14

resultat

Ord
Publikationstyp
Politikområde
Författare
Datum

Education in isolation in the pandemic, following the path of Isaac Newton

03-06-2020

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss ...

While schools have remained closed due to the coronavirus pandemic, students' education cannot be suspended indefinitely without severe consequences. Alternative methods, mostly dependent on digital technology, have been adopted very rapidly. Organisations such as Unesco have been quick to monitor the situation, and the European Union too has followed developments in the Member States through its agencies and networks. Video-conferences between education ministers have been pivotal for them to discuss issues and learn from each other's best practices. What has started as an emergency has become an eye-opener, as existing educational gaps have become more visible. Socio-economic inequalities, greater difficulties of access for those with special educational needs, barriers in home–school communication and between teachers and educational authorities have been compounded by missing digital tools and skills. The sudden leap has also given rise to outreach initiatives and a growing awareness of resources whose potential was still under-exploited. These included numerous online platforms and other resources that became freely available to salvage the situation. As teachers, students and parents experiment with new tools, policy-makers try to understand what can be more systematically adopted in the future to make education more flexible and inclusive, and what needs to be debunked. Learning is not limited to schooling; vocational education and training, universities and adult education sectors have also struggled to maintain their activities. At the same time, they will be expected to contribute to the relaunch following the end of confinement. Given the economic downturn, guidance and career counselling will have a pivotal role in reskilling and upskilling the labour force. The European Union has a supportive role in this process and also needs to safeguard the wellbeing of participants in its programmes Erasmus+ and the European Solidarity Corps. The European Parliament is keen to ensure the institutions do all they can. Where does Isaac Newton fit in all this?

Training of professional drivers

06-03-2018

On 1 February 2017, the European Commission adopted a proposal to revise existing provisions concerning the training of professional drivers (lorry and bus drivers). The proposal amends Directive 2003/59/EC on the initial qualification and periodic training of drivers of certain road vehicles for the carriage of goods or passengers and Directive 2006/126/EC on driving licences, with the objective of tackling the main shortcomings identified in the implementation of the existing legislation. Parliament ...

On 1 February 2017, the European Commission adopted a proposal to revise existing provisions concerning the training of professional drivers (lorry and bus drivers). The proposal amends Directive 2003/59/EC on the initial qualification and periodic training of drivers of certain road vehicles for the carriage of goods or passengers and Directive 2006/126/EC on driving licences, with the objective of tackling the main shortcomings identified in the implementation of the existing legislation. Parliament is due to vote on the proposal during its March plenary session.

ICT in the developing world

21-12-2015

Over recent years, there have been increasing opportunities for inhabitants of low and middle-income countries (LMICs) to use information and communication technologies (ICT). ICT can potentially help LMICs tackle a wide range of health, social and economic problems.By improving access to information and enabling communication, ICT can play a role in achieving millennium development goals (MDGs) such as the elimination of extreme poverty, combating serious diseases, and accomplishing universal primary ...

Over recent years, there have been increasing opportunities for inhabitants of low and middle-income countries (LMICs) to use information and communication technologies (ICT). ICT can potentially help LMICs tackle a wide range of health, social and economic problems.By improving access to information and enabling communication, ICT can play a role in achieving millennium development goals (MDGs) such as the elimination of extreme poverty, combating serious diseases, and accomplishing universal primary education. This study is aimed at examining the nature and extent of impact of ICT on poverty reduction in LMICs. A specific focus is developed for the health sector, elucidating which support ICT may provide to reduce inequalities and strengthen health systems in LMICs. In addition, present EU actions in the area of improving ICT diffusion in LMICs are assessed.  Building on three literature reviews, the study first describes the conditions hampering or facilitating the support of ICT to poverty reduction in LMICs, then focuses on the specific opportunities and obstacles in the use of ICT in the healthcare sector and, finally, it illustrates the EU policy approach for promoting ICT in LMICs. Evidence from desk analysis is complemented by the opinions of 145 surveyed experts, ten of which were also interviewed.  Experts’ opinions confirm the evidence of desk analysis pointing to health and education as the main areas in which ICT can play a significant role in LMICs development.  Building upon the evidence collected, the study provides policy options for future action which the EU could undertake to help LMICs profit from all the opportunities that ICT offer.

