Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Continuing education – European Union countries.
Articles de revues sur le sujet « Continuing education – European Union countries »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleurs articles de revues pour votre recherche sur le sujet « Continuing education – European Union countries ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les articles de revues sur diverses disciplines et organisez correctement votre bibliographie.
1
Sysoieva, Svitlana, et Olena Protsenko. « IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA : REGULATORY PROVISION ». Continuing Professional Education : Theory and Practice, no 2 (2020) : 78–84. http://dx.doi.org/10.28925/1609-8595.2020.2.11.
Texte intégralRésumé :
The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space
2
Piškorjanac, Silvija. « Oncology nursing and EONS (European Oncology Nursing Society) influence in Eastern Europe ». Sestrinska vizija 5, no 8 (2021) : 34–37. http://dx.doi.org/10.5937/sestrviz2108034p.
Texte intégralRésumé :
European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. The situation is similar or the same in many other Eastern European countries. Experience in nursing education in different European countries can be useful in improving nursing education in Croatia. Cancer nursing specialization in the Republic of Croatia, as in many Eastern European countries, exists only on paper, unlike in Western Europe, the USA or Australia. Eastern European cancer nurses can be trained with the assistance of EONS (European Oncology Nursing Society) which is an umbrella organisation providing leadership in all areas of cancer nursing, research, practice, continuing education, communications and advocacy for better recognition of cancer nursing across Europe.
3
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.
Texte intégralRésumé :
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.
4
Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen et Finn Børlum Kristensen. « HTA EDUCATION AND TRAINING IN EUROPE ». International Journal of Technology Assessment in Health Care 18, no 4 (décembre 2002) : 808–19. http://dx.doi.org/10.1017/s0266462302000612.
Texte intégralRésumé :
Objective: To identify training programs and educational resources in health technology assessment (HTA) in Europe.Methods: A postal survey among potential informants in European countries and Israel, expanding on surveys among ISTAHC and INAHTA members. Informants were identified either using HTA networks or by means of Internet sources.Results: The combined results of the three surveys show that in the European Union (EU), including Norway and Switzerland, 13 of 17 countries (76%) provide either university level courses or continuing education HTA courses. In the candidate EU countries, 4 of 10 countries (40%) provide HTA courses. In the remainder of countries, only Israel provides HTA courses. Ten different types of courses were identified, mainly applying traditional teaching methods. A substantial number of the courses were first organized in recent years. Many countries in central and eastern Europe expressed the wish to become more involved in HTA.Conclusion: There is a rapid increase in the number and diversity of courses in HTA in Europe. In particular, countries in the EU are well represented. Education and training in HTA is scarce in EU candidate membership countries, and virtually absent in the remainder of countries. In general, HTA as a field is in the process of becoming established and institutionalized both in individual countries and internationally. To stimulate this development in the area of education and training, both bilateral cooperation and an EU-wide coordinated effort are recommended.
5
Hughes, Anna, et Edward Thomas. « Cultural influences on the professions in European Union countries and their implications for continuing professional development ». International Journal of Lifelong Education 15, no 2 (mars 1996) : 107–13. http://dx.doi.org/10.1080/0260137960150205.
Texte intégral
6
Mutlu, Gülçin. « A comparative look at the teacher training systems : Belgium - Flemish Community and Turkey ». Journal of Human Sciences 13, no 2 (12 août 2016) : 3320. http://dx.doi.org/10.14687/jhs.v13i2.3809.
Texte intégralRésumé :
This study aims to have a comparative look at the two countries, Belgium - Flemish Community and Turkey with regard to teacher training systems and qualitatively investigate the differences between these countries. The comparison themes for which these comparative analyses were based on were derived following a determination of the most prominent aspects of teacher education terminology. These themes include such education and teacher education related concepts as a) teacher education curriculum components, b) teacher employment, c) teacher career steps, d) in-service training, e) status of teachers and f) teacher evaluation. Comparative results were presented by means of the data gathered with regard to the above themes. The analyses indicated several differences between the teacher training systems of the two countries especially in relation to evaluation and accreditation of the teacher training programs, continuing professional development options, teacher evaluation methods and functioning of the teacher unions. Thus, in the light of the results of this study, several recommendations were put forth about the potential problem areas in our local context, that is, Turkey and what could be done to overcome those in the field of education as a candidate state of the European Union.
7
Paaske, William P. « The Status of Vascular Surgery as an Independent Specialty in Europe : Are the Relationships with General and Cardiothoracic Surgery a Problem ? » Vascular 12, no 1 (janvier 2004) : 7–14. http://dx.doi.org/10.1258/rsmvasc.12.1.7.
Texte intégralRésumé :
Vascular surgery has established a clear clinical and scientific profile in Europe over the last decade, but it presents a highly complex, disorganized, and unplanned pattern. It is a specialty in the majority of the present member states of the European Union (EU), but in the United Kingdom, Germany, the Netherlands, and Sweden this is not the case. With the current expansion of the EU with 13 countries, mainly from the former Eastern Bloc, it will be even more necessary to ensure at least some level of convergence in the standards of training, certification, quality assured practice, continuing medical education, recertification, access to and quality of care, etc, because free migration of doctors, and patients, is a derivative of the cornerstones of the EU treaties, namely free movement of the citizens (and capital). The profession has been successful in creating a simple and coherent system for organization within the European Union of Medical Specialists with a board of vascular surgery, for a (voluntary) European proficiency test for specialists (the EBSQ-Vasc), and for European continuing medical education, all in close collaboration with the premier scientific society, the European Society for Vascular Surgery. The fantastic reductions in working hours for young doctors in the EU represent a serious threat to standards of training and, ultimately, to the patients. This, in connection with increased litigation and compensation demands for incompetence and negligence, makes it even more necessary to establish European minimum standards for training, professional competence, and an obligatory European specialist examination. A key element in this difficult process is the establishment of vascular surgery as a specialty in all member states. Day-to-day collaboration with radiologic interventionalists has developed pragmatically at the local level in most places, but only when the administrative structures mature and vascular surgery becomes a specialty in all countries will the necessary tools be available for the avoidance of professional conflicts with colleagues from other specialties.
