374

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Potentially negative effects of internet use

13-05-2020

It is increasingly recognised that the internet, in spite of all its benefits to society, can also be correlated with significant harms to individuals and society. Some of these harms have been studied extensively, particularly harms to privacy, harms associated with security and cybercrime, and harms resulting from digital divides. This report covers less studied but equally important harms: harms associated with internet use that concern the health, well-being a functioning of individuals, and ...

It is increasingly recognised that the internet, in spite of all its benefits to society, can also be correlated with significant harms to individuals and society. Some of these harms have been studied extensively, particularly harms to privacy, harms associated with security and cybercrime, and harms resulting from digital divides. This report covers less studied but equally important harms: harms associated with internet use that concern the health, well-being a functioning of individuals, and the impact on social structures and institutions. The ultimate aim of the study is to develop concrete policy options to be considered by the EU Institutions and Member States, to mitigate negative effects of the internet for European citizens.

Coronavirus and the cost of non-Europe: An analysis of the economic benefits of common European action

11-05-2020

This EPRS paper focuses on the economic benefits of common action at European level and the risk involved if the current coronavirus crisis and its aftermath were to stall or reverse the process of European integration. It attempts to quantify the losses from: (i) any gradual dismantling of the EU project - where cautious estimates suggest that erosion of the EU single market alone would cost the European economy between 3.0 and 8.7 per cent of its collective GDP (this would be existing 'European ...

This EPRS paper focuses on the economic benefits of common action at European level and the risk involved if the current coronavirus crisis and its aftermath were to stall or reverse the process of European integration. It attempts to quantify the losses from: (i) any gradual dismantling of the EU project - where cautious estimates suggest that erosion of the EU single market alone would cost the European economy between 3.0 and 8.7 per cent of its collective GDP (this would be existing 'European added value' permanently lost); and (ii) a parallel failure to take advantage of the unexploited potential of collective public goods that have yet be achieved (this would be future GDP growth foregone). The latter 'cost of non-Europe' in 50 policy areas was identified by EPRS in 2019 as around 14 per cent of EU GDP by the end of a ten-year running-in period.

Employment and social situation in Germany

15-04-2020

This study of the labour market and social situation in Germany looks into major employment trends including atypical employment, unemployment and underemployment. It presents policy responses and major challenges for the future, such as digitisation and demographic change. Further, it explores policy action to fight poverty, trends in the German social partnership model and in the skills development system. Finally, it describes the contribution of the European Social Fund. The note covers aspects ...

This study of the labour market and social situation in Germany looks into major employment trends including atypical employment, unemployment and underemployment. It presents policy responses and major challenges for the future, such as digitisation and demographic change. Further, it explores policy action to fight poverty, trends in the German social partnership model and in the skills development system. Finally, it describes the contribution of the European Social Fund. The note covers aspects of the COVID-19 pandemic.

Ārējais autors

Nicola Duell, Tim Vetter

Impact of the Erasmus+ programme

07-04-2020

Erasmus+ is the EU programme in the field of education and training, and highly valued by the Member States, the general public and the stakeholders. The European Added Value is high. The multiplier effect of this investment is EUR 10 (lowest estimation) for each EUR 1 invested within 5 years.

Erasmus+ is the EU programme in the field of education and training, and highly valued by the Member States, the general public and the stakeholders. The European Added Value is high. The multiplier effect of this investment is EUR 10 (lowest estimation) for each EUR 1 invested within 5 years.

Ārējais autors

Mueller, Klaus

Rethinking education in the digital age

31-03-2020

Traditional roles, content and methods of education are being challenged – today’s education needs to prepare students for changing tasks and roles both in the labour market and as European citizens. Rethinking education in the digital age should become a central matter for today’s policy-makers and matters for safeguarding European values such as equality, democracy and the rule of law. The current study presents policy options on the basis of a thorough analysis of current strengths and weaknesses ...

Traditional roles, content and methods of education are being challenged – today’s education needs to prepare students for changing tasks and roles both in the labour market and as European citizens. Rethinking education in the digital age should become a central matter for today’s policy-makers and matters for safeguarding European values such as equality, democracy and the rule of law. The current study presents policy options on the basis of a thorough analysis of current strengths and weaknesses, as well as future opportunities and threats for education in the digital age.

