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Mische, Ann. "Projecting Democracy: The Formation of Citizenship Across Youth Networks in Brazil." International Review of Social History 40, S3 (December 1995): 131–58. http://dx.doi.org/10.1017/s0020859000113628.
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In August 1992 Brazil was swept by a series of protest demonstrations to demand the impeachment on corruption charges of the country's first elected president in thirty years. The principal protagonists of the rallies were high school and college students who turned out in massive numbers for exuberant, hastily organized marches that closed down the principal avenues of Brazil's major cities. The rallies joined heterogeneous sectors of young people, many with no prior experience of political activism, who became known as the caras pintadas (painted faces) for the improvised, carnavelesque gesture of painting their faces with the colors of the Brazilian flag. In the words of Lindberg Farias, president of the National Union of Students (UNE), “Our faces were diverse. From those wearing Che Guevara T-shirts to the frequenters of shopping centers. Student researchers on scholarships, together with heavy metal fans and skateboarders”.
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Fernandes, Maria Dilnéia Espíndola, and Beatriz Hiromi Miura. "Remuneração docente: efeitos da luta sindical na implantação do piso salarial nacional profissional." Revista Educação e Emancipação 12, no. 3 (September 30, 2019): 114. http://dx.doi.org/10.18764/2358-4319.v12n3p114-137.
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O trabalho apresenta a remuneração docente da rede estadual de ensino do estado de Mato Grosso do Sul no contexto de implantação da Lei n. 11.738/2008. A lei entrou em vigor no estado somente em 2011. Trabalhou-se com a legislação de âmbitos federal e estadual, documentos da esfera do estado, do movimento sindical docente e da imprensa local. O grau de organização do movimento sindical docente e suas ações para a implantação do Piso Salarial Profissional Nacional (PSPN) e demais direitos docentes instituídos pela Lei n. 11.738/2008 foram efeitos positivos para a composição remuneratória docente no período analisado. Destaca-se que a equivalência remuneratória com os demais profissionais, bem como a jornada de trabalho docente, uma das metas do Plano Estadual de Educação, em alinhamento com o Plano Nacional de Educação 2014-2024, apartir de 2016, foi atingida pelos docentes da rede estadual de ensino de Mato Grosso do Sul. Ainda assim, tanto o PSPN quanto a jornada de trabalho de 1/3 sem a presença de educandos estão se dando de forma escalonada até2021. Aconjuntura de restrição de gastos públicos, iniciada em 2017, coloca novos desafios ao movimento sindical docente, cujos efeitos podem retardar ainda mais os direitos instituídos pela Lei n. 11.738/2008.Palavras chave: Política educacional. Movimento sindical docente. Piso Salarial Nacional Profissional. Teachers’ pay: the effects of the union’s efforts towards the implementation of the national professional minimum wageABSTRACTThe paper discusses the remuneration of state schoolteachers in Mato Grosso do Sul, within the context of the implementation of Law No. 11.738/2008. The law has been effective in the state since 2011. The study included federal and state legislation, as well as documents related to the state, the teachers’ Union and the local press. The organization of the teachers’ Union and its actions to implement the National Professional Minimum Wage (PSPN) and other teachers’ rights established by Law n. 11.738/2008 were positive effects for the composition of the teachers’ remuneration during the period under analysis. The equity with other professionals, regarding teachers’ pay and daily working hours, which was one of the targets of the State Plan of Education, in alignment with the National Plan of Education 2014-2024, was achieved by the state schoolteachers in Mato Grosso do Sul in 2016. Still, both the PSPN and the teachers’ daily working hours of 1/3 without the presence of the students will be gradually implemented until 2021. The situation of public expenditure constraints, started in 2017, poses further challenges to the teachers’ Union. Their effects will probably postpone the rights established by law No. 11.738/2008 a little longer.Keywords: Education policy. Teachers’ Union. National Professional Minimum Wage.Remuneración docente: efectos de la lucha sindical en la implantación de la base salarial nacional profesionalRESUMENEl trabajo presenta la remuneración docente de la red estadual de enseñanza del estado de Mato Grosso do Sul en el contexto de implementación de la Ley 11.738/2008. La ley otorgará en el estado solamente en 2011. Se trabajó con la legislación de ámbitos federal y estadual, documentos de la esfera del estado, del movimiento sindical docente y de la prensa local. El grado de organización del movimiento sindical docente y sus acciones para la implementación de la Base Salarial Nacional (PSPN) y otros derechos docentes establecidos por la Ley 11.738/2008 tuvieron efectos positivos para la composición salarial docente en el período analizado. Se señala que la equivalencia salarial con otras profesiones, así como la jornada laboral docente, una de las metas del Plan Estadual de Educación, en concomitancia con el Plan Nacional de Educación 2014-2024, a partir del 2016, fue alcanzado por los docentes de la red estadual de enseñanza de Mato Grosso do Sul. Aún así, tanto el PSPN como la jornada laboral de 1/3 sin la presencia de educandos se están dando de forma escalonada hasta 2021. La conjuntura de restricción de gastos públicos, iniciada en 2017, coloca nuevos desafíos al movimiento sindical docente, cuyos efectos pueden retardar aún los derechos establecidos por la Ley 11.738/2008.Palabras clave: Política educativa. Movimiento Sindical Docente. Piso Salarial Profesional Nacional.
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Espinosa, David. "Student Politics, National Politics: Mexico’s National Student Union, 1926–1943." Americas 62, no. 4 (April 2006): 533–62. http://dx.doi.org/10.1353/tam.2006.0064.
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In 1926 students enrolled in Mexico City’s exclusive Catholic preparatory schools faced a crisis that threatened to ruin their academic careers. They were in a serious quandary because officials at the government-supported National Autonomous University of Mexico (UNAM) were placing what were viewed as unfair obstacles to their plans of matriculating into the university, thereby threatening the aspirations that these students and their parents had for their futures. Their predicament was directly related to the deteriorating political climate that would soon produce the religious civil war known as the Cristero Rebellion of 1926-1929. These students were being victimized by pro-government UNAM officials because of their Catholic Church affiliation; this at a time that the Church was locked in a bitter struggle with President Plutarco Elías Calles (1924-1928). The heart of the conflict was Calles’s steadfast determination to enforce the anticlerical provisions contained in the Constitution of 1917. This landmark document encapsulated many of the central demands of the men and women who, like President Calles, had fought in the Mexican Revolution (1910-1920). Calles was a dedicated anticlerical who believed that the nation’s social, political, economic, and educational development required a dramatic reduction in the Roman Catholic Church’s influence within Mexican society.By mid 1926 these affected students had organized themselves into a citywide student group, the Union of Private School Students, with the goal of defending themselves from what they perceived to be the arbitrary, ideologically driven actions of university officials. However, the evolution of this nascent student organization changed dramatically when its activities drew the attention and interest of the country’s most important Catholic official, the Archbishop of Mexico José Mora y del Río.
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Espinosa, David. "Student Politics, National Politics: Mexico’s National Student Union, 1926–1943." Americas 62, no. 04 (April 2006): 533–62. http://dx.doi.org/10.1017/s0003161500069856.
