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Background: The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups. Methods: Early in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care. Results: The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region. Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff. [ABSTRACT FROM AUTHOR]

While European governance of individual policy sectors has received considerable academic scrutiny, less attention has been paid to the development of intersectoral coordination. This paper charts the emergence of a supranational boundary-spanning policy regime (BSPR) in education and employment in Europe. By looking at issues, ideas, interests and institutions, we gain a deeper understanding of the conditions for the emergence and further institutionalisation of European intersectoral coordination in education and employment from the 1990s onwards. The study relies on semi-structured interviews with European policy-makers in education and employment and EU policy documents. We analyse how endogenous and exogenous factors frame (policy) issues that contribute to the emergence and further strengthening of intersectoral coordination, the extent to which "ideas" for European education and employment stress intersectoral policy designs, how "interests" support or hinder intersectoral work, and which "institutions" are developed with an intersectoral reasoning. We find that endogenous forces (rather than exogenous ones) played a significant role in the emergence of a European BSPR in education and employment. Structural aspects and policy instruments ("institutions"), alongside "ideas" and "interests," then contribute to the institutionalisation of the European BSPR in education and employment.

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Undergraduate clinical orthodontic experience may be expressed in a variety of ways. The most common way (used, inter alia, in the DentEd school visits) is by number of curriculum hours. Other ways include the number of patients seen, or number of procedures carried out. Whilst any of these methods may allow comparison between cohorts of students within a school or between schools, none of them are suitable to determine how much experience is ‘satisfactory’, nor do they indicate what the student should know, understand, or be able to do, to be considered ‘satisfactory’, and hence fit to graduate. This situation may be addressed by the use of competences and/or learning outcomes, and in 2004 the Association for Dental Education in Europe (ADEE) adopted a document that contained one major competence and five supporting competences in orthodontics. This paper considers the shortcomings of conventional methods of recording orthodontic experience in relation to the acquisition of these competences, and some ways in which staff and students may assess competence. [ABSTRACT FROM AUTHOR]

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia's former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali's government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people's integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia's higher education policy discourse. Theoretically, we seek to advance the literature of indirect coercive transfer by concluding as to the different factors that should be considered in North-South policy borrowing and transfer.

The European Association of Young Neurologists and Trainees (EAYNT) is a non-profit organization which acts on behalf of young neurologists in Europe and concertedly exerts influence on the formation of a new generation of neurologists [Struhal et al.: Eur J Neurol 2009;16:e146-e148]. This concerns particularly the Generation Y (Gen Y), also known as Millennial Generation, Digital Natives or Generation Next, a demographic cohort defined by birth between 1981 and 1999 [Elkind: Neurology 2009;72:657-663]. A unifying feature is the increased use and familiarity with online media and digital technologies. Online social networks and interactive communication have not only shaped this cohort but necessitate a different approach towards educational matters. This position paper aims to address the changing needs for Gen Yers in the context of education. Copyright © 2011 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

The ageing of the European population is creating a new demographic mix, increasing the relevance of intergenerational practice (IGP). To date, however, this field lacks an appropriate conceptual framework. This study aims to contribute to such a framework through an integrative review of peer-reviewed papers reporting on IGPs. Fifteen papers were obtained, published over the last 20 years. The main findings suggest that the wealth of IGPs lies in their versatility/diversity. In order to build an appropriate conceptual framework for IGP, it is recommended that IGP be understood as a tool to restructure society: from generations’ segregation to generations’ cooperation. [ABSTRACT FROM AUTHOR]

