Littérature scientifique sur le sujet « Education and state – European Union countries »
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Articles de revues sur le sujet "Education and state – European Union countries"
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Zainieva, Lilia, Aigul Abzhapparova et Elmira Suimbayeva Suimbayeva. « Youth Vector of Europe : Strategic, State and International Communication ». Rhetoric and Communications, no 54 (30 janvier 2023) : 99–110. http://dx.doi.org/10.55206/nnuh7157.
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Abstract. The article emphasizes that the implementation of youth policy depends on many factors, primarily on its implementation at all levels: international, regional and national. This article is devoted to the study of youth policy issues in line with the last two levels. It is based on the materials of the European Union and a number of states in this region. Such issues as the creation and establishment of the activities of pan-European structures are being considered. Moreover, this process is analyzed not only at the level of state bodies, but also non-governmental organizations, especially youth. Special attention is paid to international cooperation in the field of youth policy. A significant part of the article is occupied by materials related to work among young people in specific European countries. They summarize the experience in the field of education, employment and other main areas of the young generation's life, highlight the features of this experience in order to use it by other states. The analysis showed that European countries have accumulated sufficient potential in working with young people. The achievements of the European Union as a whole are also of interest, especially in the development of integration processes, the unification of organizational, legal and material resources. Key words: youth, Youth 2030 Strategy, level of youth policy, international cooperation, education, employment, Council of Europe, European Union.
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Keighley, Tom. « Accession to the European Union 2001–2010 ». Nursing Ethics 19, no 1 (14 juin 2011) : 160–66. http://dx.doi.org/10.1177/0969733011404587.
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Since 2001, the Commission of the European Union has instigated Peer Reviews to help countries preparing to accede to the European Union. Added to this has been the provision of workshops and individual expert inputs. This article recounts the experiences of the author in this process. It focuses on how a single directive has revealed major ethical challenges for nurses, their national associations and state governments as they seek to implement the changes required. In particular a sub-agenda has emerged relating to general education, access to higher education and the position of women in these countries. The ethical challenges include freedom to practice and creation of competent authorities to provide proper oversight of the health care professions. In 2011, the directive is being reviewed and this article offers arguments for its continuation, even in an unreformed state.
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Dragišić, Radmila. « Autonomy of higher education in the European Union : Case C-66/18 European Commission v. Hungary ». Politeia 11, no 21 (2021) : 83–96. http://dx.doi.org/10.5937/politeia0-31034.
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Aware of the fact that autonomy is an important prerequisite for educational institutions to be able to perform their tasks, in this paper we explore and analyze one of the most interesting cases from the jurisprudence of the Court of Justice of the European Union in this area. Namely, the European Commission initiated proceedings against the Republic of Hungary for violating the rights of the European Union. The focus is on the Law on Higher Education of that member state, which has caused sharp controversies within the academic community in the countries of the European Economic Area, but also in third countries. Although the work is mostly dedicated to the free movement of services in the field of higher education, we inevitably explore the relationship between European Union law and legal instruments of the World Trade Organization (WTO), as well as the views of the Court of Justice regarding their interpretation. The case we are discussing is also important for the status of countries aspiring to become members of the European organization, since the European Parliament adopted a recommendation to include in the Copenhagen criteria for accession the defense and protection of academic freedom and institutional autonomy in order to prevent their endangerment in member states.
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Bajrami, Vedat. « COMPARISON OF INCLUSIVE POLICIES AND PRACTICES IN SOME COUNTRIES OF THE EUROPEAN UNION AND IN KOSOVO ». KNOWLEDGE INTERNATIONAL JOURNAL 31, no 5 (5 juin 2019) : 1593–98. http://dx.doi.org/10.35120/kij31051593b.
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In the last thirty years of pedagogical practice, particular attention has been paid to the inclusion of children with special education needs, multi-lingual children in multi-cultural environments and children living in poverty. Nowadays, inclusive education is a subject and a requirement of all European institutions in the EU and the Council of Europe, many families, experts, non-governmental organizations and individuals.The research sample consists of 8 countries from Europe and Kosovo. The condition for the research countries to be included in the sample is based on the population number not being larger than 8 million. Because of the relevance of the comparative analysis, two older state members of the European Union were chosen (Austria, the Flemish and the French region of Belgium), two members of the European Union (Cyprus, Estonia, Latvia and Slovenia), two Scandinavian countries (Finland and Norway) and Kosovo. Kosovo has received the status of a potential candidate for European Union membership.
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Ishchuk, Yaroslava, et Maryna Horna. « EDUCATION STATISTICS OF UKRAINE IN THE CONTEXT OF EUROPEAN INTEGRATION ». Educational Analytics of Ukraine, no 4 (2022) : 118–27. http://dx.doi.org/10.32987/2617-8532-2022-4-118-127.
