HIGHER EDUCATION INTERVENTIONS IN THE EU FUNDING CONTEXT DURING 2007 – 2013 PROGRAMING PERIOD IN BULGARIA

2015 ◽  
Vol 3 ◽  
pp. 313-317
Author(s):  
Peter Ivanov
Keyword(s):  
Higher Education ◽  
Smart Growth ◽  
The European Union ◽  
Structural Funds ◽  
Science And Education ◽  
Education Interventions ◽  
Operational Program ◽  
The Impact ◽  
Program Science ◽  
The Eu

This article presents an analysis of the interventions supporting specific public policies, in the field of higher education, in Bulgaria. These fall within the framework of the European Union structural funds of the 2007 – 2013 program. The paper identifies the types of operations and financial allocations according to their mode of intervention, and reports on the impact of their implementation. It concludes with recommendations for the new operational program, “Science and education for smart growth 2014 – 2020.”

scholarly journals Financing of Smart Growth in Less Developed Regions on the Example of Poland

e-Finanse ◽  
2018 ◽  
Vol 14 (3) ◽  
pp. 8-20 ◽  
Author(s):  
Dorota Murzyn
Keyword(s):  
Smart Growth ◽  
Regional Level ◽  
The European Union ◽  
Public Intervention ◽  
Structural Funds ◽  
Factors Influencing ◽  
Development Processes ◽  
Eu Structural Funds ◽  
Research Questions ◽  
The Impact

AbstractThe aim of this paper is twofold. First, the smart growth concept is examined with a focus on challenges associated with applying this concept in the less developed regions. Second, the impact of EU structural funds on smart growth in Poland is analyzed at the regional level with a view to contributing to the debate on public intervention in this area. The research questions are as follows: “Is the concept of smart growth, as postulated by the European Union, well suited to the less developed regions?” and “Whether and to what extent do EU funds contribute to achieving smart growth in Poland?”Smart growth has accelerated after 2007, which could suggest a significant impact of EU structural funds, whose allocation to measures supporting innovative activity rose markedly after 2007. However, among the various factors influencing regional development processes, the impact of structural funds was not as strong as might be expected, which was confirmed by further analysis.

scholarly journals Diversity of education systems in the European Union

2019 ◽  
Vol 55 (3) ◽  
pp. 230-249
Author(s):  
Andrzej Żurawski
Keyword(s):  
Higher Education ◽  
European Union ◽  
General Education ◽  
Educational Systems ◽  
The European Union ◽  
Education Systems ◽  
The United Kingdom ◽  
Eu Policies ◽  
The Impact ◽  
The Eu

Abstract This article explores Bruno Amable’s Diversity of Capitalism approach to analyze educational systems in the European Union (EU28). The main goal is to identify the main clusters of educational systems with regard to their institutional characteristics. Second goal of the analysis is to evaluate the impact of several EU policies and initiatives on the institutional structure of European educational systems. This article identified six clusters in terms of general education and five clusters in terms of higher education systems. The clustering shows, that – with some exceptions (notably the United Kingdom and Ireland) – European education systems have similar structure to other institutional areas, in particular, it confirms the existence of post-communist (in terms of Farkas) or patchwork (in terms of Rapacki et al.) capitalism. The article shows, as well, that subsystem of higher education is much less diverse, what may have a significance for future discussions on the capitalisms in the EU. Results suggests also that there exist significant differences in performance between the clusters, something that may have a crucial importance for an educational policy.