8
Savchenko, Nataliia. « COMPARATIVE CHARACTERISTICS OF MASTER'S PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION IN UKRAINE AND ABROAD ». Academic Notes Series Pedagogical Science 1, no 206 (janvier 2022) : 74–81. http://dx.doi.org/10.36550/2415-7988-2022-1-206-74-81.
Texte intégralRésumé :
The article examines the system of university education in Ukraine and the countries of the European Union in the context of integration and accession of countries to the single European educational space. At the current stage of society's development, one of the main tasks that must be solved, and which is dictated by the imperatives of the Bologna process, is ensuring the quality of higher education in Ukraine. Therefore, the experience of European countries in reforming the higher education system is extremely important for Ukraine. Analyzing the higher education systems of European countries, the author notes that they are characterized by new common features, including the introduction of pan-European educational standards, increased mobility of students and teachers, unimpeded opportunities to borrow progressive foreign educational achievements, and the expansion of the labor market. It has been proven that the following features are characteristic of modern all-European pedagogical education: the desire to meet the demands of modern society, taking into account the integration processes in Europe; taking into account the labor market; presence of the principle of autonomy; continuity between phases and teacher training institutions; development of the methodological base of pedagogical education in order to find development prospects. Awareness and critical understanding of this experience allows Ukraine to optimize the reform process. The author notes that a feature of professional training and professional development of higher school teachers in the countries of the European Union is the formed positive experience, which is based on modern conceptual provisions and technological models of professional training of future teachers. The article proves that the systematization and creative use of the achievements of Western colleagues will make it possible to determine a complete system of conditions necessary for their introduction into the national sphere of higher education, which will significantly increase the quality level of training of future teachers of a higher school in the conditions of a master's degree.
9
Bulvinska, Oksana. « TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF STAFFING AUTONOMY OF UNIVERSITIES : EUROPEAN EXPERIENCE ». Educological discourse 36, no 1 (2022) : 161–84. http://dx.doi.org/10.28925/2312-5829.2022.19.
Texte intégralRésumé :
The article is devoted to the peculiarities of continuing professional development of European higher education institutions teachers' in the conditions of university autonomy. It is emphasized that the relationship and interdependence of teachers' professional and career development is a necessary condition for universities' staffing autonomy, which allows them to make decisions about career development, promotion of academic and administrative staff. 9 different models of professional development are characterized, the positive and negative properties of each of them are determined. The article analyzes the experience of organizing professional development and career support for teachers at the University of Tartu (Estonia), Uppsala University (Sweden), University of Edinburgh (Scotland, UK). Estonia, Sweden and the United Kingdom are the leaders among the countries of the European Union in the level of universities' staffing autonomy. It is proved that universities are not limited to one model of teachers' professional development, but offer a combination of practices, processes and conditions from different models. Such integration of a different models' range of professional development corresponds to the university autonomy's principles and is the most favorable and effective for academic staff.
10
Romaniuk, Oksana. « European Experience in Teacher Education and Pedagogical Mastery Development ». Comparative Professional Pedagogy 5, no 4 (1 décembre 2015) : 87–92. http://dx.doi.org/10.1515/rpp-2015-0071.
Texte intégralRésumé :
Abstract In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.
11
Tarca, Elena, Simona Gavrilescu, Laura Florescu, Alina Mariela Murgu, Monica Ungureanu, Vasile Valeriu Lupu et Dana Elena Mindru. « INFECTIONS AND PREMATURITY, IMPORTANT RISK FACTORS FOR NEONATAL MORBIDITY AND MORTALITY ». Romanian Journal of Infectious Diseases 19, no 4 (31 décembre 2016) : 222–25. http://dx.doi.org/10.37897/rjid.2016.4.2.
Texte intégralRésumé :
Infant mortality is a major problem in developing countries and, unfortunately, this is the case of our country as well, given that Romania ranks first in the European Union in this respect, with an infant mortality rate of 9 ‰, compared to an average of roughly 4 ‰. Worldwide, over 15 million babies are born prematurely each year and, out of these, more than a million die due to prematurity and infections, which are the main risk factors for neonatal mortality. The risk of infection is several times higher in preterm newborns than in full-term newborns – about 80% of neonatal infections occur in premature infants. A significant proportion of the survivors of prematurity will have important neurological sequelae because of neonatal infections as well as of intracerebral bleeding or hypoxia at birth. Continuing medical education in both the general population and the medical sector is crucial in preventing premature births and neonatal infections and, consequently, in decreasing infant morbidity and mortality rates in our country.
12
Zancajo, Adrián, Antoni Verger et Pedro Bolea. « Digitalization and beyond : the effects of Covid-19 on post-pandemic educational policy and delivery in Europe ». Policy and Society 41, no 1 (1 janvier 2022) : 111–28. http://dx.doi.org/10.1093/polsoc/puab016.
