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 Lifelong Learning in the Field of Employment Policy in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 27-35 ◽  
Author(s):  
Mária Hužovičová ◽  
Peter Jakúbek
Keyword(s):  
Quality Of Life ◽  
European Union ◽  
Lifelong Learning ◽  
Slovak Republic ◽  
Educational Institutions ◽  
The European Union ◽  
Employment Policy ◽  
Important Indicator ◽  
Current State

AbstractThe rate of employment (or vice versa the rate of unemployment) is an important indicator of economic maturity and quality of life in a particular country. Compared to other countries of the European Union, unemployment in the Slovak Republic is a serious problem. Improving the quality and the efficiency of Slovak educational institutions can be one of the ways how to struggle with this problem. The Slovak economy has been transformed from planned economy to market economy, and, therefore, retraining, re-educations and improvement (in the field of industry and services) have been required. The Institute of Lifelong Learning is very helpful in this field. The article deals with shortcomings of the Institute of Lifelong Learning and it points out the reality leading to drawbackks. It also concerns the following possibilities, which might improve the current situation. In a theoretical analysis of the current state, we define the basic terms and problems in this field.

Inequalities in Lifelong Learning and Adult University Education Policies

2009 ◽  
Vol 15 (1) ◽  
pp. 121-133 ◽  
Author(s):  
Aristotelis Zmas ◽  
Athina A. Sipitanou
Keyword(s):  
European Union ◽  
Adult Students ◽  
Lifelong Learning ◽  
Tertiary Education ◽  
University Education ◽  
Educational Systems ◽  
The European Union ◽  
Education Policies ◽  
Economic Competition ◽  
Formal And Informal Learning

Firstly, the views of the European Union (E.U.) and the Organisation for Economic Co-operation and Development (O.E.C.D.) are examined in relation to the issue of lifelong learning, as well as the challenges that render the reconstruction of the national educational systems essential. Following, it is pointed out that access to lifelong learning programmes and, more specifically, adult university education remains a process riddled with inequalities, not only within each country but also among different countries. At the same time, the European Union and the O.E.C.D. have expressed their concern about the inability of tertiary education to make changes, which are judged to be necessary, within the context of global economic competition and the learning societies. In order to enhance adult university education, certain proposals are put forward: accessing the universities to the needs of the local as well as the wider society; at the same time, universities must respond by meeting the diverse interests of adult students; developing flexible practical accreditation of non-formal and informal learning; and providing quality assurance procedures for the courses offered in this particular field of educational services.

scholarly journals Competitiveness Determinants of Moroccan Exports: Quantity-Based Analysis

2016 ◽  
Vol 8 (7) ◽  
pp. 140 ◽  
Author(s):  
Bilal Lotfi ◽  
Mohamed Karim
Keyword(s):  
European Union ◽  
Literature Review ◽  
Econometric Analysis ◽  
External Factors ◽  
The European Union ◽  
Export Competitiveness ◽  
Main Determinants ◽  
Internal And External Factors ◽  
The Impact ◽  
Relative Concept

<p>The term competitiveness is a relative concept whose perception changes with the level of conducted analysis (nation, sector, company). Thus, a variety of internal and external factors can have deep effects on the competitiveness of a given entity. This paper aims to evaluate the competitiveness of Moroccan exports by identifying the main determinants that explain their performance. This is particularly dealing with the impact of customs’ tariff, the tariff of import, foreign demand, the share of the non-residents in the capital of domestic enterprises and the investment rate compared to the value of exporters.</p><p>Moreover, this paper presents a literature review on competitiveness and examines the main results of our econometric analysis regarding the determinants of export competitiveness applied to the top ten branches most exporters in Morocco. The gained results allow confirming the sensitivity of exports by branch to the situation of Morocco’s main trading partner namely the European Union while emphasizing, quantitatively, on the role played by the investment effort undertaken by Moroccan exporting companies in improving the competitiveness of national exports.</p>

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.

A Theoretical Insight Into the Multi-Level Governance

2019 ◽  
pp. 1-22
Author(s):  
Dilek Dede
Keyword(s):  
European Union ◽  
Literature Review ◽  
Theoretical Study ◽  
Research Question ◽  
The European Union ◽  
Foreign Politics ◽  
Multi Level ◽  
European Union Studies ◽  
Theoretical Insight ◽  
Insight Into

Multi-level governance has been described as an updated form of governance that began in the early 1990s. The traditional distinction between domestic and foreign politics was eliminated in the same period. This study aims at clarifying the concept of multi-level governance in both the Europeanization literature and the European Union studies. The research question is, What are the definitions, dynamics, characteristics of multi-level governance in both the Europeanization literature and the European Union studies? In methodology, it is a theoretical study that remains on literature review.

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 The usefulness of adult education: Lifelong learning in the European Union and the portuguese public policy

2017 ◽  
Vol 23 (4) ◽  
pp. 35-50 ◽  
Author(s):  
Paula Guimarães
Keyword(s):  
Public Policy ◽  
European Union ◽  
Economic Development ◽  
Adult Education ◽  
Resource Management ◽  
Human Resource Management ◽  
Lifelong Learning ◽  
Human Resource ◽  
The European Union ◽  
Critical Education

The article first discusses the aims of lifelong learning proposed by the European Union and then analyses the reinterpretations present in the Portuguese policies of adult education in the last two decades. Finally, the influence of the European Union on policy discourses in Portugal is stressed, with increasing attention paid to the usefulness of adult education in relation to economic development and human resource management, while humanistic meanings and aims concerning critical education may be found to a lesser extent.

Sign in / Sign up

Export Citation Format

Share Document