Academic literature on the topic 'Educational law and legislation, great britain'

The object of this research is competition policy and criminal law policy with regards to protection of competition in Europe that are similar to the Russian approach of countering infringement on fair competition. Legislation on competition is dynamically developing in all countries, which causes corresponding changes in their criminal law policy. For improving the effectiveness of cartel detection, many countries endorsed leniency policy for cartels, as well as make amendments to their laws due to proliferation of unfair competition, particularly on the Internet, as well irregularities in tendering. The analysis of modern sources of competition and criminal law of Germany, Great Britain and France, as the first European countries that developed the rules aimed at protection of competition, can be valuable for understanding the concept of protection of competition adopted by the world community, as well as its European model. The consists in broadening the existing knowledge on criminal law protection of competition in Europe, acquired as a result of comprehensive research of the legislations of the European Union, Germany, Great Britain and France in the area of protection of fair competition with consideration of recent amendments, including leniency policy for cartels. The author concludes that Europe has a developed criminal law mechanism for counteracting anticompetitive behavior, which is characterized by a range of prohibited acts, application of versatile criminal law measures to the persons guilty of such infringements, differentiated approach to the questions of their criminal liability, and substantial main and additional sanctions applicable to not only physical entities, but also legal entities in some countries. The obtained results can be useful in lawmaking, scientific and educational activity.

The purpose of the article is to study the economic and legal problems of financing the education of persons sentenced to imprisonment, realization of their constitutional right and to propose to eliminate existing gaps in the legislation. Methodology. The survey is based on an analysis of the principles of financing education, including prison education, on the procedure and problems of financing education for persons sentenced to imprisonment. The principles, good practice and problems of providing educational services in Singapore, Japan, Hong Kong, South Korea, Finland, the Netherlands, Canada, Poland, Germany, Ireland, Great Britain, the USA, Estonia, Kazakhstan, Ukraine, the Russian Federation are considered. Sourcing of education (state, non-state and mixed) are investigated. The analysis of macro indicators of social and economic development of the countries, in which certain system of financing of education operates, is carried out. Emphasis is placed on the fact that the country's development largely depends on the share of gross domestic product spent on research. Only if the cost of science exceeds 0.9% of gross domestic product, it can be said about the impact of science on the development of the state economy. It is concluded that most European countries use the so-called principle of "funding formula", according to which the state allocates financial resources to higher education institutions in amounts determined by special indicators, such as high quality of education, number of students, labor intensity and material consumption of the education process. Results. In the process of studying the state policy on financing the educational system, it has been concluded that tthe most developed countries with a sufficiently high level of gross domestic product per capita have the state system of financing higher education. The main positive feature of penitentiary educational systems is their focus on the prisoner as an individual to provide his or her needs, the opportunity to acquire professional skills and, in the future, to integrate into society and restore his or her social status easily. The authors also conclude that due to certain difficulties in obtaining education by prisoners, namely, most of these persons cannot get an education because they are in isolation from society, their attendance at school is impossible, the way out of this situation is distance learning. Practical implications. . Proposals have been made, according to which higher education for persons sentenced to imprisonment should be regarded as paid activity along with work, and the possibility of obtaining distance education should be enshrined in law. Value/originality. The article provides proposals for amendments to the legislation in the field of education for persons sentenced to imprisonment in some post-Soviet countries for the harmonization of regulations.

