Journal articles on the topic 'Vocational education – European Union countries'
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1
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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Dabić, Marijana, and Jovan Vukoje. "Development and tendencies of education of nurses-technicians in the process of reforming the educational system of the Republic of Serbia // Razvoj i tendencije obrazovanja medicinskih sestara-tehničara u procesu reformi obrazovnog sistema Republike Srbije." SESTRINSKI ŽURNAL 5, no. 1 (November 28, 2018): 15. http://dx.doi.org/10.7251/sez0118015d.
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Education of nurses in Serbia as in developed countries must follow the development and needs of the health system. This is still very difficult to implement because of the multi-week ‘hyperproduction’ of healthcare staff, and insufficiently basic systematization of jobs, mismatch of professional titles, as well as the ever more intensive departure of our healthcare workers abroad, primarily in the countries of the European Union. Also, the development of society, the political and economic situation, significantly disturb the development of sisterly practice as well as education that plays a key role.The issue of education and harmonization with European standards also entails the question of the competencies and competencies of teaching staff dealing with the education of future nurses, which still, at least in terms of secondary education, shows quite a strong resistance to change.The results of this research indicate that reforming the educational system in Serbia is present in higher education of nurses while in secondary education continues to stagnate. There is no complete harmonization of the education system with respect to the lesson of hours, the structure of study programs, or the unique nomenclature of vocational titles.The level of the pre-term for enrollment in the secondary medical school as well as the continuation of education is incompatible with European frameworks and makes it difficult to integrate into the European system of secondary education.Teaching and study programs are not fully comparable to the European ones, except for ESPB credits and study levels.There is a tendency for the development of nursing education in Serbia, but there is only partial preparation of nursing teachers in terms of upgrading professional titles and competences for the new education system.
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Foulidi, Xanthippi, Evangelos C. Papakitsos, and Terpsichori Gioka. "Counseling Skills in Intercultural Education: The Case of foreign seas immigrants in Greece." International Journal of research in Educational Sciences 5, no. 2 (March 15, 2022): 451–63. http://dx.doi.org/10.29009/ijres.5.2.8.
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This paper presents some points of view about the counseling psychology skills that are required in intercultural education context. This issue arises from the rather massive migration that has been observed in the European Union countries, since 2007, involving three million persons until 2015. Especially Greece has received directly the largest number of refugees, among the European countries, due to its proximity to Middle East as the Southeastern “Gate” of European Union, amounting to 1.8 million individuals. In addition, 60,000 illegal immigrants and refugees have been trapped in Greece for the last two years. This phenomenon causes extra considerations on behalf of the European and, in particular, Greek counseling agencies and experts. The intercultural education infrastructures of Greece are very limited compared to the existing needs. Less than 0.2% of schools are intercultural ones, while approximately 10% of the country’s pupils are foreigners. In this context, many teachers often discriminate against pupils from other countries and very few schools, besides intercultural ones, dare to organize counseling and support meetings for immigrant parents, usually with the help of volunteer teachers. However, there is also a significant number of teachers who are calling for better and more in-depth information on both general and intercultural counseling, as well as a clear reference to the relevant skills required for this purpose. In intercultural counseling, the counselor and the consulted come from different cultural contexts and have different perceptions. However, counseling can help them to deal with social exclusion. The needs of minority populations and vulnerable social groups, in general, are particularly high in terms of professional development, as they need the appropriate knowledge to lead their members in the search for educational opportunities, opportunities for social participation, vocational rehabilitation, but also clarification of professional goals. The effectiveness of a counselor on intercultural counseling is based on cultural awareness and sensitivity to accept and respect the cultural differences. A counselor must find a way to overcome any inhibitory obstacle, such as language, but the most important thing that needs to be understood is that counseling cannot be practiced in a mono-cultural direction, as it was the case until recently, but has to turn to methods of multicultural thinking and action.
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Biloš, Antun, Davorin Turkalj, and Ivan Kelić. "Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany." Naše gospodarstvo/Our economy 63, no. 1 (March 1, 2017): 59–69. http://dx.doi.org/10.1515/ngoe-2017-0006.
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AbstractThe purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students’ mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience. However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students’ views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.
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Bondarenko, Victor, Alla Semenova, and Tamara Vysotska. "Processes of reforming the educational policy of Ukraine and the countries of the European Union: a comparative analysis." EUREKA: Social and Humanities, no. 6 (November 30, 2021): 52–67. http://dx.doi.org/10.21303/2504-5571.2021.002195.
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A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted.
A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out.
Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal.
A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research.
A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved.
There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school.
A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences.
Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified.
A strategic issue is the state policy on teacher training.
Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed.
A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved.
The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.
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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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Teresa Villalba, M., Guillermo Castilla, and Sara Redondo. "Factors with Influence on the Adoption of the Flipped Classroom Model in Technical and Vocational Education." Journal of Information Technology Education: Research 17 (2018): 441–69. http://dx.doi.org/10.28945/4121.
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Aim/Purpose: The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Background: Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been published, this is not so for other levels of education, such as vocational schools. Methodology: A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative information, which enriched the results obtained. Descriptive and factor analysis was used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from Spain, 121 from Hungary and 61 from the Czech Republic) from schools participating or somehow associated to the project. Contribution: An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers. Findings: Empirically validated factors for the adoption of the flipped classroom in technical schools are presented. In addition, descriptive analysis results from a sample of 625 vocational education teachers confirmed that the countries involved in the survey fulfill the factors needed for the adoption of the flipped classroom in vocational education schools. Another important result is that, according to the surveyed teachers, the flipped classroom is a strongly practice-oriented method very suitable for vocational education. Recommendations for Practitioners: The framework here presented can guide the curriculum design of flipped classroom model courses for vocational and technical education teachers and allow schools to know the factors to review and improve in order to use the model. Recommendation for Researchers: This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in vocational and technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teaching training on the competences that this work detected. Impact on Society: Recently, we are witnessing an important debate about the future of education at every level. Different innovative methodologies have emerged in a search for more motivating and effective ways to learn, as well as to develop in our students the so-called 21st-century skills such as critical thinking, communication and collaboration, creativity, and information, media and technology skills. The flipped classroom approach can help to improve vocational education by changing traditional classes and teaching students other important soft skills, such as teamwork and collaboration, reflection, digital skills, and self-study. Future Research: The model is currently being implemented in schools in Spain, Hungary, and the Czech Republic using the results obtained here under the framework of the European project “FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555). After checking the criteria obtained in the framework for each of the participating schools, as a first step, an online course has been created using the competences obtained in this framework, both pedagogical and ICT. Once the course is completed, the teachers will carry out a pilot project to use the model. We hope the framework is useful to other researchers in order to implement the model in other countries and extend it with other criteria to obtain a validated international framework. This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in technical schools. More studies using alternative data sources and methods are needed to obtain a definite model to support this adoption since FC has proved to be a very successful model for motivating students. We hope these results pave the way for schools who want to adopt the FC model and for focusing teacher training on competences.
