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Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

This article analyses the inter-cultural learning that arose from engaging in collaborative research with partners in several European countries. It adopts a sociocultural approach, starting with a description of the pressures of accountability arising from the contractual context of a European-funded project. Wenger's model of a community of practice and semiotic analysis based on Geertz's definition of culture are used as tools for understanding the social practices that developed in the course of working together. Three narrative vignettes provide 'thick descriptions' of the experience of 'being there' at project meetings. Each is followed by a passage of reflection and detailed discussion of an issue arising from practice: the first relating to the use of the English language as the project's working language, the second to the use of email as a main means of communication, and the third to differences in the interpretation of a key methodological concept. The inter-cultural learning that resulted from engaging in this community of practice is then summarised and the paper ends with reflections upon the methodology adopted. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to test the psychometric properties of the Facilitative Student–Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. Design: A multi‐country, cross‐sectional survey design was applied. Methods: A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. Results: Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two‐factor construct explaining 47.7% of the total variance, identifying two sub‐scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two‐factor structure. The Cronbach alpha coefficients (0.8–0.9) indicated acceptable reliability of the scale. [ABSTRACT FROM AUTHOR]

This article charts the rise of global science and a global science infrastructure as part of the emerging international knowledge system exemplifying a geography of knowledge and the importance of new info-communications networks. The article theorises the rise of global science, which still strongly reflects a Western bias and is highly nationalistic, in terms of an historical account that sketches three ‘moments’— classical science, colonial science, ‘big’ science. The historical sketch is a basis against which to raise questions about the emerging political economy of international research collaborations. [ABSTRACT FROM AUTHOR]

This article focuses on curriculum reform from the 1960s onwards and examines the English experience in comparison with similar reforms in neighbouring European countries. Educationalists and sociologists, like historians, have been drawn to the study of national institutions and to observing the attempts to resolve national problems. Categorisations of educational systems, therefore, inevitably cluster national systems into groups formed around criteria that reflect the complementary nature of countries within a specific category and the distinctiveness of these systems from other. An OECD publication for example suggested that the contrast between centralized and decentralized systems seemed an obvious indicator of style, both with regard to education in general and curriculum development in particular. A Council of Europe report used the term confined to describe systems such as those in France and Denmark where development is effectively and predominantly initiated and controlled centrally by the Minister of Education. National traditions, therefore, are seen as highly significant in understanding control and change and this is best exemplified in the wide raging study by Margaret Archer (1979) on the origins of the four European education systems.

Recent advances in care and management of heart failure have improved outcome, largely as a result of the developing evidence basis for medications, implantable devices and the organization of heart failure follow-up. Such developments have also increased the complexity of delivering and coordinating care. This has led to a change to the way in which heart failure services are organized and to the traditional role of the heart failure nurse. Nurses in many countries now provide a range of services that include providing care for patients with acute and with chronic heart failure, working in and across different sectors of care (inpatient, outpatient, community care, the home and remotely), organising care services around the face-to-face and the remote collection of patient data, and liaising with a wide variety of health-care providers and professionals. To support such advances the nurse requires a skill set that goes beyond that of their initial education and training. The range of nurses' roles across Europe is varied. So too is the nature of their educational preparation. This heart failure nurse curriculum aims to provide a framework for use in countries of the European Society of Cardiology. Its modular approach enables the key knowledge, skills, and behaviours for the nurse working in different care settings to be outlined and so facilitate nursing staff to play a fuller role within the heart failure team. [ABSTRACT FROM AUTHOR]

Presents an overview of some completed and ongoing research about literacy in central and eastern Europe. Ability of readers to apply literacy skills to lifelong learning; Integration of all students with the social, political, cultural, and economic life of their communities; Impact of literacy-based instructional reform efforts by the Orava Project and the Reading and Writing for Critical Thinking Project.

Editorial. Discusses articles about the component of educational systems in Europe, published in the volume 26, 1991 issue of the 'European Journal of Education'. Review by Blondel of the current French initiatives setting up a unified teacher education system; Outline of problems of a two-year postgraduate course to train teachers of school-level technology in north-west England.

