Bibliografías temáticas / European Union education and training policy

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Literatura académica sobre el tema "European Union education and training policy"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 11 de febrero de 2022

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Artículos de revistas sobre el tema "European Union education and training policy"

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Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES". Near East University Online Journal of Education 3, n.º 1 (29 de enero de 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 different cultures. In order to provide a better language education, training prospective language teachers in accordance with current educational principles has a significant role. European Commission has introduced several documents for teaching, learning, assessing and teacher training in Europe according to the European Educational Policy. This study examines the documents developed for prospective language teachers in order to identify the European policy about training European language teachers. In the study, qualitative method based on document analysis was used. The results of the study showed that ………….. Keywords: European policy, training language teachers, language teaching, European documents
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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, n.º 16 (7 de septiembre de 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 countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.
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Douw, Karla, Hindrik Vondeling, Leiv S. Bakketeig, John Gabbay, Niels Würgler Hansen y Finn Børlum Kristensen. "HTA EDUCATION AND TRAINING IN EUROPE". International Journal of Technology Assessment in Health Care 18, n.º 4 (diciembre de 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 10 countries (40%) provide HTA courses. In the remainder of countries, only Israel provides HTA courses. Ten different types of courses were identified, mainly applying traditional teaching methods. A substantial number of the courses were first organized in recent years. Many countries in central and eastern Europe expressed the wish to become more involved in HTA.Conclusion: There is a rapid increase in the number and diversity of courses in HTA in Europe. In particular, countries in the EU are well represented. Education and training in HTA is scarce in EU candidate membership countries, and virtually absent in the remainder of countries. In general, HTA as a field is in the process of becoming established and institutionalized both in individual countries and internationally. To stimulate this development in the area of education and training, both bilateral cooperation and an EU-wide coordinated effort are recommended.
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Phillips, David y 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, n.º 3 (octubre de 1999): 303–16. http://dx.doi.org/10.1080/0305792990290308.

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Monsalve, Laura, Jose Gallego y Jose Manuel Aguilar. "Estudio analítico-comparado sobre las políticas educativas en educación para la salud en la Unión Europea". Psychology, Society, & Education 5, n.º 2 (28 de abril de 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 de este estudio comparar las Políticas educativas en materia de Educación para la salud en algunos países de la Unión Europea (España, Reino Unido, Francia y Alemania) y poder comparar las prácticas utilizadas en cada uno de ellos para poder de este modo coger lo mejor de cada país. El objetivo general que se persigue es analizar y comparar la situación de las políticas educativas en educación para la salud en las escuelas de la Unión Europea y en concreto las de Reino Unido, Francia, Alemania y España. A lo largo de este trabajo veremos que la educación para la salud en la escuela es un elemento de calidad así como un elemento necesario de educación integral en todas las etapas de la educación obligatoria. Analytical and comparative study on educational policies in health education in the European Union. Abstract: This paper deals with a comparative study of material Educational Policies in Health Education in the countries of the European Union for the purpose of seeing take shape in Spain. The EU legislation states that if you want to advance as a knowledge society and compete effectively in a global economy, Europe is vital to have an education and training of high quality. In the European Union, education policy is the responsibility of each country, but among all set common goals and share best practices. For this reason this study is to compare the educational policies on health education in some countries of the European Union (Spain, UK, France and Germany) and to compare the practices in each of them to this take the best of each country mode. The general objective pursued is to analyze and compare the situation of education policies in health education in the schools of the European Union and in particular the UK, France, Germany and Spain. Throughout this paper we will see that health education in school is a quality item as well as a necessary element of comprehensive education in all stages of compulsory education.
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Slowinski, Joseph. "SOCRATES Invades Central Europe". education policy analysis archives 6 (27 de abril de 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 on education with an emphasis on the emerging importance of Western language skills. In addition, I focus on the European Union and its efforts to expand into Central and Eastern Europe in order to provide a focal point for analysis.
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Pappas, Georgios. "QUALITY OF EDUCATION IN THE EUROPEAN UNION STRATEGIC DOCUMENTS: A CRITICAL ANALYSIS". Continuing Professional Education: Theory and Practice, n.º 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 strategic framework for European cooperation in education and training raises the need for upgrading the skills of the population and the need to implement skills development policies that better respond to current and future needs of the labor market. However, the entrepreneurial spirit promoted at all levels of education and training rather establishes a more modern surveillance mechanism by establishing a cultural arbitrary accord with the market economy (Foucault, 2005). Consequently, it is necessary to find an alternative way of teaching that welcomes the questioning and manifestation of both the genetic cause and the prospects behind the formal education policy.
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Weiss, E., J. Beezhold, D. Eraslan, S. Gerber, C. Hanon y A. Mihai. "Psychotherapy training across Europe – status quo". Die Psychiatrie 06, n.º 02 (abril de 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 organisations have influenced and changed psychotherapy training in this region. Short descriptions of the situation in a few European countries offer an overview of different approach. There is no “one size fits all” solution concerning the training in psychotherapy like part of psychiatric training; however local resources and international exchanges could be used towards harmonising standards and quality.
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Rojnic Kuzman, M., D. Giacco, P. Wuyts, M. Simmons, G. Favre, N. Bausch Becker, A. Malik, E. Barrett y A. Nawka. "ECP09-02 - Psychiatry training in europe: Implementation and evaluation of training programs". European Psychiatry 26, S2 (marzo de 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 countries. Whereas in the majority of European countries the structure of training programs and methods of assessment of trainees' competencies are partially compatible with one another and with the existing recommendations at the European level, the quality assurance of training programs varies significantly among countries. Regular evaluations of training programs and mentors, however, contribute to the proper implementation of training programs and help that the theoretical training principles are followed through in practice. As quality assurance of training schemes is an important mechanism how to improve the delivery of training programs, it should gain more focus by responsible authorities who structure the psychiatric training on the national and international European level.
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Stomp, Ágnes y Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES". Annals of the University of Oradea. Economic Sciences 30, n.º 30 (1) (julio de 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 has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.
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Tesis sobre el tema "European Union education and training policy"

