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The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students' Union (ESU), Erasmus Student Network (ESN) and European Students' Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

Since the mid 1990s vocational and education and training systems across Europe have had to respond to a number of external factors which have transformed the demand for skills. This paper examines the way in which VET systems have responded to the external factors and increase their resilience in the face of external shocks of one kind or another. The paper also reveals the way in which VET increasing established itself as a mainstream option for young people over the same period because of its capacity to deliver skills which the labour market demands.

Purpose -- European paper industry has been struggling with margins and profitability for more than decade time period. At typical in markets of west, paper product demand is at long-term decline, mostly driven by continuously increasing internet use. However, in emerging markets demand still exists, and in Europe numerous small markets in east have even some growth available. The paper aims to discuss these issues. Design/methodology/approach -- The authors analyse in this research work with longitudinal data (period of 2002-2009) from one large Finnish paper mill and data envelopment analysis (DEA) approach, how distribution efficiency to selected eight East European markets has evolved. Findings -- In general distribution efficiency has improved, but this has taken place in step-wise manner rather than being linear year-to-year development (year 2006 found to be the threshold). Reason is mostly in better management of transportation costs, and in particular lower monthly deviation of these costs. It is surprising that case paper mill has been able to manage transportation costs in rapidly increasing energy cost environment so efficiently. Maybe European Union enlargement of 2004 and 2007 has had its effects on distribution efficiency. Research limitations/implications -- The research is limited to the deliveries of one paper mill located in Finland. Also East European markets in the early periods of this study were emerging papers markets, and distribution practices were clearly evolving. Practical implications -- Based on the study East European paper market distribution should give more attention on transportation cost control, and trying to find solutions to minimize it with low monthly fluctuation. Originality/value -- Very few studies exist from East European distribution issues, and particularly that of paper industry. Also used quantitative method of DEA is relatively new in this context and gives valuable insights for the distribution efficiency development. [ABSTRACT FROM AUTHOR]

This paper assesses how UK universities seek to maintain their global dominant position post-Brexit through comprehensive strategic partnerships with key European institutions as part of their internationalisation strategies. Drawing on 24 semi-structured interviews conducted from November 2017 to July 2018 in 12 UK universities vertically differentiated and spread along the highly hierarchised spectrum of British universities in all four nations, we aim to examine which types of universities are most inclined to form international comprehensive university-wide strategic partnerships, and how they identify their partners. The analysis is framed within Bourdieu's theory of "economy of practices" which considers all university practices as economic practices that are ultimately tailored towards maximising either material or symbolic profit. Unlike in business and industry, where organisations traditionally compete to maximise profit, universities must both compete and collaborate with one another in order to improve (or maintain) their position in the field. UK universities will need to navigate the post-Brexit space they find themselves thrown into, and in the process will need to review international institutional links with both European Union (EU) based and non-EU universities. This paper will assess how UK universities seek to maintain their dominant position in the field through comprehensive strategic partnerships with key foreign institutions.

Economic, social and environmental sustainability are becoming more important in urban and territorial development policies in Europe and internationally. Recently, the United States and Europe have put forth the green deals proposing programmatic provisions for achieving territorial sustainability through the redevelopment of brownfield land into Sustainable Industrial Areas (SIAs). This opinion paper presents the benefits of the European Green Deal (EGD) policies as support for brownfield land redevelopment, SIA implementation and urban regeneration in light of the experiences of many countries in the European Union (EU). Moreover, this paper makes policy recommendations and discusses future research directions. • The European Green Deal provisions inspire the brownfield land redevelopment from a sustainable perspective. • The redevelopment of industrial area in Sustainable Industrial Area (SIA) provides economic, environmental-social benefits. • SIA experiences in Europe can provide decision-makers with guidelines for the conversion of brownfield land. • Urban regeneration actions for SIA by the European Green Deal can cover multi-dimensional areas, from small to large scale. • Using natural elements can foster sustainable urban development. [ABSTRACT FROM AUTHOR]

