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Articles de revues sur le sujet « Education – European Union countries »

Auteur : Grafiati

Publié le 10 mars 2023

Mis à jour le 31 juillet 2025

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1

Grabowska, Barbara. "Education of teachers in European Union countries." Osvitolohiya, no. 3 (2014): 40–41. http://dx.doi.org/10.28925/2226-3012.2014.3.4045.

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Voronovska, Larysa, Olena Markova, Mariia Fatych, Olha Kalimanova, and Olena Stepanchuk. "Distance education in the education system of European Union countries." Revista Amazonia Investiga 12, no. 66 (2023): 134–43. http://dx.doi.org/10.34069/ai/2023.66.06.13.

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The article describes the experience of distance education in the education system of the countries of the European Union for the introduction of a new innovative level of education quality in the European dimension. The main characteristics of distance education are highlighted: learning at an individual pace, in a convenient format, in any city, at a convenient time; flexible pedagogical and educational frameworks that respond sensitively to internal and external changes; consideration by education of students' ability levels, various learning styles, interests, needs, and experience. Variou

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Giambona, Francesca, Erasmo Vassallo, and Elli Vassiliadis. "Educational systems efficiency in European Union countries." Studies in Educational Evaluation 37, no. 2-3 (2011): 108–22. http://dx.doi.org/10.1016/j.stueduc.2011.05.001.

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Antropova, Olga Alexandrovna. "Entrepreneurship Education at School in European Union Countries." Pedagogika. Voprosy teorii i praktiki, no. 9 (October 2022): 879–85. http://dx.doi.org/10.30853/ped20220134.

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Koteliukh, Mariia, and Ding Rujie. "Non-formal education in the European Union countries." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (2025): 48–51. https://doi.org/10.33272/2522-9729-2025-3(222)-48-51.

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Bostan, Nicoleta Geanina. ""FINANCIAL EDUCATION IN EASTERN EUROPEAN COUNTRIES"." SERIES V - ECONOMIC SCIENCES 13(62), no. 2 (2020): 125–32. http://dx.doi.org/10.31926/but.es.2020.13.62.2.13.

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"In the context of economic disparities among the countries of the European Union, the paper analyses the status of financial literacy for people living in East European countries, the way to increase financial knowledge through financial education and finally leading to a higher and more effective financial inclusion. Economic gaps are a major challenge for Eastern European countries. Their recovery can be done through efficient public policies harmonized with actions to increase the degree of financial education of the population. Policy makers, public institutions and non-profit organisatio

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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, et al. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.

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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development

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Franco, G. "Occupational physicians' education and training across European Union countries." International Archives of Occupational and Environmental Health 72, no. 5 (1999): 338–42. http://dx.doi.org/10.1007/s004200050385.

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Banelienė, Rūta. "EVALUATION OF THE EFFICIENCY OF ECONOMIC POLICY UNDER THE EUROPE-2020 STRATEGY IN SMALL EUROPEAN UNION COUNTRIES." Ekonomika 92, no. 2 (2013): 7–19. http://dx.doi.org/10.15388/ekon.2013.0.1418.

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Abstract. The evaluation criteria to measure the efficiency of a state’s economic policy in terms of integration processes in the European Union were determined in the Europe 2020 Strategy endorsed by the European Council in June 2010. According to the Strategy, the European Union has committed to seek progress in the fields of employment, investment in R&D, climate change and energy, education, and poverty reduction. With a view to assessing the economic impact of the above commitments by the European Union vis-a-vis small European Union countries, this article provides an evaluation of t

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Tunalı, Duygu. "Adult Learning: Cluster Analysis of European Union Countries." OPUS Journal of Society Research 21, no. 6 (2024): 381–92. https://doi.org/10.26466/opusjsr.1574101.

