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...

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Detalles Bibliográficos
Autores: Olagüe Smithson, Carlos de, González-Lázaro, Manuel, Valle López, Javier Manuel
Tipo de recurso: artículo
Fecha de publicación:2017
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/679203
Acceso en línea:http://hdl.handle.net/10486/679203
Access Level:acceso abierto
Palabra clave:Educación Comparada
Formación profesional
Equidad
Erasmus+
Unión Europea
Educación
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spelling Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United KingdomHerramientas matemáticas para monitorizar Erasmus+: Estudio comparado con datos FP K102 en Francia, Alemania, Italia, España y Reino UnidoOlagüe Smithson, Carlos deGonzález-Lázaro, ManuelValle López, Javier ManuelEducación ComparadaFormación profesionalEquidadErasmus+Unión EuropeaEducaciónErasmus+ 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 EuropeErasmus+ 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 EuropaUniversidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)Facultad de Formación de Profesorado y EducaciónUAM. Departamento de Didáctica y Teoría de la Educación20172017-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/679203reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6792032026-06-23T12:46:27Z
dc.title.none.fl_str_mv 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
title Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom
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_short 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_sort Mathematical tools for monitoring Erasmus+. Comparative research with vet ka102 data in France, Germany, Italy, Spain and the United Kingdom
dc.creator.none.fl_str_mv Olagüe Smithson, Carlos de
González-Lázaro, Manuel
Valle López, Javier Manuel
author Olagüe Smithson, Carlos de
author_facet Olagüe Smithson, Carlos de
González-Lázaro, Manuel
Valle López, Javier Manuel
author_role author
author2 González-Lázaro, Manuel
Valle López, Javier Manuel
author2_role author
author
dc.contributor.none.fl_str_mv Facultad de Formación de Profesorado y Educación
UAM. Departamento de Didáctica y Teoría de la Educación
dc.subject.none.fl_str_mv Educación Comparada
Formación profesional
Equidad
Erasmus+
Unión Europea
Educación
topic Educación Comparada
Formación profesional
Equidad
Erasmus+
Unión Europea
Educación
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
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/679203
url http://hdl.handle.net/10486/679203
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)
publisher.none.fl_str_mv Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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