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Work-integrated learning (WIL) responds to the labor market's requests by fostering students' competency acquisition and development through active methodologies and profession-oriented practices. This training system means that both academic and workplace tutors guide and supervise the student. The research goal was to identify the tutors' professional profiles in WIL. This study's qualitative methodology is based on data triangulation obtained by the Delphi method, focus groups and a literature review. The participants are international experts in WIL. The outcome of the research is a set of specific and transversal competencies and functions for both types of tutors who guide and supervise students throughout their learning process in a workplace-based university program. In conclusion, the results enabled the establishment of a basis on which to identify WIL professionals working in different territories, as well as create professional development training for such agents involved in this innovative system. [ABSTRACT FROM AUTHOR]

"This paper examines the impact of immigrants on the income of various groups of resident workers in the United States and Europe. Our approach features the use of a production technology incorporating education, experience, and unskilled labor as inputs.... We find that in both United States and European production, education, unskilled labor and experience are complementary inputs. Based on these results, simulations of the impact of immigration on residents are carried out. The absolute magnitude of these effects is found to be very small.", (excerpt)

The article presents information about the book "Institutions and Regional Labour Markets in Europe." The book contains twelve papers that take an institutional perspective in comparing the performance of European labor markets in different regional socioeconomic settings. The papers discuss the spatial-institutional perspective on the labor market in Europe; general changes in the European labor market; regional and institutional changes in European labor markets; regional labor markets and institutions in Great Britain; institutions and regional labor markets in the Netherlands; institutions and regional return to education in Sweden; institutions and regional labor markets in Spain.

The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: a) language learning, b) civic integration and employment, and c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users' levels of awareness of what is available and take up, and migrants' and refugees' perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semistructured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified. [ABSTRACT FROM AUTHOR]

This paper describes a role-playing witch-hunt game used by the author to make the complexities of the European witch craze apparent to her Western Civilization classes at Maryville College. The goal was to acquire an approximation of the ways in which guilt or innocence of accused persons could be dependent upon the extent of support they received from their peers. Different members of the class were placed into a different social or economic group. In the game, the existence of a witch or witches was left to chance and to the judgment of the participants. Social tensions were built into the roles based upon wealth and status. The author found that students began to identify with their fictional roles during class discussion. All the students agreed that their virtual life in the medieval village had made the reading material more personal and more powerful. Students leave the games with a clearer understanding of how a witch craze could have happened. They are forced to take stands, aware of how their loyalties might make them vulnerable to suspicion. They also learn how social, political, economic and religious motivations influence their willingness to convict the accused.

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]

In the current socio-economic context marked by high unemployment rates, the education is seen as an important pillar in the economic recovery process. The economic growth and competitiveness are supported by a highly qualified labour force and adapted to market requirements. By Agenda 2020 the European Union promotes and supports the education and the reducing of the school dropout. The countries from the Southern European Model have experienced in the last 10 years an upward trend in the unemployment rate, and two of the component countries (Greece and Spain) currently register the highest unemployment rates in the European Union. Given these issues in this paper I propose to analyse, through a model of panel data, the impact of educational attainment (by the rate of early school leaving and the graduation of a tertiary education), the investments made in education, the Gross Domestic Product and the total population on the unemployment rate in the Southern European countries. [ABSTRACT FROM AUTHOR]

Previous research documents a correlation between education and political ideology, usually indicating a positive relationship between education and left-wing political views. In this paper, I examine to what extent this association is causal. I merge political ideology data from 25 waves of Eurobarometer surveys with information on 18 educational reforms in 11 European countries. I then instrument for educational attainment with a regression discontinuity design that estimates the increase in education due to compulsory educational reforms. Notably, it appears that omitted variables bias is important here. I find a significant causal effect of education moving individuals to the right when properly addressing the endogeneity whereas there is a significant association between education and left-wing political ideology when treating education as exogenous. I find that on average, among the individuals compelled into additional education from these specific reforms, an additional year of education moves individuals to the right of the political continuum by about 5–6%. However, I also find no evidence of a causal effect on political ideology for a subgroup of countries. [ABSTRACT FROM AUTHOR]

