European Action Programmes for Lifelong Learning

The relevance of the article is determined by the need to study models of public-private partnership that are successfully implemented in the field of vocational education and training in the European Union countries to take into account their positive aspects in establishing cooperation between vocational (vocational-technical) education institutions with state and non-state partnership entities in Ukraine. Objective: based on the research results, to identify modern models of public-private partnership in the field of vocational education and training in the European Union countries, to find out their peculiarities and positive aspects for use in establishing cooperation between similar partnership entities in Ukraine. Methods: studying legislative, regulatory documents, empirical data - to determine models of public-private partnership in the field of vocational education and training in the European Union countries; analysis and synthesis, generalization of views on the investigated problem - to clarify the peculiarities of public-private partnership models in the field of vocational education and training in the European Union countries; drawing conclusions. Results: based on the analysis of legislative, regulatory documents, and empirical data, modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified, their peculiarities and positive aspects for use in establishing state-private partnership in the field of vocational (vocational-technical) education in Ukraine have been clarified. Conclusions: modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified: social-normative, focused on ensuring the quality of vocational education and training; resource-oriented, characterized by the presence of an investment climate, verified databases, contractual relations; institutional-communicative, focused on the development of interaction of educational service providers in the field of vocational education and training with the labor market to improve knowledge, skills, competences, qualifications. It was found that there is high activity in the implementation of public-private partnership projects in the field of vocational education and training in the European Union countries, which allows government authorities to invest in infrastructure development, support fundamental research, improve educational programs, etc., and businesses - to achieve their own goals in terms of increasing profitability, growth of charter capital value.

BackgroundThe InfAct (Information for Action) is a Joint Action of the European Commission’s 3rd Health Programme with the main goal to build an infrastructure of a health information system for a stronger European Union and to strengthen its core elements.The InfAct Joint Action was developed along 36 months and structured in 10 work packages.Portugal co-led the Work Package 6 (WP6) of this project, which included the development of the proposal of a flagship capacity building programme - the European Health Information Training Programme - and its evaluation. The evaluation objectives included: to evaluate the adequacy of the training programme to the health information needs in the European Member States; to identify possible changes regarding the participants selection process, the training activities and the pedagogical project; and to contribute to the understanding of the potential of the programme to add to available offers in learning on the topics of Public Health information, on the capacity building and behavioural changes in Public Health activities which can be attributed to the course, and of the potential of the programme to contribute to the alignment of health information criteria and procedures between the European Member States.MethodsThe evaluation process was developed using an observational descriptive study design using a mixed methodological approach with both document analysis and primary data collected by questionnaires and interviews analysis. Mixed quantitative and qualitative data collection methods and analysis were used.ResultsThe proposal of the European Health Information Training Programme seemed adequate to the formative needs and capacities in line with the work performed by the InfAct project. In what concerns about its main thematic areas, it was also aligned with the areas identified in the previous formative needs and capacities mapping. The participants selection process proposed seemed, in general, adequate. The potential of the European Health Information Training Programme proposal to learning, capacity building and behavioral changes at work attributable to the course was considered positive, as well as the potential to the alignment of health information criteria and procedures between European Union Member States.DiscussionIn general, we found high consistency between the results obtained from data collected by the techniques used. However, different suggestions for improvement were outlined by the evaluation study population.ConclusionsThe proposed European Health Information Training Programme was a dynamic, flexible, sustainable formative programme in health information and focused on reducing inequalities.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13690-022-00895-2.

With millions of participants, Erasmus+ is a unique opportunity to study, train, gain work experience or volunteer abroad. However, the lack of language competences is still one of the main barriers to participation in European education, training, and youth programs. This work aims to identify, analyze and present the language needs of the participants involved in mobility activities supported under Erasmus+ Key Action 1. Data were collected by means of an online questionnaire to identify all the necessary information regarding the language needs of the Erasmus+ KA1 Mobility participants as well as their motivations to participate in the mobility. Also, in order to collect additional information in creating a profile and identifying the linguistic needs of all the Erasmus+ participants, a series of semi-structured interviews with Erasmus+ key stakeholders and with Erasmus+ National Agency Officers was conducted. Findings from the online questionnaire and interviews revealed important considerations regarding the language needs of the participants, their motivations and expectations, as well as their challenges/difficulties during the mobility. The contribution of this manuscript is to provide a piece of new knowledge regarding the Erasmus+ KA1 participants profiles emphasizing the need for new strategies to facilitate further mobility in the context of Erasmus+ and enhance the idea of multilingualism across Europe.