Texte intégralRésumé :
Abstract Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year’s continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries’ policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers’ development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.
13
Papadakis, Sophia, Paraskevi Katsaounou, Christina N. Kyriakos, James Balmford, Chara Tzavara, Charis Girvalaki, Pete Driezen et al. « Quitting behaviours and cessation methods used in eight European Countries in 2018 : findings from the EUREST-PLUS ITC Europe Surveys ». European Journal of Public Health 30, Supplement_3 (1 juillet 2020) : iii26—iii33. http://dx.doi.org/10.1093/eurpub/ckaa082.
Texte intégralRésumé :
Abstract Background We examined quit attempts, use of cessation assistance, quitting beliefs and intentions among smokers who participated in the 2018 International Tobacco Control (ITC) Europe Surveys in eight European Union Member States (England, Germany, Greece, Hungary, the Netherlands, Poland, Romania and Spain). Methods Cross-sectional data from 11 543 smokers were collected from Wave 2 of the ITC Six European Country (6E) Survey (Germany, Greece, Hungary, Poland, Romania and Spain—2018), the ITC Netherlands Survey (the Netherlands—late 2017) and the Four Countries Smoking and Vaping (4CV1) Survey (England—2018). Logistic regression was used to examine associations between smokers’ characteristics and recent quit attempts. Results Quit attempts in the past 12 months were more frequently reported by respondents in the Netherlands (33.0%) and England (29.3%) and least frequently in Hungary (11.5%), Greece (14.7%), Poland (16.7%) and Germany (16.7%). With the exception of England (35.9%), the majority (56–84%) of recent quit attempts was unaided. Making a quit attempt was associated with younger age, higher education and income, having a smoking-related illness and living in England. In all countries, the majority of continuing smokers did not intend to quit in the next 6 months, had moderate to high levels of nicotine dependence and perceived quitting to be difficult. Conclusions Apart from England and the Netherlands, smokers made few quit attempts in the past year and had low intentions to quit in the near future. The use of cessation assistance was sub-optimal. There is a need to examine approaches to supporting quitting among the significant proportion of tobacco users in Europe and increase the use of cessation support as part of quit attempts
14
Krystopchuk, Tatiana. « NATIONAL STANDARDS AND MODELS OF PROFESSIONAL TRAINING IN THE EU COUNTRIES ». Pedagogical Process : Theory and Practice, no 1-2 (2019) : 106–12. http://dx.doi.org/10.28925/2078-1687.2019.1-2.106112.
Texte intégralRésumé :
The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.
15
BYALIK, O. « EXTRACURRICULAR ACTIVITIES AS AN EFFECTIVE MEANS SEXUAL EDUCATION OF STUDENT YOUTH IN FOREIGN COUNTRIES ». Pedagogical Sciences, no 75-76 (12 décembre 2020) : 26–32. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226362.
Texte intégralRésumé :
The article reveals the features of extracurricular activities in sexual education of students in foreign countries, where active participation are Health Centers, Women’s Health, Family Planning Centers and counseling centers for pregnant women, youth centers, AIDS Prevention Centers, youth organizations and other state and public institutions, establishments, societies of local, national and international levels, libraries, sports and improving establishments.Sex education is closely linked to school curricula and the involvement of teachers. Recent analysis of numerous studies has shown that in the European Union the trend of using out-of-school institutions to increase the level of preparation of the younger generation for adult life, provides an opportunity to implement the principle of continuity in gender, to reach as many young people base of counseling centers for young people, anonymous counseling services via telephone lines or online consultations (consultations on prevention of unwanted teenage pregnancy, orgasm, masturbation, homosexuality or sexual practice, contraception, etc.).The study identified the creation of youth centers operating within the Council of Europe’s youth program, which provide meetings, seminars and training courses for young people, including students, working closely with external organizations, including non-governmental organizations, in including youth organizations. They have youth clinics aimed at promoting physical and mental health, empowering young people to develop their sexual identities, and preventing unwanted pregnancies, STDs and HIV/AIDS.
16
Aksakal, Vecihi, Sümer Haşimoğlu, Bahri Bayram, Yaşar Erdoğan, Hilal Ürüşan Altun et Mahir Murat Cengiz. « Sustainability Organic Agriculture and Livestock Production with Respect to European Union in Eastern Anatolia and East Black Sea Regions ». Turkish Journal of Agriculture - Food Science and Technology 4, no 11 (20 novembre 2016) : 1024. http://dx.doi.org/10.24925/turjaf.v4i11.1024-1030.758.
Texte intégralRésumé :
The majority of farm households in Turkey and especially the Eastern Anatolia are still based on low-input semi subsistence agriculture and livestock production. Despite a slow decline in recent years, agriculture and livestock production remains a major employer in Turkey and it is a significant contributor to the country’s gross domestic product, GDP. Whist Turkey is one of the EU candidate countries, is self sufficient in food production and Turkish agriculture is poorly structured inefficient, with farming in the Eastern Anatolia being mainly subsistence farming. Yet, these traditional rural structures combined with poor access to low level of education and low level of off-farm unemployment problem makes the situation more complicated and unsustainable. The best way to promote sustainability, better and higher production of Eastern Anatolian and rural Turkey is to invest in the local people, villages through improved, continuing and effective agricultural and livestock programs in particular. Investment in human capital especially in the rural areas leads to more employment opportunities through entrepreneurship and innovation in organic agriculture and livestock production. A holistic approach to developing and improving supply chains could unlock the potential for sophisticated, state-of-the-art organic agriculture and livestock producers and businesses in the region to become EU and global players. Eastern Anatolian livestock producers and the farmers have the ambitions to take part in future progress because the region is naturally organic not by design but default. It is for sure that present potential of the region has not been fully determined and utilized. EU has greatly benefited from previous enlargements economically, politically and socially. When European Union (EU) and Turkish Government relations considered and accession of Turkey to EU would be the logical consequence of the previous accessions. The screening on chapter 11 (Agriculture and rural development) is one of the important criteria and Turkey is working on to meet these benchmarks.
