scholarly journals Ukrainian students in the higher educational establishments of the European Union: problems and prospects of international academic exchanges

2018 ◽  
pp. 79-98
Author(s):  
Evgen Khan
Keyword(s):  
European Union ◽  
Brain Drain ◽  
Prima Facie ◽  
Educational Institutions ◽  
The European Union ◽  
Highly Qualified ◽  
Studying Abroad ◽  
Return Home ◽  
Educational Migration ◽  
Opinion Polls

The article presents fundamental arguments and reasons that motivate Ukrainian students educate abroad, prima facie – in the European academic institutions. The statistics and opinion polls data upon the number of Ukrainian students studying abroad (i.a. in the European academia) have been given. The article also delivers data on the number of students presented in the separate countries of Europe (Germany, Poland, France, Czech Republic and Italy). The initial programs proposed and studying conditions available in these countries have been outlined. The popularity of a series of European educational institutions among the youth of Ukraine has been explained. It face the academic migration which might bring about the substantial demographic changes and brain drain (through dramatic loss of the highly qualified manpower), which basically is currently coming around. Therefore it is quite hard to claim whether the bigger or smaller part of the Ukrainian students studying in Europe or going to college therein stays abroad upon completing their education or return home. To this end, the issues of educational migration and brain drain rise dramatically nowadays.

scholarly journals Academic mobility of Russian scientists: from “brain drain” to “brain circulation” model

2018 ◽  
Vol 26 (4) ◽  
pp. 706-717
Author(s):  
Tamara К Rostovskaya ◽  
Elena Е Pismennaya ◽  
Vera I Skorobogatova
Keyword(s):  
Brain Drain ◽  
Circulation Model ◽  
Positive Trend ◽  
Highly Qualified ◽  
Demographic Development ◽  
Russian Science ◽  
Academic Mobility ◽  
Highly Skilled ◽  
Educational Migration ◽  
Intellectual Potential

Academic mobility is one of the key directions of development of intellectual potential and realization of professional opportunities of both youth and highly qualified specialists, scientists and teachers. This category of the population is the intellectual potential of the country, able to carry out an “innovative breakthrough” of the economy, able to act as a mechanism for strengthening the integration processes in the Eurasian space (within the EAEU and SCO), as well as to become a certain reserve for the demographic development of some Russian regions. The term “circulation of minds” is defined, which has become increasingly used in relation to the emigration of specialists from Russia. The circulation of minds implies that the migration of highly skilled professionals and scientists follows the movement of capital and projects, is temporary and returnable. The concept of “academic mobility” is specified and its key characteristics are given. The evaluation of the implementation of international programs to promote academic mobility, including such programs as Erasmus Mundus, DAAD, Tempus, Fulbright Program, etc., which allow participating countries to obtain positive socio-economic, scientific and demographic effects. Unfortunately, this potential of educational migration is not fully realized in Russia. In addition, the Russian science lacks the necessary amount of scientific research on the problems of academic mobility, which is largely due to the negative “color” of educational migration in the country, due to the significant attention to the problem of “brain drain”. Nevertheless, in our opinion, Russia has enormous unrealized potential and unique opportunities for the development of academic mobility. In conclusion, there are proposals for the formation of Russia’s policy in relation to the development of academic mobility, maintaining a positive trend to attract highly skilled migrants from near and far abroad, but also for the further development of forms of academic mobility.

A Word on Kosovo’s First Ten Years

Südosteuropa ◽  
2018 ◽  
Vol 66 (2) ◽  
pp. 272-281
Author(s):  
Robert C. Austin
Keyword(s):  
European Union ◽  
United Nations ◽  
Brain Drain ◽  
Normal State ◽  
Mutual Recognition ◽  
The European Union ◽  
Short Term ◽  
Term Survival ◽  
The North ◽  
Short Term Survival

Abstract Kosovo celebrated ten years of fraught independence in February. While there were some good reasons to celebrate, Kosovo still hovers between a failed and a functioning state. Its main economic indicators are extremely bad with no signs of improving. Unemployment, particularly among its youth, is feeding an ongoing brain drain. The legacy of the United Nations Mission (UNMIK) and now the European Union Mission (EULEX) is mixed, but neither was successful in creating the conditions for Kosovo to function as a normal state. Agreements between Belgrade and Prishtina to provide more rights to the Serb communities especially in the north have undermined Kosovo’s sovereignty. Now, the buzz in Prishtina speaks of a territorial swap between Serbia and Kosovo that would pave the way for mutual recognition. The domestic elite have proven more interested in short term survival and profit than in making historic progress. A stale consensus prevails that maybe this is the best that can be hoped for.

scholarly journals Development and application of best pedagogical practices (experience of higher educational institutions in EU countries)

2021 ◽  
Vol 7 (2) ◽  
pp. 553-563
Author(s):  
Mykhailo Poplavskyi
Keyword(s):  
European Union ◽  
Research Methods ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
The European Union ◽  
Higher Educational Institutions ◽  
Main Hypothesis ◽  
Educational Innovations ◽  
Eu Countries