In 2008, the first volume of the European Geosciences Union (EGU) journal Geoscientific Model Development (GMD) was published. GMD was founded because we perceived there to be a need for a space to publish comprehensive descriptions of numerical models in the geosciences. The journal is now well established, with the submission rate increasing over time. However, there are several aspects of model publication that we believe could be further improved. In this editorial we assess the lessons learned over the first few years of the journal's life, and describe some changes to GMD's editorial policy, which will ensure that the models and model developments are published in such a way that they are of maximum value to the community. These changes to editorial policy mostly focus on improving the rigour of the review process through a stricter requirement for access to the materials necessary to test the behaviour of the models. Throughout this editorial, "must" means that the stated actions are required, and the paper cannot be published without them; "strongly encouraged" means that we encourage the action, but papers can still be published if the criteria are not met; "may" means that the action may be carried out by the authors or referees, if they so wish. We have reviewed and rationalised the manuscript types into five new categories. For all papers which are primarily based on a specific numerical model, the changes are as follows: - The paper must be accompanied by the code, or means of accessing the code, for the purpose of peer-review. If the code is normally distributed in a way which could compromise the anonymity of the referees, then the code must be made available to the editor. The referee/ editor is not required to review the code in any way, but they may do so if they so wish. - All papers must include a section at the end of the paper entitled "Code availability". In this section, instructions for obtaining the code (e.g. from a supplement, or from a website) should be included; alternatively, contact information should be given where the code can be obtained on request, or the reasons why the code is not available should be clearly stated. - We strongly encourage authors to upload any user manuals associated with the code. - For models where this is practicable, we strongly encourage referees to compile the code, and run test cases supplied by the authors where appropriate. - For models which have been previously described in the "grey" literature (e.g. as internal institutional documents), we strongly encourage authors to include this grey literature as a supplement, when this is allowed by the original authors. - All papers must include a model name and version number (or other unique identifier) in the title. It is our perception that, since Geoscientific Model Development (GMD) was founded, it has become increasingly common to see model descriptions published in other more traditional journals, so we hope that our insights may be of general value to the wider geoscientific community. [ABSTRACT FROM AUTHOR]

The paper analyzes, on a subjective basis, aspects of how to write scientific papers that will be accepted for publication in peer review journals. For each individual section of the manuscript, i.e. Introduction, Materials and methods, Results, Discussion, Abstract, and References, general comments and examples are given. It is concluded that writing scientific articles is a form of mental exercise that has to be practised to be successful. [ABSTRACT FROM AUTHOR]

This paper brings attention to the notion of 'religious affects', namely, the affects, emotions and feelings related to religion and religious experience. It is argued that educators and students have a lot to gain from paying attention to and exploring the meaning and role of religious feelings in the context of controversies and debates surrounding Islam in the West. In particular, the paper suggests that by exploring the affective dimensions of religious injury (e.g. irritation, dishonour, insult, injury, offense, outrage), educators and students can enhance their understanding of how religious emotions are involved in religious controversies such as the recent cartoon controversies in several European countries. It is argued that a richer comprehension of affective dimensions of religious controversies will help promote inter-religious understanding and respect, an important educational aim in contemporary times, especially in school subjects such as religious education. [ABSTRACT FROM AUTHOR]

This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses, investigate trust in various realms of education in five European countries. [ABSTRACT FROM AUTHOR]

The ecological and digital transformations of the steel industry intensify already existing skill shortages and create specific skill demands that are currently not being met. One of the main problems in this sector lies in the lack of sufficient information on which skills companies need and which skills trainings are suitable for today's challenges. In addition, more information is needed to provide more and better information for policy-making processes for getting the sector's workforce well-equipped for digitalisation and decarbonisation. This paper uses the framework of skills intelligence in the steel sector, reflecting on theoretical developments and the application of concrete tools in the European projects BEYOND 4.0 and ESSA. The main research questions guiding this work are: To what extent is the concept of skills intelligence useful in the steel sector, and how can it be applied in the steel sector in Europe? This paper provides empirical data based on qualitative and quantitative research carried out in the mentioned projects. The main contribution of this paper is the development of concrete reflections on the concept of skills intelligence based on tools in the steel sector. This work operationalises the skills intelligence approach at sectoral level, namely for the steel industry, and shows how this sector approach can be implemented at the European, national and regional levels. The main findings suggest that skills intelligence in the steel sector is not limited to the preparation and presentation of data but creates a governance structure to mitigate skills imbalances. [ABSTRACT FROM AUTHOR]

