–7; UEMS Section Psychiatry. Charter on training of medical specialists in the EU: requirements for the speciality psychiatry. <www.uemspsychiatry.org/board/reports/Chapter6-11.10.03.pdf>; 2003 [last revision]] have had an impact on the actual conditions of training in psychiatry in the member countries. We gathered 22 questionnaires from 31 national representatives involved and 424 questionnaires completed by the chief of training and the representative of trainees at the responding training centres from 22 countries. The results give an overview about the practice of training in psychiatry in many European countries. While there are great differences between the training centres in different countries, apparent progress towards developing high standards in training in psychiatry has been made.
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Fesenko, N., and V. Rubashka. "Training of Social Workers in the Countries of the European Union." Problems of engineer-pedagogical education 62 (2019): 95–102. http://dx.doi.org/10.32820/2074-8922-2019-62-95-102.
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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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Churanova, A. N., and A. S. Titov. "Occupational injuries in Russia and EU countries." Russian Journal of Occupational Health and Industrial Ecology, no. 9 (March 19, 2020): 803–4. http://dx.doi.org/10.31089/1026-9428-2019-59-9-803-804.
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The article presents an analysis of the levels of total industrial injuries and fatal injuries in Russia and the European Union in 2016 in various economic activities, as well as the completeness of registration of accidents.
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Suk, William A. "The CEECHE: a practical approach for reducing exposures and disease outcomes in Central and Eastern Europe." Reviews on Environmental Health 32, no. 1-2 (March 1, 2017): 3–8. http://dx.doi.org/10.1515/reveh-2016-0036.
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Abstract While each region of the world faces unique challenges, environmental threats to vulnerable populations throughout Central and Eastern Europe (CEE) present a significant public health challenge. Environmental pollution is widespread, resulting from the consequences of rapid industrialization during the Soviet Union era. To help address these concerns, a meeting, sponsored in part by the National Institutes of Health (NIH)/National Institute of Environmental Health Sciences (NIEHS) Superfund Research Program (SRP), was convened in 1994. The meeting, “Hazardous Wastes – Exposure, Remediation, and Policy,” brought together representatives of the governments of seven countries in the region, scientists from the United States and Western Europe, and representatives from international organizations to explore hazardous waste problems in the region. Since 1994, the SRP and partners have been holding meetings throughout CEE to share important information regarding environmental health. The general sessions have shifted from a focus on describing the problems in each country related to hazardous waste, exposure assessment, risk reduction, and risk communication, to an exchange of information to better define links between health and the environment and strategies to improve regional problems. The 1994 meeting and subsequent meetings raised issues such as heavy metal contamination, exposures from hazardous waste, and pollution caused by deficiencies in disposal of waste overall. Research priorities that were identified included development of reliable biomarkers, better understanding of the relationship between nutrition and chemical toxicity, more epidemiological studies in CEE, better methods of environmental data analysis, and development of remediation tools. Here, we review examples of research from current SRP grantees that address many of these issues. In 2004, the first official Central and Eastern European Conference on Health and the Environment (CEECHE) was held, and has been held biannually at venues across CEE. The CEECHE provides a forum for researchers and engineers, and organizations with diverse professional expertise and backgrounds, to jointly examine pressing environment and health issues, engage in cooperative research, and develop and disseminate innovative prevention strategies for addressing these issues. The CEECHE facilitates more intentional integration of disciplines to achieve a fundamental understanding of biological, environmental, and engineering processes and exploit this knowledge to contribute to solving environmental exposure-related issues. Critical to the CEECHE mission is the participation of trainees and junior scientists who will share their data and engage broadly with the scientific community. Scientific inquiry that supports a paradigm whereby knowledge gained through understanding disease processes resulting from environmental exposures would further our understanding of potential human health effects, and provide a creative, holistic approach to integrate seemingly discrete biological systems and geological, ecological and human health risk assessments into more comprehensive models. Such models will be discussed which advance the mission of reducing the public health burden of hazardous substances through interdisciplinary research and training.
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Lunt, Ingrid. "A Common Framework for the Training of Psychologists in Europe." European Psychologist 7, no. 3 (September 2002): 180–91. http://dx.doi.org/10.1027//1016-9040.7.3.180.