17
Uzunboylu, Huseyin, et Cigdem Hursen. « Message From the Editors ». Cypriot Journal of Educational Sciences 11, no 4 (29 décembre 2016) : 160. http://dx.doi.org/10.18844/cjes.v11i4.1288.
Texte intégralRésumé :
Dear Colleagues
It is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 6 full length articles written by authors from Spain, Turkey, Cyprus.
The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Baena Ampudia, Ana Mª; Fernández Tilve, Mª Dolores have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. On the other hand, Magda Maria Ventura Gomes da Silva, María del Pilar Quicios García investigate some results of an international research on the social risk manifestations published in eight periodicals in Rio de Janeiro (five newspapers: O GLOBO, EXTRA, MEIA HORA, O DIA, EXPRESSO and three magazines: ÉPOCA, ISTO É, VEJA) from July 2013 to December 2014. The results of the qualitative study were obtained by analysis of the most frequent categories of the social risks found. Also, Pelin Piştav Akmeşe, Nilay Kayhan aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. In addition to these, Eser Ceker and Fezile Ozdamli aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of PBL). Also Murat Tezer, Celalettin Ozden and Mucahit Elci investigate the relationship between academic achievement and attitudes towards technology and design lesson of the middle school eighth grade students. Finally Basak Baglama and Mukaddes Sakalli Demirok aims to determine the views of preservice special education teachers about early childhood intervention.
I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.
Best regards,
Editor-in-Chief
Prof. Dr. Huseyin Uzunboylu
Executive Editor
Assoc. Prof. Dr. Cigdem Hursen
18
Majumdar, Ananda. « Immigrants and Refugees in Globalized World ». Asian Journal of Humanity, Art and Literature 6, no 2 (31 décembre 2019) : 87–104. http://dx.doi.org/10.18034/ajhal.v6i2.354.
Texte intégralRésumé :
Globalization, Neo-liberalization, Post-modernism are approaches that makes the world one, it has increased cultural exchanges, academic exchanges, trade and business exchanges and is useful for all developing countries on the globe, if those are its advantages, people migration through illegally is its disadvantages, there was no global terms of legal or illegal immigration at the beginning of 19th century, United Nations General Assembly in 1948 states that everyone has the right to leave any country including his own and to that return country, but it has not been honoured by developing countries, due to changes of world order, population growth, regional conflicts, war, civil war, poverty, people start to moving from one to another country, population growth in developing countries is one of the most important reasons that forced people leave their land and to migrate illegally or legally, though legal immigration has processes for their further innovation, development but illegal immigration is a curse for developed countries, countries that are industrially developed like United Arab Emirates, Kuwait, people from developing world are forcing to leave due to war, civil war, community clashes, and to taking shelter as a refugees but at the end most of them are not returning after normalization of their own conflicts, people are moving without documents, in the United Europe, European Union policies are trying to control immigration from non-member countries such as immigrants from Morocco and other North Africans countries are migrating illegally to Spain for a better life and to came out from miserable life from their own countries but the Spain Government declares to deport people from non-members countries who are living illegally in Spanish land, England declares to controlling access of all Romanian and Bulgarian to the UK who are benefitting as EU member country, upon acceptance of all East European countries as the member of EU, approximately 427,000 East Europeans, mostly from Poland have registered for employment in Britain, though Western Europe are more inclined to hire Eastern European than Asian and Africans, but yet Britain decided to came out from EU because of illegal immigration to Britain from Eastern Europe which negatively affected their economy and job security of original British citizens’, so what is the solution for the worst crisis of illegal immigration and refugees accommodation world-wide? Is it forcing them to back their own countries? Is it taking initiatives through both North and South countries for the solution of the problem? Or is it solving really? A continual discussion of alternative solutions world-wide has to be discovered for the reduction of the problem of refugees and immigration world-wide, communication between developing and the developed countries have to be strength for the resolution of faster population growth in developing countries, assistance by the developed countries in war conflicted regions has to be increased, universal birth control education need to be formed, I tried to discussed the problems, reasons, and its solution as one of my focused areas in international development, it is something that I would like pursue my study in the near future as a continuing student, I hope I will be succeed.
19
Zarezankova-Potevska, Maria. « Education Component in Creation of Entrepreneurship Society ». Nauki o Wychowaniu. Studia Interdyscyplinarne 3, no 2 (30 décembre 2016) : 109–23. http://dx.doi.org/10.18778/2450-4491.03.07.