Copyright of Research Papers in Language Teaching & Learning is the property of Research Papers in Language Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Self-rated health, a subjective health outcome that summarizes an individual's health conditions in one indicator, is widely used in population health studies. However, despite its demonstrated ability as a predictor of mortality, we still do not full understand the relative importance of the specific health conditions that lead respondents to answer the way they do when asked to rate their overall health. Here, education, because of its ability to identify different social strata, can be an important factor in this self-rating process. The aim of this article is to explore possible differences in association pattern between self-rated health and functional health conditions (IADLs, ADLs), chronic diseases, and mental health (depression) among European women and men between the ages of 65 and 79 according to educational attainment (low, medium, and high). Methods: Classification trees (J48 algorithm), an established machine learning technique that has only recently started to be used in social sciences, are used to predict self-rated health outcomes. The data about the aforementioned health conditions among European women and men aged between 65 and 79 comes from the sixth wave of the Survey of Health, Ageing and Retirement in Europe (SHARE) (n = 27,230). Results: It is confirmed the high ability to predict respondents' self-rated health by their reports related to their chronic diseases, IADLs, ADLs, and depression. However, in the case of women, these patterns are much more heterogeneous when the level of educational attainment is considered, whereas among men the pattern remains largely the same. Conclusions: The same response to the self-rated health question may, in the case of women, represent different health profiles in terms of the health conditions that define it. As such, gendered health inequalities defined by education appear to be evident even in the process of evaluating one's own health status. [ABSTRACT FROM AUTHOR]

In the past two decades, autonomous learning has received an obvious concern from specialists in the field of education, particularly in higher education in the Western universities. Autonomous learners have been characterized as those leaners who adopt certain strategies to help them get their own learning. In Europe, an autonomous learner has formally become part of language education and language assessment domain. In this sense, and as a lecturer at Cihan University-Erbil, it has been noticed by the researcher that some students learn dependently whereas others are autonomous, self-dependent on their efforts to achieve a better learning outcome by the motivation; they have to be positive participants with their English Language instructor through language learning classes. The purpose of this research is to investigate and develop learners' autonomy under the willingness and ability for the second language learning in higher education context. This is achieved to know to what extent students are aware of autonomous learning and what should they do to become successful autonomous learners. In this small-scale research, both qualitative and quantitative methods have been utilized to investigate and consider this phenomenon thoroughly from a psycholinguistic point of view. The results show that the majority of students are not autonomous learners as most of them depend on their instructors for learning English as a second language. This research comprises four sections. Section one is the introduction. Section two reviews some historical backgrounds and definitions. The third one illustrates the research methodology, questions, participants, and data collection. The fourth section accounts for discussion of the findings of the study in addition to the conclusion at the end of the study. [ABSTRACT FROM AUTHOR]

At the second series of workshops for the EHC Think Tank Workstreams on Registries, Hub and Spoke Model and Patient Agency, stakeholder participants worked towards consensus on addressing challenges to progress in areas identified in the first series of workshops. Each workshop identified a 'guiding star' determining the direction of ongoing focus, defined achievable 'near star' milestones, and explored the enablers and 'constraints' to achieving these. The Registries Workstream recommended establishing rights- and responsibility-based international guidance to ensure accountability from all stakeholders contributing, collecting, handling and registry data. The Hub and Spoke Model Workstream proposed the development of a dynamic and agile health provision system to meet individual treatment, care and quality of life goals for people with rare disorders as they evolve. The Patient Agency Workstream recommended achieving a new cultural norm for patient agency embedded at all systemic levels, whereby health care is collaborative and based on patients' ability to make choices and take ownership of decisions relating to their care and quality of life. Four common themes emerged in near star milestones across all workstreams: 1. Mapping the system; 2. Collaborating and sharing; 3. Education and training; 4. Organisational change and good governance. Enablers include stakeholder experience in other specialties undergoing similar change; relevant examples of best practice; tapping into existing policy-making networks; adherence to government, regulatory, and inter-/intra-institutional quality standards; leveraging frustration in current systems to challenge mindsets and demonstrate the benefit of patient-centred insights to improve outcomes; and application of technologies (e.g. distributed analytics, algorithms, telemedicine, remote monitoring). Constraints include limited understanding of national and cross-border legal and regulatory requirements; a lack of awareness of and reluctance to accept the need for change or to take responsibility for making it happen, or a misunderstanding of whose responsibility it is; time limitations; a lack of meaningful outcome measures; a lack of understanding of key factors for success; and financial issues. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that adult child educational attainment benefits older parents' cognitive outcomes via financial (e.g. direct monetary transfers) and nonfinancial (e.g. psychosocial) mechanisms. Quasi-experimental studies are needed to circumvent confounding bias. No such quasi-experimental studies have been completed in higher-income countries, where financial transfers from adult children to aging parents are rare. Using data on 8,159 adults aged ≥50 years in the Survey for Health, Aging and Retirement in Europe (2004/2005), we leveraged changes in compulsory schooling laws as quasi-experiments. Each year of increased schooling among respondents' oldest children was associated with better verbal fluency (β = 0.07, 95% CI: 0.02, 0.12) scores; overall associations with verbal memory scores were null, with mixed and imprecise evidence of association in models stratified by parent gender. We also evaluated associations with psychosocial outcomes as potentially important mechanisms. Increased schooling among respondents' oldest children was associated with higher quality-of-life scores and fewer depressive symptoms. Our findings present modest albeit inconsistent evidence that increases in schooling may have an "upward" influence on older parents' cognitive performance even in settings where financial transfers from adult children to their parents are uncommon. Associations with parents' psychosocial outcomes were more robust. [ABSTRACT FROM AUTHOR]