Background Cardiovascular diseases are the number one cause of death and a source of chronic disability. Objectives To assess recognition of and reaction to symptoms of heart attack and stroke, and how recognition is related to the frequency of consulting physicians and other information sources. Design Face-to-face computer-assisted personal interviews. Participants Representative sample of 10 228 persons in Austria, France, Germany, Italy, the Netherlands, Poland, Russia, Spain and UK, aged 14-98. Main Outcome Variables Recognition of heart attack and stroke symptoms and proper reaction to symptoms. Results Chest pain was the only heart attack symptom recognized by more than 50% of participants. Eight percent knew no symptoms. Of 14 stroke symptoms, none was recognized by more than 50% of participants; 19% could not identify any symptom. For both heart attack and stroke, Germans and Austrians recognized the largest number of symptoms. Persons in Italy, Poland, Russia and Spain knew only about half as many symptoms as in Germany or Austria. Only 51% of Europeans would call an ambulance when someone suffers a stroke, the fewest (33 and 34%) in Germany and Austria. In most countries, people who consulted their physician more frequently had no better recognition of heart attack or stroke symptoms. Conclusions The majority of persons in nine European countries recognize few heart attack and stroke symptoms; many do not know how to react. This low level of knowledge constitutes a major health risk and likely leads to delay in treatment, contributing to the high mortality and morbidity from these diseases. [ABSTRACT FROM AUTHOR]

For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market. [ABSTRACT FROM AUTHOR]

Learning Cities and Learning Regions are terms now in common use as a result of the growing importance of lifelong learning concepts to the economic, social and environmental future of people and places. Why ‘learning’ regions? Why not intelligent, creative, clever, smart or knowledge regions? In truth, all of these can, and some do, also exist, but we argue that this is not a semantic debate. The basis of intelligence, smartness, cleverness, creativity and knowledge is effective learning and its intelligent application in creating a better future. We can, we believe, only learn our way into the future and the same is true, in developmental terms, of cities, towns, regions and communities. What therefore is a learning region? Definitions tend to differ according to perception, situation, occupation and objective. Where the focus is on technology a learning region will emphasise the advantages of hi-tech for the development of a physical infrastructure that will assist regeneration and be useful for more efficient behaviour and learning by people and organisations. Hence the growth of ‘smart cities,’ mainly in North America. Where it is on employment, employability, organisational management and training for industry, the development of human and social capital for economic gain and competitive edge tends to predominate. Most regions concentrate on this aspect. Where the motivation is based on the use of valuable resources, it will concentrate on volunteering, active citizenship and the building of social capital. Such an approach is not well developed in many regions and the optimum balance between economic, community and personal growth is poorly understood. Where the goal is the competent use of organisational potential a learning region will mobilise all its stakeholder institutions as partners in the service of the region as a whole. Here, very little is understood or implemented. This article argues that all of these approaches and others in the fields of environment, personal and cultural growth, innovation, diversity and communication are a holistic part and parcel of learning region development. Its meaning and its characteristics will become clear as it charts the development of ideas about learning regions, particularly those that have occurred during the past 20 years. It suggests the existence of a paradigm shift at work — the age of education and training, which has served us well in the late 20th century in satisfying the needs of a growing, upwardly mobile proportion of the population, has now given way to the era of lifelong learning, in which the means, the tools and techniques are employed to target and motivate everyone in a city, town or region. Those regions that achieve this nirvana will be the winners in the apparent paradox that intelligent local action leads to success in a globalised world, a version of the concept of ‘glocalisation’ coined by Robertson (1995) . [ABSTRACT FROM AUTHOR]

15 European countries were classified into four types in an international comparative study. The country profiles are based on indicators of the key concepts' funding, governance and choice. This research attempts to answer the question of how the quality of schooling of these types of education systems progressed as from 1995 and what explanations an expert panel of educationalists and researchers can provide for the outcomes. We observe significant differences between the performance trends of the four types of education systems. Also, comparisons between the different years show relatively high and significant correlations, especially between the original sample of countries in 1995 and future performances in TIMSS and PISA measurements. [ABSTRACT FROM AUTHOR]

School networking is increasingly important in a globalised world, where schools themselves can be actors on an international stage. This article builds on the activities and experience of the longest established European initiative in this area, European Schoolnet (EUN), a network of 31 Ministries of Education. First, we offer an introduction covering school networks. We then describe the case of European Schoolnet, its history, role, and relationship with other school networks in the world. We then describe the underlying structure of EUN school networks and their basic characteristics. Using these basic characteristics as a framework, we consider a number of eTwinning, European Schoolnet networks: Network of Innovative Schools (ENIS) and myEUROPE. Last, we identify key features of network literacy, potential future trends in school networks, and areas where further research is needed in this field, and offer some recommendations. [ABSTRACT FROM AUTHOR]

