Relevant bibliographies by topics / Vocational education – European Union countries

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocational education – European Union countries'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Vocational education – European Union countries"

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Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.

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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.

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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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Barbinov, Vitalii. "Vocational Training of Future Agricultural Specialists: European Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 160–65. http://dx.doi.org/10.2478/rpp-2018-0034.

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AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.
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Högberg, Björn, Mattias Strandh, and Anna Baranowska-Rataj. "Transitions from temporary employment to permanent employment among young adults: The role of labour law and education systems." Journal of Sociology 55, no. 4 (October 1, 2019): 689–707. http://dx.doi.org/10.1177/1440783319876997.

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Temporary work is common across Europe, especially among young people. Whether temporary employment is a transitory stage on the road to standard employment, and whether this varies depending on institutional contexts, is controversial. This article investigates variability in transition rates from temporary to permanent employment across Europe, and how this is related to employment protection legislation (EPL) and the vocational specificity of education systems. We utilize harmonized panel data from the European Union Statistics on Income and Living Conditions, covering 18 European countries and including 34,088 temporary workers aged 18–30. The results show that stricter EPL is associated with lower rates of transitions to permanent employment, while partial deregulation, with strict EPL for permanent contracts but weaker EPL for temporary contracts, is associated with higher transition rates. Vocationally specific education systems have higher transition rates, on average. Moreover, the role of EPL is conditional on the degree of vocational specificity.
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Roskvas, Ihor. "Modern Approaches to Training Competitive Locksmiths-Electricians in the EU Countries." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 107–13. http://dx.doi.org/10.1515/rpp-2017-0043.

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Abstract The article deals with the issues of modern approaches to training competitive locksmiths-electricians and the influence of effective management on the process of vocational training. The modern labour market needs concerning vocational training of highly qualified workers have been analyzed. The concept of a competitive worker has been revealed and justified. The study has shown that nowadays the problems of training a modern, competitive and highly qualified locksmiths-electricians in the European Union countries are solved at the political level. The revealed arguments regarding vocational training of workers indicate that modern economics, in fact, transforms the subjects of study into the subjects of the European market. It has been indicated that vocational education institutions have become mediators between the student and the potential employer. In this regard, various approaches to vocational training of workers, namely, locksmiths-electricians, prove the topicality of vocational training itself as this sector ensures vast development of the workforce. It has been justified that competitiveness of the worker is correspondence of the level of their vocational training to the requirements of the European labour market. Competitiveness of locksmiths-electricians in European countries is a significant factor in competitiveness of the finished product, its qualitative and cost characteristics, which satisfy the maximum requirements of the consumer. It has been concluded that the above circumstances should encourage leadership of professional lyceums to seek such an essence and structure of vocational training of highly skilled workers, namely, locksmith-electricians who ensure the opportunity to provide appropriate “commodity condition” of the customer, a graduate of a professional lyceum. It has been added that perspectives for further researches are seen in studying didactic principles of vocational training of workers, namely, locksmiths-electricians, in leading European countries.
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Papakitsos, Evangelos C., Konstantinos Karakiozis, and Anastasios Mavrakis. "Towards Sustainable Development and Green Economy in European Union." Journal of Economics and Management Sciences 1, no. 2 (August 20, 2018): p27. http://dx.doi.org/10.30560/jems.v1n2p27.

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Sustainable development is suggested by environmentalists as the solution for confronting the intense environmental, social and economic problems that emerge globally in the last decades. This study presents the recent features and trends of the associated concepts, like the green economy, green entrepreneurship, green professions and labour-market, with a particular reference to European Union countries. In the course of transforming the current economic model towards a green direction, vocational education appears as a fundamental prerequisite that will prepare the future workforce of green economy. In this respect, a small-scale research is also presented, recording the relevant opinions of senior high-school students in Western Attica (Greece), being an area of acute environmental, social and economic problems.
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Kulynych, Olena. "Digital transformation of vocational educational organizations of Ukraine: European vector." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 12–17. http://dx.doi.org/10.15587/2519-4984.2021.238001.

