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Journal articles on the topic 'European Union education and training policy'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES." Near East University Online Journal of Education 3, no. 1 (2020): 55–61. http://dx.doi.org/10.32955/neuje.v3i1.184.

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The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about diffe

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Koroliova, Larisa. "THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES." English and American Studies 1, no. 16 (2019): 75–80. http://dx.doi.org/10.15421/381909.

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The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European c

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Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen, and Finn Børlum Kristensen. "HTA EDUCATION AND TRAINING IN EUROPE." International Journal of Technology Assessment in Health Care 18, no. 4 (2002): 808–19. http://dx.doi.org/10.1017/s0266462302000612.

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Objective: To identify training programs and educational resources in health technology assessment (HTA) in Europe.Methods: A postal survey among potential informants in European countries and Israel, expanding on surveys among ISTAHC and INAHTA members. Informants were identified either using HTA networks or by means of Internet sources.Results: The combined results of the three surveys show that in the European Union (EU), including Norway and Switzerland, 13 of 17 countries (76%) provide either university level courses or continuing education HTA courses. In the candidate EU countries, 4 of

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Phillips, David, and Anastasia Economou. "Conducting Research into European Union Education and Training Policy: some theoretical and methodological considerations." Compare: A Journal of Comparative and International Education 29, no. 3 (1999): 303–16. http://dx.doi.org/10.1080/0305792990290308.

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

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Resumen: Este trabajo trata sobre un estudio comparado de las Políticas Educativas en material de Educación para la salud en los países de la Unión Europea con la finalidad de ver cómo se concretan en España. La Unión Europea en su legislación afirma que si se quiere avanzar como sociedad del conocimiento y competir eficazmente en una economía globalizada, para Europa es vital contar con una educación y formación de alta calidad. En la Unión Europea, la política educativa es competencia de cada país, pero entre todos fijan objetivos comunes y comparten las mejores prácticas. Por ello es motivo

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Slowinski, Joseph. "SOCRATES Invades Central Europe." education policy analysis archives 6 (April 27, 1998): 9. http://dx.doi.org/10.14507/epaa.v6n9.1998.

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The objective of this article is to explore the current reality faced by higher education students in Central and Eastern Europe and to draw out the implications of this current reality for policy makers in the future. In the article, I explore the influence of transnational corporations' training programs on education as it currently pertains to Central and Eastern European higher education and employment. In addition, multinational corporate entities exercise influence on European Union policy through the role of lobby organizations and activities. I explore the influence of these practices

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Pappas, Georgios. "QUALITY OF EDUCATION IN THE EUROPEAN UNION STRATEGIC DOCUMENTS: A CRITICAL ANALYSIS." Continuing Professional Education: Theory and Practice, no. 1 (2020): 86–92. http://dx.doi.org/10.28925/1609-8595.2020.1.13.

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The internationalization of the market coincided with the opening of state borders for the benefit of free movement of capital, goods, labor, services and information. With the dominance of the ideological realm of economic pragmatism, educational discourse is overwhelmed and dominated by conceptual loans from the business world: choice, competition, efficiency, speech, management, productivity, consumer. Thus, a successful criterion of international economic competition emerges as a key quality criterion. The Communication from the Commission of the European Communities (2008) on an updated s

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Weiss, E., J. Beezhold, D. Eraslan, S. Gerber, C. Hanon, and A. Mihai. "Psychotherapy training across Europe – status quo." Die Psychiatrie 06, no. 02 (2009): 84–88. http://dx.doi.org/10.1055/s-0038-1671921.

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SummaryPsychotherapy is an essential part of being a psychiatrist. International professional associations including the World Psychiatric Association (WPA), European Psychiatric Association (EPA), Union of European Medical Specialists (UEMS), European Federation of Psychiatric Trainees (EFPT) are involved in sustaining the role of psychotherapy training as part of psychiatric education as a matter of policy. This article presents results of a survey by trainees from different European countries concerning the postgraduate training in psychotherapy. We explore how national or international org

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Rojnic Kuzman, M., D. Giacco, P. Wuyts, et al. "ECP09-02 - Psychiatry training in europe: Implementation and evaluation of training programs." European Psychiatry 26, S2 (2011): 1806. http://dx.doi.org/10.1016/s0924-9338(11)73510-6.

