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Bibliographies thématiques / Educational attainment – European Union countries / Livres

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Livres sur le sujet « Educational attainment – European Union countries »

Auteur : Grafiati

Publié le 10 mars 2023

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

Malykhin, Oleksandr, Nataliia Aristova et Oksana Shparyk. Organizing educational process in Ukraine and European Union countries under unpredicted global influences. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-26-7-2021-71.

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The reference book of “Organizing educational process in Ukraine and European Union countries under unpredicted global influences” highlights issues related to the experience of organizing educational process in the EU countries (Austria, Belgium, Bulgaria, Greece, Denmark, Estonia, Ireland, Spain, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Germany, Poland, Portugal, Romania, Slovakia, Slovenia, Hungary, Finland, France, Croatia, the Czech Republic, Sweden) and in Ukraine in the 21st century with emphasis on investigating peculiarities of organizing educational process amid blended learning, whose transition is caused by unpredictable global impacts (the Covid-19 pandemic). Information presented in the reference book contributes to raising the quality of national education by implementing positive experience of organizing educational process in the EU countries amid the Covid-19 pandemic into the education system of Ukraine. The reference book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.

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8

Chakroun, Borh, et Jean-Marc Castejon. Developing Qualifications Frameworks in Eu Partner Countries : Modernising Education and Training. Anthem Press, 2012.

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9

Chakroun, Borhene, Arjen Deij, Vincent McBride, Mike Coles et Jean-Marc Castejon. Developing Qualifications Frameworks in EU Partner Countries : Modernising Education and Training. Anthem Press, 2011.

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10

European Foundation for the Improvement of Living and Working Conditions (Corporate Author), dir. Training in Environmental Management-Industry and Sustainability : Corporate Environmental and Resource Management and Educational Requirements. European Communities, 1997.

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11

Peck, Bryan T. Education, the Baltic States and the Eu : In Education, Emerging Goals in a New Millennium (Education--Emerging Goals in a New Millennium). Nova Science Publishers, 2003.

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12

(Editor), Francis Crawley, Paul Smeyers (Editor) et Paul Standish (Editor), dir. Universities Remembering Europe : Nations, Culture, and Higher Education (International Educational Studies). Berghahn Books, 2001.

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13

Malykhin, Oleksandr, Nataliia Aristova et Oksana Shparyk. The use of positive experience of organizing educational process in European Union countries under unpredictable global influences in the system of national education of Ukraine. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-25-0-2021-70.

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The presented instructional guidelines book is targeted at presenting generalized experience of the EU countries and Ukraine regarding the implementation of measures aimed at minimizing the negative consequences of the urgent reformatting of traditional educational process (classroom studies in general secondary schools and lecture-seminar studies at higher education institutions) into distance and/or blended learning formats. The instructional guidelines book consists of four sections (“General Provisions”, “Generalized experience of EU countries in overcoming the negative effects of the COVID-19 pandemic on national systems of education and prospects for its usage in the educational system of Ukraine”, “Measures taken to address the negative impacts of the COVID-19 pandemic on national educational systems”, “Recommended sources for obtaining additional information”) and provides comprehensive information on measures that can be recommended for implementing into the educational system of Ukraine within distance and/or blended learning (amid the COVID-19 pandemic and with the prospect of applying the most effective forms, methods and means of education in post-pandemic period). The instructional guidelines book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.

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14

Brandolini, Andrea, et Giovanni Vecchi. Standards of Living. Sous la direction de Gianni Toniolo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199936694.013.0008.

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The chapter describes the evolution of the Italians' well-being during the 150 years since the country's unification. The progress in material standard of living has been substantial, with GDP per capita growing thirteen times between 1861 and 2011 and hours of work (and hence effort) falling considerably, but roughly in line with that experienced by most other European countries. By relying on a novel database on household budgets, it is shown that economic growth has been accompanied by a long-run reduction of inequality that however appears to have been reversed in the last two decades. Progress has not been limited to the economic domain: educational attainment has improved considerably, although less than in other countries, and life expectancy has grown at a spectacular pace, allowing Italians to lead current international rankings.

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15

Breen, Richard, et Walter Müller, dir. Education and Intergenerational Social Mobility in Europe and the United States. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503610163.001.0001.

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This book is about the role of education in shaping rates and patterns of intergenerational social mobility among men and women during the twentieth century. It examines intergenerational class mobility in the United States and seven European countries during this period. Class mobility compares the social class position of men and women with the class of the family they were born into. Mobility trends have been similar in all these countries, with increasing upward mobility among people born up to about 1950 and increasing downward mobility for those born later. The major driver of upward mobility was the massive changes in the occupational structure that took place in the thirty years after the end of World War II. Education was also important in promoting greater openness, not only through the growth of higher education, but also because, in many cases, the relationship between social background and educational attainment weakened.

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16

Quaiser-Pohl, Claudia, et Martina Endepohls-Ulpe, dir. Women’s Choices in Europe. Influence of Gender on Education, Occupational Career and Family Development. Waxmann Verlag GmbH, 2012. http://dx.doi.org/10.31244/9783830977438.

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The options women have to shape their lives have dramatically increased in the last decades, and this is true for all European countries. Changes in their societies with respect to women’s rights have been fundamental, amongst other things as a result of the women’s movement, which caused one of the greatest social revolutions of the 20th century. But considering the different starting points of the women’s movement and all the other historical, cultural and political differences in the European nations it is no surprise that the situation of women is different, too, and that the process of reaching equal status with men has come to different stages in different areas of life. And, of course, there are still some fields of remarkable gender inequalities which can be noticed all over Europe. This book wants to give some insight into the differences as well as the similarities of women’s lives, their educational and occupational attainment and their choices with respect to occupational career and family life in several European countries. The authors come from different countries and represent different disciplines. Therefore the chapters cover a large variety of scientific approaches and draw a fine-grained picture of the situation of women´s lives in Europe.

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