Pioneering policy leadership in a transformative era

With the European Parliament and U.S. elections looming, Europe is facing policy uncertainties on both sides of the Atlantic. Persistent geopolitical turmoil in Ukraine and the Middle East, and threats to democracy — coupled with concerns over slow economic recovery, demographic shifts, climate hazards and the rapid evolution of powerful AI — all add to the complex global political and economic landscape. Europe’s present and future demands leaders who are capable of effectively navigating multifaceted challenges.

At the European University Institute (EUI) in Florence, we are committed to developing a groundbreaking executive program that prepares professionals for multilevel policymaking of the 21st century. Our new EUI Global Executive Master (GEM) aims to transform policy professionals into agents of change and enhance their skills as effective managers and leaders who inspire and drive sustainable change.

Listening and responding to the needs of policy professionals is at the core of our new program.

New leaders wanted

George Papaconstantinou is dean of executive education of the European University Institute, and a former Minister of Finance and Minister of Environment and Energy of Greece. | via European University Institute

Just as public policy has changed in the past 20 years, so has executive education for public policy professionals. Listening and responding to the needs of policy professionals is at the core of our new program. The new GEM takes our commitment to training professionals to respond to today’s cross-border issues to the next level; it stands out from other executive master programs through its dedication to providing a personalized career development journey.

Launching in September 2024, the GEM has a two-year, part-time format, with three week-long study periods in Florence, and two additional visits to global policy hubs. This format, combined with online modules, allows policy professionals to integrate full-time work commitments with professional growth and peer exchange, building their knowledge, skills, and networks in a structured way.

This allows policy professionals to integrate full-time work commitments with professional growth and peer exchange.

During the first year, EUI GEM participants take four core modules that will set the basis for a comprehensive understanding of the complex task of policymaking, and its interaction with government, the economy and global trends. In the second year, they have the possibility to select courses in one or more of four specializations: energy and climate; economy and finance; tech and governance; and geopolitics and security.

These core and elective courses are complemented by intensive professional development modules and workshops aimed at enhancing skills in the critical areas of change management, project management, strategic foresight, leadership, negotiations, policy communications, and media relations.

Through the final capstone project, EUI GEM participants will address real policy challenges faced by organizations, including their own, proposing solutions based on original research under the guidance of both the organizations concerned and EUI faculty.

In addition, the program includes thematic executive study visits for in-depth insights and first-hand practical experience.

In addition, the program includes thematic executive study visits for in-depth insights and first-hand practical experience. Participants attend the EUI State of the Union Conference in Florence, a flagship event that brings together global leaders to reflect on the most pressing issues of the European agenda. They explore the role of strategic foresight in EU institutions’ policy planning through an executive study visit to Brussels, complemented by dedicated training sessions and networking opportunities. A final Global Challenge study visit aims to encourage participants to engage with local policy stakeholders.

Bridging academia and practice

Since its inaugural executive training course in 2004, the EUI has successfully trained over 23,000 professionals of approximately 160 nationalities, in almost 600 courses. The EUI GEM leverages this expertise by merging the academic and practical policy expertise from our Florence School of Transnational Governance and the Robert Schuman Centre, as well as the academic excellence in the EUI departments.

The EUI GEM’s aspiration to bridge the gap between academia and practice is also reflected in the faculty line-up, featuring leading academics, private-sector experts, and policymakers who bring invaluable expertise into a peer-learning environment that fosters both learning and exchange with policy professionals.

Effective, agile and inclusive governance involves interaction and mutual learning between the public sector, the private sector and civil society actors, all acting as change agents. That is why our program is designed to bring innovative perspectives on public policy from all three: the public and the private sector, as well as civil society, and we welcome applications from all three sectors. 

An inspiring environment

EUI GEM participants spend 25 days in residence at the magnificent Palazzo Buontalenti, headquarters of our Florence School of Transnational Governance. The former Medici palace harbors art-historical treasures in the heart of Florence. In September 2024, a dedicated executive education center will be inaugurated at Palazzo Buontalenti, coinciding with the arrival of the participants of the first GEM cohort.

The GEM is poised to redefine the standards for executive education and empower a new generation of policy practitioners. We are ambitious and bold, and trust that our first cohort will be, too. After all, they are the first to embark on this adventure of a new program. We can’t wait to welcome them here in Florence, where the journey to shape the future begins. Will you join us?

Learn more about the EUI Global Executive Master.

The EUI Global Executive Master | via European University Institute



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Atopic dermatitis: Timely access is needed now

Moderate-to-severe atopic dermatitis (AD) is not just an itch and may not just go away on its own.