The activities of the European Educational Research Association (EERA) and the yearly European Conference on Educational Research (ECER) are mainly organised in standing networks. Through the example of the Policy Studies and Politics of Education network, this article takes a closer look at network activity and the ways in which it contributes to the development of educational research. Since most network activity is focused around the yearly conferences, the first part of the article discusses the conference session space, its forms and its links to the broader community of educational researchers. The second part of the article traces the origin and development of the Policy Studies and Politics of Education network, emphasising how the network has provided a space for critical analysis and discussion of education policies and forms of governance being pursued by national and trans-national actors in and beyond Europe. [ABSTRACT FROM PUBLISHER]

This paper reviews research on education and childbearing in Europe over the last decade. Early demographic research attributed declining fertility in advanced economies in the second half of the twentieth century to increasing female educational levels. The twenty-first century has witnessed further increases in educational attainment coupled with trend reversals in fertility. The relationship between education and fertility has become more complex, sparking renewed interest in the interplay between the two life domains. We examine how educational enrolment and attainment influence individuals' fertility behaviour - both fertility timing and level - and how the relationship between education and fertility is shaped by contextual factors such as family policies, macroeconomic shocks, and normative changes in gender attitudes. We also summarise the recent literature on educational gradients in male fertility and review methodological developments to address issues of self-selection and unmeasured heterogeneity in the study of education and fertility. Finally, this paper identifies and discusses challenges and important areas for future research. [ABSTRACT FROM AUTHOR]

This paper is among the first to investigate the impact of over-education and over-skilling on workers' wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP's European Skills and Jobs (ESJ) survey. Overall, the results suggest the existence of a wage penalty associated with over-education. When the educational and the skills mismatches are interacted with each other in order to distinguish apparent over-education from genuine over-education, the results highlight that the workers with the highest wage penalty are those who are both over-educated and over-skilled. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy. Research limitations/implications – The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration. Practical implications – The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies. Originality/value – The paper provides a new framework and a unique analysis of programme level case studies from three European countries. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject: ●Expert by Experience participation in mental health services is embedded in mental health policy in many countries. The negative attitudes of nurses and other health professionals to consumer participation poses a significant obstacle to this policy goal.●Involving mental health Experts by Experience in the education of nursing students demonstrates positive attitudinal change. What the paper adds to existing knowledge: ●The paper presents perspectives from Experts by Experience about the unique knowledge and expertise they derive from their lived experience of mental distress and mental health service use. As a result, they can make a unique and essential contribution to mental health nursing education. They utilize this knowledge to create an interactive learning environment and encourage critical thinking.●The international focus of this research enriches understandings about how Experts by Experience might be perceived in a broader range of countries. What are the implications for practice: ●Mental health policy articulates the importance of service user involvement in all aspects of mental health service delivery. This goal will not be fully achieved without nurses having positive attitudes towards experts by experience as colleagues.●Positive attitudes are more likely to develop when nurses understand and value the contribution experts by experience bring by virtue of their unique knowledge and expertise. This paper provides some important insights to achieving this end. Introduction: Embedding lived experience in mental health nursing education is increasing, with research findings suggesting the impact is positive. To date, research has primarily targeted the perspectives of nursing students and academics from the health professions. Aim: To enhance understanding of the unique knowledge and expertise experts by experience contribute to mental health nursing education. Methods: Qualitative exploratory research methods were employed. In‐depth individual interviews were conducted with experts by experience who delivered a coproduced learning module to nursing students in Europe and Australia. Results: Participants described their unique and essential contribution to mental health nursing education under four main themes: critical thinking, beyond textbooks; interactive and open communication; understanding personal recovery; and mental health is health. Conclusions: These findings present an understanding of the unique knowledge and expertise Experts by Experience contribute to mental health education not previously addressed in the literature. Appreciating and respecting this, unique contribute is necessary as Expert by Experience contributions continue to develop. Implications for Practice: Mental health services purport to value service user involvement. Identifying and respecting and valuing the unique contribution they bring to services is essential. Without this understanding, tokenistic involvement may become a major barrier. [ABSTRACT FROM AUTHOR]