Purpose: In light of the public resistance towards the deepening of European integration (EI) and the role that education is anticipated to have in supporting the process, this paper examines the conceptualisation of EI in lower secondary textbooks for History, Geography and Civics. Specifically, the paper asks whether EI is conceived of as a vehicle for the post-national transformation of Europe or as an instrument for interstate cooperation. Design: Drawing on the insights of EI theories and content analysis, the paper adopts a qualitative approach. Applying this approach, the textbooks currently used in Slovakia's lower secondary schools are analysed as a case study. Findings: The findings are inconclusive with regard to the research question. Indeed, while the sources are positive about EI, the findings suggest some problematic aspects in terms of how the textbooks analysed conceive the nature of the integration process. Research implications: The approach taken in this paper could be replicated on a larger scale in other countries. Practical implications: Curricula and textbook designers ought to consider how to include a critical discussion on the deepening of EI in secondary education.

This paper analyses the purposes of cooperation as they challenge the European governance of higher education. Using Brexit to analyse meanings of "cooperation" and conveying secondary data analysis of ten case studies undertaken in the framework of the exploratory research project titled "Brexit and higher education in the UK and Europe: Towards a cross-country investigation," this study identifies a plurality of meanings of cooperation. These meanings resonate within the scenarios of Europe 2025 traced by the European Commission. In the scenarios (1) "nothing but the single market," (2) "doing less more efficiently," (3) "those who want more do more," the different meanings of cooperation put at risk the future of cooperation driven by academic values and beliefs at the core of the Europeanisation of knowledge policies. Ultimately, the paper underlines that cooperation as a driver of the internationalisation of higher education questions the role of national openness and/or closure in framing shared European interests and the value of international cooperation.

Purpose: To assess the inclusivity of on-farm demonstration across Europe, in relation to age, gender, and geographical location of participants. Methodology: The paper is based on a survey of 1162 on-farm demonstrators (farmers and organisations) and three supra-regional workshops. Findings: Overall, on farm-demonstrations were found to be engaging young(er) farmers who are at a career stage of being able to implement long-term innovations. However, across Europe demonstrations were primarily attended by men. On-farm demonstrations were most common in Northern Europe, where advisory services brought together multiple AKIS actors. There were fewer on-farm demonstrations in Southern Europe, where demonstrations were more likely to be led by research institutes or individual farmers. Eastern Europe is notable for greater diversity in terms of gender and age of demonstration participants. Within countries, on-farm demonstrations occurred more frequently in regions of high agricultural profitability; more remotely located farmers had fewer opportunities to participate. Practical implications: Demonstrations led by public and privately funded advisory services appear to attract primarily male farmers, thus reinforcing gendered patterns of participation in European agriculture. The location of advisory services and research institutes in high profitability locales disproportionately privileges farmers located there. More targeted efforts are required to ensure the participation of farmers who are female, older and located in less productive regions. Theoretical implications: The paper draws attention to the lack of inclusivity of on-farm demonstration, developing a conceptual framework based on Lukes' three faces of power. Originality: The paper utilises the first European-wide inventory of on-farm demonstration to assess inclusivity.

EU educational mobility programmes have long been geared towards not only the promotion of intercultural communicative competence but also the uptake of European civic values. While the linguistic and socio-cultural effects of European training mobilities have been extensively studied, their effectiveness in supporting active citizenship and the emergence of shared community values remains largely unexplored. Similarly, no previous research has attempted to systematise the various conceptualisations of European civic and democratic values invoked in mobility projects addressing the topic. To bridge this lacuna, this paper reviews qualitative data from EU school-based mobility projects whose stated purpose, singularly or in conjunction with other educational goals, is the promotion of European civic awareness and democratic values among adult participants in a Spanish region. The methodological approach for the compilation of the corpus of project records, data extraction, and processing follows that of Qualitative Comparative Analyses. The results point to a broad operationalisation of European civic and democratic themes in the examined projects. The coexistence of a limited number of specific proposals for deliberate educational intervention aimed at promoting democracy and European citizenship abroad, alongside the prevailing stance, posits a spontaneous acquisition of such values through participation in transnational learning activities aimed at developing communicative, intercultural, and digital skills, is also reported.