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In 1926 students enrolled in Mexico City’s exclusive Catholic preparatory schools faced a crisis that threatened to ruin their academic careers. They were in a serious quandary because officials at the government-supported National Autonomous University of Mexico (UNAM) were placing what were viewed as unfair obstacles to their plans of matriculating into the university, thereby threatening the aspirations that these students and their parents had for their futures. Their predicament was directly related to the deteriorating political climate that would soon produce the religious civil war known as the Cristero Rebellion of 1926-1929. These students were being victimized by pro-government UNAM officials because of their Catholic Church affiliation; this at a time that the Church was locked in a bitter struggle with President Plutarco Elías Calles (1924-1928). The heart of the conflict was Calles’s steadfast determination to enforce the anticlerical provisions contained in the Constitution of 1917. This landmark document encapsulated many of the central demands of the men and women who, like President Calles, had fought in the Mexican Revolution (1910-1920). Calles was a dedicated anticlerical who believed that the nation’s social, political, economic, and educational development required a dramatic reduction in the Roman Catholic Church’s influence within Mexican society. By mid 1926 these affected students had organized themselves into a citywide student group, the Union of Private School Students, with the goal of defending themselves from what they perceived to be the arbitrary, ideologically driven actions of university officials. However, the evolution of this nascent student organization changed dramatically when its activities drew the attention and interest of the country’s most important Catholic official, the Archbishop of Mexico José Mora y del Río.
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Burkett, Jodi. "The National Union of Students and transnational solidarity, 1958–1968." European Review of History: Revue européenne d'histoire 21, no. 4 (July 4, 2014): 539–55. http://dx.doi.org/10.1080/13507486.2014.933180.
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Sandholtz, Wayne. "Choosing union: monetary politics and Maastricht." International Organization 47, no. 1 (1993): 1–39. http://dx.doi.org/10.1017/s0020818300004690.
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At their Maastricht summit, heads of state of the European Community (EC) countries agreed to establish a single currency and a common central bank by the end of the century. For students of international political economy, the treaty on monetary union offers intriguing puzzles: Why did EC governments commit themselves to such a far-reaching sacrifice of sovereignty? Why did national political leaders in some cases outrun public opinion in their enthusiasm for monetary integration? This study seeks a political explanation of the choices that produced the late-1980s movement for monetary union in Europe. It examines the conversion to monetary discipline in several EC states during the 1980s, arguing that the shift toward anti-inflationary rigor was a necessary precondition for discussions on monetary union. The article outlines three general options for a European monetary regime, based variously on unilateral commitments, multilateral arrangements, and full integration. Treating national preference formation as endogenous and requiring explanation, the article weighs five propositions that explain the motives and preferences of national leaders.
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Day, Mike. "Dubious causes of no interest to students? The development of National Union of Students in the United Kingdom." European Journal of Higher Education 2, no. 1 (March 2012): 32–46. http://dx.doi.org/10.1080/21568235.2012.683699.
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Malcolm, David. "A curious courage: the origins of gay rights campaigning in the National Union of Students." History of Education 47, no. 1 (June 19, 2017): 73–86. http://dx.doi.org/10.1080/0046760x.2017.1332247.
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Ellis, Rebecca. "Frontline Farmers: How the National Farmers Union Resists Agribusiness and Creates Our New Food Future." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 7, no. 2 (November 16, 2020): 99–101. http://dx.doi.org/10.15353/cfs-rcea.v7i2.388.
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This review examines Frontline Farmers: How the National Farmers Union Resists Agribusiness and Creates Our New Food Future, a new book about the activism of the National Farmers Union (NFU) over the past five decades. In this review I highlight the impact of the NFU in campaigns against the corporatization of the food system, their commitment to international and Indigenous solidarity, and the struggles faced by women within the organization. I also question the lack of discussion about solidarity with migrant farmworkers. Overall, this is an important book that is useful for food system activists, students and scholars.
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Buhi, Eric R., Stephanie L. Marhefka, and Mary T. Hoban. "The State of the Union: Sexual Health Disparities in a National Sample of US College Students." Journal of American College Health 58, no. 4 (January 29, 2010): 337–46. http://dx.doi.org/10.1080/07448480903501780.
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Dayton, Lindsey, and Rudi Batzell. "Uniting Academic Workers: Graduate Workers Organize with the United Auto Workers." International Labor and Working-Class History 91 (2017): 164–73. http://dx.doi.org/10.1017/s0147547917000011.
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On Friday December 9, 2016, Columbia teaching and research assistants elected the Graduate Workers of Columbia-United Auto Workers (GWC-UAW) Local 2110 as their union with 1602 yes and 623 no votes. On December 22, a preliminary count for the Harvard Graduate Students Union-UAW was not conclusive, with 314 challenge ballots exceeding the margin between 1,272 yes and 1,456 no votes. Both elections were possible because the National Labor Relations Board, ruling on a suit brought by Columbia students, overturned a 2004 decision that prohibited the formation of graduate unions in private colleges and universities.
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Faletar Tanackovic, Sanjica, Ivana Faletar Horvatic, and Boris Badurina. "European Union information in an acceding country." Library Hi Tech 33, no. 1 (March 16, 2015): 143–58. http://dx.doi.org/10.1108/lht-10-2014-0103.
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Purpose – The purpose of this paper is to present the exploratory study whose aim was to investigate the information needs and information-seeking behavior of post-secondary students related to the European Union (EU) in Croatia. Design/methodology/approach – A total of 504 students enrolled in post-secondary education across country took part in this study. Data were collected through an online survey during a 60-day period preceding the Croatia’s full membership in the EU. Findings – The findings revealed the high need for information about the EU among the student population. The respondents required European information in a wide range of thematic areas and the majority of them did not feel well informed about the EU in general. Students responding required the European information both for personal reasons and for educational purposes. The majority of respondents required the EU information in order to better understand the EU in general and they faced a number of challenges when accessing it. Research limitations/implications – Limitations inherent to the method used and the limited number of respondents. Future research should include a wider array of respondents (older citizens, professionals, etc.) so as to obtain a broad a picture as possible of information needs and seeking behavior related to EU. Practical implications – The study offers valuable insight into the types of EU information needed by citizens (post-secondary students) in an acceding country. The survey results are expected to be of interest to European administration charged with the development of effective communication policies, national authorities in EU candidate and acceding countries, and information professionals in general. Originality/value – This is the first study of EU information needs and seeking behavior in an acceding country.
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Kline, Benjamin. "The National Union of South African Students: a Case-Study of the Plight of Liberalism, 1924–77." Journal of Modern African Studies 23, no. 1 (March 1985): 139–45. http://dx.doi.org/10.1017/s0022278x0005655x.