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Papečkienė, Danė. "QUALITY ASSURANCE AT HIGHER NON-UNIVERSITY INSTITUTIONS: REVEALING THE EDUCATORS‘ ATTITUDES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 29–35. http://dx.doi.org/10.48127/spvk-epmq/09.1.29.
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Lithuania having joined the European Union and seeking the education acquired in Lithuania to be internationally recognized, the necessity emerged to match the education standards with the systems of vocational training in European countries. The project plan (2002-2006) of the development of higher education in Lithuania states that the quality assurance is a top priority. The emphasis is laid on the fact that the quality assurance of higher education should not lack behind the one in the developed European countries. The quality assurance of higher education has been under discussion in the few recent years. How should be the studies organized in order to train students to be able to compete in the labor market of the dynamically developing European countries? To determine the dimensions and standards of the education quality that are common to Lithuanian universities and colleges it is essential to regard the worldwide experience and to apply it in the context of our country. The importance has been laid on the quality assurance at the European universities for the recent 10 years. The subsequent organizations were established in different countries all over the world. A number of the agencies dealing with the quality assurance of higher education started the network partnership. The established Centre for Quality Assessment in higher education plays a major role for implementing the external quality assurance policy in universities and colleges of Lithuania by contributing to the development of human resources. The object of this research is to reveal the educators’ attitudes at Marijampolė and Utena colleges towards the establishment of the quality assurance system at college. The research was done in November, 2004 at Marijampole and Utena colleges. There were 120 educator respondents at Marijampole College and 50 respondents at Utena College. 146 of them were lecturers and 24 were the administrative staff. The research done, the conclusions were made that the communities comprising the lecturers as well as the administrative staff of the colleges are concerned about the quality assurance of higher education and studies. The quality of higher non-university studies is being continuously assessed. Moreover, the system of quality assurance is being continuously developed. The educators both at Marijampole and Utena Colleges positively assess their input into the successive performance of the institutions taking an active part in making decisions related to the improvement of the inner system of quality assurance at the institutions. Key words: quality of studies, college, education.
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Corbu, Luminița-Claudia. "Erasmus+ programs-the need to create a competitive space of the Romanian education system." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 1071–82. http://dx.doi.org/10.2478/picbe-2020-0101.
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AbstractThe need to create a competitive framework of the Romanian education system and the current needs of the labor market have aroused the interest of the human resource in the pre-university education, which manifests its interest towards the European funds that can be attracted in the field of education and which are necessary for the creation of a context that raises the education system to the standards of the European Union, a fact also demonstrated by the legislation in force. By the Government Decision no. 76 / 27.01.2005 and the Government Decision no. 67/2007 has been designated the National Agency for Community Programs in the Field of Education and Vocational Training (“Agency”, AN), as an agency for implementing the community programs “Lifelong Learning” (LLP), “Youth in action” (YiA) and Erasmus Mundus from 2007-2013. This document included the Europass National Center, the Eurydice National Unit and the Eurodesk National Office in the AN. In 2013, through the Government Memorandum no. 10988/ 09.12.2013, AN was designated as the Implementing Agency for the Erasmus + program, from 2014-2020, having as a mission the administration of the European Union program that supports the national project for the better change of communities, attitudes and mentalities of individuals. Erasmus + is the EU program in the fields of education, training, youth and sport for the period 2014-2020. Education, training, youth and sport make a significant contribution to combating socio-economic change, to Europe’s greatest challenges by the end of the decade, and to the implementation of the European policies for growth, jobs, equity and social inclusion. Combating the rising unemployment rate - especially among young people, has become one of the most urgent tasks of European governments. Too many young people leave school prematurely, thus risking becoming unemployed and socially marginalized. The same risk threatens many low-skilled adults. The technologies change the way the company operates, so their full use is necessary. European companies need to become more competitive through talent and innovation. Europe needs more cohesive and inclusive societies that enable citizens to play an active role in democratic life. Education and youth activities are essential elements for preventing radicalization through violence and by promoting common European values, social inclusion, enhancing interculturality and a sense of belonging to a community. Erasmus + is an important tool for promoting the integration of people from disadvantaged backgrounds, of newly arrived migrants, responding to critical events affecting European countries. The Erasmus + program aims to help the countries participating in the program to effectively use Europe’s talent and social capital, in a lifelong learning perspective, by linking the support provided to formal, non-formal and informal learning in the fields of education, training and youth.
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Liesnikova, М. V. "Inclusion of Individuals with Special Educational Needs to the Education Environment of Institutions of Vocational (Technical and Vocational) Education: the Experience of Developed Countries and the Situation in Ukraine." Statistics of Ukraine 97, no. 2 (June 30, 2022): 64–72. http://dx.doi.org/10.31767/su.2(97)2022.02.07.
