Academic literature on the topic 'European integration educational changes'

The topicality of European integration processes in higher pedagogical education is determined by the requirements of society and the international community. They focus is at the teacher, able to work successfully in the educational workspace of a new format. Modus of educational process, high standards of cooperation and partnership, relations between participants of pedagogical interaction are given close attention. It is noted that educational cornerstones such as human health and happiness, humanism and democracy are predominant in scientific works. These crucial factors give a powerful impetus for transformational processes in higher education, that contribute to positive changes in education.
 It is emphasized that the transformation of pedagogical education in Ukraine is determined by many factors. Among such factors one can name proper balance of theoretical and practical training, which is of prior importance, because the quality of higher education largely depends on it. Professional requirements shape the whole process of competitive teachers` training and can only be met by focusing on the practical component of teachers` work. Educational guidelines include the formulation of criteria for quality of pedagogical education, application of innovative approaches to the organization of educational process, development and updating of educational programs, cooperation with stakeholders, further collaboration with research institutions, public organizations.
 European integration processes in higher pedagogical education encourage the participants of educational process to develop their own strong position regarding new changes. Authors of the article emphasize the necessity for compliance of the academic competencies stipulated in educational programs with the professional competences required by professional activity.
 A special attention was paid to the individual educational trajectory of a student as a means of his/her professional growth and future career development. It is suggested that one should expand the list of educational programs in various specialties, to update the educational and methodological materials, as well as technical support of existing educational programs.
 The ideas of learning through research in the educational environment were expanded in order to identify and develop research potential among the undergraduate and postgraduate students.

Introduction: In today's society, the challenges brought about by the COVID-19 pandemic and Russia's armed aggression against Ukraine in 2022 have heightened the need for global changes in higher education. The integration of national education systems into a single global educational space, with corresponding unification and renewal, has become necessary to meet the demands of the times. As a result, a significant transformation of learning approaches and the transition to various distance platforms have become essential. Even in the challenging conditions of the Russian-Ukrainian war, higher education has demonstrated its viability and readiness to adapt to contribute to progressive societal transformations, based on information, knowledge, and scientific achievements. Goal: The purpose of this study is to identify the prospects for integrating Ukraine's higher education system into the European educational space and the challenges associated with the integration process. Material: The Bologna process harmonizes higher education systems of participating countries, forming a single European market of higher education and highly qualified labour. The integration of Ukraine into the European educational space strengthens our position on the world market of educational services and solves the problem of recognition of Ukrainian diplomas. It will enable domestic universities and specialists to achieve an equal position in the European and world community. The development of education and science must meet the needs of society because high-quality education and science can solve problems related to medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. Conclusions: The development of education and science must meet the needs of society because without high-quality education and science, it is impossible to solve problems related to the development of medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. The activation of European integration processes in the sphere of higher education in Ukraine is possible by increasing the role of the state and university management in creating optimal conditions and incentives for international cooperation. The state should improve the financial support of higher educational institutions and promote their international cooperation. It is also important to update the list of specialities based on modern needs of the domestic and international labour market. Higher educational institutions should implement the latest models of educational process organization and learning technology, provide training for teachers and students on European integration and participation in European educational programs, and promote the practice of teaching subjects in a foreign language.

The article examines the process of educational reform in Ukraine in the context of European integration aspirations, which have become a significant factor in the development of modern Ukrainian society. It emphasizes that European integration processes deepened after the signing of the Association Agreement with the European Union. The focus is on the structural and content changes being implemented in the education system in order to adapt it to European standards and principles. The main directions and stages of educational reforms aimed at aligning Ukrainian educational standards with EU requirements are analyzed. The central goal of the European integration reforms is to create a competitive education system capable of effectively responding to the challenges of globalization and the modern labor market, as well as to ensure equal access to quality education for all citizens. The article highlights that education reforms aim to improve the quality, accessibility, and inclusivity of educational services, along with the development of skills necessary for competitiveness in the European labor market. The driving forces of the reforms are analyzed, including social and economic factors, technological development, the political will of the country's leadership, and the public demand for quality education. The positive achievements and main challenges, such as insufficient funding, a shortage of qualified personnel, and the need to improve digital technologies in the educational process, are also explored. The article discusses the impact of European educational initiatives on the development of the Ukrainian education system and underscores the importance of continued cooperation with European educational structures to support reforms. Overall, the study highlights that educational reform in Ukraine in the context of European integration contributes to the development of an education system oriented toward innovation and adapted to global standards, which in turn will facilitate Ukraine’s integration into the European Union and foster the formation of a European identity among the younger generation.

The success of the social integration of the Gipsy population is one of the basic conditions of the common European future. However, the direction of the efforts has been proved to be maladjusted. For being able to concentrate the resources restricted by the economic crises, a modification of concept has been deeply needed. Instead of focusing on anti-discrimination policy, the areas of a real effective governmental intervention must be determined. Elaborating the framework of the common European Integration Strategy of Gypsies, the Hungarian presidency aimed rather at social and educational issues, which gave a sign of a new approach to the topic.

The article considers pedagogical conditions necessary for the perception of European values in the educational process. The author analyzes the impact of cientifically proven humanistic interactive technologies that train the skills and qualities of a "modern European". Special attention is paid to changes in the professional activity and thinking style of educators. The article examines the components of teachers' readiness to perceive European values: goal-motivational, substantive, operational and integration. The author emphasizes the importance of studying the dynamics of changes in the readiness of educators and the impact of pedagogical measures on their personal and professional growth. The main conditions for training educators on European integration in the vocational education and training system, which contribute to the formation of their readiness to perceive European values and improve the quality of education, are highlighted. The article analyzes the complex of components of teachers' readiness to perceive European values, in particular goal-motivational, substantive, operational and integration. The article discusses the role of the vocational training system in expanding and improving the knowledge and skills of educators, acquired in previous training and practice, with a focus on the formation and development of personal and professional approaches to issues of European integration. It is noted that the cognitive component of this process includes in-depth knowledge of European culture, education, economy and the history of relations between Ukraine and Europe. Special emphasis is placed on innovative approaches and methodologies that help to form such qualities as self-development, professional self-actualization, cognition and creative development in educators. The importance of creating favorable conditions in educational institutions and methodical centers to ensure effective self-development of the individual, aimed at integration with the European educational space and formation of readiness for the perception of European values, is highlighted. Key words: European values, pedagogical conditions, professional primary education, humanistic interactive technologies, teachers' readiness.

The article examines the concept of “pedagogical interaction” in the context of changes caused by European integration and globalization processes in education. The content and structure of this concept are specified. The attention is focused on the personality of a university lecturer as a subject of pedagogical interaction and an agent of changes in the system of national higher education. We have developed the diagnostic tools for studying changes in the nature of pedagogical interaction caused by European integration influences. The opinion of scientific and pedagogical staff of the National University of Life and Environmental Sciences of Ukraine on current priorities of pedagogical communication is investigated.

The article analyzes the "New Ukrainian School" (NUS), a significant educational reform, in the context of Ukraine's integration into the European Union. It provides a retrospective analysis of the transformational changes in the general secondary education system from Ukraine's declaration of independence to the present. The main directions of the reform are outlined, particularly at the institutional and legal framework levels. The authors have noted the success of the NUS reform, as demonstrated by a number of monitoring studies conducted by the SSI "Institute of Educational Analytics". However, the authors also identify challenges in implementing the NUS reform during the pre-war and war periods of education development in Ukraine. During the pre-war period, the main issues were inadequate teacher training, resistance to NUS conceptual innovations, insufficient logistical and financial support, lack of support at the local government level, and problems with standardizing student assessment. The full-scale invasion significantly complicated the implementation of the reform in terms of its financial support. Furthermore, the implementation of the NUS reform during the wartime period faced several challenges, including ensuring the safety of participants in the educational process, providing access to education, and a decrease in the quality of education. A study compared Ukraine's secondary education system reform with that of the European Union and found that Ukraine's transformational processes in general secondary education align with the European educational reform direction. The article discusses the key tasks for developing Ukrainian education in the post-war period, with a particular emphasis on implementing the NUS reform.

