Artículos de revistas: "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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Numgaudienė, Ariana y Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries". Pedagogika 113, n.º 1 (5 de marzo de 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.

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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.

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Bruce, Alan y Teemu Patala. "Sending Online Training Concept – Competency-Based, Adaptive Learning in Data Science for ICT Professionals". EDEN Conference Proceedings, n.º 1 (16 de junio de 2019): 51–59. http://dx.doi.org/10.38069/edenconf-2019-ac-0007.

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

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Rogulska, Oxana y Olga Tarasova. "Polish Experience of Foreign Language Teachers’ Training". Comparative Professional Pedagogy 9, n.º 2 (1 de junio de 2019): 13–19. http://dx.doi.org/10.2478/rpp-2019-0014.

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AbstractStudying the experience of foreign language teachers’ professional training in developed foreign countries opens up new opportunities for improving the system of pedagogical education in conditions of its adaptation to the requirements of the European educational space. Of a significant scientific interest are the progressive achievements of countries that demonstrate a high level of foreign language teachers’ professional training in accordance with international standards; have rich historical traditions of education that contributes to their leading role in science and education at the regional and global levels; have gained considerable experience in the field of foreign language teachers’ professional training in the new socio-cultural conditions. It is emphasized that the language policy of the European Union demonstrates the crucial importance of language learning in the integration processes. It is also underlined that in modern international documents on the modernization of the foreign language teachers’ professional training it is stated that modern educational transformations should facilitate the implementation of a European dimension in the foreign languages teachers’ training. The establishment of new values related to the search for a multicultural, multi-ethnic and multi-linguistic Europe depends to a great extent on the ability of the teacher to develop a European consciousness and an individual sense of moral responsibility in a pluralistic society. The paper presents the results of collective scientific research, in particular, the peculiarities of the foreign language teachers’ professional training in Poland are presented and the recommendations on the creative use of constructive ideas of the progressive experience in the process of updating the system of pedagogical education are outlined.

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Efremova, Nadezhda F., Besarion Ch Meskhi y Svetlana V. Shvedova. "LA QUALITY ASSURANCE IN THE CONTEXT OF EUROPEAN INTEGRATION". Journal of Supranational Policies of Education (JoSPoE), n.º 10 (10 de julio de 2020): 40–56. http://dx.doi.org/10.15366/jospoe2019.10.003.

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The article provides information on problems of the education internationalization, the basic principles of integration of higher education and programmes aimed at ensuring the quality of training in European and Eurasian educational spaces. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for relevant quality management of education. The construction of an effective system for ensuring and assessing the quality of education in many countries of the world, including Russia, is one of the priorities of the national educational policy. This article is aimed at expanding knowledge about the integration processes in the field of education by using new teaching technologies, research and debates on topics related to the history, politics, economics and legislation of the European Union, as well as EU relations with other regions of the world.

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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching". Journal of Intercultural Management 9, n.º 4 (1 de diciembre de 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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

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Filipenko, Anton. "PRINCIPLES AND INSTRUMENTS OF INTERNATIONAL ENVIRONMENTAL POLICY". Actual Problems of International Relations, n.º 135 (2018): 62–69. http://dx.doi.org/10.17721/apmv.2018.135.0.62-69.

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The article analyses main principles and mechanism of international environmental policy of the different economic levels. Particularly is evaluated the role of United Nations, European Union and national states in framework of sustainable concept of economic development and Millennium development goals. Are used market-based instruments such as taxes, subsidies and certificates, quantitative methods of regulation; government spending on public goods, environmental investments (e.g. water pollution) and planning environmental education etc. Among the institutional instruments of the international environmental policy are first of all three types of international agreements depending of deploying of situation in global environment. The focus of main environmental problems, according to the OECD / Eurostat classification, include air pollution control, water management, solid waste management, soil remediation and purification, noise reduction and vibration, environmental research and development, environmental commitments and engineering, analytical services, data processing, analysis and evaluation, education, training, and information.

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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa". Journal of Education and Research 11, n.º 1 (18 de mayo de 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.

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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.

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Pelinescu, Elena y Mihaela Simionescu. "Higher Education Policies and Employability of University Graduates in the EU-28". Journal of Intercultural Management 11, n.º 3 (1 de septiembre de 2019): 105–33. http://dx.doi.org/10.2478/joim-2019-0020.

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Abstract Objective: The main purpose of this research is to analyze and reveal if the recent policy measures in higher education carried in European Union member countries have had a significant impact on the labour market integration of university graduates. Methodology: We selected a set of indicators that were common in the 2015 and 2016 editions of Structural Indicators for Monitoring Education and Training Systems in Europe and could offer an image of intensity of higher education policies in relation with labour market at European level. We further used these measures to test for any significant effects of the policies on the integration of graduates in the labour market. Findings: We found significant effects of various policy measures in high education in the European countries. We estimate a positive role for factors like monitoring of completion rates, requirements for the staff to have higher education, presence of educational guidelines, and recognition of formal and informal learning for entry in higher education. Value Added: This is the first study to address the impact of high education policies carried in European countries on the integration of college graduates. The study is distinct through both the design of new measures of higher education policy in Europe as well through testing whether the intensity of policies carried for higher education has affected the employability of young graduates or not. Recommendations: The results of this empirical research allow us to make some recommendations for improving the insertion of young graduates on European labour market.

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Binytska, Kateryna. "TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH". Educological discourse, n.º 3-4 (2019): 294–305. http://dx.doi.org/10.28925/2312-5829.2019.3-4.294305.

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The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.

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Maslov, Yurii. "TRANSFORMATIONAL ASPECTS OF THE EUROPEAN UNION STRATEGY FOR THE DANUBE REGION". Baltic Journal of Economic Studies 5, n.º 3 (1 de agosto de 2019): 108. http://dx.doi.org/10.30525/2256-0742/2019-5-3-108-115.