Teaching at a modern university should be based on the best pedagogical developments, the latest achievements in the educational space. This also applies to the education sector of the European Union. This is what determined the relevance of this article. The study aims to analyze and prove the effectiveness of educational innovations on the example of the introduction of specific pedagogical practices that are relevant and universal for use in integrated teaching in European educational institutions, including the interactive component of the educational process in EU education. The range of research methods (empirical, statistical, and theoretical) was used to achieve the goal and justify the results of the study. The main hypothesis of the study is the assumption that the introduction of the best pedagogical practices in the educational space, such as interactive, universal. The result of the study is to determine the effectiveness of interactive pedagogical practices. A further perspective is the study of new pedagogical practices and detailed development of the algorithm for their implementation, then the collected materials can be further used in the educational process.

scholarly journals Forming Digital Literacy in Students Based on the Experience of EU Countries

2019 ◽  
Vol 9 (4) ◽  
pp. 67-73
Author(s):  
Artem Zaika
Keyword(s):  
European Union ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Educational Institutions ◽  
The European Union ◽  
Education Systems ◽  
Eu Countries ◽  
Key Skills ◽  
The Uk ◽  
Literacy Experience

AbstractThe article analyzes the tendencies in the development of digital literacy of citizens of European Union member states in educational institutions. The urgency of the study is driven by the need to develop the skills needed to communicate effectively in the epoch of 4 – the Industrial Revolution. This study focuses on analyzing the approaches needed to build digital literacy, as well as identifying its key development criteria in the education systems of the UK, Slovenia, the Netherlands, Lithuania and Estonia. Attention is drawn to the existing documents and programs that formulate conceptual trendsways for digital literacy across Europe. At the same time, in the European Union there is no common model that reflects the ways and methods of digital literacy, each country defining its priorities for achieving the goals. It is noted that digital literacy is characterized as one of the key skills for developing the professional competencies of a teacher and a competitive specialist. Based on the study of digital literacy experience abroad, it is possible to define a clear public policy focused on high levels of digital literacy and digital skills. The digitalization status of educational establishments and the population of Ukraine, which is defined as low, is compared. The main directions of the concept of development of the digital economy and society of Ukraine for 2018–2020 are described which aim to bridge the “digital divide” in comparison with the developed EU countries. It is concluded that it is precisely the educational institutions need significant reform. Based on the analysis of digital literacy approaches abroad, this study identifies priority areas for reforming education systems in the European Union in line with current labor market and digital society requirements.

scholarly journals From the Stereotypification of the Non-European Other to the Prototypification of the European Self: A Case Study of Turkey’s Membership to the European Union from the French Perspective.

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Ariane Bogain ◽  
Florence Potot
Keyword(s):  
European Union ◽  
The Other ◽  
European Identity ◽  
The European Union ◽  
The Press ◽  
Collective Psyche ◽  
Opinion Polls ◽  
Insight Into ◽  
The Eu

In an era of increased globalisation, the need for a sense of belonging and an identity is becoming more pressing. The way nations form images of others and, conversely, conscious or unconscious images of themselves is becoming increasingly important as these images impact on public opinion and on political and decision-making discourse. With the development of supranationalism in Europe, the age-old notion of European identity has come more and more to the fore. Conflicting interpretations and a general disinclination to consider the matter leave the notion of European identity as polysemic as ever. Furthermore, the expansion of the EU has contributed to blurring this notion, so much so that in the collective psyche, it has become closely linked to the membership of the European Union and it is proving sometimes difficult to dissociate one from the other. In this context, the debate surrounding Turkey’s membership of the EU gives an insight into prototypical and stereotypical representations of Europe. As the controversy has been particularly salient in France, the aim of this study is to explore the European self-conceptions and images of the other through the example of France’s opposition to Turkey’s membership of the EU. For this purpose, opinion polls and the Press will be used as forms of narrative in order to highlight these representations and how they have evolved in time. The first part of the study will concentrate on the arguments put forward to justify the opposition to Turkey joining the EU. The second part will then evaluate how the image of the other contributes to the prototypical representation French citizens have of Europe.

Negative and Positive Integration in EU Economic Law: Between Strategic Denial and Cognitive Dissonance?

2012 ◽  
Vol 13 (8) ◽  
pp. 979-1012 ◽  
Author(s):  
Pedro Caro de Sousa
Keyword(s):  
European Union ◽  
Market Integration ◽  
Due Process ◽  
Political Process ◽  
Prima Facie ◽  
Internal Market ◽  
The European Union ◽  
Degree Of Control ◽  
The Creation ◽  
The Eu