The article highlights the rationale for the development and implementation of methods for the formation of professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes. The analysis of philosophical, medical, pharmaceutical and psychological-pedagogical literary sources on the problems of professional training of future specialists in the pharmaceutical industry is carried out; pedagogical experience of universities of Central and Eastern Europe and integration in the conditions of higher pharmaceutical education of Ukraine; analysis of scientific publications of world level of development of management of higher pharmaceutical education; pedagogical observation; pedagogical experiment; questionnaires; testing; surveys, analysis of problem-based learning outcomes and group work. It is established that the introduction of modern technologies and educational innovations in the training of masters of pharmacy in universities of Central and Eastern Europe is carried out in the context of European integration, development of the Eastern Partnership in the European Union and associate members and partners. Pedagogical innovation is based on the use of innovative technologies (both pedagogical and informational and sectoral) in educational processes to improve their efficiency and quality assurance in higher education. According to the results of the study to improve the educational process of training and professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes developed and implemented methods and scientific and methodological support - a portfolio of scientific and methodological complexes for classroom learning and remote access students on-line using a remote access platform. To determine the effectiveness of the organization of experimental training conducted on-line, the analysis of the effectiveness of solving cases of model professional situations, test control of student achievement and qualimetric questionnaires. The positive dynamics of students' academic achievements in the formation of professional competence of future masters of pharmacy has been established.

Due to changes in ideology and policy, the Romanian education system is divided into three distinct periods: the period from modern times to 1944, the socialist education system from 1944 to 1989, and the great transition period after 1989. While the first period was characterized by the expansion of the public education system and progress in improving curriculum and teacher education programs, the second period was characterized by the nationalization of all educational institutions, extreme centralization through a unified basic curriculum and textbooks, excessive politicization, and an emphasis on abstract teaching methods. The period of socio-political and economic change in Romania after 1989 led to the reform of the education system, with pressures on the market economy and the restoration of democratic principles, pressures imposed by the Bologna Process. During the transition period, there were many changes in the curriculum, public and private educational institutions, retraining and mobility of teaching staff, and infrastructure. The responses of the Romanian education system to new variables and opportunities were partly immediate and partly gradual, depending on the interlocking circumstances and interests. The reform process, including new challenges and social risks during the transition period, was difficult, slow, and complex, influenced by economic, political, and social conditions. However, Romanian education during the integration transition period symbolized by the Bolona Process and EU membership became a stepping stone for successful reform. In this process of integrated transformation, Romanian education continues contemporary ongoing educational reforms by embracing a unified three-level degree program (Bachelor’s, Master’s, Doctoral programs), ECTS (European Credit Transfer and Accumulation System) & EQF (The European Qualifications Framework), as well as providing internationalization and mobility programs in higher education.

Purpose. To assess institutional factors and the results of education reform in Ukraine, considering economic and social development of the country; to specify the main institutional European integration tendencies of Ukraine in the field of education taking into account the factor of human capital. Methodology. The methodological basis of the work proposed involves such universal methods of scientific knowledge as analysis; synthesis; inductive method; deductive method; causal modeling; combined application of complementary approaches and methods based on the principles of general scientific methodology, in particular, competency-based, person-centered, culturological ones. Findings. It is found that the conditions for reforming Ukrainian education taking into account the global educational and European integration trends provide for institutional processes in the socio-economic sphere and radical changes in the content, forms of organization and methods of teaching and education. Namely, this refers to designing the educational process as an institution of successful personal and professional socialization based on EU requirements, which will lead to the growth of national capital through accelerated human accumulation and bring Ukraine closer to complete European integration. Originality. The study identifies key trends in Ukrainian, European and world educational spheres, as well as the reasons that negatively affect the development of education in Ukraine and do not allow it to significantly influence the competitive potential of countries and deliver on European integration opportunities. In contrast to previously suggested investigations, this approach focuses on the institutional and socio-economic factors of the educational trend. Practical value. The results of the research can be used by experts in the formation of institutional requirements for designing the trend of the education system in Ukraine, taking into account the requirements of European integration.

Submitted by Daniele Santos (danielesantos.htl@gmail.com) on 2017-02-20T20:14:52Z No. of bitstreams: 1 Eivile.pdf: 1355320 bytes, checksum: 5bae5ea284bbe27cf130a12cab482fc7 (MD5)<br>Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-02-22T12:16:44Z (GMT) No. of bitstreams: 1 Eivile.pdf: 1355320 bytes, checksum: 5bae5ea284bbe27cf130a12cab482fc7 (MD5)<br>Made available in DSpace on 2017-03-02T14:31:07Z (GMT). No. of bitstreams: 1 Eivile.pdf: 1355320 bytes, checksum: 5bae5ea284bbe27cf130a12cab482fc7 (MD5) Previous issue date: 2016-11-08<br>International trade is the key element of globalization and closer economic and political cooperation between the countries. The thesis focuses on analyzing the regional integration effects on the trade patterns of the members of regional trading blocs. The analysis focuses on the EU as the regional formation, and the Baltic States as the members of this union. The Baltic States have undergone unique economic and political developments since gaining independence after the Soviet Union collapsed. Lessons learned from the Baltic States’ experience are unique and valuable for other countries and regions, which are undergoing similar transformations. The main research method used in the thesis is the gravity model of trade, which rests on the key assumption that trade between the countries is defined by the size of the economies and the distance between the countries. The gravity equation estimates showed that the membership of the Baltic States in the EU had a positive and significant effect on the export levels of the Baltic States to other EU members. On the other hand, the membership in the EU is not the main trade stimulating factor. The more important factor for the Baltic States’ exports is the common history of belonging to the former Soviet Union. Therefore, the longer lasting ties still remain important trade creating factors for the Baltic States. At the same time, analysis revealed that the economic ties of the Baltic States with the former Soviet Union members was diminishing significantly over time.

Thesis (Ed. D.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains xiii, 154 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 121-131).

We use a production function approach in investigating the relationship between financial development and economic growth in 9 EU accession - mostly transition countries. These findings are compared with the results for the group of 18 developed countries, and separately, with the results for a group of less developed EU countries - structural fund recipients. We use aggregate measures of financial development as well as measures for single segments of financial sectors. In context of transition countries, bond markets are, to our knowledge, taken explicitly into account for the first time. We find that domestic credit and bond markets together with real capital stock growth stimulate economic growth in transition. With progress in cohesion, educational attainment becomes the next important factor that contributes to economic growth followed by labor participation in mature market economies. For the developed countries, financial sector did not play any positive role for growth over the period under study. We conclude that transfer mechanisms for growth differ over the development cycle. This is important to growth theory, to the sequencing of economic reforms and to financial sector development priorities. (author's abstract)<br>Series: EI Working Papers / Europainstitut

Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.

