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Journal articles on the topic 'Right to education – European Union countries'
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1
Beiter, Klaus D., Terence Karran, and Kwadwo Appiagyei-Atua. "Academic Freedom and Its Protection in the Law of European States." European Journal of Comparative Law and Governance 3, no. 3 (August 28, 2016): 254–345. http://dx.doi.org/10.1163/22134514-00303001.
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Focusing on those countries that are members of the European Union, it may be noted that these countries are bound under international human rights agreements, such as the International Covenants on Civil and Political, and Economic, Social and Cultural Rights or the European Convention on Human Rights, to safeguard academic freedom under provisions providing for the right to freedom of expression, the right to education, and respect for ‘the freedom indispensable for scientific research.’ unesco’s Recommendation concerning the Status of Higher-Education Teaching Personnel, a ‘soft-law’ document of 1997, concretises international human rights requirements to be complied with to make the protection of the right to academic freedom effective. Relying on a set of human rights indicators, the present article assesses the extent to which the constitutions, laws on higher education, and other relevant legislation of eu states implement the Recommendation’s criteria. The situation of academic freedom in practice will not be assessed here. The results for the various countries have been quantified and countries ranked in accordance with ‘their performance.’ The assessment demonstrates that, overall, the state of the protection of the right to academic freedom in the law of European states is one of ‘ill-health.’ Institutional autonomy is being misconstrued as exhausting the concept of academic freedom, self-governance in higher education institutions sacrificed for ‘executive-style’ management, and employment security abrogated to cater for ‘changing employment needs’ in higher education.
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Kuhn, Theresa, and Aaron Kamm. "The national boundaries of solidarity: a survey experiment on solidarity with unemployed people in the European Union." European Political Science Review 11, no. 2 (May 2019): 179–95. http://dx.doi.org/10.1017/s1755773919000067.
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AbstractAmidst the European sovereign debt crisis and soaring unemployment levels across the European Union, ambitions for European unemployment policies are high on the political agenda. However, it remains unclear what European taxpayers think about these plans and who is most supportive of European unemployment policies. To contribute to this debate, we conducted a survey experiment concerning solidarity towards European and domestic unemployed individuals in the Netherlands and Spain. Our results suggest that (1) Europeans are less inclined to show solidarity towards unemployed Europeans than towards unemployed co-nationals, (2) individuals with higher education, European attachment, and pro-immigration attitudes show more solidarity towards unemployed people from other European countries, but (3) even they discriminate against foreigners, and (4) finally, economic left-right orientations do not structure solidarity with unemployed people from abroad.
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Bistrina, Mariya G., and Thomas Thomov. "Impact of the “First Wave” of the Pandemic on Social Rights in the Countries of the European Union." RUDN Journal of Public Administration 8, no. 2 (December 15, 2021): 128–44. http://dx.doi.org/10.22363/2312-8313-2021-8-2-128-144.
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While news of successful vaccine trials is encouraging, the prospect of long-term restrictions underscores the magnitude of a number of problems and challenges faced by all EU member states during the first wave of coronavirus infection. European leaders have come together in a series of measures and policies to support the European economy and society at the time of the declaration of the emergency. This situation underlines the particular importance of respecting the social rights of citizens. Social rights offer protection in many of the areas that most define our daily lives, including legally binding standards in education, employment and health care. This gives EU citizens the right to education, fair working conditions and access to preventive health care. The article traces the practice of how European countries apply the lessons learned from the first wave in order to minimize the negative impact on human rights. Several European governments have decided to expand income support schemes. To date, the authorities have expanded access to testing for COVID-19 in nursing homes, migration camps and other institutions. The authors highlight how the pandemic has affected fundamental rights, especially the social rights of society as a whole. The article describes some of the measures that EU member states have taken to protect the most vulnerable segment of society as Europe faces the second wave of the coronavirus pandemic.
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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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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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Kocowska-Siekierka, Elżbieta. "Prawo do dobrej administracji — w kierunku upraszczania języka urzędowego w Polsce i w Czechach." Przegląd Prawa i Administracji 107 (April 4, 2017): 145–63. http://dx.doi.org/10.19195/0137-1134.107.8.
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THE RIGHT TO GOOD ADMINISTRATION — SIMPLIFYING THE OFFICIAL LANGUAGE IN POLAND AND THE CZECH REPUBLICThe paper aims at investigating how European Union countries such as Poland and the Czech Republic deal with the problem of simplification of the official language. In former members of the Eastern European bloc bureaucratic language is one of the causes of the loss of confidence in public administration. Entry to the European Union increased the tendency for language reform in the creation of normative acts, and the way of communication between the civil servants and thecitizens. The paper presents two lines of action — education of civil servants in Poland and the transformation of the legal language in the Czech Republic.
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Akvile Motiejunaite. "Access to and quality of early childhood education and care policies in Europe: can we look at both?" IUL Research 2, no. 4 (December 20, 2021): 64–80. http://dx.doi.org/10.57568/iulres.v2i4.190.
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European policy is moving from emphasising the need for childcare towards establishing every child’s right to quality early childhood education and care (ECEC). In practice, access to ECEC remains the main priority and the only policy aspect where a specific target has been agreed. This paper argues for the need for clearer guidance to promote quality ECEC. It proposes a composite indicator to monitor ECEC system integration based on: integrated governance, bachelor’s degree for staff, educational guidance, and place guarantee. The analysis reveals a large variation regarding the degree of ECEC system integration in the European Union countries. During the last ten years, half of the EU Member States expanded children’s legal rights to access ECEC. Yet, significant reforms improving ECEC system integration were scarce.
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Llorent-Vaquero, Mercedes. "Religious Education in Public Schools in Western Europe." International Education Studies 11, no. 1 (December 29, 2017): 155. http://dx.doi.org/10.5539/ies.v11n1p155.
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Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.
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Szelewa, Dorota. "Recurring ideas: Searching for the roots of right-wing populism in Eastern Europe." European Journal of Cultural Studies 23, no. 6 (May 27, 2020): 989–97. http://dx.doi.org/10.1177/1367549420921400.
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The main sets of ideas that dominated discourses on market-making and democratization in Eastern Europe during the 1990s concerned: first, the superiority of market-led mechanisms of exchange and distribution with individual responsibility and entrepreneurship; and second, the conservative gender order, with women disappearing from the public domain, now being responsible for domestic sphere and the biological reproduction of the nation. Suppressed when these countries were on the path for joining the European Union, the ideas have been now recurring in a new form, representing the basis for the right-wing populist turn in several of the post-communist countries.
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Hennebry, Mairin. "Interactions between European Citizenship and Language Learning among Adolescent Europeans." European Educational Research Journal 10, no. 4 (January 1, 2011): 623–41. http://dx.doi.org/10.2304/eerj.2011.10.4.623.
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Recent enlargement of the European Union (EU) has created debate as to the suitability of current structures and policies for effectively engaging citizens and developing social cohesion. Education and specifically modern foreign language (MFL) teaching are argued by the literature to play a key role in equipping young people to interact and communicate effectively in the ever-changing European context and to exercise their rights as European citizens. However, much of the empirical research to date has focused on adult understandings of European citizenship. Furthermore, very few studies consider whether current MFL teaching is addressing issues of European citizenship or offer a comparison of provision between one member state and another. This study presents questionnaire data from four European countries to investigate young people's current understanding and awareness of European citizenship and the perceived contribution of their language learning experience to this awareness. Findings suggest that knowledge about European citizenship is patchy across the four countries. Reports on learning in MFL lessons indicate a mismatch between the role identified for the subject in the development of European citizenship and the situation in the classroom. Data gathered from English pupils suggest that these issues are more acute in England than they are in France, Spain or Ireland.
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LEHEZA, Yevhen, and Yulia LEHEZA. "FEATURES OF PROVIDING THE RIGHT TO PROFESSIONAL ADVANCED EDUCATION FOR PEOPLE WITH DISABILITIES: ADMINISTRATIVE AND LEGAL ASPECT." Law. State. Technology, no. 2 (March 1, 2023): 38–42. http://dx.doi.org/10.32782/lst/2022-2-6.
