Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs

2014 ◽  
Vol 29 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Pier Luigi Ingrassia ◽  
Marco Foletti ◽  
Ahmadreza Djalali ◽  
Piercarlo Scarone ◽  
Luca Ragazzoni ◽  
...  
Keyword(s):  
European Union ◽  
Crisis Management ◽  
Disaster Management ◽  
Education And Training ◽  
The European Union ◽  
Web Based ◽  
Eu Countries ◽  
Competency Based ◽  
And Training ◽  
The Eu

AbstractIntroductionEducation and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries.MethodsAn Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding.ResultsThe literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded.ConclusionAlthough ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and the broader expectations for professionalization of the disaster and crisis workforce.IngrassiaPL, FolettiM, DjalaliA, ScaroneP, RagazzoniL, DellaCorte F, KaptanK, LupescuO, ArculeoC, von ArnimG, FriedlT, AshkenaziM, HeselmannD, HreckovskiB, Khorrram-ManeshA, KomadinaR, LechnerK, PatruC, BurkleFMJr., FisherP. Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs. Prehosp Disaster Med. 2014;29(2):1-12.

scholarly journals Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs—CORRIGENDUM

2014 ◽  
Vol 29 (4) ◽  
pp. 438-438
Author(s):  
Pier Luigi Ingrassia ◽  
Marco Foletti ◽  
Ahmadreza Djalali ◽  
Piercarlo Scarone ◽  
Luca Ragazzoni ◽  
...  
Keyword(s):  
European Union ◽  
Crisis Management ◽  
Education And Training ◽  
The European Union ◽  
Web Based ◽  
And Training

scholarly journals COOPERATION BETWEEN EU AND KAZAKHSTAN IN THE FIELD OF EDUCATION AND SCIENCE

2020 ◽  
Vol 67 (4) ◽  
Author(s):  
D.R. Aitmagambetov ◽  
◽  
D.N. Aubakirova ◽  
Keyword(s):  
European Union ◽  
Education And Training ◽  
Administrative Staff ◽  
The European Union ◽  
Training Systems ◽  
Institutional Cooperation ◽  
Eu Policies ◽  
The Republic ◽  
And Training ◽  
The Eu

This article is devoted to the educational policy of the European Union in the Republic of Kazakhstan. The EU and Kazakhstan cooperate in the field of education and training in order to promote the modernization of education and training systems in Kazakhstan and bring them closer to EU policies and practices. The parties cooperate to promote lifelong learning and encourage collaboration and transparency at all levels of education and training. In addition, the EU and the Republic of Kazakhstan attach particular importance to measures aimed at strengthening inter-institutional cooperation, promoting the mobility of students, faculty and administrative staff, researchers and young people, and encouraging the exchange of information and experience.

scholarly journals QUALITY OF BASIC, TERTIARY EDUCATION AND ADULT LEARNING IN THE EUROPEAN UNION: THE KEY TRENDS

2021 ◽  
pp. 10-25
Author(s):  
Michał Cichoracki
Keyword(s):  
European Union ◽  
Tertiary Education ◽  
Student Assessment ◽  
Education And Training ◽  
Quality Of Education ◽  
The European Union ◽  
International Student Assessment ◽  
And Training ◽  
The Eu

The quality of education and training is considered in the European Union (EU) as a subject of the highest political priority. In all member states high levels of professional skills, social competencies and knowledge are considered to be the very basic conditions for active citizenship, social cohesion and employment. High quality of education and lifelong learning are the most important means of shaping one’s future on a professional and personal level – they are essential in the light of labour market strategies, and the free movement of workers within the European Union. The EU has already achieved one of its six 2019/2020 benchmarks for education and training and is close to meeting three others. The target of raising the share of the population aged 30 to 34 that has completed tertiary or equivalent education to at least 40 % was met in 2019. In addition, the EU is well on track to meeting its 2019/2020 benchmarks for early leavers from education and training and for early childhood education and care. The share of employed recent graduates has also increased over the past five years. However, the situation is less favourable as regards the remaining two others benchmarks: education outcomes – as measured by pupil’s performance in the Programme for International Student Assessment (PISA) study for reading, maths and science – are moving away from the respective EU target. Moreover, due to the stagnation in the proportion of adults participating in the learning process, the benchmark of raising this share to 15 % in the years to come will likely be missed.