This thesis is divided into two parts. Part I consists of a discussion regarding the multicultural landscape of the UK which considers the current literature on the Gypsy Roma and Traveller (GRT) community. The needs of each group are reviewed with respect to the literature that has been conducted. Within the review, it is apparent that academic papers for the GRT community are limited, particularly with respect to the Roma population's experiences in education in the UK. Specific research questions are posed to explore an under researched area. Part II of the thesis is the empirical study which aimed to explore the research questions posed in Part I. This section provides an overview of the literature (contained in Part I); the epistemological position of the research and its design; the methodology and procedure employed; an analysis of the findings; a discussion of the study; and lastly considerations for the application to the Educational Psychology profession and for future research. The findings revealed a number of shared themes which are inter-related in the educational and social-context: opportunity and prospects, social support, past experiences, acculturation/adaptation and practice in schools. The findings uncover an insight into the experiences of Roma children in education in an urban area of Wales which are largely positive. There is scope for some adjustments in the social and school context, which are discussed in light of the accounts shared.

This study examines the impact of the European Union and the programmatic and policy changes in two Irish political parties, the Green Party and Sinn Féin. The Europeanization concept is the theoretical basis of the study and it is operationalized by the use of EU salience. The study is carried out by content analysis of national and European election manifestos prepared by the parties during the 2009–2020 time period. The findings showed an increased salience on the European Union in national election campaigns by both parties, and in the European Parliament elections by Sinn Féin. A process of Europeanization has taken place in both parties regarding foreign policy and issues related to external relations. The Green Party showed an increased emphasis on the European Union regarding environmental issues. This study contributes to the research on the European impact on national political parties and the increased importance of European level politics in the national systems.

Чималий резонанс з ухваленням податкових змін викликало чергове підвищення акцизних зборів на алкоголь та тютюн у 2016 році. Нагадаємо, що акцизи являють собою непрямі податки на деякі товари, що закладені до ціни товару й сплачуються покупцями. Ці податки встановлюються на товари, що є дефіцитом, на високорентабельні товари, а також на продукцію держнавних монополій. Для України відсоток доходів до бюджету від акцизного податку з вироблених підакцизних товарів складає 6,1% та 5,9% у 2014 і 2015 роках відповідно.