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Liberalism in South Africa has had a history of importence because of its failure to adhere consistently to the belief that when the ‘loss of liberty for non-whites’ occurs, it ‘inevitably meant [the] loss of liberty for whites as well’. Instead, the predominantly English-speaking South Africans who backed this movement have attempted to promote liberal ideals while maintaining their white prerogatives, and have subsequently found the two to be ‘incompatible’.1 As a result, neither the uncompromising Afrikaner Nationalists nor the demanding Africans and revolutionaries have supported liberalism, and those South Africans in the middle have been discouraged by its vacillating nature. The National Union of South African Students is an example of a liberal organisation's inability to solve this dilemma. Initially Nusas concentrated on academic needs, following a ‘students as such’ policy, and then later transformed its ideals into a ‘students in society’ view, becoming socially active in defiance of the Nationalist Government.2
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Kapstein, Ethan B. "The Political Economy of National Security." Political Science Teacher 3, no. 2 (1990): 15–16. http://dx.doi.org/10.1017/s0896082800001045.
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In recent years, public officials in the United States and abroad have expressed increasing concern over the economic effects of defense spending. It has been alleged that defense spending is a major cause of the budget deficit and is at the root of America's economic “decline.” Even in the Soviet Union, questions are now being raised about the impact of military spending on the civilian economy.As director of a research program at Harvard that focuses on economics and national security, I decided it was important to offer a course on the “political economy of national security.” While Harvard and other major universities in the Boston area offer courses in political economy on the one hand and national security on the other, students have few opportunities to examine national defense from an economic perspective. Given that national security is the largest single economic activity in the United States and many other countries, and given intense student interest in the topic, the time was ripe to devise such a course.The course was first offered in the Harvard Summer School, which is open to undergraduate and graduate students from Harvard and other universities. The only prerequisite was an introductory course in economics. As it turns out, most of the students were more than adequately prepared; among those who attended were students from Harvard Business School, the Kennedy School of Government, some local defense industry executives, military officers, and a number of Ph.D. candidates. For those who might consider offering such a course, I would suggest that the required economics course not be waived in any circumstances; otherwise you will spend a lot of time explaining basic concepts.
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Křepelka, Filip. "Dominance of English in the European Union and in European Law." Studies in Logic, Grammar and Rhetoric 38, no. 1 (September 1, 2014): 137–50. http://dx.doi.org/10.2478/slgr-2014-0036.
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Abstract English has become the first global language of international com- munication during the last decades. It is dominant in many fields as science, technology, transportation, business and tourism and diplomacy. The European Union with law applicable directly on individuals is officially multilingual. English is, however, preferred in internal communication and in communication with national experts. National laws are closely related with particular states. Related discourse is therefore realized mostly in national language. Legal education and research are thus less anglicized than other university education and research. Nevertheless, increasing importance of international and supranational rules for harmonization and coordination, growing demand for comparison, pres- sure to publish in internationally recognized journals, Europe-wide research projects and rising numbers of exchange of students cause widespread resort to English also at schools of law. Unfortunately, English is language of countries with Anglo-American law (common law) which differs significantly from continental law (civil law) existing in most European and other countries. Therefore, it is difficult to find adequate English words for phenomena of civil law and to stabilize their use in international discourse.
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Tillman, Erik R. "The European Union at the Ballot Box?" Comparative Political Studies 37, no. 5 (June 2004): 590–610. http://dx.doi.org/10.1177/0010414004263661.
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Scholars have developed a large body of knowledge on the domestic underpinnings and effects of European integration. Students of the European Union (EU) have devoted considerable attention to the sources of citizen and party support for EU membership. This attention would suggest the presence of a dynamic process in which parties compete for votes by adopting stances on the EU, and citizens vote on the European issue. Evidence from the three new member states—Austria, Finland, and Sweden—shows that citizen attitudes about the EU affected vote choice in national elections in all three states before and after accession. This finding suggests the existence of an electoral dynamic between voters and parties over European integration, with mass publics having an important role in constraining future efforts at integration. Implications and directions for future research are discussed.
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Hodgkinson, Dan. "The ‘Hardcore’ Student Activist: The Zimbabwe National Students Union (ZINASU), State Violence, and Frustrated Masculinity, 2000–2008." Journal of Southern African Studies 39, no. 4 (December 2013): 863–83. http://dx.doi.org/10.1080/03057070.2013.858538.
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Lumb, Tracy. "Student drinking: is change possible?" Journal of Public Mental Health 19, no. 1 (January 31, 2020): 47–50. http://dx.doi.org/10.1108/jpmh-12-2019-0100.
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Purpose The purpose of this paper is to explore how the NUS (National Union of Students)’ Alcohol Impact programme is attempting to change patterns of student drinking using findings from the 2017 Students and Alcohol national survey conducted by NUS as context. Design/methodology/approach The 2017 Students and Alcohol national survey results were gathered via the distribution of the survey using the NUS’ database of NUS extra cardholders. A total of 2,215 responses was collected. Using this information, the author has approached this paper as a case study of NUS’ Alcohol Impact Programme. Findings Results from the 2017 Students and Alcohol national survey demonstrated that although there was a misalignment between what students perceived their peers were drinking prior to university and what they were actually reporting drinking, there was the persistence of harmful behaviours reported after consumption of alcohol. Feedback from partnerships involved in the Alcohol Impact programme has shown measurable improvements in areas including the inclusion of non-drinkers and anti-social behaviour. Originality/value Rolled out nationally, Alcohol Impact could be used to take positive steps in addressing the harmful consequences of student alcohol consumption.
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Ciftci, Sabri. "SOCIAL IDENTITY AND ATTITUDES TOWARD FOREIGN POLICY: EVIDENCE FROM A YOUTH SURVEY IN TURKEY." International Journal of Middle East Studies 45, no. 1 (February 2013): 25–43. http://dx.doi.org/10.1017/s0020743812001249.
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AbstractThis paper focuses on the relationship between social identity based on national, religious, or international affiliations and attitudes toward foreign policy in the Turkish context. Evidence is drawn from an original survey conducted among university students in Turkey. The results show that students' social identity has a significant correlation with their perceptions of foreign policy. Most Turkish university students provide conditional support for the new directions in Turkey's foreign policy, but those with an Islamic identity appear to be more supportive of the Adalet ve Kalkınma Partisi's (Justice and Development Party) policies. Most university students believe that Turkey's future lies in the European Union and the Central Asian Turkic republics rather than in the Middle East. Overall, the perceptions of educated youth toward foreign policy are shaped by both social identity and their conceptions of national interest.
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Muratova, Nurie. "Baku instead of Ankara – Turkish Students from Bulgaria in Azerbaijan during 1950s." Balkanistic Forum 30, no. 2 (June 1, 2021): 22–37. http://dx.doi.org/10.37708/bf.swu.v30i2.2.
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The paper presents the nonresearched question about the Turks from Bulgaria who studded in Baku in the 1950s. In this period in Bulgaria the Soviet policy for acknowledging of the rights of the national minorities was applied and the communist regime aimed at directing Bulgarian Turks to the Turkic republics of Soviet Union and especially to Azerbaijan. This policy changed at the end of the 1950s. From 1952 to 1960 more than 50 students graduated from Azerbaijan Peda-gogical Institute and Azerbaijan State University. They were prepared to teach in the Turkish schools in Bulgaria (around 1100 at the beginning of 1950s) but when they returned there were not anymore Turkish schools in Bulgaria. The processes in the sphere of the national languages and educational policies in USSR for this period have been researched. The alumni from the universities in Baku have to experience the contradictions between the Soviet policies to national republics and dynamic of the policy of the communist regime in Bulgaria concerning the Turkish population. The research is based on documents from the State Archive of Azerbaijan, documents from the Central State Archive in Sofia and oral testimonies.