Введение. В статье рассматривается и анализируется опыт зарубежных государств в сфере противодействия религиозному экстремизму, а также участие в этой деятельности раз-личных международных организаций, таких как ООН, СНГ, ОДКБ и Шанхайской организации сотрудничества. Отмечается, что в западных странах, таких как США, Франция, Германия, Великобритания, уже выработаны навыки противодействия такому представляющему угрозу социально-политическому явлению, как религиозный экстремизм. Этот опыт необхо-димо пристально изучать и применять в странах Центральной и Средней Азии, где также ве-дется активная работа в этом направлении. В статье показано, что борьба с религиозным экс-тремизмом не ограничивается только силами государственных структур. Данную деятель-ность активно ведут различные неправительственные общественные организации, граждан-ское сообщество и аналитические центры. Материалы и методы. Основой исследования являются международные нормативно-правовые акты и законодательство зарубежных государств, а именно резолюции и декларации Генеральной Ассамблеи ООН, Шанхайская Конвенция о борьбе с терроризмом, сепаратизмом и экстремизмом, в рамках СНГ принят модельный закон «О противодействии экстремизму». Методологическую основу исследования составят различные методы. В первую очередь это диалектический метод, методы познания: синтез, анализ, индукция, дедукция, аналогия, гипо-теза, а также частно-научные методы, применяемые в правоохранительной деятельности: ис-торический, логико-юридический, статистический, сравнительно-правовой и иные. Результаты исследования заключаются в комплексном анализе современного состо-яния, перспектив развития и проблемных аспектов особенностей противодействия религиоз-ному экстремизму как на международном уровне, так и на основе законодательства зарубеж-ных стран. Разработанные и сформулированные в статье рекомендации будут направлены на совершенствование деятельности ОВД в борьбе с религиозным экстремизмом. Выводы и заключения, изложенные в статье, могут быть использованы в учебном процессе высших учебных заведений гуманитарного и юридического профиля, повышения квалификации правоохранительных органов. Проанализировав нормативную базу по вопросам противодействия экстремизму, выяв-лено, что о всех нормативных актах «экстремизм» представлен исключительно с религиозной, расовой и националистической точек зрения при отсутствии политической составляющей. В международном праве не существует единого подхода к определению такого явления, как экстремизм. При систематизации принятых международных нормативно-правовых актов в плос-кости противодействия экстремизму, разработка и утверждения конкретной и корректной де-финиции «экстремизм» полагается наиболее четким перспективным решением. При изучении международного опыта противодействию экстремизму предложены два варианта развития отечественного правового механизма в борьбе с данным явлением. Затронут вопрос воспитания молодого поколения в части нераспространения радикаль-ных течений. Отсутствие конкретной мировой стратегии противодействия радикализма и экстре-мизма может привести к необратимым последствиям. Introduction: the article considers and analyses experience of foreign states in the sphere of counteraction to religious extremism, and also participation in this activity of various international organizations, such as UN, CIS, CSTO and Shanghai Cooperation Organization. It's noted that West-ern countries such as USA, France, Germany, Great Britain have developed skills of counteraction to this threatening social-political phenomenon as religious extremism. Countries of Central and Cen-tral Asia, where efforts are also underway, should study and apply these skills. The article shows that the fight against religious extremism is not limited to government agencies. Various non-governmen-tal organisations, civil society and think-tanks are active in this area. Materials and Methods: the study is based on international normative legal acts and the legislation of foreign countries, namely the resolutions and declarations of the UN General Assembly, the Shanghai Convention on Combating Terrorism, Separatism and Extremism; a model law "On Combating Extremism" has been adopted in the framework of the CIS. Various methods constitute the methodological basis of the study. First of all, it is a dialectical method, methods of knowledge: synthesis, analysis, induction, deduction, analogy, hypothesis, as well as private scientific methods used in law enforcement: historical, logical-legal, statistical, comparative-legal and others. The Results of the study: Consist in a comprehensive analysis of the current state, develop-ment prospects and problematic aspects of the specifics of countering religious extremism both at the international level and on the basis of the legislation of foreign countries. The recommendations de-veloped and formulated in the article will be aimed at improving the activities of the Department of Internal Affairs in the fight against religious extremism. Findings and Conclusions: stated in the article can be used in the educational process of higher educational institutions of humanitarian and legal profile, advanced training of law-enforce-ment bodies. The analysis of the normative base on the issues of counteraction to extremism reveals that in all normative acts "extremism" is presented exclusively from religious, racial and nationalist points of view, with the absence of a political component. There is no unified approach to defining the phenomenon of "extremism" in international law. When systematising the adopted international legal acts in the field of countering extremism, the development and approval of a specific and correct definition of "extremism" is considered to be the most clear and promising solution. While studying international experience in combating extremism, two variants of develop-ment of domestic legal mechanism in combating this phenomenon are proposed. The question of education of young generation in non-proliferation of radical trends is touched upon. The absence of a specific global strategy to counteract radicalism and extremism can lead to irreversible consequences.

This article delves into the preparation of Ukraine’s AI industry for the adoption of EU standards. The author evaluates six tools outlined in the 2023 Roadmap for the Regulation of AI in Ukraine and their potential application within the AI ecosystem. They are designed to foster the advancement of AI technologies in Ukraine while ensuring compliance with EU standards. It is imperative for government authorities to establish favorable conditions to facilitate the seamless integration of the EU AI Law in the future. The research demonstrates the auxiliary measures that can be employed to synchronize the Ukrainian legislation with the advancement of AI ecosystem. These adaptation tools also play a pivotal role in driving the industry’s growth. This discussion pertains to realizing the scientific, technical, and socio-economic potential of Ukraine’s information and communication technology sphere. The article discusses the significance of regulatory sandboxes and outlines methodologies for testing AI technologies and systems. It defines the tasks of labeling input data for machine learning and output data for generative AI, as well as labeling the AI systems themselves. The author explains the drafting of atypical acts within the EU legal system, such as white papers and codes of conduct, for adaptation. The article provides examples of instructions and recommendations for industry development in compliance with the EU AI Act standards. Furthermore, the author summarizes the role of each tool and suggests expanding the Roadmap to include software for developing and AI educational courses. The study contributes to the ongoing public debate on whether Ukraine requires an AI strategy alongside a government concept. It also includes examples of how the researched tools have been implemented in leading countries such as Canada, Great Britain, Japan, Singapore, the USA. Additionally, it showcases international initiatives within the G7 framework (International Code of Conduct for Organizations Developing Advanced AI Systems) and the Council of Europe (HUDERIA).

