The Death of the European Agency for Reconstruction

Among many issues regarding the work and functioning of EU agencies, the termination of an agency is an important aspect to consider. The European Agency for Reconstruction (EAR), an EU agency that managed EU aid to the Western Balkans from 2001 to 2008, proved to be an efficient and effective agency in delivering aid. Although termination of any EU agency is a rare phenomenon, the EAR was terminated in 2008, despite its successful record. The termination of this highly successful agency stands as an example for the utility of putting termination theory into a larger framework of the existence of EU agencies, as scholarly literature has largely ignored the issue of termination in the work of the EU agencies. The EAR represented an institutional model of independence from politics and policy-making. The purpose of this paper is to assess the structure and operations of the EAR and reasons that led to its termination.

Part VIII Accountability for Displacement and Refugee Rights Violations, Ch.64 The Accountability of International Organizations in Refugee and Migration Law

This chapter highlights the accountability of international organizations in refugee and migration law. It sets out the general responsibility regime as it applies to international organizations with special reference to refugee protection. Several international organizations are pertinent: most prominently UNHCR and the International Organization for Migration (IOM), but also the EU through Frontex, its European Agency for the Management of Operational Cooperation at the External Borders, and the UN Office of the High Commissioner for Human Rights. Refugee protection also involves several different settings, from the running of refugee camps and the guarding of borders to the handling of individual asylum applications. In general, the chapter demonstrates that responsibility is highly elusive.

OSH in the future: where next?

Since 2002 when the Community Strategy on Health and Safety at Work called on the European Agency for Safety and Health at Work to set up a Risk Observatory, EU-OSHA has worked to address the challenges presented by the changing world of work. As our society evolves under the influence of new technology and shifting economic and social conditions, our workplaces, work practices and processes are constantly changing. These new situations bring with them new risks and challenges for workers and employers, which in turn demand political, administrative and technical approaches that ensure high levels of safety and health at work. Changes that are underway due to digitalisation, for example, affect not only the tasks that make up jobs, but also the nature of work in terms of how it is organised and how it is managed and supervised. Digitalisation also provides important opportunities, whether through the automation of dangerous or monotonous tasks or facilitating the work of the labour inspectorate. Europe benefits from a comprehensive body of OSH regulations, but if the OSH challenges posed by the new world of work are to be managed and the opportunities realised, it is essential that social dialogue be at the centre of regulation, support and guidance, enforcement and monitoring.

Az inkluzív intézményvezetés és az inkluzív nevelés-oktatás összefüggései

Összefoglaló. Az inkluzív intézményvezetés fogalma a 2000-es évek elején került be a pedagógiai szakmai gondolkodásba annak a felismerésnek az eredményeképpen, hogy a nevelési-oktatási intézmények vezetőinek meghatározó szerepük van az inklúziós politikák átültetésében, a befogadó gyakorlat és az inkluzív iskolai kultúra eredményes megvalósításában (Ainscow–Sandil 2010; Ruairc 2013). A tanulmányban bemutatott kutatás, melyet a European Agency for Special Needs and Inclusive Education 2019-ben indított (Supporting Inclusive School Leadership, SISL), három szakaszban vizsgálja a részt vevő tagállamok szakpolitikáit, illetve intézményi gyakorlatait. A projekt célja az inkluzív intézményvezetést elősegítő szakpolitikai környezet bemutatása, azoknak a kompetenciáknak a leírása, melyek a sikeres inkluzív intézményvezetőt, illetve intézményvezetést jellemezhetik, illetve a képzés, továbbképzés és a professzionális fejlődés lehetőségeinek támogatása önértékelő eszköz kidolgozásával. Summary. The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states in 3 phases. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of institution or institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.

In het web van de arbeidsuitbuiting

Arbeidsuitbuiting blijft vaak onder de radar, maar in de praktijk komt het ook in België relatief vaak voor. Migranten vormen hierbij de risicogroep bij uitstek, in het bijzonder – maar niet uitsluitend – personen zonder wettig verblijf. In een kwalitatief onderzoek naar ernstige arbeidsuitbuiting voerden we in 2017 twintig individuele semigestructureerde interviews en twee focusgroepen met buitenlandse werknemers met recente ervaringen van ernstige arbeidsuitbuiting. Doel van het onderzoek was om inzicht te verwerven in de concrete situaties en vormen van arbeidsuitbuiting bij migranten in België, de risicofactoren, de toegankelijkheid van hulp, en preventiemogelijkheden. In deze bijdrage ligt de focus op de risicofactoren voor arbeidsuitbuiting. Economische noodzaak en kwetsbaarheid gelinkt aan verblijfsstatuut (of gebrek eraan), en de hieruit resulterende afhankelijkheid van de werkgever, bleken belangrijke factoren die buitenlandse werknemers kunnen vasthouden in een web van arbeidsuitbuiting, met weinig opties om te weigeren of op te stappen. Dit onderzoek kadert in een bredere studie in opdracht en onder leiding van het European Agency for Fundamental Rights (FRA), met als projectnaam 'Severe forms of labour exploitation – workers' perspec­tives'. Hierbij was België een van de acht deelnemende landen.

Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education

The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation to the key concepts of presence, placement, participation and progress within inclusive education systems.The findings of the EASIE work indicate differences and variations between countries in how they respond to all learners