Texte intégralRésumé :
Entrepreneurship as a style and way of thinking and working has century’s long history in the human society. Thanks to creative and open-minded people in the past and today, the human societies ensured rapid growth and improved the living standards. Innovative ideas triggered higher level of economic development in the world through new technologies, which has led to improving the quality of life. Unfortunately, not all countries in the world enjoy the same social progress, due to many problems in the areas of economic and political domain, access to natural and human resources, demographic issues, low level of education, etc. The history of economics has shown that in the countries with open market economy, the entrepreneurial spirit is developed on the higher level. The entrepreneurial culture provides many opportunities for implementation of more innovative business ideas, new technical solutions, advanced technologies, new working methods and continued life-long education aimed to improve the life of the society. Creative people and their ideas are crucial for the development and cultivation of the entrepreneurial spirit and culture in every country, which is closely connected to the education level gained through the formal and informal education systems, which depend of the country’s economic development. A good education system plays an important role in creating good economic policies in each country, has influence on the economic development, business performance and the progress of the whole human society. Innovation is a unique path to prosperity and well-being. Therefore, the economic scientists recognize entrepreneurship as a dynamic factor of production, in addition to labor, capital and land. The European Union (EU) recognizes and promotes many strategies and polices that focus on teaching entrepreneurship from early ages, starting within primary and secondary education, and continuing at the university levels. Developing new education curriculum in formal and informal education systems is a priority in the government’s policies of the developed countries. The curriculum might include compulsory courses in entrepreneurship, continuous learning, and tailored courses with specific task to teach people how to be creative and innovative, regardless of their cultural differences and traditions. Universities should play an important role in educating young people how to do business to work and succeed in the global market economy. The universities in many developed countries such as the USA, Japan, and Germany, have opened business centers, supported technological incubators and parks, and established specialized agencies that provide help and support to entrepreneurs. All these activities contribute to the development of the entrepreneurial society, where creative people can easily find their place for business and life. Thus, education is one of the key factors of economic development. The knowledge-based economy is a modern economy that makes the goal of many countries of today’s world. The less developed states should strive towards the modern trends in the education processes as well as business and entrepreneurial behavior, which is the critical factor in the development of economic and social welfare. They should make more efforts to support the business environment through progressive and modern education systems that would facilitate the development of entrepreneurial spirit and culture. Additionally, they should follow the new trends in the global economy that lead to social cohesion and better economic prosperity.
20
Prodanchuk, M. G., A. A. Kalashnikov et N. V. Kurdil. « ORGANIZATION OF SPECIALISTS EDUCATION AND TREINING IN THE FIELD OF PREVENTIVE MEDICINE IN UKRAINE : PAST AND PRESENT ». Клінічна та профілактична медицина 4, no 9-10 (17 octobre 2019) : 12–21. http://dx.doi.org/10.31612/2616-4868.3(9).2019.02.
Texte intégralRésumé :
Summary. Changes in many areas of economic activity in Ukraine, the introduction of the latest technologies, the emergence of new objects of sanitary and epidemiological surveillance and an increase in the level of environmental hazard pose new challenges in the field of preventive medicine, which requires the improvement of theoretical knowledge and practical training of specialists.
Aim. Theoretical justification of new approaches to postgraduate training of Preventive Medicine Physicians in Ukraine in connection with the transformation of the healthcare system into the Public Health system of Ukraine and the introduction of a new model of postgraduate education – the Continuous Professional Development system.
Materials and methods. Normative legal acts of Ukraine in the field of medical education and in the field of activity of the sanitary-epidemiological service of Ukraine were used. The theoretical and methodological basis of the study was made up of the methods: bibliosemantic, logical-structural approach, and content analysis.
Results and discussion. The system of training specialists in preventive medicine, which was created during the years of independence of Ukraine in accordance with the needs of the system of the State Sanitary and Epidemiological Service of Ukraine, is considered. The analysis of problematic issues related to the modern undergraduate and postgraduate education of preventive medicine doctors in the new legislation in the field of education and science in Ukraine is carried out. The priority areas of development of the system of postgraduate education and training of specialists in preventive medicine based on the model of Continuing Professional Development are highlighted. A new look at the specialty "toxicology" as a promising area of scientific and practical activity and a key tool of the Public Health system is substantiated. The programs of education and training for toxicologists according to the standards of the European Union countries were presented. The prospect of further research in this direction was reasonable.
Conclusions. Reforming the Ukrainian healthcare system towards the creation of the European Public Health system requires a radical change in the model of undergraduate and postgraduate training of preventive medicine physicians, namely the creation of a new professional Public Health group, where the toxicology specialty should be one of the main ones.
21
Liudmyla, LADONKO, et MIRKO Nataliia. « PROFESSIONAL TRAINING OF CIVIL SERVANTS : FOREIGN EXPERIENCE ». Foreign trade : economics, finance, law 116, no 3 (15 juin 2021) : 108–18. http://dx.doi.org/10.31617/zt.knute.2021(116)10.
Texte intégralRésumé :
Background. Along with bringing Ukraine’s economic and legal base in line with European standards, there is a need for a rapid transition to European standards for the training of civil servants, which will reduce the bureaucratic burden and corruption in state and local authorities, and further achieve the goal of membership of the European Union. This process is impossible without using of foreign experience of leading European countries, which will allowformore effective implementation of reform policies to improve the efficiency and effectiveness of civil servants. The aim of the work is to study the existing approaches to the training and retraining of civil servants and to identify priority areas for reforming this process in Ukraine, considering foreign experience. Materials and methods. In writing the article, general scientific principles of knowledge of socio-economic phenomena and general scientific methods of systematic, logical, structural, factor and comparative analysis were used. Results. The analysed approaches to the training of civil servants in European practice made it possible to conclude that the current system of training of civil servants in Ukraine should be reformed within the open model, which provides a high level of information technology and distance education, private sector involvement in civil servant training, the advanced nature of learning and continuity of education, along with the formation of a high level of responsibility and work for results. Conclusion. As a result of the study, it was concluded that the system of training and retraining of civil servants of each analysed country only tends to a single model and usually combines some elements of other models. This process testifies to the mutual integration of modern trends, the convergence, mutual enrichment and interpenetration of different approaches to building the ideal model that would meet the requirements of public administration of a particular country.
