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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.

Background: Geriatric Medicine (GM), concerned with well-being and health of older adults, can play a crucial role in the alignment of healthcare systems to the needs of the aged populations. However, countries have varying GM development backgrounds. The goal of PROGRAMMING- COST 21,122 Action is to propose the content of education and training activities in GM for healthcare professionals across various clinical settings, adapted to local context, needs, and assets. Defining relevant stakeholders and addressing them on both an international as well as a country-specific level is crucial for this purpose. In this paper we are describing the methods used in the PROGRAMMING Action 21,122 to map the different categories of stakeholders to be engaged in the Action. Methods: Through conceptualizing a model for stakeholders by literature research, and online discussion group meetings, a synthesis for the potential stakeholders was defined as a template, and pilot applications were requested from participant countries. Results: There were 24 members from 14 countries (6 males/18 females) of multidisciplinary professions involved in this study. A model for the list of stakeholders to be addressed was developed and, after seven online discussion meetings, a consensus framework was provided. Invited countries completed the templates to pilot such operationalization. Conclusion: Our framework of stakeholders will support the research coordination and capacity-building objectives of PROGRAMMING, including the participation into the assessment of educational needs of healthcare professionals. Identified stakeholders will also be mobilized for purposes of dissemination and maximization of the Action's impact. By defining and mapping multidisciplinary stakeholders involved in older people's care specific to countries, particularly where GM is still emerging, GM tailored educational activities will be facilitated and optimally targeted. [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]

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]

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]

Background: The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. Aim: To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Methods: Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in‐person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. Results: The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face‐to‐face, virtual and blended learning methods. Conclusion: Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology. [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]

Growing up in socio-economic disadvantage has important and long-lasting effects on children's lives. Children from disadvantaged households often fall behind in many areas of well-being and development, with effects that continue to limit their opportunities and outcomes – including their health and labour market outcomes – long after they reach adulthood. Drawing on Europe-wide survey data from 27 countries, this paper explores how childhood socio-economic disadvantage affects later adult labour market and health outcomes and evaluates the country-level GDP-equivalent cost of childhood disadvantage due to lost employment, lost earnings, and lost health, as well as the costs of lost government revenue and extra benefit spending. Results point to large costs for societies from childhood socio-economic disadvantage, totalling on average the equivalent of 3.5% of GDP annually. We also show that the labour market penalties linked to childhood disadvantage are often smaller in countries with lower absolute levels of disadvantage. While not causal evidence, these associations suggest much of the impact of childhood disadvantage in adulthood can be mitigated with the right environment and policy set up in childhood. [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]

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]

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]

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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]

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]

The article presents information of particular interest to special educational needs (SEN) teachers in Europe as of September 2023. Topics include details of the National Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Implementation Board plan released in Great Britain, publication of the independent report on the national discussion on education in Scotland and the IPSOS UK report on Independent Review of SEN Services and Processes in Northern Ireland.

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]

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]

The sibling correlation (SC), which estimates the total effect of family background (i.e., social origins), can be interpreted as measuring a society's inequality of opportunity. Its sensitivity to observed and unobserved factors makes the SC an all-encompassing measure and an attractive choice for comparative research. We gather and summarize all available estimates of SCs in educational attainment (M =.46, SD =.09) and employ meta-regression to explore variability in these estimates. First, we find significantly lower SCs in Sweden, Norway, Finland, and Denmark than in the United States, with U.S. correlations roughly.10 (i.e., 25%) higher. Most other (primarily European) countries in our study are estimated to fall in between these countries and the United States. Second, we find a novel Great Gatsby Curve–type positive association between income inequality in childhood and the SC, both cross-nationally and within countries over time. This finding supports theoretical accounts of the Great Gatsby Curve that emphasize the role of educational inequality as a link between economic inequality and social immobility. It implies that greater equality of educational opportunity likely requires reduced economic inequality. Additionally, correlations between sisters are modestly higher, on average, than those between brothers or all siblings, and we find no overall differences between cohorts. [ABSTRACT FROM AUTHOR]