Aim This study examined the outputs of research papers in diabetes from 31 European countries between 2002 and 2013, and their funding. Methods Diabetes research papers in the Web of Science were identified by means of a filter based on journals and title words. For 2009-2013 papers, the funders were coded to show their sector and nationality. Results Europe published 40 547 diabetes papers in the 12 years between 2002 and 2013. Denmark, Sweden and Finland published the most relative to their wealth, but the UK published the most absolutely despite an apparently low burden (as measured by disability-adjusted life years). The largest source of funding was government (30%), followed by the non-profit sector (18%) and industry (13%). The European Commission supported 2.7% of papers, but more in Latvia (33%) and Estonia (16%). Based on an estimated cost per paper of €260 000, the annual research expenditure in Europe was approximately €986 million in 2013. Conclusions The European diabetes burden in disability-adjusted life years increased by one third between 2002 and 2012, but its output of research papers has decreased from 44% to 36% of the world total. This decrease needs to be reviewed in the context of European non-communicable disease research policy. [ABSTRACT FROM AUTHOR]

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers' training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers' mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers' professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils' knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers' participation have been developed in almost all EU countries.

While the Bologna Process in Europe is the leading example, regional efforts towards harmonization of higher education are taking place in every corner of the world. In Africa, such a process has its roots from decades ago, although more coordinated activities are only recent phenomena. This paper looks back at the harmonization processes in Africa and Europe, and argues that although the process in Africa has been influenced by its European counterpart, the former has its own unique features, among other things, in its thematic and sub-regional initiatives. The paper notes similarities and differences between the two processes, appreciates the strengths and shortcomings of the African process, and highlights the importance for the African Union to more effectively utilize its leverage as a coordinating body, with a wider and more meaningful involvement of higher education institutions and other stakeholders. It also calls for more exploration into the potential strengths and risks in harmonization initiatives strongly rooted at sub-regional level.

Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how mechanisms, processes, and key agents of Europeanisation, internal or external to the European Union (EU), influence the transformation of teacher education policies and practices in Europe. Transformation is understood in the context of Europeanisation, and emphasis of the analysis is placed on the process rather than the content of transforming teacher education in Europe. To this end, data have been collected through document review and expert interviews with European policy officials. As a result of qualitative content analysis, the data have been clustered and analysed according to the following categories, which mutually reinforce each other: (1) policy coordination; (2) cross-sectoral instruments; (3) evidence-based management; (4) the Bologna process; (5) educational programmes; and (6) stakeholder pressure. Findings provide a conceptual framework for mapping the ETEA as a complex policy ecosystem that includes vertical and horizontal procedures of Europeanisation. The EU has developed extensive capacities to influence teacher education in Europe and increasingly involves other sectors, such as employment, in this process.

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen's capability approach, Bourdieu's theory of capital and Bernstein's framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children's capability to benefit from digital schooling. The most important differences are found in regard to parents' familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

This paper discusses the significance of international and transnational developments for education policy research, with a focus on the European Union. The rise of policy projects at the EU level since 2000, has altered the relationships between the state, EU institutions and education policy, in terms of the definition of values, purposes, and mechanisms of education change, in what is often referred to as the europeanisation of education policy and governance. In a time of financial crisis and extensive population migrations to and within the European space, the paper argues for further critical research on the EU institutions and their relationship to national education systems, as well as on the social justice dimensions and implications of considering both national and EU sites of policy for addressing young and vulnerable peoples' education and social futures.

This paper explores the contribution to geography teaching which can be made by serious games. We describe the ways in which gaming has progressed from "dissected maps" and jigsaws through board games, to the range of online games which are available today. We describe the development, in conjunction with European partner institutions, of a new game, entitled "RU EU?", intended to raise student awareness of European issues, notably the question of European identity; this seems to be both important and topical at the time of Brexit. We describe the development and the nature of the game and its launch, and the feedback which we have received from students who have played it, and suggest that, while it is not necessarily a substitute for traditional lecture-style teaching, games such as this can provide an additional tool in the geography lecturer's armoury.

