scholarly journals Why declare events? What to draw from experience feedback?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
I Nicoulet ◽  
A Isambert
Keyword(s):  
Near Miss ◽  
Collective Impact ◽  
The European Union ◽  
Feedback Process ◽  
International Reporting ◽  
Reporting Systems ◽  
Nuclear Safety Authority ◽  
Prospective Risk ◽  
Current Systems ◽  
And Training

Abstract Issue In France, the reporting of significant radiation events for nuclear activities is a mandatory system since July 2007 following the accident of oncology in Epinal. Later, the directive 2013/59/EURATOM states that Members of the European Union shall ensure that a system of experience feedback is in place for the dissemination of lessons. In France, it was implemented in 2011 through the publication of a newsletter, “Patient safety: Paving the way for progress” on radiotherapy, it is now extended to medical imaging. Until 2015 the number of reported events was stable but steadily decreasing in radiotherapy since 2016. Lack of time to report, lack of awareness and training of doctors, fear of consequences in terms of communication on the establishment that reports and in terms of control by the ASN following the report may explain the decrease. Educational actions need to be lead to reaffirm the objectives of reporting and reinforce the interest of experience feedback. The French Nuclear Safety Authority decide to focus a newsletter on international reporting systems and Experience feedback based on the reflections of a French institutional working group. Results According to professionals it is sometimes difficult to report an event with impact on patients, easier to work on near miss and even easier to work on events happening elsewhere. Reporting an incident is thus a collective action. The experience feedback process allows learning in order to improve practices in the future and address three aspects: Benchmarking, Prospective risk analysis for the techniques/devices which have never been used in a centre, Analysis of concrete cases during feedback experience meetings. The limit of the current systems is the difficulty in finding precise information due to shortcomings in its structure. A simplified system is needed. Lessons Reporting events on websites highlight new events and enable the solutions implemented elsewhere to be disseminated in our own networks. Key messages Reporting adverse events or near miss has a collective impact. Experience feedback allows dissemination of lessons and prevents incidents.

scholarly journals Age-training gaps in the European Union

2012 ◽  
Vol 34 (1) ◽  
pp. 129-156 ◽  
Author(s):  
FIONA CARMICHAEL ◽  
MARCO G. ERCOLANI
Keyword(s):  
European Union ◽  
Older People ◽  
Labour Force ◽  
The European Union ◽  
Work Related ◽  
Cross Country ◽  
The Relationship ◽  
And Training ◽  
Normal Work ◽  
The Eu

ABSTRACTThis paper examines the relationship between age and training in the 15 European Union countries (EU-15) that were member states prior to the 2004 enlargement. The analysis is carried out using European Union Labour Force Survey data. We report cross-country comparisons of the training undertaken by older people (aged 50–64) and younger people (aged 20–49). We extend previous research by adding an analysis of the training undertaken by non-workers as well as that of workers. We also consider whether training is work-related, whether it is undertaken during normal work-hours and the time spent in training. Our results show that across the EU-15 not only are older people less likely to participate in training in general but, more importantly, they are less likely to participate in work-related training. Our evidence suggests that there is considerable scope for raising the training rates of older people and particularly older people who are out of work.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

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.

scholarly journals Training and Employability: What are the LSPs looking for and what can the graduates offer?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Valero Garces Carmen
Keyword(s):  
European Union ◽  
Service Providers ◽  
Shared Responsibility ◽  
The European Union ◽  
Job Market ◽  
Directorate General ◽  
Market Trends ◽  
Translator Education ◽  
And Training ◽  
The Eu

Training and employability are two terms that frequently appear in the speeches both in those in charge of designing educational policies as well as in reports of economics or market trends. Training is necessary for integration into the job market. The aim of this article is to provide data extracted from several studies on university – language service providers (LSP) relations in the European Union for the period 2010-2017. The EU DGT (Directorate - General for Translation) through the European Master´s in Translation network (EMT network) and EUATC (European Union of Associations of Translation Companies), developed those studies. The first and last studies focused on language service providers’ companies (LSP) while the second offers information on graduates and their training. In this way we aim to show both sides of the situation, which can be summed up in the following way: What are employers looking for and what can the graduates offer?. The results of the research presented seem to indicate that translator education and training is a shared responsibility of universities and LSP in a highly competitive market

Safety and Ergonomics Risk Assessment (SERA): A Customized Ergonomics Assessment Tool for Automobile Manufacturing

2021 ◽  
Author(s):  
Marc Snell ◽  
Arman Dehghani ◽  
Fabian Guenkzkofer ◽  
Stefan Kaltenbrunner
Keyword(s):  
Risk Assessment ◽  
Assessment Tool ◽  
Assessment Method ◽  
International Standards ◽  
Assessment Tools ◽  
Scientific Methods ◽  
Automobile Manufacturing ◽  
International Reporting ◽  
Database Implementation ◽  
And Training