The article reveals the European experience of using mediation in administrative proceedings and the implementation of its best practices in Ukraine. Mediation in administrative proceedings has successfully proven itself in European countries. The tradition of alternative resolution of public legal disputes exists in Great Britain, Ireland, Germany, France, the Netherlands, Norway and other countries. The ability to use mediation in administrative proceedings is substantiated, the effectiveness of which depends on the peculiarities of each legal system, the organization of public administration and the existing practice of resolving public legal disputes. It is indicated that the Code of Administrative Procedure of Ukraine, the Law of Ukraine «On Mediation» are favorable for the use of mediation. The main problem of implementing mediation in administrative proceedings lies in the political will and legislative capabilities of the subjects of power. A certain category of public-law disputes can potentially be resolved through mediation, provided there is a more stable practice and demarcation of discretionary powers of the relevant subjects. It is proposed to continue to introduce pilot projects on mediation, in particular in tax disputes, as well as with the participation of local self-government bodies, with further scaling to the entire territory of Ukraine. The necessity of continuing the training of mediators, who would have knowledge of highly specialized legal norms in the field of law and public administration (concerning licensing, registration procedures, property valuation, assessment of taxes or social assistance, etc.) is indicated. It is recommended to introduce relevant disciplines into educational programs, to introduce certificate courses for training mediators that would form relevant competencies, to conduct a large-scale company to popularize procedures for resolving public legal disputes through mediation.

Abstract The article deals with legal enforcement of teacher education in Great Britain. It has been found out that in Great Britain, the sources of education legislation are statutes and acts adopted by British government. All current statutes relating to education are classified either as public or private. Public laws contain general rules, that is, designed for all individuals and for repeated application. They operate throughout the country, addressed to all subjects of educational relations. Private statutes accumulate private norms, which refer to specific legal entities or individuals and contain strictly defined directives for them. They are addressed to a particular country or specific organization or group of individuals. It has been indicated that the system of education legislation in Great Britain in the context of teacher education is provided by a range of legal acts, such as the Education Reform Act of 1988, the Further and Higher Education Act of 1992, by the Teaching and Higher Education Act of 1998, The Education Act 2002, The Education Act of 2005, The Education and Inspections Act of 2006, The Education and Skills Act of 2008, The Education Act of 2011, The Education and Adoption Act 2016, The Higher Education and Research Act 2017 as well as legal acts of European authorities. It has been concluded that the orientation of the content of British legal acts toward quality teacher training should be successfully implemented into Ukrainian education legislation so that the national system of teacher training may be improved. It has been suggested that the prospects for further researchers are seen in studying the legal enforcement of teacher education in leading European countries (Sweden, the Netherlands, Germany, France, Switzerland etc.).

This paper attempts to investigate the issues of legislative regulation of criminal liability for anticompetitive agreements in the USA, Canada and Great Britain for the purpose of drafting proposals for improvement of the domestic legislation and law enforcement practice.

This article considers one of the topical issues of the development of legislation on consumer rights protection in the European Union countries in connection with Great Britain’s withdrawal from EU. European legislation on the protection of consumer rights has a number of features since all participants at the very beginning of the EU’s existence pledged to share responsibility for enacting legislation that protects consumer rights. The authors dwell on the problems of consumer rights protection in the UK, the consolidation of the legislation on consumer rights protection, and the models for building relations between the UK and EU: British membership in the European Economic Area (EEA); relations only within the framework of the World Trade Organization (WTO); cooperation, built on individual terms. In the study, the authors used analytical and formal-legal methods, the method of abstraction which made it possible to formulate conclusions on the conducted research. The authors come to the conclusion that there are strong relations between the rules of the Institute for the Protection of Consumer Rights of Great Britain and the legislation of the EU, so no major changes are currently expected. The Law "On the Rights of Consumers" not only introduced colossal changes in the national English legislation, but also summarized various aspects of consumer legislation in one legislative act. Such consolidation of consumer law in the UK has proved to be one of the most complex and promising legislative acts within the EU. Currently, it is difficult to predict the consequences of the UK’s exit from the EU for consumers and business, not knowing the scenario of the development of transitional or future relations with the EU. Undoubtedly, the next two years of the transition period will be difficult, since the decisions will be made by 27 EU countries without the participation of Great Britain.

Sweden never got an apprentice law after apprenticeship was de-regulated in 1864. This has been attributed to unified opposition to legislation from industry employers and trade unions, with the craft employers as the only advocates. Analysing the pattern of agreement and disagreement in the political struggle over apprenticeship in the Swedish case in 1890–1917, it is clear that opposition was not that uniform, nor was the support from the craft employers that undivided. This article makes use of Kathleen Thelen’s model of institutional change in order to shed new light on the developments in Sweden. The model states that any apprentice law requires a coalition of two or more out of the state, the crafts and the metalworking industries – divided into employers and workers. Legislation, in turn, is a near requirement for the survival of strong apprenticeship. In this article the Swedish case will be discussed in relation to two of Thelen’s cases, Germany and Great Britain. In Germany an apprentice law was passed in 1897, while in Great Britain no modern apprentice law was ever passed. Similarities can be found between both of these cases and the Swedish case.

