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1
Yagmurlu, Filiz. """. 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.
2
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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Wang, Li. "Higher education policies in the EU and in the People's Republic of China : a comparative approach /". Tampere : University of Tampere, 2005. http://www.niaslinc.dk/gateway_to_asia/nordic_webpublications/x506003336.pdf.
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Cheiladaki, Maria. "Supranational institutions, path dependence and EU policy development : the cases of student and patient mobility". Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7582/.
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The purpose of the present study is, by employing the methods of process-tracing and pattern-matching, to compare the policy-processes with regards to the cases of student and patient mobility. While the case-study approach to EU policy-making from a comparative perspective was introduced in the late 1970s, so far there has not been a study, which compares the cases of student and patient mobility. This gap in the academic literature is important in order to examine what conclusions can be drawn from such a comparison and as a result their consistency with previous theoretical work. In particular, and in contrast to current theoretical themes in the field of European studies and in the policy studies literature more generally, both of which stress policy change as opposed to policy stability, the comparison stresses the latter due to the interests of the most powerful member-states, that is, France, Germany and Britain. The role of interests is manifested with the adoption of the Erasmus Programme and of the European Health Insurance Card, which do not concern the free movement of students and patients. Through a synthesis between liberal intergovernmentalism and the concept of path-dependence it has been possible to create a model in order to explain why those particular policies were chosen when the alternative of free movement was also available. This interest-based account comes in direct opposition with those studies which stress the role of ideas in the policy-process but it also emphasizes the role played by the supranational institutions more specifically the Commission and the court.
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Lyttle, David Michael John. "Democracy, Dictatorship, and Development - European Union Pacific Development Policy in Action: A study of Fijian society since December 2006". Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/3741.
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In early December 2006, the Fijian military seized power in a coup led by the Armed Forces commander Commodore Frank Bainimarama. It was a coup long expected, and Fiji’s fourth since 1987. Internationally, the response was swift imposing sanctions and removing or delaying international aid programmes. This has a potentially significant impact on Fiji because it is one of the largest per capita recipients of developmental aid funding in the world. However, it may also have little impact because, despite such assistance, the Fijian GDP has stagnated with an average growth of under 1% for the last 20 years. Other developmental indicators are also bleak. This thesis thus examines the dichotomy between Fiji’s ODA and its apparent inability to arrest the decline of the Fijian lifestyle and economy. However, to review all international developmental programmes across all sectors of Fijian society, while maintaining contemporary relevance and coherency, is untenable. Therefore, the thesis will focus on the European Union and its external relations with Fiji. The EU is one of the most influential partners for Fiji and is often overlooked by scholars, allowing this thesis to make a valuable contribution to developmental studies in the pacific region. The thesis has selected and examines four sectors of Fijian society, that of the Economy, Governance, Sugar, and Education sectors. This is because they are the sectors that the European Union is presently devoting most attention. Therefore, these areas best illustrate Fijian reaction to the importance and effectiveness of EU involvement. Overall, the thesis intends to demonstrate both the efficacy and the attitudes of local representatives to foreign aid programmes, and ultimately provide a unique ‘inside looking out' perspective not typical of publications about Fiji.
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Forsén, Sven Johan Richard. "Investigating Swedish Trade Unions’ Labor Market Preferences: the role of union member labor market risk exposure and the white-collar/blue-collar union divide". Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-380569.
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In the literature on the emergence of the welfare state, the strength of trade unions and the organized working class is often touted as the primary driving force behind the welfare state project. Furthermore, much of the previous literature has tended to assume union homogeneity across countries, federations, industries and professions. What is conspicuously lacking from the current political science literature is a systematic analysis of real-world trade unions’ choice of labor market advocacy focus. Using a qualitative approach and studying both published union material as well as conducting a number of elite interviews with high-level union officials, this thesis studies the degree to which Swedish trade unions’ labor market policy preferences are defined by the union members’ labor market risk exposure and whether the union adheres to white-collar or blue-collar unionism. While the conclusions indeed suggest that labor market risk and blue-collar/white-collar unionism do have a systematic impact on cartain aspects of trade unions’ labor market advocacy, future “large N” studies utilizing alternative methodological approaches will be required to draw more easily generalizable conclusions.
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Rudolf-Cibien, Miguel. "Still a stronghold of welfare governance? A Critical Reading of the EU’s Educational Policy in a Neoliberal Era". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23838.