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The attention of the supranational level to transboundary regions increased with the development of regional policy. The reform of the European structural funds, the concepts of equalization and identification of the endogenous potential of regions led to the intensification of cross-border cooperation. Of course, this is not only the merit of the European Union; the growth of Euroregions stimulated financial support, and this led to a new round of growth of Euroregions in the EU territories. The purpose of the article is to determine problems of transformational aspects for elaborating and improving the European Union Strategy for the Danube Region up to the condition of its possible implementation, as well as propose specific measures for its step-by-step implementation until 2020. The European Grouping for Territorial Cooperation (EGTC) is another initiative created in the zonal field of Euroregions for greater cohesion with the supranational level. Most of the EGTC members are located in Eastern and Southern Europe. Moreover, if on the early stages EGTC were projects for the implementation of exclusively cross-border cooperation, then since 2012 they began to be created as platforms for cooperation between cities of different EU member states. EU regions are very diverse from a cultural and historical point of view and have different levels of socio-economic development. In the Danube region over the past two decades, fundamental changes have occurred, taking this into account, the article highlights several strategic directions of development. 1) Geographical association of Europe and the East. There is a huge potential for the development of existing transport and trade links. 2) The developed infrastructural architecture of the education system. Including different universities, but the quality of training varies. Education and training should be linked to the needs of the labour market, along with supporting student mobility throughout the entire Danube region. 3) The presence of millennial traditions of cultural, ethnic, and natural diversity. The presence of large cities and world heritage sites, including the concentration of capitals and cultural centres. This requires a modern approach to tourism offers and infrastructure so that both the guest and the host can get profit from this activity. 4) The ability to optimize and improve the use of renewable energy sources, such as water, wind biomass, thermal springs. There are also wide opportunities for improving energy efficiency by enhancing the efficiency of energy demand management and modernizing building and logistics. These measures will facilitate the transition to a low-carbon economy. 5) Availability of natural wealth: unique fauna and flora, the most valuable water resources and unique landscapes (for example, the Danube Delta, the Carpathians). They must be in constant preservation and recovery. Each designated area contains priority recommendations in various fields of activity. The transformational optimization strategy proposed by the author provides a stable framework for the policy of integration and cohesive development of the Danube region. It establishes priority areas aimed at creating the EU Region of the 21st century.

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Labas, Istvan, Eva Darabos y Tunde Orsolya Nagy. "Competitiveness - higher education". Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, n.º 1 (1 de marzo de 2016): 11–25. http://dx.doi.org/10.1515/sues-2016-0002.

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Abstract Involvement of European Union plays an important role in the areas of education and training equally. The member states are responsible for organizing and operating their education and training systems themselves. And, EU policy is aimed at supporting the efforts of member states and trying to find solutions for the common challenges which appear. In order to make our future sustainable maximally; the key to it lies in education. The highly qualified workforce is the key to development, advancement and innovation of the world. Nowadays, the competitiveness of higher education institutions has become more and more appreciated in the national economy. In recent years, the frameworks of operation of higher education systems have gone through a total transformation. The number of applying students is continuously decreasing in some European countries therefore only those institutions can “survive” this shortfall, which are able to minimize the loss of the number of students. In this process, the factors forming the competitiveness of these budgetary institutions play an important role from the point of view of survival. The more competitive a higher education institution is, the greater the chance is that the students would like to continue their studies there and thus this institution will have a greater chance for the survival in the future, compared to ones lagging behind in the competition. Aim of our treatise prepared is to present the current situation and main data of the EU higher education and we examine the performance of higher education: to what extent it fulfils the strategy for smart, sustainable and inclusive growth which is worded in the framework of Europe 2020 programme. The treatise is based on analysis of statistical data.

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Pesquera Alonso, Carlos, Práxedes Muñoz Sánchez y Almudena Iniesta Martínez. "Youth Guarantee: Looking for Explanations". Sustainability 13, n.º 10 (17 de mayo de 2021): 5561. http://dx.doi.org/10.3390/su13105561.

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Aiming to tackle the high levels of youth unemployment and rates of Not Employed, in Education, or Training (NEET), the European Union launched the flagship policy Youth Guarantee in 2013. In this article we evaluate this policy in order to reveal the lessons it can teach us and possible ways for its improvement to achieve a sustainable active labor market policy. We use the data collected through the Indicator Framework for Monitoring the Youth Guarantee to analyze the policy impact, limited to some of the countries with the highest NEET rates: those of the Mediterranean European Economic Area (Cyprus, Greece, Italy, and Spain). We used the data to create regression models for the evaluation of policy measures, spread, and achievements. In our findings we reveal the importance of time in the policy implementation, the differences and commonalities between the countries, and hidden problems in the data collection that lead to biases and misleading results. We conclude that it is too soon to judge the usefulness of the policy and recommend an improvement in the data collection process.

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Білявець, Сергій. "PECULIARITIES OF POLICE PROFESSIONAL TRAINING IN THE EUROPEAN UNION (END OF THE XX - BEGINNING OF THE XXI CENTURY". Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 24, n.º 1 (26 de abril de 2021): 17–29. http://dx.doi.org/10.32453/pedzbirnyk.v24i1.627.

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The article presents the results of the analysis of regulatory and scientific sources, which reveal the features of police training for EU countries at the end of the 20th and the beginning of the 21st centuries. It was found that the integration of European states in the second half of the 20th century and the first decade of the 21st century contributed to the fact that the system of police training was changing in accordance with the changes in the political and socio-economic situation in individual EU countries and in the Community as a whole. The police training system itself is part of the integration processes within the framework of the integration of the EU law enforcement and police systems. Features such as the practical orientation of training, its continuous nature, and its close relationship to practice are characteristic of all police training institutions in EU countries. At the same time, EU countries are ambivalent about the innovations proposed by the 1999 Bologna Convention. States with established educational systems (Austria, Belgium, Cyprus, Denmark, France, Germany, Luxembourg, Malta, the Netherlands, Portugal, Sweden, and the United Kingdom) are more conservative and less inclined to abandon their own educational standards, unlike Eastern European states that pursue radical reform policies, including reforms in police training. In police education programs, a significant number of hours are devoted to the development of skills and abilities to work with scientific and technological means, which are extremely widely used in police work in foreign countries. It was also found that police officers are thoroughly and comprehensively prepared for close interaction of national services, both through Interpol and directly with each other. At conferences, symposiums, seminars, exchanges of experience and delegations, increased attention is certainly given to police training.