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The process of inclusion involves the comprehensive involvement of students with special educational needs in the educational environment of a vocational (technical and vocational) education institution (hereinafter – V(VT)E), which is the basis of inclusive educational environment. Developed countries, in particular the countries of the European Union, make a lot of efforts to create an inclusive educational environment in P(VT)E institutions. Individuals with special educational needs (hereinafter – SEN) are fully included in the educational environment of P(VT)E institutions in the EU countries. For all institutions, a single educational program for obtaining P(VT)E is used, with the possibility of its individualization for students with SEN. In the vast majority of the considered countries, special support programs for applicants with SEN are operating. All individuals with SEN, according to individual needs, study in main (ordinary) V(VT)E institutions, in specialized V(VT)E units as part of the main institution, and in specialized V(VT)E institutions. An individual educational program is drawn up for each applicant with the SEN, which contains detailed information about the qualifications that such a person must acquire, an individual educational plan, the necessary teaching aids, preparatory and rehabilitation instruction and instructions, as well as a list of social services provided to the applicant(s) during studies. In Ukraine, students with SEN study in mixed inclusive groups in regular V(VT)E institutions according to specially developed educational programs. A team of psychological and pedagogical support works in the V(VT)E institution to support such individuals. Currently, there are active processes of inclusion of students with SEN in the educational environment of the V(VT)E institution. The pedagogical community believes that students with SEN, regardless of age, can master any skills of their choice, and does not agree that a student who misbehaves should be excluded from the V(VT)E institution. At the same time, there is a problem with the accessibility of V(VT)E institutions, because not all institutions are adapted to the visit of students with special needs. In order to improve the existing situation and achieve comprehensive inclusion of the SEN axis in the educational environment of V(VT)E institutions, it is necessary to: update morally outdated educational equipment; updating the content of educational programs in accordance with the individual needs of each applicant; increasing the level of popularization of V(VT)E among school-aged youth; expanding access to special teachers (for example, a sign language interpreter, a typhologist, a special education teacher, a psychologist); expansion of architectural accessibility of V(VT)E institutions; development of visual and practical teaching aids and educational literature for students with SEN.
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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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Stoika, Olesia. "REGULATORY AND LEGAL BASIS OF THE DIGITALIZATION OF THE PROFESSIONAL TRAINING OF TEACHERS IN HUNGARY." Continuing Professional Education: Theory and Practice 73, no. 4 (2023): 69–76. http://dx.doi.org/10.28925/1609-8595.2022.4.7.
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The article examines the regulatory and legal basis of digitalization of professional training of teachers in Hungary. This study analyzes the legal framework for digitalization of teacher training in Hungary and the steps taken in the direction of digital transformation. Based on the analysis of regulatory documents and reports of the Hungarian government and the European Union, the works of Hungarian and domestic scientists, which directly highlight the topic of professional training of teachers, the digitalization of education, the necessary trends for further research into the digitalization of higher education in Hungary have been identified. To solve the tasks and achieve the goal of the research, a set of general scientific methods is used: theoretical: analysis and synthesis in order to determine the main directions of research into the problem of digitalization of professional training of teachers in Hungary; Empirical: study of the regulatory and legal framework regarding digitalization of professional training of teachers in Hungary; translation of authentic literature; description of factual information for the purpose of analytical interpretation and study of specific facts and phenomena; statistical processing of research results: for quantitative and qualitative data acquisition.As evidenced by the results of current studies of regulatory and legal documents, an urgent task for scientific research and educational policy in many European countries is to ensure the optimal use of the full potential of digital technologies for learning, while effective learning in the digital age becomes possible thanks to a systemic approach and holistic changes. Many European countries, including Hungary, are actively conducting research in the direction of full integration of digital technologies in education and vocational training.
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Tatarinceva, Anna, and Ina Gode. "LIFELONG EDUCATION AS A KEY FACTOR OF THE TRANSFORMATION AND DEVELOPMENT OF THE HUMAN CAPITAL’S POTENTIAL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 163. http://dx.doi.org/10.17770/sie2016vol4.1537.
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The Actuality of the proposed research is caused by the facts that the rapid development of market relations in the Latvian economy and a high level of life in the “old countries” of the European Union affect the outlook of the majority of young people in Latvia. There is a tendency to reduce the motivation for obtaining fundamental education by giving preference to acquisition of certain professional skills allowed to get ‘quick money”. The Object of the research is the transformation process of students’ beliefs, values, competences, experience during their lifelong learning. The Aim of the research in to analyze the influence of lifelong education on the transformation of students’ beliefs, values, competences and experience. The Methods of the research are the following: 1.theoretical methods: the theoretical analysis of the scientific literature on the given problem; 2.quantitative methods: questionnaires; 3.the empirical analysis of the survey’s answers given by students of Latvian higher and vocational schools about the transformation of their beliefs, values, competences, experience during the process of lifelong learning. The Baltic International Academy (Riga, Latvia), The Latvian Agricultural University and the Jelgava College (Jelgava, Latvia) were used as the experimental Base of the research.
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Burns, E., E. Silvennoinen, V. A. Kopnov, D. E. Shchipanova, N. Papić-Blagojević, and S. Tomašević. "Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia." Education and science journal 22, no. 9 (November 10, 2020): 174–203. http://dx.doi.org/10.17853/1994-5639-2020-9-174-203.
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Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.
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Pleshakova, A. Yu. "Germany’s dual education system: The assessment by its subjects." Education and science journal 21, no. 5 (May 31, 2019): 130–56. http://dx.doi.org/10.17853/1994-5639-2019-5-131-157.
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Introduction. The dual system of VET, widely practiced and popular in Germany, serves as a model for the European Union. The effectiveness of such training, successfully combining the development of theoretical knowledge with the practical activities of students, has been tested by life and time. The indisputable advantages of this system include its ability to respond quickly to the challenges of globalisation and transformation in the world of professions. In this regard, it is very important to address the socio-cultural and historical backgrounds of the dual system formation and to find out the reasons for its successful contemporary functioning.The aim of the present publication was to comprehend the implementation experience of theGermany’s dual system based on the opinions analysis of experts and participants of the dual education system and the feedback from the direct participants of the educational process about this method of acquiring a profession and building a career path.Methodology and research methods. The leading research methods were questionnaire survey, comparative analysis and content analysis of empirical materials. Processing and generalisation of the detailed answers of respondents were based on the inductive method.Results. Historical, mental, socio-economic prerequisites for the appearance and formation of the Germany’s dual education system were identified and described. The methodology and methodological tools for the comparative analysis of attitudes of educational process members (students, practitioners, experts) and their points of view concerning degree of rationality, expediency and efficiency of support and development of dual forms of vocational education. The obtained data and synthesis of evaluative judgments of informants allow us to present an objective picture of the considered option for providing the country’s economy with the necessary labour resources.Practical significance. The materials of the article, confirming the prospects of the introduction and dissemination of the experience accumulated inGermany on the reproduction of skilled workers of enterprises, can be useful for understanding the directions of VET in other countries. Moreover, the research materials can be practically applied for the selection and creation of effective, similar to the German, mechanisms of rapid response to globalisation changes in the manufacturing sector.
