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Littérature scientifique sur le sujet « Education – European Union countries »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Education – European Union countries"

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Grabowska, Barbara. « Education of teachers in European Union countries ». Osvitolohiya, no 3 (2014) : 40–41. http://dx.doi.org/10.28925/2226-3012.2014.3.4045.

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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.

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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.

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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.

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"In the context of economic disparities among the countries of the European Union, the paper analyses the status of financial literacy for people living in East European countries, the way to increase financial knowledge through financial education and finally leading to a higher and more effective financial inclusion. Economic gaps are a major challenge for Eastern European countries. Their recovery can be done through efficient public policies harmonized with actions to increase the degree of financial education of the population. Policy makers, public institutions and non-profit organisation involved in financial education matters can benefit from this analysis and conclusion just as much as researchers. "
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Villalgordo Pujalte, Borja, et Manuel Hernández Pedreño. « El rol de Europa del Este en el principio de cohesión de la Unión Europea. Hacia una incompleta integración ». Áreas. Revista Internacional de Ciencias Sociales, no 40 (30 décembre 2020) : 19–36. http://dx.doi.org/10.6018/areas.409421.

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La Unión Europea viene promoviendo la consecución de la cohesión social y económica desde sus Tratados Constitutivos. El alcance de este objetivo se ha visto ralentizado por varios motivos, como la entrada de los países de Europa del Este que ha supuesto un aumento de la heterogeneidad en la Unión; o por el diferente impacto de la reciente crisis económica en los distintos países. El objetivo de este trabajo es analizar el proceso de convergencia/divergencia de los países de Europa del Este en los parámetros socioeconómicos de la Unión Europea que fomentan la cohesión social y económica. La hipótesis de partida es que estos países han mantenido diferentes ritmos de convergencia con la Unión Europea por conformar un bloque heterogéneo, explicado por varios factores: el tiempo de permanencia en la Unión, la influencia de la Unión Soviética, el impacto de la Estrategia Europa 2020 o la situación de la que partían antes de entrar en la Unión. La metodología empleada es mixta, combinando la entrevista a profesionales con el análisis estadístico de los diferentes comportamientos sociales, económicos y políticos en los países de Europa del Este desde el estallido de la crisis hasta ahora. En la comparativa se consideran tres ámbitos de actuación, correspondientes a las principales áreas que conforman la política social y que se integran como objetivos dentro de la Estrategia Europa 2020 (ingresos, trabajo y educación), al tiempo que se incluye la respuesta institucional ofrecida por los diferentes países. European Union has been promoting the achievement of social and economic cohesion since the Treaty Establishing the European Community. A true embodiment of this goal has been slowed down by several reasons, such as the attachment of Eastern Europe countries that increased the heterogeneity in the European Union; or how European countries dealt with the latest economic recession that took place in 2008. The aim of this paper is to analyse the process of convergence/divergence among Eastern Europe countries and European Union based in a few parameters that foster the economic and social cohesion. The hypothesis is that countries from East of Europe have kept different rates of convergence with the European Union because they shape a heterogeneous group of countries due to several factors: accession year of each country to the European Union, influence of the former Soviet Union, Europe 2020 Strategy’s repercussion or the previous situation where these countries come from before being full members of the European Union. In this paper, a mixed methodology was applied, combining interviews with professionals in different fields of knowledge with the statistical analysis of social, economic and political behaviours in the Eastern European Union countries since the outbreak of the crisis until now. In this comparative, three fields of action have been considered as the main areas that compose social policy and are also integrated in the European 2020 Strategy (incomes, work and education), combined with the institutional response offered by these countries.
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Franco, G. « Occupational physicians' education and training across European Union countries ». International Archives of Occupational and Environmental Health 72, no 5 (16 août 1999) : 338–42. http://dx.doi.org/10.1007/s004200050385.

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Monsalve, Laura, Jose Gallego et Jose Manuel Aguilar. « Estudio analítico-comparado sobre las políticas educativas en educación para la salud en la Unión Europea ». Psychology, Society, & ; Education 5, no 2 (28 avril 2017) : 163. http://dx.doi.org/10.25115/psye.v5i2.503.

