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In 2019 the European Universities Initiative started. Since then, 44 European Universities alliances were created, with 340 participating higher education institutions. This study evaluates the selection procedures and assesses the experiences of the first years. It also drafts three scenarios to map future developments. Recommendations to the EP aim to strengthen the sustainability of the EUAs, create better regulatory conditions and improve the learning processes.

Attention to the teaching of values has recently increased and is evident in the education policies of all EU Member States, also for the values of democracy and tolerance. Teaching Common Values (TCV) is fairly important in half of the EU Member States. However, TCV is often not very strongly implemented in education policy in terms of concrete curriculum instruments and in supporting measures. This results in practices that do not always give real attention to TCV.

This study addresses the question of similarities and differences of the education evaluation approaches of the EU and the OECD with the aim of exploring the possibilities of further developing the education evaluation system and the related policies of the EU. The study analyses the existing EU level educational evaluation practices and policies with a special focus on the use of educational indicators and the assessment of pupil competences. On the basis of the analysis a number of recommendations ...

The ‘Europe 2020 Strategy’ and other EU initiatives call for more excellence in Europe’s higher education institutions in order to improve their performance, international attractiveness and competitiveness. In this context the relevance of quality in higher education gained momentum. The Study examines separately two different quality approaches, quality assurance and rankings, and takes stock of latest achievements. This is followed by a critical analysis of these approaches in a comparative perspective ...

Įmonės labai vertina darbo patirtį, todėl tokios patirties stoka yra pagrindinė kliūtis pirmą kartą darbo ieškantiems žmonėms. Daug jaunų žmonių patenka į užburtą ratą: jiems nepavyksta rasti pirmojo darbo, tačiau jie negali gauti darbo, nes neturi darbo patirties. Įrodyta, kad pameistrystė turi didelį poveikį skatinant jaunimo užimtumą, ji yra pagrindinė nedidelio jaunimo nedarbo kai kuriose Europos šalyse priežastis. Tiek komunikate Švietimo persvarstymas, tiek 2013 m. jaunimo nedarbo komunikate ...

Šiuo tyrimu prisidedama prie Europos Parlamento Švietimo ir kultūros komiteto indėlio užtikrinant Europos pradinių mokyklų mokytojų darbo kokybę. Jame įvertinama Europos pirminio mokytojų rengimo, paramos karjeros pradžioje ir tęstinio profesinio tobulinimosi padėtis atsižvelgiant į konkrečius mokytojus ir mokytojų rengėjus. Informuojame, kaip šios tęstinio mokytojų švietimo sistemos dalys padeda mokytojams kovoti su sunkumais klasėse, mokyklose ir sistemos lygiu. Pranešime įvertinamos sektoriaus ...

This study examines the strengths and weaknesses of dual education/apprenticeships and explores policy developments in the EU- 28 in relation to the introduction and/or improvement of apprenticeship schemes. The study is based on data from a variety of sources, including academic literature and in-depth research in 10 EU countries. It identifies the characteristics of four main forms of VET delivery in relation to the role of work-based learning and suggests ways that countries could promote apprenticeships ...

Šiame tyrime nagrinėjamos priėmimo į aukštąsias mokyklas sistemos dešimtyje šalių: Europos Sąjungos valstybėse narėse (Prancūzijoje, Vokietijoje, Italijoje, Slovėnijoje, Švedijoje ir Jungtinėje Karalystėje), šalyje kandidatėje (Turkijoje) ir trijose šalyse, kurios paprastai nagrinėjamos, siekiant palyginti tarptautiniu mastu (Australijoje, Japonijoje ir JAV). Priėmimo sistemų analizė suskirstyta atsižvelgiant į tris pagrindinius aspektus: teisingumą, kokybę ir studentų judumą.

The study describes the place occupied by the European dimension in the European secondary education at the beginning of the new millenium and underlines the principal assets, but also the possible imperfections, currently met on this subject in the whole of the European education systems in the fifteen Member States of the European Union as well as in the Candidate countries. It also considers the role that the European institutions, and in particular the European Parliament, could play in the future ...