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The development and production of cell gene and tissue (CGT)-based therapies requires a specialized workforce. Entering the CGT arena is complex because it involves different scientific and biomedical aspects (e.g., immunology, stem cell biology and transplantation), as well as knowledge of regulatory affairs and compliance with pharmaceutical quality standards. Currently, both industry and academia are facing a worldwide workforce shortage, whereas only a handful of educational and training initiatives specifically address the peculiarities of CGT product development, the procurement of substances of human origin, the manufacturing process itself and clinical monitoring and biovigilance. The training offered by traditional Master's and PhD programs is not suited for training a skilled workforce ready to enter the increasingly fast-growing CGT field. Indeed, typically these programs are of long duration and only partially cover the required competencies, whereas the demand for a specialized workforce relentlessly increases. In this paper, we (i) present and discuss our understanding of the roots of current growth acceleration of the CGT field; (ii) anticipate future workforce needs due to the expected increase of marketed CGT-based therapies and (iii) evaluate potential solutions that seek to adapt, develop and implement current educational and training initiatives. Importantly for these solutions, we call for scientific societies, such as the International Society for Cell & Gene Therapy, to play a more active role and act as catalysers for new initiatives, building bridges between academia and Industry to establish effective educational and training programs that will engage and prepare a new generation of qualified professionals for entry into the CGT field. [ABSTRACT FROM AUTHOR]

Mental health disorders (MHD) in elite athletes is a topic that has received increased attention in recent years. The overall aim of this position statement is to enhance awareness of this important topic and to critically discuss optimal service provision for athletes who suffer from MHD. In the first part of the paper a short overview of the research on MHD in elite athletes is provided. Elite athletes seem to have comparable prevalence rates for the most common MHD when compared to non-athletic peers, but there are still many disorders that have not been investigated in athletes. Sport specific situations such as injuries, periods of overtraining and career termination may put athletes at an increased risk of developing MHD. In the second part of the paper, models of service provision for elite athletes suffering from MHD from six European countries are presented, focusing on 1) professional service providers, 2) support systems, 3) diagnostic assessment, 4) clinical treatment, 5) performance during treatment, 6) screening, and 7) education systems. It emerges that competencies, certification issues, and professional boundaries of the involved service providers, as well as the structure of the National Health Care systems differ strongly across European countries, which makes defining a golden standard difficult. In the third part of this paper, the authors provide general recommendations for athletes and coaches, clubs, federations, organizations and scholars that hopefully will inspire stakeholders to optimize their support systems. [ABSTRACT FROM AUTHOR]

This paper addresses the international and internal digital divides that exist across and within the European member states according to the educational attainment of their populations. Our results suggest that even for those European countries that are outperforming their counterparts in terms of digital development, such as Finland, some internal gaps still remain and need to be addressed. In other countries, as in the cases of Malta, Spain, and Portugal, the divides are a matter for concern. These findings would probably be overlooked if we worked only with aggregate levels, as is usual. Consequently, this paper draws attention to the importance of complementing cross-country analysis of the digital divide with an assessment of internal gaps. [ABSTRACT FROM AUTHOR]

As part of teaching and learning in small, rural schools, we investigate teaching and learning approaches in multi-grade classes. This introduction to four papers of a special edition, each of which documents practices in a different area of Europe, presents the background of the discourse on teaching mixed- or multi-age classes and provides information concerning the context of teaching in rural schools. As a synthesis, we outline a didactical framework of the mixed-age teaching approaches derived from the four papers and discuss the possible implementation of these approaches in the classroom. Finally, we propose to lead the rural education discourse away from the rural–urban antagonism to a more integrated view of dealing with heterogeneity in the classroom in general. The teaching approaches presented in this introduction can add to the theory of adaptive teaching. [ABSTRACT FROM AUTHOR]

Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts. • Point out new research reflections and perspectives on the introduction of new; technologies (e.g., artificial intelligence, robot tutors) in educational context; • Outline activities and lines of research on Creativity, Critical Thinking, Problem Solving, and Computational Thinking; • Propose solutions to be able to implement AI and new technologies for the development of skills in human behavior; • Suggestions for implementing technologies in the school context; • The fundamental role of the network of schools in the European context. [ABSTRACT FROM AUTHOR]