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Sidorenko, T. V., S. V. Rybushkina, and Ya V. Rosanova. "CLIL PRACTICES IN TOMSK POLYTECHNIC UNIVERSITY: SUCCESSES AND FAILURES." Education and science journal 20, no. 8 (November 2, 2018): 164–87. http://dx.doi.org/10.17853/1994-56392018-8-164-187.
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Introduction. Content and Language Integrated Learning (CLIL) has recently been applied into education system, but a range of supporters is rapidly increasing, covering diverse countries. The CLIL approaches simultaneously use a foreign language as an object to studying and as an instrument to learning other subjects. The emergence of CLIL was related to a wide distribution of bilingualism in society and the need to cope with the problems related to this process, including the elimination of international conflicts, the consolidation of society as the factor of a social well-being, the support of a competitive labour market, etc.Despite growing popularity of CLIL across the world and recognised status by the European Union as one of the leading effective means to implementing international language policy of multilingualism, the academic teaching staff of Russian higher school does not still fully understand the organisational mechanisms and forms of a similar learning process, largely as a result of national characteristics and traditions. In a globalising world, CLIL didactics is currently becoming a perspective direction of higher education and an effective way both of acquiring and improving language and communicative competencies to provide further successful professionalising of students and to facilitate their career promotion in the chosen field of activity.Theaimof this paper was to sum up and discuss the experience of Tomsk Polytechnic University in conducting CLIL-based courses.Methodology and research methods. The concept of practice-oriented vocational education was used as the methodological base of the experimental work in order to search optimal variants when developing foreign language knowledge in the students of engineering specialties. In the course of the research, the approaches of comparative analysis, synthesis, generalisation, forecasting, design, modelling, prolonged monitoring of learning outcomes, observation and questionnaire survey were applied.Results and scientific novelty.The actualising reasons for CLIL approach in the Russian high school education were formulated and proved. The brief historical overview of didactic concepts was presented. The authors analysed temporary challenges which preceded the implementation of CLIL methodologies in the learning process of Tomsk Polytechnic University (TPU) and the introduction of programme “Vocational Training and Education in a Foreign Language” (3rd-4th years of education). The stages of teaching foreign language evolution at the university were distinguished: the anglification of engineering education transformed into multidisciplinary model of English for Specific Purpose (ESP); the creation of “pedagogical tandems” – the organization of courses with “double agents”; and, finally, CLIL training in which a cognitive component can be seen as the key characteristic and the main advantage. Success and failure in the field of CLIL practices available today at TPU were revised. The examples of private implementable practices were described and analysed. The research findings revealed the rationality when using various applied variations of CLIL methodology.Practical significance. The research outcomes allowed the authors to adjust not only the main educational programmes of higher education institution, but also internal programmes of professional development of teachers. Although the long-term experiment summarised in the publication in a single higher education institution does not apply for universality and mass circulation, the authors believe that experimentative materials will contribute to consistent embedding of CLIL courses into a complete system of vocational training.
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Alasheev, S. Yu, T. G. Kuteinitsyna, N. Yu Postalyuk, and V. A. Prudnikova. "Managerial focus of a regional vocational education and training system on the needs of socio-economic development." Education and science journal 23, no. 10 (December 15, 2021): 44–77. http://dx.doi.org/10.17853/1994-5639-2021-10-44-77.
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Introduction. The policy of the European Union and many other countries in the field of education and training of personnel with applied qualifications is traditionally focused on the needs of the economy of territories and the competitiveness of enterprises. Currently, a new organisational and managerial model is being approved in the Russian Federation, related to the world practice of innovative management. Some specific management tools of the targeted focus of VET systems on the needs of the economy have repeatedly been the subject of study. However, it has not been decided yet what specific sets of management tools should be used and how to effectively achieve the dynamic balance of personnel supply and demand in regional labour markets.Aim. The present research aimed to establish the features of the targeted managerial focusing of the activities of the regional VET systems on the needs of the socio-economic development of the constituent entity of the Russian Federation.Methodology and research methods. The research methodology is based on the following principles and approaches: system- and activity-based analysis of social objects, comparative analysis and modelling of social systems. The authors applied the metrological principle to compare the obtained values of indicators/indicators of the activity of VET systems with the “standard”, which is used as threshold values set by the method of expert assessments or by average values of indicators in current Russian monitoring studies. Aggregated indices were calculated as sums of normalised values of corresponding indicators groups.The following research methods were applied: questioning, expert assessment method, scaling, web analysis, content analysis of documents, methods of mathematical statistics in the processing of sociological data, methods of analysis, synthesis, generalisation, comparison, and abstraction in the interpretation of research results.The data sources were open-source databases (websites of the government of constituent entities of the Russian Federation, educational authorities, and professional educational organisations); statistical information; expert assessments of regional specialists and specialists of executive authorities in the field of education.Results and scientific novelty. As a result of the study, it was found that the management focus tools of the pilot regional VET system do not fully correspond to the needs of regionally oriented development. Regional differentiation is significant in accordance with most of the parameters, which characterise management tools for orienting the activities of the VET systems to the demands of the external environment. The spread in the values of indicators for the pilot regions reaches 80 %. According to several indicators, the identified differences are due to the different economic conditions of the regions. However, most of the parameters, which characterise the adaptability of regional VET systems, are not related to the economic component of the development of the constituent entities of the Russian Federation, and, are determined mainly by the factors of educational resources management and management models used by educational systems and individual professional educational organisations.Practical significance. The results obtained in the study make it possible to highlight the problem areas in the management of the VET system in the region and to identify reserves for enhancing the compliance of the conditions and results of the VET system and educational organisations with the needs of the socio-economic development of regions.
