Relevant bibliographies by topics / Continuing education – European Union countries

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing education – European Union countries'

Author: Grafiati
Published: 10 March 2023
Last updated: 31 July 2025

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Journal articles on the topic "Continuing education – European Union countries"

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PASCU, Bianca, and Florin LUNGU. "LONG LIFE LEARNING – A PRIORITY FOR THE EUROPEAN UNION." Review of Management and Economic Engineering 21, no. 4 (2022): 278–85. https://doi.org/10.71235/rmee.55.

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Education, and especially continuing education, is at the forefront of the European Union’s (EU) policies for the first time. Due to the large number of countries that are part of the EU, due to social, cultural, political, and administrative differences, due to different needs from country to country, the progress in this field is different in the member countries. Lifelong learning or adult education refers to any form of formal, non-formal or informal learning after the adults have left the formal system of education. According to the Cambridge dictionary, "lifelong learning" is "the proces
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Sysoieva, Svitlana, and Olena Protsenko. "IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA: REGULATORY PROVISION." Continuing Professional Education: Theory and Practice, no. 2 (2020): 78–84. http://dx.doi.org/10.28925/1609-8595.2020.2.11.

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The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of con
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Piškorjanac, Silvija. "Oncology nursing and EONS (European Oncology Nursing Society) influence in Eastern Europe." Sestrinska vizija 5, no. 8 (2021): 34–37. http://dx.doi.org/10.5937/sestrviz2108034p.

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European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. The situation is similar or the same in many other Eastern European countries. Experience in nursing education in different European countries can be useful in improving nursing education in Croatia. Cancer nursing specialization in the Republic of Croatia
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RRUGIA, Iva. "Analysis of the Training Needs of Healthcare Professionals (Physical Therapists, Nurses, Midwives) in Albania." Medicus 4, no. 1 (2020): 63–69. http://dx.doi.org/10.58944/bynr1457.

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Introduction: The study on the analysis of the needs for continuing education in Albania aims to approach its realism in Albania scientifically within the framework of the CME’s purpose. The study begins with an explanation of operational terms based on the existing theoretical framework, following the models of CME reality in the United States and European Union countries. Material and methods: The study has outlined some research questions related to the objectives of CME, how CME is implemented in countries where it is functional, what role QKEV (Quality Control of Continuing Education) pla
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Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.

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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions
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ISAC, Ştefania. "European experience in training of trainers domain in the perspective of continuous training." Univers Pedagogic 4(64) (December 15, 2019): 69–74. https://doi.org/10.5281/zenodo.3567659.

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In this article we refer to landmarks concept on "adult education" in the context of European Union policies in training of trainers domain as well as their training system in the perspective of continuous training in various EU Member States. And basic skills in continuing vocational training systems and the training of trainers are largely re-used on the educational component, which will remain the most important in the vast majority of European countries in order to achieve the optimal outcome of teaching.
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Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen, and Finn Børlum Kristensen. "HTA EDUCATION AND TRAINING IN EUROPE." International Journal of Technology Assessment in Health Care 18, no. 4 (2002): 808–19. http://dx.doi.org/10.1017/s0266462302000612.

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Objective: To identify training programs and educational resources in health technology assessment (HTA) in Europe.Methods: A postal survey among potential informants in European countries and Israel, expanding on surveys among ISTAHC and INAHTA members. Informants were identified either using HTA networks or by means of Internet sources.Results: The combined results of the three surveys show that in the European Union (EU), including Norway and Switzerland, 13 of 17 countries (76%) provide either university level courses or continuing education HTA courses. In the candidate EU countries, 4 of
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Hughes, Anna, and Edward Thomas. "Cultural influences on the professions in European Union countries and their implications for continuing professional development." International Journal of Lifelong Education 15, no. 2 (1996): 107–13. http://dx.doi.org/10.1080/0260137960150205.

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Larsen, Kathy Riggs. "Corrosion Salaries Inch Higher in North America, Continuing the Upward Trend." Materials Performance 50, no. 7 (2011): 134–42. https://doi.org/10.5006/mp2011_50_7-134.