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Yagmurlu, Filiz. "&quot". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615598/index.pdf.

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This thesis analyzes EU'
s education and training policy together with EU-Turkey relations and Turkey'
s path in candidacy regarding the education and training policy. Treaty base of the European Union Education and Training Policy together with is chronological development and its institutions of ET policy, the benchmarks in education and training, strategic objectives and European Union and Education Youth Programmes will be discussed. Moreover, since Helsinki, Turkey'
s legislative regulations and adaptations, institutional arrangement and changes, national and regional projects/campaign in line with the EU'
s education objectives, programmes and funds benefitted will be examined with a case study, this thesis will be trace the impact of education and training action programmes on education in Turkey within the context of impact on personal and professional development, impact on institutional cooperation and capacity building.
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Jones, Peter D. "The European Commission and Education Policy in the European Union". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505797.

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Nihoul, Gaëtane. "Policy formation in the European Union : the case of education policy". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312553.

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Adia, Ebrahim. "Student mobility policy in the European Union 1946-1996". Thesis, University of Northampton, 1998. http://nectar.northampton.ac.uk/2805/.

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Student mobility, defined as the movement of students between national systems of higher education is an activity assuming growing importance within the region of the European Union (EU). In recent years, policy-makers in the EU have ascribed academic mobility a political and economic role of significant proportions. Indeed, student mobility is expected to contribute to the international competitiveness of the European economy, to create European elite identities with a commitment to furthering European integration and to produce a mobile labour force, which is central to the success of the Single Market. In this context, student mobility has been thrust onto the policy agenda of intergovernmental organisations, national governments and higher education institutions within the EU. Although student mobility has become an explicit issue of policy within the EU, there has been little attempt to carefully analyse developments. In fact, the research literature pertaining to academic mobility remains limited, parochial, atheoretical and centred on student experiences. This thesis seeks to develop our knowledge and understanding of undergraduate student mobility in the EU through an analysis of policy at the intergovernmental, national and institutional levels in the context of a policy analysis framework. The result is new theoretically informed insights into the emergence, development, implementation and impacts of student mobility policy. Most notably, the creation of a systems model of the student mobility policy process facilitates an improved understanding of the relative contribution and interdependence of decision-makers at the intergovernmental, national and institutional levels during policy development and implementation. It is hoped that these insights enhance the understanding of those who make, implement and evaluate policy, such that the opportunities and constraints of future years are given considered attention in an area of increasing European significance.
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Fazlioglu, Akin Zulal. "Cultural Policy in Turkey – European Union Relations". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502860978590657.