Lessons taught by a knee arthroscopy simulator about participants in a European arthroscopy training programme

European conservation-restoration training programmes offer curricula that tend to be rooted in Eurocentrism. Over the last decades, conservation scholars have called for a re-interpretation of the sector, based on a need to acknowledge and respond to global social developments, including the call for decolonisation—calls that would naturally change training programmes. In Australia and Canada, for example, training programmes long ago embarked on a path of reforming their curricula and including non-Eurocentric ways of conserving. On the other hand, higher education programmes in conservation in Europe have only recently begun to discuss alternatives to their current curricula. To address this concern, this article focusses on approaches aimed at ‘decolonising the curriculum’ as a means for European conservation training programmes to achieve greater alignment with current social developments. Such approaches may serve as a strategic device for formulating recommendations geared to triggering curricula transformations and bringing them into line with major social issues in our contemporary world, as well as to provide a broader and more diverse epistemic foundation for the professional efforts of future conservation experts.

The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

Genetic counselling education and training in Europe spans a continuum of 30 years. More master programs are opening due the demand for qualified genetic counselors. This report describes the evolution of training in Europe and the current state of genetic counselling training programs. Directors of master programs in Europe were invited to complete an online survey describing their program, including year of commencement, course duration, number of students and frequency of intake and number graduating. Results of the survey were presented at a closed meeting at the European Society of Human Genetics conference in 2022 along with a facilitated stakeholder engagement session in which 19 professionals participated to understand the challenges in delivering genetic counselling education in Europe. A total of 10 active programs exists in Europe with the first training program starting in 1992. The majority of training programs have a 2-year duration, with just over half of programs having an annual intake of students. Up to May 2022, 710 students have graduated from genetic counseling training programs across Europe. Of these, 670 students graduated from European Board of Medical Genetics-registered programs. Arranging clinical placements, clinical and counseling supervision of students, research collaboration for MSc research projects and incorporating genomics into the curriculum were identified as current challenges for genetic counseling education. Genetic counseling is still a developing profession in Europe and this historical and current view of the European genetic counselor pathways, allows for educational and professional standards to be examined as the profession evolves into the future.

The issues of academic mobility and internationalization of universities of the Republic of Kazakhstan are considered through participation in educational programs of the European Union TEMPUS and ERASMUS+. The main stages of the implementation of European programs are identified, which correspond to the main principles and directions of the policy of Kazakhstan in the field of higher education. Particular attention is paid to Kazakhstan joining “the Bologna Club”. It is emphasized that the TEMPUS program contributed to the integration of the Higher Education system of Kazakhstan into the European Higher Education Area and the country's accession to the Bologna process. The fact that European programs contributed to the implementation of the basic parameters of the Bologna process aimed at internationalization is positively assessed. The data on the involvement of Kazakhstani universities in the educational programs of the European Union, aimed at increasing the international mobility of students and deepening research in the field of European integration, are analyzed. The problems that hinder the development of internationalization and the active participation in European programs are also touched upon. It is shown that Kazakhstan is the only country in Central Asia that is part of the European Higher Education Area and has a national strategy for the internationalization of all universities.

Red, Amber, Green, rating (RAG) of oral and maxillofacial surgery (OMFS) training programmes in Europe - a pilot by OMFS trainers demonstrating a practical route to improve OMFS training.

ABSTRACTIn Western societies, ritual practices are shifting from traditional, set-piece rites towards a more active, dynamic and individualized form of ritualizing. This raises questions regarding both contemporary spirituality and non-religious celebrancy. In this study, six European non-religious training programmes are analyzed in order to explore this upcoming field. Following a theoretical introduction on ritualizing in contemporary society, a comparison of celebrant training programmes is presented that addresses (1) how ‘non-religious’ celebrancy is defined, (2) what kinds of ritual skills are trained in the programmes and (3) what kinds of challenges are faced. The outcomes of this study are a clarification of the term ‘non-religious celebrancy’ and of the core competencies for ritual work in pluralistic society.