Background: Mentorship is crucial to career advancement, medical education, and psychosocial support, especially for women and minorities. Although anesthesia mentoring programs have shown promise, there are no survey data regarding mentor-mentee relationship dynamics. This study aimed to explore the dynamics of the anesthesia mentor/mentee relationship. Methods: A open cross-sectional web-based survey was distributed by the European Society of Anesthesiology and Intensive Care and European Society of Regional Anesthesia to European anesthesiologists. Participation was anonymous and consent was obtained. The study evaluated responses relating to preferences, facilitators, and barriers to mentorship relationships along with sociodemographic information. Results: In total, 543 anesthesiologists responded to the survey, and 406 (111 mentees, 49 mentors, 193 both, 53 neither) responded to questions regarding mentorship. 184 anesthesiologists identified as woman and 22 as other genders (non-binary, transgender, gender-fluid, and self-described gender). Moreover, 250 anesthesiologists identified as white. Both mentors and mentees indicated that personal compatibility was the most important factor for successful mentorship. Barriers to mentorship included time consumption and perceived lack of interest from the mentor and mentee. Both mentors and mentees benefited from this relationship. The former reported feeling helpful, and the latter supported the development of clinical skills. The mentors indicated that their participation was important for protecting against burnout/exhaustion and impostor syndrome. Participants reported a preference for mentorship programs organized at the departmental level, offered at the start of the anesthesiology education curricula. Women were more likely to feel a 'lack of interest' in mentoring them as a barrier (OR = 2.49, P = 0.033). Gender was a barrier for mentors of other genders (OR = 23.9, P = 0.0027) and ethnicity (OR = 48.0, P = 0.0023). White mentees found gender (OR = 0.14, P = 0.021) and ethnicity (OR = 0.11, P = 0.048) to be less important barriers to successful mentorship relationship. Conclusion: When possible, programs should prioritize matching mentors and mentees based on personal compatibility and experience in the mentee's area of interest. Addressing the perceived lack of interest in mentoring is essential for promoting diversity, equality, and inclusion within anesthesiology, as well as and uplifting women and minorities. Trial registration: Clinicaltrials.gov identifier: NCT05968339, First posted (01/08/2023). [ABSTRACT FROM AUTHOR]

Background Type-2 diabetes (T2D) and hypertension (HTN) are two of the most prevalent non-communicable diseases (NCDs): they both cause a relevant number of premature deaths worldwide and heavily impact the national health systems. This study illustrates the impact of HTN and T2D in four European countries (Albania, Bulgaria, Greece and Spain) and compares their policies towards the monitoring and management of HTN and T2D and the prevention of NCDs as a whole. This analysis is conducted throughout the DigiCare4You Project (H2020)—which implements an innovative solution involving digital tools for the prevention and management of T2D and HTN. Methods The analysis is implemented through desk research, and it is enriched with additional information directly provided by the local coordinators in the four countries, by filling specific semi-structured forms. Results The countries exhibit significant differences in the prevalence of HTN and T2D and available policies and programs targeted to these two chronic conditions. Each country has implemented strategies for HTN and T2D, including prevention initiatives, therapeutic guidelines, educational programs and children's growth monitoring programs. However, patient education on proper disease management needs improvement in all countries, registries about patients affected by HTN and T2D are not always available, and not all countries promoted acts to contain the increasing rates of risk factors related to NCDs. Conclusions While political awareness of the risks associated with HTN, T2D and NCDs in general is growing, there is a collective need for countries to strengthen their policies for preventing and managing these chronic diseases. [ABSTRACT FROM AUTHOR]