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Kulbashna, Ya А., Ya Р. Nahirnyj, I. L. Skrypnyk, О. O. Skibitska, and V. O. Zakharova. "PROFESSIONAL TRAINING OF MASTERS IN DENTISTRY IN MEDICAL UNIVERSITIES OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION IN TERMS OF EDUCATIONAL CURRICULA AND SYLLABI HARMONIZATION." Медична освіта, no. 3 (October 16, 2020): 118–25. http://dx.doi.org/10.11603/me.2414-5998.2020.3.11452.
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The article analyzes, compares and summarizes the curricula for masters in dentistry used in medical universities of the EU countries and O. Bohomolets National Medical University. A comparative analysis of European and national universities’ curricula revealed that the professional training of masters in dentistry in medical universities of Ukraine and in European countries has significant differences in both content and organizational context. Curricula for professional training of future dentists in European universities differ in the number of disciplines and ECTS credits allocated for their study. Comparing of syllabi in NMU and EU countries allowed to state that the main differences consists in their intensity. It is established that the workload of students of national medical universities is very high on account of the large number of humanities and socio-economic disciplines, while European students have only two socio-economic disciplines in the program. Comparative analysis of curricula of national and European universities made it possible to determine the main tasks of reforming the system of dental education, particularly: improving the quality of medical education, ensuring its continuity and consistency throughout the period of professional activity; reducing the workload on students; providing the optimal ratio of theoretical and practical training with increasing emphasis on clinical and practical training.
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Hristova, Irinka. "ASSESSMENT OF SKILLS AND COMPETENCIES OF NURSE STUDENTS." Journal of IMAB - Annual Proceeding (Scientific Papers) 27, no. 3 (September 24, 2021): 3968–72. http://dx.doi.org/10.5272/jimab.2021273.3968.
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Purpose: The training process in the specialty of Nurse from the regulated occupations in the Republic of Bulgaria is in accordance with both national and European normative documents. The mission of the program Nurse for a bachelor degree is to provide highly-qualified professionals for giving effective health care in terms of a changing social, economic and health environment. Material and methods: study and analysis of legal documents and modeling (model presentation). Results: The philosophy of learning provides the opportunity to form personal qualities, communication skills, teamwork skills, competencies, as well as developing skills and adaptability and mobility in terms of free movement of professionals in the European Union. This paper presents an author's model of protocol for assessing practical skills and competencies as well as the benefits of applying it. Conclusions: The evaluation of the results of the training process is emphasized as a particular element of the lecturer's work.
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Miltojević, V. "Euro-optimism or euroscepticism: Opinions of students from Serbia, Macedonia and Bulgaria." RUDN Journal of Sociology 19, no. 2 (December 15, 2019): 222–34. http://dx.doi.org/10.22363/2313-2272-2019-19-2-222-234.
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The paper presents the opinions of students from two countries (Serbia and Macedonia) that strive to join the European Union and from one member country (Bulgaria) about the changes that brings the EU membership. These countries consider joining the European Union as a way out of the transition crisis, while the oldest member countries keep on talking about the decline in trust and euroscepticism. The research aims at identifying whether the students support the EU membership, believe in this community and in that the EU membership would contribute to changes in certain areas of social life; i.e. at identifying whether the students are euro-optimists or eurosceptics. The survey was conducted on a representative sample of 2,208 respondents in three university centers (Serbia - Niš, Macedonia - Bitola, and Bulgaria - Veliko Tarnovo). The data show that, despite accepting the European integration in general, students do not trust in the European Union and do not expect any substantial changes, which makes them eurosceptics. However, there are differences between the three student samples. Thus, Macedonian students expect improvements in the economic development, employment, living standards and social security, but do not expect any significant changes in the quality of life, in reducing the gap between the rich and the poor and in preserving national identity and culture. Serbian students believe in the future economic growth and improving quality of the environment but think that all other areas of social life will remain unchanged. Bulgarian students say that the EU membership has not led to any changes and contributed to the higher unemployment rate and the larger gap between the rich and the poor.
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Beyer, Gerald J. "Labor Unions, Adjuncts, and the Mission and Identity of Catholic Universities." Horizons 42, no. 1 (May 21, 2015): 1–37. http://dx.doi.org/10.1017/hor.2015.46.
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Catholic social teaching (CST) has long endorsed the right of all workers to unionize. However, many US Catholics exhibit an antiunion bias. In addition, Catholic institutions have engaged in union busting, thereby flouting CST. Focusing on the recent efforts of adjuncts to unionize at Catholic universities, this article argues that union busting jeopardizes the faith and conscience formation of students and undermines the evangelizing mission of Catholic universities. The article debunks the appeal to religious liberty by Catholic institutions to circumvent the National Labor Relations Board's injunctions to allow adjuncts to unionize. It also refutes the argument that the National Labor Relations Act imposes a style of collective bargaining contrary to the harmonious vision of labor relations in CST. Succinctly stated, the article contends there is no legitimate reason for Catholic universities to thwart the unionization efforts of adjuncts, particularly given the systematically unjust work conditions many of them face.
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Mospan, Natalia, and Valentina Slipchuk. "ІNTERNATIONAL STUDENTS IN HIGHER EDUCATION MEDICAL INSTITUTIONS IN UKRAINE: CURRENT STATE OF PLAY AND PROSPECTS." Continuing Professional Education: Theory and Practice, no. 3 (2020): 60–70. http://dx.doi.org/10.28925/1609-8595.2020.3.7.
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The present study explores current state of play of international medical student population in Ukraine. Their number in national medical universities has been constantly rising since 2006. Ukraine is a country of international medical students’ destination for higher medical or pharmaceutical education. Ukraine is not only one of the biggest suppliers of international students to the European Union in European Higher Education Area, but it is also a host country for international students primarily from Asia and Africa. The survey aimed at studying international medical students’ current needs and perspectives was conducted at Bogomolets National Medical University in 2019. The university is chosen as it is situated in the capital city. Sample was composed of 60 first-year international medical students, chosen at a random. It allowed students to provide feedback on their country of origin, educational background, preferences, satisfaction in quality of educational service in a host country, ways of financing the study and future career plans. Among the reasons of international students’ choice of Ukraine as a place for study are their preference of the country, high quality education, friends’ advice and geographical location. The research results show that international medical students consider Ukraine not only as high quality medical education provider but as perspective country for postgraduate employment. The research results allow us to hypothesise that the current needs and perspectives of international medical students at one medical university are likely to be typical for other national medical universities and for Ukraine in whole. It is concluded, that increasing international students’ population requires regular monitoring and special researches by universities and government. These measures will make benefits in international university strategy and national educational policy coordination
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Yashchuk, Sergiy. "Forming of Students’ Professional Legal Competency: Foreign Experience." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 57–61. http://dx.doi.org/10.1515/rpp-2016-0034.
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AbstractThe article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation).