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Lifelong learning, which the European Union especially attaches great importance to for social and economic cohesion, covers not only general and vocational education and training provided through formal and non-formal education, but also learning activities in all areas of life. As an important component of lifelong learning, adult learning includes educational activities designed to develop personal and professional skills and represents the participation of adults in lifelong learning. This study aimed to group the European Union countries in terms of adult learning within the scope of life

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Radkevych, Valentyna. "MODERN MODELS OF PUBLIC-PRIVATE PARTNERSHIP IN THE FIELD OF VOCATIONAL EDUCATION AND TRAINING IN THE EUROPEAN UNION." Professional Pedagogics 1, no. 26 (2023): 4–14. http://dx.doi.org/10.32835/2707-3092.2023.26.4-14.

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The relevance of the article is determined by the need to study models of public-private partnership that are successfully implemented in the field of vocational education and training in the European Union countries to take into account their positive aspects in establishing cooperation between vocational (vocational-technical) education institutions with state and non-state partnership entities in Ukraine. Objective: based on the research results, to identify modern models of public-private partnership in the field of vocational education and training in the European Union countries, t

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Moskvina, Julija. "Digital Education: Lithuania among Other European Union States." Acta Paedagogica Vilnensia 47 (December 30, 2021): 52–68. http://dx.doi.org/10.15388/actpaed.2021.47.4.

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Digital learning has become an everyday experience for a significant part of the population during a pandemic, regardless of their technical and psychological readiness. Both the more and less technologically advanced countries have faced the inevitable need for large-scale deployment of digital learning. This paper presents an assessment of the development of digital learning in Lithuania and the EU countries in 2019, i.e., before the pandemic began. The evaluation is carried out using the Index of Readiness for Digital Lifelong Learning, developed by the Center for European Policy Studies (C

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Mikuła, Aneta, Małgorzata Raczkowska, and Monika Utzig. "Pro-Environmental Behaviour in the European Union Countries." Energies 14, no. 18 (2021): 5689. http://dx.doi.org/10.3390/en14185689.

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The purpose of the presented research is to assess pro-environmental behaviour (PEB) in European Union countries in 2009 and 2019. The study used a synthetic measure developed using the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) benchmark method. This method enables distinguishing classes and ranks of countries depending on the adopted characteristics. Basic measures of descriptive statistics, i.e., average, standard deviation and the coefficient of variation, were used in the analysis of the data set. The main research question addressed in this study concerns

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Lunt, Ingrid. "Education and training for psychology in Europe: an overview." Psychology Teaching Review 7, no. 2 (1998): 4–10. http://dx.doi.org/10.53841/bpsptr.1998.7.2.4.

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In this article I attempt to give an overview of education and training trends in European countries. This is a complicated task, since the countries of Europe differ considerably in their traditions of education and training for psychology. It is, however, possible to identify some patterns and broad regional trends. Directives of the European Union aim to facilitate free movement of professionals between member states of the Union, and to require individual states to develop procedures for judging equivalence of qualifications. EFPPA, the European Federation of Professional Psychologists’ As

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Malinowski, Mariusz, and Lidia Jabłońska-Porzuczek. "Female activity and education levels in selected European Union countries." Research in Economics 74, no. 2 (2020): 153–73. http://dx.doi.org/10.1016/j.rie.2020.04.002.

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Shevchenko, Y., and V. Kondratenko. "Socio-pedagogical dimensions of inclusive education in European Union countries." Scientific Bulletin Melitopol State Pedagogica 2, no. 33 (2025): 101–6. https://doi.org/10.33842/22195203-2024-2-33-101-106.

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Shukusheva, Ye V. "EXPERIENCE OF COOPERATION BETWEEN THE EUROPEAN UNION AND CENTRAL ASIAN COUNTRIES IN THE FIELD OF EDUCATION." Vestnik Bryanskogo gosudarstvennogo universiteta 02, no. 06 (2021): 139–49. http://dx.doi.org/10.22281/2413-9912-2021-05-02-139-149.

