| 1. |
- Koutsogeorgou, Eleni, et al.
(author)
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Evaluating social capital indicators and national inclusive education policies in six European countries
- 2012
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In: International Journal of Inclusive Education. - 1360-3116 .- 1464-5173.
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Journal article (peer-reviewed)abstract
- This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.
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| 2. |
- Mayor, Luis, et al.
(author)
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Skill development in food professionals : a European study
- 2015
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In: European Food Research and Technology. - : Springer Science and Business Media LLC. - 1438-2377 .- 1438-2385. ; 240:5, s. 871-884
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Journal article (peer-reviewed)abstract
- The food sector is the largest employer in the European Union, yet it ranks low in innovation and few educated young people pursue food careers. Updating both the skills and the image of food science and technology professionals (FSTs) first requires understanding the current situation. This work compares the view of currently employed FSTs (3,007) with that of food science and technology (FST) employers (602) regarding skills and when and where they should be developed. European FSTs responded to a web-based survey in 2011 and 2012, and FST employers responded to an e-mail-based survey and/or attended brainstorming workshops from 2009 to 2012. Soft skills, especially those related with communication, were the best evaluated by both groups, whereas technical non-food skills were in the lowest positions. FSTs were judged qualified by their employers in some food skills (food safety and quality, product development, production), while others (engineering maintenance, consumer and nutritional sciences, environmental issues) were more poorly evaluated. In general, FSTs believe themselves to be well qualified by higher education programs, and most of them do not continue training once they are working, with the notable exception of those that achieve positions of high responsibility. However, employers appeared to disagree, recommending that education and training in soft, food and technical skills continue throughout working life. Additionally, they recommended more frequent reinforcement of soft than of food or technical skills. A competitive food sector requires FSTs of the highest quality, and understanding the view of FSTs and their employees can contribute to improved training and thus benefit the European food sector.
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