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Training schemes in psychiatry are developed and evaluated by national education policy makers in the majority of European countries. However, the requirements that a training program in psychiatry should meet are also defined on the European level in a form of recommendations by the Board of Psychiatry - European Union of Medical Specialists (UEMS).Recently, the European Federation of Psychiatric Trainees (EFPT) which represent trainees from more then 30 European countries, reported data pertaining to the structure of training programs and to the evaluation of training programs in 30 European

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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.

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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET

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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.

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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations

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Bruce, Alan, and Teemu Patala. "Sending Online Training Concept – Competency-Based, Adaptive Learning in Data Science for ICT Professionals." EDEN Conference Proceedings, no. 1 (June 16, 2019): 51–59. http://dx.doi.org/10.38069/edenconf-2019-ac-0007.

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The European Union has noted over many years the existence of rapidly changing skills and persistent skills mismatches in the EU labour market. In the ICT sector, gaps have been regularly reported between the skills required and the skills actually attained by graduates of European Higher Education Institutes. The focus therefore has been to adopt a more proactive learning policy that can develop and test mechanisms that will help ICT graduates and workers to acquire the key relevant skills that will make them employable and adaptable to future market trends. In addition, such mechanisms will

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Rogulska, Oxana, and Olga Tarasova. "Polish Experience of Foreign Language Teachers’ Training." Comparative Professional Pedagogy 9, no. 2 (2019): 13–19. http://dx.doi.org/10.2478/rpp-2019-0014.

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AbstractStudying the experience of foreign language teachers’ professional training in developed foreign countries opens up new opportunities for improving the system of pedagogical education in conditions of its adaptation to the requirements of the European educational space. Of a significant scientific interest are the progressive achievements of countries that demonstrate a high level of foreign language teachers’ professional training in accordance with international standards; have rich historical traditions of education that contributes to their leading role in science and education at

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Efremova, Nadezhda F., Besarion Ch Meskhi, and Svetlana V. Shvedova. "LA QUALITY ASSURANCE IN THE CONTEXT OF EUROPEAN INTEGRATION." Journal of Supranational Policies of Education (JoSPoE), no. 10 (July 10, 2020): 40–56. http://dx.doi.org/10.15366/jospoe2019.10.003.

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The article provides information on problems of the education internationalization, the basic principles of integration of higher education and programmes aimed at ensuring the quality of training in European and Eurasian educational spaces. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for relevant quality management of education. The construction of an effective system for ensuring and assessing the quality of education

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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The stu

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Filipenko, Anton. "PRINCIPLES AND INSTRUMENTS OF INTERNATIONAL ENVIRONMENTAL POLICY." Actual Problems of International Relations, no. 135 (2018): 62–69. http://dx.doi.org/10.17721/apmv.2018.135.0.62-69.

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The article analyses main principles and mechanism of international environmental policy of the different economic levels. Particularly is evaluated the role of United Nations, European Union and national states in framework of sustainable concept of economic development and Millennium development goals. Are used market-based instruments such as taxes, subsidies and certificates, quantitative methods of regulation; government spending on public goods, environmental investments (e.g. water pollution) and planning environmental education etc. Among the institutional instruments of the internatio

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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.

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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL)

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Pelinescu, Elena, and Mihaela Simionescu. "Higher Education Policies and Employability of University Graduates in the EU-28." Journal of Intercultural Management 11, no. 3 (2019): 105–33. http://dx.doi.org/10.2478/joim-2019-0020.

