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The Europe-Education-Formation France Agency is the French national agency in charge of the European Erasmus+ program for education and training. Each year it allocates more than 110 million euros of European funds to French education and training organisations for actions in the area of mobility and European cooperation. Through the seminars and conferences it organises, the studies and surveys it conducts, and the work groups in which it participates, the Agency contributes to discussion on sectoral, national and European issues in the field of school education, higher education, vocational training and adult education.
Its cross-disciplinary review, the Journal of International Mobility, presents articles on all aspects of individual international mobility through education and training in Europe and around the world. The journal’s main aim is to help people better understand the conditions and impact of mobility in order to fuel reflection by the policy makers who support it.
The Agency is now launching a call for contributions for the second issue, based on two themes:
Worldwide, the number of young people engaged in mobility training has increased significantly. In 2009, 3.7 million students were enrolled in a higher education institute in a country other than their own, up from 2 million in the year 2000.
Since 1987, 3 million European students have experienced transnational mobility as part of the Erasmus programme. Since the Leonardo da Vinci programme was created in 1995, it has helped 860,000 people to spend time abroad to receive training or acquire professional experience.
The Erasmus+ programme sets an even more ambitious target because by the time it ends in 2020, 4 million young people should have benefited from a mobility experience.
Has what was once reserved for the few now become accessible to all, thanks to greater resources and a more developed organisation?
So can we now claim to be providing European and international democratic mobility for education and training?
European and international mobility has become one of the pillars of public education and training policies. Increasing resources are invested at European, national and regional levels to develop mobility strategies for university students, apprentices, high-school students, trainees, teaching and non-teaching staff, researchers, etc.
It is therefore legitimate to ask about an assessment of the impact of these policies on the people, institutions, educational systems and socio-economic environment affected.
What impacts have already been identified and analysed? What new fields should be explored?
For further information on submission guidelines and format of articles click here.