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In the last decades, the EU’s policy on education has become increasingly geared towards serving the economy. While some have been quick to label these changes as neoliberal, this is not such an obvious analysis considering that European education systems are still well-known for their welfare governance. This research attempts to clarify the relation between the EU educational policy and neoliberalism. Inspired by post-foundational discourse theory, we conducted a discourse analysis of three key European Union educational policy documents. Extending on a frame of 20 years, our analysis identifies an incremental neoliberalization of the policy as well as a number of conclusive similarities with neoliberal rationality. We contribute in showing how the economic dimension of the EU educational policy has not so much replaced the other objectives than it has incorporated them. We also show how contemporary educational policy continues the dynamic of neoliberalization, hinting a further dismantlement of the welfare states system in Europe. Our study stands to reinforce the conceptual link between European education and neoliberalism and as such contributes to the understudied ideational perspectives on the topic, complementing some shortcomings left by the mainstream theories, like neo-functionalism and liberal intergovernmentalism.
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Poláčková, Veronika. "Realizace vzdělávací politiky EU v ČR". Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74305.
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Thesis describes development and current state of European Union's Education policy. It focuses mainly on Erasmus programme and its implementation in the Czech Republic on example for five universities in Prague. First part describes history of Education policy from EU's establishment to formation of strategy Europe 2020 and it pays attention to authorities and institutions that influence education in the EU. Second chapter introduces Lifelong Learning Programme and other community programmes supporting education. Moreover it deals with operational programmes in the Czech Republic. Third, last one, part focuses on Erasmus programme, its practical use in the Czech Republic, and specifically on five selected universities in the capital city.
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Aman, Robert. "Impossible Interculturality? : Education and the Colonial Difference in a Multicultural World". Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106245.
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An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.Fokus för denna avhandling är spridningen av begreppet interkulturalitet inom utbildning. Utbildningspolicy, akademisk litteratur och mängden kurser i högre utbildning ägnade åt begreppet vittnar alla om dess betydelse i försöken att förena det kulturellt partikulära med det universella. Med Europas koloniala förflutna i åtanke och dess skapande av hierarkier mellan vad som definieras som kunskap, ämnar denna avhandling undersöka vilka kunskaper som krävs för att bli interkulturell. Syftet är framför allt att besvara frågan vad som händer med interkulturalitet om kulturella skillnader istället förstås som koloniala skillnader. Utifrån ett dekolonialt perspektiv som fokuserar på hur skillnader skapas och upprätthålls utifrån föreställningar om kulturella identiteter, analyseras EU-policy, akademisk litteratur samt intervjuer med studenter som avklarat en kurs i interkulturalitet. Analysen visar på hur interkulturalitet, i dess nuvarande tappning, riskerar fastna i en singulär europeisk utblick på världen upphöjd till universell lag. Snarare än att mildra eller förändra maktrelationer och skapa möjligheter till mellanmänskliga möten, riskerar därför interkulturaliteten att bidra till fortsatt förtryck av den som anses kulturellt annorlunda. En alternativ utgångspunkt står att finna i en annan översättning av interkulturalitet – interculturalidad – hämtad från ursprungsbefolkningarnas kamp för att bli synliggjorda, att dela makten, på den offentliga arenan i Bolivia, Ecuador och Peru. Genom att lyfta fram begreppet interculturalidad, som just har sitt ursprung i singulariteten och bär med sig själva erfarenheten av kolonialism, tillförs en möjlig distansering från interkulturalitet med dess implicita eurocentrism. Avslutningsvis argumenteras för att befrielse från kolonialismens ok kräver att interkulturalitet omkodas som inter-epistemisk.
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Fárová, Petra. "Dlouhodobé přínosy vzdělávacích programů". Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76085.
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The aim of the thesis is to evaluate long-term contributions of selected training programmes focusing on the adaptability and competitiveness of human resources. Contributions will be analyzed in two training programmes of city Pelhřimov, which are supported by European Social Fund, specifically by the Operational Programme Education for Competitiveness. Long-term contributions of educational programmes are primarily individual - for the learners, but also societal - for employers and the entire state.
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Harabinová, Kamila. "Stabilizačná rola EÚ v Afrike na príklade vojenských misií". Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192554.
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The master thesis is dedicated to the stabilization role of the European Union in Africa with focus on the military training missions in Somalia and Mali. The aim is to analyze and evaluate their prosperity and additionaly to draw conclusions about the future involvement of these types of missions in Africa, since the military missions with the civilian aspects seem to be the perspective way of the EU engagement in Africa. The thesis is also supported by the evaluation of the socioeconomic cooperation which is also crucial for the stabilization role of the EU in Africa.