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The article presents an overview of normative documents, research results, conclusions on the topic of digital transformation of education systems, in particular in the EU countries. The generalization of materials, which help to define, at what stage of digital transformations there is an education of Ukraine, a place of system of vocational education in this global process, is presented. Examples are given as an active position in the direction of ensuring digital transformations of educational and managerial processes in a particular educational institution; it contributes to the implementation of national tasks in the direction of ensuring the digital development of society. Emphasis is placed on how the role of methodological services is changing, on the need for systemic changes in the perception of the educational institution's perception of the process of ensuring the digital development of both teachers and students, and vocational education institutions in general. The study examines four vectors of digital development for vocational (technical) education institutions of Ukraine from the possible options, proposed by European colleagues who have already shown positive results at the level of the education system (vocational in particular) and a separate institution of vocational (technical) education. In particular, the possibility of measuring the level of digital development of the educational institution through the use of the SELFIE service, developed by the European Commission together with a group of educational experts and practitioners from European countries, was considered. The platform is available in more than thirty languages, including Ukrainian. Examples of online tools common in both European educational communities and those, developed by domestic specialists (but taking into account European experience,) are given, thanks to which it is possible to carry out self-assessment, assessment, and soon certification of digital competencies of teachers. Ways to solve the problem of insufficient digital literacy of students, which, along with Ukrainian, and European researchers pay attention to, are given. There are wide opportunities for the development of digital infrastructure, which provides educational institutions with participation in competitions and programs of the European Union, such as Erasmus +
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VEGIČ, VINKO. "TEMELJNO ŠOLANJE ČASTNIKOV V DRŽAVAH EVROPSKE UNIJE – ISKANJE ODGOVOROV NA SODOBNE ZAHTEVE." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2017, ISSUE 19/1 (May 15, 2017): 77–93. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.19.1.4.

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Povzetek V razpravah glede prihodnjega šolanja častnikov v Sloveniji je pomembno tudi preučevanje modelov v tujini in sodobnih problemov na tem področju. V prispevku so na kratko prikazani izzivi na področju temeljnega šolanja častnikov, predvsem z vidika razmerja med usposabljanjem za konkretne naloge in širše usmerjenim izobraževanjem. Kakovost izobraževanja je pomembna ne le za vojaško učinkovitost, temveč tudi za odnos vojske s civilnimi strukturami v državi in z mednarodnim okoljem. Prikazane so temeljne poteze šolanja častnikov v državah EU. Proces šolanja sestavljata dve medsebojno povezani komponenti: univerzitetno izobraževanje in poklicno usposabljanje. Sicer pa šolanje častnikov ostaja le pristojnost držav in v državah EU najdemo zelo različne modele. Temeljno šolanje častnikov v Sloveniji se glede glavnih sestavin ne razlikuje bistveno od prakse v večini držav EU, vendar bo v prihodnje treba odgovoriti na nekatera vprašanja, predvsem glede razvoja univerzitetnega izobraževanja. Prihodnji razvoj šolanja častnikov bo moral slediti praksi evropskih držav predvsem na vsebinskem področju. Način organiziranja pa je smiselno prilagoditi lastnim potrebam in zmožnostim. Ključne besede: vojaško izobraževanje in usposabljanje, vojaška profesija, šolanje častnikov, Evropska unija, vojska in družba. Abstract In the context of discussion about future officer education in Slovenia, it is also important to study the current educational models in foreign countries and the contemporary problems in this area. The article briefly depicts challenges of basic officer education mainly from the viewpoint of relations between specific-purpose training and more broadly oriented education. The quality of education is important not only for military efficiency but also for military’s relations with national civil structures and international environment. The article illustrates basic features of officer education in EU member states. Educational process consists of two interlinked parts: academic education and vocational training. Officer education is the sole responsibility of EU member states, and members practise very different models. Concerning its the essential parts, officer education in Slovenia does not differ significantly from that of most EU members. However, it will be necessary to address some open questions, primarily those concerning the academic part of education. The future development of officer education should follow the patterns emerging in European states, first of all regarding educational content. However, it makes sense to adapt its organisational characteristics to our own needs and abilities. Key words: Military education and training, military profession, European Union, officer education, military and society.
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Stoichyk, T. "Requirements to the labor market to the competences of specialists in foreign countries." Fundamental and applied researches in practice of leading scientific schools 28, no. 4 (September 1, 2018): 140–44. http://dx.doi.org/10.33531/farplss.2018.4.26.