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The paper examines the current state of harmonization of state statistical activity with the requirements of the European Statistical System. The purpose of the article is to determine the state of integration of the education statistics system of Ukraine into the European Union to ensure comparability of education data at the international level. The research was carried out on the basis of general scientific methods such as analysis and synthesis, comparison, time-series analysis, structural analysis, graphical method, etc. The legal framework for the implementation of obligations in the field of statistics and information exchange between Ukraine and the European Union was analyzed. The Law of Ukraine on amendments to certain laws of Ukraine related to the activity of state statistics was reviewed with regard to amendments to the Law of Ukraine "On Education". The main aspects and processes of education systems at the global level were outlined. Special attention is given to creating the necessary conditions for international comparability of education data and indicators. The International Standard Classification of Education is described to provide internationally comparable statistics. The compliance of coverage of relevant age groups by educational programs of Ukraine with international standards was analyzed. Student enrolment has been studied in comparison with European Union member and candidate countries. It was noted that Ukraine had completed a significant amount of work on the commitments towards European integration, despite the emergency situation in Ukraine as a result of the attack by the russian federation. The article draws conclusions about the state of integration of the system of education statistics of Ukraine into the European Union. The task of integrating the system of education statistics of Ukraine into the European space can be carried out effectively only on the condition of consensus, systematic, and comprehensive consideration.
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Yuskiv, Bohdan, et Nataliia Karpchuk. « Multilingualism Factors of the European Union Member-States ». Історико-політичні проблеми сучасного світу, no 43 (15 juin 2021) : 136–45. http://dx.doi.org/10.31861/mhpi2021.43.136-145.
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Languages are the basis for Europeans who want to coexist and work together. To do this, the Europeans need to understand each other, the EU's neighbors and partners as well, and to teach and promote the linguistic heritage of the Member States. The motto of the European Union – “Unity in diversity” – reflects multilingualism as the basis of the EU, which is enshrined in a number of documents at the pan-European level. Multilingualism makes business and citizens more competitive and mobile. Promoting multilingualism is a great way to unite Europeans, to build a truly inclusive society where citizens' rights are respected. In the EU “multilingualism” is treated as the ability of communities, groups and individuals to use more than one language in their daily activities on an ongoing basis. The European Commission (together with national governments) coordinates the goal of multilingualism and the goals of the language strategy. Languages should not be an obstacle to participation in society, and marginalized language groups should be identified, represented and included in society. However, the national language policy is the sphere of competence of each state. The article substantiates the assumption that there are certain factors that determine the specifics and level of multilingualism of the EU Member-States. The multilingualism index of each EU Member-State was calculated and the countries were ranked according to a number of sub-indices, in particular: official languages, foreign language skills, language education and study, foreigners (migrants) and language policy, everyday languages, international communications. It was found out that according to the integrated index of multilingualism, the top 5 countries are represented by Luxembourg, Germany, Finland, Sweden and the Netherlands. The most important factors determining the policy of multilingualism are the following: the influence of citizens who are interested in learning foreign languages, as well as foreigners, migrants who study the state language to assimilate in society, the influence of using foreign languages in practice and online communication.
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BAKHMAT, N., et A. OSTENDA. « THE INTERNATIONALIZATION PROCESSES CHARACTERISTICS OF HIGHER EDUCATION IN POLAND AGAINST THE BACKGROUND OF THE EU COUNTRIES ». Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no 2 (6 octobre 2022) : 48–61. http://dx.doi.org/10.31494/2412-9208-2022-1-2-48-61.
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The purpose of the article is to analyze the processes of internationalization of higher education in Poland and compare them with other countries of the European Union, which will allow us to assess the state's place in the European educational space and form further development prospects. It was noted that the most important impetus for the development of internationalization in Europe was the Bologna process. The joining of the higher education system of Poland to it initiated the implementation of the pan-European development policy at the state level. The main prerequisites for the internationalization of the educational process in institutions of higher education have been determined. The international student mobility level in the countries of the European Union is analyzed. It was established that Poland is an active participant in internationalization, which allows increasing the competitiveness of universities against the background of preserving the best traditions and specifics of the national higher education system. Based on the study of the processes of internationalization of higher education in Poland against the background of the countries of the European Union, it was noted that they correspond to European trends and follow the best world trends in this field. It was established that this country's share of foreign students in higher education institutions is 3.86% of the number of enrolled students, which is significantly lower than the average value for the countries of the European Union (10.86%). According to the results of the analysis of the total number of foreign students in the host countries, it was determined that Poland belongs to the largest classification group (from 20 to 100 thousand people) and receives the main contingent of students from Ukraine, Belarus, India, the Czech Republic, Norway, and other countries. Certain developments and practices that are characteristic of the Polish higher education system in comparison with the countries of the European Union are summarized. Attention is drawn to the problems and challenges faced by internationalization participants. A set of measures aimed at the effective development of the internationalization of higher education in Poland has been formed, which should be implemented at different levels of management (national and university), which will increase the country's competitiveness in the market of educational services. Key words: higher education, internationalization of higher education, competitiveness, foreign students, student mobility.
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Hennebry, Mairin. « Interactions between European Citizenship and Language Learning among Adolescent Europeans ». European Educational Research Journal 10, no 4 (1 janvier 2011) : 623–41. http://dx.doi.org/10.2304/eerj.2011.10.4.623.
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Recent enlargement of the European Union (EU) has created debate as to the suitability of current structures and policies for effectively engaging citizens and developing social cohesion. Education and specifically modern foreign language (MFL) teaching are argued by the literature to play a key role in equipping young people to interact and communicate effectively in the ever-changing European context and to exercise their rights as European citizens. However, much of the empirical research to date has focused on adult understandings of European citizenship. Furthermore, very few studies consider whether current MFL teaching is addressing issues of European citizenship or offer a comparison of provision between one member state and another. This study presents questionnaire data from four European countries to investigate young people's current understanding and awareness of European citizenship and the perceived contribution of their language learning experience to this awareness. Findings suggest that knowledge about European citizenship is patchy across the four countries. Reports on learning in MFL lessons indicate a mismatch between the role identified for the subject in the development of European citizenship and the situation in the classroom. Data gathered from English pupils suggest that these issues are more acute in England than they are in France, Spain or Ireland.