Education Management Information System (EMIS) is an organized group of information and documentation services that collects, stores, processes, analyzes and disseminates information on the planning and management of the education system. Each country tend to have own EMIS because of the differences in local systems of education and training. EMIS in the field of Technical and Vocational Education and Training (TVET), or TVET-MIS, is a consolidated EMIS for timely access to high quality information. The analysis showed that in all the countries under study the owner of EMIS in the field of vocational education is the Ministry of Education. Data is collected in the vast majority of countries, with exception of Brazil and Pakistan, from public vocational education institutions, and cover the formal education sector.
 Indicators contained in EMIS for professional (vocational) education provide the possibility of international comparisons, methodological soundness and simplicity of making statistical reports; they provide the user with the opportunity to generate the necessary information independently (an example is Open EMIS Core – TVET-MIS), form the extended database of registers with wide possibilities for searching the necessary information, tracing the trajectory of employment of graduates of professional (vocational) education institutions. These systems are characterized by: the availability of indicators of the effectiveness of the system of professional (vocational) education (examples are MLDS, Maryland and TVET-MIS – Career Tech, Ohio, USA), the coverage of professional (vocational) education institutions in public and private sectors, the successful coordination of the system of professional (vocational) education with the stakeholders (an example is NEMIS system in Pakistan), a comprehensive electronic system for collecting, managing and analyzing data from the system of professional (vocational ) education, despite economic instability in a country (an example is TAALIM system, Afghanistan), coverage of the informal professional (vocational) education sector, self-contained computerized data collection system that uses a centralized procedure for extracting primary data on one date for all institutions (an example is SISTEC system, Brazil).

Introduction. An important factor influencing the development and stability of the vocational education system in Russia is the trust of students in educational institutions and policies in the field of vocational education in the country and regions. The purpose of the study is to assess the level of institutional trust exhibited by Russian students to the vocational education system and educational policy implemented at various levels; to develop measures to strengthen it. Materials and Methods. To study the problem, a questionnaire survey was conducted, in which 1,150 students enrolled in higher education programs and 1,150 students enrolled in secondary vocational education programs (2,300 people in total) took part. Educational institutions were located in 48 subjects of the Russian Federation of all federal districts. Generalization of the results and formation of conclusions was carried out by induction method. Results. The average level of institutional trust of students in the Russian vocational education system was revealed; the lowest level of trust is observed in the policy in the field of vocational education at the federal and regional levels. The correlation and regression analysis revealed that the index of trust exhibited by student youth of the Russian Federation to the modern policy in the field of higher and secondary vocational education directly correlates with the level of quality of life of the population and the degree of satisfaction with the qualitative parameters of the educational process. Discussion and Conclusion. The theoretical and methodological provisions developed as a result of the conducted research develop existing approaches and tools for studying the institutional trust of students in the vocational education system. A set of measures has been developed that will increase the academic and social involvement of students in the educational community, the level of satisfaction with the educational process and the justification of educational expectations.