Догадіна, В. Ю. Організаційно-економічне забезпечення управління освітніми послугами в Україні в умовах євроінтеграції : дис. ... д-ра філософії : 073 / В. Ю. Догадіна. - Харків, 2021. - 284 с.<br>Дисертацію присвячено обґрунтуванню теоретичних положень та розробці організаційно-економічного забезпечення управління освітніми послугами в Україні в умовах Євроінтеграції. Виконане теоретичне узагальнення щодо сутності та змісту освітньої послуги, яка є тим продуктом, що розкриває для молоді шлях до майбутнього та поширює їх можливості з вибору такого рівня життя, якого молодь варта. Тобто, від якості освітньої послуги залежить подальше існування особистості, що, у свою чергу, чинить вплив на розвиток національного господарства в цілому. Тому, управління освітніми послугами, як продуктом, які ЗВО пропонують для споживачів, є важливим аспектом освітнього та економічного процесів, що потребує наукового обґрунтування та подальшої практичної реалізації для підвищення іміджу України у світовому освітньому просторі. Розвиток вітчизняних ЗВО у значній мірі залежить від сучасних трендів у сфері освіти та вимог, які висуваються в умовах викликів сьогодення, зокрема, пандемії, тому виважені управлінські рішення щодо організації освітнього процесу, комфортності навчання, подальшого працевлаштування та відповідності вимогам європейських освітніх стандартів, потребують розробки методичного забезпечення управління освітніми послугами у ЗВО України. У першому розділі узагальнено сутність, зміст та складові освітніх послуг, визначені організаційно-правові особливості управління освітніми послугами в Україні, визначено Європейський досвід організації управління освітніми послугами. На основі вивчення сутності, змісту та складових освітніх послуг та дослідженні змісту дефініцій «освітня послуга», «ринок освітніх послуг», автором запропоновано їх визначення як категорій соціальної відповідальності та економічної ефективності з одночасним поліпшенням конкурентного середовища, розв’язання соціальних проблем країни та регіонів в умовах євроінтеграції. Визначено, що освітня послуга – соціально-економічна категорія, що розглядається як спроможність закладів національної системи освіти задовольняти потреби у якісних освітніх послугах вітчизняних і зарубіжних здобувачів на основі на основі сучасних інноваційних моделей їх підготовки. Вона спрямована на задоволення попиту здобувачів на одержання відповідної професії та врахування інтересів різних груп стейкхолдерів, критеріїв якості освітніх послуг. «Ринок освітніх послуг» в дослідженні розглядається як система економічних взаємовідносин. Це означає, що в ринкових умовах «освітня послуга» є об’єктом ринкової економіки, і є невід'ємною частиною валового внутрішнього продукту України. Досліджено організаційно-правові особливості управління освітніми послугами в Україні. Установлено, що в основу функціонування організаційно-економічного забезпечення управління освітніми послугами в Україні необхідно застосовувати організаційно-функціональний підхід. Він передбачає виділення організаційної складової (інституційне, інформаційне, кадрове та нормативно-правове забезпечення надання освітніх послуг) та функціональної (адміністративні та економічні методи управління освітніми послугами, що включають перелік прямих та опосередкованих інструментів). Вивчено європейський досвід організації управління освітніми послугами. Входження України в європейський освітній простір зумовило додаткові виклики, поставило питання про підвищення конкурентоспроможності української освіти та знаходження нових сегментів формування освітніх послуг. При цьому більшість європейських країн мають власні механізми, інструменти, технології, підходи до організації управління освітніми послугами. Вони формують не лише певні бар’єри або стимули на цьому шляху, але й переходять до стратегії стимулювання інновацій, яка полягає у збільшенні витрат на науково-дослідні роботи, сприяння кооперації між закладами освіти та підприємствами, державній фінансовій підтримці. Установлено, що для євроінтеграції України та реалізації Угоди про асоціацію з Європейським Союзом особливо цінний досвід європейських країн щодо формування відкритої й динамічної системи принципів, методів й інструментів створення сприятливих умов для адаптації вітчизняної освітньої сфери до європейських стандартів. У країнах Європи історично склалися різні моделі управління освітніми послугами. Виявлено, що навіть в умовах політики зближення в Європейському Союзі, системи управління освітніми послугами залишаються унікальними для кожної країни, враховуючи різний ступень децентралізації управління та фінансування освіти. Імплементація в Україні комплексу заходів Європейського Союзу – Болонського процесу, Ініціативи Європейського Союзу, Угоди про асоціацію з Європейським Союзом – сприятиме забезпеченню якісного й доступного надання освітніх послуг. У другому розділі роботи проаналізовано рівень надання освітніх послуг в Україні та в країнах Євросоюзу, проведено оцінку рівня управління освітніми послугами в Україні, досліджено фактори впливу на управління освітніми послугами. Аналіз рівня надання освітніх послуг в Україні та в країнах Євросоюзу довів доцільність інтеграції України до європейського наукового співтовариства, оскільки наша країна прагне до проведення певних реформ, які б дали змогу вітчизняним ЗВО відповідати загальноєвропейським критеріям. Аналіз Європейських стандартів забезпечення якості вищої освіти дозволив виділити основні вимоги і напрямки імплементації європейської системи забезпечення якості освіти в Україні, які стосуються як внутрішнього, так і зовнішнього забезпечення. З’ясовано, що у 2019 році за консолідованим рейтингом ЗВО у десятці незмінним лідером залишається Київський національний університет імені Тараса Шевченка, який очолює рейтинг третій рік поспіль. На другому місці Київський політехнічний інститут імені Ігоря Сікорського, який у 2019 році посунув на третю сходинку Харківський національний університет імені В. Н. Каразіна. Проведена оцінка рівня управління освітніми послугами в Україні довела, що загальна чисельність університетів, академій, інститутів, заснованих на державній та комунальній власності залишилася майже незмінною (за весь період спостереження зменшилася на 10 %), а кількість відповідних закладів, заснованих на приватній власності зменшилася на 24 %. Для коледжів, технікумів, училищ ці показники сягають значень 21 % і 35 % відповідно. Відзначено, що низький попит на напрями підготовки, які пов’язані з перспективними напрямками економічного розвитку країни в перспективі буде породжувати нестачу кваліфікованих спеціалістів, що, в свою чергу, буде мати негативний вплив на результати діяльності провідних галузей економіки країни. Проведено дослідження факторів впливу на управління освітніми послугами, яке дозволило зробити висновок про нерівномірність розподілу ЗВО, а як наслідок, здобувачів вищої освіти, професорсько-викладацького складу за областями України. Частка фінансування здобувачів освіти за кошти місцевих бюджетів є значно меншою: в середньому по Україні – 8,9 %. Найбільшу підтримку мають студенти Кіровоградської (45,0 %) та Житомирської (33,1 %) областей, а найнижчу – студенти м. Київ (4,1 %), Закарпатської (4,1 %), Полтавської (5,0 %) та Львівської (5,1 %) областей. Виявлена також нерівномірність розподілу кількості педагогічних або науково-педагогічних працівників на 100 здобувачів вищої освіти, що мають вчене звання доцента. У третьому розділі визначені напрями підвищення ефективності організації управління освітніми послугами в Україні, розроблено методичний підхід до оцінювання ефективності управління освітніми послугами в Україні, запропоновано методичне забезпечення управління освітніми послугами у ЗВО України в умовах Євроінтеграції. Підвищення ефективності управління освітніми послугами в Україні залежить від багатьох факторів, які впливають на всі без виключення заклади освіти. Керівництву закладів освіти бракує певних повноважень щодо прийняття стратегічних рішень у всіх напрямах освітньої діяльності. Встановлено, що якість надання освітніх послуг значною мірою залежить від якості менеджменту закладів освіти та маркетингової діяльності, яка враховує всі умови ринку освітніх послуг та ефективність навчально-методичного забезпечення. Зроблено висновок, що підвищити ефективність управління освітніми послугами можливо за рахунок оптимізації функціонального підходу до процесу управління системою освіти, шляхом удосконалення використання його складових: планування, організації, мотивації, контролю. Розробка методичного підходу до оцінки ефективності управління освітніми послугами в Україні дозволила оптимізувати задачу оцінювання та зробити висновки щодо прямого зв’язку між кількісними та якісними показниками рівня надання освітніх послуг. Проведене експертне оцінювання довело, що найбільш значущими критеріями ефективності управління освітніми послугами вважаються: співпраця із роботодавцями щодо контролю якості підготовки фахівців; перспектива працевлаштування випускників ЗВО та відповідність освітніх програм підготовки фахівців вимогам світового освітнього простору. Встановлено, що сьогодні в Україні існує певна проблема щодо інтеграції освітньої послуги у суспільне життя, оскільки вкладені фінансові та моральні зусилля студентів та НПП вимагають віддачи у вигляді гідної праці та якості життя. Розроблено методичне забезпечення управління освітніми послугами у ЗВО, яке запропоновано розподілити на три блоки: інституційний, організаційний та фінансово-економічний. Встановлено, що в умовах Євроінтеграції системи освіти України необхідно удосконалення освітніх стандартів та програм, створення сприятливого інвестиційного клімату та формування фінансово-економічних механізмів для залучення інвесторів в освітню діяльність та ефективне використання кадрового потенціалу ЗВО.<br>The dissertation is devoted to substantiation of theoretical positions and development of organizational and economic support of management of educational services in Ukraine in the conditions of European integration. Educational services have been found to be a product that opens the way for young people to the future and empowers them to choose the life they deserve. That is, the quality of educational services depends on the existence of the individual and the development of the national economy as a whole. Therefore, the management of educational services, as a product that free economic zones offer to cohabitants, is an important aspect of educational and economic processes that requires scientific justification and further practical implementation to improve Ukraine's image in the global educational space. The development of domestic free economic education significantly depends on current trends in education and the requirements of the pandemic, so sound management decisions on the organization of the educational process, comfort of learning, further employment and compliance with European educational standards require the development of methodological support for educational services in free economic education. Of Ukraine. The first section summarizes the essence, content and components of educational services, identifies the organizational and legal features of the management of educational services in Ukraine, defines the European experience of the organization of management of educational services. Based on the study of the essence, content and components of educational services and the study of the content of the definitions "educational service", "market of educational services", the author proposes their definition as categories of social responsibility and economic efficiency while improving the competitive environment, solving social problems in the context of European integration. It is determined that educational service is a socio-economic category, which is considered as the ability of institutions of the national education system to meet the needs of quality educational services of domestic and foreign applicants on the basis of modern innovative models of their training. It is aimed at meeting the demand of applicants for the relevant profession and taking into account the interests of different groups of stakeholders, the criteria for the quality of educational services. The "market of educational services" in the study is considered as a system of economic relations. This means that in market conditions, the "educational service" is the object of a market economy, and is an integral part of Ukraine's gross domestic product. The organizational and legal features of management of educational services in Ukraine are investigated. It is established that the basis of the functioning of organizational and economic support for the management of educational services in Ukraine is necessary to apply the organizational and functional approach. It provides for the allocation of organizational components (institutional, informational, personnel and regulatory support for the provision of educational services) and functional (administrative and economic methods of managing educational services, including a list of direct and indirect tools). The European experience of the organization of management of educational services is studied. Ukraine's entry into the European educational space has caused additional challenges, raised the question of increasing the competitiveness of Ukrainian education and finding new segments for the formation of educational services. At the same time, most European countries have their own mechanisms, tools, technologies, approaches to the organization of management of educational services. They not only create certain barriers or incentives along the way, but also move to a strategy to stimulate innovation, which consists in increasing the cost of research, promoting cooperation between educational institutions and enterprises, public financial support. It is established that for the European integration of Ukraine and the implementation of the Association Agreement with the European Union the experience of European countries in forming an open and dynamic system of principles, methods and tools to create favorable conditions for adaptation of domestic education to European standards is especially valuable. Different models of educational services management have historically developed in European countries. It was found that even in the context of cohesion policy in the European Union, education service management systems remain unique in each country, given the varying degrees of decentralization of education management and funding. The implementation in Ukraine of a set of measures of the European Union - the Bologna Process, the European Union Initiative, the Association Agreement with the European Union - will help ensure quality and affordable provision of educational services. The second section analyzes the level of educational services in Ukraine and the European Union, assesses the level of management of educational services in Ukraine, examines the factors influencing the management of educational services. The analysis of the level of educational services in Ukraine and in the EU countries proved the expediency of Ukraine's integration into the European scientific community, as our country seeks to carry out certain reforms that would allow domestic free economic zones to meet European criteria. The analysis of European standards of quality assurance in higher education allowed to identify the main requirements and areas of implementation of the European quality assurance system of education in Ukraine, which relate to both internal and external provision. It was found that in 2019, according to the consolidated rating of free economic zones, the Taras Shevchenko National University of Kyiv remains the undisputed leader in the top ten, leading the ranking for the third year in a row. In second place is the Kyiv Polytechnic Institute named after Igor Sikorsky, which in 2019 moved to the third place Kharkiv National University named after V.N. Karazin. The assessment of the level of management of educational services in Ukraine showed that the total number of universities, academies, institutes based on state and communal property remained almost unchanged (for the entire observation period decreased to 10 %), and the number of relevant institutions based on private property decreased by 24 %. For colleges, technical schools, colleges, these figures reach 21% and 35 %, respectively. It is noted that the low demand for training areas that are related to promising areas of economic development in the future will create a shortage of qualified professionals, which, in turn, will have a negative impact on the performance of leading sectors of the economy. A study of the factors influencing the management of educational services, which allowed to draw a conclusion about the uneven distribution of free economic education, and as a consequence, applicants for higher education, faculty in the regions of Ukraine. The share of funding for education from local budgets is much smaller: on average in Ukraine - 8.9 %. Students of Kirovohrad (45.0 %) and Zhytomyr (33.1 %) oblasts have the highest support, while students of Kyiv (4.1 %), Zakarpattia (4.1 %), and Poltava (5.0 %) have the lowest support. and Lviv (5.1 %) oblasts. There is also an uneven distribution of the number of pedagogical or scientific-pedagogical workers with the academic title of associate professor per 100 graduates. In the third section the directions of increase of efficiency of the organization of management of educational services in Ukraine are defined, the methodical approach to an estimation of efficiency of management of educational services in Ukraine is developed, methodical maintenance of management of educational services in ZVO of Ukraine in the conditions of European integration is offered. Improving the efficiency of management of educational services in Ukraine depends on many factors that affect all educational institutions without exception. The management of educational institutions lacks certain powers to make strategic decisions in all areas of educational activities. It is established that the quality of educational services largely depends on the quality of management of educational institutions and marketing activities, which takes into account all the conditions of the market of educational services and the effectiveness of educational and methodological support. It is concluded that to increase the efficiency of educational services management is possible by optimizing the functional approach to the management process of the education system, by improving the use of its components: planning, organization, motivation, control. evaluation and draw conclusions about the direct relationship between quantitative and qualitative indicators of the level of educational services. The conducted expert evaluation proved that the most significant criteria for the effectiveness of management of educational services are: cooperation with employers to control the quality of training; the prospect of employment of freelance graduates and the compliance of educational training programs with the requirements of the world educational space. It is established that today in Ukraine there is a problem with the integration of educational services into public life, as the financial and moral efforts of students and NNP require a return in the form of decent work and quality of life. Methodological support for the management of educational services in the Free Economic Zone has been developed, which is proposed to be divided into three blocks: institutional, organizational and financial and economic. It is established that in the conditions of European integration of the education system of Ukraine it is necessary to improve educational standards and programs, create a favorable investment climate and form financial and economic mechanisms to attract investors to educational activities and effective use of human resources.