Higher Education Policy in the European Union

2019 ◽  
Author(s):  
Dorota Dakowska
Keyword(s):  
Higher Education ◽  
European Union ◽  
European Commission ◽  
Higher Education Policy ◽  
Vocational Training ◽  
Bologna Process ◽  
The European Union ◽  
Member States ◽  
The Impact ◽  
The Eu

Whether higher education (HE) can be defined as a European Union (EU) policy has been matter of debate. Formally, education is still a domestic prerogative, and in principle, the EU can only support and supplement national governments’ initiatives in the sector. Yet, this official division of tasks has been challenged in many ways over the last decades. First, the history of European integration shows that the European community took an early interest in educational matters. The Treaty of Rome established a community competency on vocational training. Subsequently, the European Commission framed HE and vocational training as two entangled policies. Second, the EU institutions, the member states, and noninstitutional actors have coordinated in innovative ways, through soft governance processes promoted by the Bologna Process and the EU Lisbon—and later Europe 2020—strategy, to impose a European HE governance based on standards and comparison. Third, the study of HE requires going beyond an EU-centric perspective, with international organizations such as the OECD and the Council of Europe cooperating closely with the European Commission. HE has been increasingly shaped by global trends, such as the increased competition between universities. The mechanisms of European HE policy change have elicited academic debates. Three main explanations have been put forward: the power of instruments and standards, the impact of the Commission’s funding schemes, and the influence of interconnected experts, stakeholders and networks. Domestic translations of European recommendations are highly diverse and reveal a gap between formal adaptations and local practices. Twenty years after the Bologna declaration, the European Higher Education Area (EHEA) presents a mixed picture. On the one hand, increased mobility and the growing interconnectedness of academic schemes facilitate the launch of ambitious projects such as the “European universities.” On the other hand, concerns are periodically raised about the growing bureaucratization of the process and the widening gap between the small world of the Brussels stakeholders and everyday academic practices in EHEA participant countries. Paradoxically, smaller and non-EU countries have been more actively involved in advancing the EHEA than large, older EU member states.

scholarly journals INVESTMENT IN HIGHER EDUCATION VERSUS ECONOMIC GROWTH – A PROPOSAL FOR THE DECOMPOSITION OF THE MRW MODEL FOR POLAND

2017 ◽  
Vol 16 (2) ◽  
pp. 97-108
Author(s):  
Iwona Kowalska ◽  
Bartosz Banduła
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Growth Rate ◽  
Gdp Growth ◽  
Structural Funds ◽  
Knowledge Based ◽  
Gdp Growth Rate ◽  
Financing Higher Education ◽  
The Impact ◽  
The Eu

Higher education has become an increasingly knowledge-based sector of the present-day economy. The state faces the issues of financing higher education and assessing the effects of investment in the sector of higher education. The aim of this article is to determine the impact of investment expenditure on higher education (including the resources from the EU funds) on Poland’s economic growth as measured by the GDP growth rate. The research hypothesis of the article is that the economic growth that is caused by investment in higher education with the contribution of the EU funds results in a higher GDP growth than in the case when there is no access to such resources. The results of the research indicate that increased investment in higher education, which was the result of the availability of the EU structural funds, influenced the increase in human capital in Poland and raised its impact on the GDP growth rate.

PROJECT-BASED EDUCATION IN KINDERGARTEN

2020 ◽  
Vol 11 (2) ◽  
pp. 384-385
Author(s):  
Stoina Pramatarova ◽  
Keyword(s):  
Financial Support ◽  
Smart Growth ◽  
Project Based Learning ◽  
Disadvantaged Children ◽  
Educational Integration ◽  
The Future ◽  
Science And Education ◽  
Operational Program ◽  
The Village ◽  
Program Science

Project-based learning is an interesting and useful method for children, teachers, parents. „Different and together we play, learn and create“ is a project for educational integration of disadvantaged children and their successful professional, social and creative realization in the future. It is implemented with the financial support of the operational program „Science and Education for Smart Growth“. Partners are Step by Step Foundation, Sofia, Kalinka Kindergarten, Gotse Delchev, DG „Spring“ in the village of Mosomishte and DG „Happy childhood“ in the village of Kornitsa. The implementation of the project contributed to the educational integration of disadvantaged children and their successful professional, social and creative realization in the future.

scholarly journals Public Support for Higher Education Institutions from EU Structural Funds and its Evaluation: Case Study of Slovakia