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Mospan, Natalia. « Skills demand and suply in the European Union ». Osvitolohiya, no 6 (2017) : 176–80. http://dx.doi.org/10.28925/2226-3012.2017.6.176180.
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The author of the article presents an analysis of the current situation of demand and supply of specialists in the European Union. The basis for the analysis is the reports of the European Commission, which widely cover this issue. It is worth noting that different EU countries feel the problems of supply and demand in different ways. Their conformity is observed only in Germany, where the number of students graduate each year and enter the labor market in search of work coincides with the requirements of employers in terms of the number of specialists. Other EU countries are in demand for specialists in the scientific, engineering and technology sectors and a quantitative shortage of teachers and doctors. The study is devoted to the questions related to factors that affect the matching between the demand and supply of teachers and doctors. Among such factors is the increase in population, health and education costs. The number of school children is the dominant factor in the demand for teachers. Another factor is educational programs that determine the demand for subject teachers. The policies and priorities of the curriculum have a dominant influence in determining the different types of teachers as well. The demand for physicians depends on the health system. The offer of doctors may differ due to differences in the industry, in particular, the accessibility of education and training for doctors, as well as the conditions of medical service. The results of this study can contribute to a deeper understanding of the current state of the regulating process of higher education interaction with the labor market in Ukraine.
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Busu, Mihail, Catalina Nedelcu et Aura Cadis. « An overview of the academic level among EU countries. A cluster analysis approach ». Proceedings of the International Conference on Business Excellence 15, no 1 (1 décembre 2021) : 210–17. http://dx.doi.org/10.2478/picbe-2021-0020.
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Abstract The modernization of higher education is a complex process and occupies a priority place on the agenda of concerns both at European level and at the level of each member state of the European Union (EU). In this paper we present the results of the analysis of the main aspects of post-integration modernization of higher education in Romania, compared to the evolution in other Member States in the same period, from the perspective of five indicators: expenditure per student, percentage of GDP allocated to higher education, graduates per thousand inhabitants and professor per student’s ratio. In order to achieve the proposed objective, we have carried out a research and a cluster analysis of data from secondary sources of available information, respectively reports of the European Commission and various statistical reports that will be mentioned throughout the article.
Thèses sur le sujet "Education and state – European Union countries"
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RUBIO, BARCELÓ Eulàlia. « Regional governments, territorial political restructuring and vocational education and training policies : a comparison of four cases : Catalonia, Lombardy, Valencia and Veneto ». Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7037.
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Defence date: 16 March 2007Examining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available
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Renard, Philippe. « Les politiques de l'enseignement supérieur en Europe : de l'intégration à l'harmonisation ». Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.
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FERNANDES, Daniel. « Governments, public opinion, and social policy : change in Western Europe ». Doctoral thesis, European University Institute, 2022. http://hdl.handle.net/1814/75046.
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Defence date: 21 November 2022Examining Board: Prof. Ellen Immergut (EUI, Supervisor); Prof. Anton Hemerijck (EUI); Prof. Christoffer Green-Pedersen (Aarhus University); Prof. Evelyne Hübscher (Central European University)
This dissertation investigates how public opinion and government partisanship affect social policy. It brings an innovative perspective that links the idea of democratic representation to debates about the welfare state. The general claim made here is that social policy is a function of public and government preferences. This claim hinges on two critical premises. The first relates to the general mechanisms that underlie government representation. Politicians have electoral incentives to align their actions with what citizens want. They may respond to public opinion indirectly by updating their party agendas, which can serve as the basis for social policy decisions in case they get elected. They may also respond directly by introducing welfare reforms that react to shifts in public opinion during their mandates. The second premise concerns how citizens and politicians structure their preferences over welfare. These preferences fall alongside two dimensions. First, general attitudes about how much should the state intervene in the economy to reduce inequality and promote economic well-being (how much policy). Second, the specific preferences about which social programmes should get better funding (what kind of policy). The empirical analysis is split into three empirical chapters. Each explores different aspects of government representation in Western European welfare states. The first empirical chapter (Chapter 4) asks how governments shape social policy when facing severe pressures to decrease spending. It argues that governments strategically reduce spending on programmes that offer less visible and indirect benefits, as they are less likely to trigger an electoral backlash. The experience of the Great Recession is consistent with this claim. Countries that faced the most challenging financial constraints cut down social investment and services. Except for Greece, they all preserved consumption schemes. The second empirical chapter (Chapter 5) explores how public opinion affects government spending priorities in different welfare programmes. It expects government responsiveness to depend on public mood for more or less government activity and the most salient social issues at the time. Empirical evidence from old-age, healthcare and education issue-policy areas supports these claims. Higher policy mood and issue saliency is positively associated with increasing spending efforts. Public opinion does not appear to affect unemployment policies. vii The third empirical chapter (Chapter 6) examines how party preferences affect spending priorities in unemployment programmes. It claims that preferences on economic intervention in the economy and welfare recalibration affect different components of unemployment policy. Evidence from the past 20 years bodes well with these expectations. The generosity of compensatory schemes depends on economic preferences. The left invests more than the right. The funding of active labour-market policies depends on both preference dimensions. Among conventional parties, their funding follows the same patterns as compensatory schemes. Among recalibration parties, parties across the economic spectrum present comparable spending patterns.