22
Gomez, Sonia Martin, et Angel Bartolomé Muñoz De Luna. « Competence Training and Employability ». Journal of Educational and Social Research 13, no 1 (5 janvier 2023) : 1. http://dx.doi.org/10.36941/jesr-2023-0001.
Texte intégralRésumé :
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
23
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 (6 juillet 2020) : 5437. http://dx.doi.org/10.3390/su12135437.
Texte intégralRésumé :
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.
24
Sycińska-Dziarnowska, Magdalena, Liliana Szyszka-Sommerfeld, Krzysztof Woźniak, Steven J. Lindauer et Gianrico Spagnuolo. « Predicting Interest in Orthodontic Aligners : A Google Trends Data Analysis ». International Journal of Environmental Research and Public Health 19, no 5 (6 mars 2022) : 3105. http://dx.doi.org/10.3390/ijerph19053105.
Texte intégralRésumé :
Aligners are an example of how advances in dentistry can develop from innovative combinations of 3D technologies in imaging, planning and printing to provide new treatment modalities. With increasing demand for esthetic orthodontic treatment, aligners have grown in popularity because they are esthetically more pleasing and less obstructive to oral hygiene and other oral functions compared to fixed orthodontic appliances. To observe and estimate aligner treatment interest among Google Search users, Google Trends data were obtained and analyzed for the search term, “Invisalign”. A prediction of interest for the year 2022 for three European Union countries with the highest GDP was developed. “Invisalign” was chosen to represent all orthodontic aligners as the most searched term in Google Trends for aligners. This is the first study to predict interest in the query “Invisalign” in a Google search engine. The Prophet algorithm, which depends on advanced statistical analysis methods, positions itself as an automatic prediction procedure and was used to predict Google Trends data. Seasonality modeling was based on the standard Fourier series to provide a flexible model of periodic effects. The results predict an increase in “Invisalign” in Google Trends queries in the coming year, increasing by around 6%, 9% and 13% by the end of 2022 compared to 2021 for France, Italy and Germany, respectively. Forecasting allows practitioners to plan for growing demand for particular treatments, consider taking continuing education, specifically, aligner certification courses, or introduce modern scanning technology into offices. The oral health community can use similar prediction tools and methods to remain alert to future changes in patient demand to improve the responses of professional organizations as a whole, work more effectively with governments if needed, and provide better coordination of care for patients.
25
Armand, J. P., P. Alberto, A. Costa, J. Estape, R. V. H. Jones, J. Overgaard et C. D. Sherman. « Continuing medical education in oncology within the European Union ». European Journal of Cancer 30, no 8 (janvier 1994) : 1145–48. http://dx.doi.org/10.1016/0959-8049(94)90474-x.
Texte intégral
26
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.
Texte intégral
27
Giambona, Francesca, Erasmo Vassallo et Elli Vassiliadis. « Educational systems efficiency in European Union countries ». Studies in Educational Evaluation 37, no 2-3 (juin 2011) : 108–22. http://dx.doi.org/10.1016/j.stueduc.2011.05.001.
Texte intégral
28
Silva, Honorio, Fritz R. Bühler, Bernard Maillet, Hervé Maisonneuve, Lewis A. Miller, Alfonso Negri et Peter D. Stonier. « Continuing Medical Education and Professional Development in the European Union ». Pharmaceutical Medicine 26, no 4 (août 2012) : 223–33. http://dx.doi.org/10.1007/bf03262479.
Texte intégral
29
O’Connell, S. « European Concerted Action on Lyme Borreliosis (EUCALB) ». Eurosurveillance 1, no 3 (1 mars 1996) : 23–24. http://dx.doi.org/10.2807/esm.01.03.00172-en.
Texte intégralRésumé :
Continuing uncertainty about the extent of the problem posed by Lyme borreliosis, the risk of serious sequelae, and unsatisfactory laboratory techniques to investigate it have led to the collaboration of researchers from 12 European Union (EU) countries a
30
Redzepagic, Srdjan. « Agriculture of central and eastern European countries in the European Union ». Panoeconomicus 53, no 4 (2006) : 457–70. http://dx.doi.org/10.2298/pan0604457r.
Texte intégralRésumé :
Agriculture posed considerable tensions for the processes of enlargement of the European Union, because of its continuing importance both in the economies of the applicant countries of Central and Eastern European countries which have joined EU on the 1st may 2004., and in the EU budget and acquits communautaire. The preparation of agriculture in the candidate countries to join the EU was rendered more complex by the fact that the Community's Common Agricultural Policy was a moving target. The aim of this paper is to show the bases elements of the Common Agricultural Policy, but also to provide a survey of recent developments relating to agriculture in the EU and new member states of the EU before their accession to EU and their preparation to access on the enlarged market, in order to indicate the main challenges and difficulties posed by enlargement. It seems likely that agricultural policy in the enlarged EU will attach increased priority to objectives such as rural development and the environment. However, these new priorities may be expensive to realize, and may impose a growing burden on the national budgets of EU member states.