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Kocurková, Pavlína. "Operační program vzdělávání pro konkurenceschopnost (strukturální fondy EU ve vzdělávání)". Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75500.
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This diploma thesis is focused on the European Policy for economic and social cohesion, its goals and financial instruments. Four Structural Funds allow the European Union (EU) to grant financial assistance to resolve structural economic and social problems in the member states of the EU. The thesis concentrates on one of the Structural funds, namely the European Social Fund (ESF), the main financial instrument allowing the Union to realise the strategic objectives of its employment policy. The Human Resources and Emplyment Operational programme, the Prague -- Adaptability Operational Programme and the Education for Competitiveness Operational Programme are the Czech Operational programmes financed by the ESF. The last one is then closely described and attention is aimed mainly at the Priority Area 2.3 -- Developing human potential in research and development. The practical part of the work deals with the characteristics of the project cycle from the point of view of the Ministry of Education and with the analysis of projects applied in the Priority Area mentioned above.
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Heidmann, Mickaël. "Transferts et formation des jeunes footballeurs en Europe : du " rêve sportif " à la régulation politique : une socio-ethnographie politique au coeur des institutions européennes". Phd thesis, Université de Strasbourg, 2013. http://tel.archives-ouvertes.fr/tel-01071735.
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Qu'est-ce que l'Europe politique et l'Europe du sport peuvent faire afin de mieux former les jeunes footballeurs et de mieux les protéger au cours d'un transfert ? Cette interrogation permet aisément la lecture de ce qui est en jeu à la jonction entre le champ sportif et le champ politique. Cet espace de positions sociales que constitue le football européen voit s'affronter des acteurs du mouvement sportif d'un côté, avec d'autres agents issus des institutions européennes. Nous démontrerons comment répondre politiquement à un problème footballistique, ce qui passe par une volonté politique de haut-niveau. Ainsi, le processus de policy-making résulte d'un compromis rendu obligatoire par l'autonomie et la spécificité dont bénéficie le football. La coordination entre les autorités publiques et le mouvement sportif sera un élément prépondérant de contrôle et de régulation pour faire face aux défis actuels dans le monde du football, dans lequel les Nations conservent le véritable pouvoir.
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Veisová, Beáta. "Hodnocení efektivity nastavení pracovních stáží v rámci programu Erasmus+". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358180.
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Vařeková, Petra. "Vzdělávací politika Evropské unie a otevřená metoda koordinace". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-332848.
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The diploma thesis deals with the use of the open method of coordination in education policy of the European Union. It views the open method of coordination as a tool based on exchanges of good practice and on mutual learning processes. The aim of this thesis is to determine whether the European Union managed to create an effective coordination mechanism through the open method of coordination in the field where the EU can only intervene to support the action of Member States. Research focuses on the Education and Training 2010/2020 work programme whose origin and implementation is connected to the use of the open method of coordination in education policy. The effectiveness of the open method of coordination in the field of education and training is assessed through two criteria. The thesis examines whether the method contributes to achieving greater convergence towards the main EU goals in education and training and whether it support spreading of good practice between Member States. The ability of the open method of coordination to contribute to greater convergence towards the main goals is assessed through European benchmarks of the Education and Training 2010/2020 work programme and through the convergence capacity - the ability of the method to converge education policies of Member States in the...
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Chang, Chun-Chi y 張鈞淇. "The Study of Current Policy of Higher Education in European Union". Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107NCHU5212003%22.&searchmode=basic.