A large literature has theorized about the importance of skill formation systems for labor market outcomes. Focusing on twenty two European countries, this paper establishes that countries differ in the strength of the pathways that connect educational credentials to the occupational structure. Pathway strength matters for the quality of occupational matching, for employment and earnings, and for the earnings gap between well matched and less well-matched workers. Systematic country differences matter most clearly in their implications for the average strength of linkage between educational credentials and the occupational structure. The strength of the association between local linkage strength and labor market outcomes may also vary by country or across the various country clusters that have been identified in the institutional literature. However, the considerable within-country heterogeneity in the cross-country rankings of individual pathways implies that one needs to look within countries to understand pathway structure and its connection with career progression and labor market outcomes. [ABSTRACT FROM AUTHOR]

This paper examines the characteristics and variety of digitization training initiatives in North America and to a lesser extent, Europe, and the growing development of credit-bearing courses and programs within higher education relating to digitization, with a specific focus on librarianship. Information was collected in response to an inquiry posted in late July 2004 on the ARLIS, JESSE, and DIGLIB listservs, supplemented by ongoing perusal of these sources, Web searches, and suggestions from colleagues. It also briefly discusses the benefits and challenges associated with the development of digitized library resources, and the need for greater attention to professional development for those working in digitization. [ABSTRACT FROM AUTHOR]

Abstract: In Europe, energy and climate policies started to take shape from the 1990s onwards culminating with the ambitious 20–20–20 climate goals and the Low-Carbon Europe roadmap 2050. The European Commission empower the importance of achieving the objective of the recast Directive on energy performance of buildings (EPBD) that new buildings built from 2021 onwards will have to be nearly zero-energy buildings. The general belief is that the energy performance optimization of buildings requires an integrated design approach and cross-disciplinary teamwork to optimize the building's energy use and quality of indoor environment while satisfying the occupants' needs. In this context, there is a substantial need for professionals such as architects and engineers specifically trained and educated in integrated design approach and trained to work in cross-disciplinary teams. To be able to push forward the development, it is essential that educational institutions foster professionals with such knowledge, skills and competences. An initiative toward this direction is the EU-project of IDES-EDU: “Master and Post-Graduate education and training in multi-disciplinary teams”. The paper describes the necessity of more integrated and cross-disciplinary approaches to building design through state-of-the-art of the building sector and educational initiatives in the participating countries in the project, and through theory of design processes. The paper also communicates the results of newly developed cross-disciplinary education established by fifteen different educational institutions in Europe. Finally, the paper explains and discusses the challenges encountered during development and implementation of the education across different professions and countries. [Copyright &y& Elsevier]

Abstract: The paper explains how bioenergy education and training is growing in Europe. Employment estimates are included for renewable energy in general, and bioenergy in particular, to highlight the need for a broadly based education and training programme that is essential to build a knowledgeable workforce that can drive Europe’s growing bioenergy sector. The paper reviews current provisions in bioenergy at Masters and PhD levels across the 27 members of the EU (EU27) plus Norway and Switzerland. This identifies a very active and expanding bioenergy education provision. 65 English-language Masters Courses in bioenergy (either focussing completely on bioenergy or with significant bioenergy content or specialisation) were identified. 231 providers of PhD studies in bioenergy were found. Masters Course offerings have grown rapidly across Europe during the last five years, but where data is available, enrolment has been quite low suggesting that there is an oversupply of courses and that course organisers are being optimistic in their projections. Existing provisions in Europe at Masters and PhD levels are clearly more than sufficient for short term needs, but further work is needed to evaluate the take-up rate and the content and focus of the provisions. To ensure talented graduates are attracted to these programmes, better promotion, stronger links with the research community and industry, and increased collaboration among course providers are needed. Short Courses of two to five days are an excellent way of meeting post-experience training needs but require further growth and development to serve the needs of the bioenergy community. [Copyright &y& Elsevier]

Abstract: The aim of this paper is to examine educational inequalities in the risk of non-employment among people with illnesses and how they vary between European countries with different welfare state characteristics. In doing so, the paper adds to the growing literature on welfare states and social inequalities in health by studying the often overlooked ‘sickness’-dimension of health, namely employment behaviour among people with illnesses. We use European Union Statistics on Income and Living Conditions (EU-SILC) data from 2005 covering 26 European countries linked to country characteristics derived from Eurostat and OECD that include spending on active labour market policies, benefit generosity, income inequality, and employment protection. Using multilevel techniques we find that comprehensive welfare states have lower absolute and relative social inequalities in sickness, as well as more favourable general rates of non-employment. Hence, regarding sickness, welfare resources appear to trump welfare disincentives. [Copyright &y& Elsevier]