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With the collapse of the Soviet Union, the Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan) faced certain difficulties caused by the so-called "shortage" of qualified personnel and the need to modernize the educational system in these countries, inherited from the USSR. Since education was the dominant factor in the development of the economy for the newly independent new republics. And one of the main conditions for the integration of the educational systems of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan into the international higher e

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Sulaiman, Saqer. "Arab Youth Migration to the European Union." Pro Publico Bono - Magyar Közigazgatás 8, no. 4 (2020): 106–21. http://dx.doi.org/10.32575/ppb.2020.4.8.

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Migration from Arab countries to European countries started many decades ago. It has been driven by a variety of push–pull factors. The two main factors are economic deterioration and political instability. Many young people migrated to escape unemployment, poverty and poorworking conditions. Others fled the effects of war and conflicts. This paper reviews Arab youth migration to European countries, its drivers, and the way it impacts the origin countries, host countries and the immigrants. Despite some negative implications of migration on the origin countries such as education cost and depri

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Song, byeong jun. "Higher education in the European Union: Characteristics and meaning of dual structure through Erasmus+ and Bologna Process." Sookmyung institute of Global Governance 1, no. 1 (2022): 63–80. http://dx.doi.org/10.56485/jous.2022.1.1.63.

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Higher education policy is a policy area that is deeply located in the realm of national sovereignty, and member countries have objection to the unified policy of the European Union. Accordingly, higher education policy at the EU level was very limited. However, the Bologna Process was launched outside the European Union in 1999 to internationalize higher education due to the heightened sense of crisis caused by the decline in competitiveness of European universities. The Bologna Process aimed to establish a European Higher Education Area through mutual recognition and harmonization of degrees

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

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

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Borysenko, I., T. Ihnatovych, and O. Bykonia. "PECULIARITIES OF HIGHER EDUCATION INTEGRATION OF THE EU COUNTRIES INTO THE EUROPEAN EDUCATIONAL SPACE." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2025, no. 2 (2025): 249–59. https://doi.org/10.32755/sjeducation.2025.02.249.

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Education plays a key role in shaping the future of individuals and societies, serving as a cornerstone for economic growth, social equity, and sustainable development. In the European Union, there is a robust commitment to enhancing educational attainment among young adults, particularly as the region sets its sights on ambitious targets for 2030. Addressing these issues is crucial to fostering a more balanced and inclusive educational environment. As higher education institutions increasingly embrace sustainability within their curricula, they are not only preparing graduates for future chal

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Krasnova, G.A., and E.A. Polushkina. "Education alliance European Union and Eurasian Economic Union: status and prospects of expansion." Economics of science 1, no. 3 (2015): 198–210. https://doi.org/10.5281/zenodo.13254297.

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The article is devoted to interstate educational space EU, EEU: describe the mechanisms for their establishment and highlighted their main characteristics. Russia has become a party at different times of all of that interstate educational spaces. . Given the fact that the humanitarian cooperation in the field of education has economic consequences, measured in concrete terms, the article analyzed the capacity of pro-labor market of highly qualified personnel (labor mobility) and the educational market (academic mobility) countries participating in intergovernmental all

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Lavrentieva, Nadiia, Olena Spolska, Oksana Korol, Andrii Markovskyi, and Victoria Tkachenko. "Higher art education in the European Union: Innovative technologies." Eduweb 17, no. 2 (2023): 234–43. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.02.20.

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The modern development of information technologies has significantly influenced the transformations in the system of learning and teaching in European institutions of higher education of art. The purpose of the article is to analyze the use of innovative technologies in teaching methods in modern higher art education in the countries of the European Union. General scientific methods of analysis and synthesis were used to write the article. The results identified the main philosophical principles on which modern principles of educational work are based, in particular the democratization of the

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Dziubak, Szymon. "Cloud computing usage determinants in European Union countries." Kwartalnik Nauk o Przedsiębiorstwie 71, no. 1 (2024): 57–70. http://dx.doi.org/10.33119/knop.2024.71.1.4.