Objectives: This systematised review aimed to examine European literature reporting data about adaptative skills and global external functioning of unaccompanied minors (UAMs). Methods: We conducted a systematised screening of four databases (APA PsycINFO Ovid, Medline Ovid ALL, Embase.com and Web Of Science Core Collection) using a research strategy including social, scholarly and behavioural abilities as well as externalising problems associated with the target population of UAMs. Thirty articles were included using pre-defined inclusion and exclusion criteria. Results: Our review showed that despite high levels of internalising disorders, socio-behavioural and educational adjustment of UAMs remained positive. It demonstrated how this population displays a strong desire for academic success and prosocial behaviours instead of aggressivity in everyday life. Nevertheless, our review drew attention to the strong tendency of UAMs to internalise their disorders and display chronic distress and problematic behaviours which increased with time spent in the host country. Conclusion: Our study draws attention to the risk of underestimating the real mental health needs of refugees, due to preserved external functioning combined with significant settlement pressures. [ABSTRACT FROM AUTHOR]

Botanic gardens are increasingly important agents of plant research and conservation. A large number of botanic gardens have been established throughout the globe since the mid-20th century to pursue new socio-environmental missions. Others, with histories that span centuries, have also undergone a deep transformation in the context of growing attention to matters of sustainability. Bridging key aspects of the scholarly literature on the genesis of the botanical garden institution in Europe and its legacy, this article presents the re-invention of these gardens as institutions of conservation, sustainability, and social engagement as they renew their relevance in the contemporary world. This article proceeds by covering three focal points. First, it summarizes the scholarly literature on the emergence of botanical gardens in Europe and their association with the rise of modern science, the nation-state, colonialism, and empire-building. Second, it presents accounts of current scientific and biodiversity conservation endeavours as reflexive engagements with these historical legacies, decolonization initiatives, and new socio-environmental missions. Third, this article points beyond its focus on the historical transformation of the European botanical garden institution, by identifying a more widely encompassing body of scholarship that puts forth frameworks for understanding the current role of botanic gardens on a global scale. [ABSTRACT FROM AUTHOR]

Introduction: Psoriatic arthritis (PsA) is a complex, progressive, and often debilitating disease. Despite recent advances in treatment, numerous unmet needs in patient care persist. Rheumacensus is a multistakeholder, pan-European initiative designed to identify ways to elevate the standard of care (SoC) and treatment ambition for patients with PsA, using the perspectives of three key stakeholder groups: patients, healthcare professionals (HCPs) and payors. Methods: Rheumacensus followed three phases: an insights-gathering workshop to identify current unmet needs in PsA and an area of focus for the project, a modified Delphi process to gain consensus on improvements within the agreed area of focus, and a Consensus Council (CC) meeting which used consensus statements as inspiration to generate 'Calls to Action' (CTA)—practical measures which, if implemented, could elevate the SoC for patients with PsA. Results: The Rheumacensus CC consisted of four patient representatives, four HCPs and four payors. All 12 members completed all three Delphi e-consultations. The shared area of focus that informed the Delphi process was "patient empowerment through education on the disease and treatment options available, to enable patient involvement in management". Four key themes emerged from the Delphi process: patient empowerment, patient knowledge and sources of education, patient–HCP consultations, and optimal initial treatment. Statements within these themes informed 12 overarching CTA, which focus on the need for a multistakeholder approach to implementing a paradigm shift towards patient-centred care and improved outcomes for patients with PsA. Conclusion: Rheumacensus has identified shortcomings in the current SoC for patients with PsA and provides a foundation for change through practical CTA. It is hoped that all stakeholders will now take practical steps towards implementing these CTA across Europe to elevate the SoC for patients with PsA. Plain Language Summary: Inequalities in the care patients with psoriatic arthritis (PsA) receive can be mainly explained by poorly coordinated management due to a lack of disease and treatment knowledge. This report is about a programme called Rheumacensus which has the overall aim of improving the standard of care (SoC) for patients with PsA. Rheumacensus brings together the points of view of three key groups involved in the care of people with PsA: patients, payors and healthcare professionals (HCPs) from across Europe. Together, these three groups agreed to focus on patient empowerment through education on the disease and treatment options as a way to raise the SoC. Through a series of exercises—to agree on the current SoC and what needs to be improved—and group discussions, four themes were established which were used by the groups to help them suggest 'Calls to action' (CTA). The CTAs were ideas of how improvements could be made or what needs to be done to improve the care patients receive. The four themes were (1) patient empowerment, (2) patient knowledge, (3) patient–HCP consultation and (4) optimal initial treatment. In total, 12 CTAs were developed across these themes that provide direction and practical next steps which patients, payors and HCPs could take to drive change and make a real difference to patients by improving their care. [ABSTRACT FROM AUTHOR]