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Fiorito, Jack, Paul Jarley, and John T. Delaney. "The Adoption of Information Technology by U.S. National Unions." Articles 55, no. 3 (April 12, 2005): 451–76. http://dx.doi.org/10.7202/051328ar.
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Les syndicats aussi ont été enveloppés par la vague de la révolution de l'information. Ils ont utilisés la technologie de l'information et des communications (TIC) pour effectuer des campagnes d'organisation syndicale sur l'internet, pour tenir informés leurs membres des développements spécifiques reliés tant aux négociations qu'aux grèves et, plus généralement, pour améliorer les communications avec les membres, pour épauler certains efforts d'ordre politique ou d'ordre des négociations et pour des campagnes d'organisation. Un journal en ligne, publié pas des conseillers syndicaux provenant de plusieurs syndicats, fait état d'une foule d'exemples d'innovation et de créativité dans l'emploi des TIC et, plus particulièrement, dans l'internet (Ad Hoc Committee on Labor and the Web 1999). Un article récent en première page de l'AFL-CIO's America® Work intitulé : « Campagne d'organisation virtuelle » décrit comment les organisateurs syndicaux à travers le pays s'emparent du pouvoir de l'internet pour atteindre et mobiliser les membres (Lazarovici 1999 : 9). Pourquoi s'en préoccuper ? Au delà du fait que l'information est critique pour les syndicats, il existe des notions théoriques bien établies qui laissent croire à une influence des TIC sur les résultats que peut obtenir un syndicat. Le concept de Barney (1997) d'organisation comme source d'un avantage concurrentiel durable, notion sensiblement identique à celle de Leibenstein (1966) connue antérieurement sous l'idée d'une X-efficacité conserve toute sa pertinence ici. Quoique les syndicats ne sont pas habituellement en concurrence les uns avec les autres, l'emploi efficace des TIC leurs offre une possibilité d'améliorer les services aux membres, de bonifier leurs efforts au plan des relations politiques et publiques, d'améliorer leur performance au plan des négociations et leur habileté à organiser les nouveaux membres. Ainsi, les TIC offrent une source potentielle d'avantage concurrentiel, lorsque des syndicats se retrouvent effectivement en compétition. D'une manière plus importante, elles présentent un levier potentiel lorsque les syndicats sont en compétition avec les employeurs sur la forme de gouvernement d'un lieu de travail (i.e. l'unilatéralisme de l'employeur versus la détermination conjointe syndicat-employeur des conditions de travail). Un modèle dont le syndicat se sert. On doit généralement s'attendre à ce que des modèles d'innovation s'appliquent à un cas particulier de l'emploi des TIC. L'usage des TIC par un syndicat constitue un phénomène relativement nouveau et, partant, se qualifie comme une innovation (Daft 1982). De plus, la méta-analyse de Damanpour (1991) porte à croire que l'innovation est un phénomène organisationnel général, en ce sens que les organisations qui innovent dans un secteur ou sous une forme en particulier ont tendance à le faire dans d'autres secteurs et sous d'autres formes. Ainsi, les effets anticipés sous forme d'hypothèses par Delaney, Jarley et Fiorito (1996) devraient s'avérer les mêmes dans le cas de l'usage des TIC. Ceci nous amène à croire que certaines variables organisationnelles et environnementales affecteront l'usage des TIC au fur et à mesure que les rapports coûts-bénéfices seront connus. Dans les termes de la théorie des organisations, cette situation reflète essentiellement l'approche de la contingence structurelle. Les données. Notre source principale de données provient du Survey of Union Information Technology (Suit), une enquête par la poste effectuée au cours de l'été et de l'automne 1997. Une lettre d'introduction personnalisée expliquait la nature de l'étude, en garantissait le caractère confidentiel, offrait de fournir les résultats et demandait la participation. Un échantillon de 120 syndicats nationaux menant des activités aux États-Unis a été constitué à l'aide de l'annuaire de Gifford des organisations syndicales (1997). (Plusieurs incluent le membership de grands syndicats canadiens, tels les Machinistes, les Routiers et les Travailleurs de l'acier.) Soixante-quinze syndicats retournèrent des questionnaires utilisables. Les résultats. La rationalisation s'avère un effet positif et significatif sur une échelle multi-énoncés comprenant diverses formes et usages des TIC. La décentralisation ne montre aucun effet si l'on s'en tient au modèle de base ; cependant, la présence de covariances pour l'usage des TIC dans l'industrie, d'une part, et pour l'usage des TIC associé à une innovation antérieure, d'autre part, fait apparaître un effet positif, à la hauteur des attentes. Une mesure d'envergure stratégique échoue constamment à fournir une conclusion significative au plan statistique. La taille présente un impact positif consistant et fort, sauf dans la situation d'innovation antérieure. Au départ, la mesure de l'emploi des TIC en industrie présente un impact positif très impressionnant, sauf que, comme la taille, l'effet s'évanouit devant la présence d'une mesure d'innovation antérieure. On ne décèle pas non plus d'appui à la prévision d'un effet négatif sur le changement au plan de l'effectif syndical. Enfin, l'innovation antérieure est suivie d'un effet positif fort sur l'emploi des TIC par un syndicat. Conclusion. Le changement et l'innovation constituent sans aucun doute des enjeux vitaux pour les syndicats, au moment où ils doivent faire face au déclin de leur status. Un leadership nouveau à la FAT-COI et dans les syndicats nationaux considère sérieusement l'innovation et se demande comment cette dernière peut conduire à un renouvellement du syndicalisme. Les TIC, en particulier, deviendront probablement un facteur clef au moment où les syndicats tentent de formuler des stratégies de renouvellement dans la tourmente de la révolution de l'information. Il ne faudrait pas non plus considérer les TIC comme un élixir magique. Le déclin du syndicalisme est plutôt attribuable à une combinaison de facteurs et il faudrait être naïf pour penser qu'un changement quelconque pourrait contrer de tels effets. De toute manière, les TIC contiennent la promesse d'un outil puissant pour bonifier l'effort d'organisation, les services aux membres, l'efficacité au plan politique, à la table des négociations, au plan d'une plus grande solidarité entre les membres et d'une meilleure communication entre les membres et leurs leaders. Elles peuvent également prendre une valeur symbolique importante en aidant les syndicats à laisser croire qu'ils sont dans le coup (Shostak 1997) ou bien en les aidant à surmonter leur image de « dinosaure » (Hurd 1998). Si le fait d'utiliser les TIC en association avec d'autres innovations constitue une transformation, cela ne permettrait pas pour autant de conclure à une nouvelle forme de syndicalisme (e.g. un Cybersyndicat). Au minimum, il serait plus sûr d'affirmer que l'adoption des TIC aura probablement des effets remarquables sur la manière dont les syndicats assument leurs rôles conventionnels et il se peut que les TIC deviennent un catalyseur en les incitant à jouer de nouveaux rôles.
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Moses, Nigel R. "Student Organizations as Historical Actors: The Case of Mass Student Aid." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 75–120. http://dx.doi.org/10.47678/cjhe.v31i1.183379.