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The purpose of the research is the specifics of ensuring the right to vocational higher education for persons with disabilities: the administrative and legal aspect in foreign countries, in particular the experience of three European countries that entered the top ten according to the results of the international study PISA-2018: Estonia, Finland and Poland.. Main content. It considers the experience of building an education management system on a democratic basis, in cooperation between government bodies and society. It is determined that education in the studied countries is one of the priorities of the state and society. Methodology: The methodological basis of the research consists of comparative legal and system analyses, a formal legal method, interpretation method, hermeneutical method and methods of analysis and synthesis. Conclusions. Similar approaches to administration and financing were identified. A trend characteristic of all countries is clarified: the state guarantees free education, including science, and ensures equal access to quality education and science. Mechanisms for financing education, science, and the main sources of funding inherent to each country were defined. Thus, the experience of the European Union countries, which were included in the top 10 best countries according to the PISA-2108 international survey showing the best performance (Estonia, Poland, Finland) for the administration of education and science based on such indicators as management, financing, public involvement in the process of managing education and science, was analyzed. This approach made it possible to identify the main approaches to the administration of education and science at the local level that can be implemented in Ukraine, namely: involvement of local self-government bodies in the selection of teaching staff; financial autonomy of educational institutions; replenishment of the school budget through the provision of additional paid services; reducing education costs by attracting outsourcing companies; motivating highly qualified teachers to work in rural educational establishments; creation of a national register that would contain a comprehensive about educational institutions; maintenance by communities of underfilled educational institutions.
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Yuskiv, Bohdan, and Nataliia Karpchuk. "Multilingualism Factors of the European Union Member-States." Історико-політичні проблеми сучасного світу, no. 43 (June 15, 2021): 136–45. http://dx.doi.org/10.31861/mhpi2021.43.136-145.
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Languages are the basis for Europeans who want to coexist and work together. To do this, the Europeans need to understand each other, the EU's neighbors and partners as well, and to teach and promote the linguistic heritage of the Member States. The motto of the European Union – “Unity in diversity” – reflects multilingualism as the basis of the EU, which is enshrined in a number of documents at the pan-European level. Multilingualism makes business and citizens more competitive and mobile. Promoting multilingualism is a great way to unite Europeans, to build a truly inclusive society where citizens' rights are respected. In the EU “multilingualism” is treated as the ability of communities, groups and individuals to use more than one language in their daily activities on an ongoing basis. The European Commission (together with national governments) coordinates the goal of multilingualism and the goals of the language strategy. Languages should not be an obstacle to participation in society, and marginalized language groups should be identified, represented and included in society. However, the national language policy is the sphere of competence of each state. The article substantiates the assumption that there are certain factors that determine the specifics and level of multilingualism of the EU Member-States. The multilingualism index of each EU Member-State was calculated and the countries were ranked according to a number of sub-indices, in particular: official languages, foreign language skills, language education and study, foreigners (migrants) and language policy, everyday languages, international communications. It was found out that according to the integrated index of multilingualism, the top 5 countries are represented by Luxembourg, Germany, Finland, Sweden and the Netherlands. The most important factors determining the policy of multilingualism are the following: the influence of citizens who are interested in learning foreign languages, as well as foreigners, migrants who study the state language to assimilate in society, the influence of using foreign languages in practice and online communication.
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Sani, Serena. "The European legislation on the education of migrant workers’ children. A pedagogical reading." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 67–74. http://dx.doi.org/10.18844/prosoc.v3i1.1732.
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Since the last decades of the twentieth century the gradual stabilization of the immigration phenomenon has created also a significant increase in family reunification and, as a result, a great number of foreign students in European schools. In this context, the European institutions have seen fit to adapt to the situation by setting up a legislative system aimed not only to guarantee the right to education for immigrant children and to receive an equal treatment with the respect to native children, but also to lead the EU member States to promote integration school policies. The aim of this paper is to assess – through the examination of the laws and other official measures issued by the Council of Europe and the European Union – several initiatives undertaken in the last decades by the European political institutions to encourage cooperation among the member countries and to foster a common line of action on integration and education of immigrant children. Keywords: Immigrant children, EU member States, integration school policies
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Litichenko, Olena, and Olena Kovalenko. "PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE." Educological discourse 33, no. 2 (2021): 221–35. http://dx.doi.org/10.28925/2312-5829.2021.2.15.
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The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.
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Magalhães, Manuela, and Ana Campina. "Migrants and Refugees in European Union: “Warm Peace”, Human Rights Education and Political Sustainability." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 29. http://dx.doi.org/10.11114/jets.v6i11a.3798.
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Considering the EU position and their state member facing serious Human Rights violation as well as a political complex diplomatic development (inside and outside) the European context. Holocaust has obliged millions of European citizens to “escape” from their own countries to be able to survive. The political consequences of this movement were controlled based on the diplomacy considering the war context and each state “position”. Due the most different reasons, along the 20th century the migration in, from and to Europe was an important and strong social movement but without a negative global political impact but economical. However, the last decade, especially after 2010 with the “Spring Arab” revolutions in Middle East and North Africa, Europe has been the destination of millions - illegal migrants and Refugees.
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D, El Chami, and El Moujabber M. "Saving the Sustainability of the European Union, Fighting Terrorism." European Scientific Journal, ESJ 14, no. 17 (June 30, 2018): 149. http://dx.doi.org/10.19044/esj.2018.v14n17p149.
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Albeit the absence of an agreement on the definition, terrorism as studied in this literature has a complex nature and diverse factors that are involved. Furthermore, dealing with terrorism has become the centrepiece of foreign policies of many countries worldwide. The European Union has a long history of fighting terrorism. Yet, the current terrorism threats have shaken the bases of the Union. According to the authors’ assessment and evaluation, terrorism in Europe, in the aftermath of the Second World War, occurs due to the unsustainable foreign policies of the EU member states. To save the European Union and to fight terrorism, the authors suggest a framework based on four complementary headlines: i) Education, ii) Social justice and human rights, iii) Law enforcement, and iv) Sustainable common defence policy. A prerequisite to the success of this framework is a revision of the Europe-transatlantic relations to address the imbalance in the EU relations with USA.
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Kuiken, Folkert, and Elisabeth van der Linden. "Language policy and language education in the Netherlands and Romania." Dutch Journal of Applied Linguistics 2, no. 2 (October 7, 2013): 205–23. http://dx.doi.org/10.1075/dujal.2.2.06kui.
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The European Union encourages all its citizens to be able to speak two languages in addition to their mother tongue. However, since the content of educational systems is the responsibility of individual member states, promoting multilingualism depends on the language policy of each member state. Still, countries may learn from practices and experiences in other countries. The similarities and differences between two case studies may be instructive from that point of view. In this paper, language policy and language education in two EU member states are compared with each other: the Netherlands on the one hand and Romania on the other. Questions that will be raised are: what are the linguistic rights of the minority groups, which languages are taught to whom, and to which degree is multilingualism an issue in both countries? Despite differences between the two countries, some striking similarities are observed.
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Chetverikov, A. O. "From the European Health Community to the European Health Union: The Project of the Supranational Health and Research Organization of the European Countries and its Historical Destiny." Lex Russica, no. 6 (July 5, 2021): 138–53. http://dx.doi.org/10.17803/1729-5920.2021.175.6.138-153.
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The paper examines the little-known pages of the legal regulation of international integration in Europe: the project of the creation in the middle of the 20th century of the European Health Community (EHC) and its relationship to the current project for the establishment of the European Health Union. The introduction examines the reasons for the ineffective response of the modern European Union (EU) to the global coronavirus pandemic, mainly due to the lack of European institutions, in contrast to the economy and a number of other spheres of public life, supranational powers in the field of health.The first section analyzes the main provisions of the draft EHC presented by the French Government in 1952 and became the subject of an international "preparatory conference" with the participation of 16 European countries at the end of the same year. The author gives special attention to the legal consolidation in the EHC draft founding treaty of "sanitary activities" (prevention and counteraction of various types of diseases); "cultural provisions" dedicated to the collection of information, the development of scientific research and education in the field of health; provisions on the creation of a common therapeutic and research infrastructure of the EHC; the political and legal nature of the EHC as a supranational organization with restrictions in its favor of the sovereign rights of the participating states.The second section describes and evaluates the domestic, foreign, and economic factors that prevented the creation of the EHC.The final section examines the impact of the EHC on the law-making and law-enforcement activities of the modern EU, and compares the legal model of the EHC with the model of the European Health Union, which was established in the end of 2020. There are also proposals for using the experience of European integration in the field of healthcare for the development of integration processes in a similar field between Russia and other former Soviet republics, including the creation of common medical and research centers under the auspices of the Union State of Russia and Belarus and (or) the Eurasian Economic Union, equipped with mega-science facilities (synchrotrons, etc.), other advanced infrastructure of scientific theoretical and scientific applied nature.