Cette thèse s’applique à explorer dans quelle mesure et par quels mécanismes lamondialisation, au travers de ses différentes composantes, impacte la santé des travailleurseuropéens. Dans une première partie, nous exposons les conséquences socio-économiques de cephénomène. Dans une deuxième partie, nous montrons que l’exposition concurrentielleinternationale constitue un facteur de risque pour la santé des travailleurs non qualifiés. Lesfacteurs individuels et organisationnels sont néanmoins les plus à même d’expliquer la prévalencede troubles physiques et mentaux chez l’ensemble des travailleurs. La mondialisation impliqueaussi de nouvelles pratiques organisationnelles liées à l’internationalisation des firmes, une autrefacette de la mondialisation. Nous soulignons que les travailleurs doivent ainsi trouver lesressources nécessaires pour rester attractifs dans ce monde en perpétuelle évolution. Dans unetroisième partie, nous exposons que la mondialisation favorise le développement des activités deservices dans les pays industrialisés. En parallèle, l'organisation de type "lean" est mise en placedans ces secteurs et la pression concurrentielle s’accroit. Ces changements impactent les conditionsde réalisation du travail. Dans ce contexte, la santé se trouve dégradée par des facteurs de risqueen évolution, parmi eux l’intensité du travail liées aux relations interpersonnelles. Enfin, nousmontrons que la Responsabilité Sociale de l’Entreprise apparait comme une solution dont lesentreprises peuvent s’emparer pour améliorer la santé de leurs travailleurs et par conséquent, leurperformance sociale et financière<br>This thesis aims at exploring to what extent globalization, through its diversecomponents, impacts the health of European workers. In a first part, we expose the socio-economicconsequences of this multi-faceted phenomenon. In a second part, we show that internationalcompetition, one of the essential components of globalization, is a risk factor for non-skilledworkers. Nevertheless, individual and organizational factors are the most likely to explain mentaland physical disorders prevalence in the population as a whole. Globalization also implies newpractices linked to firms’ internationalization strategy, another component of globalization. Weunderline that workers must acquire the skills to stay attractive in a constantly changing worldand they do not find much support in their companies. In a third part, we show that globalizationenhances the surge of the service sector in industrialized countries. In addition, the leanmanagement is implemented in those sectors and competitive pressure increases. These changesimpact the way the work is performed. Within this context, the health of workers deterioratesbecause they are exposed to changing risk factors, among them: intense of work related tointerpersonal relationships. Finally, we find that the Corporate Social Responsibility comes as ananswer to improve workers’ health and as a consequence, firms’ social and financial performance

Abstract The Bologna Process has made, among other impactful and meaningful changes, a Copernican revolution in academic learning, placing the students at the academic teaching universe’s centre. This paper examines the influence of the Bologna Process on promoting student-centred learning (SCL) in European higher education. The Bologna Process, established in 1999, aimed to standardise qualifications and create a European Higher Education Area (EHEA). While achieving these goals, it also spurred a shift towards learning outcomes, paving the way for a more student-centred approach. The paper explores the gradual integration of SCL into the Bologna Process framework, starting with a focus on learning outcomes and culminating in ministerial communiqués promoting student-centred teaching methods and inclusive learning environments. Challenges remain, particularly in measuring the effectiveness of SCL and ensuring faculty development for its successful implementation. Yet, the paper concludes that the Bologna Process has significantly impacted learning and teaching practices by promoting a cultural shift towards a student-centred approach in European universities, showcasing the active participation of higher education institutions in enhancing student engagement, learning outcomes transparency and relevance, as well as overall satisfaction and well-being.

AbstractThe aim of the article (The empirical material leading to the present chapter results from the research effort “MigRom—The Immigration of Romanian Roma to Western Europe: Causes, effects, and future engagement strategies”, a project funded by the European Union’s Seventh Framework Programme under the call “Dealing with diversity and cohesion: the case of the Roma in the European Union” (GA319901). I also used the results and experiences of earlier fieldworks starting with 2000 in Bighal (the name of the localities were changed in order to respect the identities of the people) that were financed through Open Society Institute, Visegrad Funds, CERGE-EI through GDN and WIIW, respectively Inclusion 2007 through PHARE 2004. Earlier version of the article was presented at the GLS Conference in Nicosia (Cyprus) in 2017. The article was finalized in the framework of a visiting research programme at TARKI-POLC receiving funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 730998, “InGRID-2—Integrating Research Infrastructure for European expertise on Inclusive Growth from data to policy”.) is to inquire into the interconnectedness of large number of factors that carry the opportunity and possibility of improving school participation of Roma children in Romania.I argue that the inherent deficiencies of the educational system, starting with the structural constraints and ending with the psycho-social context in which Roma (or minoritized, marginalized, vulnerable) children learn, can be and are challenged by initiatives, strategies or processes that fall out of the immediate range of the strict framework of the educational system. Bourdieu used the Maxwell’s demon as a metaphor to illustrate the reproduction of socio-economic inequalities in the framework of school system. But this ‘demon’ might be challenged with more or less success if we step out and look for possible ‘tools’ to counteract this demon. Two such cases are presented in this chapter. One is a project implemented with and by the local Roma community using external financing and the other one is the participation of the members of the communities in international migration and use of remittances. I will emphasize that independently of the type and amount of the mobilized resources the individuals and/or communities are able to create and proactively make good use of path-departing opportunities through mechanisms of redefining and changing contextual constraints thus improvements can be observed in the school participation of the Roma children (PS. PS. The article was written before the COVID-19 pandemic hit the world. Its effects seems to neutralize the positive impact of the above mentioned processes: the slow steps taken in improving the socio-economic situation of the Roma seems to be stopped; prejudices and ethnic hatred seems to be stronger; access to services for Roma communities get more difficult, including to education: in this context, a further research question is how on-line schooling changed or will change the participation of Roma children?).

