Papers by Simonas Algirdas Spurga
NESET II Analytical Report, Affiliation: PPMI, Dec 9, 2016
Education policy needs to cater for diversity and enable all citizens to succeed in education and... more Education policy needs to cater for diversity and enable all citizens to succeed in education and to develop their full potential according to their specific needs and irrespective of their backgrounds. However, in reality, educational inequalities are a key challenge to education systems across the EU, often linked to socioeconomic disadvantage, low participation rates in early childhood education, low parental educational level and family support, ethnic or migrant background amongst others.
This report highlights concrete policies and practices that work to disrupt or prevent educational disadvantage. The Key Findings are based on a review of 20 research projects funded under the Sixth and Seventh EU Framework Programmes for Research and Development (FP6 and FP7).
The review was commissioned by the Directorate General for Education and Culture (DG EAC) and carried out by the Network of Experts on Social Aspects of Education and Training (NESET II).
European countries face the challenges of ageing populations supported by shrinking workforces, m... more European countries face the challenges of ageing populations supported by shrinking workforces, more precarious types of employment, and in many cases, a decreasing number of jobs in the wake of the economic crisis. As a result, the issue of how to enable more people to participate in the labour market and to continue to do so until an older age has become a key policy issue in all EU Member States. These challenges might be met by adopting an approach to work that puts sustainability at its centre. Sustainable work means that ‘living and working conditions are such that they support people in engaging and remaining in work throughout an extended working life’. This study analyses national policies that help to achieve sustainable work in 10 EU Member States. It looks at how these policies are being implemented, whether they are integrated into a coherent framework, and whether they are complementary or contradictory.
European countries face the challenges of ageing populations supported by shrinking workforces, m... more European countries face the challenges of ageing populations supported by shrinking workforces, more precarious types of employment, and in many cases, a decreasing number of jobs in the wake of the economic crisis. As a result, the issue of how to enable more people to participate in the labour market and to continue to do so until an older age has become a key policy issue in all EU Member States. These challenges might be met by adopting an approach to work that puts sustainability at its centre. Sustainable work means that ‘living and working conditions are such that they support people in engaging and remaining in work throughout an extended working life’. This study analyses national policies that help to achieve sustainable work in 10 EU Member States. It looks at how these policies are being implemented, whether they are integrated into a coherent framework, and whether they are complementary or contradictory.
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Papers by Simonas Algirdas Spurga
This report highlights concrete policies and practices that work to disrupt or prevent educational disadvantage. The Key Findings are based on a review of 20 research projects funded under the Sixth and Seventh EU Framework Programmes for Research and Development (FP6 and FP7).
The review was commissioned by the Directorate General for Education and Culture (DG EAC) and carried out by the Network of Experts on Social Aspects of Education and Training (NESET II).
This report highlights concrete policies and practices that work to disrupt or prevent educational disadvantage. The Key Findings are based on a review of 20 research projects funded under the Sixth and Seventh EU Framework Programmes for Research and Development (FP6 and FP7).
The review was commissioned by the Directorate General for Education and Culture (DG EAC) and carried out by the Network of Experts on Social Aspects of Education and Training (NESET II).