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In the article the author examines the influence of the management of training of professional staff on the quality of vocational training in the countries of the European Union (hereinafter - the EU). It has been determined that the effectiveness of the management of the institution of vocational education (hereinafter ZPO) depends on the adequacy of the management structure for those processes that are taking place in society. The functions of the labor market in the information, intermediary, consulting, pricing, stimulating, reserve, improving and regulating aspects are considered. The importance of a competent approach in modern vocational education is emphasized, which facilitates the transition from orientation towards reproduction of knowledge to its practical application; on such a concept as professional development. Examples of professional training of future skilled workers in Belgium, the Netherlands, Germany, Sweden, and the United Kingdom are provided. The author outlines the general-didactic and specific principles of professional training. Among the peculiarities of the development of vocational education in foreign countries the development of communicative technologies is identified, the goals of communication and informatization development are determined. Information and communication products and services are considered necessary for the life of society. The main driving force behind the changes taking place in the business environment is human apital, its knowledge, skills, motivation, readiness for change, and innovative thinking. The conclusion is made about rethinking the role of training and personnel development processes to ensure sustainable development of the enterprise. In particular, the author considers the worker as a "training client", which has its own needs, preferences, and its vision of what is happening.
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Nesterovich, O. "Experience of foreign countries in legal regulation of employment of graduates of educational institutions." Uzhhorod National University Herald. Series: Law, no. 71 (August 25, 2022): 186–90. http://dx.doi.org/10.24144/2307-3322.2022.71.31.

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The article examines the experience of foreign countries in the legal regulation of employment of graduates of educational institutions, as for the best settlement of relations on youth employment, it is advisable to pay attention to foreign experience in solving similar problems. The study briefly examines the experience of some European countries in solving youth employment problems at the national level, taking into account national specifics, economic and social situation. It is concluded that the experience of countries with developed market economies shows that the scale of state intervention in the system of the labor market is significant. A special place in the employment policy of these countries is occupied by measures to promote the employment of young people who have no practical training. States encourage employers to hire young people by providing them with special guarantees, subsidies, and tax breaks. Vocational training and retraining are important in regulating the world’s youth labor market, as the economic costs of providing these services far outweigh the costs of unemployment benefits. Currently, most Member States of the European Union are trying to facilitate the process of adaptation of young people to enter the labor market after graduation through a combination of so-called supply and demand strategies. Proposal strategies mainly include programs focused on vocational training of young people. Although each country takes into account its national, economic and social specificities when implementing youth employment programs, all youth employment programs have one thing in common - facilitating the entry of different categories of young people into the labor market by providing them with vocational training, qualifications and providing the first work experience. Mechanisms of close cooperation and interaction between the education system and the labor market play an important role in this process.
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Dissertations / Theses on the topic "Vocational education – European Union countries"

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RUBIO, BARCELÓ Eulàlia. "Regional governments, territorial political restructuring and vocational education and training policies : a comparison of four cases : Catalonia, Lombardy, Valencia and Veneto." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7037.

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Defence date: 16 March 2007
Examining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
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Ren, Yu. "Construction of European higher education area : a neo-functionalist approach." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2595817.

