Teacher Networking, Professional Development, and Motivation Within EU Platforms and the Erasmus Plus Program

2021 ◽  
pp. 195-218
Author(s):  
Salvatore Nizzolino
Keyword(s):  
Professional Development ◽  
Public Education ◽  
Teaching Profession ◽  
Education Sector ◽  
The European Union ◽  
Education Policies ◽  
Professional Networking ◽  
European Education ◽  
New Perspective ◽  
And Training

This chapter deals with the continuous professional development required in the teaching profession with a focus on the European Union, embracing the education sector as a whole socio-anthropological structure with similar needs and expectations. In particular, the topic of professional networking and mobilities, analyzed under the effect of the Erasmus Plus program, emphasizes the need for a new perspective. Social network analysis improves the understanding of particular behavioral patterns promoted by the implementation of European education policies in public education networking. The chapter contributes to policymakers in the field of education and training in the education sector.

scholarly journals Private companies and policy-making: Ideological repertoires and concealed geographies in the evaluation of European education policies

2018 ◽  
Vol 18 (1) ◽  
pp. 34-53 ◽  
Author(s):  
Manuel Souto-Otero
Keyword(s):  
European Commission ◽  
Policy Evaluation ◽  
Policy Development ◽  
European Policy ◽  
Education Policies ◽  
Private Companies ◽  
European Education ◽  
The Relationship ◽  
Evaluation Space ◽  
And Training

This article explores the relationship between education, training and the single market, focusing on the market for the production of policy evaluations in the areas of education and training, culture and youth of the European Commission. Two questions are addressed: the first question relates to the geographical distribution of the organisations that deliver policy evaluation services to the European Commission (‘Commission’) in those areas; and the second relates to the nature of the ideas for policy development put forward in the evaluations examined. Based on information gathered from 23 evaluations carried out between 2012 and 2016 (in particular, the circa 300 recommendations they included), the analysis reveals that although the Commission relied on competitive processes for the award of those evaluations, competition was somewhat restricted: there is a marked dominance of a limited number of countries as the powerhouses for the Commission’s education policy evaluation. In relation to the second question, and by contrast to other policy spaces, the analysis provided little evidence of unfettered penetration of private sector ‘ideological repertoires’, lexicons and sensitivities into the European policy evaluation space.

Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion

2017 ◽  
Vol 1 (2) ◽  
pp. 274
Author(s):  
Pantelis Sklias ◽  
Spyros Roukanas ◽  
Giota Chatzimichailidou
Keyword(s):  
European Union ◽  
Adult Education ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Education And Training ◽  
The European Union ◽  
Education Policies ◽  
Eu Policies ◽  
And Training

<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>

Public Education Policies in Turkey in the COVID-19 Crisis

2022 ◽  
pp. 194-204
Author(s):  
Hasan Alpay Karasoy
Keyword(s):  
Public Education ◽  
Social Life ◽  
Health Sector ◽  
Education Policies ◽  
Face To Face ◽  
The Subject ◽  
The Government ◽  
Life Education ◽  
And Training ◽  
Descriptive Method

COVID-19 was declared a pandemic on March 11, 2020. With the COVID-19 crisis, new problem areas have appeared in many areas such as business, trade, social life, education, and the health sector in countries where it is effective. One of the areas where this limitation and new problems arise is the field of education. States have imposed restrictions in education and training to reduce the rate of the pandemic's spread and have suspended face-to-face education. Firstly, Turkey closed the schools for a while and then the government announced “distance learning” efforts. However, distance education has not been fully settled in both the learners and teachers. This study aims to handle education policies in Turkey during the COVID-19 pandemic and try to examine possible solutions for problem areas, which existed because of the pandemic. For this purpose, with a descriptive method, the subject was examined. Because of the changing spirit of the pandemic, this study focused on the education policy from March 1, 2020 to March 1, 2021.

scholarly journals Youth Unemployment and Youth not in Employment, Education or Training: An Assessment in Terms of The EU and Turkey

2021 ◽  
Author(s):  
Vildan Göl ◽  
Betül Yüce Dural
Keyword(s):  
Economic Growth ◽  
European Union ◽  
Youth Unemployment ◽  
The European Union ◽  
Causality Analysis ◽  
Education Policies ◽  
Left Behind ◽  
Employment Education ◽  
And Training ◽  
The Eu

Today, the European Union aims to integrate young people into the labour market and provide employment support. However, youth unemployment figures in the European Union are very serious. In addition to youth unemployment, NEET (Not in Education, Employment and Training) rates, which we hear frequently today and which is closely related to youth unemployment, have high rates both in the European Union and in Turkey. If these two main problems that countries have to deal with are not successful, they will impose serious costs on countries both socially and economically. Although education policies are often used for the solution, factors such as gender perception and patriarchal social structure must be left behind. In addition, strong economic growth should not be ignored to combat the problems of the young unemployed. The first aim of the study is to examine the factors that cause young unemployed and NEETs in the EU and Turkey at the macro and micro level and to present them comparatively. The second aim of the study is to empirically analyse Okun's Law, which argues that there is a negative correlation between unemployment and economic growth, for young unemployed and NEETs in Turkey between 2000 and 2020. The data used in the study was obtained from the OECD and Eurostat databases. The empirical findings obtained as a result of causality analysis show that there is a one-way relationship between economic growth, youth unemployment and NEETs.