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Piątkowski, Marcin J. "Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States." Sustainability 12, no. 13 (July 6, 2020): 5437. http://dx.doi.org/10.3390/su12135437.
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Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States.
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Gomez, Sonia Martin, and Angel Bartolomé Muñoz De Luna. "Competence Training and Employability." Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 1. http://dx.doi.org/10.36941/jesr-2023-0001.
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The member countries of the European Union decided, two decades ago, to initiate a reform of university education, promoting the mobility and employability of students and emphasizing professional skills over the purely technical skills of each degree. Although the movement of university students between countries has been successful, there is still a significant gap between the demand for skills from the labor market and the university supply. Therefore, there is a need to investigate this fact and review from the employer's point of view, whether the skills training currently received by graduates of a Spanish university in the last three academic years is adequate to the demands of the labor market. For this, 367 interviews have been carried out from a database of 3,332 companies that have incorporated graduates of the university under study, either as interns or as employees; A mixed methodology is applied with online interviews and telephone interviews given the census nature of the study for those degrees with less demand. The research has a clear vocation for continuity, which will allow the analysis of the data to facilitate the guidelines towards a positive evolution of employability and skills training in future courses of different degrees, managing to reduce the existing gap between the labor demand of training in competencies and skills studies offered by higher education institutions.
Received: 10 October 2022 / Accepted: 23 December 2022 / Published: 5 January 2023
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BROŽIČ, LILIANA. "30 YEARS OF SLOVENIA’S INDEPENDENCE AND ITS SECURITY PERSPECTIVE." CONTEMPORARY MILITARY CHALLENGES, ISSUE VOLUME 2021/ISSUE 23/1 (May 14, 2021): 11–13. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.23.1.00.
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Every year, the first issue of Contemporary Military Challenges is published in May. This year, May is particularly important for Slovenia and especially for the Slovenian Armed Forces. Thirty years have passed since the first training of Slovenian military recruits on Slovenian territory. The beginning of this training additionally enraged the then authorities, especially the Yugoslav People's Army, and led to what is today known as the Pekre events. The first victim of the independence process fell, and the tensions due to the events that followed grew. They escalated into an armed conflict and a war, which fortunately did not last long. The independence process, however, began much earlier, before May of 1991, and ended with the departure of the last soldier of the former Yugoslav army from Slovenia in October of the same year. The thirtieth anniversary of Slovenian independence is an important milestone in Slovenian history. Unfortunately, this year it will not be commemorated as it should be as the COVID-19 pandemic has severely restricted us from socializing and celebration. It has also brought new circumstances and insights in many areas, where the resilience of the society and security should be particularly emphasized. The understanding and functioning of our national security system has been greatly influenced by the European migrant crisis in 2015, illegal migration, which is still underway, and the pandemic that has no end in sight. In the second semester of this year, Slovenia will hold the Presidency of the Council of the European Union. All of the above brings challenges as well as opportunities. We have learned a lot from the above, one of the most important findings being that self-sufficiency and the ability to take care of oneself are good. In a situation where all countries, not just EU members, are facing problems, it is very useful to be autonomous and independent of others. The various mechanisms of the European Union, NATO and some other international security organizations operate on the principles of solidarity, assistance and burden-sharing. However, it is very hard to share when everybody is lacking in something. The challenge for the future is certainly to anticipate trends, especially in security, to prepare accordingly, to own as much of what you need for yourself and for the functioning of your country, and, if possible, help other countries as well. It is the Common Security and Defence Policy of the European Union that requires more investment in the security and defence of countries, as well as in strengthening our common resilience. This has been included in several directives and other documents of the European Union, continually pointed out by its representatives; yet, according to the facts there is still a steady decline in this area. Perhaps Slovenia's Presidency of the Council of the European Union is the right opportunity to pay more attention to this topic. This year, May is also important for the Contemporary Military Challenges. Following last year’s indexing of the publication in the Crossref database, all articles that are available from the Digital Library of the Ministry of Defence of the Republic of Slovenia will, as of May 2021, also be available from the Military and Government Collection of the EBSCO database and in Air University Library Index in Military Periodicals. This will enable a greater exchange of views, opinions and ideas between Slovenian and foreign authors in the security, defence and military domains. In the Slovenian Armed Forces, a Military Strategy of the Republic of Slovenia is being drafted, and the now retired Brigadier General Branimir Furlan is writing a book on military strategy. Hence, there will be more than enough opportunities for interesting military-related reading. The issues of our publication will contribute to this as well. In this issue, Pavel Vuk writes about the Evolution of the concept of strategy and its relating with the politics. He begins by explaining the historical aspect, when military leaders still consider the combat strategy to be a necessary concept, and gradually moves into the strategy as a way of shaping the public policy and reflecting the political will of the ruling elite. More on how successful countries are in implementing their strategies can be found in the article. Valerija Bernik writes about the Perspectives and challenges of Slovenian military education system. In her article, we learn a lot about the latest changes in the Slovenian Armed Forces in this regard. The author participated in the process of establishing the Higher Military Vocational School (NCO College) and acts as its Head. However, the establishment of the school is not the end, but the beginning of a new path and new opportunities for military education. In her article Activities of the Slovenian Armed Forces during the COVID-19 epidemic, Tanja Kremžar Kovač writes about the experiences of the Slovenian Armed Forces in these exceptional circumstances. The mission of international operations and missions continues despite the epidemic and the various restrictions on movement and travel bans. The armed forces must remain active and effective regardless of the various obstacles. Her article describes in detail how the Slovenian Armed Forces have managed to achieve this. Marjan Horvat focused on an ever-topical issue. Leadership in the Slovenian Armed Forces touches upon some new, as well as some already known topics. Leadership is an area that has never been sufficiently researched and which, despite continuous training and many years of practice, can never be mastered enough. Therefore, every effort dedicated to making progress in leadership is a good investment in every organization, especially in the Slovenian Armed Forces. The COVID-19 epidemic prevents us from properly commemorating the 30th anniversary of our country's independence this year, so we may do so on some other occasion. However, remembering important events and personalities is essential for a nation’s consciousness and patriotism. Jerica Pavšič and Zvezdan Markovič write about this in their article Forms of collective remembrance of General Maister, where they establish how we have been remembering this important figure, his actions and consequences that mainly reflect in the territorial integrity of our country.