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Kuncaitis, Ramūnas. "Accessibility of adult learning in the context of education policy of the European Union". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090319_111810-10727.

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The doctoral thesis explores accessibility of adult learning in the context of education policy of the European Union. On the political level, both in the European Union and Lithuania it has been increasingly recognized that in order to achieve the objectives set out in the Lisbon strategy lifelong learning is to become a reality only if the increasing demands of a multicultural society are taken into consideration. The thesis seeks to provide answers to the following research questions: How does accessibility of adult learning influence involvement in adult learning activities? What is the political context in the EU and Lithuania as regards accessibility of adult learning? To what extent factors of accessibility are influenced by cultural differences? Answers to these and other related questions highlight the basic guidelines of adult learning policies as reflected in the relevant legal documents of the EU and Lithuania. The thesis also analyzes interaction between adult learning and socio-economic environment. A thorough investigation of the literature in the field has served as a reliable means for singling out basic factors determining accessibility of adult learning. These factors are classified into subjective and objective, with further division of the latter group into socio-economic, individual, exclusion and cultural factors.
Disertacijoje analizuojamas suaugusiųjų mokymo(si) prieinamumas Europos Sąjungos politikos kontekste. Europos Sąjungos ir Lietuvos politiniame lygmenyje pradedama aiškiai suvokti, kad norėdami pasiekti Lisabonoje užsibrėžtų tikslų turime mokymąsi visą gyvenimą paversti tikrove įvertindami šį procesą įtakojančių veiksnių raišką daugiakultūrėje visuomenėje. Disertacijoje ieškoma atsakymų į tokius klausimus: kaip suaugusiųjų mokymo(si) prieinamumas įtakoja jų dalyvavimą švietime; koks yra politinis Europos Sąjungos ir Lietuvos kontekstas suaugusiųjų mokymo(si) prieinamumo atžvilgiu; kaip suaugusiųjų mokymo(si) prieinamumo veiksnius įtakoja kultūriniai skirtumai. Disertacijoje, remiantis išsamia tiek Europos Sąjungos, tiek Lietuvos teisinių dokumentų analize yra išryškinamos pagrindinės suaugusiųjų švietimo politikos gairės. Disertacijoje nagrinėjama suaugusiųjų mokymo(si) ir socioekonominės aplinkos sąveika. Remiantis moksline literatūra išskiriami veiksniai, lemiantys suaugusiųjų mokymosi prieinamumą. Jie skirstomi i subjektyviuosius ir objektyviuosius, o pastarieji į politinį, socioekonominį, individualųjį, atskirties ir kultūrinį veiksnius. Atlikti empiriniai tyrimai parodo kokią svarbą vienam ar kitam veiksniui suteikia Lietuvos gyventojai bei pagrindžia kultūrinio veiksnio būtinybę. Pateikiamos išvados apibendrinančios suaugusiųjų mokymo(si) prieinamumą lemiančius veiksnius.
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Rotsides, Christos. "The educational system of Cyprus since 1960, with particular reference to the relationship with the European Union". Thesis, University of Wolverhampton, 2000. http://hdl.handle.net/2436/90237.

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Sharma, Abhimanyu Kumar. "Language policies in the European Union and India : a comparative study". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/287638.