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Matarranz, María, and Eva Ramírez. "Igualdad de género y Educación Superior: Retos por alcanzar en la Unión Europea." education policy analysis archives 26 (June 4, 2018): 69. http://dx.doi.org/10.14507/epaa.26.2590.
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In the late 19th century, the first movements in the pursuit of women legal rights were born in Europe, mainly claiming women’s rights to work, to vote and to get access to education. The gradual acquisition and generalization of these rights during the twentieth century re-focused the initiatives of gender equality towards new fields, including economics and political representation. During the twenty-first century, despite social progress and thanks to them, the actual level of gender equality in Europe continues to pose a major focus of interest, as demonstrated by the work program of the European Commission for the period 2010-2015 on gender equality. This interest comprises the area of education at a national, international and supranational level, showing a clear development of education policies on equality. Since education is the greatest driver of social change, this trend can be seen as the best representation of the defense of equality between women and men. Thus, it seems appropriate to analyze the education policies on gender equality that have penetrated from international scenarios to supranational and national spaces, such as the European Union and its member countries. After reviewing the policies on gender equality published in the last decades, we use the comparative methodology to study the five least populated states of the European Union: Estonia, Slovenia, Malta, Luxembourg and Cyprus.
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Blikhar, Mariia, Tamara Mazur, Iryna Yevkhutych, and Oksana Onyshko. "ECONOMIC AND LEGAL FOUNDATIONS OF ENSURING GENDER EQUALITY IN UKRAINE AND THE COUNTRIES OF THE EUROPEAN UNION." Financial and credit activity problems of theory and practice 4, no. 45 (September 5, 2022): 244–53. http://dx.doi.org/10.55643/fcaptp.4.45.2022.3837.
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The purpose of the article is to study the economic and legal foundations of ensuring gender equality in Ukraine and the countries of the European Union. In the process of the research, it is established that the strengthening of the processes of globalization and reformatting of the world economic order lead to the need to ensure gender equality in the context of international human rights activities. The problem of equalizing the rights and opportunities of men and women for a long time has been the object of legal regulation, as there are processes of strengthening gender asymmetry, manifested in gender violence, significant gender gaps in the labor market, in terms of wages and pensions, gender segregation, a significant level of gender inequality in the economy and critical in politics, as well as in individual inconsistencies in the legal provision of countries with European norms. It is found that highly developed countries have a better potential to ensure high indicators of gender equality, as evidenced by the high values of the Global Gender Gap Index, while countries with a lower level of development are able to ensure a minimal gender gap in access to education and health care, and in relation to women's participation in economic life and politics, there are significant problems and obstacles. It is found that the current legislation of Ukraine needs improvement in terms of strengthening criminal liability for committing gender-based violence, and at the European level, the need to find and justify effective methods of ensuring gender equality regarding women's access to political life is noted. In order to identify common features of ensuring gender equality in the countries of the European Union and distinguish Ukraine's place among them according to the Global Gender Gap Index, it is proposed to conduct a cluster analysis, the results of which indicate the division of the countries of the European Union into three groups depending on the level of gender equality in them: countries with high level, medium level countries and low-level countries. Indicators of gender equality in Ukraine showed that it belongs to the third group, which indicates the deepening of the problems of gender inequality.
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Goh, Hench, James Leong, Adam Haris Othman, Yee Ching Kho, and Chung Yin Wong. "A Proposal for Malaysia’s Asylum Act." Asian Journal of Law and Policy 1, no. 1 (July 28, 2021): 63–81. http://dx.doi.org/10.33093/ajlp.2021.4.
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Asylum is granted to people in search for international protection from persecution or serious harm in their own country. The right to asylum for refugees in Malaysia is far from realization and in dire need of a practical solution. Due to the lack of a proper enactment of Asylum Act, asylum seekers are to deal with denial of basic rights. Asylum seekers are also denied of education and healthcare due to high cost since these are not provided by the government. This article discusses the need for a proper enactment of Asylum Act in Malaysia in relation to the rising numbers of asylum seekers and refugees in the country. In this research, a comparative analysis between Malaysia’s existing laws dealing with asylum and the law of Australia, United Kingdom, Indonesia, and European Union was carried out. It was found that these countries have developed their legal framework for asylum considerably and could legally accommodate the influx of refugees into their respective countries, in contrast to Malaysia’s increasingly poor management of the refugees and asylum-seekers. The study suggests the possibility for the adoption of recommended legal principles from those countries into the proposed Malaysian Asylum Act.
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Tam, Le Thi Thanh, Hoang Dinh Thai, Pham Thi Thanh Hai, Tran Diep Tuan, and Tran Chi Thanh. "The level of perception, awareness, and behavior on intellectual property protection: A study of the emerging country." Journal of Governance and Regulation 10, no. 1 (2021): 29–34. http://dx.doi.org/10.22495/jgrv10i1art3.
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Emerging economies are facing problems in the administration and compliance with intellectual property protection in their countries. The IP term is now much more familiar to the public, but it is not well understood completely in a lawful way. The public is misinformed (or, at best, under-informed) about IP leading to higher levels of infringement as well as reducing the use and value of IP. Our study aimed to determine the level of perceptions, awareness, and behavior (PAB) on IP Protection of the medical technology students with the cross-sectional on-line survey on 795 students by electronic European Union Intellectual Property Office (EUIPO) questionnaire. The overall level of PAB was very high, greater than three quarters. The demographic factors related significantly to right PAB on IP protection were sex (female higher than male) and residency (other cities higher than Ho Chi Minh City). Only the awareness had the covariance with the behavior in structural equation modeling (SEM) model with a significant coefficient of 0.55. We should focus on an education program to increase the right awareness, then it would improve the right behavior on intellectual property protection in students who are living in the emerging countries.
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Resa Ocio, Ainhoa, and Teresa Rabazas Romero. "Organizaciones y políticas supranacionales: una mirada desde la educación superior y la igualdad de género." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 281. http://dx.doi.org/10.5944/reec.37.2021.27793.
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We are at a time when gender equality is understood as a matter of human rights and social justice. For this reason, in the frame of development of a democratic Europe, social movements demand a gender equality perspective in all educational stages. However, the Member States of the European Union configure their educational and gender policies around different interpretative frameworks. From the perspective of globalization and the creation of supranational organizations, this article analyzes the interpretative frameworks and values the possibility of assuming the existence of a common framework for European countries for the improvement of higher education institutions. It is concluded that the linking capacity of the European Union and the global dynamics allow the implementation of common policies to the Member States. Thus, a series of basic demands raised by feminist movements at the international level and the relevance of their integration in European universities are exposed. The problems to be addressed that are collected throughout the article and that limit the inclusion of gender equality in higher education institutions are: gender segregation, unequal distribution of power, poor access to decision-making positions, need of conciliation and attention to care, elimination of biases in research and teaching, transformation of the organizational culture and institutional support. The relevance of initial teacher training with a gender perspective is also needed for the effective transformation and the definitive eradication of inequalities.
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Karanikola, Zoe, and George Panagiotopoulos. "International Organizations Policies and New Era of Work: Education in What Skills?" International Journal of Learning and Development 8, no. 4 (November 18, 2018): 79. http://dx.doi.org/10.5296/ijld.v8i4.13928.