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Курганов, М. А. "Russian and foreign sociological longitudinal studies of educational and professional trajectories of youth." Vocational education and labor market, no. 3(46) (September 30, 2021): 143–56. http://dx.doi.org/10.52944/port.2021.46.3.013.
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В статье представлен аналитический обзор современных социологических лонгитюдных исследований образовательных траекторий молодeжи, которые проводятся в России, США и странах Европейского союза. Сравниваются цели, задачи, характеристики выборок исследований. Рассматриваются методологические особенности изучения траекторий молодых людей в образовательных системах и на рынке труда. Затрагиваются основные аспекты исследований образовательных траекторий и карьерных путей, находящиеся в фокусе внимания социологов: гендерные, этнические, социально-экономические и психологические. Приводятся выводы, полученные в ходе проведeнного исследования. Его результатом стало понимание, что западные и отечественные лонгитюдные исследования образовательных траекторий сходятся в том, что социальное положение, материальное благополучие, а также «образовательный опыт» родителей или же других членов семьи, оказывают большое влияние на принятие решений молодыми людьми относительно их дальнейшей образовательной и профессиональной карьеры. В контексте разных стран и планов исследований — описания образовательных траекторий студентов, прогнозного определения лиц, выбирающих тот или иной путь карьерного роста, последовательной реконструкции траекторий — было обнаружено, что малоресурсные группы в высшем образовании, такие как студенты из неблагополучных семей, следуют менее линейным и менее плавным траекториям в сфере высшего образования. Российские исследования отличает то, что они рассматривают и изучают образовательные и профессиональные траектории в тесной связке друг с другом, а также фокусируются на проблеме взаимосвязи между социально-экономическими факторами и индивидуальным выбором. Вместе с тем ощущается недостаток комплексного изучения нематериальных и некогнитивных факторов, влияющих на принятие решений в ответственный момент перехода к профессиональному образованию или же из системы образования на рынок труда. The article presents an analytical review of modern sociological longitudinal studies of educational trajectories of young people, which are conducted in Russia, the United States and the countries of the European Union. The goals, objectives, and characteristics of the research samples are compared. The methodological features of studying the trajectories of young people in educational systems and in the labor market are considered. The main aspects of the research of educational trajectories and career paths that are in the focus of sociologists ‘ attention are touched upon: gender, ethnic, socio-economic and psychological. The conclusions obtained in the course of the study are presented. It resulted in the understanding that Western and domestic longitudinal studies of educational trajectories agree that the social status, material well-being, as well as the “educational experience” of parents or other family members, have a great influence on the decision-making of young people regarding their further educational and professional career. In the context of different countries and research plans-describing the educational trajectories of students, predictive determination of people choosing a particular career path, consistent reconstruction of trajectories — it was found that low-resource groups in higher education, such as students from disadvantaged families, follow less linear and less smooth trajectories in higher education. Russian studies are distinguished by the fact that they consider and study educational and professional trajectories in close connection with each other, and also focus on the problem of the relationship between socio-economic factors and individual choice. At the same time, there is a lack of a comprehensive study of non-material and non-cognitive factors that influence decision-making at the crucial moment of transition to vocational education or from the education system to the labor market.
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Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.
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Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.
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Grabowska, Barbara. "Education of teachers in European Union countries." Osvitolohiya, no. 3 (2014): 40–41. http://dx.doi.org/10.28925/2226-3012.2014.3.4045.
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Hadfield, Amelia, and Robert Summerby-Murray. "Vocation or vocational? Reviewing European Union education and mobility structures." European Journal of Higher Education 6, no. 3 (October 20, 2015): 237–55. http://dx.doi.org/10.1080/21568235.2015.1099453.
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Giambona, Francesca, Erasmo Vassallo, and Elli Vassiliadis. "Educational systems efficiency in European Union countries." Studies in Educational Evaluation 37, no. 2-3 (June 2011): 108–22. http://dx.doi.org/10.1016/j.stueduc.2011.05.001.
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Antropova, Olga Alexandrovna. "Entrepreneurship Education at School in European Union Countries." Pedagogika. Voprosy teorii i praktiki, no. 9 (October 2022): 879–85. http://dx.doi.org/10.30853/ped20220134.
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Profiroiu, Constantin Marius, Carmen Valentina Rădulescu, Petrică Sorin Angheluță, and Ana Maria Călin. "Education and Employment of Population with Tertiary Education Attainment in the European Union." European Journal of Sustainable Development 11, no. 4 (October 1, 2022): 105. http://dx.doi.org/10.14207/ejsd.2022.v11n4p105.
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Changes in the labor market are due to changes in production processes. Automation and globalization lead to the need to update the skills of the workforce. Finding and accessing jobs is all the easier as people have a high level of education. In a globalized economy, maintaining a high level of competitiveness is a major challenge. Vocational education and training systems can provide the skills, knowledge and competencies needed for new jobs. Vocational education and training programs are thus solutions by which the lack of skills or skills gaps can be filled. For the period 2000-2020, the article presents the comparative situation of the share of the adult population with tertiary education attainment. Their participation in lifelong education and training programs is very important. The comparative situation of participation rate in education and training is also analyzed. The labor market can influence the areas that high school graduates can pursue in higher education. Thus, the article presents the distribution of tertiary education graduates according to field of education.
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Sheludko, Inna, and Mykola Bondarenko. "Professional Education Management: Comparative Analysis of Ukraine and European Countries’ Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 90–94. http://dx.doi.org/10.2478/rpp-2018-0024.