Constitutional and Legal Restrictions in the European Union Countries in the Context of the COVID 19 Pandemic

2020 ◽  
pp. 92-97
Author(s):  
A. V. Kuznetsov
Keyword(s):  
European Union ◽  
Human Rights ◽  
Comparative Analysis ◽  
International Law ◽  
The European Union ◽  
Eu Countries ◽  
European Union Countries ◽  
Legal Restrictions ◽  
Restrictive Measures ◽  
The Eu

The article examines the norms of international law and the legislation of the EU countries. The list of main provisions of constitutional and legal restrictions in the European Union countries is presented. The application of the norms is described Human rights conventions. The principle of implementing legal acts in the context of the COVID-19 pandemic is considered. A comparative analysis of legal restrictive measures in the States of the European Union is carried out.

scholarly journals Changes in Energy Consumption in Agriculture in the EU Countries

Energies ◽  
2021 ◽  
Vol 14 (6) ◽  
pp. 1570
Author(s):  
Tomasz Rokicki ◽  
Aleksandra Perkowska ◽  
Bogdan Klepacki ◽  
Piotr Bórawski ◽  
Aneta Bełdycka-Bórawska ◽  
...  
Keyword(s):  
European Union ◽  
Renewable Energy ◽  
Energy Consumption ◽  
Correlation Coefficient ◽  
Renewable Energy Sources ◽  
Energy Sources ◽  
The European Union ◽  
Eu Countries ◽  
Research Hypothesis ◽  
The Eu

The paper’s main purpose was to identify and present the current situation and changes in energy consumption in agriculture in the European Union (EU) countries. The specific objectives were the determination of the degree of concentration of energy consumption in agriculture in the EU countries, showing the directions of their changes, types of energy used, and changes in this respect, establishing the correlation between energy consumption and changes in the economic and agricultural situation in the EU countries. All member states of the European Union were deliberately selected for research on 31 December 2018 (28 countries). The research period covered the years 2005–2018. The sources of materials were the literature on the subject, and data from Eurostat. Descriptive, tabular, and graphical methods were used to analyze and present materials, dynamics indicators with a stable base, Gini concentration coefficient, concentration analysis using the Lorenz curve, coefficient of variation, Kendall’s tau correlation coefficient, and Spearman’s rank correlation coefficient. A high concentration of energy consumption in agriculture was found in several EU countries, the largest in countries with the largest agricultural sector, i.e., France and Poland. There were practically no changes in the concentration level. Only in the case of renewable energy, a gradual decrease in concentration was visible. More and more countries developed technologies that allow the use of this type of energy. However, the EU countries differed in terms of the structure of the energy sources used. The majority of the basis was liquid fuels, while stable and gaseous fuels were abandoned in favor of electricity and renewable sources—according to which, in the EU countries, the research hypothesis was confirmed: a gradual diversification of energy sources used in agriculture, with a systematic increase in the importance of renewable energy sources. The second research hypothesis was also confirmed, according to which the increase in the consumption of renewable energy in agriculture is closely related to the economy’s parameters. The use of renewable energy is necessary and results from concern for the natural environment. Therefore, economic factors may have a smaller impact.

FINANCIAL SUPPORT (NOT TAX) OF THE ECONOMY IN THE EU COUNTRIES DUE TO THE PANDEMIC

2021 ◽  
Vol 3 (11) ◽  
pp. 251-257
Author(s):  
Anzhelika L. Gendon ◽  
◽  
Galina F. Golubeva ◽  
Keyword(s):  
European Union ◽  
Economic Policy ◽  
Labor Market ◽  
Financial Support ◽  
The European Union ◽  
Eu Countries ◽  
Euro Pean ◽  
Political Decisions ◽  
Positive Factor ◽  
The Eu

The article examines the financial support (not tax) of the economy in the EU countries due to the pandemic. A comprehensive vision of the situation and strategic planning are the foundation of the Euro-pean Union's economic policy. These qualities help to develop comprehensive measures to stabilize the labor market and entrepreneurship in the countries of the European Union in the context of a global emergency. A positive factor is also the fact that in an epidemic situation, political decisions of various states are aimed at introducing socially oriented measures that support their citizens.