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This paper presents the common framework for the training of psychologists in Europe, developed by a team of 15 members from 12 European countries partially funded by the European Union under its Leonardo da Vinci program. The team worked for over 2 years (1999-2001) through a series of transnational meetings and workshops, using consultation networks both in individual countries and across Europe, conference presentations, and an analysis of existing national education and training routes for psychologists in various European countries. The resulting framework provides a general structure for education and training which meets the requirements of the majority of participating countries.
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Voytyk, Oleksandra, and Nataliia Mazii. "Labor market amid the crisis and ways to improve its governmental regulation." Democratic governance 30, no. 2 (December 31, 2022): 144–57. http://dx.doi.org/10.23939/dg2022.02.144.
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Statement of the problem. Employment of the population and reduction of unemployment rate are priority objectives for economic recovery in the country suffering from the hybrid war for many years, affected by the COVID-19 pandemic for two years, and involved into the full-scale war since February 24, 2022 that results in joblessness for thousands of people, destruction of the businesses, equipment and facilities, as well as the natural resources of Ukraine. These and other factors are undermining the normalfunc- tioning of the labor market that currently features high unemployment rate, essential territorial differentiation in the area of employment in connection with the temporary occupation of the territories and warfare, imbalances between the vacancies and the qualifications in demand, negative demographic processes (increase in the rate of mortality, disability, migration within and outside the country). Today, governmental regulation of the labor market is a necessity because coordination between the interests of the workforce and the employers has to be supported and monitored by the government to enable fast recovery from the crisis and integration of Ukraine into the world economic space, increase of the economic competitiveness and acceptance of Ukraine as the member of the European Union. Analysis of the latest researches and publications. The war in Ukraine that has caused social and economic crisis has also adversely affected the national labor market and employment industry. The vacancies have been curtailed as a result of emigration of people and relocation of businesses, employment has become problematic or impossible, accordingly, there is increase in unemployment rate stemming from the pandemic and economic crisis emerging before the war. That is why a lot of scientists have started researching this problem, namely, N. Balashova, O. Bokov, M. Butko, V. Vasylchenko, R. Voitovych [4], S. Honcharova, K. Dubych [4], M. Kravchenko, O. Krainyk, E. Libanova, Y. Marshavin, L. Novak-Kaliaieva, V. Onikienko, N. Savchenko, K. Suprun [5], N. Titchenko. Addressing the previously untouched points of the general problem. The subject of the research constitutes study of the particulars of formation of offer and demand in the labor market of Ukraine amid improvement of its governmental regulation, with due regard to the European Integration ambitions of Ukraine. Presentation of the basic research material. Employment of the population is one of the most important criteria influencing the state of economy and efficiency of public administration in any country. The purpose of the governmental policy in this area is to ensure the fullest involvement of the population in the socioeconomic development processes. Public administration of employment includes ensuring balance between the labor offer and demand for the people with different occupational qualifications, increase of the income and improvement of the quality of life of the people, facilitation of staff support in order to generate and fulfill the creative and business ideas. Public administration of employment plays an important rolein the socioeconomic development policy, offersso- lution to the multidimensional problems, and not only furthers achievement of quantitative target values, but also encourages qualitative economic changes, human capital development, especially in the context of the European integration. Based on the completed analysis, the key measures aimed at improvement of the governmental regulation of the labor market amid the crisis are creation of equal opportunities for the unemployed in the Employment Center of the region, provision of access to the training programs and job offers, introduction of the mechanisms of cooperation and interaction among the State Employment Service and private employment agencies; elimination of imbalance between the workforce offer and demand revealed while analyzing the number of vacancies and unemployed in the labor market of Ukraine, which is especially necessary in times of war, by achieving the balance between the workforce offer and demand in the market through generation of the system of monitoring and forecasting, and estimation of the numbers of the state order in the educational institutions; career guidance organization and promotion, training and re-training of staff; harmonization of the legislative regulation of labor relations of the market participants; in view of the experience gained from the developed countries, prioritization of the social protection of the unemployed population (financial aid, unemployment benefits, unemployment insurance, etc.), which shall definitely decrease emigration of the staff and reduce the criminal rate; generation of the competitive environment, both in the labor market and in the businesses, with due regard to the economic and regional aspects; increase of motivation among the unemployed, etc. Conclusions. The research addresses the evident lack of balance between the offer and demand in the labor market occurring as a result of the pandemic, as well as substantial worsening of this situation since February 24, 2022. In 2018–2019, the difference between the vacancies and the unemployed was not essential, in 2020, the number of unemployed exceeded the number of vacancies 1.5 times, in 2021, 1.7 times, and in 2022, 2.7 times. In addition to the social crisis when the war destroys the life of people and families, ruins or paralyzes the state and private economy sector, the governmental regulation of the labor market is required both at the state and the regional levels. Today, the worst situation is in the occupied territories or the area affected by fighting, and despite partial relocation of businesses, many companies are staying in the danger area any putting the life of their employees at stake every day due to impossibility to move their business to another area, desire to keep the jobs or for other reasons, for stabilization of economic processes and the future without war.
