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.

Studying Locally, Interacting Globally

2012 ◽  
pp. 344-368 ◽  
Author(s):  
Angela T. Ragusa ◽  
Emma Steinke
Keyword(s):  
Higher Education ◽  
European Union ◽  
Global Scale ◽  
Educational Institutions ◽  
The European Union ◽  
International Dimension ◽  
Goods And Services ◽  
Set Up ◽  
Cultural Skills ◽  
And Training

The general trend towards freely circulating capital, goods and services, coupled with changes in the openness of labour markets, has translated into growing demands for an international dimension of education and training. Indeed, as world economies become increasingly inter-connected, international skills have grown in importance for operating on a global scale. Globally oriented firms seek internationally-competent workers versed in foreign languages and having mastered basic inter-cultural skills to successfully interact with international partners. Governments as well as individuals are looking to higher education to play a role in broadening students’ horizons and allowing them to develop a deeper understanding of the world’s languages, cultures and business methods. One way for students to expand their knowledge of other societies and languages, and hence leverage their labour market prospects, is to study in tertiary educational institutions in countries other than their own. Several OECD [Organisation for Economic Co-operation and Development] governments – especially in countries of the European Union (EU) – have set up schemes and policies to promote mobility as a means of fostering intercultural contacts and building social networks for the future. (Organisation for Economic Co-operation and Development, 2009, p. 310)

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 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.

The Association for Educational Assessment - Europe. An Agency for Accountability in Europe

CADMO ◽  
2009 ◽  
pp. 5-18
Author(s):  
Emma Nardi
Keyword(s):  
Higher Education ◽  
European Union ◽  
Research Funding ◽  
Research Policy ◽  
Educational Assessment ◽  
Research Area ◽  
Research Development ◽  
The European Union ◽  
European Institutions ◽  
European Higher Education

- AEA-Europe was founded in 2000 with the main goals of improving communication among European institutions interested in educational and occupational assessment, and providing a framework within which co-operative research, development implementation and evaluation of projects involving educational assessment could be undertaken. After 10 years of successful activity, the Association has built a position that could allow it to become the protagonist of the EU's policy in the field of assessment, becoming a reference point for all its members, and playing a crucial role as an applicant for projects funded by the European Union. This article, dealing with research policy, describes the activity carried out by the Association since 2000, presents the EU's policy in research funding specifically applied to Tempus projects, and discusses how the Association could contribute to evaluation and accountability in the European Higher Education and Research Area.

What Changed?

2016 ◽  
Author(s):  
Necati Polat
Keyword(s):  
Higher Education ◽  
European Union ◽  
Foreign Policy ◽  
Identity Politics ◽  
The European Union ◽  
High Courts ◽  
Turkish Politics ◽  
The Face ◽  
The Government ◽  
The Military

This chapter provides an outline of the change that took place in Turkey between 2007 and 2011, signalling a historic shift in the use of power in the country, long controlled by a staunch and virtually autonomous bureaucracy, both military and civilian, and known as ‘the state’, in the face of the chronically fragile democratic politics, forming ‘the government’. The time-honoured identity politics of the very bureaucracy, centred on ‘Westernisation’ as a policy incentive, was deftly appropriated by the ruling AKP via newly tightened links with the European Union to transform the settled centre-periphery relations often considered to be pivotal to Turkish politics, and reconfigure access to power. The chapter details the gradual fall of the bureaucracy—that is, the military, the higher education, and the system of high courts—and recounts the basic developments in foreign policy and on the domestic scene during and immediately after the change.

Internationalization of Polish Higher Education within Knowledge Transfer and Innovation

2015 ◽  
pp. 247-271
Author(s):  
Agnieszka Barcik ◽  
Piotr Dziwiński
Keyword(s):  
Higher Education ◽  
European Union ◽  
Knowledge Transfer ◽  
Internationalization Of Higher Education ◽  
Political Transformation ◽  
The European Union ◽  
Polish Higher Education ◽  
Further Development ◽  
Cross Border Cooperation

Internationalization of higher education in Poland is a relatively new subject which has been gradually gaining its importance. The economic and political transformation of Poland opened new opportunities for Polish universities. The accession to the European Union enabled the educational and research units to apply for European funds in this respect. Despite numerous difficulties, the universities reform their strategies and search for new solutions to increase the level of internationalization and thus their competitiveness. These actions are necessary and crucial for their further development. The chapter describes general issues of internationalization of Polish higher education and shows that the level of internationalization may be achieved successfully by various forms of cross-border cooperation. Polish-Czech cooperation in the field of knowledge transfer and innovation carried out by two partner universities located in the Polish – Czech borderland is a case study illustrating this process.

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