The article discusses the "Copyright for Creativity," a call by a coalition of European groups for the adoption of a copyright law on the Internet. The declaration calls for a copyright that would foster digital creativity, access, education and innovation to cultural world and European competitiveness in a digital world. Some examples on how copyright can protect creative works and exceptions are provided. A call for a European copyright law to spur innovation, facilitate digital preservation and archiving, support education and research and harmonize exceptions across the European Union (EU) is contained in the declaration. An overview of the Green Paper "Copyright in the Knowledge Economy," published by the European Commission is provided.

• I study the causal effect of education on traditional gender-role attitudes. • Traditional gender-role attitudes are correlated with several socio-economic outcomes. • I use compulsory schooling laws in Europe as an instrument for education. • Individuals with highly educated parents are not affected by these reforms. • Education reduces the probability of agreeing with the traditional role of women. Many studies report a strong correlation between gender role attitudes and the economy. Determining which factors are affecting them is crucial to avoid negative consequences. This paper identifies the causal relationship between education and traditional gender role attitudes. I use data from the European Social Survey for 14 European countries, along with a quasi-experimental approach that exploits exogenous variation in compulsory schooling across countries and year of birth. I find that for women from a poor family background, education reduces the probability of agreeing with traditional gender norms in more than 11 percentage points. [ABSTRACT FROM AUTHOR]

The objectives of this study were to: (1) determine the impact of COVID-19 on the operations within the 9 sections of the European Council on Chiropractic Education (ECCE) 'Standards'; (2) identify specific rapid changes to the programs; and (3) identify positive changes that will continue post-pandemic. This was a mixed methods audit and thematic analysis of data from interviews conducted via a cloud-based video conferencing tool with program leaders of the ECCE accredited institutions. A validated questionnaire designed around ECCE's "Standards" was used, consisting of 3 sections: (1) Severity of the COVID-19 impact on each ECCE Standard section; (2) Description of program changes made for each section; (3) Identification of positive changes continuing post-pandemic. Descriptive statistics were calculated for Part 1 and compared for significant differences via the Kruskal-Wallis test. Verbal responses to Parts 2 and 3 were evaluated independently by 3 researchers using a modified "thematic analysis" approach. Final thematic categories and themes were agreed upon by the researchers. There was a 100% response rate. Outpatient teaching clinics were most severely affected, followed by teaching chiropractic technique courses. Curricular structure and duration and program management were least affected (p =.033). Four thematic categories were identified: Extreme Stress, Courses Most Severely Affected, Integrity of Examinations and Assessments, and Positive Changes That Will Continue. Final-year students were most negatively impacted due to restricted opportunities in outpatient clinics. Integrity of examinations was also a problem. Positive, innovative teaching materials and methods were quickly developed and should continue. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurological disorders pose a profound unmet medical need for which new solutions are urgently needed. The consideration of both biological (sex) and socio‐cultural (gender) differences between men and women is necessary to identify more efficacious, safer and tailored treatments. Approaches for putting sex and gender medicine into practice have gathered momentum across Europe, but it is currently unclear to what extent they have been implemented in the field of neurology and neuroscience. Methods: We mapped current activities in research, funding and education aimed at integrating sex and gender consideration in neuroscience and neurology in Europe. We examined and analyzed data gathered from literature searches, policy documents and reports by the European Commission and national funding agencies, web‐based searches, Web of Science, and searches of project databases of funding agencies. An informative/non‐systematic search was performed for sections on policies and funding, education, and basic research, while a systematic literature and database review was conducted for quantitative analysis of research output and funded projects in terms of sex and gender analysis. Results: Our mapping shows that there is a growing interest in and attention given to sex and gender considerations in neurological fields, both from funding agencies and researchers. However, most activities, especially for education, are limited to the individual motivation of researchers and are not organically built within curricula and strategic research priorities. Conclusion: We recommend actions that might help increase the consideration of sex and gender specifically in the field of neuroscience and neurology. [ABSTRACT FROM AUTHOR]