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Materials Performance conducted its 13th annual corrosion career survey in April to compile information from NACE International members on their annual compensation, job duties, work experience, education level, company size, and number of years in the profession, as well as challenges they face when working to mitigate corrosion. This year, die survey was expanded to include NACE members in Europe as well as die United States and Canada. The survey questionnaire was e-mailed to NACE members in die 17 European Union countries that use the Euro as their currency—Austria, Belgium, Cyprus, Estoni
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Mutlu, Gülçin. "A comparative look at the teacher training systems: Belgium - Flemish Community and Turkey." Journal of Human Sciences 13, no. 2 (2016): 3320. http://dx.doi.org/10.14687/jhs.v13i2.3809.

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This study aims to have a comparative look at the two countries, Belgium - Flemish Community and Turkey with regard to teacher training systems and qualitatively investigate the differences between these countries. The comparison themes for which these comparative analyses were based on were derived following a determination of the most prominent aspects of teacher education terminology. These themes include such education and teacher education related concepts as a) teacher education curriculum components, b) teacher employment, c) teacher career steps, d) in-service training, e) status of te
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Dissertations / Theses on the topic "Continuing 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<br>Examining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)<br>PDF of thesis uploaded from the Library digital archive of EUI PhD theses<br>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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WENTZEL, Joachim. "An Imperative to Adjust? : skill formation in England and Germany." Doctoral thesis, 2009. http://hdl.handle.net/1814/13283.

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Defence Date: 05/12/2009<br>Examining Board: Adrienne Héritier (EUI/RSCAS); Ewart Keep (Cardiff University); Martin Kohli (EUI) (Supervisor); Vivien A. Schmidt (Boston University)<br>PDF of thesis uploaded from the Library digital archive of EUI PhD theses<br>This dissertation deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany, two countries which in the Varieties of Capitalism (VoC) literature represent two very different types of economic coordin
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GORI, Gisella. "Towards a European right to education? : education and training rights and policies in the European Union." Doctoral thesis, 2000. http://hdl.handle.net/1814/4647.

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Defence date: 4 July 2000<br>Examining board: Renaud Dehousse, EUI (supervisor) ; Bruno De Witte, EUI ; Yves Mény, EUI ; Denis Simon, University Robert Schuman, Strasbourg, and College of Europe<br>PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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SCHINK, Gertrud. "Kompetenzerweiterung im Handlungssystem der Europäischen Gemeinschaft : Eigendynamik und policy-entrepreneure : Eine Analyse am Beispiel von Bildung und Ausbildung." Doctoral thesis, 1992. http://hdl.handle.net/1814/4781.

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Defence date: 20 November 1992<br>Examining Board: Prof. Dr. Bruno de Wittw, Rijsuniversiteit Limburg ; Prof. Dr. M. Rainer Lepsius (supervisor), Universität Heidelberg ; Prof. Dr. Giandomenico Majone, Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Roger Morgan (co-supervisor), Europäisches Hochschulinstitut, Florenz ; Prof. Dr. Fritz W. Scharpf, Max-Planck Institut für Gesellschaftsforschung, Köln<br>PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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GRÄTZ, Michael. "Compensating disadvantageous life events : social origin differences in the effects of family and sibling characteristics on educational outcomes." Doctoral thesis, 2015. http://hdl.handle.net/1814/38784.

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Defence date: 19 November 2015<br>Examining Board: Professor Fabrizio Bernardi, European University Institute (EUI Supervisor); Professor Hans-Peter Blossfeld, European University Institute; Professor Dalton Conley, New York University; Professor Jan O. Jonsson, Nuffield College, University of Oxford/ Swedish Institute for Social Research (SOFI), Stockholm University.<br>This thesis is a collection of four empirical studies which analyze the effects of family and sibling characteristics on educational outcomes. The analysis in all empirical studies is guided by the compensatory effect of socia
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CITI, Manuele. "Patterns of policy evolution in the EU : the case of research and technology development policy." Doctoral thesis, 2009. http://hdl.handle.net/1814/12046.