It is neither a small rash nor just some dry skin, and it doesn’t only impact children.

The fact of the matter is that one in three pediatric AD patients have moderate-to-severe disease. Not all will outgrow their AD; those that don’t face a lifetime of disruptive symptoms. A lifetime of intense itching, redness, inflammation and discomfort can have a profound impact on an individual’s physical and emotional well-being.

Misunderstandings about the complex nature of the condition means that AD is often managed with less-than-optimal outcomes. However, too many people require more than just topical and anti-inflammatory treatment. In fact, millions who live with moderate-to-severe AD without the necessary treatment experience lifelong implications, impacting life events such as education, career, marriage and personal family decisions.

Furthermore, AD has implications beyond the individuals living with it. Being a caregiver for someone living with AD can have substantial mental, physical and financial consequences. For example, research has shown that parents can spend approximately 22 hours a week applying any treatment they can find for their children – including moisturizers, wet wraps or bleach baths – to alleviate painful, chronic, debilitating flare-ups of inflamed, raw and bleeding skin.

Ensuring children with AD and their caregivers have appropriate access to effective treatment can be vital to address the frustrating, inefficient and recurring cycle of time-consuming visits to general practitioners.

Ensuring children with AD and their caregivers have appropriate access to effective treatment can be vital to address the frustrating, inefficient and recurring cycle of time-consuming visits to general practitioners to try and manage symptoms and stop chronic flare-ups. Importantly, this approach would not only improve health outcomes, but it could also positively impact AD patients and their families.

Impact of AD is beyond the visible and the individual

While it is easy to think of AD as a skin disease, the lifetime impact of the condition on a person is more than what people see.

While it is easy to think of AD as a skin disease, the lifetime impact of the condition on a person is more than what people see.

For instance, missing school and social activities can become a normal occurrence for children with severe AD. Their daily routine is frequently overshadowed by appointments, treatments and flare-ups, as well as the emotional burden of shame and low self-confidence about their physical appearance. This burden results in some children struggling to keep up with their peers, which has a bearing on their quality of life and their educational and social development. A study has shown that 12.5% of children under three who have severe AD experience developmental delays in motor skills, communication, relationships and play.

An often-overlooked aspect of living with AD is that the condition can lead to significant sleep disturbances, often caused by persistent itching.

“Sleep is a huge factor that’s affected by AD and lack of sleep affects every aspect of your life. It doesn’t allow you to concentrate in school if you’re sleep deprived [and] you’re definitely more moody,” explained Dr. Patrick Finklea, a pediatrician and parent of a child living with AD.

As children get older, AD-associated issues broaden the gap with their peers, leading to increased social difficulties, isolation and a significant mental health impact. According to a survey from the National Eczema Association, 20% of parents say that their child is bullied at school because of their eczema (including AD, the most common form of the condition) and 75% highlight that their child experienced lower self-esteem as a result.

In addition to the physical and emotional strain on caregivers, the financial burden of attempting to alleviate a child’s chronic symptoms, arising from lifestyle adjustments, lost wages and out-of-pocket costs, are substantial. Caregivers may also have to consider a career change or give up work altogether due to the demands of looking after someone with AD.

Act now to ensure a brighter future

It is vital to stop thinking about AD as a childhood issue – one that will be outgrown. Instead, it needs to be prioritized as a serious lifelong condition and recognized as a chronic and debilitating disease with lasting and profound impacts.

It is vital to stop thinking about AD as a childhood issue – one that will be outgrown. Instead, it needs to be prioritized as a serious lifelong condition and recognized as a chronic and debilitating disease with lasting and profound impacts; a disease that not only affects the individual but also the social ecosystem.

In Europe alone, the total direct cost to society associated with moderate-to-severe AD is estimated at €30B annually.

Given the substantial individual and societal costs of AD, decision-makers need to urgently implement an effective response to meet the needs of patients. In Europe alone, the total direct cost to society associated with moderate-to-severe AD is estimated at €30B annually. Therefore, prioritizing investment in early and effective AD interventions – including timely access to specialists and effective treatments – can have significant impacts on the overall cost and outcomes of disease management.

As MEP Sirpa Pietikäinen (EPP, Finland) said at a POLITICO Spotlight debate last year, “Countries always reimburse the cheapest drug on the market, then the next cheapest, then the next one. This ladder approach is wasting money and enabling the condition of the patient to deteriorate so much they can’t recuperate.”

We call on decision makers to implement evidence-based policies to improve access to care and prioritize timely intervention to manage AD – all with the aim to advance the health and well-being of individuals and contribute to the long-term economic and social prosperity of society.