Multicultural European societies increasingly demand internationally oriented citizens, who are willing to actively participate in civic life and able to successfully access the labour market. The European dimension in education supposedly endows youngsters with civic values, multiculturalist attitudes and plurilingual competences which ultimately lead to raising awareness of their Europeanness. Formative years at university, pivotal to students' individual life course and projects, are a decisive stage in the development of supranational, collective identity-formation. Similarly, pan-European study programmes are aimed at inspiring a sense of European citizenship and identity, the most renowned of which within the Higher Education context is Erasmus+. By conducting focus group interviews, this paper probes Andalusian university students' understanding of their European identity and verifies the causal dynamics between European identity-taking and foreign country sojourns, comparing the perceptions expressed by returnees to those by students who have not had the opportunity to participate in international study programmes (ISP) at higher education yet. Results evidence students' apparent supranational orientation, general awareness of commonalities across Europe and utilitarian outlooks on the EU, although not a clear discernment of its institutions or a marked European identity.

The paper introduces two emerging concepts of European Studies - Superstate Europe and Europe of nations. The two interpret the future of Europe in very different perspectives. While Superstate Europe envisions a political unification in which the supranational entity is becoming the main source of power, Europe of nations, on the contrary, tries to restore the member states' sovereignties over the EU. Thus, both framings have explicit political contents, and neither of them can be considered exclusively academic. Of course, in the field of European Studies this is not unprecedented. Nonetheless, the emergence of two such rival ideas is symbolizing the political polarization of the EU, as well as the politicization of European Studies. In its first section, the paper describes the general logic, main points, and basic inner-linkages of Superstate Europe and Europe of nations, and then in the second part it identifies their positions in the conceptual space of European Studies. This latter effort tries to reveal the relatedness of these framings to other European integration theories. The main finding of this meta-analysis is that Superstate Europe is more embedded conceptually, and this helps to better explain or criticize certain aspects of the idea, while Europe of nations can be considered more original in the sense of reflecting on the previously unaddressed challenge of proposing a disintegration theory among many European integration theories. [ABSTRACT FROM AUTHOR]

Rationale, aims and objective: Substituting outpatient hospital care with primary care is seen as a solution to decrease unnecessary referrals to outpatient hospital care and decrease rising healthcare costs. This systematic review aimed to evaluate the effects on quality of care, health and costs outcomes of substituting outpatient hospital care with primary care-based interventions, which are performed by medical specialists in face-to-face consultations in a primary care setting. Method: The systematic review was performed using the PICO framework. Original papers in which the premise of the intervention was to substitute outpatient hospital care with primary care through the involvement of a medical specialist in a primary care setting were eligible. Results: A total of 14 papers were included. A substitution intervention in general practitioner (GP) practices was described in 11 papers, three described a joint consultation intervention in which GPs see patients together with a medical specialist. This study showed that substitution initiatives result mostly in favourable outcomes compared to outpatient hospital care. The initiatives resulted mostly in shorter waiting lists, shorter clinic waiting times and higher patient satisfaction. Costs for treating one extra patient seemed to be higher in the intervention settings. This was mainly caused by inefficient planning of consultation hours and lower patient numbers. Conclusions: Despite the fact that internationally a lot has been written about the importance of performing substitution interventions in which preventing unnecessary referrals to outpatient hospital care was the aim, only 14 papers were included. Future systematic reviews should focus on the effects on the Triple Aim of substitution initiatives in which other healthcare professions than medical specialists are involved along with new technologies, such as e-consults. Additionally, to gain more insight into the effects of substitution initiatives operating in a dynamic healthcare context, it is important to keep evaluating the interventions in a longitudinal study design. [ABSTRACT FROM AUTHOR]

This article uses a Polanyian frame to place the plight of Roma in Europe in the context of an age of crisis, as evidenced by faltering neoliberal economies and a corresponding rise in xenophobia and extreme manifestations of nationalism. The situation of the Roma remains precarious, a situation exacerbated by the 2008 economic crises and the COVID-pandemic. Despite a number of social inclusion measures in recent decades, at the national and European level which target the Roma, Roma exclusion remains a serious challenge. The paper assesses why previous policy regimes failed but also reflects on what is the way forward in terms of inclusive policy frameworks. The article seeks to provide some answers to these questions with a vision of a Polanyian countermovement in the form of a New Social Europe predicated on redistribution, recognition and community action but also a re-envisioning of integration and transformative change in structural and cultural terms. [ABSTRACT FROM AUTHOR]