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Weiss, E., J. Beezhold, D. Eraslan, S. Gerber, C. Hanon, and A. Mihai. "Psychotherapy training across Europe – status quo." Die Psychiatrie 06, no. 02 (April 2009): 84–88. http://dx.doi.org/10.1055/s-0038-1671921.
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SummaryPsychotherapy is an essential part of being a psychiatrist. International professional associations including the World Psychiatric Association (WPA), European Psychiatric Association (EPA), Union of European Medical Specialists (UEMS), European Federation of Psychiatric Trainees (EFPT) are involved in sustaining the role of psychotherapy training as part of psychiatric education as a matter of policy. This article presents results of a survey by trainees from different European countries concerning the postgraduate training in psychotherapy. We explore how national or international organisations have influenced and changed psychotherapy training in this region. Short descriptions of the situation in a few European countries offer an overview of different approach. There is no “one size fits all” solution concerning the training in psychotherapy like part of psychiatric training; however local resources and international exchanges could be used towards harmonising standards and quality.
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Bezliudnyi, Roman, and Vita Bezliudna. "FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 105–11. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247629.
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The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education.
Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.
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Smits, Jeroen, Wout Ultee, and Jan Lammers. "Occupational Homogamy in Eight Countries of the European Union, 1975-89." Acta Sociologica 42, no. 1 (January 1999): 55–68. http://dx.doi.org/10.1177/000169939904200104.
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Smits, Wout Ultee, Jan Lammers, Jeroen. "Occupational Homogamy in Eight Countries of the European Union, 1975-89." Acta Sociologica 42, no. 1 (March 1, 1999): 55–68. http://dx.doi.org/10.1080/00016999950079943.
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Grimaud, Olivier, Mark McCarthy, and Claudia Conceição. "Strategies for public health research in European Union countries." European Journal of Public Health 23, suppl 2 (November 2013): 35–38. http://dx.doi.org/10.1093/eurpub/ckt153.
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Gimeno, D. "Distribution of sickness absence in the European Union countries." Occupational and Environmental Medicine 61, no. 10 (October 1, 2004): 867–69. http://dx.doi.org/10.1136/oem.2003.010074.
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Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.
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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
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Muravska, Tatyana, and Alexandre Berlin. "The EU-Eastern Partnership Countries: Association Agreements and Transdisciplinarity in Studies, Training and Research." Baltic Journal of European Studies 4, no. 2 (October 1, 2014): 134–49. http://dx.doi.org/10.2478/bjes-2014-0020.