The paper explores the relationship between education, digitalization, and financial development between 1996 and 2019 with the aim of showcasing the differences between developed and emerging economies in Europe. We use a Bayesian VAR framework that includes variables related to education, digitalization, and financial development, as well as several endogenous variables to control for differences between countries in terms of nominal GDP growth, unemployment rate, and trade openness. Our findings clearly demonstrate the dynamic interdependence between financial development—including its two main components, financial institutions, and financial markets, digitalization, and education. Furthermore, we find that education is a leading variable in the financial development–education–digitalization nexus, whereas financial development and digitalization are laggard variables. These findings open possibilities for influencing joint policies on digitalization, education, and financial development, particularly in emerging European countries. [ABSTRACT FROM AUTHOR]

This consensus paper reports on the process of developing a renewed vision for Oral Health Professional (OHP) education across Europe, and forms part of a larger EU‐funded collaborative Erasmus+ project, "O‐Health‐Edu." The vision aligns with the World Health Organisation milestones (2016) and resolutions (2021), and EU4Health programme (2020) objectives ‐ and projects 20 years into the future, to 2040. This longitudinal vision takes a multi‐stakeholder perspective to deliver OHP education that acts in the best interests of both students and patients, and sits within the context of a wider strategy for general health. Included, it is an infographic to help communicate the vision to various stakeholders of OHP education. [ABSTRACT FROM AUTHOR]

Educational inequalities remain a major challenge to the social cohesion of modern societies. They affect the younger generations in the society throughout their development and are also becoming more varied and entrenched. Although most inequalities are linked to socio-economic factors such as income, access to material resources, educational attainment, and social class, new emergent types of inequalities are developing rapidly: spatial segregation, residence status (native-born or immigrant) (Barnes, J. (2007). Down our way: The relevance of neighbourhoods for parenting and child development. Chichester: Wiley. ISBN 9780470030721; Lareau, A. (2014). Schools, housing and the reproduction of inequality. In A. Lareau & K. A. Goyette (Eds.), Choosing homes, choosing schools (pp. 169–206). New York: Russell Sage Foundation; Lareau, A. (2015). Cultural knowledge and social inequality. American Sociological Review 2015, 80(1), 1–27. doi:10.117/0003122414565814); and the digital divide (Bynner, J., & Heinz, W. R. (2021). Youth prospects in the digital society: Identities and inequalities in an unravelling Europe. Bristol: Policy Press; Melhuish, E. (2019). House of commons education committee (2019). Tackling disadvantage in the early years. London: HMSO. Tackling disadvantage in the early years (parliament.uk)). The use of in-depth evidence about the nature and variations in experiences of inequalities by individuals, families, communities within and across European countries is an effective way to provide up-to-date insights into evolving inequalities and the social problems that arise. This paper shifts the focus of the debate about the changing nature of inequalities in modern societies by drawing upon qualitative and mixed methods advances in studying socially disadvantaged groups. Their chances to integrate into society through the educational channels are not likely to be fully achieved without significant change in the current social environment and re-organisation of education systems. The paper draws its conclusions based on recent research and analytical reports with a focus on Europe. [ABSTRACT FROM AUTHOR]

Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic life – affecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario‐led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario‐led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale‐up European school teachers' development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time‐constraints were major issues. [ABSTRACT FROM AUTHOR]