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This paper comes to examine the intense reflection that arises around the issue of the right and the appropriate skills employees need to obtain in order to adapt to a continuously changing working environment. In a context of global co-operation and coalition, international organizations, such the Organization for Economic Cooperation and Development (OECD) and the European Union (EU) Institutions, are called upon to play an important role in the development of prosperity, social cohesion and the economy of the countries, given that they have both the appropriate experience and the extensive diplomatic networks. In such a context, a great number of significant official texts have been drafted. Texts which provide policy guidance to member states in order to achieve growth and development. This study, through the bibliographic review of related texts, comes to investigate the proposed by the international organizations types of skills which are related to the protection and the maintenance of employability.
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Williams, John P. "Oh Britannia: Great Britain’s Exit from the European Union and Its Impact on Globalism and Nationalism." Perspectives on Global Development and Technology 20, no. 1-2 (March 25, 2021): 186–202. http://dx.doi.org/10.1163/15691497-12341590.
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Abstract Globalization unleashed trends such as the free movement of capital, people, and goods; trickle-down economics, and diminished stature of nation-states. While largely embraced by most countries in the WTO, a growing tension within the European Union to push back went largely ignored until recently. Britain’s exit represents such a push back, a rejection of a single banking system, a single budget, and a single political entity. This article examines the historic 2016 British referendum that saw 52 percent of voters favor England leaving the EU. This research serves four purposes: one, to identify the origins of this important referendum as well as the positions of both its supporters and detractors; two, to analyze the fallout of the vote and its impact on other European nations; three, to correlate the results of this referendum and the rise of populist parties on the left and right in the EU; and four, to discuss briefly what the future holds for globalism.
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DZYUBENKO, I. "А. MAKARENKO'S IDEAS ON THE FORMATION OF PUPILS' CITIZENSHIP AND THEIR IMPLEMENTATION IN THE COUNTRIES OF THE EUROPEAN UNION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 66–69. http://dx.doi.org/10.33989/2075-146x.2018.21.206048.
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The development of modern Ukraine as a legal, democratic, socially oriented state and the creation of a civil society is organically linked with the reform of the education system on a humanistic basis, the definition of a new strategy for education as a multicomponent and multi-vector system, which greatly shapes the future development of the Ukrainian state.At the current stage of Ukraine's development, the lack of civic consciousness of school youth, lack of awareness of the foundations of democratic citizenship, the importance and effectiveness of human rights institutions, the rule of law, and the role of youth in these processes are acutely felt. An important role is played by the question of the formation of a citizen, his civic culture, education in the legal, social and political fields. The problem of preserving the national pride and strengthening the patriotic sentiment of the student youth is acute.The purpose of the article is to consider the relevant domestic pedagogical experience and experience of leading democratic countries, in particular the European Union countries, about the effective process of forming the citizenship of a student as a civil society actress, a citizen-patriot of Ukraine, acting on the basis of national and European values.
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Kayhan, Nilay, and Pelin Pistav Akmese. "An Examination of the Courses for the Education of Exceptionally Talented Children in Special Education Teaching Programs in European Union Member States and Turkey." Journal of Education and Learning 7, no. 6 (November 6, 2018): 230. http://dx.doi.org/10.5539/jel.v7n6p230.
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Legal regulations about education and educational policies are important for the quality of the practices. It has been seen that many countries invest in the education of the individuals who will form a qualified society in the future and focus on the teacher training and quality. The teachers have a great role in determining the exceptionally talented individuals in Turkey, their education, directing their performances in accordance with their interests and talents, enabling them to benefit from support education. Accordingly, in order to determine what kind of competency the teachers gain regarding this pre-service area, the courses in the special education teaching undergraduate programs regarding the exceptionally talented area in European Union (EU) and Turkey have been investigated in terms of number, term and credit content. Qualitative research method and document analysis technique are used in the descriptive study which aims to determine an existing situation. The data were obtained from education reports published by EU member countries about their own education systems, United Nations Children Rights and Education reports and Council of Higher Education’s Teacher Training Programs. For example, the preservice teachers are given theoretical information in the first classes, then receive education in which they can observe and show effective teaching skills with a mentor in the following years in the countries such as Belgium, the Czech Republic, Finland, Spain, Sweden, Luxemburg, and Malta.
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Perona Mata, Carmen. "El acceso a los cuerpos docentes no universitarios en la Unión Europea." Revista de Derecho de la UNED (RDUNED), no. 22 (July 9, 2018): 437. http://dx.doi.org/10.5944/rduned.22.2018.22270.
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El presente artículo tiene como objeto analizar algunos de los sistemas de acceso al empleo público de los países de nuestro entorno. En la situación de crisis económica y política que estamos viviendo en el ámbito de la Unión Europea, que sobradamente afecta a España, nos hace reflexionar sobre los retos de los diferentes modelos de acceso a la función pública docente, en relación al derecho fundamental y prestacional de la educación. Lo que nos lleva a entender como principal conclusión la diversificación de los regímenes aplicables a los empleados públicos, y en concreto a los empleados públicos docentes, necesitando una norma y unas políticas de conjunción de la normativa europea en el acceso al empleo público.This article aims to provide an analysis on a variety of systems to access public employment in surrounding countries. The current situation of economic and political crisis lived in the European Union and affecting Spain, brings the reflexion about the inherent challenges the different models of access to public educational employment in relationship with fundamental rights and fringe benefits of the education. This study enlightens that the principal conclusion is the diversification of the regimes applicable to civil servants and in particular, to educational public employees. It also reveals the need of a norm and common policy regarding the European normative for public employment access.
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Hretsa, S. M. "Types of constitutional responsibilities of man and citizen in Ukraine and in the European Union." Uzhhorod National University Herald. Series: Law 66 (November 29, 2021): 46–49. http://dx.doi.org/10.24144/2307-3322.2021.66.8.
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The article is devoted to the study of the range of responsibilities of man and citizen in Ukraine and the European Union, the formation of an approach to their classification. The following range of human responsibilities in the EU have been identified: equality between women and men in terms of pay; non-discrimination; respect for human dignity; receiving compulsory education; completion of compulsory school education. The following range of responsibilities of an EU citizen has been identified: to perform military service in relation to one of the EU member states; to be registered as conscripts in one of the EU member states. Such a range of human responsibilities has been established in Ukraine (strict observance of the Constitution of Ukraine and laws of Ukraine; non-encroachment on the rights and freedoms, honor and dignity of others; responsibilities in marriage and family; parents are obliged to maintain children until they reach adulthood adult children are obliged to take care of their disabled parents; to obtain a complete general secondary education; not to harm nature, cultural heritage; to compensate for damages; to pay taxes and fees in the manner and amount prescribed by law) and the duties of a citizen of Ukraine (protection of the Fatherland, independence and territorial integrity of Ukraine; respect for the state symbols of Ukraine). According to these criteria, the responsibilities of man and citizen are classified into the following groups: criterion "subject": 1) human responsibilities; 2) responsibilities of a citizen; by the criterion of "form of implementation": 1) individual; 2) collective; by the criterion of "content": 1) economic; 2) social; 3) cultural; 4) political; 5) others; according to the criterion of "source" of consolidation: 1) enshrined in the founding treaties of the EU; 2) enshrined in international (additional) EU agreements with international organizations and other countries; 3) enshrined in regulations, directives, recommendations; conclusions; 4) contained in the decision of the Court of Justice, the conclusions of the Court of Justice; 5) contained in the national legislation of the EU member states, third countries; 6) according to the criterion of the circle of subjects in relation to which they are assigned: 1) in relation to other people; 2) in relation to the world community; 3) in relation to future generations.
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ELBERS, Frank, and Ana-Maria GRIGORE. "The Gender Gap: Past, Present and Perspectives." Review of International Comparative Management 19, no. 5 (December 1, 2018): 504–15. http://dx.doi.org/10.24818/rmci.2018.5.504.
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Nowadays in most industrialised countries women outperform men at all education levels but in the workplace they are under-paid and under-promoted. At the same time there is broad global consensus that gender equality is a fundamental human right and, in fact, is linked to a country’s overall economic performance. Although in Romania the status of women has improved considerably in recent years, differences between women and men in economic participation still persist. The aim of this paper is to answer the question: where do we stand today with regard to the gender gap in the economy? The research is based on official reports on gender inequality, data collected by the European Union, United Nations and World Economic Forum, legislation in force, and the most important and relevant studies in the literature, which all point to a continued gender gap in Romanian society
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Jurs, Pāvels, and Ilma Neimane. "THE IMPACT OF THE MIGRATION CRISIS AND POSSIBLE SOLUTIONS IN THE CONTEXT OF LIFELONG LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 111. http://dx.doi.org/10.17770/sie2020vol5.4916.