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The thesis offers a comparative analysis of language policies in the EU and India. Specifically, it examines the role of power and ideology in the formulation and implementation of language policies. The need for this thesis emerged in view of the lack of comprehensive comparative analyses of language policies which leads to epistemological gaps, including one-dimensional narratives of language policies, and theories which are lacking in precision. In light of these gaps, the thesis undertakes a comprehensive investigation of policies in eight policy domains (administration, legal safeguards for minority languages, law, education, media, healthcare, business, and social welfare) in the EU and India and in two case studies each from the EU (Luxembourg, Wales), and India (Manipur, Tamil Nadu), chosen on the basis of maximum and minimum deviation from the EU's and Indian policies. The study examines policy texts (statutes on language use in these polities), and contexts which concern the historical and socio-political factors underpinning language policies. The thesis makes three important contributions. First, it marks a break from the prevalent understanding of power in macro-level policymaking. Research to date has tended to view power as a monolithic entity, while this thesis offers evidence that power and ideology are not uniform across policy domains. Second, it bridges the text-context divide of language policy research by conducting an investigation of policy-related legislation, and highlighting the importance of texts in understanding language policies, as they reflect the changes in power structures through time. Third, the thesis proposes a new analytical concept for investigating language policies, Categories of Differentiation (COD). Categories of Differentiation refer to the sets of binaries which underpin language policies in the aforementioned case studies. These binaries include the hills-valley divide (Manipur), the Dravidian-Aryan divide (Tamil Nadu), and the autochthonous-allochthonous divide (EU) among others. Language policies have often been described as 'multilayered', and COD offer a systematic approach to exploring these multiple layers. Overall, the thesis demonstrates how comparative research aids understanding of language policies, and sets out a possible theoretical framework for conducting it.
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Banelienė, Rūta. "Efficiency of state economic policy in the context of integration processes in the European Union". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131015_160116-10308.

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The investigation of state economic policy in the context of integration processes in the EU is becoming more important, particularly as regards ground-taking and preventing possible negative effects for the separate EU countries. It is also clear that there is a lack of adequate theoretical models and solutions for responding to modern challenges, which would allow to evaluate complexly the efficiency of state economic policy of the EU countries in different phases of preparation, grounding, and implementation. Therefore this doctoral dissertation is devoted to the efficiency of state economic policy in the context of integration processes in the EU. The research is focussed on a theoretical study and identification of the factors of efficiency of state economic policy, as well as the identification of potential measures of performance of state economic policy of EU countries in the context of integration processes in the EU; it provides for a macrosimulation model, allowing to evaluate the impact of the identified factors on the efficiency of state economic policy of the EU countries, it also evaluates the impact of the identified factors on the efficiency of state economic policy in selected for research EU countries and offers recommendations regarding the directions of the implementation of state economic policy for increased efficiency of state economic policy of EU countries in the long term perspective.
Vis svarbesni tampa valstybės ekonominės politikos tyrimai integracinių procesų ES kontekste, ypač siekiant pagrįsti ir neleisti pažeisti atskirų ES šalių interesus. Taip pat akivaizdu, kad šiuo metu stokojama šiuolaikiniams iššūkiams adekvačių teorinių modelių ir sprendimų, skirtų kompleksiškai vertinti ES šalių valstybės ekonominės politikos efektyvumą įvairiose šios politikos rengimo, pagrindimo ir įgyvendinimo stadijose. Todėl ši daktaro disertacija skirta valstybės ekonominės politikos efektyvumui integracinių procesų ES kontekste. Tyrimo metu atlikus teorinę studiją identifikuoti valstybės ekonominės politikos efektyvumo veiksniai, identifikuotos ES šalių galimos valstybės ekonominės politikos vykdymo priemonės integracinių procesų ES kontekste, sukurtas makrosimuliacinis modelis, leidžiantis įvertinti identifikuotų veiksnių poveikį ES šalių valstybės ekonominės politikos efektyvumui, įvertintas identifikuotų veiksnių poveikis tyrimui atrinktų ES šalių valstybės ekonominės politikos efektyvumui bei pasiūlytos valstybės ekonominės politikos vykdymo kryptys ES šalių valstybės ekonominės politikos efektyvumui ilgalaikėje perspektyvoje padidinti.
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St, John Sarah K. "The struggle for power in education : the nation-state versus the supranational in the evolution of European Union education policy, 1945-1976". Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30580/.