European discourse on linguistic minorities reflect the construction of inter-ethnic boundaries between national (such as Dutch or French), indigenous minorities (such as Basque, Catalan or Frisian), and immigrant minorities (Arabic, Berber or Turkish). In the European public discourse on immigrant minority groups, two major characteristics emerge: immigrant minority groups are often referred to as foreigners ("étrangers," "Ausländer") and as being in need of integration. It is common practice to refer to immigrant minority groups in terms of non-national residents and to their languages in terms of non-territorial, non-regional, non-indigenous, or non-European languages. This conceptual exclusion rather than inclusion in the European public discourse derives from a restrictive interpretation of the notions of citizenship and nationality. Based on the empirical evidence derived from Language Rich Europe project, a phenomenological perspective on ethnic minorities and inter-ethnic boundary construction will be presented in this paper.

The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004-2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.

Since recently, the Bologna Process has been extending into Africa through the European 'external dimension' and the African lure as a model of higher education reform. The Bologna Process tools and methods are travelling beyond Europe in the form of an 'à-la carte' or as a wholesale model or both. Two contradicting views are in motion about the arrival of the Bologna Process in Africa: as a significant reform model opportunity and as a return to colonialism. However, due to internal and external factors, the extension and impact of the Bologna Process in African higher education is limited. The aim of this article is thus to analyze how the Bologna Process infiltrated and its level of impact on the African higher education reforms. The paper is developed through a qualitative analysis of primary and secondary sources.

This paper reviews the effectiveness of four types of front-of-pack nutrition labels (FoPLs) in influencing calorie purchases. The four FoPL types are poised for unified implementation across European countries. Further, this study extends its analysis to evaluate the impacts of the voluntary adoption of these FoPLs within 27 EU nations. Nutri-Score displays higher potential for yielding positive health and economic outcomes, compared with other FoPLs. Across EU countries, Nutri-Score is projected to avert nearly two million cases of non-communicable diseases, in total, between 2023 and 2050. Keyhole demonstrates effects of a similar magnitude but with no statistical significance. Nutri-Repere shows smaller impacts, while Nutri-Couleurs has non-significant effects. Nutri-Score is projected to significantly lower annual healthcare spending by 0.05%, whereas the other labels have negligible impacts. By reducing cases of disease, FoPLs have the potential to improve employment and work productivity. Nutri-Score surpasses the other labels with an estimated annual gain of 10.6 full-time equivalent workers per 100,000 individuals of working age across EU countries. In all, mandatory implementation of any of the four labels would lead to greater effects than those obtained with a voluntary implementation, providing evidence to inform legislation proposal for an EU-wide nutrition labelling system., (© 2024 The Authors. Obesity Reviews published by John Wiley & Sons Ltd on behalf of World Obesity Federation.)

This paper investigates the effects of digitalization and organizational practices on innovation in Europe, between 2010 and 2016. We analyze the cross-country and industry differences in firms' investments and capabilities to adopt and use new technologies and their effects on innovation outputs. Along with traditional drivers of innovation, such as research and development (R&D) expenditure, two composite indicators are constructed. One encompasses direct measures of the adoption and use in enterprises of a set of digital technologies. The other measures the learning capacity of organizations, which captures the use of management tools and organizational practices concerned with the improvement of individual and organizational learning. Product, process, organizational, and marketing innovations are identified as well as their combinations within companies. Empirical evidence is provided by a unique dataset based on the integration at the sector within the country level of European Union (EU)-wide employers' and employees' surveys: the Community Innovation Survey (CIS), the Community Information and Communication Technologies (ICT) usage and e-commerce in enterprises survey (Eurostat), and the European Working Conditions Survey (Eurofound). The descriptive evidence shows that Digital technology adoption and use is rapidly growing across Europe, while the Learning capacity of organizations remains stagnant. By contrast, our results from the econometric analysis show that these investments can favor all forms of innovations and that, further, they may show some complementarity. Overall, a mix of product/process innovations and organizational/marketing innovations rests on joint investments in R&D, digital technology adoption and use, and learning capacity of the organization. [ABSTRACT FROM AUTHOR]

