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Explaining the European Union’s Changing Position towards the Gibraltar Question after the Brexit Referendum

). Pew Research Center. (2016c). Many Europeans concerned refugees will increase domestic terrorism. Spring 2016 Global Attitudes Survey, [Online] Available: http://www.pewresearch.org/facttank/2016/09/16/european-opinions-of-the-refugee-crisis-in-5-charts/ (May 11, 2017). Pew Research Center. (2016d). Euroscepticism beyond Brexit: Significant opposition in key European countries to an ever closer union. Spring 2016 Global Attitudes Survey, June 6, [Online] Available: http://www.pewglobal.org/files/2016/06/Pew-Research-Center-Brexit-Report-FINAL-June-7

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Tourism Sector in the European Union: Job Satisfaction of Employees in Hotels and Restaurants

supervisors. International Journal of Contemporary Hospitality Management, 28(3), 490-515. Dubin, R. (1956). Industrial workers' worlds: A study of the “central life interests” of industrial workers. Social problems, 3(3), 131-142. Eurofound (2012). Third European Quality of Life Survey - Quality of life in Europe: Impacts of the crisis. Luxembourg: Publications Office of the European Union. Eurofound (2015). Sixth European working conditions survey. European Foundation for the Improvement of Living and Working Conditions

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Tax-Related Burden on SMEs in the European Union: The Case of Slovenia

Institute of Public Finance and Policy. Djankov, S., Ganser, T., McLiesh, C., Ramalho, R., & Shleifer, A. (2010). The effect of corporate taxes on investment and entrepreneurship. American Economic Journal: Macroeconomics , 2 (3), 31–64. Djankov, S., McLiesh, C., & Ramalho, R.M. (2006). Regulation and growth. Economics Letters , 92 (3), 395–401. European Commission. (2004). European Tax Survey . Brussels: European Commission. European Commission. (2007). Simplified Tax Compliance Procedures for SMEs . Brussels: European Commission

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Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving

(2), 95–113. https://doi.org/10.2307/2112677 European Commission. (2011). Progress Towards the Common European Objectives in Education and Training. Indicators and Benchmarks 2010/2011 . Strasbourg: European Commission. Retrieved from http://ec.europa.eu/education/lifelong-learning-policy/indicators10_en.htm European Commission/EACEA/Eurydice/Cedefop. (2014). Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures . Luxembourg: Publications Office of the European Union. Eurostat. (2017, September 1). Early

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The Albanian Reform in the Institutions of Justice and Its Impact on the Integration of Albania in the European Union

Abstract

The reform in the institutions of law consists of a complexity of issues that aim at the establishment and functioning of a transparent, independent, professional and efficient system that ensures justice. Implemented in accordance with the strict condition of the European Union imposed on Albania, within the integration framework, the reform targets the reorganization and full reconstruction of the key instruments of the justice system. In this paper, there will be specific analysis of the issues related with the establishment and functioning of the main institutions of the administration and monitoring of the judicial power, constitutional and legal changes because of implementation the reform, as well as the role of the international structures, seen in the function of monitoring the implementation of the reform.

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Education for Entrepreneurship – A Challenge for School Practice

References Blaumeiser, H. (1996). Interpretative Methoden. In H. Hierdeis & T. Hug, Taschenbuch der Pädagogik (616-633). Baltmannsweiler: Schneider-Verlag Hohengehren. European Commission. Entrepreneurship in education. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/entrepreneurship_en European Commission/EACEA/Eurydice. (2016). Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. European Council. (2015

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Polish Education After the EU Accession

Abstract

The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:

–– lowering the age of the compulsory education commencement,

–– reforming the structure of the education system and curriculum,

–– practising teaching profession.

The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.

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The Lifelong Learning in the Field of Employment Policy in Slovakia

References BAREŠOVÁ, A. E-elarning ve vzdělávaní dospělých. Praha: VOX, 2011. BENEŠ, M. Andragogika. Praha: Grada, 2008. Classification of Learning Active - Manual [online]. Luxembourg: Office for Official Publications of the European Communities, 2006 [viewed 30 July 2014]. Available from: http://epp.eurostat.ec.europa.eu/portal/page/portal/product_details/publication?p _product_code=KS-BF-06-002. Memorandum o celoživotnom vzdelávaní sa. Pracovný materiál Európskej komisie [online]. 2000 [viewed 10 August 2014]. Available from

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Student Motivation in the 21st Century – Slovak Experience

Abstract

One of the five primary objectives of the European Union within the framework of Europe 2020 is to increase the proportion of the tertiary educated population. The research task titled “The motivation of the student in the 21st century” is intended to address the factors that have both an impact on the decision of students to pursue higher studies and affect the choice of a specific field of study and a preferred form of study. The stimulus to the exploration was sparked by the mentioned EU initiative, interesting statistical data, the growing number of students studying in the external form compared to the daily option, and an increase of students from abroad. Therefore, it is necessary to identify the causes of these trends. Motivation of students is not researched in a systematic way in Slovakia, even though it is an important factor in a student’s decisionmaking process to study. Information was obtained by a questionnaire distributed to 105 students, evaluated using SPSS software and application of descriptive statistics.

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Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

Breadth of Skills. Skills for a Changing World . Brookings: Centre for Universal Education. Cedefop. (2016). Future Skill Needs in Europe: Critical Labour Force Trends . Cedefop research paper; No.59 . Luxembourg: Publications Office. Cedefop. (2018). Insights into Skill Shortages and Skill Mismatch: Learning from Cedefop’s European Skills and Jobs Survey . Cedefop reference series 106. Luxembourg: Publications Office of the European Union. Retrieved from http://www.cedefop.europa.eu/en/publications-and-resources/publications/3075 Chu, S. K. W

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