scholarly journals Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group

2020 ◽  
pp. 002367722096858
Author(s):  
Ismene A Dontas ◽  
Kenneth Applebee ◽  
Martje Fentener van Vlissingen ◽  
Viola Galligioni ◽  
Katerina Marinou ◽  
...  
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
Working Group ◽  
Mutual Recognition ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Starting Point ◽  
And Function ◽  
And Training

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel.

scholarly journals Education and Employment in European Urban Communities

2021 ◽  
Vol 92 ◽  
pp. 07017
Author(s):  
Cristina Dima ◽  
Petrică Sorin Angheluță ◽  
Constantin Marius Profiroiu ◽  
Petruț Cristian Vasilache
Keyword(s):  
European Union ◽  
Urban Communities ◽  
Social Exclusion ◽  
Value Added ◽  
Participation Rate ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Education And Employment ◽  
And Training

Research background: In the context of globalization, education processes are of great importance for the development of urban communities. Identifying the needs of the labour market should be the goal of any organization that provides education and training. Purpose of the article: Globalization leads to the emergence of new specializations and qualifications. In order to facilitate the acquisition of competencies and abilities specific to new qualifications and specializations, it is necessary to involve education and training providers. Methods: The article analyses the evolution of the employment rate, respectively of the unemployment rate. Urban communities need to respond to new societal, economic and environmental challenges. Findings & Value added: One of the major problems of urban communities is the risk of poverty and social exclusion. Thus, for the Member States of the European Union, the article presents the comparative situation of people at risk of poverty and social exclusion. For the Member States of the European Union, the evolution of the participation rate in education and training programs is followed in this article. The article also presents an analysis of the level of education of the urban population. Due to urban concentrations, the launch of new products and services is much easier.

scholarly journals Quality Assurance Systems in Education and Training in Europe

2014 ◽  
Vol 64 (1) ◽  
pp. 94-97
Author(s):  
Claudiu Sorin Voinia ◽  
Ana Tuşa ◽  
Carmen Simion
Keyword(s):  
European Union ◽  
Quality Assurance ◽  
Professional Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Member States ◽  
National Education ◽  
Eu Member States ◽  
And Training

Abstract Member States have a duty to compare and learn more about the national education and professional training. The objectives of this paper were to identify specific characteristics, developments and highlighting key priorities in coordinating the development of specific quality assurance processes in the European Union. The aim of this work was to present the quality assurance systems in vocational education and training systems in the Member States of the European Union. The results were to identify the extent to which national initiatives of EU member States show interest in the quality of education. Data from research can be useful in developing strategic sector development programs, and local schools

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 Jurisdiction Collisions In The Criminal Proceedings Of European Union Member States

2015 ◽  
Vol 8 (1) ◽  
pp. 82-105
Author(s):  
Raimundas Jurka ◽  
Jolanta Zajančkauskienė
Keyword(s):  
European Union ◽  
Criminal Justice ◽  
Mutual Recognition ◽  
The European Union ◽  
Criminal Proceedings ◽  
Member States ◽  
Effective Measure ◽  
Eu Member States ◽  
Positive Law ◽  
Ne Bis In Idem

Abstract Employing systematic document analysis and other methods, this article analyses a long-standing and still relevant issue related to the interpretation and application of the law regulating relationships in the field of European Union criminal justice within the framework of the national criminal proceedings that are taking place in EU member states. The article places special emphasis on the explanation and application of the principle of mutual recognition within the framework of one of the newest instruments of international cooperation in the European Union criminal proceedings meant to prevent conflicts of exercise of jurisdiction and to solve issues arising between two or more member states. The analysis of conflicts of exercise of jurisdiction provided in this paper is not limited to a mere explanation of the concept as such, but includes an essential analysis of other related issues, such as the principle of mutual recognition, its influence on the recognition of criminal proceedings as parallel proceedings, and including other aspects related to the matching of the form of national criminal proceedings with the criminal proceedings taking place in another member state. Finally, significant attention is given to one of the objectives in terms of prevention and solution of conflicts of exercise of jurisdiction, namely, the ne bis in idem principle and its application in case of parallel criminal proceedings taking place in two or more member states. One of the key conclusions offered here is that in order to eliminate conflicts of exercise of jurisdiction, positive law in the process of conflicts of jurisdiction must become an effective measure in criminal justice; however, only on the condition that at least a minimum likelihood in the form of criminal proceedings adopted by different EU members states is ensured as a precondition necessary to enable a smooth application of the principle of mutual recognition.

The Context for a European Framework for Psychologists' Training

2002 ◽  
Vol 7 (3) ◽  
pp. 169-179 ◽  
Author(s):  
José Maria Peiro ◽  
Ingrid Lunt
Keyword(s):  
European Union ◽  
Education And Training ◽  
The European Union ◽  
European Level ◽  
Global Context ◽  
European Context ◽  
European Universities ◽  
Common Framework ◽  
World Class ◽  
And Training

In this paper we analyze the context in which the European Framework for Psychologists Training was developed over a 2-year period 1999-2001. The increasingly global context in which European psychologists have to function suggests that the costs of not having a common framework are too great. Pressures by the European Union to promote mobility and convergence across the European member states create further impetus for a common framework. The wider European context provides an interesting tension between diversity and overarching common commitments and principles. It is suggested that the benefits of a common framework outweigh the disadvantages. These benefits include greater student and staff mobility, a clearer identity of European psychology, increased opportunities to attract world-class scholars to European universities, enhanced transparency of qualifications, and common solutions to problems at a European level. We argue that European psychology cannot afford not to have a common European framework for education and training and conclude with a projection and suggestion of what might be achieved in next 10 years.

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