AbstractConstitutional politics at European level has resulted in wide-ranging Treaty reforms over the past four decades, conventionally examined through the lens of intergovernmentalism. But what has been the role of transnational political parties in these processes? This chapter considers the impact of the Europarties and especially the European People’s Party but also the Party of European Socialists in Treaty reforms. It suggests that their impact can be explained in general terms by three factors: (1) the partisan composition of the European Council; (2) the cohesion and mobilization of Europarties; and (3) the choice of venue for deliberations and negotiations of Treaty changes. The chapter explores the influence of these factors empirically through illustrative evidence. It concludes that while the conditions for Europarty influence are demanding, the successive Treaties are to a considerable extent the result of transnational party-political contributions.

Abstract This paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).

Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.

AbstractIncreasingly visible migrant communities that coexist within transnational spaces (Vertovec, 2009) are part of a contemporary world marked by a changing political approach to immigration, in which integration is the key word. The vagueness of the term (Schinkel, 2017) is compensated by the potential benefits derived from its usage. Given its multidimensionality (Harder et al., 2018; Voicu &amp; Vlase, 2014), integration allows observing a liquid migration. The term was developed in relation to intra-European migration (Engbersen, 2018), to stress the encapsulation of such spatial movement into a more complex set of social changes, and to stress the flexibility of migration itself. Such fluidity implies a series of temporary states in the personal life, that is appropriate for the case of high-skilled intra-European migrants.

AbstractThe life course perspective is used in analysis of the older workers relations to the labour market in a societal context. Transition to the market economy of Albania has increased the vulnerability especially for two categories: the youngest, as the new entries into the labour market, and the oldest workers, who found it difficult to be adjusted to the labour market demand, after the failure of state enterprises, changes in working environments, social services, family, etc. The investigation of older workers in the labour market is focused on five dimensions: (1) the labour market structure and employment status of older workers; (2) the employment &amp; VET policies; (3) the work-life balance with ageing; (4) health and (5) retirement.In the beginning of 1990s, the early retirement was the first policy intervention to cope with massive unemployment of older workers. Then, the parametric reforms of PAYG social insurance for increasing the retirement ages and the insurance period have had an impact on extending the working life of older workers of 10 years until 2018. However, the replacement rate was lowering from 74.2% in 1990, to 56% in 1993 when reform started, to further 41% in 2018 which impose pensioners to continue working or delaying the retirement. The increased youth unemployment, atypical and informal employment, has been new challenges for older workers to be adjusted to the labour market demand and only 10% of them can continue working after the retirement age. The development of employment services, VET, health care and social protection have been inadequate to promote social inclusion of older workers.In the framework of the EU integration, Albania has pursued a process of harmonization the legal framework with EU standards. National strategies have been enacted to guarantee human rights, gender equality, and an inclusive society. The social inclusion of older workers into the labour market is a complex issue that depended not only of the Government interventions, but also by the active engagement of other stakeholders. In the Albanian tradition family continues to be a strong supporting institution for older people and children, very likely to the Abbado’s idea in Italy.This chapter is based on an analysis of policy documents, research and statistics from INSTAT, Eurostat, World Bank, etc. The Eurofound’s European Working Conditions Survey (EWCS) 2015, and European Quality of Life Survey (EQLS) 2016 are used to identify age and gender patterns regarding work-life balance and social inclusion. The analysis suggests that to fully address the complexity of the inclusion of older workers in the labour market, an integrated approach should involve all relevant policy areas such as education, health, employment, and social protection, as well as engagement of all community stakeholders.

The basic concepts and legal principles of the formation and implementation of a new paradigm of the educational policy of the European Union are presented. It outlines strategic guidelines for the development and modernization of vocational education due to the main challenges of modern civilization. The principles of implementation are defined and the directions of development of continuous vocational education are characterized. The purpose of the paper is to identify and substantiate system-wide trends in the development of vocational education in the European Union in the context of the implementation of the lifelong education strategy. The article shows the specifics of the organization of continuous education in European countries that are currently leaders in this field and the problems that arise in the way of the implementation of the lifelong education strategy. Determination of mechanisms for regulating continuous education and substantiation of laws that determine the current processes of development of continuous vocational education within the framework of European integration. Methodology of the study is based on the use of a set of methods determined by the peculiarity of the research problem: analysis of domestic and foreign scientific literature, synthesis, systematization, generalization, abstraction, and the interpretative-analytical method, which are used to carry out a theoretical analysis of the source base. Research results. The study determined that the new paradigm of education involves the unification of all sectors of education, industry and economy. The key invariant characteristics of the education system in the European Union countries, on the basis of which it is possible to build a new paradigm of uncertain vocational education are: state responsibility for vocational education, combination of training in classrooms and industrial training and centralized quality control of training through national state standards of vocational training. Practical implications. The use of pedagogical and educational innovations developed in the EU countries for the modernization of continuous vocational education in Ukraine. The ability to develop strategies, forms and content of international cooperation and the development of international projects. Value/originality. The evolutionary nature of changes in the composition and changes in the educational paradigm in the development of vocational education in the EU countries is revealed. Mechanisms have been identified that ensure continuity of development of national vocational education systems and preservation of their cultural uniqueness.

This article examines the conditions and prospects for the development of the process of European integration of the Republic of Moldova. As an integral part of this process, the author considers the need and possibilities for introducing European standards of norms and values into the life of the Moldovan society through the educational and educational activities of state institutions. Reliable knowledge of European values will give Moldovan citizens the best chance for European identification.

The shortage for ICT personal in the EU is large and expected to increase. The aim of this paper is to disseminates information from the ESSA alliances needs analysis. The needs analysis research was to contribute to a better understanding of the roles and competences needed, so that education curricula can be better aligned to evolving market demand,by answering the research question: Which competence gaps do we need to bridge in order to meet the future need for sufficiently qualified personnel in the EU Software sector? In this research, a mixed method approach was executed by ESSA-partners in twelve European countries, to map the current and future needs for competences in the EU. The analyses shows changes in demand regarding technical skills, e.g. low-code and a stronger focus on soft skills like communication and critical thinking. Besides this, the research showed educational institutes would do well to develop their curricula in a practical way by integration of real live cases and work together with organizations.

In the recent years, education has undergone substantial changes due to technological advancements and the ever-evolving needs and expectations of students. AR-STEAMapp (Science, Technology, Engineering, Arts and Mathematics Augmented Reality Mobile Application) represents an innovative approach in the educational environment, encouraging integrative learning by adapting 3D resources to Augmented Reality, providing an accessible tool for European schools, preparing both students and teachers for the challenges of the future.

