Approaches to the Labour Market Integration of Refugees and Asylum Seekers

[Excerpt[ Providing swift access to the labour markets of host countries is part of the solution to Europe’s refugee crisis. This report takes forward existing research on the labour market integration of refugees (those with the officially recognised status of international protection) and asylum seekers (those who have applied for international protection and are awaiting a decision). The objectives of the study are to: update information on legislation and practical arrangements in the first half of 2016; examine labour market integration in the context of receiving and supporting asylum seekers and refugees; explore the role of the social partners in this area. The study is based to a large extent on evidence collected via a questionnaire to Eurofound’s network of European correspondents in the EU28 Member States and Norway. The responses reflect a snapshot of current developments

Education in Virtual Environment

Students are our most precious resource, and as such should be cultivated with the utmost care in well-designed educational environments. If our goal is to assist the learner in developing the knowledge, skills, and attitudes to join society as a functioning member, we should be oriented towards the future creating successful learning systems. Virtual environment potentially provides such a interesting, instructive, interactive environment also for students in Croatia, but there are some possible detrimental educational consequences. Anyone who is engaged in education must be aware that many of the necessary skills people learn through direct interaction with others even without technological intermediaries. This paper will give a general overlook on the characteristics of education in virtual worlds, give insight in pilot study on implementing virtual world in university classes and discuss both positive and negative sides of education in virtual environment

Index of Readiness for Digital Lifelong Learning Changing How Europeans Upgrade Their Skills. CEPS FINAL REPORT NOVEMBER 2019

Digitalisation – or the transformation of processes through new digital technologies – is changing the skills required to work and live, but also how we acquire, assess, and demonstrate our skills and education. This broad trend is known as the digitalisation of learning. The Index of Readiness for Digital Lifelong Learning (IRDLL) attempts to shed light on the issue by creating a scoring system and ranking EU Member States. The Index is composed of three ‘pillars’ – composite indicators developed to capture the different dimensions and challenges of digital learning: 1) Individual’s learning outcomes; 2) Availability of digital learning; and 3) Institutions and policies for digital learning. The report details the Index’s construction as well as results, alongside current trends in digitalisation of learning in Europe, providing timely policy pointers to European- and national-level policy makers. The Index of Readiness for Digital Lifelong Learning (IRDLL) is a result of collaboration between the Jobs & Skills Unit of CEPS and Grow with Google. It arose from a long-standing interest of both parties in digitalisation of education and the labour market

Izazovi u implementaciji predmeta Medijska pismenost u crnogorski obrazovni sistem

Digital generation spend the majority of their free time consuming various types of media. For this reason, UNESCO warns of the need for media literacy of the youngest population with a view to protect them against media influence, as well as to acquire the habits of efficient use of the media, keeping in mind that the amount of time they spend watching TV or online is constantly increasing from year to year. And while some theoreticians believe that such view is too optimistic due to increasing expansion of media, the others claim that media literacy is giving results since the modern generations are becoming more aware of the manipulation techniques used by media. In Montenegro, efforts have been made to achieve media literacy of the youth since 2007. The subject of Media Education was introduced to general high schools across Montenegro. Does this mean that Montenegro can boast about having media literate generations? We will try to determine the level of success of this programme through this paper.Digitalna generacija provodi veći dio svoga slobodnog vremena uz različite vrste medija. Upravo iz tog razloga UNESCO upozorava na nužnost medijskoga opismenjavanja najmlađe populacije s ciljem zaštite od medijskog utjecaja, kao i stjecanja navike učinkovitoga korištenja medija, imajući u vidu da se količina vremena koju mladi provode uz TV ili na Internetu konstantno povećava iz godine u godinu. I dok neki teoretičari izražavaju sumnju u uspjeh programa, drugi tvrde da medijska pismenost daje rezultate jer su mladi postali svjesniji tehnika manipulacije koje mediji koriste. Proces medijskog opismenjavanja u Crnoj Gori je počeo 2007. godine. Znači li to da se Crna Gora može pohvaliti medijski pismenim generacijama? Ovim se radom pokušava odgovoriti na postavljeno pitanje i utvrditi uspješnost programa u Crnoj Gori

Catalogue of existing good practice examples of programmes and interventions : Deliverable 2.1

This document (D2.1) provides an overview of the extensive data that has been collected on sustainable energy consumption initiatives as part of Work Package 2 (WP2) in ENERGISE. The deliverable provides a general introduction to the scope and objectives of WP2 specifically, as well as a short introduction as to how sustainable energy consumption initiatives are defined in ENERGISE. In addition, a full list is provided of 1000+ sustainable energy consumption initiatives that have been identified throughout Europe

CREATE Project Report: Policy Assessment and Mapping of Policy Tools

The overall objective of the CREATE (Competitive Regions Employability of Adults through Education) Erasmus+ project is to enhance the performance and efficiency of Adult Education (AE) by identifying and disseminating the tools that exploit good practice in adult education policy making, implementation, and effectiveness. The EU recognises the need to act at local level to enhance coordination and planning of adult education policy, practice and funding (CEC 2012a) to achieve higher participation. Better coordination and planning will counter a mismatch between policy and reality at local level (CEC 2011). The outcome of the CREATE project will be an open accessible CREATE project virtual toolbox containing tools to enhance adult education policy making, implementation and evaluation. The development of this toolbox is one step to empower regional and local authorities with policy instruments to better shape policies and programmes for adult education, thereby better tackling the challenges of EU society and economy. This report profiles the tools, networks and platforms proposed by policy makers adn practioners in 29 local and regional authorities in 9 countries (P5 Adriatic Ionian Euroregion represents 26 regional/local authorities from 6 countries) that asssit them in adult education policy making and implementation. This Policy Assessment and Mapping of Policy Toolswas produced as part of an two year ERASMUS Project (www.projectcreate.eu)