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In 2015, Europe experienced a migrant crisis – The European Union has faced an unprecedented influx of refugees and migrants. More than one million people arrived in the European Union, most fleeing war and terror in Syria and other countries, for example, the number of immigrants crossing the sea from Turkey to Greece per day (October 20, 2015) was 1,0006 people, as shown by the data of European Commission (European Commission, 2017). The migrant crisis in Europe and its consequences are our collective responsibility as Europeans and the ability to show solidarity by providing immigrants with much needed support, based on generally accepted human rights and moral responsibility issues. Along with the challenges posed by the migrant crisis the issue came up of better integration of immigrants into society, providing the necessary information regarding the assistance offered, providing the necessary information regarding the assistance offered social guarantees, protection, and knowledge of local culture, traditions, history and educational opportunities. The aim of the article is to share good practices in the field of lifelong learning by implementing an international pilot project aimed at training migrants in the context of lifelong learning, based on theoretical research methods on the consequences and challenges of the migrant crisis, as well as based on empirical research (statistical analysis, analysis of survey results, development of interactive learning environment). The main findings of the authors of the study are reflected in the interactive learning platform created within the framework of the international project, as well as the authors' recommendations for non – formal education of migrants in the context of lifelong learning.
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Doetsch, Julia Nadine, Vasco Dias, Marit S. Indredavik, Jarkko Reittu, Randi Kallar Devold, Raquel Teixeira, Eero Kajantie, and Henrique Barros. "Record linkage of population-based cohort data from minors with national register data: a scoping review and comparative legal analysis of four European countries." Open Research Europe 1 (May 27, 2021): 58. http://dx.doi.org/10.12688/openreseurope.13689.1.
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Background: The General Data Protection Regulation (GDPR) was implemented to build an overarching framework for personal data protection across the European Union/Economic Area (EU/EEA). Linkage of data directly collected from cohort participants based on individual consent must respect data protection rules and privacy rights of data subjects. Our objective was to investigate possibilities of linking cohort data of minors with routinely collected education and health data comparing EU/EEA member states. Methods: A legal comparative analysis and scoping review was conducted of openly online accessible published laws and regulations in EUR-Lex and national law databases on GDPR’s implementation in Portugal, Finland, Norway, and the Netherlands and its connected national regulations purposing record linkage for health research that have been implemented up until April 30, 2021. Results: EU/EEA has limited legislative authority over member states. The GDPR offers flexibility for national legislation. Exceptions to process personal data, e.g., public interest and scientific research, must be laid down in EU/EEA or national law. Differences in national interpretation caused obstacles in cross-national research and record linkage: Portugal requires written consent and ethical approval; Finland allows linkage mostly without consent through the national Data Protection Supervisory Authority; Norway when based on regional ethics committee’s approval and adequate information technology safeguarding confidentiality; the Netherlands mainly bases linkage on the opt-out system and Data Protection Impact Assessment. Conclusions: Though the GDPR is the most important legal framework, national legislation execution matters most when linking cohort data with routinely collected health and education data. As national interpretation varies, legal intervention balancing individual right to informational self-determination and public good is gravely needed for scientific research. More harmonization across EU/EEA could be helpful but should not be detrimental in those member states which already opened a leeway for registries and research for the public good without explicit consent.
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Piwowarska, Ewa. "Dyskryminacja dziecka w dostępie do edukacji ze względu na pochodzenie etniczne na przykładzie mniejszości romskiej w wybranych państwach." Rocznik Administracji Publicznej 6 (2020): 76–94. http://dx.doi.org/10.4467/24497800rap.20.004.12898.
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Discrimination against the Child in Access to Education Based on Ethnic Origin as Examplified by the Roma Minority in Selected Countries Summary The aim of this study is to draw attention to the common problem of discrimination against children in access to education due to their ethnic origin. This problem affects particularly children of the Roma minority, who are subject to practices prohibited by anti-discrimination law, in particular school and class segregation and the practice of improper placement of Roma children in special schools. The article presents an analysis of the situation of Roma children in three selected countries: Poland, the Czech Republic and Slovakia, based on source data, in particular research on discrimination and minorities conducted by the European Union Agency for Fundamental Rights and other collected data. The study also presents methods and attempts by states to combat practices that discriminate against children of Roma origin.
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Piwowarska, Ewa. "Dyskryminacja dziecka w dostępie do edukacji ze względu na pochodzenie etniczne na przykładzie mniejszości romskiej w wybranych państwach." Rocznik Administracji Publicznej 6 (2020): 76–94. http://dx.doi.org/10.4467/24497800rap.20.004.12898.
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Discrimination against the Child in Access to Education Based on Ethnic Origin as Examplified by the Roma Minority in Selected Countries Summary The aim of this study is to draw attention to the common problem of discrimination against children in access to education due to their ethnic origin. This problem affects particularly children of the Roma minority, who are subject to practices prohibited by anti-discrimination law, in particular school and class segregation and the practice of improper placement of Roma children in special schools. The article presents an analysis of the situation of Roma children in three selected countries: Poland, the Czech Republic and Slovakia, based on source data, in particular research on discrimination and minorities conducted by the European Union Agency for Fundamental Rights and other collected data. The study also presents methods and attempts by states to combat practices that discriminate against children of Roma origin.
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De Botton, Lena, Raul Ramos, Marta Soler-Gallart, and Jordi Suriñach. "Scientifically Informed Solidarity: Changing Anti-Immigrant Prejudice about Universal Access to Health." Sustainability 13, no. 8 (April 8, 2021): 4174. http://dx.doi.org/10.3390/su13084174.
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Currently, anti-immigrant sentiment has emerged again in European countries, as witnessed, for example, by the rise of xenophobic parties in many member states. This is a prejudice that is not new but that intensifies in certain circumstances, such as the economic crisis. This change in attitudes towards immigration has an impact on the preferences of citizens regarding the universal access to public resources and rights. The results of this article come from the analysis of certain variables of the Transnational European Solidarity Survey (TESS) conducted during 2016 in 13 member countries of the European Union. Specifically, two packages of variables are analysed regarding the degree of solidarity in relation to the access to public health services for immigrants before and after receiving scientific information about the collective benefits of the provision of health for the entire population, including undocumented immigrants. While there is much literature that analyses how scientific literacy in health and education issues improves the situation of vulnerable groups, few studies have analysed how scientific knowledge helps to modify the prejudices and discriminatory attitudes of the general population, thus contributing to the improvement of the health of the entire population.
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Leesland, Aslak. "The Norwegian Workers’ Education Association: A Midwife of Labor's Breakthrough in Norway." International Labor and Working-Class History 90 (2016): 176–85. http://dx.doi.org/10.1017/s0147547916000181.
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Norway in the year 1900 would be more easily recognizable to a person from the global South than to a citizen of present-day Norway. One of Europe's smallest countries, with a population of 2.2 million, it was also one of the poorest. Still a predominantly agrarian country, it suffered from the side effects of early industrialization that other European countries had known for decades. Under pressure from a growing labor movement and an increasingly restive citizenry, the Liberal Party was spearheading reformist social policies and further democratization in Norway, whereas the Conservative Party resisted such reforms. A third party—the Norwegian Labour party—was founded by some local trade unions in 1887, but remained a marginal influence at the turn of the century even if the party won sixteen percent of the votes cast in the election of 1900. However, it was about to begin its meteoric rise from obscurity to political dominance. In 1899 a number of trade unions came together to found a national superstructure—the LO—with 1,500 registered members. This prompted employers to do the same. The Employers’ Association dates back to the year 1900. Next, the right to vote was extended to new groups of voters. Before 1898 only men with an income above a certain minimum could participate in elections, but universal suffrage for men was introduced in 1898. Women were then given the right to vote in local elections in 1910 and in parliamentary elections in 1913. These reforms were introduced by the Liberal Party.