The article analyzes the legislation of France, Great Britain, Germany and the USA in terms of the presence or absence of normative regulation of the institution of antitrust compliance for government agencies and business entities. The article also assesses the positive and negative effects of antimonopoly compliance in the EAEU member states. The authors formulated proposals for the introduction of antimonopoly compliance in the EAEU member states and at the interstate level, taking into account international experience.

A divisive reorganization involves a series of transactions having as effect and purpose the division of the trading activities carried on by a single company or group of companies between two or more companies or groups of companies. This can be achieved by a sale of assets or by a transfer of shares belonging to the corporation to be divided, which would generally give rise to taxable capital gains.
The thesis analyzes the tax implications of these two approaches, with particular focus on the latter, attempting a comparative view over the UK and Canadian relevant provisions. The two substantive chapters present the UK and, respectively, Canadian rules governing the treatment of disposal of corporate assets and shares, the available reliefs from capital gains taxation, as well as the special requirements for achieving tax-free demergers. Conclusions are aimed at suggesting a more simplified approach for Canadian divisive reorganizations, with a greater degree of codification.

The purpose of this study was to review the provision of public and private retirement funding in both South Africa and the United Kingdom and the role of taxation in encouraging greater private provision for retirement. The study described the basis of taxation and determination of ‘taxable income’ in each jurisdiction, before addressing the relationship between taxation and retirement funding in each jurisdiction respectively. Both jurisdictions have introduced significant reforms of their systems of retirement funding and these reforms were accordingly addressed in the present research. The study compared the two jurisdictions based on the above mentioned areas to determine similarities or differences. The study concluded with recommendations, these being that South Africa should assess the feasibility of providing greater State provided retirement funding by possibly including a mandatory contribution, such as that used by the UK for its single-tier flat rate New State Pension. A further recommendation was that South Africa should encourage greater provision of private retirement funding by considering even greater tax deductions for contributions.

The social problem under investigation is that of widespread poverty amongst households comprising minor chidren and a lone parent, whether this household has arisen due to a birth outside a stable union, separation, divorce or widowhood. The scale and features of this poverty are identified with reference to demographic data from Canada and the United Kingdom. Possible policies for reform are identified through a thorough review of literature from the Commonwealth and the United States. Special attention is paid to empirical investigations and the relationship between public and private support of single parent families. Whilst none of the four hypothetical reforms proposed - a system of insurance, rigorous enforcement of court orders, constraining judicial discretion, expanded rights to public support - is unconditionally accepted, only insurance is rejected as offering nothing of value. The conclusion is that the non-custodial parent's responsibility for his or her children must continue to be emphasised but that public resources should be expended with a view to assisting the single parent to obtain, enforce and periodically vary orders in favour of the children. For the single parent himself or herself, the aim must be to reverse the current process of marginalisation within society and this independence can best be achieved by reforms of the labour market rather than by reforms of the legal process.
Law, Peter A. Allard School of
Graduate

Taxation statutes often provide opportunities for tax avoidance by taxpayers who exploit the provisions of the taxing statute to reduce the tax that they are legally required to pay. It is, however, important to distinguish between the concepts of tax avoidance and tax evasion. The central issue, especially where the contract has no business purpose, is whether it is possible for the substance and legal form of the transaction to differ to such an extent that a court of law will favour the substance rather than the legal format. The debate is whether the courts should be encouraged to continue with their "judge-made" law or whether the tax jurisdictions should be supporting a legislative route as opposed to a judicial one, in their efforts not only to combat tax avoidance but also to preserve taxpayer certainty. The question is whether the Doctrine of "Substance over Form" as applied by the judiciary is effective in combating tax avoidance, or whether a legislated general anti-avoidance provision is required. An intensive literature survey examines the changes which have occurred in the application of judicial tests from the 1930's to date and investigates the different approaches tax jurisdictions follow in order to combat tax avoidance. The effect of the introduction of anti-avoidance provisions in combating tax avoidance is evaluated by making a comparison between the United Kingdom and South Africa. [n the United Kingdom, the courts are relied on to create anti-tax avoidance rules, one of which is the Doctrine of "Substance over Form". The doctrine is very broad and identifies various applications of the doctrine, which have been developed by the courts. In South Africa, the Doctrine of "Substance over Form" has been applied in certain tax cases; however the South African Income Tax Act does include anti-tax avoidance sections aimed at specific tax avoidance schemes, as well as a general anti-tax avoidance measure enacted as section 103. The judicial tests have progressed and changed over time and the introduction of anti-avoidance legislation in the Income Tax Act has had an effect on tax planning opportunities. A distinction needs to be made between fraudulent and bona fide transactions while recognising the taxpayer's right to arrange his or her affairs in a manner which is beneficial to him or her from a tax perspective. Judicial activism and judicial legislation in the United Kingdom has created much uncertainty amongst taxpayers and as a result strongly supports the retention of a general anti-avoidance section within an Income Tax Act. A general anti-avoidance provision, following a legislative route, appears to be more consistent and effective in combating tax avoidance.