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Renard, Philippe. "Les politiques de l'enseignement supérieur en Europe: de l'intégration à l'harmonisation." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.

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Chatziangelidou, Kalliopi. "The implementation of the Lisbon strategy in an heterogeneous Europe : the case of the southern countries concerning the education and training systems." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM1102/document.

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L'objet de la présente thèse est d'analyser l'incidence des politiques menées dans le cadre des systèmes d'éducation et de formation grec et italien afin de se conformer aux exigences de la stratégie de Lisbonne 2000. Le niveau d'influence de la politique de l'UE sur les structures des deux pays et ses effets sur les réformes nationales sont liés à la relation, entre structures nationales et internationales en ce qui concerne les politiques d'éducation et de formation. Les réformes ne sont pas nécessairement le résultat de la politique de l'Union européenne ; elles peuvent également être le résultat de la voie nationale suivie et intervenir indépendamment des politiques européennes. Cela permet de se demander si le changement de la politique nationale est lié aux directives internationales ou s'il est le résultat indépendant de l'évolution de l'État
The present thesis attempts a policy impact analysis through the Greek and Italian education and training policies undertaken to respond to the Lisbon's Strategy 2000 requirements. The level of influence of the EU policy within the domestic structure of both countries and its dynamic on national reforms is related to the relationship, - level of influence-, between national and international structure as concerns the educational and training policies. Reforms are not necessarily results of the European's Community policy, but they can be results of the national pathway and they would have taken place in any case. The above hypothesis leads to the query if national policy change is linked to the international directives or it is the independent result of the State's development
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Homolová, Kateřina. "Výchova k podnikavosti žáků SOŠ." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-205957.

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This diploma thesis is focused on an enterprise education. There are theoretical outcomes of the particular issue included in the first part of the thesis. This part deals with a basic terminology definition as well as with an explanation of the meaning of an enterprise education and subjects that deal with its development. The first part of the thesis also deals with current enterprise education projects that are being in progress not only in the Czech Republic but also all over the European Union and international organizations. The goal of the empirical part is to analyze a particular educational program and to evaluate up to which level an enterprise issue in general is included. Another aim is to get to know the students attitude towards the enterprise and to check their knowledge about the business skill. For this purpose a didactic test had been created according to an educational program. This test has proven that the business knowledge level is not satisfying. Therefore, the aim of this part is also to design a recommendation of possible modification to improve the educational process that would lead students to a bigger interest in the issue of business, to be more independent, active and creative.
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WENTZEL, Joachim. "An Imperative to Adjust? : skill formation in England and Germany." Doctoral thesis, 2009. http://hdl.handle.net/1814/13283.

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Defence Date: 05/12/2009
Examining Board: Adrienne Héritier (EUI/RSCAS); Ewart Keep (Cardiff University); Martin Kohli (EUI) (Supervisor); Vivien A. Schmidt (Boston University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
This dissertation deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany, two countries which in the Varieties of Capitalism (VoC) literature represent two very different types of economic coordination (thereby making the study conform to a 'most different research design'). Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed, since these two areas contribute decisively to national skill formation. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism. First, the theoretical chapter (second chapter) of the thesis includes discussions of discursive institutionalism, policy diffusion, and conceptual mechanisms of institutional change, and provides a framework which accounts for path-deviant discourses and reforms. Secondly, a description of the three educational areas in both countries sketches the paths the systems should have pursued if they were to evolve path-dependently. Thereby this chapter serves as a reference point against which recent developments are assessed (fourth chapter). Thirdly, a textual discourse analysis of various White Papers of the British Government formulating policies on skill formation serves to identify visions and aims. The same procedure is applied for relevant policy papers in Germany (fifth chapter). Finally, the translation of visions into concrete policy measures is analysed by focusing on three important reform measures in each country (sixth chapter). On the basis of the policy cycle stages these measures are traced back to their original intentions and are contrasted with the implemented initiatives. This procedure elucidates how reforms match and potentially alter the existing institutional design, how ideas drive educational reforms, and how they resist, 'bend', or even vanish, once they are employed in concrete policy initiatives.
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GORI, Gisella. "Towards a European right to education? : education and training rights and policies in the European Union." Doctoral thesis, 2000. http://hdl.handle.net/1814/4647.