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Abstract Objective: The main purpose of this research is to analyze and reveal if the recent policy measures in higher education carried in European Union member countries have had a significant impact on the labour market integration of university graduates. Methodology: We selected a set of indicators that were common in the 2015 and 2016 editions of Structural Indicators for Monitoring Education and Training Systems in Europe and could offer an image of intensity of higher education policies in relation with labour market at European level. We further used these measures to test for any sig

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Binytska, Kateryna. "TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH." Educological discourse, no. 3-4 (2019): 294–305. http://dx.doi.org/10.28925/2312-5829.2019.3-4.294305.

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The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationa

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Maslov, Yurii. "TRANSFORMATIONAL ASPECTS OF THE EUROPEAN UNION STRATEGY FOR THE DANUBE REGION." Baltic Journal of Economic Studies 5, no. 3 (2019): 108. http://dx.doi.org/10.30525/2256-0742/2019-5-3-108-115.

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The attention of the supranational level to transboundary regions increased with the development of regional policy. The reform of the European structural funds, the concepts of equalization and identification of the endogenous potential of regions led to the intensification of cross-border cooperation. Of course, this is not only the merit of the European Union; the growth of Euroregions stimulated financial support, and this led to a new round of growth of Euroregions in the EU territories. The purpose of the article is to determine problems of transformational aspects for elaborating and im

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Labas, Istvan, Eva Darabos, and Tunde Orsolya Nagy. "Competitiveness - higher education." Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, no. 1 (2016): 11–25. http://dx.doi.org/10.1515/sues-2016-0002.

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Abstract Involvement of European Union plays an important role in the areas of education and training equally. The member states are responsible for organizing and operating their education and training systems themselves. And, EU policy is aimed at supporting the efforts of member states and trying to find solutions for the common challenges which appear. In order to make our future sustainable maximally; the key to it lies in education. The highly qualified workforce is the key to development, advancement and innovation of the world. Nowadays, the competitiveness of higher education institut

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Pesquera Alonso, Carlos, Práxedes Muñoz Sánchez, and Almudena Iniesta Martínez. "Youth Guarantee: Looking for Explanations." Sustainability 13, no. 10 (2021): 5561. http://dx.doi.org/10.3390/su13105561.

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Aiming to tackle the high levels of youth unemployment and rates of Not Employed, in Education, or Training (NEET), the European Union launched the flagship policy Youth Guarantee in 2013. In this article we evaluate this policy in order to reveal the lessons it can teach us and possible ways for its improvement to achieve a sustainable active labor market policy. We use the data collected through the Indicator Framework for Monitoring the Youth Guarantee to analyze the policy impact, limited to some of the countries with the highest NEET rates: those of the Mediterranean European Economic Are

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Білявець, Сергій. "PECULIARITIES OF POLICE PROFESSIONAL TRAINING IN THE EUROPEAN UNION (END OF THE XX - BEGINNING OF THE XXI CENTURY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 24, no. 1 (2021): 17–29. http://dx.doi.org/10.32453/pedzbirnyk.v24i1.627.

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The article presents the results of the analysis of regulatory and scientific sources, which reveal the features of police training for EU countries at the end of the 20th and the beginning of the 21st centuries. It was found that the integration of European states in the second half of the 20th century and the first decade of the 21st century contributed to the fact that the system of police training was changing in accordance with the changes in the political and socio-economic situation in individual EU countries and in the Community as a whole. The police training system itself is part of

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Widyahening, Indah S., Rodri Tanoto, Fedri Rinawan, Elsa P. Setiawati, and Zorayda E. Leopando. "Does the establishment of universal health coverage drive the foundation of postgraduate education for primary care physicians?" Medical Journal of Indonesia 26, no. 2 (2017): 141–51. http://dx.doi.org/10.13181/mji.v26i2.1857.

