The Territorial Dimensions of Education
|Title:||The Territorial Dimensions of Education||Authors:||Moore-Cherry, Niamh; Ancien, Delphine||Permanent link:||http://hdl.handle.net/10197/4564||Date:||Jun-2013||Online since:||2013-09-05T10:23:44Z||Abstract:||For all citizens to participate fully in society and to improve employability, a basic level of education is required. Education is a key factor in preventing poverty, achieving social inclusion objectives, and in ensuring that Europe can develop a “smart growth” agenda because the growing numbers of knowledge-intensive jobs require higher levels of education and those with low levels of qualification could potentially be significantly excluded (Lennert et al., 2010). The transition towards a more knowledge-intensive economy can only take place with increasing levels of education. Carneiro (2006, p. 98) specifically argues that “education directly affects individual employment and earnings and therefore it contributes to income inequality for a given cross section of individuals”. The EU2020S itself associates high levels of early school leaving with a range of negative impacts on individuals, societies and economies (European Commission, 2011a); improving educational attainment is therefore critical for the develpment of a smart, inclusive and sustainable Europe.||Funding Details:||ESPON-ERDF SIESTA Project||Type of material:||Book Chapter||Publisher:||Universidade de Santiago de Compostela||Keywords:||Education; Poverty||Language:||en||Status of Item:||Peer reviewed||Is part of:||Gonzalez, R. and Carril, V. (eds.). European Regions in the Strategy to Emerge from the Crisis: Territorial dimensions of the 'Europe 2020'||Conference Details:||Also presented at the SIESTA Final Conference held in Santiago de Compostela, Galicia, on 4-5 April 2013.||ISBN:||978-84-15876-11-3||This item is made available under a Creative Commons License:||https://creativecommons.org/licenses/by-nc-nd/3.0/ie/|
|Appears in Collections:||Geography Research Collection|
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