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Yankovyi, Mykola O., Hanna V. Foros, Hanna V. Zaiets, and Olena I. Pluzhnik. "Protection of Personal Information in the Medical Sphere of Social Relations." Cuestiones Políticas 38, Especial (October 25, 2020): 44–62. http://dx.doi.org/10.46398/cuestpol.38e.02.
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The purpose of the work was to identify the main legal parameters of modern information. As material sources of research at work, not only the Ukrainian regulations in the field of medical relations information are used, but also relevant innovations in the legal regulation of medical information relations, which are produced in the countries of the European Union. It is established that in the normative legal acts of Ukraine, unlike in European legislation, there is no division of information about an individual into general data and vulnerable personal data. The laws of Ukraine do not contain the notion of "public figure", whose limits of criticism, according to the European Court of Human Rights, are broader for an ordinary person. Among the main conclusions, it stands out that, in order to guarantee the freedoms and rights of citizens, it is necessary in the regulations to classify groups, lists of personal data and access to them based on the secret classification to avoid ambiguities. The materials in the article have practical value for graduates of higher education institutions of police and medical specialties, among others.
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Kichera, Nadiia. "Ensuring and protecting the rights of national minorities in the Visegrad countries (on the example of Slovakia)." Pogranicze. Polish Borderlands Studies 8, no. 1 (March 13, 2020): 21–38. http://dx.doi.org/10.25167/ppbs1850.
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The main research objective of the study presented in this article was the ethnopolitics of the Slovak Republic, one of the V4 countries, namely the legislative base and the institutional ensuring the functioning of a system of protection of the national and ethnic minorities’ rights. Slovakia is one of the postsocialist countries that has made the transition to democracy on the way to joining the European Union. The country’s authorities conducted a series of reforms in the ethnopolitical sphere in accordance with European standards. An ethnopolitical picture and separate ethnopolitical challenges in the Slovak Republic are similar, especially in the border areas. Thus, the main goal of the ethnopolitics of Slovakia is to secure the rights of all minorities, interethnic tolerance and ensure the intercultural dialogue. Representatives of national and ethnic minorities in the Slovak Republic have a number of rights and opportunities, directly dependent on citizens whether they can organize themselves and use existing mechanisms for the benefit of their own community. In addition, the state's ethnopolitical strategy provides bilateral cooperation with the homelands of individual minorities. The bilateral cooperation between Ukraine and Slovakia is one of the examples. Bilateral cooperation between Ukraine and the Slovak Republic in the field of protection and ensuring of minority rights is based on the work of the Intergovernmental Slovak-Ukrainian Commission for National Minorities, Education and Culture. The recommendations of the commission are an important tool for constructive dialogue between Slovakia and Ukraine, ensuring good neighborly relations.
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Bugatti, Laura. "Legal Education in the Next Future." International Journal of Clinical Legal Education 26, no. 3 (July 25, 2019): 3–24. http://dx.doi.org/10.19164/ijcle.v26i3.859.
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The legal profession is facing a new working environment marked by increasing globalisation, competition, technological advances and deregulation. Furthermore, the economic perspective imposed by the European Union – which leads us to consider lawyers as business as well as professionals – is having a profound impact on national regulations. Nobody would doubt that the intellectual professions have experienced a deep transformation whereas competition rules – originally addressing more traditionally commercial ventures – have begun to penetrate in this different area. In this time of changes, the ‘qualitative entry restrictions’ – taking the form of minimum periods of education (and related educational standards), post-university vocational training and professional examinations – are maintaining a key role: ensuring that only practitioners with appropriate qualifications and competence can supply their legal services in the internal market.The first part of this paper is devoted to analysis of the evolution and changes involving legal education in European countries, adopting a comparative and historical perspective. Member states have the right to regulate professional services, and they have the primary responsibility of defining the framework in which professionals operate; therefore, regulation of legal education is, first and foremost, a national matter. Nevertheless, a historical overview of the different systems shows that even if the starting points of the different traditions are very distant, sometimes even opposite, there are some common trends in the evolution that are going to create a harmonization in the field of legal education. In particular, every system is going to create a pathway to enter in the legal profession that ensures both academic studies and professional training, combining the theoretical knowledge with practical aspects.The second part of the paper focuses on the new role embraced by the law schools, arguing that the new mission of law schools is, at least in part, to contribute to the creation of legal practitioners. In fact, it seems that the division between exclusively academic theoretical study and post-university vocational training is today unsustainable. Considering the law schools’ new obligation to create both ‘theoretic and practical’ scholarship and the consequent shift towards more skills-based legal education, the second part of the paper will be devoted, in particular, to the analysis of the fundamental role that clinical legal education should play in this process of reform.
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Fonseca, Luis Miguel, Ana Rita Portela, Beatriz Duarte, João Queirós, and Luis Paiva. "Mapping higher education for sustainable development in Portugal." Management & Marketing 13, no. 3 (September 1, 2018): 1064–75. http://dx.doi.org/10.2478/mmcks-2018-0023.
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Abstract Education for Sustainable Development (ESD) addresses sustainable development issues, in the economic, environmental, and social dimensions. The positive role of higher education institutions (HEIs), such as Universities and Polytechnic Institutes, in educating decision makers and leaders, and therefore contributing to progress and the public good, has been widely acknowledged. This investigation aims to map the BSc and MSc courses offered by Portuguese HEIs that address Sustainability (or Social Responsibility, or Ethics) in their curricula with the aim of proving their graduates with the right knowledge and competencies to overcome the Sustainable Development challenges. A systematic review utilizing a structured approach was used to analyze Portuguese HEIs BSc and MSc courses and the content analysis of their curricular units. The conclusions show that Sustainability (or Social Responsibility, or Ethics) is covered in most Social Sciences, Engineering, and Management, BSc and MSc courses, offered by the top 8 Portuguese Higher Education Institutions. However, ESD is fragmented by different approaches, issues, methodologies, and implications, lacking a consistent body of knowledge. Some courses focus more on the Social dimension, while others are more directed to the Environment or the Economic one. Sometimes the chosen approach is more normative (do what is right to do; the ethical way) and in other cases is more instrumental (do what is good for the business; the business case). Social Sciences, Engineering and Science, and Management and Economics are the three top clusters that address Sustainability related syllabus in their curricula, with 49 hours teaching hours in average for the curricular units covering Sustainability (with considerable variation). Universities have more curricular units addressing the topic while Polytechnic Institutes show a higher number of hours per curricular unit and most are of compulsory nature (while in Universities more than 50% of the curricular units are of optional nature). As the collected information was in some cases of generic nature, additional research should be used to confirm and detail these results and evaluate the effectiveness of this education to empower students to act as change agents for Sustainable Development. Benchmarking with other countries (e.g., from the European Union) is also an interesting avenue to pursue this investigation.
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Kiszka, Jerzy, Dorota Ozga, Arkadiusz Mach, and Romuald Krajewski. "Providing help to multicultural patients in the context of contemporary population migrations in Europe." Pielegniarstwo XXI wieku / Nursing in the 21st Century 17, no. 1 (March 1, 2018): 30–36. http://dx.doi.org/10.2478/pielxxiw-2018-0005.
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Abstract Introduction. The population migration to the countries of the European Union (EU) of the conflict of war has grown substantially in recent years. According to the Office for Foreigners in Poland are staying 586 thousand foreigners. 279 refugees from Syria arrived in Poland in 2015. The economic development of Poland means that the number of foreigners settling in or crossing Poland and using the services of the Polish health service is constantly growing. Foreigners from outside Europe (the largest groups are Vietnamese – 8.8 thousand and Chinese – 6.2 thousand) were brought up in a different culture, but also people from European countries (the largest group are immigrants from Ukraine – 513 thousand) may differ from Poles perceive health and illness. Health Personnel may encounter difficulties in providing medical assistance and taking care of a culturally different patient. They may result from the language barrier, lack of knowledge about the differences in patients’ expectations or lack of skills in communication with the patient. The result may be improper assistance, violation of patients’ rights and avoiding the use of medical services. Aim. Presentation of the migration of population in EU countries, analysis of problems arising during the provision of assistance to culturally different patients and an indication of the possibility of developing cultural competences of paramedics, nurses and doctors through education in this area.