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The National Federation of Canadian University Students (NFCUS) and the Canadian Union of Students (CUS) had historicity; that is, they helped transform the field of historical action by convincing business, government, university administrators and public opinion on the need for mass student-aid programs and low tuition fees. From the 1950s to the mid-1960s, NFCUS and CUS campaigned for government-funded mass student-aid; in fact, it was their number one "national affairs" concern. Governments responded to the NFCUS and CUS accessibility lobby with the Canada Student Loan Program (CSLP) in 1964, the Ontario Student Assistance Plan (OSAP) in 1966 and "frozen" tuition fees by 1967. The achievement of the CSLP divided Quebec and English- Canadian students and began a process of removing traditional student movement catalysts. NFCUS's and CUS's lobby for non-repayable student bursaries was co-opted. However, the level of accessibility to post- secondary education was unprecedented and, in part, provided the social conditions for the emergence of new social movements.
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Lifintsev, D. S., T. P. Blyznyuk, and M. O. Kokhan. "Prospects for Cross-Cultural Business Cooperation in the Context of Ukraine’s European Integration." Business Inform 5, no. 520 (2021): 371–77. http://dx.doi.org/10.32983/2222-4459-2021-5-371-377.
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The research is aimed at studying and analyzing the attitude of the Ukrainian generation Z to potential cooperation with partners from the countries of the European Union. The article identifies and analyzes the priority of choosing specific countries for cooperation, as well as the motives of such a choice. To verify the hypotheses formulated in the course of research, empirical data collection was carried out by conducting an online survey using the survio.com. 403 respondents took part in the survey: 97 boys (24.1%) and 306 girls (75.9%). The respondents were students of Kyiv National Economic University named after Vadym Hetman (n = 130), Lviv National University named after Ivan Franko (n = 108), Kharkiv National Economic University named after S. Kuznets (n = 165). The results of the research showed that the vast majority of respondents are positive about cooperation with partners from the European Union countries. The research displayed that Ukrainian students are most interested in cooperation with partners from Germany, Sweden, Austria, France and Italy. It is worth noting that the countries that took the two highest positions in the overall ranking (Germany and Sweden), as well as France, which shared the overall third place with Austria, were in the top 5 according to the survey results in each of the three cities where it was conducted, i.e.: Kyiv, Lviv, Kharkiv. The respondents who have no experience of cross-cultural interaction also expressed a desire to interact with partners from the EU countries. At the same time, the top 5 countries that are interesting for potential interaction, according to these respondents, completely coincide with the overall top five. Among the main motives for choosing countries priority for business interaction, the respondents defined the following: «General positive impression of the country», «High level of economic development of this country», «Reliability of partners from this country», and «High probability of profit from interaction with partners from this country». Ukrainian youth are interested in cooperation with business partners from the countries of the European Union, which is extremely important in view of the European integration of our country. Among the countries that students have identified as priorities for business interaction are both lower-context Germany, Sweden and Austria, and higher-context France and Italy. This once again demonstrates the importance of professional preparation for cross-cultural interaction and the acquisition by Ukrainian students of the competencies of doing business in a global multicultural business environment.
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Manow, Philip, and Holger Döring. "Electoral and Mechanical Causes of Divided Government in the European Union." Comparative Political Studies 41, no. 10 (August 21, 2007): 1349–70. http://dx.doi.org/10.1177/0010414007304674.
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Voters who participate in elections to the European Parliament (EP) apparently use these elections to punish their domestic governing parties. Many students of the EU therefore claim that the party—political composition of the Parliament should systematically differ from that of the EU Council. This study shows that opposed majorities between council and parliament may have other than simply electoral causes. The logic of domestic government formation works against the representation of more extreme and EU-skeptic parties in the Council, whereas voters in EP elections vote more often for these parties. The different locations of Council and Parliament are therefore caused by two effects: a mechanical effect—relevant for the composition of the Council—when national votes are translated into office and an electoral effect in European elections. The article discusses the implications of this finding for our understanding of the political system of the EU and of its democratic legitimacy.
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Zahorodnia, Liudmyla, Iryna Danylchenko, and Tetiana Marieieva. "Using an Experience of the European Union to Form Future Preschool Teachers’ Ecological Competence." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 262–80. http://dx.doi.org/10.18662/rrem/13.1/372.
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The article is dedicated to the theoretical and methodological aspects of the future preschool educators’ ecological competence formation with using the European Union’s experience in environmental safety and education. The aim of the study is to verify the effectiveness of the implementing the European Union’s experience in the process of the future preschool educators’ ecological competence forming. The authors analyzed domestic and foreign researches on the problem of teacher’s ecological competence. Based on the analysis of literary sources and own experience of teaching activity in the institution of higher education authors gave the definition of the concept "future preschool teacher’s ecological competence", identified and characterized its structural components. A complex of theoretical (analysis, synthesis, comparison, modelling, systematization, generalization) and empirical (testing, observation, pedagogical experiment; methods of mathematical statistics) methods was used to achieve the aim of the research. 92 students (experimental group (n = 45) and control group (n = 47)) of Oleksandr Dovzhenko Hlukhiv National Pedagogical University participated in the study. It has been determined that the teaching the course "Implementing the Strategy of Environmental Security: Integration of European Experience" to the students of the experimental group had a positive effect on the levels of their ecological competence formation.
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Kamundi, Shadrack. "Determinants of Teacher and Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya union Conference." African Journal of Empirical Research 2, no. 2 (April 12, 2021): 26–53. http://dx.doi.org/10.51867/ajer.v2i2.21.
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The study aimed at establishing the factors which influence low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on expectancy theory of motivation which states that certain behavior leads to expected outcome. In the research, certain behaviors by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.
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Kamundi, Shadrack. "Determinants of Teacher and Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya union Conference." Science Mundi 1, no. 1 (April 17, 2021): 31–58. http://dx.doi.org/10.51867/10.51867/scimundi.1.1.2021.27.
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The study aimed at establishing the factors which influence the low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on the expectancy theory of motivation which states that certain behaviour leads to the expected outcome. In the research, certain behaviours by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to the retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.
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Krystopchuk, Tatiana. "NATIONAL STANDARDS AND MODELS OF PROFESSIONAL TRAINING IN THE EU COUNTRIES." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 106–12. http://dx.doi.org/10.28925/2078-1687.2019.1-2.106112.
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The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.
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Randriamanakoto, Zara. "Developing Astronomy in Madagascar – the impact of the IAU Support." Proceedings of the International Astronomical Union 13, S349 (December 2018): 283–86. http://dx.doi.org/10.1017/s1743921319000449.
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AbstractDuring its XXXth General Assembly, the International Astronomical Union (IAU) welcomed the island of Madagascar, under the Malagasy Astronomy & Space Science (MASS), as one of its new National Members. Founded in 2016, MASS is a non-profit association, a community of young professional astronomers and graduate students from Madagascar. As various organizational structures are gradually being established towards the development of Astronomy & Astrophysics in the country, the IAU has played a vital role and is still actively involved in achieving such ambitious goals.
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Ginavičienė, Jurgita, Rolandas Vitkūnas, József Gál, and István Bíró. "ADAPTING A DUAL HIGHER EDUCATION SYSTEM IN VILNIUS COLLEGE OF TECHNOLOGIES AND DESIGN: THE CASE OF UNIVERSITY OF SZEGED." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 625. http://dx.doi.org/10.17770/sie2020vol6.5098.