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ANDERSEN, Stine. « The Commission's role in ensuring Member State compliance with community law ». Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7017.
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Defence date: 6 July 2007Examination Board: Prof. Grainne de Burca, (Fordham Law School); Prof. Christian Joerges, (European University Institute); Prof. Deirdre Curtin (Utrecht University); Prof. Joanne Scott (University College London)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available
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Binfield, Julian Westhoff Patrick C. « The changing policy environment for agriculture in the European Union ». Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6140.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 11. 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr Patrick Westhoff. Vita. Includes bibliographical references.
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MAC, AMHLAIGH Cormac Seamus. « L'État, c'est quoi ? : the concept of the state on trial in the European constitutional polity ». Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/13173.
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Defence date: 12 November 2007Examining board: Prof. Neil Walker, EUI (Supervisor) ; Prof. Martin Loughlin, London School of Economics ; Advocate General Miguel Poiares Maduro, European Court of Justice ; Prof. Wojciech Sadurski, EUI
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
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Ren, Yu. « Construction of European higher education area : a neo-functionalist approach ». Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2595817.
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Lu, Chien-yi. « Harmonization of migration policies in the European Union : a state-centric or institutionalist explanation ? / ». Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Huang, Zhi Feng. « Study of European Union Common Agricultural Policy : France agricultural policy anaysis ». Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b2555543.
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Cochrane, Brandy Marie. « Drowning In It : State Crime and Refugee Deaths in the Borderlands ». PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/772.
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This paper examines the current state of border hardening against refugees in the European Union and Australia through the lens of state crime. Border hardening strategies are described for both of these areas and a theoretical basis of state crime victimology is used to examine the refugees who encounter this border hardening. The present study analyzes two data sets on border deaths, one for the European Union and one for Australia, to examine the demographics of the refugees who perish while attempting to transgress the border. Results indicated that there remains a significant amount of missing data, suggesting that official methods of record-keeping are necessary to determine the most basic demographics, such as gender and age, so analyses can be run to determine significance in this area. One clear finding was that migrants most frequently die from drowning (EU: 83.6%; AU: 93%) compared to any other cause. Also, there is indication that those from disadvantaged areas of origin (such as the Middle East and Africa) are more likely to die in the borderlands than others in the dataset. Practical implications of the findings are discussed along with suggestions for future research.
Livres sur le sujet "Education and state – European Union countries"
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T, Peck Bryan, dir. The Baltic States, education, and the European Union. Hauppauge, N.Y : Nova Science Publishers, 2003.
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Hervey, Tamara K. European social law and policy. New York : Longman, 1998.
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Klomfass, Sabine. Hochschulzugang und Bologna-Prozess : Bildungsreform am Übergang von der Universität zum Gymnasium. Wiesbaden : VS-Verl., 2011.
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McHugh, Nicole. An analysis of the European Union member states' aid policies and activities in the field of education and training to developing countries. Brussels : European Commission, 1995.
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Education and training in the European Union. Aldershot : Ashgate, 1998.
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1951-, Schiffauer Werner, dir. Civil enculturation : nation-state, schools, and ethnic difference in four European countries. New York : Berghahn Books, 2004.
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Commission of the European Communities. Directorate-General XXII Education, Training and Youth., dir. Key data on education in the European Union. Luxembourg : Office for Official Publications of the European Communities, 1996.
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Shalom, Hayward Jack Ernest, Menon Anand 1965- et Wright Vincent, dir. From the nation state to Europe : Essays in honour of Jack Hayward. Oxford : Oxford University Press, 2001.
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1942-, Fitoussi Jean-Paul, et Padoa-Schioppa Fiorella 1945-, dir. Report on the state of the European Union. Houndmills [England] : Palgrave Macmillan, 2005.
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Harm, Schepel, dir. State and market in European Union law. New York : Cambridge University Press, 2009.
Trouver le texte intégralChapitres de livres sur le sujet "Education and state – European Union countries"
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Le Cacheux, Jacques, et Eloi Laurent. « Inequality between Countries : An Ever More Heterogeneous Union ? » Dans Report on the State of the European Union, 105–22. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137451088_8.
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Darmuzey, Philippe. « Meeting the Challenge of State Building : EU Development Policy and Cooperation in Postconflict Countries ». Dans The European Union and Peacebuilding, 461–74. The Hague : T.M.C. Asser Press, 2010. http://dx.doi.org/10.1007/978-90-6704-691-6_21.
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Murray, Fiona. « Article 299(3) : Overseas Countries and Territories ». Dans The European Union and Member State Territories : A New Legal Framework Under the EU Treaties, 91–119. The Hague, The Netherlands : T. M. C. Asser Press, 2012. http://dx.doi.org/10.1007/978-90-6704-826-2_10.
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Papadakis, Nikos, Maria Drakaki, Argyris Kyridis et Antonis Papargyris. « Youth in Greece, Today : Remarks on the EU State of Play in Youth Unemployment and NEETs—Key Determinants of Greek Young Peoples’ Life Course ». Dans Higher Education and Research in the European Union, 327–42. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85690-8_18.
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Murray, Fiona. « Article 227(3) : Overseas Countries and Territories (OCTs) ». Dans The European Union and Member State Territories : A New Legal Framework Under the EU Treaties, 29–36. The Hague, The Netherlands : T. M. C. Asser Press, 2012. http://dx.doi.org/10.1007/978-90-6704-826-2_5.