We study the intergenerational effect of birth order on educational attainment using rich data from different European countries included in the Survey of Health, Ageing and Retirement in Europe (SHARE). The survey allows us to link two or more generations in different countries. We use reduced-form models linking children's education to parents' education, controlling for a large number of characteristics measured at different points in time. We find that not only are parents who are themselves firstborns better educated, on average, but they also have more-educated children compared with laterborn parents (intergenerational effect). Results are stronger for mothers than for fathers, and for daughters than for sons. In terms of heterogeneous effects, we find that girls born to firstborn mothers have higher educational attainment than girls born to laterborn mothers. We do not find evidence for potential channels other than parental education that could explain the intergenerational effect of parental birth order. [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]

Political science has long viewed education as an instrumental factor in developing support for democracy and beneficial for democratization. However, governments, both democratic and authoritarian, have substantial control over the curriculum and develop education institutions with the specific aim to instill in students the norms and values that underpin the regime. With this in mind, this study asks, does the effect of education vary by the political regime in which education was undertaken? We use a quasi-experimental approach exploiting European compulsory schooling reforms, implemented under both democratic and authoritarian regimes, to answer this question. We find that education has no effect on principle and functional support for democracy, but that education's effect on satisfaction with democracy is conditional on regime type. For those educated under a democratic regime, education led to greater satisfaction with democracy, whereas those educated under an authoritarian regime became less satisfied with democracy. [ABSTRACT FROM AUTHOR]

Although formal childcare is considered a key social investment policy to combat inequality, available research indicates that in most European and other high-income countries parents with lower socio-economic positions are less likely to use formal childcare. As the literature on the underlying causes of this so-called Matthew effect has not yet converged, this article is the first to assess whether educational gradients in formal childcare uptake can be accounted for by micro-level employment potential and work–family attitudes in 14 European countries and Australia. Complementing available research on supply-side factors such as policy design features, this study indicates that a large part of the educational gradients in formal childcare uptake persist after controlling for socio-demographic background variables, employment potential, and work–family attitudes as micro-level predictors. However, this study also shows that a considerable part of the educational differentiation in formal childcare uptake reflects differential employment potential. This finding turns attention to policies other than childcare to enhance labour market outcomes for lower educated groups, which in turn might attenuate the Matthew effect in formal childcare. Furthermore, a positive relation between individual-level work–family attitudes and the uptake of formal childcare is also identified as a partial explanation for educational gradients in formal childcare uptake. Although the explanatory power of work–family attitudes as an underlying determinant of the Matthew effect is more limited compared to employment potential, such variation in the acceptance of maternal employment and formal childcare should also be considered in the design of inclusive work–family policies. [ABSTRACT FROM AUTHOR]

Given the heterogeneity of European welfare states, governments' efforts in 'social investment' reform may reap different outcomes in different national contexts. Through multi-level modelling based on longitudinal microdata from the EU Statistics on Income and Living Conditions (2004–2013) and on country-level policy indicators, this article assesses: whether citizens of countries that put higher budgetary efforts into social investment have better employment prospects and whether increasing such efforts over time improves employment chances within a country; whether people living in social investment-oriented welfare states maintained higher employment chances in the years of the Great Recession; whether micro-level employment outcomes depend on (in-)complementarities between investment- and protection-oriented policies. The results reveal that the most social investment-oriented welfare states show higher individual-level employment chances, which they were able to preserve during the Great Recession. However, increasing resources on social investments does not always yield empirically discernible returns over the short-to-medium term. [ABSTRACT FROM AUTHOR]