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碩士國立中興大學
教師專業發展研究所
107
Higher education plays an essential role in Europe''s collective well-being, creating new knowledge, transmitting it to students and fostering innovation. Within Europe, national and regional governments are responsible for education and training systems and individual higher education institutions have considerable autonomy in organising their own activities. However, many challenges facing higher education are similar across the EU. The role of the European Commission is thus to support the efforts of public authorities and institutions themselves to modernise Europe''s higher education systems to respond to today''s social and economic challenges. This study aimed to examine the current policy of higher education in European Union through document analysis. The purposes of this study are as below: 1. to investigate the background of the current EU higher education policy; 2. to explore the contents of the current EU higher education policy; 3. to analyze the effects of the current EU higher education policy; 4. to dissect the inspirations of the current EU higher education policy. Integrating research results, the conclusions of this study are as follows: 1. The background of the current EU higher education policy was based on Treaty of Rome signed in 1957. Historical development can be divided into five periods: (1) the foundation for the establishment of higher education: 1957-1985; (2) the period of higher education treaty: 1985-1992; (3) the knowledge-based period of higher education: 1993-1999 (4) The completion period of higher education integration: 2000-2009; (5) The period of higher education quality: 2010 to date. 2. The current EU higher education policy are Erasmus＋ Programme, Horizen 2020 and key priorities of the field of higher education in European Education Area. 3. The current EU higher education policy is characterized by dynamics, integration, coherence, practicality, science and transnationality; there are also problems at the policy implementation level. 4. The reflections on the current EU higher education policy include five aspects: control the number of graduates in higher education, establish a quality assurance mechanism for higher education, promote international education cooperation and mobility, strengthen reinforce cooperation and innovation in institutions and research, and raise funds for higher education.
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March, Evangelia. "Inclusive educational practices for students with disabilities within the European Union /". 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337860.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4292. Adviser: Janet S. Gaffney. Includes bibliographical references (leaves 189-208) Available on microfilm from Pro Quest Information and Learning.
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Kuo, Hsiu-Hua y 郭秀華. "A Study on the Development of Higher Education Policy of European Union". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/81127543321354854296.
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碩士淡江大學
歐洲研究所
85
Just after the European Union had been established, policy and issues in the field of higher education were not in the center of discussions and were not considered as important by the six countries of Western Europe. They were only concerned with the economic issues. Only after the middle of seventies, the European Union actively began to consider promoting mutual collaboration in the field of education.It is at this time that some relative resolutions passed through. But due to the fact that each countrysees higher education as an absolute field for sovereignty, the development of the wishes and actions for a collaboration on the level of the European Union, has always been more symbolic than realistic and has lacked a catalyzer for providing enough dynamic impact for a concrete implementation. Hereafter, there were four phases in the development of the higher education policy of the European Union :(1)The first phase (from 1976 to 1986);(2)The second phase (from 1986 to 1990);(3) The third phase (from 1990 to 1994);(4) The fourth phase(from 1995 to 1999).The development of the highe education policy of the European Union is trcnding towards a federalistic approach and in fields where regional competencds are not enough, it belongs to the central power (the European Union ) to actively decide global measures. The ways the European Union adopted to develop its higher education policy are as following: the establishment of specialized main organizations and the division of powers, the rational legal basis provided by the Treaty, mutual reaction in participation chosen in the realization of action programmes and measures and the common establishment of country scale information networks for providing the newest information or statistic in the field of deucation. The purpose of this study is to discuss the process, the present situation, the results and the future trends of the development on the higher education policy of the European Union. There are cix chapters:The first chapter is about the background of devel opment on the higher education policy of the european Union; The second chapter is about the process of this development; The third chapter is about the content of the higher education policy of the European Union; The fourth chapter is about the external relations of the higher education policy; The fifth chapter is about the future development of the higher education policy; The last chapter is the conclusion.
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Redford, Dana Thacher. "The state of entrepreneurship education in Portugal: an empirical study on a nascent system in the European Union policy framework". Doctoral thesis, 2008. http://hdl.handle.net/10071/2466.
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JEL Classification: L26 - Entrepreneurship; J48 - Public PolicyPortugal has a nascent entrepreneurship education system at the post-secondary level that aims to address several areas within the European Union policy context. This research finds that Portugal is more than 20 years behind the United States in the development of educational offerings in this area. During the academic year 2005/2006 only 826, or 0.2%, of students at the post-secondary level in Portugal participated in an entrepreneurship class. Currently only 14.8% of students believe that the Portuguese educational system develops a state of mind that encourages the creation of new firms. In developing policy in this area findings highlight regional differences, gender considerations as well as the prominence of the “public sector” mindset or predisposition of post-secondary students relating to their first job experience are important factors to consider. The few courses in Portugal that do exist focus too heavily on teaching business plan development and are almost exclusively located in the area of management. The reliance on lecture formats instead of experiential learning techniques needs to evolve if this area is to move from being teacher-centered to learner-centered. Of the universities that offer courses, 33% also have centers for entrepreneurship and several more (23.8%) plan to develop one on their campus. Portuguese professors believe that entrepreneurship education will positively evolve in quality and quantity in the future. This is good news, as it was found that 63.7% of post-secondary students believed in the possibility of owning their own business in the future.
