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)

Studying Locally, Interacting Globally

2014 ◽  
pp. 1082-1106
Author(s):  
Angela T. Ragusa ◽  
Emma Steinke
Keyword(s):  
Online Survey ◽  
Online Courses ◽  
Geographic Location ◽  
Global Scale ◽  
The European Union ◽  
Educational Materials ◽  
Cultural Backgrounds ◽  
Postgraduate Students ◽  
Goods And Services ◽  
Set Up

This chapter uses findings from an online survey of international onshore undergraduate and postgraduate students enrolled in an Australian university in 2009 to critically examine and compare their expectations, experiences, and levels of satisfaction. This research yielded a plethora of unique and vital concerns that were further affected by variables such as students’ age and geographic location in regional/rural versus metropolitan areas. Moreover, the results of this study, in turn, can offer educators important initial insights they can then use to develop online educational materials or online courses for such internationally diverse groups of students. This chapter argues the gap between expectations and experiences requires further attention if the delivery of academic excellence to students from divergent cultural backgrounds, with different language skills and varying social norms is to be achieved within an environment that supports and reflects cultural diversity. The chapter also provides suggestions on how such factors can and should be addressed when devising online educational materials and environments for such students. 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)

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 EDUCATIONAL PROJECTS WITH AN INTERNATIONAL DIMENSION FOR SENIORS AND THE HIGHER EDUCATION AND THE PROMOTION OF CULTURAL HERITAGE

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Torres Del Pilar García de la María ◽  
Francisco Alscón Belver
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
European Union ◽  
Cultural Heritage ◽  
International Perspective ◽  
The European Union ◽  
Way Of Life ◽  
International Context ◽  
International Dimension ◽  
The University

Places that were and are scenario of our lives, are an intrinsic partof our identity, individual and collective. Both Cultural Heritage andNatural Heritage are constitutive elements of our way of life. The SeniorUniversity, the university program for older adults of the Universityof A Coruña, develops educational initiatives with an internationaldimension that promote knowledge of their own identity, but froma European and international perspective, through unique projectsand initiatives that have the active participation of the students. Thisarticle will describe several experiences that, under the Erasmus+ Program of the European Union, promote knowledge of CulturalHeritage among older adults in an international context. 

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

scholarly journals European Union One Health Country Visits as Driver to Combat on Antimicrobial Resistance

2020 ◽  
Vol 41 (S1) ◽  
pp. s222-s222
Author(s):  
Pita Spruijt ◽  
Paul Bergervoet ◽  
Robbin Westerhof ◽  
Merel Langelaar ◽  
Marie-Cécile Ploy
Keyword(s):  
European Union ◽  
Antimicrobial Resistance ◽  
Peer Review ◽  
Infection Prevention ◽  
One Health ◽  
Competent Authority ◽  
Political Agenda ◽  
The European Union ◽  
Review System ◽  
Set Up

Background: In 2016, the European Union adopted unanimously Council Conclusions on the next steps to combat antimicrobial resistance under a One Health approach. To implement some of the provisions laid down in the Council Conclusions, a European Joint Action on Antimicrobial Resistance (AMR) and Healthcare-Associated Infections (HCAI) or EU-JAMRAI was set up, gathering 44 partners. Methods: As part of EU-JAMRAI, 13 participating European countries set up a country-to-country peer review system to evaluate each other’s national action plans (NAPs). This review system entailed a self-assessment, strengths–weaknesses–opportunities–threats (SWOT) analysis, and country visits. All steps were executed with representatives from both the human and the veterinary domains (One Health approach). Special attention was given to supervision and the way supervision can enhance the implementation of guidelines on AMR, both at the policy level and within healthcare institutions. Results: Despite differences in the stage of developing and implementing NAPs, all 13 countries are working on NAPs. In this process, country visits function as a moment to exchange best practices and to provide an outsider’s point of view. At the end of 2019, 13 country-to-country visits had taken place, resulting in tailor-made recommendations for each country. These recommendations were shared with the competent authority. An example is a country that used the recommendation to improve infection prevention as an immediate reason to get the topic on the agenda of the Ministry of Health. During the country visits, intersectoral participation was perceived as desirable, but in some cases it was challenging to arrange. For some highly relevant topics, it has been recognized that discussion should take place on a European level. Examples of such topics include supervision, infection prevention guidelines, funding, surveillance, and regular audits of antibiotic prescriptions for physicians including feedback loops. Conclusions: Peer review is a cooperative and friendly working method compared to common audits. The country visits function as an agenda setting tool to get or to keep AMR on the political agenda and presenting the most relevant topic(s) to address for each country.Funding: NoneDisclosures: None

scholarly journals Joint bodies in the European Union's international agreements: Delegating powers to the European Commission in EU external relations

2021 ◽  
pp. 146511652110273
Author(s):  
Markus Gastinger ◽  
Andreas Dür
Keyword(s):  
European Union ◽  
European Commission ◽  
Empirical Support ◽  
International Agreements ◽  
Principal Agent ◽  
The European Union ◽  
Original Dataset ◽  
Voting Rule ◽  
External Relations ◽  
Set Up

In many international agreements, the European Union sets up joint bodies such as ‘association councils’ or ‘joint committees’. These institutions bring together European Union and third-country officials for agreement implementation. To date, we know surprisingly little about how much discretion the European Commission enjoys in them. Drawing on a principal–agent framework, we hypothesise that the complexity of agreements, the voting rule, conflict within the Council, and agency losses can explain Commission discretion in these institutions. Drawing on an original dataset covering nearly 300 such joint bodies set up by the European Union since 1992, we find robust empirical support for all expectations except for the agency loss thesis. Our findings suggest that the European Commission is the primary actor in the implementation of many of the European Union's international agreements, allowing it to influence EU external relations beyond what is currently acknowledged in the literature.

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.

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