South‐Eastern Europe only recently was required to adapt their domestic law to adhere to European Union legislations and standards. As such, it forms an excellent case study on how and to what extent the 'Europeanisation' process is interacting with the development of special education needs (SEN) policy, particularly focusing on autistic children. This scoping review mapped autism and special education policies of Bulgaria, Romania, and Croatia and investigated how Europeanisation interacted with autism and educational policy through a path dependence analysis. Our research shows that education for children with special needs started with segregation during communist time. EU accession since then has influenced disability policies and contributed to establishing inclusive education for all students. One particular Romanian policy resulted in children with special needs not having to compete with typical children for school submission. Ultimately, the majority of policies addressed special education needs in general. Only Romania adopted specific autism policy. Inclusive education is being developed in all countries. [ABSTRACT FROM AUTHOR]

COVID-19 era lockdown measures resulted in many workers performing their employment tasks remotely. While identifying individual-level predictors of COVID-19 era remote work, scholarship has neglected heterogeneity based on contextual characteristics. Using the first COVID-19 module (2020) of the Survey of Health, Ageing and Retirement in Europe (N = 8,121) and multinomial logistic regression analyses, this study examined how country-level digitalization, stringency of government COVID-19 containment measures, and COVID-19 era excess mortality moderated how individual-level age, health, education, and income affected working partly or fully remotely among older Europeans (50-89 years) continuing to work through the pandemic. The central findings are that higher societal digitalization reduced the positive association between education and fully remote work, and greater country-level excess mortality accentuated how more education and poorer health increased the probability of fully remote work. These findings are interpreted through the fundamental cause theory of health and the health belief model. They further lead to recommendations that during future epidemics, policies and programs should address the remote working capabilities of older persons with fewer years of education, with fewer skills with modern digital technologies, and in worse health, especially within nations that are less digitally developed and harder hit by the epidemic in question. [ABSTRACT FROM AUTHOR]

Objectives Individuals with more education are at lower risk of developing multiple, different age-related diseases than their less-educated peers. A reason for this might be that individuals with more education age slower. There are 2 complications in testing this hypothesis. First, there exists no definitive measure of biological aging. Second, shared genetic factors contribute toward both lower educational attainment and the development of age-related diseases. Here, we tested whether the protective effect of educational attainment was associated with the pace of aging after accounting for genetic factors. Methods We examined data from 5 studies together totaling almost 17,000 individuals with European ancestry born in different countries during different historical periods, ranging in age from 16 to 98 years old. To assess the pace of aging, we used DunedinPACE, a DNA methylation algorithm that reflects an individual's rate of aging and predicts age-related decline and Alzheimer's disease and related disorders. To assess genetic factors related to education, we created a polygenic score based on the results of a genome-wide association study of educational attainment. Results Across the 5 studies, and across the life span, higher educational attainment was associated with a slower pace of aging even after accounting for genetic factors (meta-analysis effect size = −0.20; 95% confidence interval [CI]: −0.30 to −0.10; p =.006). Further, this effect persisted after taking into account tobacco smoking (meta-analysis effect size = −0.13; 95% CI: −0.21 to −0.05; p =.01). Discussion These results indicate that higher levels of education have positive effects on the pace of aging, and that the benefits can be realized irrespective of individuals' genetics. [ABSTRACT FROM AUTHOR]