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Defence Date: 26/06/2009<br>Examining Board: Frank Baumgartner (Penn State University); Susana Borrás (Copenhagen Business School); Adrienne Héritier (EUI/RSCAS) (Co-Supervisor); Rikard Stankiewicz (Lund University (emeritus), formerly EUI) (Supervisor)<br>PDF of thesis uploaded from the Library digital archive of EUI PhD theses<br>The literature on the policy-making of the European Union (EU) has trouble understanding the long-term evolution of EU policies. While numerous accounts exist that analyze EU policies from a historical, analytical-descriptive and normative perspective, no existing a
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Yetkiner, Zeynep 1978. "Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries." Thesis, 2010. http://hdl.handle.net/1969.1/148457.

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One of the main purposes of this dissertation was to examine gender- and socioeconomic status (SES)-related mathematics achievement gaps among Turkish middle-school students compared to achievement gaps in European Union (EU) countries. A further purpose of the present study was to investigate qualified mathematics teachers’ distribution in relation to student SES among Turkish middle schools. Finally, relationships between mathematics teacher quality indicators and students’ mathematics achievement within Turkish middle-school classrooms were explored. In this dissertation, Trends in Intern
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VAN, ALPHEN Stan. "Just enough education to perform : the labour market integration of early school leavers in a European cross-national perspective." Doctoral thesis, 2010. http://hdl.handle.net/1814/14509.

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Defence date: 28 May 2010<br>Examining Board: Fabrizio Bernardi (EUI); Jaap Dronkes (formerly EUI/Univ. Maastricht, Supervisor); Markus Gangl (Univ. Wisconsin, in absentia); Irena Kogan (Univ. Mannheim)<br>PDF of thesis uploaded from the Library digital archive of EUI PhD theses<br>This thesis concerns the labour market outcomes of early school leavers in a European, cross-national perspective. More specifically, it deals with the way country level factors shape the disadvantages these early school leavers experience on the European labour market, when compared with those who have at least upp
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Books on the topic "Continuing education – European Union countries"

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Hughes, Anna K. Developing European professions: Delivering continuing professional development in Europe : a comparative study offour professions in six countries. University of Bristol, 1994.

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Titmus, Colin. Continuing education in higher education: Academic self-concept and public policyin three European countries. Study of Continuing Education Unit, School of Education, University of Leeds, 1993.

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Hughes, Anna K. Developing European professions: Delivering continuing professional development in Europe : a comparative study of four professions in six countries. University of Bristol Department for Continuing Education, 1994.

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T, Peck Bryan, ed. The Baltic States, education, and the European Union. Nova Science Publishers, 2003.

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Roger, Dale, and Robertson Susan L, eds. Globalisation and europeanisation in education. Symposium Books, 2009.

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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. Vubpress, 1998.

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Hedwig, Unger, ed. Research and tertiary education in Central and South-East Europe: Developments, structures and perspectives in the light of EU integration. Nomos, 2010.

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

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Ltd, Guildford Educational Services. The coherence of compulsory education, initial and continuing training and adult education in countries of the European Economic Area: Comparative analysis. CEDEFOP, 1995.

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

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Book chapters on the topic "Continuing education – European Union countries"

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Guimaraes, Paula, and Marta Gontarska. "Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices." In International and Comparative Studies in Adult and Continuing Education. 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 in
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Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on
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Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko, and Stefano Di Tore. "European Recommendations on Robotics and Related Issues in Education in Different Countries." In Makers at School, Educational Robotics and Innovative Learning Environments. 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
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Isaacs, Ann Katherine. "A New Concept for the Future EHEA." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_24.

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Abstract The Bologna Follow Up Group (BFUG) is currently charged with discussing new priorities for the future of the European Higher Education Area (EHEA) and to this end has organized national consultations as well as discussions within the BFUG itself. In addition to defining new priorities, it appears essential to strengthen the awareness of the principles underlying higher education beyond national or even macro-regional borders. To go beyond lists of priorities and principles, however important and valid in themselves, it seems useful to elaborate a convincing holistic concept or way of
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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade. 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 per
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Mäkelä, Marja-Liisa, and Mira Kalalahti. "Negotiated, Given and Self-Made Paths: Immigrant Origin Girls and Post-compulsory Educational Transition in Finland." In Finland’s Famous Education System. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_21.