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Abstract The European Union (EU) signed Association Agreements on 27 June 2014 with Georgia, the Republic of Moldova, and Ukraine. The Association Agreement (AA) is the EU’s main instrument to bring the countries in the Eastern Partnership (EaP) closer to EU standards and norms. For the citizens of the EaP countries to benefit from these agreements, a more in-depth knowledge of the EU and the EU Member States is required to be reflected in a comparative approach to European Union studies. We examine these implications on the need to expand and adapt, the content and approach to research and teaching European Union studies, with the transdisciplinary approach becoming increasingly dominant, becoming a modern tool for research in social sciences. This contribution aims to offer insight into the implementation of transdisciplinarity in the methodology of education and research as it is determined by current increasing global challenges. This approach should serve as a means of integrating a number of main goals as part of learning, teaching and research processes: strengthening employability of young people and preparing them for citizenship. We discuss the need for modernizing European studies in the EU Member States that could serve as an example for the EU Eastern Partnership countries. We conclude that the theoretical approach to European and related studies of other disciplines and their practical implications should always be transdisciplinary in nature and benefit from direct in-situ exposure and should be fully integrated in university curricula
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Gaebel, W., M. Hermans, M. Muijen, E. Sönmez, and A. Kerst. "Developing a postgraduate curriculum for European psychiatry." Die Psychiatrie 14, no. 01 (January 2017): 45–49. http://dx.doi.org/10.1055/s-0038-1669550.
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Summary Background: The internal market of the European Union allows medical professionals, like psychiatrists, to work in their country of choice. Although the medical qualification is recognized in other countries, considerable differences in education remain. Objective: This article gives an overview of the current state of psychiatric training in Europe, previous efforts to harmonize it and future directions for action. Results: Psychiatric training in Europe is highly diverse. There is no official body within the European Union (EU) that is responsible for training harmonization. Despite previous efforts to generate common European standards for post-graduate training in psychiatry, the implementation continues to be a major challenge. Conclusion: The European Psychiatric Association (EPA), the European Union of Medical Specialists (UEMS), the World Health Organization (WHO) Europe and the European Federation of Psychiatric Trainees (EFPT) have decided to revive previous work on harmonized post-graduate education and created the Task Force on Education in European Psychiatry (TFEEP) in order to reach a training and education consensus in Europe. The creation of an attractive and high quality framework which is based on the needs of modern psychiatric practice and sensitive to European traditions and values is the main aim to be pursued in future.
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Faivre, P., G. Bencina, R. Campbell, S. Quilici, and R. Drury. "PIN127 Immunization Funding Landscape in European Union 28 Countries." Value in Health 23 (December 2020): S565. http://dx.doi.org/10.1016/j.jval.2020.08.968.
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Zhuravska, N. "MOTIVATION OF TEACHER TRAINING IN THE COUNTRIES OF THE EUROPEAN UNION: MANAGEMENT ASPECTS." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 70 (2020): 44–48. http://dx.doi.org/10.32840/1992-5786.2020.70-2.7.
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Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES." Near East University Online Journal of Education 3, no. 1 (January 29, 2020): 55–61. http://dx.doi.org/10.32955/neuje.v3i1.184.
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The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about different cultures. In order to provide a better language education, training prospective language teachers in accordance with current educational principles has a significant role. European Commission has introduced several documents for teaching, learning, assessing and teacher training in Europe according to the European Educational Policy. This study examines the documents developed for prospective language teachers in order to identify the European policy about training European language teachers. In the study, qualitative method based on document analysis was used. The results of the study showed that …………..
Keywords: European policy, training language teachers, language teaching, European documents
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Woolfenden, N., N. Nedopil, and P. J. Taylor. "Forensic psychiatry training in Europe." Die Psychiatrie 10, no. 03 (July 2013): 181–87. http://dx.doi.org/10.1055/s-0038-1670882.
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SummaryEurope wide it is acknowledged that when mental disorder leads to dangerous criminal actions, as it occasionally does, the criminal courts may require expert clinical opinions. Provision of such expertise in itself requires training, but it also leads to a need for further response in the form of appropriate service provision for offenders found to have mental disorder in this context. In most countries some specialist training is required to meet these needs and, in a few, extended training has led to development of a recognised speciality of forensic psychiatry. We consider what it means to be a forensic psychiatrist in the European Union context. Defined by common ground in the medical model, full specialty recognition and training follows from three years of specialist teaching and experience in relationships between mental disorder and antisocial behaviour, assessment, care and treatment of offenders with mental disorder, risk assessment and management and prevention of victimisation. Consideration of such issues is important because the European Union (EU) considers that people who are recognised as specialists in one member country stand as specialists in any other. Furthermore, patients may also move between countries. International training collaboration within the EU appears to achieve more than simple knowledge transfer.
