scholarly journals Formal and Non-Formal Education and Training As an Instrument Fostering Innovation and Competitiveness in EU Member Countries

2020 ◽  
Vol 12 (3) ◽  
pp. 82-98
Author(s):  
Sabina Denkowska ◽  
◽  
Kamil Fijorek ◽  
Grazyna Wegrzyn ◽  
◽  
...  

An important role in economic development and competitiveness is played by human capital, that is believed to lead to the growth of innovation. The innovative activities of companies, with a well-educated workforce as an essential component, are a necessary condition for any economy to achieve a competitive advantage in the international arena. The study objective was to investigate the relationship between the type of education (formal or non-formal) of individuals aged 25-64 and the level of innovation in the European Union member countries. The study uses data provided by Eurostat from three international surveys: The Labor Force Survey (LFS), Adult Education Survey (AES) and Community Innovation Surveys (CIS). The econometric analysis was carried out using tobit regression models. The study shows that innovation levels of EU countries, as measured by the synthetic SII index strongly depend on 1) the share of people with tertiary education undertaking additional formal or non-formal education, 2) the share of employees undertaking additional formal education, and 3) the share of persons undertaking additional formal or non-formal education. Among the variables studied, the smallest impact on the innovativeness of economies was that of the share of persons undertaking additional formal education. The results indicate a significant and positive role of additional education in increasing the level of innovation and competitiveness in the EU economies.

Author(s):  
Martin Ehala

The focus of intergroup communication research in the Baltic countries is on interethnic relations. All three countries have Russian-speaking urban minorities whose process of integration with Estonian, Latvian, and Lithuanian majorities has been extensively studied. During the Soviet era when the Russian-speaking communities in the Baltic countries were formed, they enjoyed majority status and privileges. After the collapse of the Soviet Union, there was a status reversal as Russian speakers become minorities in the newly emerged national states. The integration of once monolingual Russian-speaking communities has been the major social challenge for the Baltic states, particularly for Estonia and Latvia where they constitute about 30% of the population. Besides the Russian-speaking minorities, each of the Baltic countries has also one other significant minority. In Estonia it is Võro, a linguistically closely related group to Estonians; in Latvia it is Latgalians, closely related to Latvians; and in Lithuania, it is the Polish minority. Unlike the Russian-speaking urban minorities of fairly recent origin, the other minorities are largely rural and native in their territories. The intergroup communication between the majorities and Russian-speaking minorities in the Baltic countries has often analyzed by a triadic nexus consisting of the minority, the nationalizing state, and the external homeland (Russia). In recent analyses, the European Union (through its institutions) has often been added as an additional player. The intergroup communication between the majorities and the Russian-speaking communities is strongly affected by conflicting collective memories over 20th-century history. While the titular nations see the Soviet time as occupation, the Russian speakers prefer to see the positive role of the Soviet Union in defeating Hitler and reconstructing the countries’ economy. These differences have resulted in some symbolic violence such as relocation of the Bronze Soldier monument in Estonia and the riots that it provoked. Recent annexation of Crimea by the Russian Federation and the role of the Ukrainian Russian speakers in the secessionist war in the Eastern Ukraine have raised fears that Russia is trying to use its influence over its compatriots in the Baltic countries for similar ends. At the same time, the native minorities of Võro and Latgalians are going through emancipation and have demanded more recognition. This movement is seen by some among the Estonian and Latvian majorities as attempts to weaken the national communities that are already in trouble with integrating the Russian speakers. In Lithuania, some historical disagreements exist also between the Lithuanians and Polish, since the area of their settlement around capital Vilnius used to be part of Poland before World War II. The Baltic setting is particularly interesting for intergroup communication purposes, since the three countries have several historical parallels: the Russian-speaking communities have fairly similar origin, but different size and prominence, as do the titular groups. These differences in the power balance between the majority and minority have been one of the major factors that have motivated different rhetoric by the nationalizing states, which has resulted in noticeably different outcomes in each setting.


2010 ◽  
Vol 213 ◽  
pp. R20-R34 ◽  
Author(s):  
Peter Huber ◽  
Michael Landesmann ◽  
Catherine Robinson ◽  
Robert Stehrer

The freedom of movement of persons is one of the core tenets of the European Union. Immigration however is often seen as a cause for concern amongst native workers, as rising labour supply may threaten jobs and create downward pressure on wages. National politicians are increasingly under pressure to guard against it — in times of recession particularly. Despite this, there is evidence that highly-skilled migrant labour has the potential to raise competitiveness significantly and in theory this may feed into productivity. In this paper, we explore first the composition of inward migration to the EU and within the EU, concentrating specifically on the role of the highly-skilled and the extent to which migrants are overqualified within their jobs. We then analyse whether migrant workers affect productivity at the sectoral level. We find under-utilisation of skilled foreign labour and there is little evidence in general to suggest that migrants have raised productivity which may in part be attributable to over-qualification. However, we find robust evidence that migrants — particularly highly-skilled migrants — play a positive role in productivity developments in industries which are classified as ‘skill intensive’.