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Resumen: Este trabajo trata sobre un estudio comparado de las Políticas Educativas en material de Educación para la salud en los países de la Unión Europea con la finalidad de ver cómo se concretan en España. La Unión Europea en su legislación afirma que si se quiere avanzar como sociedad del conocimiento y competir eficazmente en una economía globalizada, para Europa es vital contar con una educación y formación de alta calidad. En la Unión Europea, la política educativa es competencia de cada país, pero entre todos fijan objetivos comunes y comparten las mejores prácticas. Por ello es motivo de este estudio comparar las Políticas educativas en materia de Educación para la salud en algunos países de la Unión Europea (España, Reino Unido, Francia y Alemania) y poder comparar las prácticas utilizadas en cada uno de ellos para poder de este modo coger lo mejor de cada país. El objetivo general que se persigue es analizar y comparar la situación de las políticas educativas en educación para la salud en las escuelas de la Unión Europea y en concreto las de Reino Unido, Francia, Alemania y España. A lo largo de este trabajo veremos que la educación para la salud en la escuela es un elemento de calidad así como un elemento necesario de educación integral en todas las etapas de la educación obligatoria. Analytical and comparative study on educational policies in health education in the European Union. Abstract: This paper deals with a comparative study of material Educational Policies in Health Education in the countries of the European Union for the purpose of seeing take shape in Spain. The EU legislation states that if you want to advance as a knowledge society and compete effectively in a global economy, Europe is vital to have an education and training of high quality. In the European Union, education policy is the responsibility of each country, but among all set common goals and share best practices. For this reason this study is to compare the educational policies on health education in some countries of the European Union (Spain, UK, France and Germany) and to compare the practices in each of them to this take the best of each country mode. The general objective pursued is to analyze and compare the situation of education policies in health education in the schools of the European Union and in particular the UK, France, Germany and Spain. Throughout this paper we will see that health education in school is a quality item as well as a necessary element of comprehensive education in all stages of compulsory education.
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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.

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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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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.

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Digital learning has become an everyday experience for a significant part of the population during a pandemic, regardless of their technical and psychological readiness. Both the more and less technologically advanced countries have faced the inevitable need for large-scale deployment of digital learning. This paper presents an assessment of the development of digital learning in Lithuania and the EU countries in 2019, i.e., before the pandemic began. The evaluation is carried out using the Index of Readiness for Digital Lifelong Learning, developed by the Center for European Policy Studies (CEPS) using official indicators and expert evaluation.Despite the growing number of studies aimed at assessing the digital divide in modern society and in education in particular, there is still a lack of empirical material to shed light on the link between the extent of digitalization, its determinants (such as national governance in promoting digitalization), and changes in learning outcomes caused by digitalization. The findings from the CEPS study presented in the paper are the first attempt to move beyond the assessment of the prevalence of learning digitalization in different European countries, taking a holistic view of digitalisation-induced changes in learning outcomes and participation with a special focus on digital learning policy as an important component of digitalisation development.The aim of this article is to assess the digital learning situation in Lithuania using the Index of Readiness for Digital Lifelong Learning, which was developed before the pandemic in 2019. The progress of European Union countries in developing digital learning is reviewed in the paper, based on the results of CEPS (2019) research. The Index of Readiness for Digital Lifelong Learning and the results of Lithuania’s assessment using the methodology developed by CEPS are presented here. The description of the situation in Lithuania is based on the second component of the Index titled “Institutions and policies for digital learning”.In order to qualitatively assess the country’s strategic provisions for digital learning, the method of analysis of the country’s strategic documents was applied. Public expert opinions were included into the analysis of the situation in Lithuania. An interpretation of the comparative analysis of the obtained index values is presented.Standard indicators from the Eurostat, Eurobarometer, OECD, Bertelsmann Stiftung, World Bank, and expert surveys were used to create the combined Index of Readiness for Digital Lifelong Learning. The index is constructed as a weighted average of indicators divided into three categories: learning participation and outcomes, institutions and policies for digital learning, and availability of digital learning. The assessment of the situation in the EU countries, carried out according to the developed methodology, allowed to calculate the value of the Index for each country. Lithuania ranks 11th in the overall EU-27 ranking with an Index value of 0.623.A more detailed analysis allowed us to see that the countries’ ratings can differ significantly according to the different categories of the Index. The Scandinavian countries lead in terms of learning participation and outcomes and, together with the Netherlands and Austria, in terms of availability of digital learning. Southern European countries received relatively high ratings in the Index category “institutions and policies for digital learning”, which reflects their determination to strengthen their position in the digital world. Estonia and the Netherlands also found themselves among the leaders in this category. Lithuania’s relatively high position in the list is also based on positive evaluations of the indicators of the second component of the Index (i.e., policies and institutions), while participation and learning outcomes were assessed modestly. Using the example of Lithuania, the article provides arguments in favor of why the second component of the Index should not be given.
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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.