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Background: Studying the formation of postgraduate training in primary care within countries which has attained Universal Health Coverage (UHC) is important to support the development of similar training in low-and middle-income countries aiming to achieve UHC by 2030. This review aims to describe the state of postgraduate training for primary care physicians in UHC-attaining countries.Methods: A literature review of published literature and official documents from the websites of regional and global health/primary care organizations or societies such as World Health Organization (WHO), World

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Iatridou, Despoina, Ana Bravo, and Jimmy Saunders. "One Health Interdisciplinary Collaboration in Veterinary Education Establishments in Europe: Mapping Implementation and Reflecting on Promotion." Journal of Veterinary Medical Education 48, no. 4 (2021): 427–40. http://dx.doi.org/10.3138/jvme-2020-0019.

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One Health recognizes the interconnection of people, animals, and the environment and encourages a multidisciplinary approach. Several high-level European and global policy recommendations call for close intersectoral collaboration to better understand and manage health challenges faced today. Academic education has a fundamental role in preparing all health professionals in that respect. Our research investigates whether, and how, European Veterinary Education Establishments (VEEs) implement interdisciplinarity. We collected data on undergraduate education, post-graduate programs, and academi

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Asderaki, Foteini, and Olga Sideri. "Teaching EU Values in Schools through European programs during COVID-19 pandemic. The “Teachers4Europe: setting an Agora for Democratic Culture” Program." HAPSc Policy Briefs Series 1, no. 1 (2020): 259. http://dx.doi.org/10.12681/hapscpbs.24977.

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The establishment of the European Education Area is fundamental for the development of the European Union of Values. The importance of education is the basis of active citizenship and fundamental values that should lie at the heart of the EU as stated in the Paris Declaration 2015, the EU Leaders’ Agenda at the Social Summit for Fair Jobs and Growth in Gothenburg, 2017 and the new EU strategic agenda 2019-2014. In order to achieve this goal, special attention must be paid to human resources, especially teachers, who, as the main pillars of education, are the key-actors to promote European valu

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Hautvast, Jo, Ibrahim Elmadfa, and Mike Rayner. "Policy, trade, economic, and technological aspects of improving nutrient intake and lifestyles in the European Union." Public Health Nutrition 4, no. 2a (2001): 325–36. http://dx.doi.org/10.1017/s1368980001001574.

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Summary of recommendations1.A new Nutrition Committee for the European Union1.1 A new Nutrition Committee for the European Union, should be created to give independent scientific and policy advice on nutrition, diets and physical activity to the Commission. This should be supported by a strengthened Nutritional Unit within the Commission.2.Policy development2.1 There needs to be a comprehensive and coherent nutritional policy for the EU2.2 The development of European dietary goals should continue after the completion of the Eurodiet Project.2.3 The European Commission should revise its Recomme

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Hrytsenchuk, Olena O., Iryna V. Ivaniuk, Oksana Ye Kravchyna, Iryna D. Malytska, Oksana V. Ovcharuk та Nataliia V. Soroko. "ЄВРОПЕЙСЬКИЙ ДОСВІД РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ В КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕФОРМ". Information Technologies and Learning Tools 65, № 3 (2018): 316. http://dx.doi.org/10.33407/itlt.v65i3.2387.

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The characteristic of teachers’ digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is de

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Sobchenko, Tetyana M. "Development of Digital Competence in the Training of Future Teachers in Ukraine and China." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (2021): 103–12. http://dx.doi.org/10.52534/msu-pp.7(1).2021.103-112.

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The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educa

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Samoilenko, Alla. "Features of the European Union countries digitalization in the conditions of globalization." Herald of Economics, no. 1(99) (February 1, 2021): 46. http://dx.doi.org/10.35774/visnyk2021.01.046.

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Introduction. Developed countries began to digitize their national economies resulting in transformation of human capital with digital and information technologies by making new demands on education. Transformational changes in the conditions of the world society development in the context of globalization put forward the need to reform the system of training, retraining and advanced training, as well as to promote the development of human capital creative abilities in accordance with the needs of the digital economy.The purpose of the study is to provide a scientific bases for the definition

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Hornstein Tomić, Caroline, and Karin Taylor. "Youth unemployment, the brain drain and education policy in Croatia: A call for joining forces and for new visions." Policy Futures in Education 16, no. 4 (2018): 501–14. http://dx.doi.org/10.1177/1478210317751267.