2018 ◽  
Vol 11 (2) ◽  
pp. 103-127
Author(s):  
Peter Pisár ◽  
Martin Varga
Keyword(s):  
Higher Education ◽  
European Union ◽  
Research And Development ◽  
Higher Education Institutions ◽  
Public Support ◽  
The European Union ◽  
Important Place ◽  
Structural Funds ◽  
The Impact ◽  
Science And Research

Abstract The European Union gives universities an important place to participate in research and development in the country. The basic research and teaching process of higher education institutions is gradually becoming more and more scientific, and the importance of science and research is growing. Th e growing importance of R&D for universities also increases the importance of public support in this area. Slovakia was eligible for support from the structural funds by joining the EU. In the period 2007 - 2013, universities have had the highest increase in science and research spending due to the use of these resources. However, it is a question of the extent to which this form of public support has contributed to the field of research and development of higher education institutions and whether there has been a real increase in their research and development activities. We examine the effectiveness of the support granted to public universities from the European Union Structural Funds on the basis of measurable indicators of granted projects and the impact of outputs on their scientific research potential in the regions of Slovakia. The results of the analysis highlighted the high level of public support for university infrastructure projects at the expense of support with a focus on intellectual property creation and patents. The discussion is focused on whether the funds allocated in this way were effective in relation to the objectives of the Operational Program Research and Development 2007 - 2013 and thus contributed to an increase of scientific and research potential at higher education institutions in the regions in Slovakia.

Russia - European Union: The continuation ofthe sanctions standoff

2017 ◽  
pp. 114-127
Author(s):  
M. Klinova ◽  
E. Sidorova
Keyword(s):  
European Union ◽  
Economic Recession ◽  
Economic Sanctions ◽  
Current Data ◽  
The State ◽  
The European Union ◽  
The Impact ◽  
The Eu ◽  
Year 2013

The article deals with economic sanctions and their impact on the state and prospects of the neighboring partner economies - the European Union (EU) and Russia. It provides comparisons of current data with that of the year 2013 (before sanctions) to demonstrate the impact of sanctions on both sides. Despite the fact that Russia remains the EU’s key partner, it came out of the first three partners of the EU. The current economic recession is caused by different reasons, not only by sanctions. Both the EU and Russia have internal problems, which the sanctions confrontation only exacerbates. The article emphasizes the need for a speedy restoration of cooperation.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

scholarly journals Tracking the Fate of Aluminium in the EU Using the MaTrace Model

Resources ◽  
2021 ◽  
Vol 10 (7) ◽  
pp. 72
Author(s):  
Gabriela Jarrín Jácome ◽  
María Fernanda Godoy León ◽  
Rodrigo A. F. Alvarenga ◽  
Jo Dewulf
Keyword(s):  
Secondary Production ◽  
Economic Importance ◽  
Baseline Scenario ◽  
Light Weight ◽  
The European Union ◽  
High Corrosion Resistance ◽  
Product Categories ◽  
The Impact ◽  
Selective Collection ◽  
The Eu

Aluminium is a metal of high economic importance for the European Union (EU), presenting unique properties (e.g., light weight and high corrosion resistance) and with applications in important sectors (e.g., transportation, construction and packaging). It is also known for its high recyclability potential, but relevant losses occur in its life cycle, compromising the amount of aluminium available for secondary production. A novel methodology that allows the identification of these losses and their impact on the aluminium flows in society is the MaTrace model. The objective of this article is to perform a dMFA of the secondary production of aluminium in the EU technosphere using the modified version of MaTrace, in order to estimate flows of the metal embedded in 12 product categories. Twelve scenarios were built in order to assess the impact of changes in policies, demand and technology. The flows were forecasted for a period of 25 years, starting in 2018. The results of the baseline scenario show that after 25 years, 24% of the initial material remains in use, 4% is hoarded by users, 10% has been exported and 61% has been physically lost. The main contributor to the losses is the non-selective collection of end-of-life products. The results of the different scenarios show that by increasing the collection-to-recycling rates of the 12 product categories, the aluminium that stays in use increase up to 32.8%, reaffirming that one way to keep the material in use is to improve the collection-to-recycling schemes in the EU.

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