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The purpose of the presented research is to assess pro-environmental behaviour (PEB) in European Union countries in 2009 and 2019. The study used a synthetic measure developed using the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) benchmark method. This method enables distinguishing classes and ranks of countries depending on the adopted characteristics. Basic measures of descriptive statistics, i.e., average, standard deviation and the coefficient of variation, were used in the analysis of the data set. The main research question addressed in this study concerns the relationship between the level of PEB and economic, demographic, and educational factors—not only on a micro scale but also from the macroeconomic perspective. The research has revealed a wide variety throughout the European Union (EU-27) countries in terms of pro-environmental behaviour. Sweden, Finland, and Denmark top the ranking, while Malta, Greece, Spain, and Romania are at the bottom of it. Northern European countries can therefore be identified as a group that represents a positive benchmark in terms of PEB across the European Union (EU-27). The correlation between PEB and selected economic, demographic, and education-related variables was also investigated. Country-level PEB is correlated with demographic and economic variables, but it is not correlated with education-related variables.
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Thèses sur le sujet "Education – European Union countries"

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

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Defence date: 16 March 2007
Examining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
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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Rasco, Clark Joseph. « Demographic trends in the European Union : political and strategic implicaitons / ». Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FRasco.pdf.

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Li, Xin. « European identity, a case study ». Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2555548.

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Krasniuk, S. O. « Adult learning technologies in the European Union countries ». Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10707.

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Slapin, Jonathan B. « Institutional design in the European Union how governments negotiated the Treaty of Amsterdam / ». Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459915981&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Tan, Zu Jia. « Analysis on the integration of EU consumer credit markets : a co-integration analysis ». Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2555572.

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Yucesan, Esin. « Stock Market Integration Between Turkey And European Union Countries ». Thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605686/index.pdf.

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The objective of the study is to analyze the effects of two breakpoints on the relationships of Istanbul Stock Exchange with the European stock markets and on the relationships among these European stock markets to increase the economic integration. The breakpoints are the execution of the Customs Union Agreement of Turkey with the European Union in 1/1/1996 and the introduction of the Euro in 1/1/1999. While both breakpoints have effects on Turkey&rsquo
s economic relations, the European Union countries are expected to be influenced by only the introduction of the Euro. Stock market indices provided by DataStream is utilized. The statistical techniques used include the correlation and cointegration analysis. Results indicate that when examined on pair wise basis Turkish stock market has more liaisons with the European stock markets, in general, after the Customs Union
but less liaisons after the conversion to Euro. However, when examined as a group, the cointegration result finds the Euro as influential as the Customs Union. Alternatively, the European stock markets have decreasing integrations as a result of correlation analysis after the Euro, but it is an influential breakpoint according to cointegrating structures.
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Nezhyvenko, Oksana. « Informal employment in Ukraine and European Union transition countries ». Thesis, Paris Est, 2018. http://www.theses.fr/2018PESC0047/document.

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L'emploi informel est devenu un sérieux défi pour l'économie ukrainienne et des pays en transition au cours de l'adaptation aux conditions du marché. La tendance du nombre de travailleurs qui participent au secteur informel est en hausse depuis les dernières années. Dans mes recherches, je vais présenter l'état actuel de l'emploi informel en Ukraine et les pays en transition. Une attention particulière est accordée à la répartition du travail entre les différentes catégories de population, en divisant les individus en cinq catégories (employés formels, employés informels, travailleurs indépendants formels, travailleurs indépendants informels et chômeurs) selon la définition de l'emploi informel de l'OIT. Nous examinons le marché du travail en utilisant les données de Ukrainian Longitudinal Monitoring Survey pour l'Ukraine et Survey on Living and Income Conditions pour les pays en transition et nous élaborons la fonction des gains du capital humain pour le marché du travail en appliquant la fonction de répartition des gains de Mincer, afin d'étudier les facteurs qui déterminent les revenus et le choix de l'emploi de l'individu en Ukraine et les pays en transition
Informal employment became a serious challenge for the Ukrainian economy and economy of transition countries during the adjustment to market conditions. Trends of the number of workers participating in the informal sector have been rising for the last years. In my research I will present the current state of informal employment of Ukraine and transition countries. Detailed attention is paid to labour distribution across different population categories by dividing the individuals into five categories (formal employee, informal employee, formal self-employed, informal self-employed and unemployed) following the definition of informal employment from the ILO. We examine labour market using the data of the Ukrainian Longitudinal Monitoring Survey for Ukraine and the Survey on Living and Income Conditions for transition countries and we design human capital earnings function for labour market by applying Mincer earnings distribution function in order to investigate the factors that determine the individual’s earnings and choice of the employment status both for Ukraine and transition countries
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Livres sur le sujet "Education – 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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Watts, A. G. Nouvelles competences pour un avenir different : Services d'orientation et de conseil dans l'enseignement superieur de l'Union Europeenne. Brussel : Vubpress, 1998.