Author(s):  
Fursa Svitlana Yaroslavivna ◽  
Kukhniuk Dmitriy Vladimirovich ◽  
Bondar Iryna Vadymivna ◽  
Maliarchuk Liubov Sergiivna ◽  
Derii Olena Olexsandrivna

The study discusses the role of the philosophy of law in the process of unifying legal systems through the prism of the principles of the Draft Common Framework of Reference in Europe. The application of the philosophy of law in unification processes is also a necessary condition for the implementation of these processes about human rights and the sovereign interests of the State, which implements the unification of the legal order. Hence, the issue of European integration determines the strategic direction of the state, and this leads to the unification of law. The study aims to identify the role of the philosophy of law in the processes of unifying the legal systems of the European Union and its importance in the use of principles in these processes, justifying the need to use the philosophy of law in any process of transformation. It is concluded that the philosophy of law is a bridge harmonized with the legal sphere of operation of both individual states and supranational associations.


2015 ◽  
pp. 91-96
Author(s):  
Mónika Lőrincz

Northern Hungary is one of the most disadvantageous regions of Hungary and the European Union; "keeping force" is extremely week. The regional spatial inequalities – despite the national and EU convergence program – have been increasing year by year. The social and economic situation of the region shows negative trends. Negative features of the migration processes are manifested in the candidates' choice for tertiary education has increased in the region in the past three years parallel with the proportion of those who are not on site, but primarily in the Central Hungarian region to continue their studies. An intensification of the negative trends is experienced in the economic processes both in jobs and the structure and performance of the local economy in respect of per capita income. The transition from the nineties has decisively influenced the social and economic processes and the status of tertiary education institutions and their constantly changing role in the region. The role of education has become a key point of their activities as financing of the sector encouraged the institutions to increase the number of students and training offer, while R&D as form of cooperation in the economic sphere overshaded. Nowadays and over the past decade the increasing demand to transform their educational profile has increased in accordance with the social and economic situation of the region, adjusted to the catch-up and development opportunities of the region.


Author(s):  
K. Kh. Rekosh

In recent decades, much has been written about the dialogue of cultures and differences between them manifested by languages, which are the objects of interdisciplinary research. However, the active role of multiplicity of languages and their interaction in particular with the relevant areas of knowledge do not always attract the proper attention. Along with many languages, Europe seeks to move away from monolingualism in favor of multilingualism, recognizing that it is promising, so political actors support it. The principles of multilingualism have been adopted in the international (European) and national levels and formalized in terms of plurilingualism and multilingualism. The plurilingualism is the use of multiple languages by one and the same person. It is an integral part of cultural diversity and respect, a necessary condition for human development as a professional and as a person. The multilingualism is denoted by a policy of equality of languages in the community. The European Union is a multilinguistic organization. Language policy of the European Union has been defined since the establishment of the communities, it was different from the language policies of other international organizations and was based on the principle of cultural and linguistic diversity (although the term multilingualism was not used) with the aim of ensuring access to information and justice for all EU citizens in all official EU languages. Held in Europe language policy led to the institutionalization of the concept of multilingualism, particularly by the European union, which could serve to the development of linguistic law. The EU language policy is linked with the objectives of the integration law which makes it different from the plurilingualism. It acts as an instrument for intercultural dialogue and social cohesion, as a guarantee of prosperity and employment opportunities. At the same time it generates a lot of linguo-legal problems concerning different statuses of languages; EU official languages, working, state, regional, national languages, as well as minorities and migrants languages.


2018 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ljubica Kordić ◽  
Željko Rišner ◽  
Dubravka Papa

IT-era has changed not only the notion of intercultural communication worldwide, but also every aspect of human reality. In this paper, the authors present the application of electronic media in formal and non-formal education in Croatian higher education institutions on the example of the Faculty of Law, University of Osijek. Special attention is paid to specific computer programmes, language databases and tools for machine translation and machine-assisted translation used in the teaching process within the Lifelong Learning Programme for Lawyer-Linguists as a new type of non-formal interdisciplinary education delivered at that faculty. In the introductory part, the authors discuss the role of new media in formal higher education and present results of a questionnaire conducted among teaching staff of the Faculty of Law Osijek related to application of the Internet and other new IT-media in specific courses. The main part of the paper is focused on the analysis of the course Online Translation Tools and EU Vocabulary, carried out within the Lifelong Learning Programme for Lawyer-Linguists. Teaching contents of that course are delivered by using computer technology (translation tools and databases accessible online), which serves as a medium for teaching translation. Simultaneously, instructing students in proper and skilful usage of those media represents the principal goal of that course. In the concluding part, the authors try to determine the role of new media and IT in formal and non-formal types of tertiary education in the future.