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Eremyan, Vitaliy V. "The Soviet Union as a composite state structure: education, development trends and causes of disintegration." RUDN Journal of Law 26, no. 4 (December 15, 2022): 747–807. http://dx.doi.org/10.22363/2313-2337-2022-26-4-747-807.
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This article is devoted to a critical comparative-legal analysis of the process of formation, development, transformation and disintegration of the first multinational political-territorial entity with a republican form of government of the “Soviet” type, which over time has become a clear example for such complex European states as Yugoslavia and Czechoslovakia. This theme is unique not only in terms of solving the ethnic issue, but also as the “model” of territorial structure since the basis of one federation, the Union of Soviet Socialist Republics, formed another federation, the Russian Soviet Federative Socialist Republic, which integrated, along with traditional administrative units, national political-territorial entities in the form of autonomous republics, regions, and districts. The article emphasizes the fact that one of the consequences of the appearance on the political map of the Soviet Union, which defeated Nazi Germany and its numerous satellites in World War II, was not only the formation of “popular democracy” countries and the so-called “socialist camp” that existed for over forty years and represented a civilizational alternative to the capitalist path of social development, but also the collapse of the colonial system and acquisition of independence and sovereignty by the peoples inhabiting the regions of Africa, Asia, and the Middle East. The Soviet model of the state structure and democracy institutions as antipodes to bourgeois populism and liberal demagogy facilitated an accelerated transition from declarations of constituent and constitutional documents proclaiming human and civil rights and freedoms to their practical implementation in the economic and political sphere in countries that had associated themselves with Western-style democracy; it resulted in a more socially oriented role of state and its structures. The Soviet experience clearly demonstrates what real results the state and society can achieve in solving the women's issue, elimination of total illiteracy, and growth of the well-being of citizens. At the same time, manifestations of authoritarianism and totalitarianism that took place at certain stages reveal that the power mechanism was subject not only to voluntaristic tendencies or official personification, but also to relapses into a personality cult, one of the most negative consequences of state disintegration and local civil wars within its former territory.
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Parra Gómez, David. "Crisis of the Rule of Law in Europe: The Cases of Hungary, Poland and Spain." ATHENS JOURNAL OF LAW 7, no. 3 (July 1, 2021): 379–98. http://dx.doi.org/10.30958/ajl.7-3-6.
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Democracy is an instrument at the service of a noble purpose: to ensure the freedom and equality of all citizens by guaranteeing the civil, political and social rights contained in constitutional texts. Among the great principles on which this instrument rests is the division of powers, which consists, substantially, in the fact that power is not concentrated, but that the various functions of the State are exercised by different bodies, which, moreover, control each other. Well, the increasingly aggressive interference of the Executive and, to a lesser extent, the Legislative in material spheres that should be reserved exclusively for the Judiciary, violates this principle and, for this reason, distorts the idea of democracy, an alarming trend that, for some time now, are observed in European Union countries such as Hungary, Poland and Spain. Preventing the alarming degradation of European democracy, of which these three countries are an example, requires not only more than necessary institutional reforms to ensure respect for these principles and prevent the arbitrariness of the public authorities, but also a media network and an education system that explains and promotes these values and principles, that is, one that makes citizens aware of and defend constitutionalism. Keywords: Rule of law; Democracy; Separation of powers; judicial independence; Europe.
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Majumdar, Ananda. "Immigrants and Refugees in Globalized World." Asian Journal of Humanity, Art and Literature 6, no. 2 (December 31, 2019): 87–104. http://dx.doi.org/10.18034/ajhal.v6i2.354.
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Globalization, Neo-liberalization, Post-modernism are approaches that makes the world one, it has increased cultural exchanges, academic exchanges, trade and business exchanges and is useful for all developing countries on the globe, if those are its advantages, people migration through illegally is its disadvantages, there was no global terms of legal or illegal immigration at the beginning of 19th century, United Nations General Assembly in 1948 states that everyone has the right to leave any country including his own and to that return country, but it has not been honoured by developing countries, due to changes of world order, population growth, regional conflicts, war, civil war, poverty, people start to moving from one to another country, population growth in developing countries is one of the most important reasons that forced people leave their land and to migrate illegally or legally, though legal immigration has processes for their further innovation, development but illegal immigration is a curse for developed countries, countries that are industrially developed like United Arab Emirates, Kuwait, people from developing world are forcing to leave due to war, civil war, community clashes, and to taking shelter as a refugees but at the end most of them are not returning after normalization of their own conflicts, people are moving without documents, in the United Europe, European Union policies are trying to control immigration from non-member countries such as immigrants from Morocco and other North Africans countries are migrating illegally to Spain for a better life and to came out from miserable life from their own countries but the Spain Government declares to deport people from non-members countries who are living illegally in Spanish land, England declares to controlling access of all Romanian and Bulgarian to the UK who are benefitting as EU member country, upon acceptance of all East European countries as the member of EU, approximately 427,000 East Europeans, mostly from Poland have registered for employment in Britain, though Western Europe are more inclined to hire Eastern European than Asian and Africans, but yet Britain decided to came out from EU because of illegal immigration to Britain from Eastern Europe which negatively affected their economy and job security of original British citizens’, so what is the solution for the worst crisis of illegal immigration and refugees accommodation world-wide? Is it forcing them to back their own countries? Is it taking initiatives through both North and South countries for the solution of the problem? Or is it solving really? A continual discussion of alternative solutions world-wide has to be discovered for the reduction of the problem of refugees and immigration world-wide, communication between developing and the developed countries have to be strength for the resolution of faster population growth in developing countries, assistance by the developed countries in war conflicted regions has to be increased, universal birth control education need to be formed, I tried to discussed the problems, reasons, and its solution as one of my focused areas in international development, it is something that I would like pursue my study in the near future as a continuing student, I hope I will be succeed.
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MacNaughton, Gillian, and Diane Frey. "Teaching the Transformative Agenda of the Universal Declaration of Human Rights." Radical Teacher 103 (October 27, 2015): 17–25. http://dx.doi.org/10.5195/rt.2015.232.
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Neoliberalism has dominated the world for over three decades and now permeates our laws, policies and practices at the international, national and local levels. The International Monetary Fund, the World Trade Organization, the European Union, the United States and China all support trade liberalization, privatization of public services and the primacy of markets over people. Indeed, neoliberalism has become so ingrained that it has become invisible and many of us no longer notice when new agendas conflict with international human rights laws and principles to which almost all countries in the world have committed themselves. Adopted in 1948, immediately after World War II, to implement one of the four goals of the new United Nations Organization, the norms and aspirations elaborated in the UDHR provide a framework for a radically different world than the one we have today. In this article, we revisit the content of the UDHR, beginning with the right to a social and international order in which everyone’s rights can be realized, and consider other key provisions that conflict with neoliberalism, including the rights to the benefits of science, to full employment and decent work, to progressive realization of free higher education, to nondiscrimination on the grounds of economic status and to solidarity. We also share some activities that we use in the classroom and online to make the transformative agenda of the UDHR visible to students and demonstrate how far we have strayed from the aspiration of a world in which everyone enjoys their human rights. The article concludes that teaching a holistic vision of the UDHR in a neoliberal world is a radical human rights curriculum.
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Kulchytska, Nadia. "Foreign experience of financial support of municipal education and possibilities of its adaptation to domestic realities." Herald of Ternopil National Economic University, no. 3(97) (September 1, 2020): 69–85. http://dx.doi.org/10.35774/visnyk2020.03.069.