The essence of running an enterprise which is defined as a system by which the companies are lead and compared is generally set in priority terms. For some, they favour in the first instance to secure the economic efficiency then to scope with the social problems at a later stage---'Shareholder model'. Others are inclined to consider that the priority lies into an environmental, sharing and caring society etc.---'Stakeholder model'.
Where the evolution of the corporate governance is going to lead to? And how does it affect the directors' responsibility?
After a thorough study of its European evolution in particular in France and England, we figure out that raising the black flag of the stakeholder theory will end up into an ideology completely false dislodging the concept of the natural reality around us. On the other side, claiming the predominance of the sole shareholder system will become a dangerous apprehension opposing the objective of this theory: In our perspective we see that the ultimate global wealth of the enterprise in the long run is closely linked to the consideration and the deep satisfaction of the needs and the interests of the different parties joining the enterprise.

AbstractGender equality is an increasingly topical issue, but it has deep historical roots. The principle of gender equality found its legitimacy, even if limited to salary, in the 1957 Treaty of Rome, establishing the European Economic Community (EEC). This treaty, in Article 119, sanctioned the principle of equal pay between male and female workers. The EEC continued to protect women’s rights in the 1970s through equal opportunity policies. These policies referred, first, to the principle of equal treatment between men and women regarding education, access to work, professional promotion, and working conditions (Directive 75/117/EEC); second, to the principle of equal pay for male and female workers (Directive 76/207/EEC); and finally, enshrined the principle of equal treatment between men and women in matters of social security (Directive 79/7/EEC). Since the 1980s, several positive action programmes have been developed to support the role of women in European society. Between 1982 and 2000, four multiyear action programmes were implemented for equal opportunities. The first action programme (1982–1985) called on the Member States, through recommendations and resolutions by the Commission, to disseminate greater knowledge of the types of careers available to women, encourage the presence of women in decision-making areas, and take measures to reconcile family and working life. The second action programme (1986–1990) proposed interventions related to the employment of women in activities related to new technologies and interventions in favour of the equal distribution of professional, family, and social responsibilities (Sarcina, 2010). The third action programme (1991–1995) provided an improvement in the condition of women in society by raising public awareness of gender equality, the image of women in mass media, and the participation of women in the decision-making process at all levels in all areas of society. The fourth action programme (1996–2000) strengthened the existing regulatory framework and focused on the principle of gender mainstreaming, a strategy that involves bringing the gender dimension into all community policies, which requires all actors in the political process to adopt a gender perspective. The strategy of gender mainstreaming has several benefits: it places women and men at the heart of policies, involves both sexes in the policymaking process, leads to better governance, makes gender equality issues visible in mainstream society, and, finally, considers the diversity among women and men. Among the relevant interventions of the 1990s, it is necessary to recall the Treaty of Maastricht (1992) which guaranteed the protection of women in the Agreement on Social Policy signed by all Member States (except for Great Britain), and the Treaty of Amsterdam (1997), which formally recognised gender mainstreaming. The Treaty of Amsterdam includes gender equality among the objectives of the European Union (Article 2) and equal opportunity policies among the activities of the European Commission (Article 3). Article 13 introduces the principle of non-discrimination based on gender, race, ethnicity, religion, or handicaps. Finally, Article 141 amends Article 119 of the EEC on equal treatment between men and women in the workplace. The Charter of Fundamental Rights of the Nice Union of 2000 reaffirms the prohibition of ‘any discrimination based on any ground such as sex’ (Art. 21.1). The Charter of Fundamental Rights of the European Union also recognises, in Article 23, the principle of equality between women and men in all areas, including employment, work, and pay. Another important intervention of the 2000s is the Lisbon strategy, also known as the Lisbon Agenda or Lisbon Process. It is a reform programme approved in Lisbon by the heads of state and governments of the member countries of the EU. The goal of the Lisbon strategy was to make the EU the most competitive and dynamic knowledge-based economy by 2010. To achieve this goal, the strategy defines fields in which action is needed, including equal opportunities for female work. Another treaty that must be mentioned is that of Lisbon in 2009, thanks to which previous treaties, specifically the Treaty of Maastricht and the Treaty of Rome, were amended and brought together in a single document: the Treaty on European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU). Thanks to the Lisbon Treaty, the Charter of Fundamental Rights has assumed a legally binding character (Article 6, paragraph 1 of the TEU) both for European institutions and for Member States when implementing EU law. The Treaty of Lisbon affirms the principle of equality between men and women several times in the text and places it among the values and objectives of the union (Articles 2 and 3 of the TEU). Furthermore, the Treaty, in Art. 8 of the TFEU, states that the Union’s actions are aimed at eliminating inequalities, as well as promoting equality between men and women, while Article 10 of the TFEU provides that the Union aims to ‘combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age, or sexual orientation’. Concerning the principle of gender equality in the workplace, the Treaty, in Article 153 of the TFEU, asserts that the Union pursues the objective of equality between men and women regarding labour market opportunities and treatment at work. On the other hand, Article 157 of the TFEU confirms the principle of equal pay for male and female workers ‘for equal work or work of equal value’. On these issues, through ordinary procedures, the European Parliament and the Council may adopt appropriate measures aimed at defending the principle of equal opportunities