Women’s Access to Higher Education and Labour Markets in Latin America and the European Union

2018 ◽  
Keyword(s):  
Higher Education ◽  
European Union ◽  
Latin America ◽  
Labour Markets ◽  
Access To Higher Education ◽  
The European Union

scholarly journals Problemas socio-jurídicos en torno a la creación de un espacio común de educación superior en Latinoamérica y Caribe

2011 ◽  
Author(s):  
Lucía Puertas Bravo
Keyword(s):  
Higher Education ◽  
European Union ◽  
Latin America ◽  
Social Situation ◽  
Educación Superior ◽  
The European Union ◽  
Legal Problem ◽  
Educacion Superior ◽  
The Caribbean ◽  
America Latina

En el presente artículo, se exponen los «problemas o amenazas» para la creación de un Espacio Común de Educación Superior en Latinoamérica y el Caribe, que proviene de la experiencia de la Unión Europea, la Convención de Bolonia y de iniciativas de creación de espacios comunes propuestos por algunas organizaciones en América Latina. Los problemas jurídicos que se analizan parten del hecho de que en nuestro Continente no existe una organización con la misma capacidad de unificación legal de la Unión Europea. Por tanto, la incorporación de un espacio común de educación superior en América Latina y el Caribe, a través de la suscripción de un convenio entre estados, requiere conocer la normativa interna y el proceso para el reconocimiento de las normas internacionales en las constituciones de cada país (primer problema legal). Por otra parte se identifica que no existe libertad de circulación y/o movilidad en nuestra Región, debido a políticas y leyes migratorias (segundo problema legal). Finalmente se considera la situación social de nuestros países como una tercera limitación, dada la heterogeneidad de los sistemas de educación superior y la escasa calidad de la enseñanza y sus instituciones en algunos casos.This article describes the «problems or threats» for the creation of a Common Space for Higher Education in Latin America and the Caribbean, which comes from the experience of the European Union, the Convention of Bologna, and building initiatives common spaces proposed by some organizations in Latin America. The legal issues are discussed based on the fact that in our continent there is no organization with the same capacity of legal unification of the European Union. Therefore, the incorporation of a common area of higher education in Latin America and the Caribbean, through the signing of an agreement between states, requires knowledge of the internal rules and the process for international recognition in the constitutions of each country (the first legal problem). On the other hand is identified that there is no freedom of movement and / or mobility in our region, due to migration laws and policies (second legal problem). Finally we consider the social situation of our countries as a third limitation, given the heterogeneity of the systems of higher education and the poor quality of education and its institutions in some cases.

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.

IMPACT OF EDUCATIONAL ATTAINMENT ON WORKERS’ INCOMES

2021 ◽  
Vol 562 (1) ◽  
pp. 18-23
Author(s):  
Władysław Bogdan Sztyber
Keyword(s):  
Higher Education ◽  
European Union ◽  
Secondary Education ◽  
Income Level ◽  
Individual Member ◽  
The European Union ◽  
Member States ◽  
Level Of Education ◽  
The Impact ◽  
Oecd Data

The article presents the impact of the level of education of employees on their income in various terms. One of them is a study based on the OECD data from 2004–2005, which shows the differentiation of incomes of employees with different levels of education on the basis of the relative differentiation between them, assuming the income level of employees with upper secondary education as 100 and referring to it respectively the income level of employees with higher education and the level of income of employees with lower secondary education. The article then presents a more elaborate study of the impact of the level of education of employees on their incomes in the European Union, included in the Report “The European Higher Education Area in 2015”. This survey shows the impact of the education level of employees on the median of their gross annual income in the European Union and in the individual Member States. The article also compares the income differentiation depending on the level of education, based on the OECD data for 2004–2005, with the results of surveys on European Union Member States in 2010 and 2013.

scholarly journals Russia - Latin America Economic Cooperation: Insights from EU - CELAC Sustainable Development Concept

2021 ◽  
Vol 21 (4) ◽  
pp. 785-802
Author(s):  
Alla Yu. Borzova ◽  
Arkadiy A. Eremin ◽  
Natalia V. Ivkina ◽  
Oleg K. Petrovich-Belkin
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Latin America ◽  
Latin American ◽  
Alternative Energy ◽  
Structural Changes ◽  
Green Economy ◽  
The European Union ◽  
Interregional Cooperation ◽  
Development Paradigm

The article considers cooperation patterns between the European Union (EU) and CELAC (Community of Latin America and the Caribbean) in the context of creatively applying this experience to a broader topic of Russia - Latin America multilevel cooperation. The concept of sustainable development, which implies interaction in accordance with its three main dimensions: environmental, social and economic, is adopted on the global level. The interaction between EU and CELAC contributes to the progress in achieving the goals of sustainable development, where a lot of attention is paid to the green economy, alternative energy, and social aspects, since the environmental aspects constraints are providing the most significant impetus to structural changes in the existing development paradigm. This in return is expected to create a model that ensures economic growth based on a green economy, alternative energy, with greater equality and social inclusiveness. At supranational level in the European Union an effective and systemic policy has been formed in the field of nature conservation and combating climate change, which without a doubt can be considered one of the most progressive ones in the world, which creates potential for sharing these experiences with less developed and fortunate nations. European programs for Latin American and Caribbean (LAC) countries have become an important factor in the development of interregional cooperation in environmental protection, biodiversity conservation, and countering natural disasters. The article also focuses on the most recent changes that have occurred in the sphere of interaction between CELAC and EU in the context of COVID-19 pandemic. Massive structural and conceptual changes that have seriously reshaped the priorities and funding of joint programmers between two organizations reflects new priorities for sustainable development in general when it comes to new world realities in post-pandemic world, and could be useful for Russian model for the relations with this region.

scholarly journals Diversity of education systems in the European Union

2019 ◽  
Vol 55 (3) ◽  
pp. 230-249
Author(s):  
Andrzej Żurawski
Keyword(s):  
Higher Education ◽  
European Union ◽  
General Education ◽  
Educational Systems ◽  
The European Union ◽  
Education Systems ◽  
The United Kingdom ◽  
Eu Policies ◽  
The Impact ◽  
The Eu

Abstract This article explores Bruno Amable’s Diversity of Capitalism approach to analyze educational systems in the European Union (EU28). The main goal is to identify the main clusters of educational systems with regard to their institutional characteristics. Second goal of the analysis is to evaluate the impact of several EU policies and initiatives on the institutional structure of European educational systems. This article identified six clusters in terms of general education and five clusters in terms of higher education systems. The clustering shows, that – with some exceptions (notably the United Kingdom and Ireland) – European education systems have similar structure to other institutional areas, in particular, it confirms the existence of post-communist (in terms of Farkas) or patchwork (in terms of Rapacki et al.) capitalism. The article shows, as well, that subsystem of higher education is much less diverse, what may have a significance for future discussions on the capitalisms in the EU. Results suggests also that there exist significant differences in performance between the clusters, something that may have a crucial importance for an educational policy.

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