Abstract: This scoping review focuses on the views of informal caregivers regarding the division of care responsibilities between citizens, governments and professionals and the question of to what extent professionals take these views into account during collaboration with them. In Europe, the normative discourse on informal care has changed. Retreating governments and decreasing residential care increase the need to enhance the collaboration between informal caregivers and professionals. Professionals are assumed to adequately address the needs and wishes of informal caregivers, but little is known about informal caregivers’ views on the division of care responsibilities. We performed a scoping review and searched for relevant studies published between 2000 and September 1, 2016 in seven databases. Thirteen papers were included, all published in Western countries. Most included papers described research with a qualitative research design. Based on the opinion of informal caregivers, we conclude that professionals do not seem to explicitly take into account the views of informal caregivers about the division of responsibilities during their collaboration with them. Roles of the informal caregivers and professionals are not always discussed and the division of responsibilities sometimes seems unclear. Acknowledging the role and expertise of informal caregivers seems to facilitate good collaboration, as well as attitudes such as professionals being open and honest, proactive and compassionate. Inflexible structures and services hinder good collaboration. Asking informal caregivers what their opinion is about the division of responsibilities could improve clarity about the care that is given by both informal caregivers and professionals and could improve their collaboration. Educational programs in social work, health and allied health professions should put more emphasis on this specific characteristic of collaboration. [ABSTRACT FROM AUTHOR]

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]

In this paper (my keynote talk from the 2006 ESPE conference), I discuss the recent upsurge in research on the economics of education that has occurred, especially in Europe. I discuss the reasons for the increased interest and present some examples from my recent research in the area. The paper concludes that the increased research interest seems likely to be sustained for some time to come. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses children trafficking in England, frontline workers and gender oppression.

Stakeholder theory has thus far received limited attention in the context of entrepreneurship education and university management. This paper addresses this research gap by examining the collaboration of stakeholders from the entrepreneurial ecosystem in entrepreneurship education at European higher educational institutions (HEIs). We contribute to existing research by combining literature streams from the fields of entrepreneurship education, entrepreneurial ecosystems and stakeholder theory. Empirical research is based on a cross-case analysis of 20 HEIs from 19 different European countries. Data sources include next to secondary data and observation a total 216 interviews with entrepreneurship education stakeholders at these 20 HEIs. The results of the case studies are further validated through an independent peer group and through 14 interviews with international experts in entrepreneurship education. Based on this data, an overview of the key external stakeholder groups of the entrepreneurial ecosystem of HEIs and their forms of involvement in entrepreneurship education is provided. Furthermore, the strength and coordination of stakeholder collaboration and the overall approaches to stakeholder management are discussed. This analysis results in the development of a set of propositions on stakeholder involvement in the context of entrepreneurship education at HEIs. The findings of this paper highlight the importance of stakeholder collaboration from the entrepreneurial ecosystem at HEIs. Implications of the findings for entrepreneurship educators and university management are ultimately discussed along with suggestions for further research. [ABSTRACT FROM AUTHOR]

Discusses the status of education, mobility and poverty in Europe as of March 2000. Role of knowledge in its competition in the labor market worldwide; Importance of investment in human capital in preventing unemployment.

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper presents some indicators used to analyse the educational system. The indicators are: "at least upper secondary educational attainment", "tertiary educational attainment", and "employment rates of recent graduates". All indicators were analysed using information from EUROSTAT. This analysis focused on the European Union (28 countries) as well as on Romania. This paper analysed the differences and also the similarities between the evolution of those indicators at the two presented levels. We have also presented the highest levels as well as the lowest ones in some European countries. [ABSTRACT FROM AUTHOR]

As IoT becomes increasingly pervasive, children are more regularly encountering IoT. The recent GDPR legislation in Europe goes some way toward protecting children as they make use of these IoT and other technologies, but there remain significant challenges in ensuring that the IoT that pervades children's world is socially responsible. This paper explores some of the reasons why the ethical implications of IoT for children is difficult to contain, and suggests several ways that design might make progress toward socially responsible IoT. [ABSTRACT FROM AUTHOR]