Musculoskeletal disorders continue to be a leading source of lost workdays across all industries. Common ergonomics assessment tools may include criteria extraneous to the stresses at specific companies or industries. Therefore, the creation of assessment tools, based on scientifically validated methods, with industry- or company-specific stresses may be of benefit. The BMW Group has developed the Safety and Ergonomics Risk Assessment (SERA) tool. This ergonomics assessment method incorporates the most up-to-date scientific methods and international standards, and is used worldwide in all production facilities of the BMW Group. As noted above, a major advantage of SERA over conventional ergonomics tools is the focus on ergonomics stresses common to automobile manufacturing and the consequent exclusion of irrelevant parameters, thereby reducing the time, effort, and training required for workplace assessments. Other advantages include the international uniformity of assessments and a web- and database-implementation allowing for easily comparable international reporting. The implementation of this method at the BMW Group has enabled a greater transparency for ergonomics across all international plants, and more effective and targeted ergonomics interventions. This publication will outline the basic motivation for SERA, highlight the relevant scientific sources and international standards, and general steps of an evaluation.

The Recovery Movement and Its Implications for Transforming Clinical and Rehabilitative Practice

2008 ◽  
Author(s):  
Larry Davidson ◽  
Michael Rowe ◽  
Janis Tondora ◽  
Maria J. O'Connell ◽  
Martha Staeheli Lawless
Keyword(s):  
Mental Health ◽  
Systems Of Care ◽  
Real Life ◽  
Great Promise ◽  
Rehabilitation Act Of 1973 ◽  
Recovery Movement ◽  
Health Concepts ◽  
Point Of Departure ◽  
Current Systems ◽  
And Training

We begin with a snapshot of the world we hope to leave behind. While it may not be necessary to reiterate the reasons why transformation is needed for most readers—who, as we noted in the Introduction, may be only too familiar with the challenges presented by our current systems of care—we think it useful nonetheless to establish a point of departure. We also strive throughout this volume to make our ideas concrete through the use of stories derived from our own experiences, putting a human face on what might frequently appear to be abstract or idealistic concepts. In our experience, and in our previous publications (e.g., Davidson, Stayner, et al., 2001), there has been very little about mental health concepts of recovery that are either abstract or idealistic. In fact, we have consistently stressed the everyday nature of recovery (Borg & Davidson, 2007), fi nding it embodied and exemplifi ed in such mundane activities as washing one’s own dishes, playing with a child, or walking a dog. We strive to continue this concrete focus in what follows, alternating our exposition of principles and practices with descriptions of real-life examples from our practice. This not only is our own preference in teaching and training but was strongly encouraged by the reviewers of an earlier draft of this book. We are happy to oblige. Passage of legislation such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 held great promise for individuals with disabilities, especially in relation to their opportunity to participate fully in all aspects of community life. Unfortunately, it is now widely recognized that the implementation of these acts for persons with serious mental illness lags far behind parallel efforts in the broader disability community, with expectations for expanded access and opportunity largely still to be realized (Chirikos, 1999; Fabian, 1999; Hernandez, 2000; Wylonis, 1999). In response to this national tragedy, several recent calls have been made for radical reforms to the mental health system. The Surgeon General’s Report on Mental Health, for example, called for mental health services to be “consumer oriented and focused on promoting recovery” (DHHS, 1999, p. 455).

Adult Learners in Higher Education

2011 ◽  
pp. 618-626
Author(s):  
Maria R. Correia ◽  
Anabela Sarmento
Keyword(s):  
Human Resources ◽  
Economic Status ◽  
Education Programme ◽  
European Council ◽  
The European Union ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Determining Factor ◽  
And Training

The development and promotion of the strategic goal of the European Union (EU) to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with relevant technological infrastructures together with people equipped with necessary skills and competencies (European Commission, 2002). This must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning programme, so that people can face the challenges of a series of new jobs, maybe separated by spells of short-term contracts or even unemployment. This continuous education programme should be available to all citizens regardless of their age and social or economic status. In a knowledge-based society, education and training are among the highest priorities because they are central to the creation and transmission of knowledge and are a determining factor for societal innovation. It is also recognized that human resources are the main assets for every organization and country (Lisbon European Council).

Adult Learners in Higher Education

2011 ◽  
pp. 72-78
Author(s):  
Ana Maria R. Correia ◽  
Anabela Sarmento
Keyword(s):  
Human Resources ◽  
Economic Status ◽  
Education Programme ◽  
European Council ◽  
The European Union ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Determining Factor ◽  
And Training

The development and promotion of the strategic goal of the European Union (EU) to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with relevant technological infrastructures together with people equipped with necessary skills and competencies (European Commission, 2002). This must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning programme, so that people can face the challenges of a series of new jobs, maybe separated by spells of short-term contracts or even unemployment. This continuous education programme should be available to all citizens regardless of their age and social or economic status. In a knowledge-based society, education and training are among the highest priorities because they are central to the creation and transmission of knowledge and are a determining factor for societal innovation. It is also recognized that human resources are the main assets for every organization and country (Lisbon European Council).

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