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Defence date: 4 July 2000
Examining board: Renaud Dehousse, EUI (supervisor) ; Bruno De Witte, EUI ; Yves Mény, EUI ; Denis Simon, University Robert Schuman, Strasbourg, and College of Europe
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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SCHINK, Gertrud. "Kompetenzerweiterung im Handlungssystem der Europäischen Gemeinschaft : Eigendynamik und policy-entrepreneure : Eine Analyse am Beispiel von Bildung und Ausbildung." Doctoral thesis, 1992. http://hdl.handle.net/1814/4781.

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Defence date: 20 November 1992
Examining Board: Prof. Dr. Bruno de Wittw, Rijsuniversiteit Limburg ; Prof. Dr. M. Rainer Lepsius (supervisor), Universität Heidelberg ; Prof. Dr. Giandomenico Majone, Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Roger Morgan (co-supervisor), Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Fritz W. Scharpf, Max-Planck Institut für Gesellschaftsforschung, Köln
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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GRÄTZ, Michael. "Compensating disadvantageous life events : social origin differences in the effects of family and sibling characteristics on educational outcomes." Doctoral thesis, 2015. http://hdl.handle.net/1814/38784.

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Defence date: 19 November 2015
Examining Board: Professor Fabrizio Bernardi, European University Institute (EUI Supervisor); Professor Hans-Peter Blossfeld, European University Institute; Professor Dalton Conley, New York University; Professor Jan O. Jonsson, Nuffield College, University of Oxford/ Swedish Institute for Social Research (SOFI), Stockholm University.
This thesis is a collection of four empirical studies which analyze the effects of family and sibling characteristics on educational outcomes. The analysis in all empirical studies is guided by the compensatory effect of social origin hypothesis according to which higher social origin families can reduce the negative impact of disadvantageous characteristics and life events on their children's educational outcomes. In detail, I study the effects of month of birth, parental separation, birth order, birth spacing, and maternal age. I use data on England, Germany, and Sweden. On a methodological level, I employ natural experiments, fixed effects methods, and instrumental variable (IV) estimation in order to control for the influence of unobserved confounding variables. Overall, I find support for the initial hypothesis with respect to the effects of month of birth, parental separation, and close birth spacing. Contrary to that, I find no systematic social origin differences in the effects of birth order and maternal age on educational outcomes. In the conclusion, I discuss the implications of these findings for theories of the intergenerational transmission of education, the differences in life chances of children from socio-economically advantaged and disadvantaged families, and the allocation of resources within families. I discuss how further research could possibly test in how far differences in parental involvement between social origin groups are underlying these relationships.
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CITI, Manuele. "Patterns of policy evolution in the EU : the case of research and technology development policy." Doctoral thesis, 2009. http://hdl.handle.net/1814/12046.