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Papadakis, Nikos. « EU Policy on Education and Training in the EU2020 Framework : Its Main Components and the Europe State of Play—Social Indicators, Employment, Education, Training, and Lifelong Learning ». Dans Higher Education and Research in the European Union, 213–30. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85690-8_12.
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Tomini, Luca, et Seda Gürkan. « Contesting the EU, Contesting Democracy and Rule of Law in Europe. Conceptual Suggestions for Future Research ». Dans Palgrave Studies in European Union Politics, 285–300. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54674-8_12.
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Abstract In ECE countries, democratisation and Europeanisation seemed to exist in a mutually reinforcing relationship and both concepts provided the main analytical lenses for studying these states. In the light of recent illiberal and anti-EU politics, two different concepts have started to receive increasing scholarly attention, namely the concepts of de-Europeanisation and autocratisation. Their exact meaning, however, remains unclear and the causal link between these specific processes and the rule of law has largely remained understudied. Against this backdrop, this chapter first summarises the state-of-the-art research on autocratisation and de-Europeanisation, and then examines the interaction and causal link between these two phenomena in times of declining democracies in Europe and rule of law problems.
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Aamodt, Per Olaf. « An Equality Paradox ? The Northern European Case ». Dans Equity Policies in Global Higher Education, 195–220. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_9.
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AbstractThe Nordic countries are often regarded as unique, with relatively small income differences and welfare state policies characterised by universal and generous public support to its citizens. Educational policies aim at offering schooling for all, with a predominantly public comprehensive school system free of tuition. Based on a broad review of research contributions, this paper aims at investigating whether access to higher education in the Nordic countries are also more equitable than in most other countries.Research on inequality in higher education has adapted a broad range of data, methodology and theoretical approaches, and it is difficult to draw exact conclusions. Nevertheless, the Nordic countries are among the group of countries showing a positive development towards equality. At the other hand, the enrolment pattern is still socially biased in spite of a massive growth in higher education participation. Furthermore, recent comparative research has shown substantial differences between the Nordic countries in both level and trends in participation.While access to higher education in general has become more equal in the Nordic countries, enrolment to the most prestigious study programmes is still strongly socially selective, giving support to the Effectively Maintained Inequality theory.
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Polzunova, Natalia, Igor Savelev, Svetlana Nikiforova et Sergey Ushakov. « State Support for Small Enterprises in the Countries of the European Union and the Russian Federation ». Dans Digital Economy : Complexity and Variety vs. Rationality, 261–69. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29586-8_31.
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Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko et Stefano Di Tore. « European Recommendations on Robotics and Related Issues in Education in Different Countries ». Dans Makers at School, Educational Robotics and Innovative Learning Environments, 255–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_34.
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AbstractThis short paper describes the preliminary phase in an innovative line of research comparing educational robotics in Italy and other countries, from the perspective of media education, and based on the European Parliament recommendations to the Commission on civil law rules on robotics. More specifically, all decision processes that affect digital citizenship should have the support of children and teenagers. For these reasons, this paper looks at the work of a group of Italian high school students in the fifth year of upper secondary school, who formulated a SWOT analysis to highlight their attitudes to robotics issues in relation to the European Union recommendations. This research started in 2018 and will be repeated this academic year with Italian and Congolese students—from the Institut Supérieur des Techniques Appliquées—with a qualitative analysis to establish student attitudes to robotics issues. Qualitative analysis was selected because the SWOT analysis is already divided into information categories, revealing a variety of concepts that are grouped together from the collected data. These results will be compared with any obtained in future years in Italy and other countries, to find further potential patterns.
Actes de conférences sur le sujet "Education and state – European Union countries"
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Silvestru, Ramona camelia, Elena Prada et Catalin ionut Silvestru. « CONVERGENCE CLUB OF ONLINE EDUCATION IN EUROPEAN UNION ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-160.
Texte intégralRésumé :
Education has a major role regarding human development and society, being the main resource of growth of a country. Along with the technological evolution and changes, education has gained other dimensions, as internet brings together. In this paper we aim to study if there are influences of the digital skills and access to technology on the education development and convergence in the European Union Countries. The method applied is based on convergence clubs principle: a group of countries tend to have similar tendencies regarding a specific characteristic. Considering that the European Union states may form clusters of countries with a specific characteristic based on the expenditures together with the internet use. On the clusters resulted we employ an econometric model that takes into consideration aspects as: influences on how European countries converge in terms of access to internet and technology of households, and stimulation of educational convergence in European Union. Another aspect of our research is to point out the need of investments in all education and training forms in such a way that we can assure that the people that are attending this process will be more efficient and their effectiveness will raise as a consequence of improved skills and competences that are meeting rapidly the needs of the labor market. This process of education and training will allow the individuals to achieve the knowledge, skills and competences through the usage of the ELearnings platforms that enables them to grow and to influence their situations, by broadening their perspectives, equipping people favorably for their future lives.
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Bublienė, Raimonda. « Internationalization and Multiple Discrimination : the Case of Employment Regulation ». Dans Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.061.
