Human Developement

The European project is losing support from its citizens and that comes as a result of a strong focus on macroeconomic and budgetary issues which left aside a discussion on well-being and social progress. “The message and concrete actions coming from Europe must change”, said Minister Nicolas Schmit at the beginning of the Luxembourg Presidency of the Council of the European Union.

This report, commissioned by the Ministry of Labour, Employment and the Social and Solidarity Economy of Luxembourg, focus on ‘Why’ a new start for Social Europe is necessary, and on ‘How’ a new start for Social Europe is feasible. The report identifies three pillars on which the Social Europe project should be grounded: first, an investment strategy in human capital which can set the basis for growth and competitiveness based on social inclusion and resilience; second, an enhanced and fairer labour mobility across EU member states to build a truly European labour market; third, a pro-convergence reform of the European economic governance that can reconcile social and macroeconomic objectives.

For each of these pillars, a first section introduces key challenges and outlines the policy issues at stake. A second section offers an account of the debate, visions and proposals shared by experts and policy-makers who gathered in Luxembourg for the ‘A New Start for Social Europe?’ round tables, jointly organized by the Jacques Delors Institute and the Ministry of Labour, Employment and the Social and Solidarity Economy of Luxembourg.

The publication aims at fostering debate on making progress toward Social Europe and building up a policy agenda for the coordination of social policies in Europe. It highlights some policy areas where concrete improvements are feasible or more urgent and presents concrete policy recommendations.

In Western societies like the United States and those of Western Europe, the period of adolescence is often regarded as one of the most dramatic and difficult stages for parents and children’s to undergo—-with teenagers exhibiting problematic and antisocial behavior as parents attempt to control it. Yet even though adolescent misbehavior is regarded as problematic in many of these societies, it is also considered equally as natural, or an innate quality of human development.

Do other societies have the same conception of adolescence as a deeply troubled time? The short answer is, no. Although it is true that almost all societies around the world recognize the period of adolescence (Schlegel and Barry 1991, 33), youth attitudes and behaviors are shaped by many different practices, ideologies and behaviors around the world and the stage of adolescence varies considerably. In most societies, adolescence actually appears to be very short in length and frequently it ends in marriage (Schlegel and Barry 1991; for more detail on cross-cultural research on adolescence see Ember, Pitek, and Ringen 2017).

منذ بدء الخليقة ظهر العلم والتعليم ودليل ذلك قوله تعالى (( وعلم آدم الأسماء كلها )) سورة البقرة  الآية 31  ، حيث كان آدم جاهلا فعلمه الله من الأسماء من الحيوانات والجمادات والكونيات وصفاتها و خصائصها ، ومنذ هبوط الإنسان إلى الأرض بدأت رحلة جديدة من التعليم ، ومن ابرزها ما ذكره القرآن )) فَطَوَّعَتْ لَهُ نَفْسُهُ قَتْلَ أَخِيهِ فَقَتَلَهُ فَأَصْبَحَ مِنَ الْخَاسِرِينَ* فَبَعَثَ اللَّهُ غُرَابًا يَبْحَثُ فِي الْأَرْضِ لِيُرِيَهُ كَيْفَ يُوَارِي سَوْأَةَ أَخِيهِ قَالَ يَاوَيْلَتَا أَعَجَزْتُ أَنْ أَكُونَ مِثْلَ هَذَا الْغُرَابِ فَأُوَارِيَ سَوْأَةَ أَخِي فَأَصْبَحَ مِنَ النَّادِمِينَ(( (المائدة: 27- 31)  حيث قلد قابيل الغراب و دفن أخيه هابيل وشعر بالندم لفعلته .