Over the past decade, marine/maritime spatial planning (MSP) has matured from a concept to a practical approach in advancing sustainable development and management of marine space [1]. However, MSP still remains a relatively novel and complex process which involves various disciplines, procedures and engagement with multiple interests within differing governance arrangements and legal settings at different spatial scales in a dynamic system. MSP, therefore, requires marine planning practitioners and their institutions to be adequately equipped to address all of these and emerging challenges. Europe has invested in capacity building for MSP over the years with the adoption of the MSP Directive [ 2 ] being the main driver for implementation in some Member States alongside those where MSP had already been initiated. This paper provides an overview of experience, practical challenges, and lessons learnt from capacity building initiatives to do with education and training courses, establishing a national planning body, and cross-border projects, mainly from Europe. The paper broadly considers the skills, training and knowledge required for the MSP process. It stresses the importance of developing capacity at all levels, prioritising resources for capacity building and ensuring effective partnerships between the different actors and institutions. Finally, recommendations, potential next steps and priorities are suggested for furthering MSP capacity building. [ABSTRACT FROM AUTHOR]

Abstract: This paper analyses the varied socio-economic implications of ICT-based educational change. Drawing from a rich, 3-year long research project with 20 secondary schools throughout Europe, the social, human, professional, institutional, and economic costs for building the school of tomorrow in close alliance with ICT are discussed. The aim of this paper is to show the real costs involved in such a comprehensive model of educational change, which cannot be reduced to the cost of installing computers in classrooms. Rather, it must aim at capturing the varied long-term requirements necessary for educational change in conjunction with ICT. Great emphasis is placed on questions concerning the very sustainability of innovation and the necessity to adopt a long-term perspective that provides us with a realistic socio-economic evaluation. We argue that the real costs of educational change only become apparent when short-term improvements have been converted into sustainable changes that last beyond a project’s life-time. Key aspects for lasting contributions are identified, among which “network building” and applying a “bottom-up strategy” for change are given particular importance. [Copyright &y& Elsevier]

This paper analyzes the returns to education and educational mismatch in thirteen European countries taking account not only of years of education but also of cognitive skills actually acquired by workers. Using the PIAAC database, our results suggest that both years of education and skills contribute to determine wages, with higher returns to years of education as the level of skills increases. Educational and skills mismatches appear to be two different phenomena, with educational mismatch lying behind wages. It is also found that the higher the level of skills achieved by an individual, the higher the returns to years of required education or to years of overeducation. Policy implications are derived as regards educational mismatch, which reflects inefficiencies in the allocation of the educational resources, and as regards the relevance of cognitive skills, leaving room for improving the quality of education to fully take advantage of educational investments. [ABSTRACT FROM AUTHOR]

The paper advances current knowledge on factors affecting higher education institutions in their quest for innovation in education. Based on an analysis of ten institutional cases from five European countries, a comprehensive description and classification of barriers and drivers of innovation are provided. Results indicate certain “disengagement” in relation of higher education institutions and education policy makers, business, and students as well as between higher education institutions’ managers and their subordinates. Based on the findings, major innovation-related challenges in the higher education are discussed and related practical recommendations are presented. [ABSTRACT FROM AUTHOR]

Education reforms come in two general types: access and quality reforms. Access reforms provide more educational opportunities, while quality reforms improve educational effectiveness. This paper investigates empirically the factors affecting the enactment of these two kinds of reforms in public primary and secondary education. By using a novel dataset of U.S. state legislation from 2008 to 2013, we find that both access and quality reforms are more likely in times of bad educational outcomes. Moreover, this is the first study documenting that teachers' union strength correlates positively with access reforms and negatively with quality reforms. Our results also shed light on the way teachers' unions promote their political interests: both lobbying and contributions are effective at opposing undesired reforms, but contributions have an extra effect of influencing the enactment of desired reforms. [ABSTRACT FROM AUTHOR]

Previous research documents a correlation between education and political ideology, usually indicating a positive relationship between education and left-wing political views. In this paper, I examine to what extent this association is causal. I merge political ideology data from 25 waves of Eurobarometer surveys with information on 18 educational reforms in 11 European countries. I then instrument for educational attainment with a regression discontinuity design that estimates the increase in education due to compulsory educational reforms. Notably, it appears that omitted variables bias is important here. I find a significant causal effect of education moving individuals to the right when properly addressing the endogeneity whereas there is a significant association between education and left-wing political ideology when treating education as exogenous. I find that on average, among the individuals compelled into additional education from these specific reforms, an additional year of education moves individuals to the right of the political continuum by about 5–6%. However, I also find no evidence of a causal effect on political ideology for a subgroup of countries. [ABSTRACT FROM AUTHOR]

