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EU-Africa academic cooperation

12-12-2019

EU-Africa academic cooperation is one of the priority of the strategic partnership between both regions. It allows the mobility of students, researchers and academic staff as well as the cooperation between academic institutions from both regions. The cooperation is supported, not least with the EU funds, through the Erasmus+ and Horizon 2020 programmes as well as through the Inter-Africa Mobility Scheme. With the new financial perspective and the new ‘post-Cotonou’ agreement, still in negotiations ...

EU-Africa academic cooperation is one of the priority of the strategic partnership between both regions. It allows the mobility of students, researchers and academic staff as well as the cooperation between academic institutions from both regions. The cooperation is supported, not least with the EU funds, through the Erasmus+ and Horizon 2020 programmes as well as through the Inter-Africa Mobility Scheme. With the new financial perspective and the new ‘post-Cotonou’ agreement, still in negotiations, it is important to ensure the future of the EU-Africa academic cooperation is relevant in scale to the needs and expectations and is focusing on topics important for both regions.

Commitments made at the hearing of Janez LENARČIČ, Commissioner-designate - Crisis Management

22-11-2019

The commissioner-designate, Janez Lenarčič, appeared before the European Parliament on 02 October 2019 to answer questions from MEPs in the Committee on Development, in association with the Committee on Environment. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission, including: European Civil Protection ...

The commissioner-designate, Janez Lenarčič, appeared before the European Parliament on 02 October 2019 to answer questions from MEPs in the Committee on Development, in association with the Committee on Environment. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission, including: European Civil Protection and Humanitarian Aid.

Commitments made at the hearing of Margaritis SCHINAS, Vice-President-designate - Promoting the European Way of Life

22-11-2019

The Vice President-designate, Margaritis Schinas, appeared before the European Parliament on 03 October 2019 to answer questions from MEPs in the Committees on Civil Liberties, Justice and Home Affairs, Culture and Education, Employment and Social Affairs. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission ...

The Vice President-designate, Margaritis Schinas, appeared before the European Parliament on 03 October 2019 to answer questions from MEPs in the Committees on Civil Liberties, Justice and Home Affairs, Culture and Education, Employment and Social Affairs. During the hearing, he made a number of commitments which are highlighted in this document. These commitments refer to his portfolio, as described in the mission letter sent to him by Ursula von der Leyen, President-elect of the European Commission, including: - Skills, education and integration; - Finding common ground on migration; and - Security Union.

Inclusion of migrants in formal education

14-11-2019

Statistics show that students with a migrant background are not as integrated in formal education as other students. Yet the term ‘students with a migrant background’ catches many different individuals. Some of those students may have been born in the country in which they are studying, with their parents or grandparents being the ones to have moved states. Some of the new arrivals are asylum‑seekers or refugees, who may have experienced chronic stress and severe trauma. Some students have chosen ...

Statistics show that students with a migrant background are not as integrated in formal education as other students. Yet the term ‘students with a migrant background’ catches many different individuals. Some of those students may have been born in the country in which they are studying, with their parents or grandparents being the ones to have moved states. Some of the new arrivals are asylum‑seekers or refugees, who may have experienced chronic stress and severe trauma. Some students have chosen to study abroad but, though they come from a different country, they are not considered migrants. This infographic looks at the complex picture behind the statistics, and at how authorities in Member States address the inclusion of migrant students through their policies.

European Council conclusions:A rolling check-list of commitments to date

16-10-2019

The role of the European Council – to 'provide the Union with the necessary impetus for its development' and to define its 'general political directions and priorities' – has evolved rapidly over the last decade. Since June 2014, the European Council Oversight Unit within the European Parliamentary Research Service (EPRS), the European Parliament's in-house research service and think tank, has been monitoring and analysing the European Council's delivery on commitments made in the conclusions of ...

The role of the European Council – to 'provide the Union with the necessary impetus for its development' and to define its 'general political directions and priorities' – has evolved rapidly over the last decade. Since June 2014, the European Council Oversight Unit within the European Parliamentary Research Service (EPRS), the European Parliament's in-house research service and think tank, has been monitoring and analysing the European Council's delivery on commitments made in the conclusions of its meetings. This overview of European Council conclusions is the latest edition of the Rolling Check-List which has been published regularly by the European Council Oversight Unit since 2014. It is designed to review the degree of progress in achieving the goals that the European Council has set itself and to assist the Parliament in exercising its important oversight role in this field.

Key issues in the European Council - State of play in October 2019

16-10-2019

This EPRS publication, 'Key issues in the European Council', which will be updated quarterly to coincide with European Council meetings, aims to provide an overview of the institution’s activities on major EU issues. It analyses nine policy areas, explaining the legal and political background and the main priorities and orientations defined by the European Council. It also assesses the results of European Council involvement to date and identifies future challenges in the various policy fields.

This EPRS publication, 'Key issues in the European Council', which will be updated quarterly to coincide with European Council meetings, aims to provide an overview of the institution’s activities on major EU issues. It analyses nine policy areas, explaining the legal and political background and the main priorities and orientations defined by the European Council. It also assesses the results of European Council involvement to date and identifies future challenges in the various policy fields.