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Widyahening, Indah S., Rodri Tanoto, Fedri Rinawan, Elsa P. Setiawati y Zorayda E. Leopando. "Does the establishment of universal health coverage drive the foundation of postgraduate education for primary care physicians?" Medical Journal of Indonesia 26, n.º 2 (18 de agosto de 2017): 141–51. http://dx.doi.org/10.13181/mji.v26i2.1857.

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Background: Studying the formation of postgraduate training in primary care within countries which has attained Universal Health Coverage (UHC) is important to support the development of similar training in low-and middle-income countries aiming to achieve UHC by 2030. This review aims to describe the state of postgraduate training for primary care physicians in UHC-attaining countries.Methods: A literature review of published literature and official documents from the websites of regional and global health/primary care organizations or societies such as World Health Organization (WHO), World Organization of Family Doctors (WONCA), European Forum for Primary Care, European Union of General Practitioners (GP)/Family Physicians (FP), European Academy of Teachers in GP/Family Medicine (FM), as well as the websites of GP/FP organizations in each of the respective countries. The list of UHC attained countries were identified through WHO and International Labor Organization databases.Results: A total number of 72 UHC-attained countries were identified. Postgraduate education for primary care physicians exists in 62 countries (86%). Explicit statements that establish primary care postgraduate training were corresponded with the policy on UHC is found in 11 countries (18%). The naming of the program varies, general practice and family medicine were the commonest. In 33 countries (53%), physicians are required to undertake training to practice in primary level. The program duration ranged from 2–6 years with 3 years for the majority.Conclusion: Although UHC is not the principal driving force for the establishment of postgraduate training for primary care physicians in many countries, most UHC-attaining countries make substantial endeavor to ensure its formation as a part of their health care reform to improve national health.

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Iatridou, Despoina, Ana Bravo y Jimmy Saunders. "One Health Interdisciplinary Collaboration in Veterinary Education Establishments in Europe: Mapping Implementation and Reflecting on Promotion". Journal of Veterinary Medical Education 48, n.º 4 (1 de julio de 2021): 427–40. http://dx.doi.org/10.3138/jvme-2020-0019.

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One Health recognizes the interconnection of people, animals, and the environment and encourages a multidisciplinary approach. Several high-level European and global policy recommendations call for close intersectoral collaboration to better understand and manage health challenges faced today. Academic education has a fundamental role in preparing all health professionals in that respect. Our research investigates whether, and how, European Veterinary Education Establishments (VEEs) implement interdisciplinarity. We collected data on undergraduate education, post-graduate programs, and academic research through a pan-European survey. Our aim was to identify policy actions that could encourage cross-sectoral education and a culture of One Health at universities. Input from 41 VEEs showed that interdisciplinary education for undergraduates is still in the early stages. The models of academic structure, undergraduate curricula, and education policies established so far hinder interdisciplinarity. One Health interdisciplinary post-graduate education is easier, at least in some countries, while research successfully integrates multidisciplinary interdisciplinary and transdisciplinary approaches . To conclude, we propose five recommendations to promote interdisciplinary education in veterinary and other curricula and to further encourage the intersectoral cooperation in research: (1) the need for the development of One Health transdisciplinary competencies across different discipline curricula in the European Union (EU); (2) the need for an integrated strategy of university structures and policies (for undergraduates and post-graduates) to encourage and support interdisciplinarity; (3) the need for a harmonized approach to academic education via accreditation; (4) the need for appropriate legislation to facilitate interdisciplinary training; and (5) the need to encourage One Health research.

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Asderaki, Foteini y Olga Sideri. "Teaching EU Values in Schools through European programs during COVID-19 pandemic. The “Teachers4Europe: setting an Agora for Democratic Culture” Program". HAPSc Policy Briefs Series 1, n.º 1 (30 de junio de 2020): 259. http://dx.doi.org/10.12681/hapscpbs.24977.

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The establishment of the European Education Area is fundamental for the development of the European Union of Values. The importance of education is the basis of active citizenship and fundamental values that should lie at the heart of the EU as stated in the Paris Declaration 2015, the EU Leaders’ Agenda at the Social Summit for Fair Jobs and Growth in Gothenburg, 2017 and the new EU strategic agenda 2019-2014. In order to achieve this goal, special attention must be paid to human resources, especially teachers, who, as the main pillars of education, are the key-actors to promote European values. This policy brief outlines the importance of teaching EU values in a digital environment due to Covid-19 pandemic era. “Teachers4Europe setting an Agora for Democratic Culture” program establishes a European network of teachers. Teachers4Europe network challenge is to become the driving force for the promotion of the EU values even in times of social distancing. A prerequisite for promoting EU values lies in the continuous training of teachers and students on issues related to the EU, the reshaping of the curricula, the enhancement of digital skills and digital literacy to advance civic competences and the participation in European programs. The flexibility of European programs offers the opportunity to teachers and students to interact with their peers and stakeholders through e-conferences, e-schools and online lessons. Through this process, effective policy proposals and good practices would emerge, while at the same time alternative forms of education will be established in cases of global crisis as the Covid 19 pandemic.

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Hautvast, Jo, Ibrahim Elmadfa y Mike Rayner. "Policy, trade, economic, and technological aspects of improving nutrient intake and lifestyles in the European Union". Public Health Nutrition 4, n.º 2a (abril de 2001): 325–36. http://dx.doi.org/10.1017/s1368980001001574.