This research explores theoretically, empirically, and quantitatively the role of age diversity in determining aggregate productivity and output. Age diversity has two conflicting effects on output. On the one hand, due to the complementarity between education and experience, age diversity may be beneficial. On the other hand, rapid skill-biased technological change makes age diversity costly as up-to-date education tends to be concentrated among younger cohorts. To study this trade-off, I first build an overlapping-generations (OLG) model which, in view of these two opposing forces, predicts a hump-shaped relationship between age diversity and GDP per capita. This prediction is established analytically, and also quantitatively using real-world population data in an extended computational version of the model. The prediction is then tested using country-level panel data with a novel instrument and regional data from Europe. Moving one standard deviation closer to the optimal level of age diversity is associated with a 1.5% increase in GDP per capita. [ABSTRACT FROM AUTHOR]

With populations rapidly aging, the development over time in the cognitive function among the elderly approaching or reaching retirement is important for successful aging at work and planning pension policies. However, few studies in this field focus on this age group. This study characterizes time trends in cognitive function among 55-69-year-old Europeans from 2006 to 2015, and compares these trends by region, gender, and education. This study analyzes 40,689 subjects in Waves 2, 4, 5 and 6 of the Survey of Health, Aging and Retirement in Europe (SHARE) covering ten countries. Cognitive function was measured by Recall and Verbal Fluency. Educational levels were classified by quartiles. A Generalized Estimating Equation (GEE) model was used to explore the association between cognitive function and development over time after controlling for confounders. Further stratification analysis using GEE models was conducted, stratified by region, gender and education. Cognitive function improved significantly in southern and central Europe over the observed timeframe, whereas it did not in northern Europe. Those with relative low levels of formal education displayed the most rapid increases in cognitive function in southern and central Europe. Among those with lower education in southern Europe, males' cognitive function improved more quickly than females'. The improvement of cognitive function at ages 55-69 in southern and central Europe may contribute to continuing engagement with productive activities in old age. Educational interventions for people with lower levels of education may be most effective in achieving such engagement. This paper extends the literature on the development over time in the cognitive function among the elderly close to retirement age in Europe by analysing southern, central and northern Europe, as well as differences by region, gender and education. The results may provide evidence for planning pension policies and educational interventions. [ABSTRACT FROM AUTHOR]

Through a sociological analysis of the knowledge and actors that have become central to international assessments, the paper focuses on the processes that influence the production of shared narratives and agendas, adopting the position that their existence is not organic, but rather the product of undertakings that often fabricate and manage, rather than strive for 'real' consensus. The paper suggests that limiting the analysis to the role of travel and exchanges of experts and policy-makers in the making of policy is, in fact, the construction of an 'ideal-type' of an international policy-making world. Recent research on these encounters suggests that one needs to focus on actors' conflict and struggles, rather than processes of 'collective puzzling'. Using the concept of 'political work', as well as elements of Bourdieu's field theory, the paper shows the ways that international comparative testing in the field of education has not only offered policy-makers with much needed data to govern, but has in fact almost fused the realms of knowledge and policy; expertise and the selling of undisputed, universal policy solutions have now drifted into one single entity and function. [ABSTRACT FROM AUTHOR]

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The paper acts as an editorial of the thematic issue «Education in Southeastern Europe: From Empires to Nation-States», in which is included. It explores the constructions/reconstructions of collective national identities within the Ottoman Empire, for the period of the 1840s until the end of the 19th century, focusing on the Ottoman Greek case. Given that women's education emerges as an ethnic/national project in the discourses throughout the period under research, the study based on the works of three women intellectuals concerning women and women's education, examines the conceptualizations of «nation» and the changing images of national «selves» and «others». The concepts of «East»/«Orient»/«Ottoman» and «West» are also studied as connected with the nation and its position in the respective imagined communities. The women whose works are studied as representative of the different discourses and multiple conceptualizations of the notions aforementioned are: Eufrosyne Samartzidou (1820-1877), editor of the first women's journal published in the Ottoman territories [Kypseli (1845)], Sappho Leontias (1830-1900), and Kalliope Kehagia (1839-1905), both celebrated educators, writers and intellectual. The paper concludes by associating its analyses and conclusions with the topic of the issue, and presenting the papers included. [ABSTRACT FROM AUTHOR]

The article offers information on the June 10-13, 2014 conference of the organization Comparative Education Society in Europe (CESE), noting a call for papers based on the conference theme "Governing Educational Spaces: Knowledge, Teaching, and Learning in Transition." A symposium on the theme "Comparative Education, International Education, and Intercultural Education: Tensions, Harmonies, Contradictions" is noted.