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Defence Date: 26/06/2009
Examining Board: Frank Baumgartner (Penn State University); Susana Borrás (Copenhagen Business School); Adrienne Héritier (EUI/RSCAS) (Co-Supervisor); Rikard Stankiewicz (Lund University (emeritus), formerly EUI) (Supervisor)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
The literature on the policy-making of the European Union (EU) has trouble understanding the long-term evolution of EU policies. While numerous accounts exist that analyze EU policies from a historical, analytical-descriptive and normative perspective, no existing account has studied the evolution of EU policy output from a positive perspective. This thesis wants to start filling this gap in the literature by studying the patterns of policy evolution in the European Union’s research and technology development (RTD) policy. This policy is studied at three different levels of analysis. The first level is that of budgetary dynamics; here I test two alternative hypotheses on the pattern of budgetary change, both derived from the American literature: the classical incrementalist hypothesis, and the punctuated-equilibrium hypothesis of Bryan Jones and Frank Baumgartner. The second level of analysis is that of agenda dynamics, where I study the pattern of issue expansion/contraction on the fragmented agenda of the EU, and test two alternative hypotheses on the allocation of agenda space to RTD policy. The third level of analysis is that of institutional dynamics; here I test the hypothesis that institutional stability is associated with phases of incremental changes, whereas institutional developments occur in correspondence with budgetary punctuations. The empirical results show that both the budgetary and agenda dynamics of this policy are fully compatible with the punctuated-equilibrium hypothesis. However, the hypothesis on the correspondence between budgetary punctuations and institutional change is to be rejected. The final part of this work investigates the mechanism and the necessary conditions for the emergence of new policy priorities, by focusing on the recent emergence of security RTD as a new priority of the Framework Programme. This dissertation is the first work to empirically test the punctuated-equilibrium model on the EU, with an extensive and original dataset composed of budgetary, agenda and institutional delegation data.
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Books on the topic "Vocational education – European Union countries"

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

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2

Lipsmeier, Antonius. Die Berufsausbildungspolitik der Gemeinschaft für die 90er Jahre: Analyse der Stellungnahmen der EU-Mitgliedstaaten zum Memorandum der Kommission : ein Gutachten. Bonn: Bundesministerium für Bildung und Wissenschaft, 1994.

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European Centre for the Development of Vocational Training., ed. Training and the labour market: Using data for decision-making : papers from the conference organized by the EC Commission (PETRA Programme), CEDEFOP and GREE : Nancy (F), 6, 7 and 8 March 1991. Thessaloniki: The Centre, 1994.

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Education and training in the European Union. Aldershot: Ashgate, 1998.

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

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Ryszard, Gerlach, ed. Kształcenie prozawodowe i zawodowe w kontekście integracji Europy. Bydgoszcz: Wydawn. Akademii Bydgoskiej im. Kazimierza Wielkiego, 2001.

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Sellin, Burkart. Antizipation von Berufs- und Qualifikationsentwicklungen: Empfehlungen und Schlussfolgerungen aufgrund einer Untersuchung neuer, innovativer Methoden und Instrumente in der Europäischen Union = Anticipating occupational and qualificational developments : recommendations and conclusions based on a review of recent innovations in methods and instruments applied in the European Union = Prévoir le développement des professions et des qualifications : recommendations et conclusions basées sur une étude des innovations récentes relatives aux méthodes et aux instruments utilisés dans l'Union européenne. Luxembourg: Office for Official Publications of the European Communities, 2001.

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Watts, A. G. Nouvelles competences pour un avenir different: Services d'orientation et de conseil dans l'enseignement superieur de l'Union Europeenne. Brussel: Vubpress, 1998.

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Barry, Nyhan, Attwell Graham, Deitmer Ludger, and European Centre for the Development of Vocational Training., eds. Towards the learning region: Education and regional innovation in the European Union and the United States. Thessaloniki: European Centre for the Development of Vocational Training, 1999.

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Barry, Nyhan, Attwell Graham, Deitmer Ludger, and European Centre for the Development of Vocational Training., eds. Towards the learning region: Education and regional innovation in the European Union and the United States. Luxembourg: Office for Official Publications of the European Communities, 2000.

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Book chapters on the topic "Vocational education – European Union countries"

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Heyes, Jason, and Helen Rainbird. "Vocational Education and Training." In Employment Policy in the European Union, 188–209. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10650-6_9.

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Anderson, Karen M. "Vocational Training and Higher Education." In Social Policy in the European Union, 134–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-49515-0_6.

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Visscher, Adrie J., and Maria Hendriks. "The Factors that Matter for Quality Assurance Across Six Countries." In Improving Quality Assurance in European Vocational Education and Training, 145–69. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9527-6_9.