and equal treatment for men and women. The Lisbon Treaty also includes provisions relating to the fight against trafficking in human beings, particularly women and children (Article 79 of the TFEU), the problem of domestic violence against women (Article 8 of the TFEU), and the right to paid maternity leave (Article 33). Among the important documents concerning gender equality is the Roadmap (2006–2010). In 2006, the European Commission proposed the Roadmap for equality between women and men, in addition to the priorities on the agenda, the objectives, and tools necessary to achieve full gender equality. The Roadmap defines six priority areas, each of which is associated with a set of objectives and actions that makes it easier to achieve them. The priorities include equal economic independence for women and men, reconciliation of private and professional life, equal representation in the decision-making process, eradication of all forms of gender-based violence, elimination of stereotypes related to gender, and promotion of gender equality in external and development policies. The Commission took charge of the commitments included in the Roadmap, which were indirectly implemented by the Member States through the principle of subsidiarity and the competencies provided for in the Treaties (Gottardi, 2013). The 2006–2010 strategy of the European Commission is based on a dual approach: on the one hand, the integration of the gender dimension in all community policies and actions (gender mainstreaming), and on the other, the implementation of specific measures in favour of women aimed at eliminating inequalities. In 2006, the European Council approved the European Pact for Gender Equality which originated from the Roadmap. The European Pact for Gender Equality identified three macro areas of intervention: measures to close gender gaps and combat gender stereotypes in the labour market, measures to promote a better work–life balance for both women and men, and measures to strengthen governance through the integration of the gender perspective into all policies. In 2006, Directive 2006/54/EC of the European Parliament and Council regulated equal opportunities and equal treatment between male and female workers. Specifically, the Directive aims to implement the principle of equal treatment related to access to employment, professional training, and promotion; working conditions, including pay; and occupational social security approaches. On 21 September 2010, the European Commission adopted a new strategy to ensure equality between women and men (2010–2015). This new strategy is based on the experience of Roadmap (2006–2010) and resumes the priority areas identified by the Women’s Charter: equal economic independence, equal pay, equality in decision-making, the eradication of all forms of violence against women, and the promotion of gender equality and women’s empowerment beyond the union. The 2010–2015 Strategic Plan aims to improve the position of women in the labour market, but also in society, both within the EU and beyond its borders. The new strategy affirms the principle that gender equality is essential to supporting the economic growth and sustainable development of each country. In 2010, the validity of the Lisbon Strategy ended, the objectives of which were only partially achieved due to the economic crisis. To overcome this crisis, the Commission proposed a new strategy called Europe 2020, in March 2010. The main aim of this strategy is to ensure that the EU’s economic recovery is accompanied by a series of reforms that will increase growth and job creation by 2020. Specifically, Europe’s 2020 strategy must support smart, sustainable, and inclusive growth. To this end, the EU has established five goals to be achieved by 2020 and has articulated the different types of growth (smart, sustainable, and inclusive) in seven flagship initiatives. Among the latter, the initiative ‘an agenda for new skills and jobs’, in the context of inclusive growth, is the one most closely linked to gender policies and equal opportunities; in fact, it substantially aims to increase employment rates for women, young, and elderly people. The strategic plan for 2010–2015 was followed by a strategic commitment in favour of gender equality 2016–2019, which again emphasises the five priority areas defined by the previous plan. Strategic commitment, which contributes to the European Pact for Gender Equality (2011–2020), identifies the key actions necessary to achieve objectives for each priority area. In March 2020, the Commission presented a new strategic plan for equality between women and men for 2020–2025. This strategy defines a series of political objectives and key actions aimed at achieving a ‘union of equality’ by 2025. The main objectives are to put an end to gender-based violence and combat sexist stereotypes, ensure equal opportunities in the labour market and equal participation in all sectors of the economy and political life, solve the problem of the pay and pension gap, and achieve gender equality in decision-making and politics. From the summary of the regulatory framework presented, for the European Economic Community first, then for the European Community, and finally for the European Union, gender equality has always been a fundamental value. Interest in the issues of the condition of women and equal opportunities has grown over time and during the process of European integration, moving from a perspective aimed at improving the working conditions of women to a new dimension to improve the life of the woman as a person, trying to protect her not only professionally but also socially, and in general in all those areas in which gender inequality may occur. The approach is extensive and based on legislation, the integration of the gender dimension into all policies, and specific measures in favour of women. From the non-exhaustive list of the various legislative interventions, it is possible to note a continuous repetition of the same thematic priorities which highlights, on the one hand, the poor results achieved by the implementation of the policies, but, on the other hand, the Commission’s willingness to pursue the path initially taken. Among the achievements in the field of gender equality obtained by the EU, there is certainly an increase in the number of women in the labour market and the acquisition of better education and training. Despite progress, gender inequalities have persisted. Even though women surpass men in terms of educational attainment, gender gaps still exist in employment, entrepreneurship, and public life (OECD, 2017). For example, in the labour market, women continue to be overrepresented in the lowest-paid sectors and underrepresented in top positions (according to the data released in the main companies of the European Union, women represent only 8% of CEOs).