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Summary of recommendations1.A new Nutrition Committee for the European Union1.1 A new Nutrition Committee for the European Union, should be created to give independent scientific and policy advice on nutrition, diets and physical activity to the Commission. This should be supported by a strengthened Nutritional Unit within the Commission.2.Policy development2.1 There needs to be a comprehensive and coherent nutritional policy for the EU2.2 The development of European dietary goals should continue after the completion of the Eurodiet Project.2.3 The European Commission should revise its Recommended Daily Allowances for vitamins and minerals using a systematic, evidence-based approach. Recommended Daily Allowances should be set at a level which would prevent deficiencies and lower the risk of disease.2.4 The European Commission should produce, preferably every four years, a report on the state of nutrition, diet and physical activity in the EU. This report should contain proposals for action3.Components of a nutrition policyEducation3.1 The European Commission should not be involved in the direct delivery of lifestyle advice to the public.3.2 The European Commission should continue to support networks whose members are involved in educating the public and in training professionals about nutrition, diets and physical activity.Research3.3 European Community funding of health-related research should better reflect the Community's public health priorities.3.4 The European Community should ear-mark funds for large, multi-centre studies into nutrition, diet and physical activity with a duration of up to 10 years.Consumer protectionFood labelling3.5 The European Commission should draw up proposals for the regulation of health claims.3.6 The European Community should agree rules for the use of nutrition claims along the lines agreed by the Codex Alimentarius Commission.3.7 The European Commission should review the 1990 Nutrition Labelling Directive particularly with a view to making nutrition labelling more comprehensible and it should encourage the development of other ways of providing consumers with information about the nutrient content of foods though, for example, the Internet.Food composition3.8 The European Commission should review the Novel Food Regulations, particularly with a view to ensuring that the nutritional consequences of consuming novel foods are better assessed and to making approval procedures more efficient.3.9 European Community rules on food fortification and on food supplements should be harmonised but in such a way that the interests of consumers are paramount.Agriculture policy3.10 The Common Agriculture Policy should be subject to a regular and systematic health impact assessment.3.11 Given that there are subsidies under the Common Agricultural Policy designed to increase consumption of surplus food, these should be directed towards promoting the consumption of foods for which there is strong evidence of a need for increased consumption in the EU for health reasons.Special issuesFruit and vegetable consumption3.12 The promotion of increased fruit and vegetable consumption across the EU should be a key aspect of the European Union's proposed nutrition policy.Breast feeding3.13 The European Union should review its policy on breast feeding including assessing and, if necessary, improving its legislation on breast milk substitutes and maternity leave.Physical Activity3.14 The European Union should have a policy for promoting physical activity in Europe. This should be part of, or at least closely integrated with, the European Union's proposed nutritional policy.

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Hrytsenchuk, Olena O., Iryna V. Ivaniuk, Oksana Ye Kravchyna, Iryna D. Malytska, Oksana V. Ovcharuk y Nataliia V. Soroko. "ЄВРОПЕЙСЬКИЙ ДОСВІД РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ В КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕФОРМ". Information Technologies and Learning Tools 65, n.º 3 (1 de julio de 2018): 316. http://dx.doi.org/10.33407/itlt.v65i3.2387.

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The characteristic of teachers’ digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is described. The resources of the digital educational school environment used in the modern system of in-service training of teachers are analyzed. The place of the in-service curriculum for teachers in the sphere of ICT in European countries (Great Britain, Lithuania, Latvia, Estonia, Norway, Netherlands, and Slovenia) is revealed. The educational digital resources and platforms used for the in-service training of teachers in European countries as well as educational professional networks and communities are characterized. The strategy of the European educational policy of ICT using in the educational process in order to improve the teachers’ classroom activity and professional development is described through the requirements for the teachers’ digital competence level improvement. The investigation is the result of the common research of authors’ team in the framework of the scientific topic “The development of teachers’ information and communication competence in the framework of the cloud computing education networks”.

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Sobchenko, Tetyana M. "Development of Digital Competence in the Training of Future Teachers in Ukraine and China". Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, n.º 1 (24 de marzo de 2021): 103–12. http://dx.doi.org/10.52534/msu-pp.7(1).2021.103-112.

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The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

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Samoilenko, Alla. "Features of the European Union countries digitalization in the conditions of globalization". Herald of Economics, n.º 1(99) (1 de febrero de 2021): 46. http://dx.doi.org/10.35774/visnyk2021.01.046.

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Introduction. Developed countries began to digitize their national economies resulting in transformation of human capital with digital and information technologies by making new demands on education. Transformational changes in the conditions of the world society development in the context of globalization put forward the need to reform the system of training, retraining and advanced training, as well as to promote the development of human capital creative abilities in accordance with the needs of the digital economy.The purpose of the study is to provide a scientific bases for the definition of the «digital economy» concept and to distinguish its key components, to outline the digitalization features and identify «digital gaps» in the EU countries using the Index of Digital Economy and Society (DESI).Methods. According to the purpose of the study, modern scientific methods of cognition were used, in particular: general scientific research methods (logical analysis, theoretical grounding, ascent from abstract to concrete, formalization and generalization), as well as the method of statistical observation.Results. The article presents the author’s views on the interpretation of the “digital economy” concept which allowed detailing the individual properties and structural elements of the digital economy. Based on the research by the Organization for Economic Co- operation and Development (OECD), three main components of the digital economy are presented. The infrastructure of the digital economy is identified with market and planning approaches. Using the DESI Index on the example of EU countries, an analysis of five key components was performed, including communications, human capital, the Internet use, integration of digital technologies and digital public services. The current state of digital economy in the EU countries was also presented. The author emphasizes the importance of governments role and their prudent policy to motivate the population to use digital and information technologies, to increase awareness in this area and the overall level of country digitalization.Discussion. The success of the country in the digital economy development will further depend on the national digital and information capabilities, the development of internal infrastructure, the readiness of society for transformational changes, dictated by globalization. The necessary legal framework of the digital economy, balanced state strategies for IT development, formation of the potential for professional skills development and basic ICT literacy, as well as professional career in the information field will result in positive changes in national economies under context of digitalization.Perspectives. Prospects for further research include the need for statistical analysis of the digital economy key components in the regional context of the world countries, actions ranking and sequencing in the theoretical and methodological support of measures to enhance the use of digital and information products by countries.

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Hornstein Tomić, Caroline y Karin Taylor. "Youth unemployment, the brain drain and education policy in Croatia: A call for joining forces and for new visions". Policy Futures in Education 16, n.º 4 (23 de febrero de 2018): 501–14. http://dx.doi.org/10.1177/1478210317751267.

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Since the economic recession and European Union accession, Croatia has seen a drastic increase in the emigration of tertiary-educated young people seeking further qualification and employment abroad. The brain drain has caused grave concern among political parties across the political spectrum and society as a whole. Recently, however, the tone of discourse has turned from accusations of national ‘disloyalty’ to engagement with how to mitigate the push factors for emigration on the one hand, and how to attract educated and successful migrants back to the country on the other. Changes to the education system are seen by experts and the public alike as one of the key factors in reducing the mismatch of prevailing education and training programmes with the specialist knowledge requirements of the domestic labour market and in improving youth employability. However, efforts to introduce urgently needed education reforms have recently been stalled by a lack of political consensus on aspects of a proposed reform package and its implementation rooted in the deep ideological rifts of post-socialist transformation. This contribution investigates how the impact of the brain drain, as well a shift towards recognition of the possible benefits of circular migration, have affected recent discourse on education policy and the growing involvement of non-governmental organizations and initiatives in introducing a more practice-based orientation to education on all levels.