Texte intégralRésumé :
The article analyses European Union anti-discrimination law development in Member States and differences between protected grounds of discrimination. On this basis, the analysis covers recognition of the social complexity, internationalization and discrimination of foreigners for different grounds. The process of internationalization and migration, covering social, political, economical, cultural, legal processes, the non-discriminatory protection of a foreigner as a member of the society has become complicated, when attempting not to discriminate people arriving from the other countries and to have equal possibilities. The problems of discrimination are valid and significant for the civil society itself. The article also discusses the concept of multiple discrimination in European Union anti-discrimination law, legal regulation and protection against multiple discrimination in Europe and separate legal regulation of the Member States. This article argues that internationalization processes bring new approaches of interpretation of European Union employment equality law and contemporary challenges, introduces recent cases of equal treatment of employees during employment at private companies.
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GEMMA, Sergejs, et Zane VĪTOLIŅA. « EUROPE 2020 TARGETS : THE PROGRESS OF THE BALTIC COUNTRIES IN TERMS OF RIS3 ». Dans RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.056.
Texte intégralRésumé :
The Europe 2020 strategy was proposed by the European Commission with an aim to improve European Union (EU) competitiveness and promote economic growth. For the successful achievement of economic growth using the Smart Specialization Strategy (RIS3) in the EU, the European Commission has set out five interrelated headline targets to be achieved by 2020 in the areas of employment, research and development, climate change and energy, education and poverty and social exclusion. The targets are translated into national targets for each EU Member State; at the same time, they are common goals for all the EU Member States to be achieved through a mix of national and EU actions. The authors of the research used statistical data on the Europe 2020 targets to detect progress or regress in achieving these targets, the accuracy of target value detection and the implementation of RIS3 in the EU. The aim of the research is to evaluate RIS3 progress based on the Europe 2020 targets. The following tasks were set: 1) To calculate progress on each Europe 2020 target for Estonia, Latvia and Lithuania using Eurostat statistical data; 2) To evaluate the calculated data and compare the data with those for the other Baltic States and the EU average; 3) To forecast RIS3 development for the year 2020 in the Baltic States. The research employed the monographic and descriptive methods as well as analysis, synthesis, the graphic method, the data grouping method and forecasting. All the three Baltic States have exceeded their target values on employment and education. Low indicators – just half of the target value – the Baltic States have on the share of the EU’s GDP invested in Research and Development. Other positions such as green energy, poverty and social exclusion mostly show a need for more active and effective action for achieving the Europe 2020 targets.
4
Štrangfeldová, Jana, et Daniela Mališová. « Disparity medzi krajinami Európskej únie v terciárnom vzdelávaní ». Dans XXIV. mezinárodního kolokvia o regionálních vědách. Brno : Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-4.
Texte intégralRésumé :
As stated in the literature, the educational level of the population is a precursor to the economic growth of the country. However, the current problem is the leakage of highly qualified labour abroad due to insufficient job opportunities or weak financial rewards in the home country. The state's investment in tertiary education becomes irreversible. In this context, the aim of the paper is to identify whether there are disparities in the highly qualified workforce in terms of funding and numbers between the countries of the European Union. The subject of the research is public expenditure on tertiary education (% of GDP per capita) and the share of tertiary educated population in the country (% of the total population of the country). In the paper we use data collected for the period 2011 – 2020. For this reason, they are the subject of research of the countries of the European Union, including the United Kingdom. To identify disparities, we use the method of absolute β-convergence, supplemented by σ-convergence, linear regression, and cluster analysis. The results show that when evaluating public spending on tertiary education, there are disparities when economically strong European countries will diverge. When examining the share of the tertiary educated population, there is a convergence of countries. However, disparities occur in terms of employment of women and men up to 1-3 years after tertiary education.
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Tashevska, Biljana, Marija Trpkova – Nestorovska et Suzana Makreshanska – Mladenovska. « IS THERE A DOMINANCE OF SOCIAL PROTECTION EXPENDITURE IN THE EUROPEAN UNION ? » Dans Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0003.
Texte intégralRésumé :
European welfare states, with their comprehensive and generous welfare model, create the largest part of general government expenditures in the European Union member countries. Given the rising trend of social expenditure and the long-run challenges coming from population ageing, this paper addresses the issue of social dominance, a situation in which, particularly when facing limited fiscal space, social expenditure could crowd-out other productive public expenditures, thus undermining growth potentials and possibly threatening fiscal sustainability. Using a panel regression analysis, the aim of the paper is to test whether social protection expenditure has crowded-out expenditures on other purposes in the European Union in the period 1995-2018. The results provide some evidence of crowding-out of infrastructure spending and education spending. Additionally, deficit financing and rising government debt have a significant adverse effect on spending on infrastructure, education and core public services, confirming that they are more prone to cutbacks in times of deteriorating public finance. These findings, along with the long-run fiscal pressure from the ‘greying population’ and the high political costs of welfare reforms suggest significant future risks of social dominance.
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Marinescu, Roxana. « USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-267.
Texte intégralRésumé :
This paper focuses on outlining some effects that the use of new media and technologies in foreign language education has on both plurilingual communication and on democratic citizenship. At the moment in the European Union there are 27 member states and 23 officially acknowledged languages. With increasingly mobile European citizens and a growing number of immigrants from non-European countries, Europe faces the challenge of providing equal opportunities to all citizens and, at the same time, ensuring that their linguistic and cultural heritage will be preserved. This paper starts from the necessity stated in some European documents that the European citizen should learn at least two foreign languages, English being in practice one of those, for better or worse. Also foreign language education is viewed in connection with citizenship rights and intercultural communication, for a European citizen fully equipped for flexible work contexts in a time of increased mobility. With 'language rights' viewed as part of 'human rights' and with Europe a multilingual area, the plurilingual European citizens should be able to make effective use of all their educational strategies in order to enhance their chances in social and economic life. European educational policies should thus take into consideration the inclusion of new media and technologies in formal education, as well as the impact they have on the informal education of European citizens, and should evaluate the extent to which the use of these e-tools affects language learning in the context of multilingualism. This paper also briefly presents an overview of the results of a small scale survey conducted within the Bucharest University of Economic Studies among first-year students by means of a questionnaire and informal discussions. The survey focuses on how they use the new media in formal and informal language learning, especially English language learning.