Abstract The basis of animal protection legislation in Great Britain is the Protection of Animals Acts, the most important of which is, in England and Wales, the Protection of Animals Act 1911 (‘the 1911 Act’) and, in Scotland, the Protection of Animals (Scotland) Act 1912 (‘the 1912 Act’). It is in these statutes that the legal meaning of cruelty is set out. The 1911 and 1912 Acts are, in all essentials, identical; the reason for there being two separate pieces of legislation is historical. That of 1911 was principally a consolidation Act, by which means the existing law is, for the sake of convenience, brought together and restated in a single statute. At the time, the extent of the protection provided by Scottish law differed from the rest of Britain in a number of important respects and, by definition, it is inappropriate to introduce significant legislative change by means of a consolidation Act. Accordingly, in order to secure uniformity, it was necessary to introduce separate legislation in respect of Scotland.

Chapter 3 explores how Great Britain applied and implemented its neutrality policy after 1870, building a coherent state practice based on its Foreign Enlistment Act. Several case studies from various conflicts after 1870 highlight the main areas of dispute between neutral Great Britain and belligerent powers, dealing with the sale of ships, coaling, contraband, and the destruction of ships. More broadly, the chapter shows the challenges which Great Britain faced in the application of its domestic legislation. It shows the important role of the Foreign Office and the Law Officers of the Crown in dealing with these matters, and how they shaped the understanding of neutrality more generally.

Abstract Statutory nuisance is a concept that originated in the huge changes and adverse environmental conditions brought about during the Industrial Revolution in Great Britain. It was fundamental to the social legislation that was first enacted in the 1840s and 1850s, and which continued into the twentieth century in the Public Health Act of 1936. Some of this early sanitary legislation continues in the Environmental Protection Act 1990 (‘EPA 1990’), either virtually unaltered from its original formulation or in an amended form; some early formulations are to be found in other legislation, such as the Building Act 1984.

The Equality Act 2010 (EqA) (which applies in Great Britain and not in Northern Ireland) replaces the Disability Discrimination Act 1995 (DDA) and all the other antidiscrimination statutes and regulations (e.g. Sex Discrimination Act 1975; Race Relations Act 1976). The EqA has updated, added to, and consolidated the various definitions of discrimination that existed in the previous legislation. It makes discrimination because of various ‘protected characteristics’ unlawful. Disability is one of the ‘protected characteristics’. This chapter focuses on the disability discrimination provisions of the EqA but covers some of the other ‘protected characteristics’ in passing. Originally, antidiscrimination legislation was piecemeal, inadequate, and disparate. The EqA has pulled together the various pieces of antidiscrimination legislation, added explicit detail in some areas (e.g. includes a new definition of indirect disability discrimination), new concepts (e.g. ‘discrimination on the grounds of combined characteristics’) and modified the former approach under the disability discrimination legislation concerning comparisons with an ‘able-bodied’ person. These issues are explained in the following sections.

Abstract THE future of higher education in Britain was, at least in the legislative sense, settled by the Further and Higher Education Act of April 1992. Yet financially, socially, educationally, and politically this law left everyone in a state of great uncertainty. It was, of course, predictable that the binary system was over when I laid down my pen in 1991. The government had already announced the absorption of the polytechnics into the mainstream system and had invited them all to choose a new name for their own new university. The furore and the manoeuvrings in this nominal exercise need not detain us. Where is De Montfort or Glasgow Caledonian or London Guildhall? The complete list of polytechnics becoming universities appears below, together with seven other new degree¬ granting institutions. There were 3 3 English and Welsh polytechnics and 1 5 Scottish Central Institutions before the transforming merger began. There are now 88 UK universities (123 institutions counting separately the constituent colleges of the universities of London and Wales).

Chapter 2 examines the development of the concept of neutrality from the Middle Ages to the golden age of neutrality in the nineteenth century, and shows how Great Britain adopted a policy of neutrality after 1856. The chapter discusses Great Britain’s experience of the American Civil War as a neutral, and examines various instances of international conflict such as the Alexandra case, where Great Britain was accused of breaching neutrality. The negotiations of the Alabama claims tribunal resulted not only in the Treaty of Washington, which outlined neutrality more precisely, but also prompted a change in British domestic legislation, in particular the Foreign Enlistment Act. Both the treaty and the act defined Great Britain’s neutrality policy after 1870.