MAT-GLB-2305184 V1.0 | October 2023



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Building Europe’s future, focusing on IT skills rather than degrees

As the digital transformation of economy and society accelerates, the question of a just and inclusive transformation must be at the forefront of considerations for deciders in the public and private sector.

“The Digital Decade is about making digital technology work for people and businesses. It is about enabling everyone to have the skills to participate in the digital society. To be empowered. It is about empowering businesses. It is about the infrastructure that keeps us connected. It is about bringing government services closer to citizens. Europe’s digital transformation will give opportunities for everyone.” Margrethe Vestager, executive vice president for A Europe Fit for the Digital Age, July 2022.

The Digital Decade is about making digital technology work for people and businesses.

The European Union (EU) has grasped the urgency and importance of providing digital skills to citizens, declaring 2023 the European Year of Skills. Reaching the EU’s goal of 80 percent of Europeans with basic digital skills and 20 million ICT specialists by 2030 won’t happen in a snap. The opportunities here are immense: the World Economic Forum predicts 97 million new jobs related to technology. Many promise to be better jobs than the ones they will replace. Because skills in cybersecurity or the internet of things, for example, can lead to positions that offer opportunities for advancement and life-changing opportunities for people everywhere, including underprivileged or marginalized communities around the world.

The scale of the digital skills challenge and opportunity demands close collaboration with the tech industry, governments, and academia — to close the gap in technology skills that stood at 2 million unfilled tech jobs globally in 2022[1].

What’s more, those who have been displaced will in many cases be good candidates to upskill for the new roles. A high percentage of these jobs don’t necessarily require a high-level degree, for example. Many roles demand candidates have the right tech skills rather than degrees.

Accessibility and flexibility are key

If there is one glaring truth that surfaces from all my encounters throughout Europe it’s that for a training and upskilling program to work, learners must be empowered in ever more flexible ways, to learn where and when they want.

For a training and upskilling program to work, learners must be empowered in ever more flexible ways, to learn where and when they want.

A learner-centric approach is what will make a training program relevant to learners. I firmly believe that our focus on regularly offering new pathways and learning formats is one of the main reasons the Cisco Networking Academy has managed to empower over 17 million learners in 25 years.

Our new Skills For All offering, which proposes self-paced introductory and intermediary courses in cybersecurity, networking and data management, will continue to contribute to this success. It lowers the barriers to entry by allowing learners to dip their toes in the water on their own terms before deciding whether to take the plunge.

Jobs in IT can provide an accessible opportunity for people looking to change their lives and launch themselves into a new career. This is even more true for the underprivileged, underrepresented and underserved.

One obvious starting point is addressing the gender gap in tech. Historically, 26 percent of Networking Academy students over the past 25 years have been women. We’ve made strides forward, but we seek more to benefit from the wider perspective and fresh ideas that the strong inclusion brings of women in the IT sector. This flexibility, however, must be accompanied with a clear effort to remain accessible to as many stakeholders as possible. One of the secrets to the success of our program is the long-term collaboration with public-sector education, administrations, and even armed forces. A collaboration that rests on our focus on keeping our program free of charge and vendor agnostic, and on focusing on training learners in the skills required in the industry.

Reaching every sector with the right digital skills

The challenge we face is that the digital transformation in Europe is not exclusively the business of tech and IT. It impacts everything, from the average agricultural cooperative in Romania, Greece, France or Spain that needs to understand the impact that digital transformation can have on farming, to the local administrations needing to better protect the information of their citizens as increasing numbers of services digitize.

Each scenario requires skills-focused learning pathways so that learners can quickly and easily acquire the knowledge they need in a simplified format.

A responsibility to the future

Today, we are at a critical turning of the tide. I look forward to being able to touch down in any European city in 10 years and see the impact of the talent that we’ve nurtured and empowered. Talent that includes more women, minorities, people with disabilities, adult reskillers, school leavers… the list goes on.

Cisco stands ready to support Europe in its objectives to bring digital skills to more citizens to maximize the opportunity that technology offers, by developing the next generation of talent.

At Cisco, we feel we have a responsibility to make the digital transformation an inclusive one. And I’m incredibly excited to see how our incredible ecosystem of over 11,800 educational institutions and more than 29,000 instructors will strive to deliver on our goal of upskilling 25 million people in the next 10 years.

Cisco stands ready to support Europe in its objectives to bring digital skills to more citizens to maximize the opportunity that technology offers, by developing the next generation of talent who will push the capabilities of technology even further and to give people the skills to engage with technology more securely. Because when people are empowered to craft a more inclusive digital transformation journey, it becomes synonymous with a more prosperous society.


[1] https://technation.io/people-and-skills-report-2022/#key-statistics



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