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AbstractThe comparative analysis of modern foreign concepts and systems of professional training of specialists in Western European countries has been carried out. Leading ideas, principles and regularities of the development of continuous professional education have been revealed. It has been stated that most developed European countries gradually reduce vocational education. At the same time, vocational and technical profiles of upper secondary education, which exist almost everywhere, with the exception of Great Britain, are actively developing. The consequence of these changes is the disappearance of many training profiles. Everywhere there is a tendency to prepare workers of advanced specialties. Today, European countries are working to solve the problem of “reducing training profiles to the minimum number”. At the same time profiling of high school is carried out. Different approaches to reforming the system of vocational education management in the countries of the world have been highlighted. Particular attention has been paid to the main areas of modernization of vocational education as a component of continuing education, the management of this process at the state, regional and local levels. Comparative analysis of materials in these areas has been carried out, the results of which suggest that the modernization of vocational education management in foreign countries is carried out using the principle of decentralization on the basis of the developed and adopted at the state level regulatory and legal basis. All countries have a clear division of powers at all levels of government (state, regional, local).
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Brine, Jacky. "Educational and Vocational Policy and Construction of the European Union." International Studies in Sociology of Education 5, no. 2 (January 1995): 145–63. http://dx.doi.org/10.1080/0962021950050202.
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Bostan, Nicoleta Geanina. ""FINANCIAL EDUCATION IN EASTERN EUROPEAN COUNTRIES"." SERIES V - ECONOMIC SCIENCES 13(62), no. 2 (December 21, 2020): 125–32. http://dx.doi.org/10.31926/but.es.2020.13.62.2.13.
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"In the context of economic disparities among the countries of the European Union, the paper analyses the status of financial literacy for people living in East European countries, the way to increase financial knowledge through financial education and finally leading to a higher and more effective financial inclusion. Economic gaps are a major challenge for Eastern European countries. Their recovery can be done through efficient public policies harmonized with actions to increase the degree of financial education of the population. Policy makers, public institutions and non-profit organisation involved in financial education matters can benefit from this analysis and conclusion just as much as researchers. "
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Marynchenko, Yevhenii. "Innovative Approaches to Vocational Education Teachers′ Training Within the Educational Space of European Countries." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 81–85. http://dx.doi.org/10.1515/rpp-2017-0027.
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Abstract The article examines the main approaches to content, forms and methods of training future teachers of vocational education in Europe. It has been found that the structure and content according to national traditions and European standards have led to success of European vocational education. It has been proved that training is practiceoriented, has a solid fundamental basis and is interdisciplinary, effectively contributes to the forming of a professional outlook. We have identified common trends in training teachers of vocational education: flexible training programs based on a broad concept of competence and establishment of closer links between education institutions and research laboratories; greater attention to quality control through a large diversity in the education content; increasing autonomy of education institutions that widens their perspectives, obligatory research and innovation projects within training of future vocational education teachers, diversity of forms and methods of professional training that develops creative innovative thinking, the importance of using ICTs in the training. All these aspects prove innovative nature of European education and great opportunities for training future vocational education teachers′ readiness for creative professional activity.
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Franco, G. "Occupational physicians' education and training across European Union countries." International Archives of Occupational and Environmental Health 72, no. 5 (August 16, 1999): 338–42. http://dx.doi.org/10.1007/s004200050385.
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Moskvina, Julija. "Digital Education: Lithuania among Other European Union States." Acta Paedagogica Vilnensia 47 (December 30, 2021): 52–68. http://dx.doi.org/10.15388/actpaed.2021.47.4.
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Digital learning has become an everyday experience for a significant part of the population during a pandemic, regardless of their technical and psychological readiness. Both the more and less technologically advanced countries have faced the inevitable need for large-scale deployment of digital learning. This paper presents an assessment of the development of digital learning in Lithuania and the EU countries in 2019, i.e., before the pandemic began. The evaluation is carried out using the Index of Readiness for Digital Lifelong Learning, developed by the Center for European Policy Studies (CEPS) using official indicators and expert evaluation.Despite the growing number of studies aimed at assessing the digital divide in modern society and in education in particular, there is still a lack of empirical material to shed light on the link between the extent of digitalization, its determinants (such as national governance in promoting digitalization), and changes in learning outcomes caused by digitalization. The findings from the CEPS study presented in the paper are the first attempt to move beyond the assessment of the prevalence of learning digitalization in different European countries, taking a holistic view of digitalisation-induced changes in learning outcomes and participation with a special focus on digital learning policy as an important component of digitalisation development.The aim of this article is to assess the digital learning situation in Lithuania using the Index of Readiness for Digital Lifelong Learning, which was developed before the pandemic in 2019. The progress of European Union countries in developing digital learning is reviewed in the paper, based on the results of CEPS (2019) research. The Index of Readiness for Digital Lifelong Learning and the results of Lithuania’s assessment using the methodology developed by CEPS are presented here. The description of the situation in Lithuania is based on the second component of the Index titled “Institutions and policies for digital learning”.In order to qualitatively assess the country’s strategic provisions for digital learning, the method of analysis of the country’s strategic documents was applied. Public expert opinions were included into the analysis of the situation in Lithuania. An interpretation of the comparative analysis of the obtained index values is presented.Standard indicators from the Eurostat, Eurobarometer, OECD, Bertelsmann Stiftung, World Bank, and expert surveys were used to create the combined Index of Readiness for Digital Lifelong Learning. The index is constructed as a weighted average of indicators divided into three categories: learning participation and outcomes, institutions and policies for digital learning, and availability of digital learning. The assessment of the situation in the EU countries, carried out according to the developed methodology, allowed to calculate the value of the Index for each country. Lithuania ranks 11th in the overall EU-27 ranking with an Index value of 0.623.A more detailed analysis allowed us to see that the countries’ ratings can differ significantly according to the different categories of the Index. The Scandinavian countries lead in terms of learning participation and outcomes and, together with the Netherlands and Austria, in terms of availability of digital learning. Southern European countries received relatively high ratings in the Index category “institutions and policies for digital learning”, which reflects their determination to strengthen their position in the digital world. Estonia and the Netherlands also found themselves among the leaders in this category. Lithuania’s relatively high position in the list is also based on positive evaluations of the indicators of the second component of the Index (i.e., policies and institutions), while participation and learning outcomes were assessed modestly. Using the example of Lithuania, the article provides arguments in favor of why the second component of the Index should not be given.
