Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom
Erasmus+ fosters the creation of a common education framework for the European Union. The mathematical tools proposed by the present research can be used to evaluate equity in all the of the Erasmus+ key actions, comparing the equity in the funds’ distribution between the countries participating in...
| Authors: | ; ; |
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| Format: | Article |
| Publication date: | 2017 |
| Country: | España |
| Institution: | Universidad Autónoma de Madrid |
| Repository: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Language: | English |
| OAI Identifier: | oai:repositorio.uam.es:10486/679203 |
| Online Access: | http://hdl.handle.net/10486/679203 |
| Access Level: | Open access |
| Keyword: | Educación Comparada Formación profesional Equidad Erasmus+ Unión Europea Educación |
| _version_ | 1878730684895330304 |
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| author | Olagüe Smithson, Carlos de |
| author2 | González-Lázaro, Manuel Valle López, Javier Manuel |
| author2_role | author author |
| author_browse | González-Lázaro, Manuel Olagüe Smithson, Carlos de Valle López, Javier Manuel |
| author_facet | Olagüe Smithson, Carlos de González-Lázaro, Manuel Valle López, Javier Manuel |
| author_role | author |
| collection | Biblos-e Archivo. Repositorio Institucional de la UAM |
| description | Erasmus+ fosters the creation of a common education framework for the European Union. The mathematical tools proposed by the present research can be used to evaluate equity in all the of the Erasmus+ key actions, comparing the equity in the funds’ distribution between the countries participating in the Erasmus+ programme and its evolution over time. The text analyses the distribution of Erasmus+ KA102 VET funds and evaluates if this distribution is being done fairly, with equity. This analysis has been done with mathematical tools proposed by the author that provide information from three different perspectives: the impact of the funds on the students (Students with a Fair Access to Funds – SFAF), the regions NUTS1/NUTS2 (Regional Mobility Efficiency-RME) and the nations (National Equity – NE). The countries studied in the current research are France, Germany, Italy, Spain and the United Kingdom. These five countries contain more than half of all the vocational education and training students in the European Union. Also, these countries had the most students participating in mobilities during the previous Leonardo da Vinci programme. Hence, it is possible to consider that the conclusions of the current research offer a significant image of the situation of VET mobilities in Europe |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_2149db2ecb771ee29b4b1b09fd2aa2ed |
| institution | Universidad Autónoma de Madrid |
| instname_str | Universidad Autónoma de Madrid |
| language | eng |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:repositorio.uam.es:10486/679203 |
| publishDate | 2017 |
| publishDateSort | 2017 |
| publisher | Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES) |
| publisherStr | Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES) |
| reponame_str | Biblos-e Archivo. Repositorio Institucional de la UAM |
| spelling | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom Herramientas matemáticas para monitorizar Erasmus+: Estudio comparado con datos FP K102 en Francia, Alemania, Italia, España y Reino Unido Olagüe Smithson, Carlos de González-Lázaro, Manuel Valle López, Javier Manuel Educación Comparada Formación profesional Equidad Erasmus+ Unión Europea Educación Erasmus+ fosters the creation of a common education framework for the European Union. The mathematical tools proposed by the present research can be used to evaluate equity in all the of the Erasmus+ key actions, comparing the equity in the funds’ distribution between the countries participating in the Erasmus+ programme and its evolution over time. The text analyses the distribution of Erasmus+ KA102 VET funds and evaluates if this distribution is being done fairly, with equity. This analysis has been done with mathematical tools proposed by the author that provide information from three different perspectives: the impact of the funds on the students (Students with a Fair Access to Funds – SFAF), the regions NUTS1/NUTS2 (Regional Mobility Efficiency-RME) and the nations (National Equity – NE). The countries studied in the current research are France, Germany, Italy, Spain and the United Kingdom. These five countries contain more than half of all the vocational education and training students in the European Union. Also, these countries had the most students participating in mobilities during the previous Leonardo da Vinci programme. Hence, it is possible to consider that the conclusions of the current research offer a significant image of the situation of VET mobilities in Europe Erasmus+ fomenta la creación de un espacio común de formación en la Unión Europea.Las herramientas matemáticas propuestas sirven para evaluar la equidad en todas las acciones clave de Erasmus+, comparando la equidad de la distribución de fondos en los países participantes del programa y a lo largo del tiempo. Como ejemplo, analizamos la distribución de los fondos Erasmus+ para FP KA 102. Valoramos el grado en que esta distribución se hace de forma equitativa. Este análisis se realiza mediante las herramientas matemáticas propuestas que aportan información desde tres perspectivas diferentes: el impacto de los fondos en los estudiantes (Students with a Fair Access to Funds – SFAF), en las regiones (Regional Mobility Efficiency-RME) y a nivel nacional (National Equity – NE). Los países analizados son Francia, Alemania, Italia, España y Reino Unido. Estos 5 países aportan más de la mitad de los estudiantes de formación profesional en la Unión Europea. Además, son los países que más alumnos movilizaron en el programa previo Leonardo da Vinci. Por ello, es posible considerar que las conclusiones obtenidas son significativas a la hora de analizar el conjunto de la movilidad de la formación profesional en Europa Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES) http://hdl.handle.net/10486/679203 |
| spellingShingle | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom Olagüe Smithson, Carlos de Educación Comparada Formación profesional Equidad Erasmus+ Unión Europea Educación |
| title | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| title_full | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| title_fullStr | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| title_full_unstemmed | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| title_short | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| title_sort | Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom |
| topic | Educación Comparada Formación profesional Equidad Erasmus+ Unión Europea Educación |
| topic_facet | Educación Comparada Formación profesional Equidad Erasmus+ Unión Europea Educación |
| url | http://hdl.handle.net/10486/679203 |