It is a generally held assumption that the EU economic free movement rights are tools in the creation of a European internal market; and that their main goal is the (negative) market integration of different national markets. Yet these freedoms do not determine how market integration is to proceed, or which kind of integrated European market will emerge. The resulting market may be more or less regulated, and the creation of the relevant regulatory rules may be allocated to a variety of sources. These options are reflected in the different proposed tests used to determine whether a national measure prima facie infringes one of the market freedoms. The proposed tests fall into two main categories—broad tests and narrow tests—and each type has its own implications for European integration. Broad tests, usually associated with obstacle tests or even with economic due process clauses, tend to be seen as having three main outcomes. One result of broad tests is centralization, implying that ultimate decisions concerning the legitimacy of national law rests with EU institutions, and particularly with the Court of Justice of the European Union (“the Court” or “CJEU”). Another outcome of broad tests is the possible harmonization of national laws through the European political process by increasing the amount of national legislation susceptible to being harmonized under Articles 114 to 118 on the Treaty on the Functioning of the European Union (“TFEU”). A third consequence of broad tests is deregulation through the elimination of national rules creating obstacles to trade. Alternatively, narrow approaches-usually associated with discrimination or typological tests-are usually coupled with regulatory pluralism via a greater degree of control of the harmonization competences of the EU, decentralization through the protection of a greater sphere of Member States' autonomy, and economic agnosticism. Views on the potential outcomes of broad and narrow tests are, in turn, related to normative debates about the ideal levels of centralization, harmonization, and regulation in the internal market.

Citizens and the European Union since 1950

2021 ◽  
Vol 27 (2) ◽  
pp. 213-222
Author(s):  
Hartmut KAELBLE
Keyword(s):  
European Union ◽  
The European Union ◽  
Legal Proceedings ◽  
European Court ◽  
The 1950S ◽  
Relationship Of ◽  
The Relationship ◽  
Opinion Polls ◽  
Interest Organizations ◽  
Active Citizen

The article covers the relationship of the citizens with the European Union and its predecessors since the beginnings of the European integration in the 1950s. It dis­tinguishes the period of the unquestioned citizen during the 1950s and 1960s, the period of the questioned and mobilized citizen since the 1970s and the period of the active citizen since around the turn the of century, in looking at European elec­tions, referendums, European movements, interest organizations, regular European opinion polls, complaints by citizens at the European Parliament, at the European Commission and at the European ombudsman and legal proceedings by citizens at the European Court in Luxemburg. In addition, the article looks at the change be­tween periods of trust and periods of distrust by citizens in the European institu­tions since the 1950s. It argues that the trend towards the mobilized and active citi­zen includes an eventual strong rise of distrust in periods of crisis, but also by a return of trust by the citizens even in difficult periods such as the recent Covid19 pandemic.

Competences Gap in European Railways Education

2012 ◽  
Vol 2275 (1) ◽  
pp. 111-119 ◽  
Author(s):  
Vasco Reis ◽  
Rosário Macário
Keyword(s):  
Higher Education ◽  
European Union ◽  
Control Systems ◽  
Systems Engineering ◽  
Rolling Stock ◽  
Educational Institutions ◽  
The European Union ◽  
Engineering Control ◽  
Key Competences ◽  
Operations Economics

This paper addresses the gap between the competences offered by educational institutions and those required by railway firms. The competences gap has long been recognized as contributing to low job satisfaction and productivity. The term refers to the mismatch between the competences required for accomplishing a task and the actual competences of the employee. The research had two purposes: to develop a framework for analysis of the competences gap between firms and educational institutions and to assess the gap between competences required by the European Union railway market and those offered by higher education. The key competences of a railway employee were identified as the following: rolling stock and traction; systems engineering; civil engineering; control systems; operations; economics, business, and regulation; and environment. Railway firms were surveyed to identify the current demand for competences. The curricula of railway courses were reviewed to assess the competences being offered by educational institutions. Comparison of the competences demanded with those being offered indicated the existence of gaps with regard to several competences.

scholarly journals Priznavanje neformalnega in priložnostnega učenja – Rezultati raziskave

2011 ◽  
Vol 17 (1) ◽  
pp. 24
Author(s):  
Marko Radovan
Keyword(s):  
European Union ◽  
Literature Review ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Educational Institutions ◽  
Educational Systems ◽  
The European Union ◽  
Research Results

Recognition of non­formal and informal learning is one of the priorities of the educational systems in the European Union. As is evident from the literature review and research results, a great deal has been done in the legislative field, but educational institutions need more guidance on procedures for evaluating non­formal and informal learning. The paper also presents the results of the »Lifelong Learning 2010 (LLL2010)« project, dealing with the issues related to this topic

scholarly journals The New Line of the European Union in Migration Domain: Emphases And Mechanisms

2016 ◽  
pp. 13-18 ◽  
Author(s):  
L. Sadykova
Keyword(s):  
European Union ◽  
Foreign Policy ◽  
European Society ◽  
Migration Policy ◽  
Legal Regulation ◽  
The European Union ◽  
Highly Qualified ◽  
Illegal Migration ◽  
Main Components ◽  
European Migration

Article is devoted to complex research of new mechanisms of the European migration policy which underwent essential changes in process of increase of migratory streams. Now its main components are strengthening of measures against illegal migration, support of legal migration (in particular, simplification of entrance for highly qualified specialists), integration of already arrived migrants into West European society. Though migration policy is still one of the cornerstones of the general foreign policy of EU countries, legal regulation of illegal migration still fully doesn’t answer modern realities.

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