Extern avdelning

External authors: Laura Delponte (lead author), Matteo Grigolini, Andrea Moroni and Silvia Vignetti (Centre for Industrial Studies - CSIL, Milan, Italy). Massimiliano Claps and Nino Giguashvili (International Data Corporation - IDC, Milan, Italy).

The regions in the Digital Single Market – ICT and digital opportunities for regions and cities

01-10-2015

The digital economy is growing at seven times the rate of the rest of the economy. The European Commission estimates that completing a Digital Single Market could contribute €415 billion per year to Europe's economy, create 3.8 million jobs and transform public services. Local and regional authorities may well benefit from many of the opportunities which the digital era offers. The European Commission has presented different initiatives in order to boost the use of information and communications ...

The digital economy is growing at seven times the rate of the rest of the economy. The European Commission estimates that completing a Digital Single Market could contribute €415 billion per year to Europe's economy, create 3.8 million jobs and transform public services. Local and regional authorities may well benefit from many of the opportunities which the digital era offers. The European Commission has presented different initiatives in order to boost the use of information and communications technologies (ICT) in Europe. The Digital Agenda for Europe, which was announced in 2010 in the framework of the Europe 2020 Strategy, aimed to promote economic recovery and improve social inclusion through a more digitally proficient Europe. The Digital Single Market strategy, introduced in 2015, complements the Digital Agenda for Europe. Achieving a Digital Single Market will ensure that Europe maintains its position as a world leader in the digital economy, helping European companies to grow globally. Equally, enhanced use of digital technologies can improve citizens' access to information and culture, and can promote open government, equality and non-discrimination. Although many of the Digital Single Market priorities are dealt with primarily at national level, various initiatives can be explored at the local and regional level, and regions and cities can become active in planning and pursuing their own digital strategies.

Vuxenutbildning och öppna lärresurser

15-09-2015

I denna studie analyseras den nuvarande användningen av öppna lärresurser inom vuxenutbildningen. Möjligheterna utvärderas och politiska åtgärder rekommenderas, med hänsyn till kommissionens politiska ramar. Studien omfattar nya analyser av fler än tolv medlemsstater och bygger på en sammanställning av befintliga forskningsresultat från en rad projekt, däribland Poerup (strategier för användning av öppna lärresurser) och en studie genomförd för gemensamma forskningscentrumet från 2014–2015 om delade ...

I denna studie analyseras den nuvarande användningen av öppna lärresurser inom vuxenutbildningen. Möjligheterna utvärderas och politiska åtgärder rekommenderas, med hänsyn till kommissionens politiska ramar. Studien omfattar nya analyser av fler än tolv medlemsstater och bygger på en sammanställning av befintliga forskningsresultat från en rad projekt, däribland Poerup (strategier för användning av öppna lärresurser) och en studie genomförd för gemensamma forskningscentrumet från 2014–2015 om delade öppna lärresurser samt två senare studier för forskningscentrumet och handlingsprogrammet för livslångt lärande.

Extern avdelning

Paul Bacsich, with additional research from Giles Pepler, Sara Frank Bristow, Ebba Ossiannilsson, Alistair Creelman, Eva Szalma and Ilmars Slaidins (Sero Consulting Ltd, the UK)

Higher education in the EU: Approaches, issues and trends

30-03-2015

The performance and quality of higher education has become a vital sign of a country’s capacity to foster its future economic development. The race for talent is currently open on a global scale. In spite of the fact that the United States is still the global leader with 17% of international students, the EU is increasingly popular with the United Kingdom, France and Germany accounting respectively for 13%, 6%, and 6% of world students. One of the elements accounting for the global attraction of ...