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Protsch, Paula y Heike Solga. "Going across Europe for an apprenticeship? A factorial survey experiment on employers’ hiring preferences in Germany". Journal of European Social Policy 27, n.º 4 (octubre de 2017): 387–99. http://dx.doi.org/10.1177/0958928717719200.

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Owing to the recent recession, the German apprenticeship model is once again praised for smoothing out school-to-work transitions. In line with the social policy shift of favouring education as a key means to combat youth unemployment, European Union (EU) recommendations and German national policies encourage young Southern and Eastern EU citizens to apply for apprenticeship training abroad. Yet, young people wanting to go abroad are not only mobile young people but also immigrants. Given the prevalence of ethnic disparities in the German apprenticeship system, the question arises whether employers would be willing to hire these newcomers. Using a factorial survey experiment, we investigate how employers rate applications from Spanish newcomers compared to those from young immigrant descendants of Spanish origin. The results indicate that newcomers are substantially less preferred than immigrant descendants born in Germany. Employers’ expectations about newcomers’ language skills and employers’ interest in training for their own skilled labour force are key barriers to policies promoting apprenticeships abroad.

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Seikkula-Leino, Jaana, Maria Salomaa, Svanborg Rannveig Jónsdóttir, Elin McCallum y Hazel Israel. "EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp". Sustainability 13, n.º 15 (22 de julio de 2021): 8178. http://dx.doi.org/10.3390/su13158178.

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The United Nations’ Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial Competences (EntreComp) and its integration into education and training development in different countries. With this research, we contribute education development from the practical point of view by analyzing how a cross section of actors, using EntreComp as a European framework for entrepreneurial competences, see that entrepreneurial learning has been realized and could be further supported in transnational education contexts. We will also expand the theoretical discussion of entrepreneurship education from the perspective of education sciences, as we have not previously obtained clarifying results or conclusions on how, for example, the educational change related to the development of entrepreneurship education should be implemented. The research data was collected through a case study, for which an online survey including both quantitative and qualitative approaches was conducted in 2020. Responses from 348 respondents from 47 countries were analyzed through an extended model for learning originally conceptualized by Shulman and Shulman (2004). The findings suggest that EntreComp has been widely recognized as a critical driver of competence in entrepreneurial education. However, a lack of shared vision and development of practice in the use of EntreComp can hinder the effective implementation of the framework. Thus, further support and guidance are needed in promoting the learning process of policymakers, educators, trainers, and other stakeholders, on both micro- and macro-level education design, to support successful adoption and adaptation of the policy-driven frameworks.

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Myhovych, Iryna. "Institutional vector of internationalization of the Slovak Republic National Higher Education System: National Universities of Slovakia and European Union International Cooperation Programmes". Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, n.º 4 (129) (26 de diciembre de 2019): 122–36. http://dx.doi.org/10.24195/2617-6688-2019-4-16.

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Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.

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Spridzāns, Mārtiņš. "Lecturers’ Role in Design and Implementation of E-Learning Processes". Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, n.º 16 (6 de mayo de 2020): 287–98. http://dx.doi.org/10.37384/va.2020.16.287.

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The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

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Burns, E., E. Silvennoinen, V. A. Kopnov, D. E. Shchipanova, N. Papić-Blagojević y S. Tomašević. "Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia". Education and science journal 22, n.º 9 (10 de noviembre de 2020): 174–203. http://dx.doi.org/10.17853/1994-5639-2020-9-174-203.

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Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

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

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Mobile learning (M-learning) has gained significant popularity in recent past due to the explosion of portable devices and the availability of the Internet. The use of this specific technology in learning and training has enriched the success stories of next generation mobile information systems. While M-learning is being widely used in developed countries such as the USA, South Korea, Japan, UK, Singapore, Taiwan, and European Union, most of the Gulf Cooperation Council (GCC) countries are lagging behind and facing diversified challenges in adopting M-learning. Thus, investigating learners’ readiness to adopt M-learning in higher education institution in the context of GCC is the focus of this paper. To this end, we introduce a hypothesized model to investigate learners’ readiness to adopt M-learning. The empirical study is conducted by analyzing data collected from participants from a GCC university using a survey questionnaire with the help of statistical tools. The results of the study will be valuable for policy-makers in designing comprehensive M-learning systems in the context of GCC. The implication of the study results on the next generation mobile information system is also discussed with future research directions.

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Бобровська, О. Ю. "Organizational and motivational factors for the quality of teaching in higher education institutions in Ukraine". Public administration aspects 7, n.º 12 (20 de enero de 2020): 85–96. http://dx.doi.org/10.15421/151968.

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The article analyzes the transformational shifts in the higher education system of Ukraine and presents proposals for their extension and support. A review of legislative, regulatory and policy documents governing and directing the processes of ensuring the quality of higher education has been carried out. The idea of the depth and effectiveness of reform measures and the processes of improving the quality of higher education is formulated. It was stated that the Ukrainian higher education system has come close to academic traditions and modern practice of organizing the functioning of higher education in the European university system. The steps to enhance and further ensure the quality of higher education in Ukraine are identified. The importance and urgent need for attracting to cooperation and specific participation of the Ministry of Education and Science of Ukraine, line ministries, the Ministry of Social Policy, employment organizations and trade unions of scientific and pedagogical workers of Ukraine in creating and supporting a training system and practical training of future specialists in the workplace, respectively chosen specialty and forecasting current and future long-term needs for training specialists, interest te business to finance higher education. It is emphasized that the quality assurance system of higher education can be achieved only if a motivational system of scientific and pedagogical workers is created to constantly and systematically improve the quality of education. The reasons that lead to insufficient attention to the innovation of the learning processes of students are identified. They include: the issue of continuing education of teachers, improving the standardization of their working time, solving the problem of free publication of the results of scientific research, deepening motivational factors and remuneration of teachers in higher education institutions and others. It is proved that the solution of these problems will create a dynamically updated quality management system of higher education in Ukraine at the level of European quality standards.

