Tuesday, April 16, 2019
European Efforts for the Empowerment of Talent Essay Example for Free
European Efforts for the Empowerment of Talent assayThe author gives the tremendous account for the efforts set by the European Commission in empowering its talent by facilitating, sponsoring, and being a driving force behind its universities. There is high stress on innovation, research, promotion of research, and association of research into teaching for the last two decades.There is also serious effort put by the European Commission in nurturing the link between its universities and industry so that talent authority crumb be up to the latest requirement by developing curricula through research and quislingism of industry and universities. There are considerable programs being run by the European Commission to set up its set targets which seem well organized as compared to the rest of the world in relation with empowering the young through education in globalization.There is also great effort put by the equal region on the development of distance learning programs that aim to foster the back benchers of society. Additionally, information and communication technologies and continuing education or learning as a lifelong process are new(prenominal) milestones that European Commission is set to cover. Among a number of programs, the very recent ones are the European investigate Area (ERA), the European Credit Transfer System (ECTS) and the European Higher Education Area (EHEA)/bologna process .Thus, by putting efforts on the reformation of the ways of education today the world smoke be rightly globalized in a positive way that can benefit all the nations and peoples. This way, universities can play a more vital role as important, indeed, as it was in the past. The global mount to education calls for research on strategic and monitoring planning to manage globalization and technological and scientific change. To properly manage this, a more holistic view and a better interface across all relevant knowledge areas is necessary .
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