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European integration is a curious concept. There is stark disparity between some areas of policy that seemingly glide through the integration process, while others lag behind and despite decades of attempts, never reach the status of a fully-fledged area of European Union competence. Once such area is education. Through integration theories, political scientists have sought to explain how policies develop and are implemented at European level. This interdisciplinary study borrows the opposing theories of neofunctionalism and intergovernmentalism with the aim of identifying the influence of the supranational and the strength of the state in the evolution of a European Union education policy. It seeks to pinpoint how education can be placed within the construction of Europe and the process of early European integration to determine the feasibility of these integration theories in explaining the journey of education policy in the European context. Historical methodology is adopted, based on archival research at the Historical Archives of the European Union, using documentary analysis to trace the history of activities and initiatives relating to education between 1945-1976. Collective biography methodology is adopted to give space to the role of states in driving the scope, direction and extent of integration based on domestic interests, while a case study implements methodological triangulation to stress-test the case of education. The study proposes that education is a complex case that does not slot neatly into a theory of integration. Education is multifaceted, a cultural – while at the same time – economic component: it is woven into the fabric of nation-states, it contributes to increasing global competitiveness, it diversifies across borders, and its development is attached to temporality and context. Despite suggestions that the state is diminishing in power, education serves as an example to demonstrate that the state is very much alive and at the centre of certain areas of policy development at European level.
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Libros sobre el tema "European Union education and training policy"

1

Phillips, David y Hubert Ertl, eds. Implementing European Union Education and Training Policy. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48077-8.

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Education, training and employment dynamics: Transitional labour markets in the European Union. Cheltenham [England]: Edward Elgar Pub., 2002.

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Mainstreaming equality in the European Union: Education, training and labour market policies. London: Routledge, 1998.

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Lemke, Horst. Employees' organizations and their contribution to the development of vocational training policy in the European Community. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1988.

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Lipsmeier, Antonius. Die Berufsausbildungspolitik der Gemeinschaft für die 90er Jahre: Analyse der Stellungnahmen der EU-Mitgliedstaaten zum Memorandum der Kommission : ein Gutachten. Bonn: Bundesministerium für Bildung und Wissenschaft, 1994.

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Sellin, Burkart. Antizipation von Berufs- und Qualifikationsentwicklungen: Empfehlungen und Schlussfolgerungen aufgrund einer Untersuchung neuer, innovativer Methoden und Instrumente in der Europäischen Union = Anticipating occupational and qualificational developments : recommendations and conclusions based on a review of recent innovations in methods and instruments applied in the European Union. Luxemburg: Amt für amtliche Veröffentlichungen der Europäischen Gemeinschaften, 2001.

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Distance training in the European Union. Luxembourg: Office for Official Publications of the European Communities, 1997.

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John, Field. European dimensions: Education, training, and the European Union. London: J. Kingsley Publishers, 1998.

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Education and training in the European Union. Aldershot: Ashgate, 1998.

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St. John, Sarah K. y Mark Murphy, eds. Education and Public Policy in the European Union. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04230-1.

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Capítulos de libros sobre el tema "European Union education and training policy"

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Hantrais, Linda. "Education and Training". En Social Policy in the European Union, 38–58. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24102-6_3.

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Heyes, Jason y Helen Rainbird. "Vocational Education and Training". En Employment Policy in the European Union, 188–209. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10650-6_9.

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Hantrais, Linda. "Education, Training and Employability". En Social Policy in the European Union, 47–73. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-10658-2_3.

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Anderson, Karen M. "Vocational Training and Higher Education". En Social Policy in the European Union, 134–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-49515-0_6.

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Da Cunha, Paula Branco. "Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France". En Implementing European Union Education and Training Policy, 277–304. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48077-8_12.

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Germond, Carine. "Agriculture with a Social Twist: Vocational Education and Training in the Common Agricultural Policy". En Education and Public Policy in the European Union, 89–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04230-1_5.

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Witt, M. Allison. "Transnational Education Policy and a Globally Competitive Workforce: A Comparative Analysis of Vocational Education and Training Policy in the European Union and the United States". En Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_4-1.

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Witt, M. Allison. "Transnational Education Policy and a Globally Competitive Workforce: A Comparative Analysis of Vocational Education and Training Policy in the European Union and the United States". En Handbook of Comparative Studies on Community Colleges and Global Counterparts, 83–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_4.

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Preston, Jill. "Competing Through Human Capital: training and education". En European Industrial Policy and Competitiveness, 181–203. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27629-5_9.

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St. John, Sarah K. "Education: A Complicated Policy Field". En Education and Solidarity in the European Union, 141–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63042-3_6.

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Actas de conferencias sobre el tema "European Union education and training policy"

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Tarchila, Petru. "ROMANIA AND THE ENVIRONMENTAL POLICY OF THE EUROPEAN UNION". En 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s23.112.