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Cloud computing is growing technology that can offers many benefits for organizations. The purpose of this article is to explain cloud computing adoption determinants. According to literature review the principal factors influencing cloud usage are digital skills, cloud computing infrastructure, IT development in certain country, regulatory and regulatory quality, trust to innovative technologies, economic development, management styles, fund provision and uncertainly avoidance. According to presented statistical analysis based on data from 2020 and 2021, using cloud computing for personal pur

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BAKHMAT, N., and A. OSTENDA. "THE INTERNATIONALIZATION PROCESSES CHARACTERISTICS OF HIGHER EDUCATION IN POLAND AGAINST THE BACKGROUND OF THE EU COUNTRIES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 48–61. http://dx.doi.org/10.31494/2412-9208-2022-1-2-48-61.

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The purpose of the article is to analyze the processes of internationalization of higher education in Poland and compare them with other countries of the European Union, which will allow us to assess the state's place in the European educational space and form further development prospects. It was noted that the most important impetus for the development of internationalization in Europe was the Bologna process. The joining of the higher education system of Poland to it initiated the implementation of the pan-European development policy at the state level. The main prerequisites for the intern

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Cherusheva, Galyna, Barbara Nowak, Anatolii Maksymenko, Maryna Kabysh, and Mykhailo Vakerych. "Higher pedagogical education in the European Union: Innovative technologies." Eduweb 17, no. 2 (2023): 257–66. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.02.22.

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Higher teacher education in European countries has undergone a remarkable transformation due to the constant convergence of educational systems and institutions of higher education in Western Europe. The aim of the article is to analyze the experience of using innovative technologies in higher pedagogical education in the European Union countries. Methods of analysis and synthesis, prediction, comparison, and abstraction were used to realize this main task. The results traced the main innovative technologies popular in European pedagogical universities. The effectiveness of interactive learnin

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Korenev, Andriy, Liudmyla Zabolotna, Ihor Nalyvaiko, Denys Proshyn, and Andriy Samotuha. "Implementing the Right to Education in the Integration Legal Systems of the European Union countries: Research Methodology and Areas of Improvement." Revista de la Universidad del Zulia 14, no. 41 (2023): 378–89. http://dx.doi.org/10.46925//rdluz.41.20.

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The purpose of the research:Implementing the right to education in the European Union countries is considered. Main content: It has been established that implementationof the right to education plays an important role in the system of human and citizen rights and freedoms, and has complex connections with many of them. It is noted that in most European countries the right to education is socially oriented. European countries are characterized by the following: continuous education; compulsory primary education; standardized ways of organizing the educational process, regulating participation o

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PASCU, Bianca, and Florin LUNGU. "LONG LIFE LEARNING – A PRIORITY FOR THE EUROPEAN UNION." Review of Management and Economic Engineering 21, no. 4 (2022): 278–85. https://doi.org/10.71235/rmee.55.

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Education, and especially continuing education, is at the forefront of the European Union’s (EU) policies for the first time. Due to the large number of countries that are part of the EU, due to social, cultural, political, and administrative differences, due to different needs from country to country, the progress in this field is different in the member countries. Lifelong learning or adult education refers to any form of formal, non-formal or informal learning after the adults have left the formal system of education. According to the Cambridge dictionary, "lifelong learning" is "the proces

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Keighley, Tom. "Accession to the European Union 2001–2010." Nursing Ethics 19, no. 1 (2011): 160–66. http://dx.doi.org/10.1177/0969733011404587.

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Since 2001, the Commission of the European Union has instigated Peer Reviews to help countries preparing to accede to the European Union. Added to this has been the provision of workshops and individual expert inputs. This article recounts the experiences of the author in this process. It focuses on how a single directive has revealed major ethical challenges for nurses, their national associations and state governments as they seek to implement the changes required. In particular a sub-agenda has emerged relating to general education, access to higher education and the position of women in th

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Moreno, Blanca, and Ana Salomé García Muñiz. "Investigating the Determinants of Higher Education Mobility into European Union Countries." International Journal of Learning in Higher Education 19, no. 4 (2013): 13–27. http://dx.doi.org/10.18848/2327-7955/cgp/v19i04/48666.