Prevailing attitudes toward migration describe citizens' preferences towards non-native inhabitants and fulfill a key role in socio-economics as antecedents of citizens' behaviors. According to literature, the fear (or lack of fear) of labor-market competition between natives and migrants may shape attitudes, especially those of low-skilled workers. In this comprehensive framework, we contribute to the literature by looking into a new aspect that shapes attitudes toward migration: urbanization. Employing data from round 1 to round 9 of the European Social Survey covering the time span 2002–2018, this paper analyzes the trend of attitudes toward migration, focusing on the effects of urbanization as a direct determinant of attitudes toward migration as a moderator of education. Urbanization typically affects attitudes toward migrants both directly and indirectly, interacting with individuals' education, which is used to distinguish high-skilled and low-skilled workers. Results support the hypothesis that people living in the rural areas display more negative attitudes toward migration, and this effect is more substantial for low-skilled workers. • According to literature, the fear of labor-market competition between natives and migrants shapes workers' attitudes, especially low-skilled workers'. • We analyzed data from round 1 to round 9 of the European Social Survey from 2002 to 2018. • Urbanization affects attitudes toward migrants directly and indirectly, typically interacting with individuals' education. • People in rural areas have more unfavorable attitudes toward migration that are tougher for low-skilled workers. [ABSTRACT FROM AUTHOR]

In the course of the Bologna process, traditional one-cycle degree programs have been re-arranged into two successive cycles (bachelor's and master's). In many European countries, this has created a new tertiary degree level below those previously offered. Focusing on Germany, this paper studies the consequences of this new form of differentiation for social inequality. First, we analyze social origin effects on the decision to continue higher education or to leave with a bachelor's degree for a recent post-Bologna cohort. We find that parents' education has a pronounced influence on the probability of their children's enrolment in the second cycle, comparable in size to the effect of parents' education on children's initial tertiary enrolment. Second, the observed gap in enrolment rates is largely the result of indirect influences, most importantly, type of institution. Third, we analyze changes in social origin effects on completion of a master's or traditional equivalent level program over time. Drawing on data from pre- and post-Bologna cohorts, we find that the share of graduates from low educated parents at the master's or equivalent traditional degree level decreases, when study courses adopt the two-cycle structure. Our findings stand in sharp contrast to an official goal of the Bologna Process, namely to support underrepresented groups in the framework of the so called ‘social dimension’. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of education on regional mobility in Europe using compulsory schooling reforms. Using data on individuals from eight European countries, I find that people who are induced by a school reform to acquire one more year of education are much more likely to relocate to another region in their country between the age of 15 and 50. I also show that education increases the probability of moving to a city for people from rural areas. [ABSTRACT FROM AUTHOR]

• I study the causal effect of education on traditional gender-role attitudes. • Traditional gender-role attitudes are correlated with several socio-economic outcomes. • I use compulsory schooling laws in Europe as an instrument for education. • Individuals with highly educated parents are not affected by these reforms. • Education reduces the probability of agreeing with the traditional role of women. Many studies report a strong correlation between gender role attitudes and the economy. Determining which factors are affecting them is crucial to avoid negative consequences. This paper identifies the causal relationship between education and traditional gender role attitudes. I use data from the European Social Survey for 14 European countries, along with a quasi-experimental approach that exploits exogenous variation in compulsory schooling across countries and year of birth. I find that for women from a poor family background, education reduces the probability of agreeing with traditional gender norms in more than 11 percentage points. [ABSTRACT FROM AUTHOR]

This paper strives to answer the question whether Europe will reach its tertiary education attainment target by 2020. We model the dynamics behind education decisions as a balance between investment and consumption motivations. We use a panel approach and a wide range of statistical tests to insure that model specifications are stable and robust. Insights into the dynamics of future education attainment and remaining policy challenges are highlighted. While Europe is likely to achieve its target, there is a growing divide between best and low performing countries that raises doubts with respect to real economic convergence prospects. [ABSTRACT FROM AUTHOR]