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AbstractAlthough Finland still has a relatively low proportion of students with a migrant background, it has not been able to ensure that immigrants and their descendants have equal educational opportunities. Education could enhance integration but migrant backgrounds have a persistent impact. In this chapter, our focus is on post-comprehensive educational decision-making processes of immigrant origin adolescent girls, with the viewpoint of the multifaceted intertwinement of gender and ethnicity. We conceptualise the educational decisions as negotiations that adolescents have to have with thei
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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." In Eurasian Studies in Business and Economics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67916-7_3.

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Saugmann, Pil Maria, and Hannah Schoch. "Frameworks for Doctoral Education: Academic Freedom of Doctoral Candidates Across Europe." In European Higher Education Area 2030: Bridging Realities for Tomorrow’s Higher Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75140-0_26.

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Abstract Both the European Higher Education Area (EHEA) and the European Union (EU) consider academic freedom a fundamental value of higher education. As several recent policy reports highlight (Maassen et al. in March State of play of academic freedom in the EU member states: overview of de facto trends and developments, European Parliament, 2023; Kinzelbach et al. in FAU Erlangen-Nürnberg and V-Dem Institute, 2023; Bennetot Pruvot et al. in University autonomy in Europe IV, The scorecard 2023, European university association, 2023; Beiter et al. in Vanderbilt J Trans Law 49(3), 2016; Freedom
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Santos, Victor. "European Structural and Investment Funds 2021–2027: Prediction Analysis Based on Machine Learning Models." In Springer Proceedings in Political Science and International Relations. 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
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Bakir, Vian, and Andrew McStay. "Defending the Civic Body from False Information Online." In Optimising Emotions, Incubating Falsehoods. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13551-4_8.

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AbstractWe have established that false information online harms the civic body, driven by the economics of emotion and the politics of emotion. What should be done about this? Multi-stakeholder solutions have been proffered by various countries’ governmental inquiries into disinformation and fake news, and by supranational bodies including the United Nations, European Union and Commonwealth. This chapter assesses seven solution areas: namely, (1) coercive and non-coercive government action, (2) cybersecurity, (3) digital intermediaries/platforms, (4) advertisers, (5) professional political per
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Conference papers on the topic "Continuing education – European Union countries"

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Machnik-Slomka, Joanna, Elzbieta Pawlowska, and Ewa Stawiarska. "INNOVATION AND HUMAN DEVELOPMENT IN COUNTRIES EUROPEAN UNION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s04/29.

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Innovation and human development are key determinants of social and economic progress. The purpose of the article focused on identifying the relationship between innovation and human development in European Union (EU) countries. In order to achieve the goal, qualitative methods were used by analyzing statistical data, source documents on the European Innovation Scoreboard published annually and the Human Development Index (HDI). A theoretical-cognitive analysis was also conducted. The results of the comparative analysis show that innovation and human development are strongly linked in European
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Lugonjić, Marija. "Comparative Analysis of Medical Workers." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.33.

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Continuous Medical Education (CME) is becoming a minimum condition for adapting to today's changes and achieving success in professional and personal fields.The aim of this paper is a comparative analysis of CME in Serbia, the European Union, and the United Kingdom; US, Russian Federation and Iran. The aim of this comparative study was to assess the main countryspecific institutional settings applied by governments. Methods: A common scheme of analysis was applied to investigate the following variables: CME institutional framework; benefits and/or penalties to participants; types of CME activi
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Zorzoliu, Raluca, and Mariana Iatagan. "TRAINING OF HUMAN RESOURCES THROUGH ELEARNING PLATFORMS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-087.

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Training of human resources through e-Learning platforms according to studies conducted by the Institute for Quality of Life training of human resources in all sectors through e-learning platforms is not yet sufficiently developed in Romania compared to other European countries. Statistics show that if the European Union participation in continuing education for people in the age group 25-49 years is 11%, in Romania the percentage is below 2%. The same gap is seen for 25-64 years, less than 2%, compared to 6% in Romania in the EU. At present, we can say that training based on e-learning platfo
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Deffrennes, Marc, Michel Hugon, Panagiotis Manolatos, Georges Van Goethem, and Simon Webster. "Euratom Research Framework Programme on Reactor Systems." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89502.