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Stephens, Paul y Abhaya Induruwa. "Cybercrime Investigation Training and Specialist Education for the European Union". En Second International Workshop on Digital Forensics and Incident Analysis (WDFIA 2007). IEEE, 2007. http://dx.doi.org/10.1109/wdfia.2007.4299370.

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Papaioannou, Katerina. "CULTURAL POLICY AS A MEANS OF EXERCISING "SOFT POWER" BY THE EUROPEAN UNION". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1893.

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Qian, Yuhao y Junshi Chen. "A review on The Common Agricultural Policy in the European Union and the implications for China". En Asia-Pacific Social Science and Modern Education Conference (SSME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssme-18.2018.16.

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de Pablo Valenciano, Jaime, Juan Milán García, Juan Uribe Toril, Anselmo Carretero Gómez, Nuria Rueda López, Rosa María Martínez Vázquez y José Luis Ruiz Real. "APPLICATION OF TRAINING PILLS IN THE SUBJECT OF EUROPEAN UNION ECONOMICS AT THE UNIVERSITY OF ALMERIA". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1940.

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Istrate, Melania, Gloria Páez, Ricard Valero, Patricia Peralta, Elisa Vera, Carmen Blanco, Martí Manyalich y Eudonorgan Consortium. "EUDONORGAN - TRAINING AND SOCIAL AWARENESS FOR INCREASING ORGAN DONATION IN THE EUROPEAN UNION AND NEIGHBOURING COUNTRIES". En 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2331.

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Averkienė, Dalia. "European Union Financial Support for Rural Development: Infringements Identification Problems in Lithuania". En Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.037.

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Funds allocated in accordance with various instruments of the Lithuanian rural development programme to businesses must help to achieve agriculture policy goals. During the implementation of financial support from the European Union, beneficiaries commit infringements and, consequently, support that was given to them or a part thereof may be withdrawn. Research results show that infringement research and the assessment of documents, which influences the making of decisions on the payment of financial support, must not only be adequate, but also efficient in order to protect public and private interests. Excessively long assessment of documents and investigation of suspected infringements may cause damage to beneficiaries, particularly if the beneficiaries did not commit infringements. On the other hand, inadequate and untimely assessment of documents may cause damage to the national budget and the European Union budget when support that is paid to persons who have committed infringements is misused and the objectives of granted support are not achieved. Therefore, adequate and efficient investigation of infringements is an important part of implementing financial support from the European Union for rural development.
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Lautala, Pasi T., Rosa´rio Ma´ca´rio, Jo¨rn Pachl, J. Riley Edwards y William J. Sproule. "Developing Railway Higher Education in the European Union and United States". En 2010 Joint Rail Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/jrc2010-36025.

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Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.
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Čuttová, Adéla. "LANGUAGE TRAINING AND THE MEANING OF LANGUAGE TRAINING FOR OFFICERS OF THE MINISTRY OF DEFENCE DEPARTMENT OF THE CZECH REPUBLIC IN COMPARISON WITH OTHER CHOSEN ARMIES OF THE EUROPEAN UNION". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2516.

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Okunevičiūtė Neverauskienė, Laima y Jolanta Sakalauskienė. "The Impact of Youth Policy Measures on the Labour Market". En Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.077.

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Our modern society that is based on innovation is ever more quickly developing. Further and further more, one policy measures and actions are not sufficient in ones ability to solve emerging problems and the resulting challenges. Modern solutions require an inter-sectoral approach and coordination of different policy actors and systematic action. The aim of this article is to show the impact of youth policy as a separate policy area on employment policy, specifically in the Lithuanian labor market. The article focuses on the category of 15–29 year-old inactive youth. The article analyzes individual specific measures of youth policy which affect young people’s ability to integrate and reintegrate into the labor market, best practices from different European Union countries are revised too. The article aims to have an inter-sectoral lens in its outlook and methodology. Inter-sectoral interaction should be perceived as the most effective element in its ability to solve labor market problems of this particular case; particularly through the integration of youth policy measures and the employment policy field. The article analyzes the Lithuanian situation beginning with the start of the Youth Guarantee initiative in Lithuania. The final section of the article identifies conclusions and provides recommendations.
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Informes sobre el tema "European Union education and training policy"

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Böhm, Franziska, Ingrid Jerve Ramsøy y Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
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