31
Strachan, James G., et Willem J. Schudel. « Accreditation of European training schemes in psychiatry ». Psychiatric Bulletin 28, no 1 (janvier 2004) : 19–20. http://dx.doi.org/10.1192/pb.28.1.19.
Texte intégralRésumé :
The Union Européenne des Médicins Spécialistes, through its sections and boards, has responsibility for European aspects of training, qualifications, continuing professional development and accreditation. Many specialties have recognised the necessity for a Europe-wide assessment of training schemes and examination of individual practitioner abilities. As a result, several specialties (notably those in surgery) have established accreditation and examination procedures that are recognised throughout the European Union. The processes will have wider influence as the number of countries in the Union expands.
32
Antropova, Olga Alexandrovna. « Entrepreneurship Education at School in European Union Countries ». Pedagogika. Voprosy teorii i praktiki, no 9 (octobre 2022) : 879–85. http://dx.doi.org/10.30853/ped20220134.
Texte intégral
33
D'Apuzzo, V., et H. Helwig. « Charter on continuing medical education in paediatrics in the European Union ». European Journal of Pediatrics 157, no 3 (25 février 1998) : 192–93. http://dx.doi.org/10.1007/s004310050794.
Texte intégral
34
Kouba, Luděk, Michal Mádr, Danuše Nerudová et Petr Rozmahel. « Policy Autonomy, Coordination or Harmonization in the Persistently Heterogeneous European Union ? » DANUBE : Law and Economics Review 7, no 1 (1 mars 2016) : 53–71. http://dx.doi.org/10.1515/danb-2016-0004.
Texte intégralRésumé :
Abstract Within the context of the continuing integration process in Europe, this paper addresses the question of whether policies in the EU should head towards autonomy, coordination or harmonization. Taking the path dependence effect into account, it is the authors’ opinion that Europe has gone too far in its integration process to be able to continue with policies being fully under the competences of individual member countries. However, the habitual question still arises: does fiscal policy need to be harmonized to a level comparable to monetary policy as these two policies, necessarily, complement each other? This paper argues that it does not. There are three main arguments discussed. Firstly, the authors build on the theory of fiscal federalism. Secondly, there are significantly different regimes of welfare states and extents of social policies among European countries, which strongly determine the character of public finance. And thirdly, the tax systems across Europe are also highly divergent, with many features of continuing tax competition.
35
Wojnicz, Luiza. « Definition and Typology of European Union Missions ». Reality of Politics 10, no 1 (31 mars 2019) : 161–76. http://dx.doi.org/10.15804/rop201911.
Texte intégralRésumé :
In view of the contemporary challenges and threats, European Union’s efforts in the area of civil and military capacity building are extremely important. As an international organization having a high impact on third countries, the European Union plays a key role in conflict prevention and crisis response. In external governance EU has two sectoral policies at its disposal: the Common Foreign and Security Policy (CFSP) and the Common Security and Defense Policy (CSDP). The CFSP is responsible for resolving conflicts and fostering international understanding using diplomacy and giving respect for international rules. The CSDP is responsible for carrying out civilian and military missions as well as for diffusing rules, which affect, in various respects, the improvement of security management in third countries through their incorporation. By adopting today’s global approach, both military and civilian, to crisis management and continuing to strengthen its capacity for action and analytical tools, the European Union is becoming a major security vector at international level, and its Common Security and Defense Policy expeditionary missions are the tangible proof.
36
Bostan, Nicoleta Geanina. « "FINANCIAL EDUCATION IN EASTERN EUROPEAN COUNTRIES" ». SERIES V - ECONOMIC SCIENCES 13(62), no 2 (21 décembre 2020) : 125–32. http://dx.doi.org/10.31926/but.es.2020.13.62.2.13.
Texte intégralRésumé :
"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. "
37
Franco, G. « Occupational physicians' education and training across European Union countries ». International Archives of Occupational and Environmental Health 72, no 5 (16 août 1999) : 338–42. http://dx.doi.org/10.1007/s004200050385.
Texte intégral
38
Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub et 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.
Texte intégralRésumé :
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.
39
Garattini, Livio, Sara Gritti, Paola De Compadri et Gianluigi Casadei. « Continuing Medical Education in six European countries : A comparative analysis ». Health Policy 94, no 3 (mars 2010) : 246–54. http://dx.doi.org/10.1016/j.healthpol.2009.09.017.
Texte intégral
40
Moskvina, Julija. « Digital Education : Lithuania among Other European Union States ». Acta Paedagogica Vilnensia 47 (30 décembre 2021) : 52–68. http://dx.doi.org/10.15388/actpaed.2021.47.4.
Texte intégralRésumé :
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.
41
Wallace, William. « Losing the narrative : the United Kingdom and the European Union as imagined communities ». International Relations 31, no 2 (16 mai 2017) : 192–209. http://dx.doi.org/10.1177/0047117817707396.
Texte intégralRésumé :
The United Kingdom’s awkward relationship with the countries on the European continent reflects the ambiguity of its national identity, wavering between European engagement and the English-speaking peoples, as much as differences over economic interests. The founding narrative of West European integration, after the Second World War, has also weakened with generational change, the end of the Cold War and eastern enlargement. Developing persuasive new narratives both for the United Kingdom and the European Union (EU) are necessary but difficult tasks for continuing cooperation.
42
Malinowski, Mariusz, et Lidia Jabłońska-Porzuczek. « Female activity and education levels in selected European Union countries ». Research in Economics 74, no 2 (juin 2020) : 153–73. http://dx.doi.org/10.1016/j.rie.2020.04.002.
