Russia
Policy of managing the educational activities of the university in the context of the russian-Ukrainian war
The purpose of the study is to identify the peculiarities of the activities of a higher education institution during a full-scale invasion of Ukraine by the russian army. On the example of the Higher Educational Establishment of Ukoopspilka “Poltava University of Economics and Trade”, the paper considers ways to search for and identify internal capabilities of the educational institution that…
2023
Functioning of a higher educational institution under force majeure circumstances: A case study of Ivan Franko National University of Lviv
Over the last decade, Ukrainian higher educational institutions have faced extraordinary and even dire circumstances three times: russia’s attack on Ukraine in Donbas and occupation of Crimea (2014); a total lockdown caused by a pandemic due to the spread of the coronavirus disease (COVID-19) (2020); russia’s full-scale war against Ukraine (2022). Each time, Ukrainian higher educational institutions had to reformat…
2023
Northern outpost: Chernihiv Polytechnic National University in the conditions of the russia-Ukrainian war
During the full-scale war, educational institutions of Ukraine were at the epicenter of hostilities and suffered from attacks and bombing by the russian army: many schools, colleges, and universities were destroyed or damaged, and tens of thousands of students and teachers became refugees or forced displaced persons, lost their property and housing. Chernihiv Polytechnic National University (CPNU), located in the…
2023
Restoring Children’s Right to Education during and after War The Case of Ukraine
The need to protect children in armed conflicts has become urgent, especially since the 1990s , is now outstanding in the war in Ukraine. Among the violations against children in Ukraine that were identified by the UN Secretary General in 2005, were attacks on schools , hospitals. This article discusses the question of how the violation of the right to…
2023
Supporting and measuring current and future educators’ preparedness to facilitate wellbeing of displaced children in schools
IntroductionImmigrant and refugee children face multiple challenges in accessing education. To help facilitate the educational success and wellbeing of these children, teachers need to have self-efficacy in creating a supportive learning environment for them. MethodsBased on a set of highly interconnected competences identified through a literature review and empirical research, the study developed a measurement instrument to assess teachers' generalized…
2023
School-based mental health screenings with Ukrainian adolescent refugees in Germany: Results from a pilot study
Since the Russian invasion of Ukraine in February 2022, high numbers of Ukrainians, mostly women and children, have left the country. As of today, Germany has accepted more than one million refugees fleeing from Ukraine including similar to 200,000 children and adolescents registered in German schools. Since refugee minors are typically affected by high rates of mental health issues, the…
2023
How vocational education and training (VET) systems can support Ukraine: Lessons from past crises
Russia’s large-scale aggression against Ukraine has led to the most important humanitarian crisis in the OECD area since World War II, affecting millions of people and a severe economic, social and educational shock of uncertain duration and magnitude. This policy brief discusses how VET systems in host countries can become more inclusive and supportive of Ukrainians displaced by Russia’s large-scale…
2022
Refugees from Ukraine: support to school children and teachers: April 2022
Since the start of the Russian military invasion of Ukraine on 24 February, more than 3 million people have fled the country, with UN estimates suggesting that more than half of them are children. To respond to this unprecedented situation, the EU agreed in record time to activate the Temporary Protection Directive to help people fleeing war in Ukraine. The…
2022
Promoting the mental health and well-being of first-generation immigrants, asylum seekers and refugee young people in schools: A participatory action research study
Background: There is a dearth of literature that reports on what first-generation immigrants, asylum seekers and refugee young people see as effective self-help tools in matters relating to mental health. Some 50 million first-generation migrant children and young people may have experienced violence, loss and displacement. This can lead to young migrants suffering with negative psychological and social impacts, and…
2021
‘What Do You Mean, You Are a Refugee in Your Own Country?’: Displaced Scholars and Identities in Embattled Ukraine
The concept of a ‘displaced academic’, which previously appeared in the analysis of the WWII-related forced migration from the Nazi-occupied Europe, has resurfaced in Ukraine’s higher education after Russia’s annexation of Crimea and invasion of the Donbas in 2014. We re-examine the relevance and interpretations of this concept in embattled Ukraine. Having interviewed 12 academics who fled the invaded territory,…
2021
Tonality of the concept “refugee” in the german mass-media discourse of different political content
Recently, there have been profound social, political and economic changes in Europe, associated with a huge influx of refugees. The relevance of the studied language problem is connected with the changes that took place in Germany which have influenced the state, political parties and the population’s attitude towards refugees, and, in particular, the presentation of the unresolved problems of t…
2020
Adult education in Europe 2017: a civil society view
The following report is based on a survey sent to EAEA’s members, asking them about the state of adult education in their country. The views expressed come from a variety of contexts. EAEA members are often umbrella organisations representing their country’s adult education providers, and can have the status of a non-governmental organisation representing providers to the national or regional…
2017
Non-formal education
Bosnia
Lifelong learning
Croatia
Germany
Estonia
Case study
Finland
Sweden
Liechtenstein
Austria
Macedonia
Serbia
Poland
Surveys & questionnaire
Portugal
Netherlands
Russia
United Kingdom
Ireland
Slovakia
Teachers & educational staff
Greece
Vocational & technical education
English
Spain
Adult education & training
Policy & law
Denmark
Access & participation
Iceland
Türkiye
Romania
Equity & equality
Belarus