This paper looks at different case studies of European lotteries operating games of chance for the public benefit. It takes the case studies of four national lotteries as most similar systems design comparative methodology to investigate the extent to which market structure and managerial strategy play a role in the profitability of the companies. The empirical data collected through process tracing, public statements and public records shows that while being bound to interact with each other, the market context does not dictate managerial strategies, and innovations in the latter offer very diverging results in terms of the bottom line of the different European lotteries operating games of chance. This paper contributes thus to the existing literature on market conditions for companies operating games of chance (e.g. Huttenen 2020, Grote & Matheson 2023, Clotfelter & Cook 1991) by developing a much-needed link to the academic literature on corporate governance in state-owned enterprises (e.g. Cao & Vittas 2017, Szarzec & Nowara 2017, Megginson & Netter 2019). [ABSTRACT FROM AUTHOR]

The environmental crisis, growing levels of social inequalities and rising levels of noncommunicable diseases are all symptoms of economic systems that are failing to generate wellbeing. There is increasing support for the notion that addressing these crises requires shifting the focus from economic growth to a broader range of measures that reflect wellbeing, through more comprehensive, consistent and integrated policy approaches to deliver this. In 2019, the EU Finnish Council Presidency Council Conclusions called amongst other things for the development of a new long-term, post-2020 strategy to provide the framework for horizontal assessment and cross-sectoral collaboration, in particular through the European Semester process. This article contextualises this call and explores its follow-up. It draws from key policy documents to explore what Economies of Wellbeing are, why and how the concept has emerged and how they can be put in place. It then explores to what extent this concept is being applied at the EU level, by tracking changes in some of the EU's key policies and strategies over the past 10 years and in the Semester process, as a mechanism to implement them. It concludes that while progress towards more comprehensive, consistent and integrated policy approaches has been made in the context of the Annual Sustainable Growth Strategy, underpinning the Semester processes, it is limited by the continuing emphasis on economic, over other policy, areas. It also argues that the process needs to be broadened even further, to include other dimensions of wellbeing, which intersect with the economy and impact wellbeing. To strengthen the European Semester process to achieve Economies of Wellbeing, it should be put at the service of an even more consistent and comprehensive EU Strategy that enables policy sectors to deliver wellbeing objectives in a more integrated and coordinated manner. This paper ends with recommendations for action.

The argumentative discourse, a main objective in the European Union curricula, is important for the development of students' critical and creative thinking. Education in Europe fosters citizenship aiming for students to be, as future citizens, democratic and open-minded in accepting diversity. The design and implementation of teaching scenarios is of paramount importance for the educational process. In this paper, an interdisciplinary scenario entitled "Ancient Greek Treasures in Europe: The Time of Their Return?" is presented. This teaching proposal will allow students, through collaborative strategies and the use of Information and Communication Technology (ICT), to cultivate the argumentative discourse, enrich their knowledge about important ancient Greek exhibits in museums across Europe, understand the value of cultural heritage, learn about elements of other European civilizations, and comprehend the value of peaceful coexistence while cultivating the European citizen identity. After the implementation of the scenario, students practiced in argumentative discourse and understood the influence of Ancient Greek civilization in the modern world as well as the uniqueness of each culture. They collaborated, used ICT, and developed their skills in research, critical thinking, and decision-making. [ABSTRACT FROM AUTHOR]

The article focuses on the institutional architecture of the euro area. Topics include elections that took place in 2017 such as the fear in France with many wondering whether politician Marine Le Pen of the Front National could sway a sufficient number of people to defeat contenders, and the German federal election, a discussion of the White Paper on the Future of Europe that came out in March 2017 and a discussion of the May 2017 Reflection Paper on Economic and Monetary Union (EMU), despite the salience of Brexit on the European Union agenda, the institutional architecture of the euro area remains an important item.