The publication highlights the main manifestations of the activities of the liberal party of northern Ukraine in the field of vocational and technical education. The author concludes that during the 1870s, the issues of progress in this segment of education were the subject of constant attention of representatives of the zemstvo liberal party of the Northern Left Bank. The liberal zemstvos of the region made the main bet on the establishment of educational institutions that were designed to develop agrarian and craft education, for example, agricultural schools, since the realities of the post-reform Russian Empire and the rapid beginning of the progress of the industrial segment of the state's economy required the training of highly educated and comprehensively trained masters of their craft – professional craftsmen and modern specialists in the field of agricultural production in the province, who would possess the latest knowledge, technologies, skills and abilities necessary for the modern transformation of the country's economy. Liberals were very skeptical about the projects for the development of agricultural education, which were proposed by representatives of the conservative part of the zemstvo assemblies, rightly pointing out that with such initiatives the reactionaries want to preserve the availability of free labor as a vestige of the slave system. There were vivid facts of personal humane philanthropy of the zemstvo liberals of the region in the establishment, provision and financing of the specified educational institutions, through charitable initiatives, in the form of acts of patronage and charity. The opposition aristocrats did everything in their power to ensure that the zemstvo district, provincial and city elected bodies of self-government allocated resources from the relevant budgets of the institutions for the current life of educational institutions. A characteristic economic instrument for the zemstvo oppositionists in the evolution of vocational and technical education institutions was the Chernihiv City Public Bank, with the help of whose commercial operations it was possible to financially ensure the stable and sustainable functioning of educational institutions. The pinnacle of the efforts of the Zemstvo Liberal Party in the field of development of vocational education was the creation and maintenance of the Chernihiv Craft School. The activities of the opposition aristocratic front of northern Ukraine in the field of vocational education can be considered an act of progressive asceticism aimed at the development of the agrarian and industrial segments of the economy of the Russian Empire and their provision with highly professional personnel potential.

The cooperation between Ukraine and the EU in the sphere of education and science in the framework of the EU-Ukraine Association Agreement (signed in 2014) is characterized. The political and legal aspects of cooperation between Ukraine and the EU in the sphere of education and science at present time and in the context of the implementation of the provisions of the new agreement are analyzed. The prospects of involvement of our country to the European Education Area in the context of Ukraine’s participation in the Bologna process are investigated. The educational programs financed from the budget of the European Commission are aimed at the support providing to the partner countries in reforming higher education according to the principles of the Bologna process. In May 2005 our country signed the Bologna Declaration and become an active participant in these processes. The importance of the study of the educational policy of the EU is also determined by the immediate proximity of Ukraine and the EU and increasing interest in Ukrainian society to the opportunities and prospects of Ukraine’s European aspirations at this stage and the positive dynamics of cooperation in education and prospects for implementation of the Bologna process in Ukraine. The last EU enlargement has created a completely new situation on the European continent and brought Ukraine directly to the EU borders, which affects both the relations between Ukraine and the EU, and the development of Ukraine in general. Within the EU educational policy and the EU external assistance programs, the EU is implementing several activities in education, which supplement internal EU programs. Particular attention is paid to the higher education system, which plays a key role in the development of modern society, contributing to the social, cultural and economic development, promoting the pan-ethical and cultural values and preparing the future leaders. Ukraine is also an active member of the European educational programs and projects, including: Tempus, Erasmus Mundus External Cooperation Window, Erasmus Mundus and Jean Monnet Programme. Since 2014 the EU has introduced new programs in education and science such as educational program Erasmus +, uniting all the above-mentioned programs under one roof for the period 2014- 2020, which supports projects, partnerships, events and mobility in education, training, youth and sport, as well as research program Horizon 2020. The concepts, implementation mechanisms of cooperation between Ukraine and the EU in the spheres of education and research in the context of the Association Agreement and on the basis of prospects of Ukraine’s participation in these new European programs are described. Thus, besides the actual European integration in education, through the education system the awareness of the broadest ranges of Ukrainian citizenship need of the fullest possible realization of general strategic course of Ukraine’s integration into European and international structures to protect its national interests and realization of spiritual and intellectual potential of the Ukrainian people to benefit of present and future generations can be actively generated. Key words: European Union (EU), the educational policy of the EU, the European educational area, Ukraine, EU-Ukraine Association Agreement, Erasmus Mundus, Tempus, Erasmus+, Horison 2020.

The Bologna declaration and the European Union (EU) directive 2005/36/EC on the recognition of professional qualifications influence the mobility of pharmacy students and pharmacy professionals, respectively. In addition the Bologna declaration aims at tuning higher education degrees including pharmacy throughout the EU in order to prepare for a harmonised European Higher Education Area. The directive outlines the knowledge, skills and qualifications required for the pursuit of the professional activity of a pharmacy in the EU. The PHARMINE project (Pharmacy Education in Europe, www.pharmine.org) looked at how the Bologna declaration and the directive influence modern-day pharmacy education and training in Europe.