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This paper investigates the development and impact of European Union (EU) programmes in education and training. The programmes must be regarded in the wider context of gradual assumption of competencies in the field of education and training by the European Union. Therefore, the introductory section identifies a number of distinct phases of this process. Section two describes the conceptual background of the interpretatin and implementation of EU educational programmes and the ways in which these programmes potentially influence national provisions in education. In particular the increasing importance of the principle of subsidiarity in the EU legislation and policy is emphasized. In section three, the development of programmes as a means of implementing EU policies in the field of education and vocational training is outlined. The evolution of programmes provides valuable insights into the way they influence national educational provisions. The chronology identifies two generations of programmes, each with a number of'waves' of programmes that were initiated as a reaction to wider economic and societal developments of the time. The varying implementation of patterns of the programmes in the different phases are discussed. In section four, the development of the programmes is interpreted in terms of their influence on the overall and current formulation and implementation of EU education policies. It is argued that the programmes contribute to what has been termed the 'voluntary harmonisation' of the education systems of the EU member states. The contribution concludes with an assessment of the impact of Socrates and Leonardo on the convergence of education and training in Europe. Further, the main current problems of the two programmes are outlined and discussed.

This paper reports the results of an analysis of English as a Medium Instruction (EMI) lecturers' training needs at a Spanish state university. In order to carry out this analysis, participants were asked to complete a quantitative questionnaire and participate in a survey with open questions adapted from Pérez-Cañado 2020). Both analysis tools explored the lecturers' needs in relation to specific areas: linguistic competence, methodology, materials and resources, continuing professional development training and their overall rating of the EMI programme. The results show that, on the one hand, EMI teachers feel that their linguistic competence is sufficient to conduct classes in English. On the other hand, participants seem less confident as far as their methodological competence is concerned and call for more specific ongoing training. These findings are mostly in consonance with the results of other studies carried out in similar contexts (Dafouz 2018; Macaro et al. 2019; Pérez-Cañado 2020; Coelho in preparation) but they also provide some new insights which should be taken into consideration in the design of specific training programmes for lecturers involved in EMI in Higher Education. ; This research was supported by grants IB18055 (research project: Diseño de entornos virtuales de aprendizaje colaborativo para la enseñanza integrada de contenidos y lenguas extranjeras (AICLE) en la Educación Superior adaptados a la Universidad de Extremadura - ICLUEx) and GR18134 from the Government of Extremadura (European Regional Development Fund – ERDF).

This research has been triggered by the consistent references to the increase in the number of children from ethnically diverse population in schools in England and lack of confidence and preparedness of teachers to teach children from diverse backgrounds. A government commissioned Newly Qualified Teachers (NQT) survey encouraged them to respond to questions related to their preparedness and confidence to teach children from all ethnic backgrounds and who have English as additional language, one year after gaining their Qualified Teacher Status (QTS). The aim of this research is to explore the perspectives and challenges of students (referred to as Associate teachers (ATs)) on teacher training programmes related to their knowledge and understanding of inclusion and diversity from the teacher training programmes. This research examined the perceptions of ATs on their final year of the three-year degree on initial teacher education programme and some teacher educators teaching this cohort of students who are programme leaders, year leaders, and other staff, who provide enriching experiences related to diversity. Data was collected through a survey consisting of open questionnaires for teacher educators and ATs were requested to volunteer to respond to questions on an online forum. The online survey was kept open for a short window of four weeks to enable ATs to respond in their own time and ensure anonymity. The responses provided by ATs and Teacher Educators (TEs) have been analysed using qualitative data analysis applying the three steps - Developing and Applying Codes, identifying themes, patterns and relationships and summarizing the data. The data resulted in four themes : concepts and contexts of diversity, experiences on the programme, preparedness to teach and challenges. The ATs and TEs articulate that there was significant impact of the teacher training programme on preparing them to teach children from diverse ethnic backgrounds. They acknowledged the lack of diversity in the placements to teach children from diverse backgrounds as one of the key challenges and barriers faced.

The release of chemicals or chemical incidents can have dramatic consequences on human health and the environment. Health care professionals can provide invaluable help to respond to these events but appropriate training is limited in human health degrees in the European Union. Academics from De Montfort University (DMU, UK) and the University of Alcalá (UAH, Spain) are developing training to provide basic skills to future professionals to respond to chemical incidents. We comprehensively modified a successful previous training programme tested with pharmacists at UAH and created two research-led workshops with different levels of difficulty for the 2016/17 course at DMU: basic for Medical Science bachelor degree students; the other more specialised for Advanced Biomedical Science Master's students. The basic training consisted of selecting public health interventions to control urban environmental contamination. Master's students developed a complete plan to respond to a chemical incident including remediation of the environment using the novel recovery tools developed by Public Health England (UK). All undergraduate students highlighted that they learnt how to identify public health interventions to protect the public and 84% of the Master's students reported that they learnt how to tailor an appropriate recovery programme. The research-led workshops, methods and tools used facilitated the acquisition of skills to respond to future minor scale chemical incidents.