Teachers are often confined to their classrooms with limited or no time to share with colleagues the difficulties they face, their concerns, and their successful initiatives. This leads to a situation where they end up teaching in ways and approaches they believe to be best with no chance to know how others may be approaching similar difficulties in different and potentially more effective ways. Teachers do not have the opportunity to share and collaborate on projects with other education professionals, as their daily routine confines them to their school premises. This article discusses how the Comenius 3 project ‘Hands on Science’ has helped to create a network through which regular meetings in the forms of conferences on science for teachers were and are still organised to promote good practice in science teaching. The method used for connecting so many teachers across Europe was through key persons strategically chosen across the different partner countries. The conferences organised by the network differed from academic conferences in that they provided a platform for teachers to share their successes in teaching different aspects of science, particularly through the promotion of the use of experiments and other hands on approaches. [ABSTRACT FROM AUTHOR]

This article presents empirical results of explorative case studies that examine whether the New Public Management mechanisms have improved the academic performance of PhD education in selected German and European economics departments. Our data rely on document analyses of organisational variables and in-depth semi-structured interviews with professors in Germany and several European countries. We propose a typology of departments along their PhD production technology and suggest that organisational improvements should look at the processes through which new professional standards gain acceptance in departments and at the means by which long-term incentive problems of collective action in a department are solved. [ABSTRACT FROM AUTHOR]

This article focuses on some of the conceptual and empirical issues relating to the links between education and well-being. Recent research has made progress in this area, despite the complexity and the limitations of available measurements and other observations. The first part discusses the ill-defined nature of education and the negative implications this has on research and policy. The second part outlines some of the major relationships that are being explored around the theme of education and well-being. This is not exhaustive but provides an overview of distinct theoretical explanations for the potential causal links. Reference is made to available evidence so as to provide an overview of what is known empirically about some of these possible explanations. The third section discusses some of the empirical limitations and challenges to building up a robust evidence base in this area. [ABSTRACT FROM AUTHOR]

This article argues that, despite globalisation forces, national education and training systems have kept their particularities. Policies of convergence, enhanced by supranational organisations such as the European Commission, have not yet led to a homogenisation of national education and training systems. The latter are still influenced by the political, economic and social framework. Thus, no single model of lifelong learning prevailed in Europe. There were countries close to the demand-led model of ‘voluntary partnership’ (e.g. UK), countries representative of the ‘formalised social partnership’ model (e.g. Sweden) and countries adhering to the ‘statist’ model (e.g. Greece). [ABSTRACT FROM AUTHOR]

• Carbon dioxide and methane (CH4) fluxes were measured in a cutover bog of the Jura Mountains (France) together with biotic and abiotic variables for two entire vegetation periods in order to compare the carbon balance of the bog at three stages of regeneration. • Among all factors, air temperature and vegetation index (including leaf area of vascular plants, bryophyte density and bryophyte desiccation) were the two main determinants of ecosystem respiration and gross photosynthesis at light saturation. • During 2004 and 2005, the vegetated plots acted as carbon sinks. Net carbon exchange ranged between 67 and 166 g C m−2 yr−1 for the Eriophorum-dominated plots and between 93 and 183 g C m−2 yr−1 for the Sphagnum-dominated plots. The bare peat plots represented a net carbon source (between −19 and −32 g C m−2 yr−1). Methane fluxes accounted for a very small part of the total carbon efflux (< 2%). • The recovery of vegetation in our naturally regenerating bog was beneficial for the carbon sequestration after the relatively short period of 20 yr. [ABSTRACT FROM AUTHOR]

The article introduces series of articles published in the June 2006 issue of the "European Journal of Education." Some authors investigate the relation between the producer and the user of research knowledge. One author focuses upon England and Scotland and their different legislative, political and cultural contexts in order to examine recent debates on the connection of disconnection of research and teaching at universities. The driving forces of the rise and fall of neo-liberal university is also described.