The Scientific Library of the Academy of Economic Studies of Moldova (SL of ASEM) hosts the most important informational and educational tool about the European Union (EU) - the European Union Information Center (EUIC). Since 2011, this center has served as an important source of information about the EU for students, teachers, researchers and other socio-professional categories from the Republic of Moldova, providing valuable support for educational and research processes. At the same time, in collaboration with the Department of Modern Languages, its French Language section, and the Faculty of International Economic Relations, the EUIC organizes various extracurricular activities and campaigns to promote European values and initiatives in the Republic of Moldova. The purpose of these events is to raise awareness and involve the general public in addressing current EU issues relevant to our country and its academic environment. The topics include globalization, European integration, economic resilience, climate change, green energy, sustainable development, cultural diversity, multilingualism and the European linguistic landscape, intercultural training/learning/education, intercultural communication, intercultural competence and intercultural dialogue, etc. Through joint efforts, EUIC within SL of ASEM and the French Language section within the Department of Modern Languages / ASEM organize numerous extracurricular activities, both traditional and modern, focused on training, education, information and promotion, actively contributing to access to knowledge, awareness of diversity and multiculturalism, formation and education of students’ intercultural competence, especially intercultural communication and interaction, enrichment of linguistic, sociolinguistic and pragmatic experience, as well as promotion of the French language, Francophone and European values in the Republic of Moldova.

Environmental protection and the accompanying sustainable development, as one of the most important segments of society globally, require the efforts and inputs from all segments and actors in society. In addition, the EU accession process in the field of environment, Chapter 27 – Environment and Climate Change is the most complex area in the process of European integration. Montenegro as an accession country needs to ensure adequate strong structure and human resources for the demanding reform processes underlying the harmonization and integration into the democratic European society. To fulfill the sustainable development principles and ensure sustainable development of the country’s economy and its declaration as an ecological state, Montenegro’s educational system plays a crucial role in shaping and creating the human resources needed to transform and reform development, which ensures quality living conditions and protection of natural resources. Analyses of student population structure and enrollment in study programs pertaining toward environmental protection and Chapter 27 sectors at the public University of Montenegro provide insights in the current trends and the gaps that should be tackled in order to support the country’s economy and reform processes to benefit people and nature. 76 Key words: environment, education, development, student, higher education enrollment, EU, Chapter 27, accession, reform

The rapid pace of change in technology, business models, and work practices is causing ever-increasing strain on the global workforce. Companies in every industry need to train professionals with updated skill-sets in a rapid and continuous manner. However, traditional educational models — university classes and in-person degrees— are increasingly incompatible with the needs of professionals, the market, and society as a whole. New models of education require more flexible, granular and affordable alternatives. MIT is currently developing a new educational framework called Agile Continuous Education (ACE). ACE describes workforce level education offered in a flexible, cost-effective and time-efficient manner by combining individual, group, and real-life mentored learning through multiple traditional and emerging learning modalities. This paper introduces the ACE framework along with its different learning approaches and modalities (e.g. asynchronous and synchronous online courses, virtual synchronous bootcamps, and real-life mentored apprenticeships and internships) and presents the MIT Refugee Action Hub (ReACT) as an illustrative example. MIT ReACT is an institute-wide effort to develop global education programs for underserved communities, including refugees, displaced persons, migrants and economically disadvantaged populations, with the goal of promoting the learner’s social integration and formal inclusion into the job market. MIT ReACT’s core programs are the Certificate in Computer and Data Science (CDS) and the MicroMasters in Data, Economics and Development Policy, which consist of a combination of online courses, bootcamps, and global apprenticeships. Currently, MIT ReACT has regional presence in the Middle East and North Africa, East Africa, South America, Asia, Europe and North America.

The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.

Under the impact of today’s digitally driven world, digital skills integration into education becomes essential for equipping learners with the competencies mandatory for success in the 21st century. This paper investigates the transformative capability of digitalisation in education and intends to explain its impact on the development of digital literacy and digital skills among Gen Z. The current scientific literature highlights the crucial role of digital skills in fostering employability, promoting innovation, and driving social progress. However, there remains a significant gap in understanding how digitalisation proposals within education affect skill acquisition, educational equity, and broader societal implications. This research paper applies a powerful mixed-method research technique and blends qualitative analysis - through study and analysis of field literature and European-level reports - with quantitative analysis of statistical data. The research question that governs this investigation aims at examining discrepancies in access and use of digital resources across various demographic groups. The main results of this investigation uncover a complicated relationship between digitalisation and skills development across EU-27. While cyber technologies provide many opportunities for customised learning and collaboration, gaps still persist and exacerbate already existing inequalities. Additionally, this paper identifies the need for extensive educational methodologies that ensure a harmonious incorporation of digital tools into educational curricula. Consequently, this paper is instrumental to the field of knowledge because it provides a broad analysis of the digitalisation of education and links theoretical judgements with empirical evidence. Finally, this research is disclosing the challenges and opportunities inherent in the development of digital skills, which present eloquent insights for policymakers, professors, and researchers determined to channel the full potential of digital technologies in education.

Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.

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 considerably in recent years: there have been relatively high numbers of arrivals from Ukraine to Ireland, and a marked increase in the number of people seeking international protection since the last monitoring report on integration. A rise in the cost of living and an acute shortage of housing continue to be significant challenges for all living in Ireland, including many migrants. This report is the ninth in a series of monitoring reports on integration that began in 2011. It considers how migrants – generally defined as those born outside the State – fare relative to the Irish-born population across four key life domains: employment, education, social inclusion and active citizenship. The report also provides updates on migration and integration policy. Integration indicators are based on high-quality, nationally representative survey data for the latest available time points, supplemented with administrative statistics on forced migrants, where possible. Key headline figures are presented in Table A: individual chapters disaggregate migrant groups by region of origin. Chapter 1 presents recent trends in migration and provides a profile of the migrant population in Ireland. The rise in immigration since the end of the COVID-19 pandemic continued into 2024, nearly reaching its 2007 peak. The 2007 peak was dominated by migration from within the European Union (EU): recent patterns indicate a shift towards non-EU migration, for work, study and international protection. In 2023, 22% of the population were born outside the State: just over half of this subgroup was born in the United Kingdom (UK – including Northern Ireland) or the EU, while the remainder was born across a diverse range of non-EU countries. This is an increase from 20% born outside the State in 2021.

This paper outlines the steps that the Government of Cyprus took to transform its tax system between 1990 and 2001 in order to prepare itself for admission into the European Union. Cyprus has many of the same economic features as the countries of the Caribbean and Central American regions. In the case of Cyprus, the reforms were focused on the introduction and expansion of the Value Added Tax, a restructuring of the excise tax system and a modernization of its income tax system. By 2002 it has virtually completed the transformation process. The paper also discusses the situation of Belize, which is preparing to begin a similar transformation. Although the required changes might appear very large, a set of reasonable options are presented for consideration.

The study compares the views of Ukrainian and Latvian teachers and students of higher education institutions on the distance form of organising the educational process as a result of the introduction of physical distancing measures and the closure of educational institutions of various levels due to the COVID-19 pandemic.

Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.

Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.