Aim: We performed a systematic survey to assess the existing gaps in Europe in multidisciplinary education for integration of radioligand therapy (RLT) into cancer care and to obtain detailed information on the current limitations and key contents relevant. Methods: A high-quality questionnaire, with emphasis on survey scales, formulation, and validity of the different items, was designed. An expert validation process was undertaken. The survey was circulated among medical specialties involved in cancer treatment, universities, and nursing organizations. Questionnaires (156) were distributed, and 95 responses received. Results: Sevety-eight percent of medical societies indicated that training in RLT was very important and 12% important. Eighty-eight percent indicated that their specialty training program included RLT. Twenty-six percent were satisfied with the existing structure of training in RLTs. Ninety-four percent indicated that the existing training is based on theory and hands-on experience. Main identified limitations were lack of centers ready to train and of personnel available for teaching. Sixty-five percent indicated that national programs could be expanded. Fifty percent of consulted universities indicated partial or scarce presence of RLT contents in their teaching programs. In 26% of the cases, the students do not have the chance to visit a RLT facility. A large majority of the universities are interested in further expansion of RLT contents in their curriculums. Nursing organizations almost never (44.4%) or occasionally (33.3%) include RLT contents in the education of nurses and technologists. Hands-on experience is almost never (38%) and sometimes (38%) offered. However, 67% of centers indicated high interest in expanding RLT contents. Conclusion: Centers involved recognize the importance of the training and indicate a need for inclusion of additional clinical content, imaging analysis, and interpretation as well as extended hands-on training. A concerted effort to adapt current programs and a shift towards multidisciplinary training programs is necessary for proper education in RLT in Europe. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) responds to the labor market's requests by fostering students' competency acquisition and development through active methodologies and profession-oriented practices. This training system means that both academic and workplace tutors guide and supervise the student. The research goal was to identify the tutors' professional profiles in WIL. This study's qualitative methodology is based on data triangulation obtained by the Delphi method, focus groups and a literature review. The participants are international experts in WIL. The outcome of the research is a set of specific and transversal competencies and functions for both types of tutors who guide and supervise students throughout their learning process in a workplace-based university program. In conclusion, the results enabled the establishment of a basis on which to identify WIL professionals working in different territories, as well as create professional development training for such agents involved in this innovative system. [ABSTRACT FROM AUTHOR]

While the drivers of preferences about tax progressivity and redistribution are well identified, the study of willingness to pay taxes remains underdeveloped. This article uses the 2016 ISSP on the Role of Government and the 2018 OECD Risks that Matter surveys to identify which groups of voters are more likely to be willing to pay taxes. It shows that ideology mediates the correlations between education or income and willingness to pay. Among the left, income and education tend to have a positive association with willingness to pay taxes, whereas both variables are negatively associated with willingness to pay among the right. Thus, the core constituencies of left-wing parties composed of socio-cultural professionals and of production and service workers have different tax policy preferences. Socio-cultural professionals, with their higher education and income, are significantly more willing to pay taxes than production and service workers, who share lower education and income. [ABSTRACT FROM AUTHOR]

Introduction: The World Health Organization identified health to be the most important social goal and the 1978 Declaration of Alma Ata placed primary health care central to its attainment and the UN Sustainable Development Goals (SDGs) as the template. The Astana Declaration called on a change of focus in primary care, from treatment of specific diseases to the prevention and inclusion of both scientific and traditional knowledge. Such objectives require public–private partnerships in providing health care, including traditional and complementary medicine systems such as naturopathy that align. However, there is limited understanding of global regulatory frameworks and officially recognized training for naturopathy. Materials and Methods: This descriptive study employs an adapted mixed-methods explanatory framework to examine naturopathy regulation and education. Analysis merges data arising from a descriptive policy analysis of regulation from 36 countries and survey analysis from 65 naturopathic organizations from 29 countries. Results: Four types of workforce regulation were identified within 107 countries where naturopathy was practiced—statutory registration or occupational licensing, coregulation, negative licensing, and voluntary certification. No form of naturopathic regulation was most common. Higher graduate/postgraduate education and access to a broader range of practices were more frequently reported in countries where naturopathy is statutory regulated. Government audits were more frequently reported where naturopathy was statutory regulated or coregulated. Discussion: Naturopathic philosophy and practice align with primary health care goals outlined in the Declaration of Astana. The naturopathic workforce represents an untapped health care resource with a demonstrated track record of translating these aspirational goals into practice. However, naturopathy remains inconsistently regulated globally, serving as a significant barrier to partnering with other health system actors to attain the health-related SDGs. Workforce regulation for the naturopathic profession offers increased standards, reduced risks, integrative health workforce planning, and assistance to countries toward achieving the promise of the Declaration of Astana. [ABSTRACT FROM AUTHOR]