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The system of higher education in the European Union based on legal instruments valid for all States Member. However, each EU State Member has additional national legislation, which taken into account in the design of the higher education system. The design and implementation of study programs is one of the activities of higher education. Compliance with EU and national legislation are important in design of study programs. It is equally important that the programs are necessary for the national economy, companies and attractive to students. The aim of the article is to determine the need and possibilities of dual teaching in the study program Transport Logistics of Vilnius College of Technology and Design. The structure of curricula of dual education at Szeged University in Hungary is analysed. The indicators of changes in studies and practical training from the point of view of students and companies at Szeged University are present.The article presents a comparative analysis of legislation, study programs and business needs in Lithuania. The analysis showed that business enterprises in Lithuania would be interested in dual training; the application of dual training is not in principle contrary to Lithuanian legislation.
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Bouscant, Liouba. "L’« Union sacrée » esthétique dans La Musique pendant la guerre. Trêve des débats pour la refondation du projet national." Revue musicale OICRM 4, no. 2 (February 8, 2018): 58–74. http://dx.doi.org/10.7202/1043220ar.
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La notion d’« Union sacrée » contre l’Allemagne invoquée par le président français Raymond Poincaré, le 4 août 1914, rejaillit sur l’art, car la guerre est également menée sur le front culturel. La revue La Musique pendant la guerre, dont le rédacteur en chef est le musicien Francis Casadesus, est très proche du gouvernement, et, plus précisément, bénéficie de la protection du responsable de la propagande culturelle de guerre, Albert Dalimier, très investi dans l’aide aux musiciens. Le mot d’ordre de La Musique pendant la guerre pourrait s’énoncer en ces termes : la musique patriote. Le projet esthétique de la revue, consacrée au « mouvement de l’art musical », est incontestablement français et unificateur. En effet, la mission endossée consiste à se focaliser sur le mouvement de l’art musical français, à endiguer l’interruption de la vie musicale française et de l’art en temps de guerre et à accélérer la revalorisation à plus grande échelle temporelle et spatiale de la musique française. Nous montrerons dans cet article que le patriotisme musical offensif dicté par les circonstances est en réalité lié à une conception nationaliste plus anciennement ancrée. Clairement argumenté, il est doté d’un programme d’action. Tout d’abord, nous verrons que celui-ci s’emploie à redonner à la musique française, à l’occasion de la guerre, ses droits de promotion et de diffusion considérés comme bafoués depuis 40 ans. Il s’agit d’un discours collectif à teneur structurelle et non pas uniquement d’une revendication conjoncturelle et isolée qui émanerait d’une minorité de l’Action française maurrassienne. Deuxièmement, ce programme s’engage à maintenir cet état après le conflit et pose les jalons d’un débat esthétique de l’après-guerre.
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Toplak Perović, Barbara, and Maruša Hauptman Komotar. "Are international degree students indeed more employable? The case of Italian physiotherapy graduates in Slovenian higher education." Industry and Higher Education 34, no. 2 (December 13, 2019): 100–107. http://dx.doi.org/10.1177/0950422219894924.
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International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence.
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Gerbaldi, Michèle. "International Schools for Young Astronomers (ISYA): a programme of the International Astronomical Union." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 221–28. http://dx.doi.org/10.1017/s1743921307007041.
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AbstractThis paper outlines the main features of the International Schools for Young Astronomers (ISYA), a programme developed by the International Astronomical Union (IAU) in 1967. The main goal of this programme is to support astronomy in developing countries by organizing a school lasting 3 weeks for students with typically a M.Sc. degree. The context in which the ISYA were developed has changed drastically over the past 10 years. We have moved from a time when access to any large telescope was difficult and mainly organized on a national basis, to the situation nowadays where data archives are established at the same time that any major telescope, ground-based or in space, is built, and these archives are accessible from everywhere. The concept of the virtual observatory reinforces this access. However, the rapid development of information and communications technologies and the increasing penetration of internet have not yet removed all barriers to data access. The role of the ISYA is addressed in this context.
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Klemenčič, Manja, and Fernando Miguel Galán Palomares. "Transnational student associations in the European multi-level governance of higher education policies." European Educational Research Journal 17, no. 3 (November 2, 2017): 365–84. http://dx.doi.org/10.1177/1474904117736428.
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The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students’ Union (ESU), Erasmus Student Network (ESN) and European Students’ Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.
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Laycock Pedersen, Rebecca, Zoe P. Robinson, and Emma Surman. "Understanding Transience and Participation in University Student-Led Food Gardens." Sustainability 11, no. 10 (May 15, 2019): 2788. http://dx.doi.org/10.3390/su11102788.
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In an increasingly mobile world, transience is becoming the norm. Sustainable community food initiatives, therefore, must organise to withstand high turnover of volunteers. Using a case study of the United Kingdom’s National Union of Students’ food growing scheme in universities, this paper aims to map the causes and effects of short-term, irregular, and low participation using a causal loop diagram to understand how to mitigate their negative impacts and improve participation. Data was gathered through interviews, workshops, photovoice, a fishbowl discussion, and a reflective diary. We found three amplifying feedback loops increasing short-term, irregular and low participation, their causes, and their impacts. These feedback loops were precariously buffered by a continuous in-flow of new potential participants each academic year. We also found that the stakeholders of these gardens conceptualised time akin to both temporary and permanent organisations, and these differing conceptualisations were a source of tension. Furthermore, although ‘organisational amnesia’ was a problem, the gardens were still learningful spaces. We recommend both upstream and downstream solutions are implemented to buffer the impacts of transience and suggest that university and students’ union staff could play a crucial and subtle supporting role.
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Oram, Ruby. "“A Superior Kind of Working Woman”: The Contested Meaning of Vocational Education for Girls in Progressive Era Chicago." Journal of the Gilded Age and Progressive Era 20, no. 3 (July 2021): 392–410. http://dx.doi.org/10.1017/s153778142100013x.
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AbstractProgressive Era school officials transformed public education in American cities by teaching male students trades like foundry, carpentry, and mechanics in classrooms outfitted like factories. Historians have demonstrated how this “vocational education movement” was championed by male administrators and business leaders anxious to train the next generation of expert tradesmen. But women also hoped vocational education could prepare female students for industrial careers. In the early twentieth century, members of the National Women’s Trade Union League demanded that public schools open trade programs to female students and teach future working women the history of capitalism and the philosophy of collective bargaining. Their ambitious goals were tempered by some middle-class reformers and club women who argued vocational programs should also prepare female students for homemaking and motherhood. This article uses Chicago as a case study to explore how Progressive Era women competed and collaborated to reform vocational education for girls, and how female students responded to new school programs designed to prepare them for work both in and outside the home.
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Rainsford, Emily. "Exploring youth political activism in the United Kingdom: What makes young people politically active in different organisations?" British Journal of Politics and International Relations 19, no. 4 (September 8, 2017): 790–806. http://dx.doi.org/10.1177/1369148117728666.