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Polcicova, Maria. « POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY ». Dans NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b2/v4/27.
Texte intégralRésumé :
"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."
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Šimelytė, Agnė, et Gitana Dudzevičiūtė. « Consumption of Renewable Energy and Economic Growth ». Dans Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.048.
Texte intégralRésumé :
The significance of renewable energy is highly recognized all over the world. However, the impact of consuming renewable energy on the economy is very often disputable and contravercial. The paper explores links between consumption of renewable energy, economic growth, trade, capital and labour. The study covers 28 European Union countries for the period from 1990 to 2012. Energy has been considered as one of production factors, which has a great impact on output. Thus, the neo-classical Cobb-Douglas function has been employed to reach the aim of the article. Following the relevant state-of-art, economic growth, consumption of renewable energy, trade, capital and labour are considered as separate factors. The analysis indicates that consumption of renewable energy boots economy in 12 countries out of 28. The neutrality hypothesis has been confirmed in 2 countries, while the conservation hypothesis has been proved in 6 cases. The weakest links between the consumption of renewable energy and other factors has been noticed in Luxembourgh’s case.
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Brković, Radoje. « ORGANIZATOR VOLONTERSKE USLUGE ». Dans XV Majsko savetovanje : Sloboda pružanja usluga i pravna sigurnost. University of Kragujevac, Faculty of Law, 2019. http://dx.doi.org/10.46793/xvmajsko.437b.
Texte intégralRésumé :
The question of the organization of volunteering plays a particularly important role, since the quality of the volunteer service provided and its realization depends directly on the method of organizing volunteer work. When it comes to the organization of volunteering, it is expected that the state bodies, as well as the organs of local self-governments, take active participation in this. This provides active support and encouragement of volunteer work by the state and state authorities, in accordance with the contemporary tendencies of revival and revitalization of volunteer work. Although volunteer work is primarily related to the activity of humanitarian work and work with particularly vulnerable categories of population, the tendency is that volunteering as a form of engaging people, different age and education structures is actualized in all areas of social life, as is the case with countries in the region, as well as Member States of the European Union.
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Kozík a, Tomáš, Ivana Tureková a, Róbert Bulla b et Terézia Bagalová a. « System of Lifelong Learning in Occupational Safety and Health in the Slovak Republic ». Dans Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/1005.
Texte intégralRésumé :
The area of OSH is currently widely debated issue in the European Union and also in other countries of the world. It is a given fact that the level of development of OSH standards and their application in daily life of a human is directly related to the quality of life and economic development of society. In that connection there must be interest in the educational system that perform the task of preparing the public perception of the importance of OSH in the lives of individuals and the acquisition of respect the OHS rules in work and non-work activities.Legal norms and OSH measures are very precisely elaborated. However daily experience of real life shows the low level of perception, understanding and respect for the principles of safe work and human health protection at the workplace and during free time.Authors of the report analyzes the state educational program and the curriculum framework to answer the question, whether the current education system in the Slovak Republic in relation to current legal standards and rules adequately prepares graduates of particular types of schools, to show an interest for safe conditions of work and life in healthy environment.
Rapports d'organisations sur le sujet "Education and state – European Union countries"
1
Martin, Matthew. The Crisis of Extreme Inequality in SADC : Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, mai 2022. http://dx.doi.org/10.21201/2022.8793.
Texte intégralRésumé :
The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
2
Martin, Matthew. The Crisis of Extreme Inequality in SADC : Fighting austerity and the pandemic. Oxfam, Development Finance International, Norwegian Church Aid, mai 2022. http://dx.doi.org/10.21201/2022.8793.
Texte intégralRésumé :
The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
3
Bourrier, Mathilde, Michael Deml et Farnaz Mahdavian. Comparative report of the COVID-19 Pandemic Responses in Norway, Sweden, Germany, Switzerland and the United Kingdom. University of Stavanger, novembre 2022. http://dx.doi.org/10.31265/usps.254.