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Rollnik-Sadowska, Ewa. "YOUNG PEOPLE IN THE EUROPEAN UNION LABOUR MARKET." Latgale National Economy Research 1, no. 8 (October 24, 2016): 80. http://dx.doi.org/10.17770/lner2016vol1.8.1482.
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In an era of aging of the European Union population, it is crucial to take care of human resources in various spheres of their life. The potential of young people is particularly important, as their economic activity creates the basis of maintaining the European welfare state model. However, the labour market situation of young people is difficult. Moreover, the phenomena, which have recently attracted increasing attention, are remaining for young people without employment, education or training (NEET). The occurrence of NEET's resources is harmful at micro level - due to pauperization of European households as well as for the whole economy due to insufficient usage of human resources. The paper aim is to compare how the situation of young people differs in the European Union labour markets.The paper was based on both the desk-research of literature as well as the analysis of selected economic indicators of young people (aged 15-29 years). The indicator analysis was made through the usage of cluster analysis (Ward's method and k-means method). The data was gathered from the databases of Eurostat. The selected indicators determine the labour market situation of young people in the EU countries and they are derived from two years – 2006 and 2014.Ward's and k-means methods allowed for dividing the EU countries into three groups. It occurred that the groups in 2006 have a completely different composition of countries than in 2014, which was mainly determined by crisis influences on the labour markets as well as directions of conducted reforms. Additionally, the k-means method allowed for comparison of selected groups on the basis of chosen variables and determination of countries with the best and the worst situation of young people.
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Mayer, S., R. J. van der Gaag, G. Dom, D. Wassermann, W. Gaebel, P. Falkai, and C. Schüle. "European Psychiatric Association (EPA) Guidance on Post-graduate Psychiatric Training in Europe." European Psychiatry 29, no. 2 (February 2014): 101–6. http://dx.doi.org/10.1016/j.eurpsy.2014.01.002.
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AbstractThe European Union Free Movement Directive gives professionals the opportunity to work and live within the European Union, but does not give specific requirements regarding how the specialists in medicine have to be trained, with the exception of a required minimum of 4 years of education. Efforts have been undertaken to harmonize post-graduate training in psychiatry in Europe since the Treaty of Rome 1957, with the founding of the European Union of Medical Specialists (UEMS) and establishment of a charter outlining how psychiatrists should be trained. However, the different curricula for post-graduate training were only compared by surveys, never through a systematic review of the official national requirements. The published survey data still shows great differences between European countries and unlike other UEMS Boards, the Board of Psychiatry did not introduce a certification for specialists willing to practice in a foreign country within Europe. Such a European certification could help to keep a high qualification level for post-graduate training in psychiatry all over Europe. Moreover, it would make it easier for employers to assess the educational level of European psychiatrists applying for a job in their field.
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Collin, Simon M., Gerard de Vries, Knut Lönnroth, Giovanni Battista Migliori, Ibrahim Abubakar, Sarah R. Anderson, and Dominik Zenner. "Tuberculosis in the European Union and European Economic Area: a survey of national tuberculosis programmes." European Respiratory Journal 52, no. 6 (October 11, 2018): 1801449. http://dx.doi.org/10.1183/13993003.01449-2018.
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How many European Union (EU) and European Economic Area (EEA) countries have national tuberculosis (TB) control plans/strategies, and what are the priority actions/populations and barriers to implementation?In order to answer this question, a survey of EU/EEA national TB programme leads was undertaken.The response rate was 100% (31 countries). 55% of countries reported having a national TB strategy, all of which were in implementation; five countries were preparing a strategy. 74% had a defined organisational TB control structure with central coordination and 19% had a costed programme budget; few organisational structures included patient/civil society representation. The most frequently mentioned priority TB control actions were: reaching vulnerable population groups (80%), screening for active TB in high-risk groups (63%), implementing electronic registries (60%), contact tracing and outbreak investigation (60%), and tackling multidrug-resistant TB (60%). Undocumented migrants were the most commonly (46%) identified priority population. Perceived obstacles to implementation included barriers related to care recipients (lack of TB knowledge, treatment seeking/adherence), care providers (including need for specialist training of nurses and doctors) and health system constraints (funding, communication between healthcare and social care systems).This survey has provided an insight into TB control programmes across the EU/EEA that will inform the development of a TB strategy toolkit for member states.