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Education, training and employment dynamics : Transitional labour markets in the European Union. Cheltenham [England] : Edward Elgar Pub., 2002.

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Peck, Bryan T. Teaching and educating for a new Europe : A challenge for the countries of the European Union. Comack, NY : Nova Science Publishers, 1997.

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

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Alexander, Thomas. Realität und Innovation in der europäischen Begegnung. Göttingen : Vandenhoeck & Ruprecht, 2009.

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Hervey, Tamara K. European social law and policy. New York : Longman, 1998.

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Education and employment in the European Union : The social cost of business. Farnham : Gower, 2010.

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

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Mainstreaming equality in the European Union : Education, training and labour market policies. London : Routledge, 1998.

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Chapitres de livres sur le sujet "Education – European Union countries"

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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta et Sazana Jayadeva. « Access to and Experiences of Higher Education Across Europe : The Impact of Social Characteristics ». Dans European Higher Education Area : Challenges for a New Decade, 197–209. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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van Damme, Maike. « The Negative Female Educational Gradient of Union Dissolution : Towards an Explanation in Six European Countries ». Dans European Studies of Population, 93–122. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25838-2_5.

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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.
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Brons, M. D. (Anne). « Cross-National Variation in the Link Between Parental Socio-Economic Status and Union Formation and Dissolution Processes ». Dans Social Background and the Demographic Life Course : Cross-National Comparisons, 17–34. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_2.

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AbstractThe main objective of this chapter is to understand the link between parental socio-economic status (SES) and union formation and dissolution processes from a cross-national comparative perspective. According to the Second Demographic Transition (SDT) theory, it can be expected that the impact of parental background on these union dynamics differs across societal contexts. Integrated results from prior studies using meta-analytical tools indicate that in many European countries, young adults from advantaged backgrounds delay their first co-residential union and have a higher risk to dissolve their union compared to young adults from disadvantaged backgrounds. The strength of this link between parental SES and union dynamics varies across countries. There is suggestive evidence that the link between parental SES and union dynamics is weakest in North-Western European countries that are most advanced in the SDT. However, next to these SDT-related indicators that focus more on cultural change, institutional country-level indicators, like the extent of educational expansion, and economic country-level indicators, such as the level of economic uncertainty, might also play a role.
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Maj-Waśniowska, Katarzyna. « Expenditure on Education in the Countries of the European Union in the Light of the Europe 2020 Strategy ». Dans Eurasian Studies in Business and Economics, 33–57. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67916-7_3.

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Guimaraes, Paula, et Marta Gontarska. « Adult education policies and sustainable development in Poland and Portugal : a comparative analysis of policies and practices ». Dans International and Comparative Studies in Adult and Continuing Education, 115–29. Florence : Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.08.

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Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.
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Lourenço, Paulo B., Jorge M. Branco et Ana Coelho. « Sustainability and Cultural Heritage Buildings ». Dans Sustainable Structural Engineering, 53–68. Zurich, Switzerland : International Association for Bridge and Structural Engineering (IABSE), 2015. http://dx.doi.org/10.2749/sed014.053.

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<p>Conservation of cultural heritage buildings is a demand from society, which recognizes this heritage as a part of their identity, but it is also an economic issue. In Europe, tourism accounts for 10% of the gross domestic product (GDP) and 12% of the employment, if linked sectors are considered. The European Union (EU) is the world’s number one tourist destination, with 40% of arrivals in the world and with seven European countries among the top ten. According to the World Trade Organization (WTO) estimates, international tourist arrivals in Europe will increase signifi cantly. The built European heritage, namely monuments or historical centres, is a main attractor for tourism, with 45% of the United Nations Educational, Scientifi c and Cultural Organization (UNESCO) World Heritage sites situated within the EU. Therefore, the need for their conservation is unquestionable.</p>
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Santos, Victor. « European Structural and Investment Funds 2021–2027 : Prediction Analysis Based on Machine Learning Models ». Dans Springer Proceedings in Political Science and International Relations, 167–75. Cham : Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18161-0_11.