In this article, we discuss the recent evolutions of science and engineering doctoral and postdoctoral education in Europe. Indeed, Ph.Ds are crucial to the conduct of research and innovation in the national innovation systems, as they provide a large amount of input into creating the competitive advantage, notably through basic research. First, we show that Asia, and notably China, is producing more Ph.Ds than the United States and Europe. In many EU countries, the number of Ph.Ds has levelled off or even declined recently in many natural sciences and engineering fields. Second, we discuss the European situation in the international competition for talents. We study the European brain drain question, mainly at the doctoral and postdoctoral level. We find that there is an asymmetry in the flows of Ph.D students and postdoctorates between Europe and the United States, at the advantage of this latter country. These two points — production of Ph.Ds, international flows of doctorates and postdoctorates — lead us to be concerned about the future growth and innovation in Europe. In conclusion, we outline some European policy responses in the perspective of building the European Research Area and the European Higher Education Area. [ABSTRACT FROM AUTHOR]

Comments on the publications of academic journals specialized in education and training policies in Europe. Accessibility of information on education, research, policies and practice; Quality of journals that are specialized in several aspects of education and address different audiences in various languages; Implications of the progress made in on-line publication for research and education.

Research on higher education grew in European countries from scattered individual activities towards a certain degree of visibility in the 1970s, largely as consequence of growing public problem awareness. In the 1980s, it experienced a set-back due to declining public interest in higher education as a key issue of societal policies. From the late 1980s onwards, research in this domain again drew attention and support in the wake of debates about the knowledge society, new modes of steering and management and the increasing internationalisation of higher education. However, growth and consolidation of this research were accompanied by a more rapid growth of policy-geared information collection and dissemination in the framework of evaluation, consultancy, expert commissions and the daily work of the growing number of higher education professionals. Research on higher education often does not have a solid institutional base and it both benefits and suffers from the fact that it is a theme-base area of research, drawing from different disciplines, and that the borderline is fuzzy between researchers and other experts on higher education. But a growth and quality improvement of research on higher education can be observed in recent years — certainly to some extent due to growing cooperation of researchers across Europe and to increasing cooperation in comparative projects. In the future, the first steps undertaken to establish study programmes for higher education experts could turn out be beneficial not only for the dissemination of research findings, but also for the quality of young researchers in this domain. [ABSTRACT FROM AUTHOR]

Focuses on the student loan mechanism in tertiary education in European countries. Justification on the revision of tuition fee policies; Practicability of implementing a public loan system and a commercial credit-based system; Assessment of the demand for student financing schemes.

Focuses on the implementation and development of Information and Communication Technologies in the education sector in Europe. Implementation of public-private partnership for the delivery of electronic learning; Impact of computers on the learning process; Analysis of the recourse to the private sector to support infrastructure projects.

Queries whether university students in Europe should pay tuition fees. Factors in the increasing cost of higher education; Discussion on the employment advantage of students with higher educational attainment; Implication of the students' socio-economic background on their access to colleges and universities; Derivation from the Australian Higher Education Contribution Scheme.

Focuses on the education for democratic citizenship in Europe. Need to be educated about the importance of democracy and democratic citizenship; Changing political circumstances entailed by the fall of Communism in Eastern Europe and Russia; Description of a new approach to education for democratic citizenship.

In this article, we explore some of the tensions implicit in education for citizenship and consider whether such programmes can effectively contribute to combating racism. We argue that, whilst education for democratic citizenship is certainly a site for mainstreaming antiracism, programmes need to take into account the wide range of experiences that students bring to their studies. Within the context of Europe, many students experience racism, which serves to limit their citizenship rights and restrict their participation. Any programme of education for citizenship will therefore need to address these experiences and equip all students with the skills to effectively challenge racism. Secondly, programmes will need to consider structural and institutional inequalities and the ways in which these are reproduced in schools. For example, recent reports from England suggest that schools, by their admissions policies and their ethos, may unwittingly be racist in their practices, serving to undermine social cohesion and contributing to social inequality (Macpherson, 1999; Cantle, 2001). Schools, as well as being a means to combat racism and xenophobia, may also contribute to the problem. This raises questions of what they offer by way of citizenship education and, equally importantly, how they offer it. [ABSTRACT FROM AUTHOR]

Editorial. Focuses on the policy and practice of postgraduate education in European countries. Dual role of the postgraduate education and training; Key trend in the studies of postgraduate policy and practice.

Analyzes the representation of women in education management in Europe. Research on the determinants of the under-representation of women in senior positions in education; Interaction of factors of a personal, organizational and social nature; Features of the management route model.

Investigates the origin, changes and trends of institutional structures which form the education system in the Central and Eastern Europe countries. Legislation in education; Vertical integration of primary and lower secondary schools; Rise of tripartite system in upper secondary education; Factors influencing transformation in post-compulsory education.

Editorial. Introduces articles about education for democratic citizenship in Europe. Trends and issues in citizenship education; Patterns in the civic knowledge, engagement and attitudes of adolescents in the European countries.