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Since the economic recession and European Union accession, Croatia has seen a drastic increase in the emigration of tertiary-educated young people seeking further qualification and employment abroad. The brain drain has caused grave concern among political parties across the political spectrum and society as a whole. Recently, however, the tone of discourse has turned from accusations of national ‘disloyalty’ to engagement with how to mitigate the push factors for emigration on the one hand, and how to attract educated and successful migrants back to the country on the other. Changes to the ed

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Protsch, Paula, and Heike Solga. "Going across Europe for an apprenticeship? A factorial survey experiment on employers’ hiring preferences in Germany." Journal of European Social Policy 27, no. 4 (2017): 387–99. http://dx.doi.org/10.1177/0958928717719200.

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Owing to the recent recession, the German apprenticeship model is once again praised for smoothing out school-to-work transitions. In line with the social policy shift of favouring education as a key means to combat youth unemployment, European Union (EU) recommendations and German national policies encourage young Southern and Eastern EU citizens to apply for apprenticeship training abroad. Yet, young people wanting to go abroad are not only mobile young people but also immigrants. Given the prevalence of ethnic disparities in the German apprenticeship system, the question arises whether empl

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Seikkula-Leino, Jaana, Maria Salomaa, Svanborg Rannveig Jónsdóttir, Elin McCallum, and Hazel Israel. "EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp." Sustainability 13, no. 15 (2021): 8178. http://dx.doi.org/10.3390/su13158178.

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The United Nations’ Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial

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Myhovych, Iryna. "Institutional vector of internationalization of the Slovak Republic National Higher Education System: National Universities of Slovakia and European Union International Cooperation Programmes." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (2019): 122–36. http://dx.doi.org/10.24195/2617-6688-2019-4-16.

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Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials'

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Spridzāns, Mārtiņš. "Lecturers’ Role in Design and Implementation of E-Learning Processes." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 287–98. http://dx.doi.org/10.37384/va.2020.16.287.

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The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented,

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Burns, E., E. Silvennoinen, V. A. Kopnov, D. E. Shchipanova, N. Papić-Blagojević, and S. Tomašević. "Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia." Education and science journal 22, no. 9 (2020): 174–203. http://dx.doi.org/10.17853/1994-5639-2020-9-174-203.

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Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework

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Shorfuzzaman, Mohammad, and Musaed Alhussein. "Modeling Learners’ Readiness to Adopt Mobile Learning: A Perspective from a GCC Higher Education Institution." Mobile Information Systems 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/6982824.

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Mobile learning (M-learning) has gained significant popularity in recent past due to the explosion of portable devices and the availability of the Internet. The use of this specific technology in learning and training has enriched the success stories of next generation mobile information systems. While M-learning is being widely used in developed countries such as the USA, South Korea, Japan, UK, Singapore, Taiwan, and European Union, most of the Gulf Cooperation Council (GCC) countries are lagging behind and facing diversified challenges in adopting M-learning. Thus, investigating learners’ r

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Бобровська, О. Ю. "Organizational and motivational factors for the quality of teaching in higher education institutions in Ukraine." Public administration aspects 7, no. 12 (2020): 85–96. http://dx.doi.org/10.15421/151968.

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The article analyzes the transformational shifts in the higher education system of Ukraine and presents proposals for their extension and support. A review of legislative, regulatory and policy documents governing and directing the processes of ensuring the quality of higher education has been carried out. The idea of the depth and effectiveness of reform measures and the processes of improving the quality of higher education is formulated. It was stated that the Ukrainian higher education system has come close to academic traditions and modern practice of organizing the functioning of higher

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Julianna M. Fricz and Csaba Juhász. "Validation of the competence profile of agri-environmental engineering bachelor course." Acta Agraria Debreceniensis, no. 42 (December 22, 2010): 63–71. http://dx.doi.org/10.34101/actaagrar/42/2661.