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Julianna M. Fricz y Csaba Juhász. "Validation of the competence profile of agri-environmental engineering bachelor course". Acta Agraria Debreceniensis, n.º 42 (22 de diciembre de 2010): 63–71. http://dx.doi.org/10.34101/actaagrar/42/2661.

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As member of the European Union, the development if the Hungarian agriculture is determined by the Common Agricultural Policy. After the reform of the Common Agricultural Policy in 2003, the environmental protection has got a crucial function. The constant changing role of agriculture has reacted students in higher education. For firms connected to agriculture, human resource management based on competency has an important role in custody of competitiveness. One of the most important goals of firms is to supply the demands of their economic partners. To make it successfully, highly qualified human resource is required. The quality of human resource is determined not only by its qualification, language skills, professional experience, and practise, but extant competencies that can also be developed. To choose the expectant employee, it is not enough for them to have intelligence and proficiency; it is also decisive to examine their particular competencies. All of these will define the employee’sachievement that will definitely contribute to the success of the enterprise. Basically, closer cooperation is needed between higher education institutions and employers to achieve this goal. At the same time, the higher education institutions can revise their training systems considering the actual requirements of labour market, and accordingly, they can form syllabus in a way to train auspicious experts. In this article examination of the requirements of labour market for graduates from agri-environmental engineering bachelor course is presented.

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Piątkowski, Marcin J. "Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States". Sustainability 12, n.º 13 (6 de julio de 2020): 5437. http://dx.doi.org/10.3390/su12135437.

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Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States.

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Michalska, Alicja. "Rynek pracy i system edukacyjny. Zarys problematyki". Kwartalnik Kolegium Ekonomiczno-Społecznego. Studia i Prace, n.º 3 (29 de noviembre de 2014): 159–76. http://dx.doi.org/10.33119/kkessip.2014.3.9.

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In Poland and other European Union member states, young people are disfavoured by employers in the labour market. This applies to the forms of employment (flexible and fixed- term contracts) and its financial conditions. In 2013, the unemployment rate among economically active population under the age of 25 in the EU was 23.1%, while in Poland it amounted to 27 %. The problems of the young people in the labour market include the mismatch of skills sought by employers and the ones mastered by potential employees, the limited number of new jobs, as well as the discriminatory practices of employers towards young people. Young people classified as NEET (not in employment, education, training) generate considerable social costs. In 2010, 16.5 % of individuals in the 18–24 group and 19.7 % in the 25 29 group in the EU were classified as NEETs. The EU supported the member states’ governments actions regarding young people via the Lisbon Strategy and the Europe 2020 Strategy. The EU also proposed a new model for flexible management of the labour market (the so-called flexicurity) to improve the efficiency of labour markets and to ensure more jobs while fostering social security of workers. In Poland, the Ministry of Labour and Social Policy implemented the government policy as well as the recommendations of the European Commission through the “Youth in the labour market” programme.

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Lehmann, Klaus-Dieter. "National Libraries in Eastern Europe – A Period of Transition". Alexandria: The Journal of National and International Library and Information Issues 6, n.º 2 (agosto de 1994): 107–13. http://dx.doi.org/10.1177/095574909400600203.

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The present economic situation is a poor starting point for the national libraries of Eastern Europe in their efforts to cope with the future. Political censorship is replaced with economic censorship: insufficient budgets, inadequate space for books and readers, gaps in distribution systems, and increasing transport and postal rates. But libraries are an essential element in the intellectual infrastracture and cultural dialogue; and national libraries in Eastern Europe see cooperation with similar libraries in the West as a major way of achieving development. Several countries have agreed to exchange specialists, training and education programmes already exist, and lack of acquisition funds has been somewhat mitigated by book donation programmes; but more needs to be done. The European Union is an appropriate mechanism for developing an East-West programme to improve the infrastructure through the implementation of technological policy. East-West dialogue can best be structured through the Council of Europe, which has recently expanded its membership to include Eastern and Central Europe.

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Strecker, Tanja, Joffre López y M. Àngels Cabasés. "Examining NEET situations in Spain: Labour Market, Discourses and Policies". Journal of Applied Youth Studies 4, n.º 2 (abril de 2021): 119–34. http://dx.doi.org/10.1007/s43151-021-00048-2.

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AbstractNot in Education, Employment, or Training (NEET) and its Spanish equivalent ‘nini’ (Ni estudia, Ni trabaja) have dominated youth policy discourses in recent years. Within the European Union, Spain is one of the countries with the highest proportion of young people in NEET situations. In this article, it is argued that the idea of NEET has been weaponised to stigmatise youth, by evoking the phantom of a demotivated young person with scarce training. This stigmatisation has little to do with the reality of many young Spaniards who can find themselves in different situations, such as unemployment, precarious employment, training and education in a matter of days. Thus, there is a need to consider the different experiences and structural circumstances of so-called NEETs rather than viewing them as a homogenous and static group. Using documentary analysis and secondary data, this article examines the diversity of NEET situations for the youth in Spain, which is generally not captured in large national statistics data-sets and policies. Furthermore, it analyses the EU Youth Guarantee and its application in Spain, highlighting where official objectives have not been met, and includes an overview of the current effects of the coronavirus crisis. Ultimately, the paper shows that public discourses centred on an artificially created social group (NEET) legitimise and produce policies that do not respond to young people’s actual needs and problems, especially for the most vulnerable among them.

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Papier, Joy. "Acknowledgements". Journal of Vocational, Adult and Continuing Education and Training 1, n.º 1 (13 de noviembre de 2018): v. http://dx.doi.org/10.14426/jovacet.v1i1.7.