Provides an overview of the selection of papers presented during the 9th Annual Workshop of the European Academy for Standardization (EURAS) which took place May 13-14, 2004 in Paris, France. Topics, including standardization in Europe, education and standardization and economics of standardization.

This reflective essay on the papers in this special issue of EERJ on Northern European curriculum analysis discusses issues of comparison and scale, and the significance of global and local specificities in curriculum research. Drawing on comparative examples from outside Europe, the essay draws attention to some commonalities of the European positioning from which these analyses begin, in particular the questions about governance, policy process and constructions of citizenship engendered today both by the formation of the EU and by the impact of OECD activities on it. The article argues the need to recognize different types of curriculum analyses and purposes, and particularly the salience of both big picture and closer-up detailed perspectives, and discusses the contribution these articles make to addressing both. It considers further issues about two matters raised by these contributions: the significance of moves to more competency and outcomes-centred curriculum forms, and the usefulness of a focus on constitutional origins as a basis for understanding the citizen-formation curriculum agendas of different nations. [ABSTRACT FROM AUTHOR]

The new European and global policy emphasis on creation and developing cooperative structures in the agricultural sector as the best way to overcome the gaps between rural and urban. While northern countries talk about the reforming of the cooperative system and introducing new management models for it, in south Europe the system still has great social and economic results. There are still countries, like Romania, where the system had to be started over many times in the last century, which led to today ‘situation when the cooperative system is almost inexistent. The paper aims to analyze how much the Romanian rural area is prepared to integrate into its way of functioning a cooperative system by comparing to Italy, a country with history close to Romania, but with a cooperative system as the base of agriculture. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of education on regional mobility in Europe using compulsory schooling reforms. Using data on individuals from eight European countries, I find that people who are induced by a school reform to acquire one more year of education are much more likely to relocate to another region in their country between the age of 15 and 50. I also show that education increases the probability of moving to a city for people from rural areas. [ABSTRACT FROM AUTHOR]

The article talks about the papers published by the Center Council for Education and Training in Social Work (CCETSW), which focuses on the social work profession's interest to push for closer links to enhance its status in the U.K. and in Europe. The paper "Social Work Education and 1992," by Hugh Barr considers initiatives in the European Community for the benefit of social work education and training in U.K. The second paper, "Links and Exchanges," offers a guide to establish links and exchanges between social work education programs in Europe. The two other studies discuss a study in France and analyzes racism and anti-racism in the European Community.