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The activities of the European Commission (EC) in the field of nuclear energy are governed by the Treaty establishing the European Atomic Energy Community (EURATOM). The research activities of the European Union (EU) are designed as multi-annual Framework Programmes (FP). The EURATOM 6th Framework Programme (EURATOM FP-6), covering the period 2002–2006, is funded with a budget of 1, 230 million Euros and managed by the European Commission. Beyond the general strategic goal of the EURATOM Framework Programmes to help exploit the potential of nuclear energy, in a safe and sustainable manner, FP-
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USACI, Doina. "Ensuring the continuity of university studies (bachelor's, master's, doctorate) in the training of teachers." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p5-10.

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Education is a national priority in the Republic of Moldova, which is the basic factor in transmitting and creating new cultural and general-human values, reproduction and progress of human capital, development of national consciousness and identity. The policy documents that define the education reform in the Republic of Moldova are the Sectorial Education Development Strategy, elaborated in accordance with the provisions of the European Education 2030 Strategy, the Education code, but also the country’s commitments under the Association Agreement of the Republic of Moldova with the European
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Dudaitė, Jolita, Rūta Dačiulytė, and Jolanta Navickaitė. "LIFELONG LEARNING SITUATION IN EUROPEAN UNION COUNTRIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1679.

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de Pablo Valenciano, Jaime, Juan Uribe Toril, Juan Milán García, and Mercedes Capobianco Uriarte. "ROLE PLAYING FOR KNOWLEDGE ABOUT THE EUROPEAN UNION COUNTRIES." In 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." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.099.

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Silvestru, Ramona camelia, Elena Prada, and Catalin ionut Silvestru. "CONVERGENCE CLUB OF ONLINE EDUCATION IN EUROPEAN UNION." In 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
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Burksaitiene, Daiva, and Kristina Garskaite-Milvydiene. "Cross-Border Mergers and Acquisitions Factors in Joining the European Union Countries." In 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;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;amp;As to $721 billion, from $432 billion in 2014, was the principal factor behind the global rebound. These M&amp;amp;As were partly driven by very large corpora
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Reports on the topic "Continuing 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, 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 contex
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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, 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 contex
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Buber-Ennser, Isabella, Caroline Berghammer, and Maria Winkler-Dworak. PARTNERSHIP DISSOLUTION IN AUSTRIA DURING MULTIPLE CRISES, 2018-2023. Verlag der Österreichischen Akademie der Wissenschaften, 2024. http://dx.doi.org/10.1553/0x003f6af1.

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At the onset of the COVID-19 pandemic in 2020, divorce rates across European countries significantly declined and remained low through 2023. This sustained low level is notable, especially given the potential for a rebound in postponed divorces. This study examines partnership dissolution in Austria from 2018 to 2023, covering the pandemic and a subsequent period of high inflation. It specifically investigates the role of socioeconomic and family characteristics. The analysis draws on 24 quarterly waves from the Austrian Labour Force Surveys, focusing on cohabiting and married couples aged 20
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Kira, Beatriz, Rutendo Tavengerwei, and Valary Mumbo. Points à examiner à l'approche des négociations de Phase II de la ZLECAf: enjeux de la politique commerciale numérique dans quatre pays d'Afrique subsaharienne. Digital Pathways at Oxford, 2022. http://dx.doi.org/10.35489/bsg-dp-wp_2022/01.

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Realities such as the COVID-19 pandemic have expedited the move to online operations, highlighting the undeniable fact that the world is continuing to go digital. This emphasises the need for policymakers to regulate in a manner that allows them to harness digital trade benefits while also avoiding associated risk. However, given that digital trade remains unco-ordinated globally, with countries adopting different approaches to policy issues, national regulatory divergence on the matter continues, placing limits on the benefits that countries can obtain from digital trade. Given these disparit
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McGinnity, Frances, Evan Carron-Kee, Anousheh Alamir, et al. Monitoring report on integration 2024. ESRI, 2024. https://doi.org/10.26504/jr11.

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Migrant integration allows migrants to contribute to the economic, social, cultural and political life of the country they migrate to; it is also important for social cohesion and inclusive growth. By examining how migrants fare relative to the majority population in key life domains, this report seeks to illustrate the challenges, successes and opportunities for migrant integration in Ireland today. Monitoring integration can provide crucial information for policy and public conversations around migration, and the profile of migrants in Ireland. Ireland’s migration context has changed conside
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