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This article challenges the current research on youth disengagement by asking what makes young people active in different political organisations. It applies the classic civic voluntarism model to explore which factors (skills, attitudes, mobilisation and motivations) best distinguish between young activists in political parties’ youth factions, the British Youth Council and the 2010 National Union of Students demonstrations. The results from multinomial logistic regression show that there are differences especially in the civic and political attitudes. The results also show that different organisations attract different kinds of young people, which can be used to (re-)engage young people in politics.
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Tsatsaroni, Anna, and Antigone Sarakinioti. "Thinking flexibility, rethinking boundaries: Students’ educational choices in contemporary societies." European Educational Research Journal 17, no. 4 (December 7, 2017): 507–27. http://dx.doi.org/10.1177/1474904117744697.
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This article provides an analysis of the processes through which young people make educational choices and shape their trajectories in globalised societies of lifelong learning (LLL). Investigating the articulation of LLL discourses in national contexts and local educational sites, it draws on both Foucault and Bernstein for theoretical insights: it shows how thinking with Foucault we can better exploit the generative power of Bernstein’s theory in complex fields of educational research. The article draws on a study carried out in the Greek Institutions of Vocational Education and Training (IVETs), which in response to European Union policies, offer training at post-secondary level in a range of specialties, broadening the limited choice opportunities for young people, especially of vulnerable social groups. Through semi-structured interviews with trainees, the study aimed to explore the relations between previous educational trajectories, their general understandings of LLL environments and demands, their choice to continue their learning trajectory at the IVETs, and their experience from their studies there. Tracing the movements of subjects within the temporal and spatial limits of the LLL discourses contributes in that it allows us to think of ‘flexibility’ as a conceptual means of identifying forms of regulation and identity formation in the new era.
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Lesničenoka, Agnija. "Student Fraternity of the Art Academy of Latvia “Dzintarzeme”: Latvian National Art Conservation Policy in Exile (1958–1987)." Art History & Criticism 15, no. 1 (December 1, 2019): 57–70. http://dx.doi.org/10.2478/mik-2019-0004.
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Summary After the proclamation of the Republic of Latvia in 1918, Latvia experienced a rapid influx of youth into its capital city of Riga, looking to obtain education in universities. Students began to build their academic lives and student societies. In 1923, students of the Art Academy of Latvia founded the “Dzintarzeme” (“Amberland”) fraternity. The aim of “Dzintarzeme” was to unite nationally minded students of the Art Academy of Latvia and to promote the development of national art and self-education. Most “Dzintarzeme” members were faithful to the old masters and Latvian art. This phenomenon is significant, because “Dzintarzeme” members grew up with Latvian painting traditions, which are a remarkable heritage of interwar Latvia. In 1940, when Latvia was occupied by the Soviet Union, “Dzintarzeme” was banned. A part of “Dzintarzeme” members were deported, killed in war, went missing, or stayed in the Latvian SSR; the remaining chose exile. Although scattered throughout the United States of America, Canada, and Australia, some members were able to rebuild and sustain the fraternity’s life, gathering its members, organising trips and anniversary art exhibitions. The aim of this research is to reflect on “Dzintarzeme’s” activities in exile (1958–1987), focusing on the main factors of Latvian national art conservation policy: first, the ability of “Dzintarzeme’s” ideology to preserve the values of Latvian national art in an international environment, and second, the problem of generational change and the enrollment of young Latvian artists who continued to maintain “Dzintarzeme” values in exile.
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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) (December 26, 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' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.
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McConnell, Catherine. "Reflecting On Practice: Embedding Student Engagement Through Interdepartmental Partnership." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 229. http://dx.doi.org/10.21100/jeipc.v3i1.593.
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This case study will reflect on the approach that the University of Brighton Student Engagement Group (SEG) has taken towards embedding student engagement across the University and through working together on the national REACT project. The SEG comprises colleagues from Engagement and Information (Quality), the Centre for Learning and Teaching and the Students’ Union. Working together - and bringing individual areas of specialism to this partnership - has provided both a productive approach to a range of aspects of student engagement and connected three areas of the university that previously did not have a joined-up approach. The types of activities the group has focused on include: recruiting School-based Student Engagement Champions; holding a Student Engagement staff away-day; attending local meetings with Champions to establish rapport and get a good idea of the context of student engagement and who the ‘hard-to-reach’ students are within each School. This paper situates the engagement of students in co- and extra-curricular activities, towards improving opportunities for students’ active participation, and student-staff collaboration.
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Soto-Sanfiel, María T., Isabel Villegas-Simón, and Ariadna Angulo-Brunet. "Youngsters and cinema in the European Union: A cross-cultural study on their conceptions and knowledge about cinema." International Communication Gazette 80, no. 8 (February 21, 2018): 714–45. http://dx.doi.org/10.1177/1748048518759171.
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Within the framework of the Creative Europe programme, and due to the inexplicable lack of current academic information on the topic, this exploratory cross-cultural study seeks to advance the understanding of the relationship between European adolescents and cinema through a sample of 937 secondary students from eight countries of the European Union. Specifically, the research contributes to the identification of young people’s conceptions of the artistic value and functions of cinema, their knowledge of cinematography and their opinions about national, European or foreign cinema. In addition, it explores the extent to which these factors are alike and differ according to nation. The results of this work are relevant for academics from different disciplines, regulators, educators and members of the audiovisual industry.
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Belozorovich, V. A. "Formation of the concept of history of Belarus in the second half of the 1930s." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, no. 1 (February 12, 2020): 35–43. http://dx.doi.org/10.29235/2524-2369-2020-65-1-35-43.
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The article is devoted to the actual problem of formation of Belarus history concept in the second half of the 1930s in the Belarusian SSR. The article highlights the methodological turn in historical knowledge observed in the first half of the 1930s, focuses on the processes of creating a textbook on the history of Belarus for students of secondary schools and development of a textbook for students of higher educational institutions of the Republic. The place of the history of Belarus in the unified history concept of the USSR, the contribution of individual researchers in the development of historiography of national history is determined. By the end of the 1930s, draft sketches of a new concept of the history of Belarus based on the Marxist-Leninist methodology and organically inscribed in the General course of the history of the Soviet Union were prepared.
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Ray, Thomas Patrick. "The European Astrophysics Doctoral Network." International Astronomical Union Colloquium 162 (1998): 38–41. http://dx.doi.org/10.1017/s0252921100114782.
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In 1986, a group of university astrophysics institutes in eleven Western European countries established a federation known as the European Astrophysics Doctoral Network (EADN). The aims of the EADN, then and now, are to stimulate the mobility of postgraduate students in astrophysics within Europe, and to organize pre-doctoral astrophysics schools for graduate students at the beginning of their PhD research. The network has by now expanded to include about 30 institutes in 17 Western European countries, and ways are being actively sought for expanding the EADN even further to include Eastern and Central Europe. The coordinators have been Prof. Jean Heyvaerts (France) until 1992, Prof. Loukas Vlahos (Greece) 1992–1993 and myself since 1993. The network is financially supported by the European Union “ERASMUS” and the “Human Capital & Mobility” programmes as well as by national funds.