scholarly journals Age-training gaps in the European Union

2012 ◽  
Vol 34 (1) ◽  
pp. 129-156 ◽  
Author(s):  
FIONA CARMICHAEL ◽  
MARCO G. ERCOLANI
Keyword(s):  
European Union ◽  
Older People ◽  
Labour Force ◽  
The European Union ◽  
Work Related ◽  
Cross Country ◽  
The Relationship ◽  
And Training ◽  
Normal Work ◽  
The Eu

ABSTRACTThis paper examines the relationship between age and training in the 15 European Union countries (EU-15) that were member states prior to the 2004 enlargement. The analysis is carried out using European Union Labour Force Survey data. We report cross-country comparisons of the training undertaken by older people (aged 50–64) and younger people (aged 20–49). We extend previous research by adding an analysis of the training undertaken by non-workers as well as that of workers. We also consider whether training is work-related, whether it is undertaken during normal work-hours and the time spent in training. Our results show that across the EU-15 not only are older people less likely to participate in training in general but, more importantly, they are less likely to participate in work-related training. Our evidence suggests that there is considerable scope for raising the training rates of older people and particularly older people who are out of work.

scholarly journals THE DYNAMICS OF HORTICULTURAL FARM NUMBERS IN DIFFERENT ECONOMIC SIZE CLASSES AND CHANGES IN THEIR INCOME IN 2007-2017

2020 ◽  
Vol XXII (3) ◽  
pp. 31-41
Author(s):  
Maryla Bieniek-Majka ◽  
Marta Guth
Keyword(s):  
European Union ◽  
Agricultural Policy ◽  
The European Union ◽  
Eu Countries ◽  
Average Change ◽  
Farm Accountancy Data Network ◽  
The Common ◽  
Large Farms ◽  
Economic Size ◽  
The Eu

The aim of this study is to determine changes in the structure of horticultural farms in EU countries in the years 2007-2017 and their incomes and determine the share of subsidies of the Common Agricultural Policy in the income of horticultural farms in studied groups. Horticultural farms from the European Union Farm Accountancy Data Network (EUFADN) of all EU countries were surveyed. A dynamic analysis of the structure of farm numbers in particular groups of economic size (ES6) was carried out, and then the average change in income and the share of subsidies in income within these groups in 2007 and 2017 were presented. As a result of the conducted research, changes in the number of horticultural farms in various groups of economic size were taken into account and the assumptions concerning the decreasing scale of fragmentation of horticultural farms were confirmed by a decrease in the number of the economically weakest groups and an increase in the number of medium and large farms. It was noted that, in the studied groups, the strongest income growths concerned farms with medium or high economic strength, which may mean that income had a significant impact on the process. Moreover, it results from the conducted research that existing institutional solutions additionally supported the tendency to reduce the scale of fragmentation of horticultural farms in the EU-12 due to the fact that the shares of subsidies were higher in groups with higher economic strength.

scholarly journals Training and Employability: What are the LSPs looking for and what can the graduates offer?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Valero Garces Carmen
Keyword(s):  
European Union ◽  
Service Providers ◽  
Shared Responsibility ◽  
The European Union ◽  
Job Market ◽  
Directorate General ◽  
Market Trends ◽  
Translator Education ◽  
And Training ◽  
The Eu

Training and employability are two terms that frequently appear in the speeches both in those in charge of designing educational policies as well as in reports of economics or market trends. Training is necessary for integration into the job market. The aim of this article is to provide data extracted from several studies on university – language service providers (LSP) relations in the European Union for the period 2010-2017. The EU DGT (Directorate - General for Translation) through the European Master´s in Translation network (EMT network) and EUATC (European Union of Associations of Translation Companies), developed those studies. The first and last studies focused on language service providers’ companies (LSP) while the second offers information on graduates and their training. In this way we aim to show both sides of the situation, which can be summed up in the following way: What are employers looking for and what can the graduates offer?. The results of the research presented seem to indicate that translator education and training is a shared responsibility of universities and LSP in a highly competitive market

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