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Habibov, Nazim, Alena Auchynnikova, and Rong Luo. "The effect of different types of education on the likelihood of employment in 29 post-communist countries of Eastern Europe and the former Soviet Union." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 723–38. http://dx.doi.org/10.1108/heswbl-09-2018-0092.
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Purpose The purpose of this paper is to study the effects of a variety of levels of education, namely, high school, vocational and university education, on the probability of being employed in Eastern Europe and the former Soviet Union. Design/methodology/approach The data are from two waves of the Life-in-Transition Survey that covers 29 post-communist transitional countries. The number of binary logistic models is estimated to quantify the effects of different types of education on the likelihood of being employed, while controlling for different sets of covariates. Findings The findings reveal that the effect of employment associated with university education is higher than that of vocational education, which in turn is higher than that of high school education. However, the differences between the effects of the various levels of education are not considerable. Any specific level of education is always associated with a higher effect in Eastern Europe as compared to the former Soviet Union. The effect of education is also found to be higher for females than for males. In the former Soviet Union, the positive effect of university and vocational education on employment is found to go down with age. Originality/value This is the first study which compares effect of different types of education on probability of being employed on a diverse sample of 29 post-communist countries over the period of five years.
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Voinia, Claudiu Sorin, Ana Tuşa, and Carmen Simion. "Quality Assurance Systems in Education and Training in Europe." ACTA Universitatis Cibiniensis 64, no. 1 (November 1, 2014): 94–97. http://dx.doi.org/10.2478/aucts-2014-0017.
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Abstract Member States have a duty to compare and learn more about the national education and professional training. The objectives of this paper were to identify specific characteristics, developments and highlighting key priorities in coordinating the development of specific quality assurance processes in the European Union. The aim of this work was to present the quality assurance systems in vocational education and training systems in the Member States of the European Union. The results were to identify the extent to which national initiatives of EU member States show interest in the quality of education. Data from research can be useful in developing strategic sector development programs, and local schools
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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.
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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.
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Malinowski, Mariusz, and Lidia Jabłońska-Porzuczek. "Female activity and education levels in selected European Union countries." Research in Economics 74, no. 2 (June 2020): 153–73. http://dx.doi.org/10.1016/j.rie.2020.04.002.
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Banelienė, Rūta. "EVALUATION OF THE EFFICIENCY OF ECONOMIC POLICY UNDER THE EUROPE-2020 STRATEGY IN SMALL EUROPEAN UNION COUNTRIES." Ekonomika 92, no. 2 (January 1, 2013): 7–19. http://dx.doi.org/10.15388/ekon.2013.0.1418.
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Abstract. The evaluation criteria to measure the efficiency of a state’s economic policy in terms of integration processes in the European Union were determined in the Europe 2020 Strategy endorsed by the European Council in June 2010. According to the Strategy, the European Union has committed to seek progress in the fields of employment, investment in R&D, climate change and energy, education, and poverty reduction. With a view to assessing the economic impact of the above commitments by the European Union vis-a-vis small European Union countries, this article provides an evaluation of the three objectives of the Europe 2020 Strategy – employment, education, and investment in R&D – and their impact on the economic growth in smaller countries of the European Union.This article concludes that many of the smaller European Union countries choose not to be ambitious enough in their national objectives of employment, education, and investment in R&D areas under the Europe 2020 Strategy and, during the 2011–2020 period, they show on average a 4.8% lower annual GDP growth than it could potentially be, i.e. they abandon far-reaching ambitious targets.Key words: economic policy, small European Union countries, Europe 2020 Strategy, employment, education, R&D
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Sulaiman, Saqer. "Arab Youth Migration to the European Union." Pro Publico Bono - Magyar Közigazgatás 8, no. 4 (2020): 106–21. http://dx.doi.org/10.32575/ppb.2020.4.8.
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Migration from Arab countries to European countries started many decades ago. It has been driven by a variety of push–pull factors. The two main factors are economic deterioration and political instability. Many young people migrated to escape unemployment, poverty and poorworking conditions. Others fled the effects of war and conflicts. This paper reviews Arab youth migration to European countries, its drivers, and the way it impacts the origin countries, host countries and the immigrants. Despite some negative implications of migration on the origin countries such as education cost and deprivation of the country from the potential capacity of skilled people, the benefits of these countries are rather clear and include remittances, knowledge and experience transfer. However, mitigation of Arab youth migration challenges is not an easy task; it needs new governmental approaches to reduce unemployment rates, as well as the active involvement of youth in economic and political life.
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Mikuła, Aneta, Małgorzata Raczkowska, and Monika Utzig. "Pro-Environmental Behaviour in the European Union Countries." Energies 14, no. 18 (September 9, 2021): 5689. http://dx.doi.org/10.3390/en14185689.
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The purpose of the presented research is to assess pro-environmental behaviour (PEB) in European Union countries in 2009 and 2019. The study used a synthetic measure developed using the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) benchmark method. This method enables distinguishing classes and ranks of countries depending on the adopted characteristics. Basic measures of descriptive statistics, i.e., average, standard deviation and the coefficient of variation, were used in the analysis of the data set. The main research question addressed in this study concerns the relationship between the level of PEB and economic, demographic, and educational factors—not only on a micro scale but also from the macroeconomic perspective. The research has revealed a wide variety throughout the European Union (EU-27) countries in terms of pro-environmental behaviour. Sweden, Finland, and Denmark top the ranking, while Malta, Greece, Spain, and Romania are at the bottom of it. Northern European countries can therefore be identified as a group that represents a positive benchmark in terms of PEB across the European Union (EU-27). The correlation between PEB and selected economic, demographic, and education-related variables was also investigated. Country-level PEB is correlated with demographic and economic variables, but it is not correlated with education-related variables.
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Sklias, Pantelis, Spyros Roukanas, and Giota Chatzimichailidou. "Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion." KnE Social Sciences 1, no. 2 (March 19, 2017): 274. http://dx.doi.org/10.18502/kss.v1i2.662.
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<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>