Purpose: This paper aims to explore the existence of convergence in non-monetary working conditions in Europe resorting to widely used definitions of this phenomenon and composite indexes of job quality. Design/methodology/approach: The analysis relies on composite indexes, widely used in previous literature, for 207 regions in six different areas of job quality drawing on the microdata of the European Working Conditions Survey from 1995 to 2015. This study assesses the occurrence of convergence both in terms of dispersion of job quality outcomes (sigma-convergence) and, especially, regarding the existence of a catch-up process (beta-convergence). Findings: This study finds evidence of both types of convergences in all the domains, with the exception of skills and discretion and prospects dimensions according to the sigma-convergence approach. The results do not suggest substantial differences between the 15 European Union countries before the 2004 enlargement and the new Member States and are robust to a wide range of changes in the sample and different econometric specifications. Originality/value: Tot he best of the authors' knowledge, this paper represents the first rigorous and systematic attempt of addressing the existence of convergence in non-monetary working conditions, applying formal and widely accepted definitions of this phenomenon. It contributes to our knowledge on this topic providing strong evidence of convergence in job quality. Those results can be of interest for scholars in Economics and other Social Sciences. [ABSTRACT FROM AUTHOR]

Methane is the second-most important greenhouse gas after carbon dioxide and accounts for around 10 % of total European Union greenhouse gas emissions. Given that the atmospheric methane budget over a region depends on its terrestrial and aquatic methane sources, inverse modelling techniques appear as powerful tools for identifying critical areas that can later be submitted to emission mitigation strategies. In this regard, an inverse modelling system of methane emissions for Europe is being implemented based on the Weather Research and Forecasting (WRF) model: the Aarhus University Methane Inversion Algorithm (AUMIA) v1.0. The forward modelling component of AUMIA consists of the WRF model coupled to a multipurpose global database of methane anthropogenic emissions. To assure transport consistency during the inversion process, the backward modelling component will be based on the WRF model coupled to a Lagrangian particle dispersion module. A description of the modelling tools, input data sets, and 1-year forward modelling evaluation from 1 April 2018 to 31 March 2019 is provided in this paper. The a posteriori methane emission estimates, including a more focused inverse modelling for Denmark, will be provided in a second paper. A good general agreement is found between the modelling results and observations based on the TROPOspheric Monitoring Instrument (TROPOMI) onboard the Sentinel-5 Precursor satellite. Model–observation discrepancies for the summer peak season are in line with previous studies conducted over urban areas in central Europe, with relative differences between simulated concentrations and observational data in this study ranging from 1 % to 2 %. Domain-wide correlation coefficients and root-mean-square errors for summer months ranged from 0.4 to 0.5 and from 27 to 30 ppb, respectively. On the other hand, model–observation discrepancies for winter months show a significant overestimation of anthropogenic emissions over the study region, with relative differences ranging from 2 % to 3 %. Domain-wide correlation coefficients and root-mean-square errors in this case ranged from 0.1 to 0.4 and from 33 to 50 ppb, respectively, indicating that a more refined inverse analysis assessment will be required for this season. According to modelling results, the methane enhancement above the background concentrations came almost entirely from anthropogenic sources; however, these sources contributed with only up to 2 % to the methane total-column concentration. Contributions from natural sources (wetlands and termites) and biomass burning were not relevant during the study period. The results found in this study contribute with a new model evaluation of methane concentrations over Europe and demonstrate a huge potential for methane inverse modelling using improved TROPOMI products in large-scale applications. [ABSTRACT FROM AUTHOR]

The European Union (EU) faces challenges that affect its persistence, including the revival of national populism in many EU member states. Studies have shown that individuals with immigration histories identify less strongly with Europe than individuals without immigration histories. Therefore, fostering a strong identification with Europe is more relevant than ever. This paper will explore the possible historical roots of different levels of identification and examine if differing access to learning opportunities can explain the difference. Drawing on data from the German sample of the International Civic and Citizenship Study 2016, this paper aims to determine the relevance of individual variables and learning opportunities for the development of students' identification with Europe. Multilevel analyses at individual and classroom level were conducted introducing different independent variables. Results show that having no immigration history from outside the EU, being Christian or atheist, and learning about Europe at school are predictors of a stronger level of identification with Europe. The effect of having an immigration history from outside the EU loses significance when socio-economic status classroom composition is entered into the model. We conclude that differences in identification are not due to different access to learning opportunities, but likely due to personal characteristics. [ABSTRACT FROM AUTHOR]