This chapter assesses the legal effect and interpretation of the Hague and Hague-Visby Rules. Article X of the Hague Rules provides that ‘the provisions of this convention shall apply to all bills of lading issued in any of the contracting States’. Section 1 of the Carriage of Goods by Sea Act 1924 applied only ‘in relation to and in connection with’ the shipment of goods from ports in Great Britain to ports in or outside Great Britain. The port of destination was immaterial for the purposes of the Act. Thus, section 1 was narrower than intended by article X. Meanwhile, article X of the Hague-Visby Rules provides that ‘the provisions of these Rules shall apply to every bill of lading relating to the carriage of goods between ports in two different States if: (a) the bill of lading is issued in a contracting State, or (b) the carriage is from a port in a contracting State, or (c) the contract contained in or evidenced by the bill of lading provides that these Rules or legislation of any State giving effect to them are to govern the contract, whatever may be the nationality of the ship, the carrier, the shipper, the consignee, or any other interested person.

Abstract In the early nineteenth century, no facet of U.S. law distinguished American law more from civilian legal systems—indeed, from many common law systems—than did the institution of judicial review, the idea that courts have the authority to review the acts of legislatures or officials and to declare void statutes and orders that conflict with the Constitution. Our sense of this institution is rooted in the famous case of Marbury v. Madison, and therefore we shall refer to it as judicial review in the Marbury sense or judicial review over legislation. The same power of review is held by the various state courts, which measure state laws and official actions under both the federal and state constitutions. Judicial review over legislation is distinct from the power of courts to review and overrule administrative decisions. This is also called “judicial review” in Great Britain, where the courts are not thought to have the power of judicial review over acts of Parliament.

Financial and administrative corruption is one of the most important risks facing the economies of the countries of the world, especially the economies of developing countries, as it represents a waste of wealth or its investment in unproductive areas, as well as the theft of the bulk of it by the corrupt, as corruption in its many forms represents a great challenge to societies and governments as a whole, which It requires the existence of effective, integrated and broad plans and efforts, whether at the economic, social, legal, educational, political or security levels, to eliminate this dangerous phenomenon, because it represents a natural product of abnormal and negative situations in the absence of legal accountability with the progress of effective government legislation, and the importance of research lies in Contribute to the modernization of Iraqi legislation by finding solutions that contribute to detecting corruption crimes in state departments and then trying to limit their spread, as well as encouraging reporting cases of financial and administrative corruption in state institutions. The Code of Criminal Procedure granted the investigative judge the power to offer a judicial pardon to the accused of a felony in Article 129 of the Code of Criminal Procedure No. (23 of 1971), and with reference to the amended State Employees Discipline Law No. 14 of 1994, we did not find such authorization To the administrative investigation authorities, despite the contribution of many state employees to the detection of cases of financial and administrative corruption, and the problem of research arises about whether one of the employees involved in the crime of corruption submitted to his administration for news of administrative and financial violations that constitute a criminal offense if proven, so is it permissible for the investigation authority The administration offered amnesty from prosecution in the event that the employee provided important information that reveals the network of financial and administrative corruption in his department, and does this have any impact on the authority of the criminal investigation? After researching the concept of the public employee and then researching the phenomenon of financial and administrative corruption in state departments and the concept of judicial pardon and the authority of the administrative investigation authority to offer amnesty to the accused, it became clear to us that offering judicial pardon to the accused is the jurisdiction of the investigative judge alone, in exchange for obtaining the testimony of the accused against other perpetrators, and that the administrative investigation authority does not have the authority to offer amnesty to the accused employee, and this pardon does not have any obligatory effect for the investigative judge, and the research concluded with the development of proposals represented in updating laws to confront major developments in the field of methods of committing crimes, by proposing to amend Article (10) From the Law of Discipline of State and Public Sector Employees No. (14 of 1991) and Article 129 of the Code of Criminal Procedure No. (23 of 1971).

The article reveals the theoretical and methodical aspects of students’ civic education by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of students’ civic education is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the sake of preserving democracy and peace. Currently, informal education, in addition to the content of “social and civic competencies” that is understandable for Ukrainian educators, uses the term “competencies for the culture of democracy”, which, according to the authors, is a structured concept implemented in the European dimension of civic education. The authors emphasize that fiction affects human feelings and consciousness, it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal values, on the actions of one or another character, to see models of civic active/passive behavior. The article analyzes the European experience of civic education, in particular Great Britain and Germany. The authors take into account the literature of these countries and identify aspects that can serve as a basis for students’ civic education, compare them with the Ukrainian realities of civic education. The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance for the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression, responsibility for an individual’s moral choice. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.The analysis of content concepts of literature for pupils in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. The textual material of the works and civic education lessons help pupils to better understand different forms of governance and their impact on citizens; to understand the responsibility and functions of management and the duties of citizens; to acquire socio-cultural experience that gives the opportunity to feel morally, socially, politically, legally competent and protected in society and to take direct part in the activities of civil society institutions. In Finland, the basic democratic values of the national core curriculum are open democracy, equality, responsibility for one’s own choice. An important focus of education in Finnish high school is gaining experience in shaping the future based on joint decisions and interaction.Taking into account the global trends of digitization, the authors considered digital technologies to be educational innovations in students’ civic education (electronic textbooks (not just digitized, but interactive, with virtual 3D materials that teachers can compose at their discretion), textbook scans for download, various materials: interactive laboratories, virtual museums, forums for teachers to communicate, etc.).