Texte intégralRésumé :
The purpose of this report is to compare the risk communication strategies and public health mitigation measures implemented by Germany, Norway, Sweden, Switzerland, and the United Kingdom (UK) in 2020 in response to the COVID-19 pandemic based on publicly available documents. The report compares the country responses both in relation to one another and to the recommendations and guidance of the World Health Organization where available. The comparative report is an output of Work Package 1 from the research project PAN-FIGHT (Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak), which is financially supported by the Norwegian Research Council's extraordinary programme for corona research. PAN-FIGHT adopts a comparative approach which follows a “most different systems” variation as a logic of comparison guiding the research (Przeworski & Teune, 1970). The countries in this study include two EU member States (Sweden, Germany), one which was engaged in an exit process from the EU membership (the UK), and two non-European Union states, but both members of the European Free Trade Association (EFTA): Norway and Switzerland. Furthermore, Germany and Switzerland govern by the Continental European Federal administrative model, with a relatively weak central bureaucracy and strong subnational, decentralised institutions. Norway and Sweden adhere to the Scandinavian model—a unitary but fairly decentralised system with power bestowed to the local authorities. The United Kingdom applies the Anglo-Saxon model, characterized by New Public Management (NPM) and decentralised managerial practices (Einhorn & Logue, 2003; Kuhlmann & Wollmann, 2014; Petridou et al., 2019). In total, PAN-FIGHT is comprised of 5 Work Packages (WPs), which are research-, recommendation-, and practice-oriented. The WPs seek to respond to the following research questions and accomplish the following: WP1: What are the characteristics of governmental and public health authorities’ risk communication strategies in five European countries, both in comparison to each other and in relation to the official strategies proposed by WHO? WP2: To what extent and how does the general public’s understanding, induced by national risk communication, vary across five countries, in relation to factors such as social capital, age, gender, socio-economic status and household composition? WP3: Based on data generated in WP1 and WP2, what is the significance of being male or female in terms of individual susceptibility to risk communication and subsequent vulnerability during the COVID-19 outbreak? WP4: Based on insight and knowledge generated in WPs 1 and 2, what recommendations can we offer national and local governments and health institutions on enhancing their risk communication strategies to curb pandemic outbreaks? WP5: Enhance health risk communication strategies across five European countries based upon the knowledge and recommendations generated by WPs 1-4. Pre-pandemic preparedness characteristics All five countries had pandemic plans developed prior to 2020, which generally were specific to influenza pandemics but not to coronaviruses. All plans had been updated following the H1N1 pandemic (2009-2010). During the SARS (2003) and MERS (2012) outbreaks, both of which are coronaviruses, all five countries experienced few cases, with notably smaller impacts than the H1N1 epidemic (2009-2010). The UK had conducted several exercises (Exercise Cygnet in 2016, Exercise Cygnus in 2016, and Exercise Iris in 2018) to check their preparedness plans; the reports from these exercises concluded that there were gaps in preparedness for epidemic outbreaks. Germany also simulated an influenza pandemic exercise in 2007 called LÜKEX 07, to train cross-state and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007). In 2017 within the context of the G20, Germany ran a health emergency simulation exercise with WHO and World Bank representatives to prepare for potential future pandemics (Federal Ministry of Health et al., 2017). Prior to COVID-19, only the UK had expert groups, notably the Scientific Advisory Group for Emergencies (SAGE), that was tasked with providing advice during emergencies. It had been used in previous emergency events (not exclusively limited to health). In contrast, none of the other countries had a similar expert advisory group in place prior to the pandemic. COVID-19 waves in 2020 All five countries experienced two waves of infection in 2020. The first wave occurred during the first half of the year and peaked after March 2020. The second wave arrived during the final quarter. Norway consistently had the lowest number of SARS-CoV-2 infections per million. Germany’s counts were neither the lowest nor the highest. Sweden, Switzerland and the UK alternated in having the highest numbers per million throughout 2020. Implementation of measures to control the spread of infection In Germany, Switzerland and the UK, health policy is the responsibility of regional states, (Länders, cantons and nations, respectively). However, there was a strong initial centralized response in all five countries to mitigate the spread of infection. Later on, country responses varied in the degree to which they were centralized or decentralized. Risk communication In all countries, a large variety of communication channels were used (press briefings, websites, social media, interviews). Digital communication channels were used extensively. Artificial intelligence was used, for example chatbots and decision support systems. Dashboards were used to provide access to and communicate data.
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Böhm, Franziska, Ingrid Jerve Ramsøy et Brigitte Suter. Norms and Values in Refugee Resettlement : A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.
Texte intégralRésumé :
As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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Jones, Emily, Beatriz Kira, Anna Sands et Danilo B. Garrido Alves. The UK and Digital Trade : Which way forward ? Blavatnik School of Government, février 2021. http://dx.doi.org/10.35489/bsg-wp-2021/038.
Texte intégralRésumé :
The internet and digital technologies are upending global trade. Industries and supply chains are being transformed, and the movement of data across borders is now central to the operation of the global economy. Provisions in trade agreements address many aspects of the digital economy – from cross-border data flows, to the protection of citizens’ personal data, and the regulation of the internet and new technologies like artificial intelligence and algorithmic decision-making. The UK government has identified digital trade as a priority in its Global Britain strategy and one of the main sources of economic growth to recover from the pandemic. It wants the UK to play a leading role in setting the international standards and regulations that govern the global digital economy. The regulation of digital trade is a fast-evolving and contentious issue, and the US, European Union (EU), and China have adopted different approaches. Now that the UK has left the EU, it will need to navigate across multiple and often conflicting digital realms. The UK needs to decide which policy objectives it will prioritise, how to regulate the digital economy domestically, and how best to achieve its priorities when negotiating international trade agreements. There is an urgent need to develop a robust, evidence-based approach to the UK’s digital trade strategy that takes into account the perspectives of businesses, workers, and citizens, as well as the approaches of other countries in the global economy. This working paper aims to inform UK policy debates by assessing the state of play in digital trade globally. The authors present a detailed analysis of five policy areas that are central to discussions on digital trade for the UK: cross-border data flows and privacy; internet access and content regulation; intellectual property and innovation; e-commerce (including trade facilitation and consumer protection); and taxation (customs duties on e-commerce and digital services taxes). In each of these areas the authors compare and contrast the approaches taken by the US, EU and China, discuss the public policy implications, and examine the choices facing the UK.