The article describes several of the excellent practices currently taking place in Europe where intercultural, multicultural or transcultural mediation is implemented in the system of education. The modern challenges of globalization, war and other geo-political crises demand new kind of international education. The principles of intercultural mediation and counselling could be effectively implemented in education and communication with culturally diverse clients. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to test the psychometric properties of the Facilitative Student–Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries. Design: A multi‐country, cross‐sectional survey design was applied. Methods: A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha. Results: Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two‐factor construct explaining 47.7% of the total variance, identifying two sub‐scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two‐factor structure. The Cronbach alpha coefficients (0.8–0.9) indicated acceptable reliability of the scale. [ABSTRACT FROM AUTHOR]

Background: High-quality, evidence-based, and practice-relevant education is essential to equip medical oncologists to provide high-quality care for patients with cancer. The need for medical oncology education is growing due to a rapid development of new therapies with novel mechanisms of action. Moreover, the number of patients with cancer is increasing with the rising in incidence and improved survival for some cancers. Access to medical oncology education and training opportunities, particularly in research, varies considerably in different countries and regions. Summary: The European Society for Medical Oncology (ESMO), the European School of Oncology (ESO), and other relevant associations have developed a wide range of opportunities, resources, and measures to increase access to high-quality medical oncology education. Initiatives that are helping to achieve effective and consistent medical oncology education include the ESMO/ASCO (American Society of Medical Oncology) global curriculum in medical oncology. Key Messages: There is great value in providing wider educational opportunities than local and national training to increase access and, potentially, quality and scope and reduce variations in medical oncology education. Pan-European and global educational initiatives open up the expertise, knowledge, and best practice on different tumour types and cross-sectional topics, such as supportive and palliative care that can be shared between medical oncologists from other countries. [ABSTRACT FROM AUTHOR]

The author comments on a study by S. H. Woolf, published in the issue about life expectancy in the U.S. She discusses some caveats on the comparisons presented by Woolf in discussing methodology and data, three of the four causes that Woolf notes are causing midlife mortality to rise in the U.S., and results that do not make a lack of higher education causal in the higher mortality rates for those without a four-year college degree.

Background: Self-rated health, a subjective health outcome that summarizes an individual's health conditions in one indicator, is widely used in population health studies. However, despite its demonstrated ability as a predictor of mortality, we still do not full understand the relative importance of the specific health conditions that lead respondents to answer the way they do when asked to rate their overall health. Here, education, because of its ability to identify different social strata, can be an important factor in this self-rating process. The aim of this article is to explore possible differences in association pattern between self-rated health and functional health conditions (IADLs, ADLs), chronic diseases, and mental health (depression) among European women and men between the ages of 65 and 79 according to educational attainment (low, medium, and high). Methods: Classification trees (J48 algorithm), an established machine learning technique that has only recently started to be used in social sciences, are used to predict self-rated health outcomes. The data about the aforementioned health conditions among European women and men aged between 65 and 79 comes from the sixth wave of the Survey of Health, Ageing and Retirement in Europe (SHARE) (n = 27,230). Results: It is confirmed the high ability to predict respondents' self-rated health by their reports related to their chronic diseases, IADLs, ADLs, and depression. However, in the case of women, these patterns are much more heterogeneous when the level of educational attainment is considered, whereas among men the pattern remains largely the same. Conclusions: The same response to the self-rated health question may, in the case of women, represent different health profiles in terms of the health conditions that define it. As such, gendered health inequalities defined by education appear to be evident even in the process of evaluating one's own health status. [ABSTRACT FROM AUTHOR]