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Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen, and Finn Børlum Kristensen. "HTA EDUCATION AND TRAINING IN EUROPE." International Journal of Technology Assessment in Health Care 18, no. 4 (December 2002): 808–19. http://dx.doi.org/10.1017/s0266462302000612.
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Objective: To identify training programs and educational resources in health technology assessment (HTA) in Europe.Methods: A postal survey among potential informants in European countries and Israel, expanding on surveys among ISTAHC and INAHTA members. Informants were identified either using HTA networks or by means of Internet sources.Results: The combined results of the three surveys show that in the European Union (EU), including Norway and Switzerland, 13 of 17 countries (76%) provide either university level courses or continuing education HTA courses. In the candidate EU countries, 4 of 10 countries (40%) provide HTA courses. In the remainder of countries, only Israel provides HTA courses. Ten different types of courses were identified, mainly applying traditional teaching methods. A substantial number of the courses were first organized in recent years. Many countries in central and eastern Europe expressed the wish to become more involved in HTA.Conclusion: There is a rapid increase in the number and diversity of courses in HTA in Europe. In particular, countries in the EU are well represented. Education and training in HTA is scarce in EU candidate membership countries, and virtually absent in the remainder of countries. In general, HTA as a field is in the process of becoming established and institutionalized both in individual countries and internationally. To stimulate this development in the area of education and training, both bilateral cooperation and an EU-wide coordinated effort are recommended.
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Barbinov, Vitalii. "Vocational Training of Future Agricultural Specialists: European Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 160–65. http://dx.doi.org/10.2478/rpp-2018-0034.
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AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.
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Wiß, Tobias. "Employee representatives’ influence on continuing vocational training: The impact of institutional context." European Journal of Industrial Relations 23, no. 2 (June 26, 2016): 169–85. http://dx.doi.org/10.1177/0959680116655689.
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What factors determine the involvement of employee representatives in continuing vocational training? This article uses data from the European Company Survey 2009 to examine firm-level and country-level characteristics in 27 European Union (EU) countries. Multilevel logistic regressions indicate that employee representatives increase the probability of companies providing training needs assessments and time off for training. This association is stronger for disadvantaged groups of employees (low-skilled or temporary employees) if the representatives receive support from encompassing collective agreements, strong trade unions or regular 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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Gerlinger, Thomas, and Rolf Schmucker. "Transnational migration of health professionals in the European Union." Cadernos de Saúde Pública 23, suppl 2 (2007): S184—S192. http://dx.doi.org/10.1590/s0102-311x2007001400008.
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The establishment of the European Common Market has involved the free movement not only of capital and goods, but also of persons and services. The principles of free movement also apply to the health care sector, i.e. they allow for the free incorporation of health care providers and the cross-border delivery of services. Since the 1970s, the European Union (EU) has passed numerous regulations to enforce the mutual recognition of qualifications of physicians, nurses, and other health professionals by the Member States, considered an indispensable precondition for the free movement of services. Thus far, the establishment of a European job market for the health care professions has not led to extensive migration among the EU Member States. Likewise, the accession of Central and Eastern European countries to the EU in 2004 did not cause a "brain drain" to the better-off countries of Western and Northern Europe. However, the mobility among health care professions is expected to increase in the coming years.
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Sjöström, M., P. Oja, M. Hagströmer, B. J. Smith, and A. Bauman. "Health-enhancing physical activity across European Union countries: the Eurobarometer study." Journal of Public Health 14, no. 5 (May 19, 2006): 291–300. http://dx.doi.org/10.1007/s10389-006-0031-y.
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Stauber, Péter, and Detlef Schröder. "CEPOL’s External Action: Evolution and Outlook." Belügyi Szemle 70, no. 1. ksz. (March 17, 2022): 138–47. http://dx.doi.org/10.38146/bsz.spec.2022.1.8.