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ABSTRACTThis research presents several machine learning algorithms and prediction models to anticipate the European Structural and Investment Funds (ESIF) application in different European Union (EU) countries. These analyses start with data training from 2014 to 2020 ESIF, to test and predict the application of the future ESI Funds for 2021–2027. We deliver an analysis focused on the priorities of each fund, highlighting the differences between the programs in different time periods. In the framework of the European Regional Development Fund (ERDF), we will specifically address the assessment of the following themes: support innovation of small and medium-sized businesses, to greener, low-carbon, and resilient projects with enhanced mobility. In what concerns the European Social Fund (ESF), we will evaluate projects that promote and increase the EU’s employment, social, education, and skills policies, including structural reforms in these areas. Regarding the cohesion funds (CF), we will be targeting the improvements between the two ESIFs, looking at projects in the field of environment and trans-European networks in the area of transport infrastructure (TEN-T). In summary, we will be looking at the future of ESIF through the glasses of artificial intelligence.
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Eppler, Annegret. « European Union ». Dans The Forum of Federations Handbook of Federal Countries 2020, 147–66. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42088-8_12.

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Schneider, Friedrich. « Size of the Shadow Economies of 28 European Union Countries from 2003 to 2018 ». Dans European Union, 111–21. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18103-1_6.

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Actes de conférences sur le sujet "Education – European Union countries"

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Dudaitė, Jolita, Rūta Dačiulytė et Jolanta Navickaitė. « LIFELONG LEARNING SITUATION IN EUROPEAN UNION COUNTRIES ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1679.

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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.

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Education has a major role regarding human development and society, being the main resource of growth of a country. Along with the technological evolution and changes, education has gained other dimensions, as internet brings together. In this paper we aim to study if there are influences of the digital skills and access to technology on the education development and convergence in the European Union Countries. The method applied is based on convergence clubs principle: a group of countries tend to have similar tendencies regarding a specific characteristic. Considering that the European Union states may form clusters of countries with a specific characteristic based on the expenditures together with the internet use. On the clusters resulted we employ an econometric model that takes into consideration aspects as: influences on how European countries converge in terms of access to internet and technology of households, and stimulation of educational convergence in European Union. Another aspect of our research is to point out the need of investments in all education and training forms in such a way that we can assure that the people that are attending this process will be more efficient and their effectiveness will raise as a consequence of improved skills and competences that are meeting rapidly the needs of the labor market. This process of education and training will allow the individuals to achieve the knowledge, skills and competences through the usage of the ELearnings platforms that enables them to grow and to influence their situations, by broadening their perspectives, equipping people favorably for their future lives.
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de Pablo Valenciano, Jaime, Juan Uribe Toril, Juan Milán García et Mercedes Capobianco Uriarte. « ROLE PLAYING FOR KNOWLEDGE ABOUT THE EUROPEAN UNION COUNTRIES ». Dans International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0786.

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

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

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

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

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

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Pogrebnyak, N. N. « On the issue of educational and research integration in countries The European Union ». Dans Scientific achievements of the third millennium. SPC "LJournal", 2021. http://dx.doi.org/10.18411/scienceconf-03-2021-37.

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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.

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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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Rapports d'organisations sur le sujet "Education – European Union countries"

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

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

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The COVID-19 pandemic has worsened the extreme inequality in Southern African Development Community (SADC) countries, and pushed millions into poverty. The economic crisis continues due to the obscene global vaccine inequality. As of end March 2022, a dismal 14% of SADC citizens had been fully vaccinated against COVID-19, compared with 65.5% in the United States and 73% in the European Union. In 2021, with infections rising in SADC, the critical health, social protection and economic programmes put in place by most governments in 2020 were rolled back and replaced with austerity, in the context of growing debt burdens and lack of external support for country budgets. Such austerity has been built into IMF programmes in the region. Recovering from the pandemic, however, offers SADC governments a once-in-a-generation opportunity to do what their citizens want: increase taxes on the wealthy and large corporations, boost public spending (especially on healthcare, education and social protection), and increase workers’ rights as well as tackling joblessness and precarious work. With external support, including through debt relief and aid, they could reduce inequality drastically and eliminate extreme poverty by 2030.
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Tomás, Inês, et Ricardo Barradas. Household indebtedness in the European Union countries : Going beyond the mainstream interpretation. DINÂMIA'CET-Iscte, 2021. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2021.03.