The formation of the EERA has taken place over the last twenty years and it has accumulated practices and organizational procedures. The core principles of the Association were about inclusivity, represented through membership of national associations in the Council, and European identity, safeguarded by ECER regulations and the EERJ. The founding question of the Association, and a constant and useful heuristic device. was’ what does it mean to be a European educational research association’ and a related question question, ‘who are its members? The paper suggest that these questions should be used to review the work of the EERA again as they are in danger of becoming lost. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various reports within the issue on topics including policy and practice of European teacher, the Irish initial teacher education policy, and competencies of Croatian teachers.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

European family medicine/general practice (FM/GP) has travelled the long and successful journey of profiling the discipline and has produced valuable position papers on education and research. Nowadays, academic medicine is one of the pillars in the future development of FM/GP in Europe. A common European curriculum on undergraduate and postgraduate family medicine is needed. Also, a sound international platform of teaching institutions and/or teachers of family medicine would foster the further development of family medicine as an academic discipline. This would stimulate students and teachers to engage in international exchange to gain new knowledge and experiences, present their work and ideas abroad and prepare the conditions for further exchange of students and teachers. Conclusion. Established departments of FM/GP, led by a teacher who is a family physician/general practitioner, at each Medical School in Europe should provide students with knowledge and skills related to the core attributes of FM/GP. International exchanges of teachers and students should foster the development of a common curriculum on FM in Europe and foster improvement in the quality of FM education. [ABSTRACT FROM AUTHOR]

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This paper focuses on the European Commission Communication Rethinking Education: Investing in skills for better socio-economic outcomes (November 2012). The comments concern the school educational tasks and, in particular, the young-adult "identity" required to face multiple challenges of current global crisis. In an educational perspective, it require a "re-thinking" of education, maintaining a meaning horizon dedicated to the promotion of a "genuine" quality of life, and an anthropological project that cannot be sacrificed in the name of the contingent political and economic pressures. In a lifelong education view, this article considers the relationship between education/adult education and the meaning of adult identity, to improve the human "desirable" ideals vs than what is too often presented as "necessary evil". [ABSTRACT FROM AUTHOR]

Copyright of Studia Historiae Scientiarum is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The ongoing COVID-19 pandemic has significantly affected radiology services around the globe. The impact of the crisis on radiology education in Europe has yet to be determined, in order to identify measures to achieve optimal training of radiologists during pandemics. The aim of this survey was to evaluate the impact of the pandemic on young radiologist members of the European Society of Radiology (ESR). Methods: A survey consisting of 28 questions was developed and distributed using SurveyMonkey to all ESR European radiologist members in training. The survey sought to collect information on three main themes, 'demographics', 'training level' and 'effects of COVID-19'. The responses were statistically analysed with the use of R programming using descriptive statistics. Results: A total of 249 responses from 34 countries were collected. Specific training on COVID-19 was not offered to 52.2% (130) of the participants. A total of 196 participants were not redeployed to other specialities but only 46.2% of institutions allowed residents to work from home. E-learning was offered at 43% of the departments and most participants (86.2%) were not allowed to switch from clinical work to research. A minority (n = 13) were suspended with (30.8%) or without salary (38.5%) or were forced to take vacation/yearly holiday leave (7.7%) or sick leave (23%). Almost half of the participants did not have access to personal protective equipment and a minority of them had their financial status affected. Conclusions: The ongoing SARS-CoV-2 outbreak has significantly affected all aspects of postgraduate radiology training across the ESR member countries. [ABSTRACT FROM AUTHOR]

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The article focuses on how the U.S. and Europe differ in their approach to the study of law and economics. Information is provided on how the U.S. is more advanced than Europe in the teaching of both in law schools, evidenced by the hiring of economists in U.S. law schools, publications in scholarly legal journals focusing on economics, and economics conference participation of U.S. law schools.

The article focuses on the role of law and economics in law schools in Europe. Information is provided on the difference in legal education throughout the different countries of Europe, particularly in regard to twentieth century economics. The author examines if a broader method to the teaching of law and economics is needed.