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As member of the European Union, the development if the Hungarian agriculture is determined by the Common Agricultural Policy. After the reform of the Common Agricultural Policy in 2003, the environmental protection has got a crucial function. The constant changing role of agriculture has reacted students in higher education. For firms connected to agriculture, human resource management based on competency has an important role in custody of competitiveness. One of the most important goals of firms is to supply the demands of their economic partners. To make it successfully, highly qualified h

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Piątkowski, Marcin J. "Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States." Sustainability 12, no. 13 (2020): 5437. http://dx.doi.org/10.3390/su12135437.

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Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze w

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Michalska, Alicja. "Rynek pracy i system edukacyjny. Zarys problematyki." Kwartalnik Kolegium Ekonomiczno-Społecznego. Studia i Prace, no. 3 (November 29, 2014): 159–76. http://dx.doi.org/10.33119/kkessip.2014.3.9.

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In Poland and other European Union member states, young people are disfavoured by employers in the labour market. This applies to the forms of employment (flexible and fixed- term contracts) and its financial conditions. In 2013, the unemployment rate among economically active population under the age of 25 in the EU was 23.1%, while in Poland it amounted to 27 %. The problems of the young people in the labour market include the mismatch of skills sought by employers and the ones mastered by potential employees, the limited number of new jobs, as well as the discriminatory practices of employe

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Lehmann, Klaus-Dieter. "National Libraries in Eastern Europe – A Period of Transition." Alexandria: The Journal of National and International Library and Information Issues 6, no. 2 (1994): 107–13. http://dx.doi.org/10.1177/095574909400600203.

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The present economic situation is a poor starting point for the national libraries of Eastern Europe in their efforts to cope with the future. Political censorship is replaced with economic censorship: insufficient budgets, inadequate space for books and readers, gaps in distribution systems, and increasing transport and postal rates. But libraries are an essential element in the intellectual infrastracture and cultural dialogue; and national libraries in Eastern Europe see cooperation with similar libraries in the West as a major way of achieving development. Several countries have agreed to

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Strecker, Tanja, Joffre López, and M. Àngels Cabasés. "Examining NEET situations in Spain: Labour Market, Discourses and Policies." Journal of Applied Youth Studies 4, no. 2 (2021): 119–34. http://dx.doi.org/10.1007/s43151-021-00048-2.

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AbstractNot in Education, Employment, or Training (NEET) and its Spanish equivalent ‘nini’ (Ni estudia, Ni trabaja) have dominated youth policy discourses in recent years. Within the European Union, Spain is one of the countries with the highest proportion of young people in NEET situations. In this article, it is argued that the idea of NEET has been weaponised to stigmatise youth, by evoking the phantom of a demotivated young person with scarce training. This stigmatisation has little to do with the reality of many young Spaniards who can find themselves in different situations, such as unem

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Papier, Joy. "Acknowledgements." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (2018): v. http://dx.doi.org/10.14426/jovacet.v1i1.7.

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The Journal of Vocational, Adult and Continuing Education and Training could not have become a reality without the commitment of a number of individuals and organisations who provided support at critical stages of its development.  We are grateful for the vision of the University of the Western Cape Faculty of Education, especially that of the former Dean of Education, Prof. Zubeida Desai, for her enthusiasm for this venture.  We thank the Education Policy Consortium (EPC) for its initial seed funding grant which enabled the scoping research and the journal development

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Korzeniowski, L. F., Ye Lytvynovskyi, and L. Vinnikova. "STATE CONTROL OF SECURITY EDUCATION IN THE REPUBLIC OF POLAND." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection 7 (December 22, 2019): 87–105. http://dx.doi.org/10.35577/iducz.2019.07.08.

