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The Digital Europe Programme is a new financial support tool for the 2021-2027 period, aimed at bolstering the digital transformation of society, the economy and public administrations in the EU. With a financial envelope of €7.6 billion (in current prices), a figure 17.5 % lower than the initial Commission proposal, it will build up digital capacity and infrastructure and support a digital single market. The programme will operate mainly through coordinated and strategic co-investments with the ...

The analysis considers evidence on the expected impact of Artificial Intelligence (AI) on jobs, discusses the potential of AI to create decent jobs and explores the extent to which AI offers opportunities and poses risks to working conditions. The analysis examines current policies at the European Union (EU) and Member State level and recommends some areas for action at the EU level.

In September 2020, the Commission published a communication on achieving the European Education Area by 2025 with an ambitious strategy revolving around six key dimensions (European Commission, 2020a). In February 2021, in its resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), the Council welcome the Commission’s proposal (Council of the European Union, 2021). It set out a series of ‘strategic priorities ...

Conclusions and policy recommendations Against this backdrop, the study proposes a series of 9 policy recommendations: 1) Set up a concrete implementation strategy and draw up a comprehensive evaluation framework, in line with the UN’s sustainable development goal 4 on education, in order to monitor progress and identify shortcomings in the implementation of EEA initiatives.

The current coronavirus pandemic and its accompanying health and economic crises have highlighted and heightened certain trends and challenges which were already affecting the labour market in Europe. These include accelerated digitalisation and automation, increased use of artificial intelligence, constraints relating to a lack of digital skills, and problems concerning the status of platform workers and other workers in non-standard forms of employment. In parallel, there has been an unprecedented ...

This study presents and examines three communications on a future European Education Area published by the European Commission between November 2017 and September 2020, analysing the reception and assessment of these communications by the other EU institutions, Member States and various stakeholders. It highlights existing challenges and makes concrete recommendations as regards the strategy, governance and priorities required to turn the vision of a European Education Area into reality by 2025.

In March 2020, the European Commission released its new European Union (EU) Gender Equality Strategy for 2020-2025, setting out measures to tackle persistent gender inequalities and bring a gender perspective to future priorities such as the digital and green transitions. Since the Strategy's release, the coronavirus pandemic has exposed and exacerbated gender inequalities, creating further challenges. Reports on the EU Gender Equality Strategy, women's participation in the digital economy and the ...

The next generation, sometimes referred to as 'Generation Z' or 'Gen Z', includes children and young people born after 1995/1996. Also known as the 'iGeneration' they are the first digital natives: they have grown up with smartphones and tablets, and most have internet access at home. While, in the EU, they are the most diverse generation when it comes to their origins, and best educated, in terms of level of education, they are the most vulnerable, including on the labour market. They are the generation ...

This research project assesses the Digital Education Action Plan published in 2018 in terms of organisational and content-related challenges. It outlines concrete recommendations on how an updated Digital Education Action Plan could mitigate the weaknesses of the current plan, through a more holistic vision of the digital transformation in education, a focus on quality infrastructure for digital education for all, the further empowerment of educators and the further development of ‘whole-school’ ...

The volume of child abuse materials circulating on the internet has increased dramatically during the pandemic, as both children and child sex offenders spend more time, and interact more, online. Enabled by digital technologies, child sex offenders have tapped into opportunities that were previously unavailable to communicate freely and directly with each other and with children, creating online communities where they share their crimes. Today, they can reach children via webcams, connected devices ...