Erasmus at 30: Institutional Mobility at Higher Education in Perspective

Ribeiro, Alexandra Ferreira Martins

doi:10.1007/978-3-030-64235-8_16

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Analyzing published research studies on university faculty members' mobilities and their impact provides us with a way of consolidating the need to carry out these types of activities as part of the permanent training of non-university teaching staff [25][26][27]. Furthermore, we should consider it to be an essential part of their professional career with future incentives comparable to those of higher levels.…”

Section: International Mobility As a Core Element In Permanent Teacher Trainingmentioning

confidence: 99%

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

Salcedo-López

Cuevas-López

2021

Sustainability

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The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

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Section: International Mobility As a Core Element In Permanent Teacher Trainingmentioning

confidence: 99%

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

Salcedo-López

Cuevas-López

2021

Sustainability

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“…3. This includes accounts of established elements of the programme, including undergraduate exchanges, such as the account provided in this book by Ribeiro (2021), looking back on the 30-year history of Erasmus.…”

Section: Notesmentioning

confidence: 99%

Migration Decision-Making, Mobility Capital and Reflexive Learning

Cairns

2021

The Palgrave Handbook of Youth Mobility and Educational Migration

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Educational Immigration to Moldova: Opportunities and Challenges for Participation in the International Market of Educational Services

Poalelungi¹

2022

Economy and Sociology

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The mass emigration of the youth from Moldova including educational emigration, usually without a subsequent return home, has negatively impacted both the demographic situation as a whole and the number of students in the higher education institutions of Moldova. However, immigration issues are not given the proper attention as a possible factor partially compensating the demographic or economic migration losses. The country’s geographical position and the possibility of free movement in EU countries contribute to the increase of the country’s attractiveness for foreign citizens. The internalization of the higher education system allows the Republic of Moldova to involve itself more actively in the educational migration, namely attract foreign students to the higher education institutions of the Republic of Moldova, use the educational immigration as an investment potential for the development of higher education institutions. This article displays the results of an investigation of the situation on attracting foreign students to Moldova’s higher education institutions. The work is founded on the analysis of the national legislation in education and migration fields as well as the results of a qualitative research carried out in 2022 by interviewing specialists of higher education institutions responsible for the work with foreign students. The aim of the research is to find out possibilities to increase the universities’ potential in attracting foreign students, existing possibilities and main impediments in this process. The research results have shown that to attract foreign students to Moldovan higher education institutions, it is necessary to determine more exactly the institutions or faculties of highest priority which could be attractive for foreign prospective students, to adopt a systematic approach to the elaboration and promotion of the educational migration, taking into account the specifics of the countries in the region and to consider the possibility to amend the migration legislation.

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Erasmus at 30: Institutional Mobility at Higher Education in Perspective

Cited by 3 publications

References 10 publications

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

Migration Decision-Making, Mobility Capital and Reflexive Learning

Educational Immigration to Moldova: Opportunities and Challenges for Participation in the International Market of Educational Services

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