The performance and quality of higher education has become a vital sign of a country’s capacity to foster its future economic development. The race for talent is currently open on a global scale. In spite of the fact that the United States is still the global leader with 17% of international students, the EU is increasingly popular with the United Kingdom, France and Germany accounting respectively for 13%, 6%, and 6% of world students. One of the elements accounting for the global attraction of EU universities resides in relatively lower tuition fees compared to American universities. Likewise, efforts made to develop quality and accreditation frameworks for mobility within the EU place Europe at the top of the most advanced global regions in this respect. While EU universities took more time to develop Massive Open Online Courses (MOOCs), they now account for approximately one quarter of MOOCs in the world and the numbers are constantly rising. Since May 2014, the EU has also its own global ranking system: U-Multirank. Even though it is difficult to predict in what ways technological change will affect higher education in the longer term, it is clear that sustained effort and on-going international cooperation will be required to improve current structures and take full advantage of the impact of new technologies.

Learning and teaching technology options

23-03-2015

Educational technology encompasses a wide array of technologies and methodologies that are shaped by stakeholders’ behaviours and affected by contextual factors that, if adequately mixed, can contribute to students and teachers better achieving their goals. Such a wide and complex task cannot be addressed by a simple and single intervention. Comprehensive on-going policies are required, covering technology, methodology, economic and regulatory aspects; in addition,  such policies are dependent on ...

Educational technology encompasses a wide array of technologies and methodologies that are shaped by stakeholders’ behaviours and affected by contextual factors that, if adequately mixed, can contribute to students and teachers better achieving their goals. Such a wide and complex task cannot be addressed by a simple and single intervention. Comprehensive on-going policies are required, covering technology, methodology, economic and regulatory aspects; in addition,  such policies are dependent on strong stakeholder engagement. This is a new process where we must learn by doing; therefore, carefully assessing the results of the different interventions is crucial to ensuring success.

Extern avdelning

Rafael Rivera Pastor, Carlota Tarín Quirós (Iclaves)

Ten technologies which could change our lives: potential impacts and policy implications

23-01-2015

This study was undertaken in support of the Scientific Foresight Unit's ongoing work to develop a methodology for carrying out foresight studies within the European Parliament. Ten different scientific and technological trends are investigated which reflect the interests of citizens, policy-makers and legislators drawn from across the European Union. A summary of each trend is provided followed by an overview of both the 'expected' and 'unexpected' impacts associated with the trend. A legal analysis ...

This study was undertaken in support of the Scientific Foresight Unit's ongoing work to develop a methodology for carrying out foresight studies within the European Parliament. Ten different scientific and technological trends are investigated which reflect the interests of citizens, policy-makers and legislators drawn from across the European Union. A summary of each trend is provided followed by an overview of both the 'expected' and 'unexpected' impacts associated with the trend. A legal analysis is then provided which highlights procedural and legislative issues for policy-makers and legislators to consider when tackling policy-making in the EU in relation to each trend.

Extern avdelning

Archer, Geoff

New technologies and open educational resources

10-04-2014

New technologies for digital and online learning are driving changes to mainstream models of traditional education. The use of open educational resources (OERs) is growing in the EU, but digital infrastructure and access to online learning still varies widely between Member States.

New technologies for digital and online learning are driving changes to mainstream models of traditional education. The use of open educational resources (OERs) is growing in the EU, but digital infrastructure and access to online learning still varies widely between Member States.

Success Stories in the Field of Education

09-04-2014

This note summarises the results achieved from EU budget resources 2007-2013 devoted to policies in the field of Education.

This note summarises the results achieved from EU budget resources 2007-2013 devoted to policies in the field of Education.

Kommande evenemang

15-03-2021
EPRS online Book Talk with Vivien Schmidt: Legitimacy and power in the EU
Övrigt -
EPRS
16-03-2021
EPRS online policy roundtable: New European Bauhaus
Övrigt -
EPRS
17-03-2021
Hearing on Responsibilities of transport operators and other private stakeholders
Utfrågning -
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