In March 2010, the European Commission launched the Europe 2020 strategy 'for smart, sustainable and inclusive growth' in the EU. Education is a major pillar of the Europe 2020 strategy due to its long-run impact on economic growth, productivity, and social cohesion. The Europe 2020 strategy established two headline targets on early leavers from education and training and tertiary educational attainment at the EU level. This paper attempts to assess the Europe 2020 strategy for the education pillar in terms of convergence across countries. Despite the fact that every country in the EU has its own national targets in these two headline indicators, progress on the achievement of the Europe 2020 strategy requires convergence. Thus, even if the EU as a whole meets its targets in 2020, the existence of a growing divide between the best and worst performing countries would cast doubt on the prospects of real economic convergence and the sustainability of the process. Our empirical findings reveal the existence of convergence clubs in educational attainment and the early leavers rate, and points towards the idea of multi-speed transitional dynamics in Europe, calling into question the convergence in educational performance in the EU. [ABSTRACT FROM AUTHOR]

The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue "Trust in educational settings. European perspectives" highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and discusses seven avenues for future research on trust in educational settings. Thus, this paper and the special issue as a whole aim to highlight relevant avenues for future research, thereby strengthening research on trust in education. [ABSTRACT FROM AUTHOR]

The Bologna Declaration of 1999 is the basis for continuing reforms in higher education intended to support international mobility in employment within the European Union. This paper describes the standardised structure and nomenclature for courses that have been implemented, together with a credit transfer system, a quality assurance regime, and the ERASMUS and MUNDUS programmes that support international student mobility. However, the European Commission has left crucial aspects of the implementation of the Bologna principles to Member States, and several issues have arisen because of national variations. The paper expresses concerns about differences in assessment standards and conventions, and questions the relevance of various attempts that have been made to produce model lists of competences and curricula. The European Union's international assistance programmes, TEMPUS and ALFA, have encouraged collaboration in assisting development in non-member states, but with limited effect, perhaps because of organisational changes that stemmed partly from the Bologna process. The changes in higher education stimulated the establishment of a pan-European association, EUCLID: the European association for library and information education and research, but the paper argues that the expectations of the founders of the association remain largely unfulfilled, and argues for more empirical research to review issues such as the academic level at which education for librarianship is undertaken, and the need for a European accreditation scheme. [ABSTRACT FROM AUTHOR]

The number of outlaw bikers is growing globally. Despite this, little research exists on these groups and their alleged violent tendencies. To address this, the current paper uses unique data to examine whether gang violence causes outlaw biker violence. The period examined runs from mid-2008 until early 2012 during which violent clashes occurred between outlaw bikers and street gang members involved in an alleged conflict in Copenhagen, Denmark. A precise description of each individual act of violence would make it possible to identify whether specific acts were carried out in furtherance of the alleged conflict. This would allow one to determine whether outlaw bikers commit violence on behalf of their club. However, such knowledge is unavailable. The paper therefore takes a different approach by examining whether acts of violence committed by the two groups are statistically associated. In other words, it considers whether one or more acts can be described as retaliatory during the observation periods. The sample consists of 640 individuals involved with the Hells Angels Motorcycle Club or with non-biker street gangs–both of which are present in Copenhagen. Statistical models are used to predict 143 violent events committed by 196 outlaw bikers. The results suggest that violence committed by gang members predicts violence committed by outlaw bikers. This indicates that violent acts committed by outlaw bikers are at least partly a form of retaliation carried out on behalf of their club. The paper expands the literature on the kinds of inter-group, micro-level processes that can lead to reciprocal violence by including outlaw bikers in a literature that has previously focused on non-biker street gangs. [ABSTRACT FROM AUTHOR]