This paper analyzes the public content on the websites of targeted universities in North America and English speaking-Europe to examine their commitment to education in sustainable transportation. Analyzing about 5000 shows that most of them were worth three credits, more sustainable transportation courses were offered to graduate students than to undergraduates, lecturing was the most common teaching method, and, on average, North American universities offered more sustainable transport courses than did their European counterparts. Finally, the environmental issue was emphasized and discussed far more than the economic and social issues in the sustainable transport context. [ABSTRACT FROM AUTHOR]

Abstract: The education of safety professionals shows a high variety in their level of approved qualifications, ranging from a technician level up to university master courses, and more recently, doctoral programs. In European countries, it seems that there are some differences in what regards the characteristics of the courses. These may be due to national particularities and legal issues, but also to the nature of the institutions and people ‘behind’ the courses. This paper presents the results of a survey carried out in the scope of an European research project and it aims to provide a basic understanding of the range and diversity of the OHS post-graduation courses. With an estimated average answer rate of 50%, the survey has only included courses with more than 120 teaching hours, from a post-graduation level, and with complete programs. Results are presented for 90 courses, from 18 countries, mainly (84.4%) from universities. It is possible to highlight the fact that, as expected, the majority of the courses (59%) are Masters (or equivalent), and are organised primarily by Engineering, Applied Sciences and Management schools/faculties, which together accounted for nearly 65% of the courses. In what regards the adopted quality systems reported by respondents, there is a predominance (65.8%) of the use of “internal” tools, such as the students and teachers evaluations and internal audits. One of the main conclusions is that there is a large variability amongst the analysed courses. However, it should be emphasised that these results are not representative of the situation all around Europe, as it was not possible to obtain information from all OHS courses. Considering the identified differences within all the European countries, the harmonisation of post-graduation courses on OHS, if it is to occur, has a long way to go. [Copyright &y& Elsevier]

The last 20 years has seen many changes in medical education, with reforms taking place in undergraduate health-care studies with the application of the Bologna principles and also transfer of the same educational principles to postgraduate medical specialty training. It is the aim of this article to grossly sketch and contextualise these reforms in the rapidly evolving European Union, before defining harmonisation of the medical postgraduate training and the bodies involved in this process; thereafter, the authors try to present the potential consensus points that can make the process of harmonisation in anaesthesiology postgraduate training in Europe become a reality. Finally, a brief outline of the potential challenges concludes the paper. [Copyright &y& Elsevier]

Abstract: The European Clinical Specialization on Fluency Disorders (ECSF) project consists of one-year post-qualification fluency specialization training and a harmonized graduate fluency program. It was developed by eight European universities/colleges to provide the means whereby graduates would meet comparable standards of competence to practice in the field of fluency disorders. In this paper we describe criteria that guided the consortium in their decision making process to create an optimal learning environment for participants. A review of the first completed course cycle, with 23 international participants, is discussed. Educational objectives: After reading this article, the reader will be able to: (1) articulate the rationale for development of the ECSF-course; (2) summarize the content of both the harmonized undergraduate fluency course and the postgraduate fluency specialization course; (3) summarize the benefits of the suggested model for fluency specialization. [Copyright &y& Elsevier]

Abstract: Co-operation and education are fundamental issues when dealing with national and international organizations involved in digital forensic investigations. Although these two aspects are often separately handled, they are strictly connected. On the one hand, different agencies can leverage on co-operation for the training of their investigators while, on the other hand, co-operation is possible only if an adequate level of education on digital forensic matters is reached. In this paper, the concrete outcome of a complete training program that involved several European antitrust agencies is reported (named EAT_FIT, European Antitrust Training in Forensic IT). We sum up the activities and the techniques that are generally used in antitrust investigations, and we outline the rationales used to set up such a training course. Assessment data collected both during and after the training highlight the needs and the difficulties faced by the digital forensic practitioners working in the field. [Copyright &y& Elsevier]

Abstract: Capacity building has been a much promoted principle of Integrated Coastal Zone Management (ICZM) since its advent beginning in the 1970’s. Although the concept of capacity building includes human resource development, organizational development and institutional and legal framework development, in practice it has often become focussed on the transfer of technical knowledge and procedures to managers and decision makers. The effect of this is often to emphasise and promote sectoral approaches rather than a holistic one as advocated by ICZM. Experiences gained during the EU Intereg IIIB COREPOINT project led to the development of a training programme that progressively reduced its formal lecture-style content and increased opportunity for discussion and delegate participation. It also produced a more uniform and systematic style and structure to presentations, in particular the case studies illustrating the eight EU ICZM principles of best practice, and embedded the ICZM principles and European perspectives of coastal management within the context of the work environment. This paper reviews methods for practitioner-oriented capacity building, and details the evolution of a training course to sensitise and familiarise coastal practitioners with the principles and practices of ICZM, working from local to national to trans-national scales. The lessons learnt from the ICZM capacity development in COREPOINT are identified and it is suggested that these are relevant and applicable to many other ICZM initiatives. [ABSTRACT FROM AUTHOR]