Brasiliens ProJovem Nationales Jugend-Inklusions-Programm gehört zu den wichtigsten Initiativen, die von der Lula-Administration im Bereich berufliches Training und Bildung unternommen wurden. Das Motto der ProJovem-Programme lautet "Wissen und Möglichkeiten für Alle". Der Beitrag skizziert wichtige Definitionen und Konzepte dieses Programms und widmet sich insbesondere der Allgemeinen Technikbildung (General Technical Training, GTT). Der Beitrag wirft zunächst einen Blick auf die berufliche Bildung in Brasilien und skizziert die Entstehung des GTT-Programms. Anschließend erläutert der Beitrag das ProJovem-Programm und geht dabei auf dessen Hintergrund, die Konzeptionalisierung und die Ziele des Programms ein. Im Anschluss daran betrachtet der Beitrag die Anwendung des GTT im Kontext des ProJovem-Programms und stellt die Lehrphasen I und II vor. Der Beitrag beschreibt die Methodologie, Inhalte und Kompetenzen, die mit dem Programm gefördert werden sollen. Abschließend zieht der Beitrag ein Fazit und diskutiert die Ergebnisse und Probleme des beruflichen Bildungsprogramms in Brasilien. (ICA2).

Competent physicians working in teams with other health professionals are a prerequisite for excellent patient care. The context for this thesis is physicians' specialist training, which consists of workplace learning in an environment primarily designed for other purposes than education, with sometimes contradictory objectives. Educational leaders have been singled out as important for the educational quality. Their tasks are complex and their influence on education may be challenging. Notwithstanding, factors that are influencing effectiveness in completing the tasks remain unexplored. The overall aim of this thesis is to explore educational leadership in physicians' specialist training. The central research question is, 'Which factors influence the role of the programme directors in Sweden?' The four empirical studies are positioned within a cultural conceptual perspective on leadership, recognizing context as an influential factor in facilitating and limiting leadership. The studies are guided by a constructivist approach, three using qualitative methods and one a quantitative method. Study I explored programme directors' perceptions of their work tasks, interpreted within Bolman and Deal's theoretical framework. The structural (structuring the education) and human resource function (supporting individuals and handling relations) were emphasized. Less described were the political (negotiating and mediating) and the symbolic function (influencing the educational culture). Study II explored factors perceived to influence programme directors' effectiveness. Individual factors, such as the programme director's own competence, were mainly facilitating, while structural factors, such as conditions for the role, were mainly hindering. Whether relational (such as communication and support) and attitudinal factors (such as values and attitudes) were perceived to be hindering or facilitating differed between the participants. Study III investigated factors related to the role of the programme directors that are associated with high educational quality. The findings showed that factors at both individual, relational, attitudinal and structural level were associated with high quality. Factors related to communication, support and attitude seemed to be of particular importance. Most high-quality education was found for the programme directors at a single unit that experienced sufficient impact on education. Study IV explored the process of successful change implementation. Similarities shown included experiencing the change to be meaningful, working in coalition with others and employing a long-term perspective on change, where involvement and anchoring were essential. Experiencing mandate was central, which was dependent on the next level of leadership. The findings show that the programme director role is influenced by contextual factors such as organisatorial characteristics and values, factors related to the leadership role such as conditions fore the role and competence, and factors related to the specialist training organisation and climate, such as communicationn and attitudes.Power and mandate are central concepts, and since the role mainly relies on personal power sources, relational factors may be of particular importance. In line with a diminished focus on leadership traits, the main message in this thesis argues that in order to strengthen the role of programme directors, a differentiated strategy with an aim to increase programme directors' influence on specialist training should be used.

AbstractThis review aims to inform the evaluation of Chinese farmer training programmes through comparison with studies assessing public training programmes in the USA and Europe. The results of comparative analysis from 62 studies in the USA, Europe and Mainland China suggest that evaluation studies of the farmer training programme should measure the effectiveness of farmer training on agricultural income. Considering the cost and availability of data, cross‐section estimation may be an effective way to evaluate the effectiveness of farmer training programmes in China, but on the basis of controlling the initial demographic characteristics of samples. In particular, political status (whether a party member of Communist Party of China or not), position (whether village cadre or not) and region of residence are considered to be important determinants that impact the effectiveness of farmer training programmes in China. This review sets out directions for the future study of Chinese training programmes, with particular emphasis given to the need for research into the causal effects of different training courses, the dynamic effects arising from variation in the duration of training, and the medium‐run or long‐run effects of training programmes.