Texte intégral
43
Banelienė, Rūta. « EVALUATION OF THE EFFICIENCY OF ECONOMIC POLICY UNDER THE EUROPE-2020 STRATEGY IN SMALL EUROPEAN UNION COUNTRIES ». Ekonomika 92, no 2 (1 janvier 2013) : 7–19. http://dx.doi.org/10.15388/ekon.2013.0.1418.
Texte intégralRésumé :
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
44
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.
Texte intégralRésumé :
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.
45
Mikuła, Aneta, Małgorzata Raczkowska et Monika Utzig. « Pro-Environmental Behaviour in the European Union Countries ». Energies 14, no 18 (9 septembre 2021) : 5689. http://dx.doi.org/10.3390/en14185689.
Texte intégralRésumé :
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.
46
Novakovskaya, Julia Vadimovna. « Russian and European Higher Education Systems ». Moscow University Pedagogical Education Bulletin, no 4 (29 décembre 2010) : 87–101. http://dx.doi.org/10.51314/2073-2635-2010-4-87-101.
Texte intégralRésumé :
The basic principles and objectives of the higher education, declared in the law of the Russian Federation on Education, as well as in Magna Charta Universitatum, Lisbon convention, and Bologna and Sorbonne declarations, are considered along with the measures undertaken in the European Union reorganizing the area of higher education and the causes of the undertakings. The higher education system of Russia is analyzed and shown to meet all the main requirements formulated in the European documents and completely comply with the concept of continuing education prompted by the modern rapidly developing high-technology world; hence, there is no need in a reorganization following a bachelor-master-philosophy doctor scheme instead of a specialist-philosophy doctor one, though it needs establishing tighter relations between teaching and research in the universities.
47
Lunt, Ingrid. « Education and training for psychology in Europe : an overview ». Psychology Teaching Review 7, no 2 (septembre 1998) : 4–10. http://dx.doi.org/10.53841/bpsptr.1998.7.2.4.
Texte intégralRésumé :
In this article I attempt to give an overview of education and training trends in European countries. This is a complicated task, since the countries of Europe differ considerably in their traditions of education and training for psychology. It is, however, possible to identify some patterns and broad regional trends. Directives of the European Union aim to facilitate free movement of professionals between member states of the Union, and to require individual states to develop procedures for judging equivalence of qualifications. EFPPA, the European Federation of Professional Psychologists’ Associations, a Federation of 28 European psychologist organizations, has carried out some work to compare university curricula in different countries; there is a commitment within the Federation to move towards European titles, and to consider the development of a European Diploma. These issues are discussed.
48
Mélitz, Jacques, et Silvia Vori. « National Insurance against Unevenly Distributed Shocks in a European Monetary Union ». Recherches économiques de Louvain 59, no 1-2 (1993) : 81–104. http://dx.doi.org/10.1017/s0770451800044262.
Texte intégralRésumé :
SummaryWe examine proposals to introduce national insurance against unevenly distributed shocks in the European Community. This insurance would operate differently from tax and government spending activities that now yield regional insurance within countries, since these activities are mainly designed for other purpose such as income redistribution and general revenue-raising. According to our evidence, the appeal of such insurance is very limited because the risks are too highly correlated and there is an excessive chance that a country in difficulty would not receive aid. The costs of a continuing programme are likely to exceed the benefits.
49
Guild, Elspeth. « Economic and Social Challenges of Member and Accession States : Social Security in the Europe Agreements ». European Journal of Social Security 5, no 1 (mars 2003) : 55–66. http://dx.doi.org/10.1177/138826270300500104.
Texte intégralRésumé :
Since the December 2002 European Union Council Meeting in Copenhagen, most of the Central and Eastern European countries (CEECs) are now virtually guaranteed accession to the European Union on 1 May 2004. As interest now turns to the terms of accession and the single accession treaty, the history of the Europe Agreements with these countries and the continuing interest in them has been eclipsed somewhat. This, however, does not mean that they lack importance or relevance. Indeed, the agreements and their provisions on workers and social rights will continue to regulate the position of nationals of the CEECs until accession. For Bulgarians and Romanians who have been left out of the first round of accession, the agreements will continue to have important consequences for their access to benefits.
50
Shukusheva, Ye V. « EXPERIENCE OF COOPERATION BETWEEN THE EUROPEAN UNION AND CENTRAL ASIAN COUNTRIES IN THE FIELD OF EDUCATION ». Vestnik Bryanskogo gosudarstvennogo universiteta 02, no 06 (28 juin 2021) : 139–49. http://dx.doi.org/10.22281/2413-9912-2021-05-02-139-149.
Texte intégralRésumé :
With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher education zone was international cooperation with the European Union. The article presents the experience of cooperation between the European Union and the Central Asian countries in the field of education, on the example of the participation of the Central Asian region in the educational programs of the European Union (Tempus, Erasmus Mundus, Erasmus+, Jean Monnet). The relevance of the research topic is determined by the role of higher education in bilateral cooperation between the European Union and the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan). The purpose of the study is to reveal the peculiarities of the development of educational cooperation between the European Union and Central Asia, in the context of the implementation of EU educational programs in the region. The main conclusions of the study were the presented indicators of participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in the EU educational programs, which had a significant impact on the reform of educational systems in the countries of the region and contributed to the further development of partnerships between EU universities and Central Asian countries.