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The Journal of Vocational, Adult and Continuing Education and Training could not have become a reality without the commitment of a number of individuals and organisations who provided support at critical stages of its development. We are grateful for the vision of the University of the Western Cape Faculty of Education, especially that of the former Dean of Education, Prof. Zubeida Desai, for her enthusiasm for this venture. We thank the Education Policy Consortium (EPC) for its initial seed funding grant which enabled the scoping research and the journal development workshop in 2016. The encouragement of members of the Department of Higher Education and Training in the early phase of conceptualisation of the journal is gratefully acknowledged. Our appreciation also goes to the MerSETA for their strategic partnership in this initiative and for making a consistent contributution towards developing TVET scholarship. The publication of this issue of the journal has been made possible by the Teaching and Learning Development Capacity Improvement Programme which is being implemented through a partnership between the Department of Higher Education and Training and the European Union. We are enormously grateful to our colleagues across the spectrum of post-school provision, who offered helpful advice as the journal processes unfolded. Thank you to the authors who allowed us to subject their work to scrutiny and for being willing to publish in the JOVACET. Our reviewers, who gave so generously of their time and talent, deserve a special word of thanks. Thank you to our Editorial Committee and Advisory Board – we look forward to your continued participation and support.

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

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Civil security is a newly formed field of education in Ukraine that was preceded by civil defense and civil protection fields. Nowadays, the sphere of population protection from emergencies in Ukraine is one of the most non-identified spheres in its categorical apparatus. The mentioned above and the necessity to examine civil protection’s condition in order to develop a new strategy in the shortest period of time, including training specialists in this field, initiated the necessity to find the best practices. The process of rapprochement with the European Union countries demands research on the state control experience of the neighboring countries. The last research has stopped on the Polish experience. Studying the Republic of Poland’s state control experience in training specialists for the security sector was not the subject of the previous research. The aim of the article is to represent the current condition of the state control of education in the security sector of the Republic of Poland through the professional qualifications occurrence and educational standards development. It is initial to be acquainted with the peculiarities of the system, regulatory enactments that control its work in order to analyze the state of training specialists for a certain system. In Poland such specificity is recognized by the two management in emergency situations state systems such as Population Protection and Crisis Management. All legislation and regulations mentioned in the article are the bases of the state regulatory policy in the sphere of training specialists for the security sector. Moreover, the state regulation occurs through the process of professional qualifications recognition. As for organization of specialists training for the security sector, it should be mentioned that the basic regulatory act is the higher education standard. It is worth noting that in Poland, at the University level, the specialization ‘Security Management’ at the Faculty of Management and Marketing, ‘Security Administration’ at the Faculty of Administration and ‘European Security’ at the Faculty of European Studies has occasionally appeared since 2003. And only in 2006 the Minister of Science and Higher Education introduced the new directions of education development and later, the new standards which allowed State Higher Educational Establishments to train specialists at the faculties of the first and second education levels in such specialties as National Security, Internal Security, Safety (Security) Engineering and Emergency Medical Service (Care). In addition, since 2011 the new Higher Education National Qualification Framework has been introduced with the demand to the academic results (knowledge, skills, social competence) for general academic specialization and for practical specialization in the fields of education, and in regard to security, in the field of humane sciences. The context of these educational standards is analyzed in the article. Taking everything into consideration, we can arrive at the conclusion that similar to Ukraine there is an open status issue on discrepancy between the requirements of the job market and the number of specialists trained for the security sector. The arrangement of the number of educational establishments that train specialists in the sphere of civil protection and the estimation of the job market needs in their services would be rewarding for Ukraine to gain from Poland’s experience.

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Ruesga-Benito, Santos, Fernando González-Laxe y Xose Picatoste. "Sustainable Development, Poverty, and Risk of Exclusion for Young People in the European Union: The Case of NEETs". Sustainability 10, n.º 12 (10 de diciembre de 2018): 4708. http://dx.doi.org/10.3390/su10124708.

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The difficulties of access to the labor market remains in the post-crisis period, particularly for younger people and for those countries more affected by the crisis. The economic conditions with the precariousness of the labor market and higher unemployment taxes for youth, draws a scenario where the risk of poverty and social exclusion could influence young people and discourage them from social and economic participation, and thus the number of young people not in employment, education, or training (NEETs) will increase. The sustainable development in general and the social sustainability in particular needs to solve this important issue to get a balanced and fair social and economic scenario. In this work, the influence of socio economic variables related to the level of prosperity of the country and social protection as well as the risk of poverty and social exclusion on young NEETs is evaluated based on the EUROSTAT data for the year, 2016, for young people. The method was a structural equations model and the results confirm that the key important factors for explaining the situation of the NEETs’ are more related to poverty and exclusion than to the economic environment. The main conclusion from these results is the importance of implementing some inclusive actions to prevent an increase in the number of young NEETs, and boosting, in this way, a more balanced and sustainable society.

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Wochowska, Małgorzata. "Non-formal Learning And The Acquisition Of Skills – How Does The EU Support Youth Employment?" Comparative Economic Research. Central and Eastern Europe 18, n.º 2 (16 de junio de 2015): 161–79. http://dx.doi.org/10.1515/cer-2015-0017.

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In recent years the issue of youth unemployment has been identified as one of the most pressing for young people, who are affected particularly hard by the economic crisis in the European Union. In response, the EU institutions have designed and introduced a complex mix of political instruments, agencies, programmes and studies that are supposed to establish a complementary and systemic approach to education and youth policies. Youth policy, as a socioeconomic field of EU political intervention began in 2014 to be subject to a paradigm of employability and “the economy of fighting the crisis”, including issues such as non-formal and informal learning and youth work outside of schooling systems. Thus the EU policy in question has significantly shifted from “personal and cultural development, and inspiring a sense of active citizenship among young people,” as it was formulated in the Youth in Action Programme 2006-2013, towards “the acquisition of professional skills of youth workers, validation systems of non-formal learning, and greater complementarities with formal education and training”, as it is formulated in the Youth Sector of the EU programme for Education - Erasmus+ 2014-2020. The objective of this article is to provide a comparative insight into the context that frames the design of EU policies aimed at mitigating the phenomenon of unemployment among young people, and to show how this has changed in light of the new EU programming period.

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Papečkienė, Danė. "QUALITY ASSURANCE AT HIGHER NON-UNIVERSITY INSTITUTIONS: REVEALING THE EDUCATORS‘ ATTITUDES". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, n.º 1 (5 de marzo de 2009): 29–35. http://dx.doi.org/10.48127/spvk-epmq/09.1.29.