The aim of the paper is to analyse the involvement of the local and regional authorities within the Conference on the Future of Europe. The former, being closer to the citizens, could play important role in reaching "every corner of the European Union" and helping the citizens to articulate their ideas about the European integration. Therefore, the activity of the subnational level could contribute to the final success of the Conference (or failure - in case of lack of any actions). The analysis is based on the author's own empirical study conducted among the Polish territorial self-government units after the closure of the Conference. The local and regional authorities were asked if they informed the citizens about the Conference, organised events regarding this enterprise or took part in the events organised by other entities. The results show very low level of the activity, even among the territorial self-government units that are present at the European level. The conclusions regard both to the Polish circumstances as well as to the general performance of the Conference. In the first case, they unveil the unwritten practice among the Polish territorial self-government units on their involvement in the European affairs. Regarding the second point, the results indicate that the Conference did not manage to exceed the "European bubble". [ABSTRACT FROM AUTHOR]

The European Union has made the development of a circular economy one of the central ambitions of its Green Deal, in which plastics are a defined priority. Current policies, however, have drawn criticism that the narrow focus on techno-innovation opportunities and economic growth falls short of addressing multifaceted socio-ecological challenges, overlooks trade-offs between proposed solutions, and conceals conflicts of interest among different actors. This paper contributes to opening-up the critical political debate on the circular plastics economy using discourse analysis. Looking at how arguments are framed, which priorities are defined, and how actors take positions, we identify three circular plastics economy discourses in Europe: 'Plastic fantastic' (material-focused), 'Circular economy will fly us to the moon' (plastics economy-focused), and 'Even plastic flowers are dead in this system' (socio-ecological systems-focused). Our paper demonstrates that the circular plastics economy is inherently political and is actively imagined, built, and created through discursive mechanisms. [ABSTRACT FROM AUTHOR]

In a context where European integration is put into question, under the weight of external (migration, safety issues, economic) and centrifugal forces (Brexit, growing Euroscepticism), European spatial planning has been somewhat sidelined in the debates on the European Union’s goals, cohesion and future. This special issue aims to contribute to a deeper understanding of these dynamics by revisiting the history of European spatial planning - from its origins, gradual institutionalization to its current rolling back - by exploring it both at the European and the national level, stressing its difficulties and idiosyncrasies. The conceptual framework of historical institutionalism is used across the papers in an attempt to shed more light on this processes, through the analysis of critical junctures and path dependency of planning and cohesion agendas, transnational networks as well as changes to the national institutions and planning systems. This tightly woven collection of papers touches upon not only the underlying arguments for European cohesion, but also the questions about the future of European spatial planning as an ‘EU microcosm’ in light of current discussions concerning democratic credentials and legitimacy of the EU project as a whole. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate how trade unions may address the questions of inclusion of vulnerable employees in low-wage “anchored” sectors in the European Union. Design/methodology/approach – The findings presented in the paper are mainly results of the analysis of stakeholder policies and strategies on the national level and on the European level, including both desk research and interviews with social partner representatives and other experts in the sectors as well as company case studies carried out in the examined countries in three selected sectors: cleaning, waste collection and catering. Findings – The main findings of the paper refer to the indirect way in which trade unions try to promote the inclusion of vulnerable groups in the examined sectors. On this basis are formulated policy recommendations. Research limitations/implications – The paper is based on case study research that does not cover all possible “anchored” services, vulnerable groups and types of countries, according to their employment and social models. Practical implications – This paper formulates practical recommendations to European trade unions in the services. Originality/value – The originality of the paper is related to comparative research focused on services sectors and the consequences of the spatial reorganisation of sectors for the trade union actions. [ABSTRACT FROM AUTHOR]