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Kazemzadeh, Foad, Martin Schacher, and Wolfgang Steube. "HIGHER EDUCATION STATISTICAL INDICATORS FROM FOUR EUROPEAN UNION COUNTRIES ‐ AN OVERVIEW." Higher Education in Europe 20, no. 1-2 (1995): 146–67. http://dx.doi.org/10.1080/0379772950200119.

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García Muñiz, Ana Salomé, and Blanca Moreno. "Investigating the Determinants of Higher Education Mobility into European Union Countries." International Journal of Learning in Higher Education 19, no. 4 (2013): 13–27. http://dx.doi.org/10.18848/1447-9494/cgp/v19i04/48666.

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HRYSHCHENKO, SVITLANA. "CURRENT PROBLEMS OF IMPLEMENTING INCLUSIVE EDUCATION IN EDUCATIONAL INSTITUTIONS OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION." Comparative Professional Pedagogy 13, no. 1 (2023): 20–27. http://dx.doi.org/10.31891/2308-4081/2023-13(1)-3.

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The article analyzes current problems of implementing inclusive education in educational institutions of Ukraine and countries of the European Union. Various specific aspects of inclusive education in European countries are highlighted. It is substantiated that there is a need to stimulate the use of the best world experience in the implementation of inclusive education in different countries. An important aspect is ensuring effective investment into inclusive education both in Ukraine and in the countries of the European Union. The purpose of the article is to analyze the experience of

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Akcamete, A. Gonul, Nilay Kayhan, and Mumin Sen. "Pre-School Special Education Practices in European Union Countries and Turkey." Procedia - Social and Behavioral Sciences 46 (2012): 1510–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.331.

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Samodumska, Olena, and Oksana Samoilenko. "NON-FORMAL ADULT EDUCATION: THE EXPERIENCE OF THE EUROPEAN UNION COUNTRIES." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, no. 39 (2019): 202–13. http://dx.doi.org/10.31376/2410-0897-2019-1-39-202-213.

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Parente, Cláudia da Mota Darós. "COMPARED ANALYSIS OF THE SCHOOL DAY IN EUROPEAN UNION COUNTRIES." Cadernos de Pesquisa 50, no. 175 (2020): 78–94. http://dx.doi.org/10.1590/198053146760.

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Abstract This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies

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ŞAHİN, Oğuzhan. "Avrupa Birliği Öğrenci Hareketliliği ve Gençlik Programları Bağlamında Genel Avrupa Çerçevesine Türkiye’nin Katılımı." Journal of Social Research and Behavioral Sciences 9, no. 19 (2023): 690–703. http://dx.doi.org/10.52096/jsrbs.9.19.49.

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Abstract The agreements on the preparatory measures to be implemented before Turkey participates in the Education and Youth Programs, which are one of the most important instruments of European Union integration, were signed by Turkey and the European Union Commission and entered into force on December 27, 2002. The European Union Education and Youth Programs are included under three general programs and aim to improve the quality of education across the member states and strengthen cooperation in this area by improving the European dimension in the field of education. Universities, schools, p

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Stankunas, Mindaugas, Mark Avery, Jutta Lindert, et al. "Healthcare and aging: do European Union countries differ?" International Journal of Health Care Quality Assurance 29, no. 8 (2016): 895–906. http://dx.doi.org/10.1108/ijhcqa-09-2015-0110.