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Germond, Carine. "Agriculture with a Social Twist: Vocational Education and Training in the Common Agricultural Policy." In Education and Public Policy in the European Union, 89–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04230-1_5.

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Visscher, Adrie J., Maria Hendriks, Ole Dibbern Andersen, Ludger Deitmer, Lars Heinemann, Eeva Kesküla, Jørgen Ole Larsen, David Pepper, and Ismene Tramontano. "Guidelines for the Quality Assurance of Vocational Education and Training in EU Countries." In Improving Quality Assurance in European Vocational Education and Training, 171–75. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9527-6_10.

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Company, Frederic J. "Vocational Guidance and Career Counselling in the European Union: Origins and Recent Trends." In International Handbook of Education for the Changing World of Work, 2313–28. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_152.

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Grollmann, Phillipp, and Marthe Geiben. "Patterns of Recruitment and Induction in Selected European Countries: First Results of a Feasibility Study." In The Future of Vocational Education and Training in a Changing World, 499–517. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_27.

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Berger, Susanne, and Matthias Pilz. "Pre-vocational Education in the Curriculum and Its Teaching Practice. A Study of Seven European Countries." In The Future of Vocational Education and Training in a Changing World, 361–78. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_21.

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Halleröd, Björn, and Hans Ekbrand. "Labour Market Trajectories and Young Europeans’ Capabilities to Avoid Poverty, Social Exclusion and Dependency: A Comparative Analysis of 23 European Countries." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 141–58. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11436-1_8.

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Geiben, Marthe, and Philipp Grollmann. "Induction of Job Entrants with Midlevel Qualifications: A Comparison of Health Care (HC) and Car Service (CS) in Selected European Countries and South Korea." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 107–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_6.

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Conference papers on the topic "Vocational education – European Union countries"

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Agir, Yahya, Mirela Blaga, Dilan Celikel, and Mustafa Karabulut. "ONLINE TRAINING SCHOOL FOR MACHINE CARPET WEAVING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-257.

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Carpet manufacturing is an important field in Europe in terms of economic and employment figures. Turkey is capable of manufacturing over %25 of whole world's carpet need while whole Europe's manufacturing share is approximately over %45. Although being a great sector in European countries, there does not exist an official education for machine based carpet weaving. Furthermore, vocations related to the carpet weaving does not exist in vocation catalogs such as ISCED (International standard classification of education) and ESCO (European Skills/Competences, qualifications and Occupations). Within a European Union funded project, which is carried by organizations from three different countries, Turkey, Romania and England, subsequent to the analysis of the relevant sector, tasks related to vocation, qualification, competency definitions and curricula development are accomplished. Afterwards, ICT based learning tools such as e-Learning and DVD software will be developed for training carpet weaving technical staff, as well as, textile students who are willing to learn about carpet weaving. Survey to analyze current status of carpet weaving training in three partner countries reveal important data about vocations existing informally in the sector and their training needs. Moreover, because carpet weaving machines are unaffordable by VET institutions, the practice of such machines at school becomes physically impossible and thus use of ICT tools such as the e-Learning approach supported by visual lessons becomes the only possible way to train individuals. Therefore, an innovative curriculum that supports use of ICT tools appears to be promising in order to overcome current problems in carpet weaving training.
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Dudaitė, Jolita, Rūta Dačiulytė, and Jolanta Navickaitė. "LIFELONG LEARNING SITUATION IN EUROPEAN UNION COUNTRIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1679.

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de Pablo Valenciano, Jaime, Juan Uribe Toril, Juan Milán García, and Mercedes Capobianco Uriarte. "ROLE PLAYING FOR KNOWLEDGE ABOUT THE EUROPEAN UNION COUNTRIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0786.

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Zhou, Yanxi. "Identifying European Union Countries’ Cooperation in Reducing Carbon Emissions." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.099.