Aligning Educational Outcomes to Boost Employment and Workforce Employability

2014 ◽  
pp. 407-417 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco ◽  
María-José Simón-Olmos
Keyword(s):  
Professional Development ◽  
Labor Market ◽  
Public Education ◽  
Deep Understanding ◽  
Education Policies ◽  
Lifelong Learners ◽  
Policy Makers ◽  
Market Needs ◽  
Common Understanding

Since the beginning of the recent economic crisis, the unemployment rate, especially among youngsters, has reached painfully high levels in Spain. As education plays a central role in preparing individuals to enter the labor force, as well as equipping them with the skills to engage in professional development, it is time to analyze the job-education match. This chapter focuses on the role of public education policies in advancing the employability of lifelong learners. A deep understanding of what is required by the labor market needs to be matched by a common understanding of the learning outcomes achieved in education. This chapter explains how the Catalan education system is working to align education and job requirements. By showing best practices and initiatives, this chapter offers a perspective relevant to educational policy makers.

scholarly journals The Deprofessionalization of Educators: An Intersectional Analysis of Neoliberalism and Education “Reform”

2018 ◽  
Vol 52 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Jennifer Gale de Saxe ◽  
Sarah Bucknovitz ◽  
Frances Mahoney-Mosedale
Keyword(s):  
United States ◽  
Social Justice ◽  
Public Education ◽  
Education Reform ◽  
Political Activism ◽  
The United States ◽  
Teaching Profession ◽  
Education Policies ◽  
Intersectional Analysis

Throughout this article, we discuss the neoliberal assault on public education, specifically in the United States, which, through coercive means, is anti-feminist, racist, and classist and demonstrates a deliberate attack on the female-dominated teaching profession. By contextualizing and analyzing education policies through a framework of intersectional critical feminism, we demonstrate how educators are delegitimized and deprofessionalized through privatization, education “reform,” and policies that reduce the profession to one that is both technicist and rote, all under the guise of “equity” and “social justice.” Our analysis reinforces the need to better understand the intricacies that permeate such policies so that the necessity to resist becomes inherently part of teaching, education, and political activism both in the United States and internationally.

scholarly journals Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program

2020 ◽  
Vol 18 (1) ◽  
pp. 50
Author(s):  
Leia Flure ◽  
Melissa Pflugh Prescott ◽  
Whitney Ajie ◽  
Trinity Allison ◽  
Jennifer McCaffrey
Keyword(s):  
Professional Development ◽  
The United States ◽  
School Nutrition ◽  
Training Needs ◽  
Learning Method ◽  
Learning Methods ◽  
Chi Square ◽  
Job Experience ◽  
Training Topic ◽  
And Training

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

Within the Public-Private Divide. Right to Housing and Consumer Law in Recent European Private Law Trends

Global Jurist ◽  
2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Rocco Alessio Albanese
Keyword(s):  
Fundamental Rights ◽  
Private Law ◽  
The European Union ◽  
The Public ◽  
Consumer Law ◽  
Charter Of Fundamental Rights ◽  
Recent Trends ◽  
New Perspective ◽  
The Right ◽  
Protection Of Right

Abstract This paper intends to discuss some major European legal issues by building on the critique of a certain narrow relevance of human basic needs, according to traditional Western legal conceptions of the subject as well as of the public-private divide. In particular it aims at verifying the potentiality of consumer law for rethinking the right to housing, within recent trends of European Private Law, by adopting a remedial approach. For this reason the paper analyzes three well-known cases decided by the Court of Justice of the European Union (CJEU) – namely Aziz, Sanchez Morcillo and Kušionová – as examples of this meaningful trend. Through the combination of the fairness test over contractual terms with the criteria of effectiveness and proportionality, a broader protection of right to housing is recognised even in horizontal private relationships. Art. 7 of the EU Charter of Fundamental Rights (CFREU) could represent the constitutional reference for this new perspective. The paper also intends to show how the relevance of the basic need for housing is traced to debtor's families. CJEU's interpretative itinerary seems to start from a fairness test about contractual terms, but eventually comes to give protection to subjective situations that are even out of the domain of the contract.

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