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Purpose The purpose of this paper is to evaluate socio-economic inequalities in the use, accessibility and satisfaction with health services amongst 60-84 year old people from seven European urban communities. Design/methodology/approach Data for this study were collected in 2009. The target population was people aged 60-84 years from Stuttgart (Germany), Athens (Greece), Ancona (Italy), Kaunas (Lithuania), Porto (Portugal), Granada (Spain) and Stockholm (Sweden). The total sample comprised 4,467 respondents with a mean response rate across these countries of 45.2 per cent. Findings The study

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Hoskins, Bryony. "Monitoring Active Citizenship in the European Union: the Process, the Results and initial Explanations." CADMO, no. 1 (June 2009): 55–71. http://dx.doi.org/10.3280/cad2009-001008.

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- This article is a descriptive account from an insider's perspective of the complex European process of the development of indicators on active citizenship. From this position, the article explains the process behind the development of two composite indicators that have been used to measure progress on active citizenship in Europe; The Active Citizenship Composite Indicator and the Youth Civic Competence Composite Indicator. The article details the results of these indexes for European Union countries and regions inside Europe. In addition, the article examines the differences between the res

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Křepelka, Filip. "Dominance of English in the European Union and in European Law." Studies in Logic, Grammar and Rhetoric 38, no. 1 (2014): 137–50. http://dx.doi.org/10.2478/slgr-2014-0036.

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Abstract English has become the first global language of international com- munication during the last decades. It is dominant in many fields as science, technology, transportation, business and tourism and diplomacy. The European Union with law applicable directly on individuals is officially multilingual. English is, however, preferred in internal communication and in communication with national experts. National laws are closely related with particular states. Related discourse is therefore realized mostly in national language. Legal education and research are thus less anglicized than othe

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Dragišić, Radmila. "Autonomy of higher education in the European Union: Case C-66/18 European Commission v. Hungary." Politeia 11, no. 21 (2021): 83–96. http://dx.doi.org/10.5937/politeia0-31034.

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Aware of the fact that autonomy is an important prerequisite for educational institutions to be able to perform their tasks, in this paper we explore and analyze one of the most interesting cases from the jurisprudence of the Court of Justice of the European Union in this area. Namely, the European Commission initiated proceedings against the Republic of Hungary for violating the rights of the European Union. The focus is on the Law on Higher Education of that member state, which has caused sharp controversies within the academic community in the countries of the European Economic Area, but al

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Bajrami, Vedat. "COMPARISON OF INCLUSIVE POLICIES AND PRACTICES IN SOME COUNTRIES OF THE EUROPEAN UNION AND IN KOSOVO." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (2019): 1593–98. http://dx.doi.org/10.35120/kij31051593b.

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In the last thirty years of pedagogical practice, particular attention has been paid to the inclusion of children with special education needs, multi-lingual children in multi-cultural environments and children living in poverty. Nowadays, inclusive education is a subject and a requirement of all European institutions in the EU and the Council of Europe, many families, experts, non-governmental organizations and individuals.The research sample consists of 8 countries from Europe and Kosovo. The condition for the research countries to be included in the sample is based on the population number

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Warzecha, Katarzyna. "EDUCATION AS ONE OF THE KEY AREAS OF EUROPE 2020 STRATEGY." sj-economics scientific journal 23, no. 4 (2016): 563–77. http://dx.doi.org/10.58246/sjeconomics.v23i4.302.

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“Europe 2020 - A strategy for smart, sustainable and inclusive growth” is a long - term program of socio- economic development of European Union (EU) for 2010-2020. The present study is to examine what is the course of realization of the indicators appointed in Europe 2020 Strategy which concern the educational targets in Poland and in other European Union countries. Moreover, the study is to set trends in this field and to give the evaluation of the accuracy of education indicators as well as to forecast the time necessary to implement the targets in the European Union as a whole and in

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Abdildina, B. S., та B. E. Sailaubaeva. "Инклюзивті білім беруді дамыту саясатындағы еуропалық кәсіподақтардың тәжірибелері". BULLETIN of the L.N. Gumilyov Eurasian National University.Political Science. Regional Studies. Oriental Studies. Turkology Series. 138, № 1 (2022): 8–22. http://dx.doi.org/10.32523/2616-6887/2022-138-1-8-22.