The populist moment that defined Danish politics from 2001 to 2019 has recently transitioned into what can be described as mainstream populism. Two concurrent developments drive this shift: first, the Social Democrats’ strategy to reclaim (white) working-class support by adopting populist right-wing stances on immigration and integration, and second, the existential crisis confronting the Liberals (Venstre, V) and the Conservative party (Det Konservative Folkeparti, KF), whose electoral support reached historic lows. The 2024 European Parliament elections differed significantly from those of 2019, marked by the emergence of new political entities and pressing global issues such as the Russia–Ukraine and Israel–Hamas conflicts, along with the existential threat of climate change and the lingering effects of the post-pandemic time. Traditional populists are exploiting these issues to regain support, advocating for greater national sovereignty and cohesion in the face of perceived global threats. This paper examines the evolving dynamics of Danish politics, focusing on how the intersection of domestic and international changes is reshaping EU-related positions and the role of populism. Keywords: populism, European Parliament elections, Danish People’s Party, Denmark Democrats, Socialist People’s Party

As European integration has advanced, public opinion on the EU has increasingly come into the spotlight. Yet when it comes to the EU’s Common Security and Foreign Policy (CFSP) and its Common Security and Defence Policy (CSDP), research into acceptability of integration is still “in its infancy” (Biedenkopf et al., 2021, p. 339). Building on an analytical framework of acceptability developed by Michaels &amp; Kissack (2021), this paper sets out to investigate public beliefs and perceptions through big data-based analysis of security-related news published around the world. Our research design complements more traditional measurements of citizens’ perceptions such as opinion surveys and contributes to the growing body of literature on public opinion and acceptability in the EU. Basing ourselves on all web-based news published on security-related matters from 2017 to 2022, we first examine how public opinion in the EU and its Member States varies at key moments related to the EU’s CSDP, including reforms and mission launches. Our results reveal broad and steady acceptability among the public for EU efforts in defence and security, although attention to practical details related to EU defence and security operations and policies is low. We subsequently analyse in more detail the crisis moment of the 2022 Russian invasion of Ukraine to understand its effects on public perceptions of the EU’s role in security and defence. We find that the Russian invasion of Ukraine is a watershed moment, but rather than overturning existing trends in acceptability among the public, the invasion has accelerated them. In Member States where historical changes have been made to security and defence-related policies following the invasion, our data furthermore shows that the public was largely supportive of the EU’s role in security and defence even prior to the invasion, and that acceptability of CSDP can go hand in hand with NATO membership.

The Annual report on migration and asylum 2023: Ireland provides a detailed overview of the key developments in migration and asylum in Ireland in 2023. It includes statistics, significant policy developments and debates, research and notable case law on a comprehensive range of migration-related topics. It is the 20th report in the series and complements the European Migration Network’s (EMN) series of European annual reports, which give an overview of developments across EMN Member and Observer Countries. While Ireland’s migration and asylum landscape is constantly changing, significant developments occurred in 2023. Ireland’s population continues to rise, with an estimated population of 5.38 million in 2024, a 1.9% increase from the previous year. Immigration and emigration both increased in the 12 months to April 2024 according to the Central Statistics Office (CSO), although immigration was still slightly lower than the peak in 2007. During this time, Ireland welcomed arrivals from Ukraine following the continued Russian invasion, albeit in lower numbers than in 2022, and experienced continued high levels of people seeking international protection in Ireland. This report is also set against a backdrop of other social, economic and political developments such as increased costs of living, a housing crisis and increase in anti-migrant sentiment. While not all of these are covered in the report, they are relevant to understanding the context at the time. Policy and legislative changes were also prominent in 2023, spanning various aspects of migration and asylum such as labour migration, international protection, temporary protection, integration, human trafficking, irregular migration, visas and return. Developments also occurred at multiple levels, from the national to European and international levels. This report serves as a comprehensive resource, providing detailed statistics, policy and legislative changes, summaries of recent research and significant case law. It is intended to be a reliable reference for readers seeking to understand these elements for the year of the report.

This report aims to present findings of the research conducted in Poland within the Work Package 1 of the Welcoming Spaces project, namely “Welcoming spaces” in relation to economic viability, social wellbeing and political stability in shrinking regions. The main aim of the mentioned research was to examine how welcoming initiatives are organised and implemented in the selected shrinking localities in Poland. In particular, the creation of welcoming initiatives concerning social wellbeing, economic viability and political stability was assessed. To accomplish this objective, five localities were selected purposefully, namely Łomża (city with powiat status) and Zambrów (urban commune) in Podlaskie Voivodeship and Łuków (town), Wohyń (rural commune) and Zalesie (rural commune) in Lubelskie Voivodeship. Within these localities, 23 welcoming initiatives were identified, out of which 12 were chosen for in-depth research. The field research was conducted in all five localities between March and December 2021. During this period, the SGH Warsaw School of Economics team conducted 43 interviews with institutional stakeholders (representatives of local governments, schools, non-governmental organisations – NGOs, religious organisations and private companies) and individuals (both migrant newcomers and native residents). In addition, local government representatives were surveyed to compare their policies, measures and stances toward migrant inhabitants and local development. The research was also complemented with the literature review, policy documents analysis, and local media outlets discourse analysis. Until February 2022 and the outbreak of war in Ukraine, welcoming spaces in Poland were scarce and spatially limited to the big cities like Warsaw, Cracow, Wrocław, Gdańsk, Lublin or Białystok, governed by liberal mayors and city councils open to accept migrants and treat them as a valuable human asset of the city community. However, in smaller cities, towns and rural areas, especially in shrinking regions, welcoming spaces have been highly conditioned by welcoming initiatives carried out mainly by civil society organisations (CSOs). It is very likely that the war in Ukraine will completely change the situation we write about in this country report. However, this crisis and its consequences were not the subjects of our desk research and fieldwork in Poland, which ended in December 2021. As of late July 2022, the number of border crossings from Ukraine to Poland is almost 5 million and the number of forced migrants registered for temporary protection or similar national protection scheme concern 1.3 million people (UNHCR 2022). However, the number of those who have decided to stay in Poland is estimated at around 1.5 million (Duszczyk and Kaczmarczyk 2022). Such a large influx of forced migrants from Ukraine within five months already affects the demographic situation in the country and access to public services, mainly in large and medium-size cities1 . Depending on the development of events in Ukraine and the number of migrants who will decide to stay in Poland in the following months, the functioning of the domestic labour market, education, health service, and social assistance may significantly change. The following months may also bring new changes in the law relating to foreigners, aimed at their easier integration in the country. Access to housing in cities is already a considerable challenge, which may result in measures to encourage foreigners to settle in smaller towns and rural areas. Given these dynamic changes in the migration situation of the country, as well as in the area of admission and integration activities, Poland seems to be slowly becoming one great welcoming space. It is worth mentioning that the main institutional actors in this area have been NGOs and local governments since the beginning of the humanitarian crisis in Ukraine. An important supporting and coordinating role has also been played by international organisations such as the United Nations High Commissioner for Refugees (UNHCR), which launched its inter-agency Regional Refugee Response Plan (RRRP) in early spring to address the most urgent needs of the population of forced migrants and their host countries in this part of Europe (UNHCR 2022a; UNHCR 2022b; UNHCR 2022c). Based on the number of newly emerged welcoming initiatives and the pace of this emergence, they will soon become an everyday reality for every municipality in Poland. Therefore, it is difficult to find more up-todate circumstances for the “Welcoming Spaces” project objective, which is “to rethink ways forward in creating inclusive space in such a way that it will contribute firstly to the successful integration of migrants in demographically and economically shrinking areas and simultaneously to the revitalization of these places”. Furthermore, the initiatives we selected as case studies for our research should be widely promoted and treated as a model of migrants’ inclusion into the new communities. On the other hand, we need to emphasize here that the empirical material was collected between March and December 2021, before the outbreak of war in Ukraine. As such, it does not reflect the new reality in Poland