O ensino do empreendedorismo em Portugal começa a evidenciar-se ao nível do ensino pós-secundário, como resposta a áreas de necessidade identificadas no contexto das políticas da União Europeia. Este estudo revela um atraso de Portugal de mais de 20 anos em relação aos E.U.A. no que toca à educação do empreendedorismo. Em Portugal, no ano lectivo de 2005/2006, apenas 826 (0,2%) alunos do ensino pós-secundário participaram em aulas de empreendedorismo e apenas 14,8% destes alunos crê que o sistema educativo actual promove uma mentalidade que encoraja a criação de empresas. Este estudo evidencia importantes factores que devem ser considerados quando se desenvolvem políticas na área do empreendedorismo, nomeadamente o género, a predominância de uma certa mentalidade do “sector público” e a primeira experiência dos alunos no mercado de trabalho. A parca oferta de ensino do empreendedorismo em Portugal encontra-se no campo da Gestão de Empresas e foca-se predominantemente no ensino do desenvolvimento de planos de negócio. Os cursos oferecidos seguem linhas teóricas e não utilizam técnicas de ensino prático, o que terá de evoluir de forma a se focarem na experiência do aluno, potenciando deste modo a aprendizagem. Em Portugal, das universidades que oferecem cursos nesta área, 33% também providencia Centros de Empreendedorismo e 23,8% planeia desenvolver um centro no seu campo universitário. No entanto, o panorama apresenta-se positivo já que os professores acreditam que a educação de empreendedorismo em Portugal irá evoluir, quer em quantidade como na qualidade dos cursos oferecidos. Este é um cenário positivo, já que 63,7% dos alunos Portugueses do ensino pós-secundário ponderam ter o seu próprio negócio.
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Lyttle, David M. J. "Democracy, dictatorship and development : European Union Pacific development policy in action : a study of Fijian society since December 2006 : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in European Studies in the University of Canterbury /". 2009. http://hdl.handle.net/10092/3741.
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Isakova, Alina. "Knowledge for inclusion: strategies and implementation of social and structural integration of refugees in European Union through multifaceted orientation, education, and training programmes". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304750.
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This work is an attempt to outline prospects of theoretically and practically justified refugees' integration in its initial levels through orientation and education programmes using previous and present positive experience, but also taking into consideration the letter of International Law and Human Rights, moral and ethical perspective, so direct and prospective benefits for all the parties concerned, i.e. the EU, nation-states, communities, citizens, newcomers. The main focus is on multifaceted Orientation, Education, and Training Programmes (OETPs) that are presented as one of the most significant tools of social and structural integration into state's and public spheres. Presence of OETPs is being traced in theoretical framework, political discourse, and practical implementation of integration policies at different levels of the EU realm. There is a stress made on policy design, implementation, and evaluation provided by national governments and local authorities so role of civic sector, activities of UNHCR, and community level enterprises. .
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Ozturk, Yasin. "Negotiating modernity : early childhood education policy development in Turkey in the context of seeking European Union membership---a case study of the General Directorate of Preschool Education /". 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3301207.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0499. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 169-177) Available on microfilm from Pro Quest Information and Learning.
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Christofferson, John. "The Common Security and Defence Policy of the European Union and its Effect on Sweden's and Austria’s Basic Officer Education : a Comparative Approach". Thesis, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-4721.
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Background: In 2009, the European Union (EU) adopted the Common Security and Defence Policy (CSDP). This contributed to an already on-going change amongst the armed forces of the Union. No previous research has examined how the skills required of young officers in the EU are taught at the Basic Officer Education within either Sweden or Austria. Purpose: This thesis examines to what extent the skills needed of young officers in a CSDP-environment are taught during the Basic Officer Educations in Sweden and Austria. The purpose is to conclude if the Swedish and Austrian Basic Officer Educations are complying with the political wills of their respective countries, to adapt their armed forces to the EU and CSDP. Method: The author compares the Swedish and Austrian Basic Officer Education by examining curriculums and syllabuses, as well as conducting expert interviews with officials at the schools and comparing the results. The educations are examined based on how they educated the concept of CSDP and how interoperability and a European culture of defence are promoted. Conclusion: The results show that both Sweden and Austria educate their cadets in the CSDP and take measurements to promote interoperability and a European culture of defence. The results suggest that Austria does so to a further extent. Based on the results, the author suggests increased exchanges, Pooling & Sharing during Basic Officer Education and further developments towards a common European Basic Officer Education.Erasmus
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Hulík, Vladimír. "Indikátory a benchmarky jako nástroj vzdělávací politiky EU". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-298611.