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

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Education has a major role regarding human development and society, being the main resource of growth of a country. Along with the technological evolution and changes, education has gained other dimensions, as internet brings together. In this paper we aim to study if there are influences of the digital skills and access to technology on the education development and convergence in the European Union Countries. The method applied is based on convergence clubs principle: a group of countries tend to have similar tendencies regarding a specific characteristic. Considering that the European Union states may form clusters of countries with a specific characteristic based on the expenditures together with the internet use. On the clusters resulted we employ an econometric model that takes into consideration aspects as: influences on how European countries converge in terms of access to internet and technology of households, and stimulation of educational convergence in European Union. Another aspect of our research is to point out the need of investments in all education and training forms in such a way that we can assure that the people that are attending this process will be more efficient and their effectiveness will raise as a consequence of improved skills and competences that are meeting rapidly the needs of the labor market. This process of education and training will allow the individuals to achieve the knowledge, skills and competences through the usage of the ELearnings platforms that enables them to grow and to influence their situations, by broadening their perspectives, equipping people favorably for their future lives.
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Bazeliuk, Oleksandr. "National initiatives for digitalization of vocational education in EU countries." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-199-200.

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Burksaitiene, Daiva, and Kristina Garskaite-Milvydiene. "Cross-Border Mergers and Acquisitions Factors in Joining the European Union Countries." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.076.

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Mergers and acquisitions (M&As) are increasingly being used in the business world, and this process plays an important role in economic theory and lays the foundations for sustainable business development. The global recovery in foreign direct investment (FDI) was strong in 2015, with global FDI flows jumping by 38%, their highest level since the global economic and financial crisis of 2008–2009. A surge in cross-border M&As to $721 billion, from $432 billion in 2014, was the principal factor behind the global rebound. These M&As were partly driven by very large corporate reconfigurations by multinational enterprises (MNEs), i.e. changes in legal or ownership structures, including shifting their headquarters for strategic reasons and tax inversions. This paper examines the key M&As stimulating strategic objectives and causes, and ways of this process, as well as the cross-border M&As market activity. The objective of this paper is to identify ways, purposes and reasons of M&As transactions, and to present the factors influencing this process and market activity. The object of this research is the M&As transactions market. Research methodology of this paper is based on scientific literature and statistical information systematic, comparative, logical and econometric analysis.
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Molendowski, Edward. "Western Balkan Countries – Main Issues Concerning Cooperation and Integration with the European Union." In Scientific Conference “Contemporary Issues in Business, Management and Education ‘2011”. Vilnius, Lithuania: Vilnius Gediminas Technical University Press Technika, 2011. http://dx.doi.org/10.3846/cibme.2011.17.

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Palkova, Zuzana, Marta Harnicarova, Jan Valicek, Vojtech Stehel, Nikolay Mihailov, Maria Fragkaki, Walid Mahmoud Khalilia, and Aziz Abdel Karim Awad Salameh. "Perspective of education in Agriculture 4.0 in selected countries in European Union and Palestine." In 2022 8th International Conference on Energy Efficiency and Agricultural Engineering (EE&AE). IEEE, 2022. http://dx.doi.org/10.1109/eeae53789.2022.9831232.

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Istrate, Melania, Gloria Páez, Ricard Valero, Patricia Peralta, Elisa Vera, Carmen Blanco, Martí Manyalich, and Eudonorgan Consortium. "EUDONORGAN - TRAINING AND SOCIAL AWARENESS FOR INCREASING ORGAN DONATION IN THE EUROPEAN UNION AND NEIGHBOURING COUNTRIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2331.

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Reports on the topic "Vocational education – European Union countries"

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Martin, Matthew. The Crisis of Extreme Inequality in SADC: Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, May 2022. http://dx.doi.org/10.21201/2022.8793.

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The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
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Martin, Matthew. The Crisis of Extreme Inequality in SADC: Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, May 2022. http://dx.doi.org/10.21201/2022.8793.

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The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
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