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Carbo-Valverde, Santiago, Edward Kane et Francisco Rodriguez-Fernandez. Evidence of Differences in the Effectiveness of Safety-Net Management in European Union Countries. Cambridge, MA : National Bureau of Economic Research, février 2008. http://dx.doi.org/10.3386/w13782.

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Domínguez, Roberto. Perceptions of the European Union in Latin America. Fundación Carolina, janvier 2023. http://dx.doi.org/10.33960/issn-e.1885-9119.dt76en.

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This working paper examines the puzzle of the gaps between the images that the EU projects, voluntarily and involuntarily, and the perceptions of the EU in Latin America. After reviewing some of the debates related to the role of perceptions in public policy and EU Public Diplomacy (EUPD), the paper analyzes some critical developments in global perceptions of the EU based on the study Update of the 2015 Analysis of the Perception of the EU and EU Policies Abroad (2021 Update Study), which assessed the attitudes of the EU in 13 countries. The third section examines some studies on the attitudes of the EU in Latin America, including some contributions from Latinobarometer. The fourth section offers comparative cases of EU perception in Brazil, Mexico, and Colombia based on the findings of the 2021 Update Study. The analysis of each country relies on the interpretation of surveys with some references to the press analysis and interview methods provided in the 2021 Update Study. Each case discusses specific trends in the following areas: visibility, primary descriptors, global economics, and international leadership. Also, it identifies some patterns in perceptions of the EU in social development, climate change, research/technology, development assistance, culture, the case of the critical juncture in the survey (pandemic), and the EU as a normative setter. The final section offers some general trends in the perceptions of the EU in Latin America.
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Barradas, Ricardo. Drivers of private consumption in the era of financialisation : new evidence for the European Union countries. DINAMIA'CET-IUL, Instituto Universitário de Lisboa, 2017. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2017.04.

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Barradas, Ricardo. Finance-growth nexus in the age of financialisation : An empirical reassessment for the European Union countries. DINAMIA-CET IUL, 2018. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2018.07.

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Bunse, Simone, Elise Remling, Anniek Barnhoorn, Manon du Bus de Warnaffe, Karen Meijer et Dominik Rehbaum. Advancing European Union Action to Address Climate-related Security Risks. Stockholm International Peace Research Institute, septembre 2022. http://dx.doi.org/10.55163/rzme5933.

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The Ukraine war has added to the pressure to address the links between the environment, natural resource management and conflict. This SIPRI Research Policy Paper assesses the priorities of selected European Union (EU) member states regarding climate-related security risks, explores their strategies for pursuing these at EU level and identifies steps for further action. It finds that the appetite to tackle climate-related security risks at EU level is mixed. While maintaining the operational efficiency of the military is a red line, concentrating efforts on research, development and peacekeeping is acceptable even to countries that do not prioritize climate insecurity in their policies. Country strategies for pursuing such efforts involve spotlighting climate security during their respective rotating Council presidencies, working closely with the European External Action Service and the European Commission, and collaborating with like-minded member states. The paper recommends additional steps for action but in order to make effective adjustments to EU processes, climate security will need greater prominence on the EU agenda.
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Sheridan, Anne, et Sarah Groarke. Trends in migration to Ireland of nationals of countries with visa liberalisation agreements with the European Union. ESRI, août 2019. http://dx.doi.org/10.26504/sustat75.

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Bunse, Simone, Elise Remling, Anniek Barnhoorn, Manon du Bus de Warnaffe, Karen Meijer et Dominik Rehbaum. Mapping European Union Member States’ Responses to Climate-related Security Risks. Stockholm International Peace Research Institute, septembre 2022. http://dx.doi.org/10.55163/htdn6668.

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This SIPRI Research Policy Paper identifies European Union (EU) member states’ efforts to address climate-related security risks in the short to medium term and suggests entry points for further action. Even countries making visible attempts to mainstream the linkages between climate and security are falling short of pursuing a comprehensive approach. Among the ongoing initiatives that might bear fruit in one to three years are: appointing climate security advisers; climate proofing peacebuilding and conflict proofing climate action; investing in early warning and risk mapping; reassessing climate financing and development aid; and building up the operational resilience of the military. Strengthening such efforts would involve: incorporating climate insecurity into foreign and security policy dialogues; increasing conflict-sensitive climate adaptation finance; sensitization to climate change and conflict; and improving the operationalization of early warning. To remain credible, EU member states must advance their climate security initiatives and close the gap between rhetoric and practice.
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