The pedagogical technologies that allow organizing and stimulating the search activity of students of European universities include the project method. This method develops the ability to acquire new knowledge in the process of their own educational and cognitive activity. The project method is a set of techniques, actions of students in a certain sequence, aimed at achieving a task or solving a certain problem that is significant for students and designed as a final product. The project method, being an effective pedagogical technology, corresponds to all general didactic principles. The introduction of such projects into the educational process develops students' skills of independent work, their self-organization and responsibility, helps to organize teamwork, teaches social activity, and educates responsibility. This method places high demands not only on the student, but also on the teacher, requires their mutual activity, determination and goal-setting to achieve results. The project method is an objective indicator of the transition in the study of a foreign language from the threshold to the threshold advanced, and then the professional level, when it is possible to state the development of linguistic and sociolinguistic competence. The use of the project method is an indicator of the advanced stage of learning a foreign language at a university. Combined with traditional methods, it meets modern requirements for the formation of foreign language communicative competence of a future specialist in various fields. [ABSTRACT FROM AUTHOR]

At the second series of workshops for the EHC Think Tank Workstreams on Registries, Hub and Spoke Model and Patient Agency, stakeholder participants worked towards consensus on addressing challenges to progress in areas identified in the first series of workshops. Each workshop identified a 'guiding star' determining the direction of ongoing focus, defined achievable 'near star' milestones, and explored the enablers and 'constraints' to achieving these. The Registries Workstream recommended establishing rights- and responsibility-based international guidance to ensure accountability from all stakeholders contributing, collecting, handling and registry data. The Hub and Spoke Model Workstream proposed the development of a dynamic and agile health provision system to meet individual treatment, care and quality of life goals for people with rare disorders as they evolve. The Patient Agency Workstream recommended achieving a new cultural norm for patient agency embedded at all systemic levels, whereby health care is collaborative and based on patients' ability to make choices and take ownership of decisions relating to their care and quality of life. Four common themes emerged in near star milestones across all workstreams: 1. Mapping the system; 2. Collaborating and sharing; 3. Education and training; 4. Organisational change and good governance. Enablers include stakeholder experience in other specialties undergoing similar change; relevant examples of best practice; tapping into existing policy-making networks; adherence to government, regulatory, and inter-/intra-institutional quality standards; leveraging frustration in current systems to challenge mindsets and demonstrate the benefit of patient-centred insights to improve outcomes; and application of technologies (e.g. distributed analytics, algorithms, telemedicine, remote monitoring). Constraints include limited understanding of national and cross-border legal and regulatory requirements; a lack of awareness of and reluctance to accept the need for change or to take responsibility for making it happen, or a misunderstanding of whose responsibility it is; time limitations; a lack of meaningful outcome measures; a lack of understanding of key factors for success; and financial issues. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

In the past two decades, autonomous learning has received an obvious concern from specialists in the field of education, particularly in higher education in the Western universities. Autonomous learners have been characterized as those leaners who adopt certain strategies to help them get their own learning. In Europe, an autonomous learner has formally become part of language education and language assessment domain. In this sense, and as a lecturer at Cihan University-Erbil, it has been noticed by the researcher that some students learn dependently whereas others are autonomous, self-dependent on their efforts to achieve a better learning outcome by the motivation; they have to be positive participants with their English Language instructor through language learning classes. The purpose of this research is to investigate and develop learners' autonomy under the willingness and ability for the second language learning in higher education context. This is achieved to know to what extent students are aware of autonomous learning and what should they do to become successful autonomous learners. In this small-scale research, both qualitative and quantitative methods have been utilized to investigate and consider this phenomenon thoroughly from a psycholinguistic point of view. The results show that the majority of students are not autonomous learners as most of them depend on their instructors for learning English as a second language. This research comprises four sections. Section one is the introduction. Section two reviews some historical backgrounds and definitions. The third one illustrates the research methodology, questions, participants, and data collection. The fourth section accounts for discussion of the findings of the study in addition to the conclusion at the end of the study. [ABSTRACT FROM AUTHOR]