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Civil security is a newly formed field of education in Ukraine that was preceded by civil defense and civil protection fields. Nowadays, the sphere of population protection from emergencies in Ukraine is one of the most non-identified spheres in its categorical apparatus. The mentioned above and the necessity to examine civil protection’s condition in order to develop a new strategy in the shortest period of time, including training specialists in this field, initiated the necessity to find the best practices. The process of rapprochement with the European Union countries demands r

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Ruesga-Benito, Santos, Fernando González-Laxe, and Xose Picatoste. "Sustainable Development, Poverty, and Risk of Exclusion for Young People in the European Union: The Case of NEETs." Sustainability 10, no. 12 (2018): 4708. http://dx.doi.org/10.3390/su10124708.

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The difficulties of access to the labor market remains in the post-crisis period, particularly for younger people and for those countries more affected by the crisis. The economic conditions with the precariousness of the labor market and higher unemployment taxes for youth, draws a scenario where the risk of poverty and social exclusion could influence young people and discourage them from social and economic participation, and thus the number of young people not in employment, education, or training (NEETs) will increase. The sustainable development in general and the social sustainability i

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Wochowska, Małgorzata. "Non-formal Learning And The Acquisition Of Skills – How Does The EU Support Youth Employment?" Comparative Economic Research. Central and Eastern Europe 18, no. 2 (2015): 161–79. http://dx.doi.org/10.1515/cer-2015-0017.

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In recent years the issue of youth unemployment has been identified as one of the most pressing for young people, who are affected particularly hard by the economic crisis in the European Union. In response, the EU institutions have designed and introduced a complex mix of political instruments, agencies, programmes and studies that are supposed to establish a complementary and systemic approach to education and youth policies. Youth policy, as a socioeconomic field of EU political intervention began in 2014 to be subject to a paradigm of employability and “the economy of fighting the crisis”,

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Papečkienė, Danė. "QUALITY ASSURANCE AT HIGHER NON-UNIVERSITY INSTITUTIONS: REVEALING THE EDUCATORS‘ ATTITUDES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (2009): 29–35. http://dx.doi.org/10.48127/spvk-epmq/09.1.29.

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Lithuania having joined the European Union and seeking the education acquired in Lithuania to be internationally recognized, the necessity emerged to match the education standards with the systems of vocational training in European countries. The project plan (2002-2006) of the development of higher education in Lithuania states that the quality assurance is a top priority. The emphasis is laid on the fact that the quality assurance of higher education should not lack behind the one in the developed European countries. The quality assurance of higher education has been under discussion in the

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Teixeira, Sergio Jesus, Carla Maria Lopes Casteleiro, Ricardo Gouveia Rodrigues, and Maria Dulce Guerra. "Entrepreneurial intentions and entrepreneurship in European countries." International Journal of Innovation Science 10, no. 1 (2018): 22–42. http://dx.doi.org/10.1108/ijis-07-2017-0062.

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Purpose This study aims to pursue better understanding and investigation of the factor that can have an impact on the level of entrepreneurial activity. To achieve this, statistical analysis was conducted. Indicators from 22 countries of the European Union were reunited to compare the differences between entrepreneurial intention and entrepreneurship. Design/methodology/approach To analyse entrepreneurial intentions in Europe, two databases of the Global Databases Entrepreneurship Monitor (GEM) were used, namely, “GEM NES Key Indicators 2007-2015” and “GEM APS Key Indicators 2001-2015”, availa

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Kerras, Hayet, Jorge Luis Sánchez-Navarro, Erasmo Isidro López-Becerra, and María Dolores de-Miguel Gómez. "The Impact of the Gender Digital Divide on Sustainable Development: Comparative Analysis between the European Union and the Maghreb." Sustainability 12, no. 8 (2020): 3347. http://dx.doi.org/10.3390/su12083347.

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Today, the relationship between gender and information and communications technologies (ICTs) is a very important element in achieving sustainable development, since ICTs play a key role in attaining gender equality and empowering women by allowing access to important information and involving them as actors in social, economic and environmental development. This participation is closely linked to the degree of education, training and employability, and so women bring added value to the technology sector and not only to it, but also to all sectors associated with it, through their contribution

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