- Autor
- Wochowska Małgorzata (University of Lodz, Poland)
- Tytuł
- Non-formal Learning and the Acquisition of Skills - How Does the EU Support Youth Employment?
Edukacja pozaformalna i nabywanie umiejętności - w jaki sposób Unia Europejska wspiera zatrudnienie młodzieży? - Źródło
- Comparative Economic Research, 2015, vol. 18, nr 2, s. 161-179, bibliogr. 43 poz.
- Słowa kluczowe
- Młodzież, Zatrudnienie, Przeciwdziałanie bezrobociu, Edukacja, Szkolenia
Youth, Employment, Combat unemployment, Education, Training - Uwagi
- summ., streszcz.
- Firma/Organizacja
- Unia Europejska (UE)
European Union (EU) - Abstrakt
- W ostatnich latach problem bezrobocia wśród młodzieży w Unii Europejskiej został zidentyfikowany jako palący, zważywszy na to, iż grupa ta została szczególnie dotknięta przez kryzys gospodarczy. W odpowiedzi na kryzys instytucje UE zaprojektowały złożoną siatkę politycznych instrumentów, agencji, programów i inicjatyw, które służyć mają ustanowieniu systemowego podejścia do polityki w zakresie kształcenia i młodzieży w Europie. W 2014 polityka młodzieżowa UE jako jedna z dziedzin interwencji politycznej została podporządkowana nowemu paradygmatowi "gospodarki walczącej z kryzysem". Także w odniesieniu do edukacji pozaformalnej i nieformalnej oraz pracy z młodzieżą, która prowadzona jest głównie poza systemem edukacji szkolnej, polityka UE znacznie zmieniła cele strategiczne, odchodząc od "rozwoju osobistego i kulturalnego oraz wzmacniania poczucia aktywnego obywatelstwa wśród młodych ludzi" (Program "Młodzież w działaniu" 2006-2013), na rzecz "nabycia umiejętności zawodowych, stworzenia systemów walidacji uczenia się pozaformalnego i większej komplementarności wobec formalnego kształcenia i szkolenia" (Program "Erasmus + Młodzież" 2014-2020). Celem niniejszego artykułu jest analiza porównawcza społeczno-ekonomicznego kontekstu, który określa, w jaki sposób UE projektuje swoje polityki służące redukcji zjawiska bezrobocia wśród młodych ludzi, oraz jak podejście to zmieniło się w świetle instrumentów finansowych w nowym okresie programowania. (abstrakt oryginalny)
In recent years the issue of youth unemployment has been identified as one of the most pressing for young people, who are affected particularly hard by the economic crisis in the European Union. In response, the EU institutions have designed and introduced a complex mix of political instruments, agencies, programmes and studies that are supposed to establish a complementary and systemic approach to education and youth policies. Youth policy, as a socioeconomic field of EU political intervention began in 2014 to be subject to a paradigm of employability and "the economy of fighting the crisis", including issues such as non-formal and informal learning and youth work outside of schooling systems. Thus the EU policy in question has significantly shifted from "personal and cultural development, and inspiring a sense of active citizenship among young people," as it was formulated in the Youth in Action Programme 2006-2013, towards "the acquisition of professional skills of youth workers, validation systems of non-formal learning, and greater complementarities with formal education and training", as it is formulated in the Youth Sector of the EU programme for Education - Erasmus+ 2014-2020. The objective of this article is to provide a comparative insight into the context that frames the design of EU policies aimed at mitigating the phenomenon of unemployment among young people, and to show how this has changed in light of the new EU programming period. (original abstract) - Dostępne w
- Biblioteka Główna Uniwersytetu Ekonomicznego w Katowicach
- Pełny tekst
- Pokaż
- Bibliografia
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- Cytowane przez
- ISSN
- 1508-2008
- Język
- eng
- URI / DOI
- https://doi.org/10.1515/cer-2015-0017