The experience of initiating and sustaining a research-based dialogue on social justice and intercultural education in Europe requires both flexibility and focus. This article highlights the challenges facing convenors of one network, who wish to include researchers from diverse backgrounds, while at the same time enhancing the academic quality of the papers presented at the European Conference on Educational Research (ECER). This article presents a brief history of 15 years of networking with a view to discussing some of the main issues which have emerged over the years. The work of Network 7, Social Justice and Intercultural Education, raises significant questions. Is it necessary or desirable to develop a common theoretical language and/or a body of knowledge? And, if so, how can this be done in a scientific world governed by the English language and Anglo-Saxon research traditions? How should differences in research interests and traditions from different parts of Europe be included taking asymmetric power relations into account? Other issues include the incorporation within social justice of discourses on gender, ethnicity, disability and religion. The article defines the interlinked key concepts of social justice and intercultural education which guide the work of the network. A brief history follows, describing the challenges facing the network. These include the issue of language, the discussions during the ECER, the image of the network and the choice of network descriptors. As research is influenced by scientific traditions and cultural, political and financial contexts, it is difficult for the network convenors to influence or direct the research agenda. The article is based on network archives, including documents such as conference programmes; memos; letters; network descriptors and reports; discussions about the selection and acceptance of proposals as recorded in emails and letters; convenors' reflections; and analysis of participants' formal and informal evaluations of network sessions. The issues raised in this article will continue to be debated at the ECER. [ABSTRACT FROM PUBLISHER]

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The progress of humanity, over time, was subject to technical discoveries. This puts humanity in the face of new challenges: the transition to information society / knowledge society. This time, however, the focus must fall primarily on quality rather than quantity. Leap which should make it in the third millennium will be one based on the strength of mind, spirit, and not brute force, physical. Terms of new paradigms and expectations of the moment can not be met by itself, the natural evolution of things, but requires focusing on increasing volumes of knowledge and on their uptake. A key role in enhancing knowledge is the educational system. From this perspective, the authors have proposed carrying out a quantitative analysis of the state of the Romanian education is in line with Europe. Another objective of this paper is to achieve a number of estimates relating multiple indicators characterizing education in Europe and beyond. [ABSTRACT FROM AUTHOR]

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This paper examines the prevalent notion that that the production of knowledge, academic research and teaching can and ought to be audited and assessed in the same manner as the production of other goods and services. The emphasis on similarities between industry and the academy leads to a neglect of fundamental differences in their aims and, as a consequence, a tendency to evaluate scientific research in terms of patents and product development and colleges and universities in terms of the labour market. The article examines the idea of the free academy, on the one hand, and compares and contrasts it to the idea of free enterprise, on the other. It is argued that the view of the university as a supplier of specific solutions for pre-determined, non-scientific needs (a workforce with skills currently in demand, innovations for commercial partners, justifications for political decisions, etc) undermines the public legitimacy of university science and weakens the fabric of scientific training and practice. The article proposes that the university's main purpose must be to provide a recognized neutral, autonomous agency of rigorous, disinterested investigation and scientific education, which constitutes a necessary condition for an enlightened liberal democracy: an informed, capable and critical citizenry. [ABSTRACT FROM AUTHOR]

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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]

What is the situation of teacher education in Europe at the beginning of this century? It is not self-evident that we know all the answers, or at least some of the more important ones, in spite of so many specialised publications dealing with developments in European teacher education. This paper provides some insights into what institutional teacher education measures in the 25 Member States are promoting by way of convergence. Teacher education institutions are far from being the same in structure, professional culture, curriculum development ... across the European Community. There is growing realization of the importance and complexity of the integration of a European dimension in teaching and teacher education. And, no doubt, the development of a European dimension as inherent part of teacher education is now linked by a common professional concern: the making of competent teachers, more transparent structures and educational quality. [ABSTRACT FROM AUTHOR]

In this paper, we develop a model of technology adoption and economic growth in which households optimally obtain either a concept-based, "general" education or a skill-specific, "vocational" education. General education is costly to obtain, but enables workers to operate new production technologies. Firms weigh the cost of adopting and operating new technologies against increased profits and optimally choose the level of adoption. We show that an economy whose policies favor vocational education will grow slower in equilibrium than one that favors general education. More importantly, the gap between their growth rates will increase with the growth rate of available technology. By characterizing the optimal Ramsey education policy we also demonstrate that the optimal subsidy for general education increases with the growth rate of available technology. Our theory suggests that European education policies that favored specialized, vocational education might have worked well, both in terms of growth rates and welfare, during the 1960s and 1970s when available technologies changed slowly. However, in the information age of the 1980s and 1990s when new technologies emerged at a more rapid pace, they might have contributed to an increased growth gap relative to the United States. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the determinants of research output by European economics departments. We use data from a survey we conducted on the various characteristics of these departments. We pay particular attention to spillovers from North America to Europe and measure these in terms of visiting arrangements between academic institutions across the Atlantic and formal training received by European faculty in North America. We find strong evidence that European economics departments with North-American links have higher research output. [Copyright &y& Elsevier]