Employment and Social Affairs: Achievements and challenges ahead

08-10-2019

This report summarises presentations and discussions from a workshop held on 24 September 2019 as part of the EMPL Committee meeting. The workshop brought together views from international organisations and experts on a broad range of topics: ILO and OECD strategies for the future of work, EU policies for skills development and for combating child poverty, potential gaps in European labour law and in European law on health and safety at workplaces of the future.

This report summarises presentations and discussions from a workshop held on 24 September 2019 as part of the EMPL Committee meeting. The workshop brought together views from international organisations and experts on a broad range of topics: ILO and OECD strategies for the future of work, EU policies for skills development and for combating child poverty, potential gaps in European labour law and in European law on health and safety at workplaces of the future.

Teachers: Contributing to the EU's future

04-10-2019

Among all the factors that contribute to the school environment, it is considered that teachers have the greatest impact on pupils’ learning outcomes. Their work is celebrated on World Teachers’ Day, every 5 October since 1994. This is an occasion to honour the teaching profession worldwide, take stock of achievements, and address some outstanding issues, notably how to attract and retain the brightest minds and young talents in the profession. This infographic presents data on teachers in the EU ...

Among all the factors that contribute to the school environment, it is considered that teachers have the greatest impact on pupils’ learning outcomes. Their work is celebrated on World Teachers’ Day, every 5 October since 1994. This is an occasion to honour the teaching profession worldwide, take stock of achievements, and address some outstanding issues, notably how to attract and retain the brightest minds and young talents in the profession. This infographic presents data on teachers in the EU, looking for instance at the age profile of teachers in different EU Member States, at pupil-teacher ratios, at the split of men and women in teaching jobs, at requirements for continuing professional development and at teachers' salaries in the different Member States.

Adult learners in a digital world

03-10-2019

What impact does the digital world have on adult learners? Do they need to develop specific skills? Is the internet the new space where adults learn or find learning opportunities? This infographic looks at how adults in the EU currently use the internet, and their level of skills, to identify some of their learning needs. It then focuses on the characteristics of those who seek educational opportunities online to detect gaps in access to learning. Finally, it looks at how many actually use the internet ...

What impact does the digital world have on adult learners? Do they need to develop specific skills? Is the internet the new space where adults learn or find learning opportunities? This infographic looks at how adults in the EU currently use the internet, and their level of skills, to identify some of their learning needs. It then focuses on the characteristics of those who seek educational opportunities online to detect gaps in access to learning. Finally, it looks at how many actually use the internet for learning purposes and workplace ICT skills development training to pinpoint learning opportunities. While policy-makers see the potential of the digital environment to broaden access to education, lack of skills and infrastructure may be barriers in their own right.

Teaching careers in the EU: Why boys do not want to be teachers

02-10-2019

Teaching – a profession that dates back through the generations – seems to have lost some of its attractiveness at present. An ageing teacher population, severe teacher shortages, difficulties with retaining younger teachers and a significant gender imbalance in staffing at different levels of education are just some of the serious challenges facing the profession. In the EU, only 7 % of all teachers are under 30 years old, while around 36 % are 50 or older. Also, 72 % of the nearly 6 million people ...

Teaching – a profession that dates back through the generations – seems to have lost some of its attractiveness at present. An ageing teacher population, severe teacher shortages, difficulties with retaining younger teachers and a significant gender imbalance in staffing at different levels of education are just some of the serious challenges facing the profession. In the EU, only 7 % of all teachers are under 30 years old, while around 36 % are 50 or older. Also, 72 % of the nearly 6 million people working as school teachers are women, thus confirming the perception that teaching is a 'woman's world'. An extensive 2014 survey revealed that over a third of teachers in the EU work in schools with a shortage of qualified staff, and nearly half of school directors report a shortage of teachers for special needs pupils. Perhaps more worryingly, 81 % of teachers in the EU feel teaching is not valued in society. For most EU countries, raising the status and attractiveness of the teaching profession is therefore an urgent necessity. Despite the seriousness of the challenge, only 11 EU countries have taken some policy measures to make teaching more attractive. EU education systems offer teachers various arrangements in terms of recruitment, career structure, professional development and support, and remuneration. The average starting salary in lower secondary education in the 2016-2017 period was €27 000, with top salaries peaking at €45 000. However, a strong geographical divide is noticeable, with salaries of school teachers in eastern Europe being substantially lower than those in western Europe. Teachers have access to various mobility schemes through Erasmus, the EU's flagship programme in the area of education. From 2014 to 2020, the programme has offered mobility opportunities to 800 000 education staff, thus confirming its growing impact and popularity. In March 2019, the European Parliament supported the tripling of the programme's budget for 2021-2027, to make it more accessible and inclusive and enable more teachers and students to take part in it. Members of the European Parliament also proposed re-allocating the budget to different parts of the programme, as a way to offer pre-school and early education staff more possibilities to participate in mobility schemes.

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