Full textAbstract:
Introduction. Under conditions of radical social change, a sensitive segment of the development of a modern civilized country is the social sphere, whose activities directly depend on the amount of funding, efficiency and speed of transformational change, which has an impact on the level and volume of local services. The study of experience gained abroad in the socio-economic development of municipal education as a segment of the social sphere, in the context of the budgetary mechanism for state and regional priorities is relevant in terms of organic integration of Ukraine’s economy into the European Union (EU) and rapid changes in geopolitical environment. The purpose of the study is to reveal the specifics of the functioning of the budgetary mechanism of socio-economic development of municipal education, based on lessons learned from foreign countries, and to apply them to the maximum benefit for the development of municipal education in Ukraine. Methods. During the study, methods of data collection and systematization, analysis, synthesis, grouping, comparison, generalization, as well as tabular-graphical method of budget regulation instruments in EU countries, foreign experience in forming sources of local budgets, etc. were used. Results. Under the current conditions, solving financial problems in the field of municipal education is an urgent task for Ukrainian and foreign practice of state and local government. Risky economic conditions, significant budget insecurity and low efficiency of local authorities in the management of financial resources often lead to the emergence and existence of local communities that are financially insolvent. The process of functioning of the budgetary mechanism of socio-economic development at the state and regional levels is accompanied by a number of such factors: the approved model of cooperation between state and local administrations, the current budgeting system, the level of decentralization of revenue and the distribution of responsibilities. Local taxes and fees are an important tool of the budgetary mechanism of socio-economic development of the social sphere at the regional level in foreign countries. Perspectives. Acquired foreign lessons are very useful for Ukraine due to the stimulation of socio-economic development of education in the context of decentralization in the direction of: redistribution of management functions and increase the level of responsibility in favor of local government representatives; granting local authorities and management the right to form budget funds through the regulation of local tax rates, as well as the right to distribute such funds; strengthening the level of diversification of the tax base of the regions, namely: by expanding the revenue base of local budgets.
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Mascagni, Giulia M. G., and Giorgia Bulli. "Higher Education Training in social work in Albania: insights from the experiences of the T@sk project. EASSW 2019 Conference paper." Cuadernos de Trabajo Social 34, no. 1 (November 27, 2020): 53–66. http://dx.doi.org/10.5209/cuts.70072.
Full textAbstract:
In March 2020, the European Union decided to open accession negotiations with Albania, candidate country since 2014. In order to achieve this important goal in the long path of European integration, Albania had to pursue a set of requirements. Among them, the centrality of human rights affects the implementation of policies aiming at integrating minorities, as well as at granting social rights to unprivileged citizens (La Cava Nanetti 2000, Solidar 2016). In this scenario, the evolution of the professional expertise of Albanian Social workers plays a relevant role. In academic and professional terms, social work has a poor tradition in Albania, as in most of post-communist countries (Hoti 2015). In order to face the difficulties of the professional and academic evolution of social work and to facilitate a process of Europeanisation of the Social Services delivery in Albania, the European Commission has funded the project T@sk Towards Increased Awareness, Responsibility and Shared Quality in Social Work (2017-2020). The main aim of the project consists in strengthening the delivery of Social Services in Albania through the empowerment of the Higher Education system in social work. The consortium includes all public universities offering BA and MA courses in social work in Albania – University of Tirana, University of Shkoder and University of Elbasan-, and the University of Florence, the UCM of Madrid, the ISCTE of Lisbon and the Professional Order of Social workers of the Tuscany Region as Higher Education institutions of the program countries. The project operates at three levels: peer-to peer theoretical and empirical update amongst the project partners; triangulation of knowledge, transdisciplinary cooperation with the societal stakeholders and digital innovation; selection and dissemination of best practices. The project is in its final stage, and it is possible to elaborate on the main theoretical and empirical framework adopted, on the results achieved, and on the challenges to create a favorable environment for the development of social work profession in Albania. The article attempts to shed some light in the pattern of evolution of social work practices in Albania, focusing on the social and cultural background of the country, and describing the main achievements of the T@sk project.
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Martín, Juan Carlos, and Concepción Román. "COVID-19 Is Examining the EU and the Member States: The Role of Attitudes and Sociodemographic Factors on Citizens’ Support towards National Policies." Social Sciences 10, no. 2 (January 31, 2021): 46. http://dx.doi.org/10.3390/socsci10020046.
Full textAbstract:
During March and April 2020, the European Union (EU) was the center of the COVID-19 pandemic. Many national governments imposed severe lockdown policies to mitigate the health crisis, but the citizens’ support to these policies was unknown. The aim of this paper was to analyze empirically how citizens in the EU have reacted towards the measures taken by the national governments. To this end, a microeconometric model (ordered probit) that explains the citizens’ satisfaction by a number of attitudes and sociodemographic factors was estimated using a wide database formed by 21,804 European citizens in 21 EU countries who responded a survey between 23 April and 1 May 2020. Our results revealed that Spaniards were the least satisfied citizens in comparison with Danes, Irelanders, Greeks, and Croats, who were the most satisfied nationals. The years of education and the social class also played a determinant role. We also found that the most important determinant was the political support to the government, and that those who were more worried by the economy and the protection of individual rights were usually more critical of the measures than those who were more worried by the health consequences.
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Zapata-Calvente, Antonella Ludmila, Jesús L. Megías, Miguel Moya, and Dominik Schoebi. "Gender-Related Ideological and Structural Macrosocial Factors Associated With Intimate Partner Violence Against European Women." Psychology of Women Quarterly 43, no. 3 (May 12, 2019): 317–34. http://dx.doi.org/10.1177/0361684319839367.
Full textAbstract:
Intimate partner violence against women (IPVAW) is investigated mostly at the individual level, which ignores the role of macrosocial variables and possible interactions between them. We explored how two ideological gender-related macrosocial factors (traditional gender role beliefs and attitudes toward gender equality) and one structural gender-related macrosocial factor (the economic Gender Equality Index) are associated with physical, psychological, and sexual IPVAW in Europe. We examined their interactions with individual-level factors in predicting IPVAW. Secondary analysis ( N = 30,284 heterosexual women) of the 2015 European Union Agency for Fundamental Rights’ Violence Against Women survey revealed that 26.1% of women in Europe reported at least one act of physical, psychological, or sexual violence. Generalized linear mixed models analysis revealed that individual-level factors (women’s education, childhood victimization, equal say about income, partner’s alcohol consumption, and an aggressive partner) were associated with IPVAW. Adding the Eurobarometer of Gender Equality ( N = 28 countries) and the Gender Equality Index ( N = 28 countries), attitudes more favorable to gender equality were related to lower rates of psychological victimization; more traditional gender role beliefs predicted higher rates of sexual victimization. Ideological gender-related macrofactors played an important role in cross-level interactions with individual-level factors. To reduce the rates of IPVAW victimization, clinicians, educators, and policy makers need to focus on individual predictors and macrofactors to promote societal attitudes toward equality and change traditional gender role socialization. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319839367
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POTAPOVA, Oleksandra. "INTERNATIONAL EXPERIENCE OF FORMATION OF THE EDUCATION SYSTEM IN THE CONDITIONS OF DECENTRALIZATION OF POWER." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 37–42. http://dx.doi.org/10.54891/2786-6998-2022-1-6.
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The article examines aspects of the international experience of education system formation in conditions of decentralization of power in countries such as France, Poland, the Czech Republic, and the USA. It was determined that Ukraine must quickly and with the least losses overcome the shortcomings of the post-Soviet education management system in order to create a competitive national education system, therefore, studying the experience of countries around the world, analyzing mistakes and successes in reforming the education system in conditions of decentralization of power are necessary to successfully overcome all difficulties in the future development of the national education system. It was concluded that educational systems within the European Union remain unique in each country with a different degree of centralization or decentralization of management and financing of education, therefore it is necessary to find a rational «golden mean» in each of these systems and apply it in Ukraine in conditions of decentralization authorities. The impact of the democratization of education management on increasing the autonomy and level of socialization of educational institutions is determined. The concepts of «democratization» and «decentralization» are highlighted and the influence of these processes on the conditions of functioning of schools, stimulation of creative activity of teams and management is determined. The experience of some countries was studied, which shows that a strong legal state, which supports the principle of equality of all before the law, should be a guarantor of democratic rights in various spheres of social life, and first of all, in quality education. The article also focuses on the main areas of decentralization of educational institution management. Ways to improve the quality and practical significance of education a on the study of the experience of modernization and modification of the education system of the countries of the world and the application of these approaches in the future in the institutions of domestic education, which will contribute to the creation of conditions for deepening the knowledge of education seekers, improving the quality of educational services, socio-economic development country, ensuring the growth of Ukraine’s competitiveness, as well as the creation of new jobs with higher requirements for knowledge and skills. re proposed, based.