This paper gives an overview of a study exploring the disciplinary character of university-level public administration programs in 23 European countries. For the purpose of the study, a database was created to characterize 191 university programs on the basis of 7,355 courses. Analyses performed on this data set identified three distinct clusters of countries that correspond to the three classical European approaches to the study of public administration: a number of Continental European countries are characterized by a broad and significant political science component; the Nordic countries put a stronger emphasis on business administration; and most Southern European countries and a number of post-communist countries are distinguished by the predominance of law in program curricula. Although, in most European countries, the dynamics of the field point toward a definite move away from the legalism traditionally present in the field--either toward the direction of the managerialist or political science approach--it is still expected that, alongside the convergent trends, national differences will continue to exist in educational curricula. Therefore, a key task in developing public administration curricula of the future is to identify--and possibly influence--which aspects are likely to diverge and which are likely to converge. [ABSTRACT FROM AUTHOR]

The discovery of the proper value of childhood during the 18th century in Europe was an important break-through. People began to respect childhood as a sacred world that should not be judged from the standpoint of adults. However, in today' world many children are subjected to all kinds of physical and mental pain, including the so-called examination hell in some Asian countries. Children now live in a paradoxical situation. Theoretically they have obtained the right to enjoy their own world, approved and protected by adults, but in practice they cannot adapt themselves smoothly to the world mainly ruled by the logic of grown-ups. This paper argues that it is time to re-evaluate what has been lost under the slogan of modernisation. The solution is not simply to return to the pre-modern situation but rather to consider what elements from the past could be re-activated to the benefit of children today. [ABSTRACT FROM AUTHOR]

Lifelong learning through continuing professional development (CPD) and medical education is critical for healthcare professionals to stay abreast of knowledge and skills and provide an optimal standard of care to patients. In Europe, CPD and medical education are fragmented as there are numerous models, providers and national regulations and a lack of harmonisation of qualitative criteria. There is continued debate on the appropriate role of pharmaceutical companies in the context of medical education. Accrediting bodies such as European Accreditation Council for Continuing Medical Education do not permit active involvement of the pharmaceutical industry due to concerns around conflicts of interest and potential for bias. However, many examples of active collaboration between pharmaceutical companies and medical societies and scientific experts exist, demonstrating high integrity, clear roles and responsibilities, and fair and balanced content. Medical education experts from 16 pharmaceutical companies met to develop a set of quality principles similar to standards that have been established for clinical trials and in alignment with existing principles of accrediting bodies. This paper outlines their proposal for a framework to improve and harmonise medical education quality standards in Europe, and is also an invitation for all stakeholders to join a discussion on this integrative model. [ABSTRACT FROM PUBLISHER]

Educational differences in female cohort fertility vary strongly across high-income countries and over time, but knowledge about how educational fertility differentials play out at the sub-national regional level is limited. Examining these sub-national regional patterns might improve our understanding of national patterns, as regionally varying contextual conditions may affect fertility. This study provides for the first time for a large number of European countries a comprehensive account of educational differences in the cohort fertility rate (CFR) at the sub-national regional level. We harmonise data from population registers, censuses, and large-sample surveys for 15 countries to measure women's completed fertility by educational level and region of residence at the end of the reproductive lifespan. In order to explore associations between educational differences in CFRs and levels of economic development, we link our data to regional GDP per capita. Empirical Bayesian estimation is used to reduce uncertainty in the regional fertility estimates. We document an overall negative gradient between the CFR and level of education, and notable regional variation in the gradient. The steepness of the gradient is inversely related to the economic development level. It is steepest in the least developed regions and close to zero in the most developed regions. This tendency is observed within countries as well as across all regions of all countries. Our findings underline the variability of educational gradients in women's fertility, suggest that higher levels of development may be associated with less negative gradients, and call for more in-depth sub-national-level fertility analyses by education. [ABSTRACT FROM AUTHOR]