Ārējais autors

DG, EPRS_This study has been written by VDI Technologiezentrum GmbH at the request of the Panel for the Future of Science and Technology (STOA) and managed by the Scientific Foresight Unit of the Directorate for Impact Assessment and European Added Value, within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament.

Research for CULT Committee - Virtual formats versus physical mobility - Concomitant expertise for INI report

16-03-2020

This short briefing paper is part of the study into effective measures to ‘green’ the Erasmus+, Creative Europe and European Solidarity Corps programmes, which aims to provide input for the CULT Committee own-initiative report (“INI report”) on effective measures to “green” the CULT programmes.

This short briefing paper is part of the study into effective measures to ‘green’ the Erasmus+, Creative Europe and European Solidarity Corps programmes, which aims to provide input for the CULT Committee own-initiative report (“INI report”) on effective measures to “green” the CULT programmes.

Ārējais autors

Bert-Jan Buiskool; Marye Hudepohl

Research for CULT Committee - Effective measures to ‘green’ Erasmus+, Creative Europe and European Solidarity Corps programmes - Concomitant expertise for INI report

16-03-2020

This introductory briefing paper introduce five key messages on how the Erasmus+, European Solidarity Corps (ESC) and Creative Europe (CE) programmes (and the proposals for successor programmes) address environmental challenges.

This introductory briefing paper introduce five key messages on how the Erasmus+, European Solidarity Corps (ESC) and Creative Europe (CE) programmes (and the proposals for successor programmes) address environmental challenges.

Ārējais autors

Bert-Jan Buiskool; Marye Hudepohl

European education area

04-03-2020

The idea of a European education area emerged in November 2017 when the European Council met for the Social Summit in Gothenburg to discuss how to enhance the European Union's efforts in the area of education and culture. In the same month, the European Commission launched its vision for a European education area by 2025 'in which learning, studying and doing research would not be hampered by borders'. The Bologna process, which created greater compatibility between universities in the European Union ...

The idea of a European education area emerged in November 2017 when the European Council met for the Social Summit in Gothenburg to discuss how to enhance the European Union's efforts in the area of education and culture. In the same month, the European Commission launched its vision for a European education area by 2025 'in which learning, studying and doing research would not be hampered by borders'. The Bologna process, which created greater compatibility between universities in the European Union (EU) and beyond, Erasmus+, the EU's programme for education, training, youth and sport and its predecessor programmes, and the framework for European cooperation in education and training (ET2020) are all precursors of this vision. The Commission has announced its intention to renew these activities with a number of initiatives planned for 2020, such as the European universities initiative, to focus on making the European education area a reality.

What if artificial intelligence made work obsolete?

02-03-2020

How can we ensure an equitable distribution of costs and benefits of AI development? How should curriculums be updated for the digital age? How can continual learning be mobilised in anticipation of the next wave of workplace automation? How can we prepare for new career paths in the age of artificial intelligence? How can we protect platform workers and employers vulnerable to AI development?

How can we ensure an equitable distribution of costs and benefits of AI development? How should curriculums be updated for the digital age? How can continual learning be mobilised in anticipation of the next wave of workplace automation? How can we prepare for new career paths in the age of artificial intelligence? How can we protect platform workers and employers vulnerable to AI development?

Teaching: A woman's world

27-02-2020

A report on gender segregation by the European Institute for Gender Equality shows that in all EU countries men dominate certain professional fields, such as engineering and technology. By contrast, a number of jobs are still commonly considered to be for ‘women only’. These include pre-school education, nursing, midwifery, secretarial work, and domestic and personal care related services.

A report on gender segregation by the European Institute for Gender Equality shows that in all EU countries men dominate certain professional fields, such as engineering and technology. By contrast, a number of jobs are still commonly considered to be for ‘women only’. These include pre-school education, nursing, midwifery, secretarial work, and domestic and personal care related services.

Gaidāmie notikumi

03-06-2020
EPRS online Book Talk | One of Them: From Albert Square to Parliament Square
Cits pasākums -
EPRS
11-06-2020
CONT Public Hearing: Implementation of EU funds
Uzklausīšana -
CONT
11-06-2020
STOA Roundtable on Digital Sovereign Identity
Darbseminārs -
STOA

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