scholarly journals Converge or not converge: the European Union and higher education policies in the Netherlands, Belgium/Flanders and Germany

2001 ◽  
Vol 14 (3) ◽  
pp. 225-240 ◽  
Author(s):  
Vojin Rakic
Keyword(s):  
Higher Education ◽  
European Union ◽  
The Netherlands ◽  
The European Union ◽  
Education Policies ◽  
Higher Education Policies

scholarly journals Saudi Arabia Approaching 2030: The Shift from Quantitative to Qualitative Ambitions in Education, Enhancing Human Development

2017 ◽  
Vol 2 (2) ◽  
pp. 8 ◽  
Author(s):  
Annalisa Pavan
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Human Development ◽  
Knowledge Society ◽  
The European Union ◽  
Education Policies ◽  
National Budget ◽  
Higher Education Policies ◽  
Vision 2030 ◽  
National Transformation

This paper has 3 goals. Firstly, to explain how since its establishment in the 1920s, the modern Kingdom of Saudi Arabia has always strongly encouraged and supported scholarships for those citizens who wished to study abroad. Secondly, to explore how education and higher education are seen and supported in Saudi Vision 2030, the National Transformation Program (NTP) and the Saudi national budget 2017. New strategies and plans for progress in Saudi Arabia include education as a major tool for the human development of the Saudi nation. And thirdly, to address the following questions: what can the European Union learn from Saudi higher education policies? How do the Saudi Arabian Way to Knowledge Society and the Europe of Knowledge differ?

Transnational student associations in the European multi-level governance of higher education policies

2017 ◽  
Vol 17 (3) ◽  
pp. 365-384 ◽  
Author(s):  
Manja Klemenčič ◽  
Fernando Miguel Galán Palomares
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Policy Making ◽  
Student Interest ◽  
The European Union ◽  
Education Policies ◽  
Higher Education Policies ◽  
Working Groups ◽  
European Students ◽  
The Eu

The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students’ Union (ESU), Erasmus Student Network (ESN) and European Students’ Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

scholarly journals Working while studying – some legal and political questions affecting the right to higher education in Estonia

2019 ◽  
Author(s):  
Kristi Joamets ◽  
Maria Claudia Solarte Vasquez
Keyword(s):  
Higher Education ◽  
Traditional Learning ◽  
The European Union ◽  
Social Dimensions ◽  
Education Policies ◽  
Human Right ◽  
Critical Dimensions ◽  
Higher Education Policies ◽  
The Right ◽  
Academic Policies

This paper explores some of the social dimensions affecting higher education policies in Estonia, and in respect to the European Union (EU) institutional framework and priorities, and looking at higher education as a fundamental human right. From this perspective, the aim is to establish that understanding underlying phenomena becomes key to respond strategically, raise awareness and improve the development of academic policies at the national and institutional levels. The combination of work and studies is one of the most critical dimensions to factor into this assessment but it has been neglected in the practice. Lecturers and other faculty members intervene, developing independent academic policies and initiatives in the absence of a pre-concerted strategy, expertise, mandate and/or capabilities. Instead, universities should prepare for unorthodox engagements adapting to the students in need, and train their faculties to facilitate a shift towards less traditional learning environments. Responsive adjustments to the current social developments can be interpreted to be the proper way or the state to perform its duties and to better guarantee the exercise of the human right to education.

Dangerous Curves

1995 ◽  
Vol 9 (4) ◽  
pp. 198-204
Author(s):  
F.A. van Vught
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Detailed Data ◽  
Participation Rates ◽  
Education Policies ◽  
Private Funding ◽  
Higher Education Policies ◽  
Service Activities ◽  
The Usa ◽  
The Uk

In this article, detailed data are presented to indicate the growing participation rates in higher education in seven countries – France, Germany, Japan, The Netherlands, Sweden, the UK and the USA. The author argues that participation rates in higher education will continue to increase and that, while such growth will not be unconstrained and indefinite, it will continue for the forseeable future and therefore must be reckoned with in the development of higher education policies. The notion that higher education can increasingly be funded from private sources is challenged on the basis that private funding is very largely geared to research and service activities, which generate the funds, rather than to teaching. The trend curves that are presented here, showing increasing participation and an increase in private funding, are therefore ‘dangerous’, in that the ‘education’ component of higher education is threatened with erosion.

scholarly journals Economic burden of work injuries and diseases: a framework and application in five European Union countries

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emile Tompa ◽  
Amirabbas Mofidi ◽  
Swenneke van den Heuvel ◽  
Thijmen van Bree ◽  
Frithjof Michaelsen ◽  
...  
Keyword(s):  
European Union ◽  
The Netherlands ◽  
Economic Burden ◽  
National Level ◽  
Health And Safety ◽  
Indirect Costs ◽  
The European Union ◽  
Work Injuries ◽  
European Union Countries ◽  
Related Quality

Abstract Background Estimates of the economic burden of work injuries and diseases can help policymakers prioritize occupational health and safety policies and interventions in order to best allocate scarce resources. Several attempts have been made to estimate these economic burdens at the national level, but most have not included a comprehensive list of cost components, and none have attempted to implement a standard approach across several countries. The aim of our study is to develop a framework for estimating the economic burden of work injuries and diseases and implement it for selected European Union countries. Methods We develop an incidence cost framework using a bottom-up approach to estimate the societal burden of work injuries and diseases and implement it for five European Union countries. Three broad categories of costs are considered—direct healthcare, indirect productivity and intangible health-related quality of life costs. We begin with data on newly diagnosed work injuries and diseases from calendar year 2015. We consider lifetime costs for cases across all categories and incurred by all stakeholders. Sensitivity analysis is undertaken for key parameters. Results Indirect costs are the largest part of the economic burden, then direct costs and intangible costs. As a percentage of GDP, the highest overall costs are for Poland (10.4%), then Italy (6.7%), The Netherlands (3.6%), Germany (3.3%) and Finland (2.7%). The Netherlands has the highest per case costs (€75,342), then Italy (€58,411), Germany (€44,919), Finland (€43,069) and Poland (€38,918). Costs per working-age population are highest for Italy (€4956), then The Netherlands (€2930), Poland (€2793), Germany (€2527) and Finland (€2331). Conclusions Our framework serves as a template for estimating the economic burden of work injuries and diseases across countries in the European Union and elsewhere. Results can assist policymakers with identifying health and safety priority areas based on the magnitude of components, particularly when stratified by key characteristics such as industry, injury/disease, age and sex. Case costing can serve as an input into the economic evaluation of prevention initiatives. Comparisons across countries provide insights into the relevant performance of health and safety systems.

Integration processes in higher education

2021 ◽  
pp. 570-573
Author(s):  
M.A. Polozhishnikova ◽  
E.Yu. Raikova
Keyword(s):  
Higher Education ◽  
European Union ◽  
Education System ◽  
Economic Activity ◽  
The European Union ◽  
Higher Education System ◽  
Eurasian Economic Union ◽  
Economic Union

The article defines the features of higher education in the Eurasian Economic Union and the prospects for cooperation with the European Union in the field of training personnel capable of solving the problems of eliminating technical barriers in the implementation of foreign economic activity and identifies the main integration processes in the higher education system.

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

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