Abstract: Entrepreneurship education ranks high on policy agendas in Europe and the US, but little research is available to assess its impact. To help close this gap we investigate whether entrepreneurship education affects intentions to be entrepreneurial uniformly or whether it leads to greater sorting of students. The latter can reduce the average intention to be entrepreneurial and yet be socially beneficial. This paper provides a model of learning in which entrepreneurship education generates signals to students. Drawing on the signals, students evaluate their aptitude for entrepreneurial tasks. The model is tested using data from a compulsory entrepreneurship course. Using ex-ante and ex-post-survey responses from students, we find that intentions to found decline somewhat although the course has significant positive effects on students’ self-assessed entrepreneurial skills. The empirical analysis supports the hypothesis that students receive informative signals and learn about their entrepreneurial aptitude. We outline implications for educators and public policy. [ABSTRACT FROM AUTHOR]

The European School of Oncology (ESO) Clinical Masterclass is a one-week, full-immersion course, where students and teachers intensively interact with each other. This educational event is designed for medical or clinical oncologists who are defining and orientating their professional careers. Since 2002 nine Masterclasses have been organised in different European cities in which more than 500 oncologists have participated. In this paper, we are presenting data derived from the analysis of the questionnaire distributed to all participants. [Copyright &y& Elsevier]

Abstract: This paper investigates the persistence in health limitations for individuals within the member states of the European Union. We use the full eight waves of data available in the European Community Household Panel (ECHP) to explore the relative contributions of state dependence, unobserved heterogeneity and socioeconomic characteristics, in particular income, education and activity status, and how these vary across countries. We focus on binary measures of health limitations, constructed from the answers to the question: “Are you hampered in your daily activities by any physical or mental health problem, illness or disability?”. Dynamic non-linear panel data models are specified and estimated using both pooled and random effects probit and logit models together with complementary log–log models. The random effects probit specifications are preferred. Results reveal high state dependence of health limitations, which remains after controlling for measures of socioeconomic status. There is heterogeneity in the socioeconomic gradient across countries. [Copyright &y& Elsevier]

This paper suggests possible frames of reference for understanding education and educational policy in the Eastern part of Europe. (a) According to the geographical frame, the concept of ‘Eastern Europe’ and its education reflects a struggle for political power and self-identity. (b) According to the political frame, the transition of 1989/1990 opened up a ‘third political way’ between capitalism and socialism for a few decisive years. (c) According to the cultural anthropological frame, the distance between Western and Eastern European education is not only a modernization gap, but also a cultural gap which needs comparative cultural analysis. [Copyright &y& Elsevier]

In this paper, we investigate the determinants of research output by European economics departments. We use data from a survey we conducted on the various characteristics of these departments. We pay particular attention to spillovers from North America to Europe and measure these in terms of visiting arrangements between academic institutions across the Atlantic and formal training received by European faculty in North America. We find strong evidence that European economics departments with North-American links have higher research output. [Copyright &y& Elsevier]

The paper analyses internship practice in Marine Policy (MP) and Integrated Coastal Management (ICM) higher education within the EU and the US based on a questionnaire survey of relevant institutions and a detailed case study. The industrial internship (placement) is generally acknowledged to be an extremely valuable component of university education, particularly for professional courses. The survey reinforced this view for courses in MP/ICM, but highlighted the immense variability in the approach to internship practice within both the EU and US. Based on a discussion of a range of issues associated with the internship programmes, the paper presents the results of the survey and a review of best practice. In addition, suggestions are made for the future development and monitoring of internship programmes in ICM. [ABSTRACT FROM AUTHOR]

Abstract: Hydrogen and fuel cells are not yet part of what average European school children learn in school. Available textbooks rarely include references to the role of hydrogen technologies in the development of a secure and sustainable energy future. In the present paper, main activities in the field of hydrogen and fuel cell education in Europe are reviewed. An action program is outlined with the aim to facilitate an accelerated uptake of the awareness of first customers and first workforce of the role of hydrogen and fuel cells in future energy and transport systems. [ABSTRACT FROM AUTHOR]