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Lithuania having joined the European Union and seeking the education acquired in Lithuania to be internationally recognized, the necessity emerged to match the education standards with the systems of vocational training in European countries. The project plan (2002-2006) of the development of higher education in Lithuania states that the quality assurance is a top priority. The emphasis is laid on the fact that the quality assurance of higher education should not lack behind the one in the developed European countries. The quality assurance of higher education has been under discussion in the few recent years. How should be the studies organized in order to train students to be able to compete in the labor market of the dynamically developing European countries? To determine the dimensions and standards of the education quality that are common to Lithuanian universities and colleges it is essential to regard the worldwide experience and to apply it in the context of our country. The importance has been laid on the quality assurance at the European universities for the recent 10 years. The subsequent organizations were established in different countries all over the world. A number of the agencies dealing with the quality assurance of higher education started the network partnership. The established Centre for Quality Assessment in higher education plays a major role for implementing the external quality assurance policy in universities and colleges of Lithuania by contributing to the development of human resources. The object of this research is to reveal the educators’ attitudes at Marijampolė and Utena colleges towards the establishment of the quality assurance system at college. The research was done in November, 2004 at Marijampole and Utena colleges. There were 120 educator respondents at Marijampole College and 50 respondents at Utena College. 146 of them were lecturers and 24 were the administrative staff. The research done, the conclusions were made that the communities comprising the lecturers as well as the administrative staff of the colleges are concerned about the quality assurance of higher education and studies. The quality of higher non-university studies is being continuously assessed. Moreover, the system of quality assurance is being continuously developed. The educators both at Marijampole and Utena Colleges positively assess their input into the successive performance of the institutions taking an active part in making decisions related to the improvement of the inner system of quality assurance at the institutions. Key words: quality of studies, college, education.

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Teixeira, Sergio Jesus, Carla Maria Lopes Casteleiro, Ricardo Gouveia Rodrigues y Maria Dulce Guerra. "Entrepreneurial intentions and entrepreneurship in European countries". International Journal of Innovation Science 10, n.º 1 (5 de marzo de 2018): 22–42. http://dx.doi.org/10.1108/ijis-07-2017-0062.

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Purpose This study aims to pursue better understanding and investigation of the factor that can have an impact on the level of entrepreneurial activity. To achieve this, statistical analysis was conducted. Indicators from 22 countries of the European Union were reunited to compare the differences between entrepreneurial intention and entrepreneurship. Design/methodology/approach To analyse entrepreneurial intentions in Europe, two databases of the Global Databases Entrepreneurship Monitor (GEM) were used, namely, “GEM NES Key Indicators 2007-2015” and “GEM APS Key Indicators 2001-2015”, available at www.gemconsortium.org/data/sets, considering only the data from 2015 and analysed with IBM SPSS Statistics tool. Each original database includes 60 countries, and this study is limited to an analysis of only countries of the European continent, resulting in a sample of 22 countries. Findings The major determinants of the entrepreneurial intention in the countries studied were: “perceived capacity”; “entrepreneurial intention” itself which will, in fact, influence the “rate of nascent entrepreneurship”; “governmental and political factors” in relation to the respective “financing for the entrepreneur”; and “basic education and training” in entrepreneurship which influences “research and development”. Research limitations/implications This study has few limitations because, as it refers to a European analysis, it would require a more generalized analysis of the factors, such as to include more and better indicators for the demographic, economic and institutional determinants of the entrepreneurial intentions and entrepreneurship in the European countries under study. For future research on the explanation of commercial activity, we must address the methodological problem of distinguishing the effect of business intentions from other determinants, as these also influence entrepreneurial attitudes. Despite the conceptual and empirical limitations, the conclusions of the study imply and provide several recommendations for the future policy of entrepreneurship in Europe. Practical implications In the past decades, entrepreneurship and entrepreneurial intentions have gained increasing attention from academics, governments and politicians around the world. It is seen as a critical factor for economic growth and development of a country, as it contributes to the solution of fundamental macroeconomic issues such as increased employment, development of competitiveness, innovation and the creation of economic and social values. Therefore, academics and researchers, governments and politicians are interested in identifying the differences and causes between countries that influence the level of entrepreneurship as a phenomenon associated with business activity in a country. Social implications Results reveal that some of the key determinants of entrepreneurial intention in the European countries are related to policy factors, like “governmental and political factors” and “basic education and training” in entrepreneurship. In this way, the study can help politicians elaborate the policies related to entrepreneurship, implying an increase in entrepreneurial intentions in a country and consequently implications for socio-economic development. Originality/value To achieve the originality of the study, two databases of the GEM of 2015 were used and duly adapted. In this way, the value of the article is very significant, as it is possible to group data from several countries, to test hypotheses and to arrive at very useful conclusions that may be of interest to policymakers at both the European and national levels. The adoption of adequate policies promotes and supports entrepreneurship in the context of the Europe 2020 Strategy, which is the European Union’s growth strategy.

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Kerras, Hayet, Jorge Luis Sánchez-Navarro, Erasmo Isidro López-Becerra y María Dolores de-Miguel Gómez. "The Impact of the Gender Digital Divide on Sustainable Development: Comparative Analysis between the European Union and the Maghreb". Sustainability 12, n.º 8 (20 de abril de 2020): 3347. http://dx.doi.org/10.3390/su12083347.

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Today, the relationship between gender and information and communications technologies (ICTs) is a very important element in achieving sustainable development, since ICTs play a key role in attaining gender equality and empowering women by allowing access to important information and involving them as actors in social, economic and environmental development. This participation is closely linked to the degree of education, training and employability, and so women bring added value to the technology sector and not only to it, but also to all sectors associated with it, through their contribution to R&D and Innovation. The 17 goals adopted in Agenda 21 constitute a roadmap that aims to involve all actors and impose gender equality in each one of these goals. In this study, we compare the innovation and gender index of four Mediterranean countries (France, Spain, Morocco, and Algeria) and analyze how some indexes related with “the gender digital divide” affect the achievement of these sustainable development goals. It has been observed that Sustainable Development Goals (SDG) 2, 3, 4, 5, 8, 9 and 10 are the most influenced by ICT and the gender digital divide, and that none of the countries in our study have achieved them, although France and Spain present a moderate trend towards their achievement by 2030, and to support this statement, a multiple linear regression has been performed at a global level for the countries that have all of the indicators’ data available. The empirical results show that the gender digital divide has a negative effect on this accomplishment and that the technology disposition has a positive effect on them.

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