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This article aims to present the evolution and further perspectives of the external action by the European Union Agency for Law Enforcement Training (CEPOL). By analysing the legal background in light of the subsequent mandates of the Agency and against various policy documents, the authors demonstrate the impressive evolution of the past 20 years, both in terms of volume and quality, that has made CEPOL a key player in the European Union’s internal-external security nexus. The Agency has managed to engage nearly all countries in the EU’s proximity on the one hand by concluding cooperation instruments, on the other hand by managing dedicated capacity-building projects. Via all these means, the European law enforcement culture is spread among partner countries’ law enforcement communities. CEPOL is thus actively contributing to the high level of internal security of the European Union, serving its primary customers, i.e. the EU Member States, and well beyond the borders of the Union.
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Merler, Enzo, and Stefano Brizzi. "Compensation of Occupational Diseases, Particularly Asbestos-Related Diseases, among European Union (EU) Countries." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 6, no. 1 (May 1996): 21–30. http://dx.doi.org/10.2190/ns6.1.e.
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Білявець, Сергій. "PECULIARITIES OF POLICE PROFESSIONAL TRAINING IN THE EUROPEAN UNION (END OF THE XX - BEGINNING OF THE XXI CENTURY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 24, no. 1 (April 26, 2021): 17–29. http://dx.doi.org/10.32453/pedzbirnyk.v24i1.627.
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The article presents the results of the analysis of regulatory and scientific sources, which reveal the features of police training for EU countries at the end of the 20th and the beginning of the 21st centuries. It was found that the integration of European states in the second half of the 20th century and the first decade of the 21st century contributed to the fact that the system of police training was changing in accordance with the changes in the political and socio-economic situation in individual EU countries and in the Community as a whole. The police training system itself is part of the integration processes within the framework of the integration of the EU law enforcement and police systems. Features such as the practical orientation of training, its continuous nature, and its close relationship to practice are characteristic of all police training institutions in EU countries. At the same time, EU countries are ambivalent about the innovations proposed by the 1999 Bologna Convention.
States with established educational systems (Austria, Belgium, Cyprus, Denmark, France, Germany, Luxembourg, Malta, the Netherlands, Portugal, Sweden, and the United Kingdom) are more conservative and less inclined to abandon their own educational standards, unlike Eastern European states that pursue radical reform policies, including reforms in police training. In police education programs, a significant number of hours are devoted to the development of skills and abilities to work with scientific and technological means, which are extremely widely used in police work in foreign countries. It was also found that police officers are thoroughly and comprehensively prepared for close interaction of national services, both through Interpol and directly with each other. At conferences, symposiums, seminars, exchanges of experience and delegations, increased attention is certainly given to police training.
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Trichopoulos, Dimitrios, and Pagona Lagiou. "Mediterranean diet and overall mortality differences in the European Union." Public Health Nutrition 7, no. 7 (October 2004): 949–51. http://dx.doi.org/10.1079/phn2004559.
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AbstractObjective:To assess whether the Mediterranean diet contributes to overall mortality differences and trends between Mediterranean and non-Mediterranean European Union (EU) countries.Design:Routinely recorded adjusted overall mortality and food availability data in Mediterranean and non-Mediterranean EU countries. A Mediterranean diet score designed a priori was used as instrument.Setting:Fifteen EU countries in the 1960s and the 1990s.Subjects:The general population in the 15 EU countries.Results:The difference between Mediterranean and non-Mediterranean EU countries in a 7-point Mediterranean diet score was reduced from 2.9 in the 1960s to 1.6 in the 1990s. This reduction may underlie the reduction in the difference in general mortality between these countries, from about 100 deaths per 100 000 person-years in the early 1970s to about 50 deaths per 100 000 person-years in the 1990s.Conclusions:The decline in overall mortality in the 15 EU countries over the last 25 years is probably unrelated to diet. However, the gradual loss of the survival advantage of Mediterranean EU citizens, compared with other EU citizens, may be linked to the gradual abandonment by the former of their dietary traditions.