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Vladimír Hulík: Indikátory a benchmarky jako nástroj vzdělávací politiky EU 2 Abstract This Diploma Thesis focuses on the issue of indicators and benchmarks in the European education policy. Theoretical concepts linked with these questions are introduced in the first part - the theory of europeanization, open method of coordination, theory of benchmarking (especially focused on the public sector) and politics of indicators as a critical eye in this field. In the second part, the historical development of the European education policy is described and the growth of its importance during the last 20 years. Three iniciatives of the European education policy are identified in which the indicators and benchmarking methods are used. The last part aims to study mutual relations among indicators (for which the benchmarks are set) through the use of the correlation matrix (Pearson's correlation).
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Anastasiadis, Katerina. "The Case of high unemployment among young post-secondary graduates in Greece and the context of the Greek fiscal crisis". Thesis, 2012. http://hdl.handle.net/1828/4270.
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This research focuses on an issue that has persisted in Greece over recent decades – long-term youth unemployment. The issue has worsened in the last few years, however, in particular following unprecedented historical times caused by a worldwide economic recession that hit Greece particularly hard. This recession that was triggered by events in the United States in 2008, set off a worldwide recession, the effects of which continue to affect countries like Greece today. It is in this context that the post-secondary graduate unemployment rate in the country soared to 20% in 2010 and has since continued to follow an upward trend. What is more, the Greek economy, with debt to Gross Domestic Product (GDP) ratio reaching more than 140% in 2010 and 165% in 2011, is not showing signs of improvement. This situation is far from encouraging for unemployed Greek youth. Grounded theory (GT) methodology is undertaken in this study which borrows from both Glaserian and Straussian GT method approaches. A Constructivist Grounded Theory perspective is used to interpret findings as the thesis analyses barriers to employment, understandings and coping mechanisms in relation to Greek graduate unemployment and identifies prospects for the future. Six participants were recruited through convenience sampling and informed research through in depth interviews. Unemployed post-secondary graduates interviewed in this study offered uniquely grounded data to inform my analysis and shared timely information amidst the challenging context of the Greek fiscal crisis. The situation has gained much international attention and opened the door for re-thinking and new possibilities. Given that the economic situation in the Eurozone is inextricably linked to the conditions in its member states, this study considers employment policy in both Greece and the European Union (EU). The thesis concludes by suggesting some potential areas for further research.Graduate
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Houšková, Helena. "Profesní vzdělávání pedagogických pracovníků v ČR - současnost a možnosti celoživotního vzdělávání se zaměřením na vybrané instituce". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307084.
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anglicky The work is focused on professional training of teachers in terms of the concept of lifelong learning. Notes the role and importance of universities in the context of modernization of the content ofteaching profession and its importance for the development of the whole society. Attention is focused on the specific activity of the implementation of programs of continuing professional education of teachers in further education at nine faculties in the Czech Republic. Through comparison and analysis of educational programs, information resources brings lifelong appreciation of the performance features of high schools as a contribution to the development of socially relevant competence and professional groups throughout the company. Specifies the notion of a European educational policy in the field of training and competence development of teachers and works with comparative approaches to the professional education of teachers in selected European countries (Great Britain, Germany, Finland, Poland). Based on the results of internal analysis and comparison with the surroundings gives examples of good practice and recommendations for improvement activities in the field of further education. Keywords: lifelong learning, vocational education, teacher training, further education for teachers, high...
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Crawley, Lucie. "Organizace občanské společnosti podporující zaměstnanost rodičů v Praze a Středočeském kraji (2010 - 2012)". Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322148.
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Diploma thesis "Civil Society Organizations supporting employment of parents in Prague and Central Bohemian Region (2010 - 2012)" deals with the mapping of supply of civil society organizations in the area of Prague and Central Bohemia in the years 2010 - 2012, which aim to promote employment of parents. In the empirical research are included programs of personal and professional development of clients, help with their orientation in the labour market, advice on a finding new work (including setting up own business) and programs that are focused on working with employers and reconciling family and working life. In view of the fact that these organizations offers, of course, to some extent dependent on the characteristics of the Czech Republic, family and employment policies of the state and the European Union, the thesis contains also a summary of key facts that are related to this area. In conclusion, this thesis contains not only an analysis of research outputs, but as well as a draft recommendations, which could lead to improvement of the situation.