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The article examines the supportive actions of European educational trade union organizations for the comprehensive implementation of inclusive education. The main types of problems and ways to solve them in educational organizations that are in the focus of the trade union organization are considered. Since the beginning of the XXI century, especially during the crisis, education has been a major political priority at the national and pan-European level. The European sectoral social dialogue in the field of education is very important, because this industry allows bringing together European e

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Sokolov, O. S. "Vocational Training of Unemployed Citizens: Experience of the European Union countries." Scientific notes of the Russian academy of entrepreneurship 22, no. 1 (2023): 75–81. http://dx.doi.org/10.24182/2073-6258-2023-22-1-75-81.

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Vocational training programs are an effective way to combat unemployment, especially for people with low levels of education. An active employment policy in this direction can help reduce the skills mismatch that often leads to long–term unemployment among people with low education. The effectiveness of these programs depends on the quality of the training provided, the length of the program, and the types of training. A study of foreign experience has shown that programs that provide both theoretical and on–the–job training tend to be particularly effective in improving employment outcomes.

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Mihai, Florin, Ofelia Aleca, Andrei Stanciu, and Daniel-Marius Iordache. "Evaluating Economic Efficiency through Digital Technologies." Proceedings of the International Conference on Business Excellence 18, no. 1 (2024): 1324–34. http://dx.doi.org/10.2478/picbe-2024-0109.

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Abstract The rapid advancement of digital technologies has generated increased interest among researchers to investigate and evaluate the impact of these technologies on economic efficiency. The purpose of this study is to identify and analyze the influence of digital technologies on economic efficiency in the countries of Europe and the European Union (EU) over seven years (2016-2022), for which the necessary data was found. The fundamental question of the study is: which countries in the European Union and across the entire European continent exhibit a trend of increasing revenues from the E

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Sokolov, DV. "The integration of eastern europe into the european science & technology system: the case of poland and hungary (2004–2014)." Science. Innovation. Education 10, no. 2 (2015): 73–90. https://doi.org/10.5281/zenodo.3786574.

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The article discusses issues related to the integration of Eastern European countries into the supranational science & and technology area of the European Union (EU). In particular, the article investigates the experience of Poland and Hungary, two countries with similar backgrounds, in their reform of science, technology and education (STE) for subsequent entry into the EU and the integration of the national STE systems into the European Union structures. The chronological framework covers a ten year period (2004–2014), which starts from the accession o

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Doronina, Olha. "LIFELONG LEARNING STRATEGIES IN EUROPEAN COUNTRIES." Grail of Science, no. 16 (July 11, 2022): 471–72. http://dx.doi.org/10.36074/grail-of-science.17.06.2022.074.

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A traditional definition of lifelong learning is “all learning activity conducted throughout life with the goal of enhancing knowledge, skills, and competences within a personal, civic, societal, or employment-related viewpoint” (European Commission, 2001). Over the years, the European Union has placed a strong emphasis on the development of the knowledge triangle "education, innovation, and research," as well as the development of skills. Lifelong learning has been deemed a high political priority by numerous EU organizations with a series of decisions and resolutions (European Commission, 20

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Marčeta, Milja, and Štefan Bojnec. "What drives global competitiveness in the European Union countries?" Acta Oeconomica 73, no. 3 (2023): 347–64. http://dx.doi.org/10.1556/032.2023.00020.

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AbstractThis paper examines the effect of factors of national competitiveness measured by the Global Competitiveness Index (GCI). It aims to identify the key factors that determine GCI of the European Union (EU-28) countries. We observe the composite indicator of GCI and the 12 factors of competitiveness in the period of 2008–2019 focusing on the links between the GCI and the factors of institutions, infrastructure, macroeconomic environment and its stability and market size. The GCI is determined using correlation and regression analyses and Structural Equation Model. A significantly positive

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

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

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