2022 ◽  
Vol 131 ◽  
pp. 03008
Author(s):  
Irena Zemaitaityte ◽  
Alina Petrauskiene

The growing importance of communities and community interaction is witnessed by the growing interest in these areas: in the emphasis on community development and in the need to bring educational and social services closer to local communities, both at the level of the European Union and at the political level of each of its member countries. Analyzing the community interactions active involvement in community functions, concern and trust in its people, and a look into the future are emphasized. The choice of the research methodology was determined by the aim of the research – to reveal the functions of non-formal learning coordinators of adult learning in municipalities as those of the developers of learning and community developers through their work experience. The analysis of the data highlighted the role of coordinators as community activators and community developers, bringing together adult learning groups, involving young people, gymnasium students, and volunteers in the implementation of training, through local non-formal education providers.


2020 ◽  
Vol 22 (4) ◽  
pp. 631-643 ◽  
Author(s):  
Joshua Freedman

Status anxiety is not a necessary condition for backlash movements, and yet, both are highly complementary. Across political levels, from the community and state to the international system, status anxiety is often cited as a principal grievance and motivator of backlash politics. This article challenges the basic premise behind this framing by arguing that status loss – as a subset of status anxiety – and backlash politics, are essentially co-constitutive phenomena. Status loss can certainly propel backlash movements to form, but claims of status loss and decline are also uniquely exploitable mechanisms for bringing backlash movements into existence. Rather than treat objective status loss as an obvious cause of backlash movements, then, this article switches the focus to how subjective narratives of status loss are constructed, promoted, retrieved, and contested, in order to either advance, or oppose, the cause of backlash entrepreneurs. Doing so illustrates a primary mechanism of backlash politics, but also a primary mechanism of status loss, challenging dominant intrinsic and material premises on the role of status in international relations. This discussion is illustrated through a focus on Britain’s 2016 referendum on the European Union, and the extent to which both Leave and Remain campaigners elevated the rhetoric of status loss in defence of alternative pasts, presents, and futures.


2018 ◽  
Vol 71 (4) ◽  
pp. 111-117
Author(s):  
O. V. Myloslavska

The article presents results of the study of interpersonal dependence in the context of reflection as a necessary condition for personal autonomy and the mechanism of constructing and organizing a life perspective in adolescence. The psychological content of the phenomenon of interpersonal dependence is revealed, its destructive influence on the personality is emphasized, the positive role of reflection as a factor of actualization of the autonomy of the individual and the neutralization of interpersonal dependence is substantiated. The purpose of the study was to identify the relationship of interpersonal dependence and differential types of reflection in students – boys and girls. The scientific novelty of the research is determined by the fact that in the work for the first time the peculiarities of the functioning of interpersonal dependence and differential types of reflection on the students were determined, differences in the structure of the interrelationship between these phenomena in students – boys and girls were analyzed. The Interpersonal Dependency Inventory by R. M. A. Hirschfeld, Relationship Profile Test by R. F. Bornstein (both – in an adaptation by O. P. Makushina) and Differential Test of Reflexivity by D. A. Leontiev and E. M. Osin were applied to solve empirical problems. The sample consisted of 96 students of V. N. Karazin Kharkiv National University. The first group included of 45 boys, the second – 51 girls. For the mathematical processing of data the Spearman rank correlation coefficient was used. It has been established that in both groups an increase in the propensity to unproductive types of reflection is a potential for the development of manifestations of interpersonal dependence. Both boys and girls, with increased introspection, there is an aggravation of destructive overdependence. It was also found that in young men the increase in such manifestations of interpersonal dependence, such as the need for emotional reliance on others, lack of self-confidence, and dependence in general, occurs along with the actualization of the tendency to introspection, while in girls – with the actualization of the tendency to quasi-reflection, together with than in these subjects, destructive overdependence grows. It should be noted that healthy dependence is involved in relationships with the differential types of reflection only in the group of girls, in which its severity increases with increasing ability to systemic reflection and inhibition of quasi-reflection. Results can be used for gender specification of psychological programs for the prevention and correction of interpersonal dependence in the students age. It is noted that the prospect of further research is to study the psychological characteristics that may act as inhibitors of interpersonal dependence in adolescence.


2020 ◽  
Vol 71 (5) ◽  
pp. 463-492
Author(s):  
Julia Perić ◽  
Sunčica Oberman Peterka ◽  
Željka Getoš

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students’ employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students’ entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students’ entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students’ employability.


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