Draft:Erasmus generation proposals

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Erasmus generation proposals[edit]

Many researches.[1] CHANGE are indicated benefits and results related both Erasmus participants and programmes.

By these studies, it's possible indicate and recognize six principal proposals which expose benefits of Eramus generation:

  1. Erasmus global vs. No global: the comparison between the idea of globalisation and no globalisation recall to many people's minds the World Social Forum in Porto Alegre and the protests against neo-liberalism, but also the multinationals’ power and free-trade agreements, For this reason the experience of erasmus exchange improve an over-minding and open-minding in all beneficiaries trought travelling all over the Europe, showing a positive prospectives of multinational encounters[2]
  2. Local communities and digital work: This work group agreed to the key principle that technology is useful but not sufficient to boost interpersonal relationships. For this reason, it is necessary to build physical spaces to meet, discuss, train and be informed, in order to balance the “liquidity” of our lives.thanks to this new attitude, the erasmus generation can improve many competences also with this tool.
  3. United Europe: In an internal survey of the group “United Europe”, carried out at the beginning of the works to bring out the priority themes of tomorrow's Europe, the participating students pointed out, without hesitation, the objective to guarantee to all Europeans opportunities for cultural growth and exchange.
  4. European citizenship: The ultimate meaning of European Citizenship was investigated, beyond its legal framework, to reimagine Europe as a community of active citizens and promote the fundamental principles of humanity, solidarity and peace within the European Union. A community which dialogues with its citizens by means of local activities and emphasises the positive effects of being European, which have been taken for granted by many people in Italy.
  5. Erasmus for all: thirty years from its beginning, the Erasmus Program has largely demonstrated its effectiveness and success. Nevertheless, still persist some critical issues, limiting greater participation. These are mainly due to economic, social and cultural reasons. The road to a complete “Erasmus for All” is in fact still a long one, but it is a specific mandate of the Parliament and of the Council to “ensure that particular efforts are made to promote social inclusion and participation of subjects with specific needs or minor opportunities in the Erasmus+ Programme“.
  6. Study and work mobility: The Charter of the Erasmus Generation Mobility between study and work The “Mobility between study and work” panel emphasised the need for Community Programs, but also their revision so that they can better prepare students to become part of the workplace in a gradual and systematic manner already during studies and experiences of mobility.

History

Sofia Corradi, 82 years old, until 2004 Professor of Permanent Education at the Roma Tre University, is the person to whom four million students have to say thank you: she is the one who, first in 1969 suggested a mobility program black on white among universities. «After studying law I won a Fulbright scholarship, financed by the sale of World War II war remnants, which gave me the opportunity to spend a year at Columbia University in New York, earning a Master's degree in comparative law . When I returned to Rome, I presented myself to the university's secretariat to have my exams validated: they looked at me with contempt, mocking me in front of everyone. At that moment the idea of Erasmus was born ». Once graduated, Corradi carries out research on the right to study at the UN, before becoming a consultant to the Conference of Italian Rectors. We are in 1969, it is the years of the protest, the universities are in turmoil, in search of autonomy and identity. And so, while the EU, at that time still Cee, took shape, in 1976 for the first time examinations supported by Italian students in France were, with difficulty, considered valid: the experimentation of what, following the slowness of bureaucracy, in 1987 it would become Erasmus.[3]

Since its launch in 1987, the Erasmus programme has seen not only a constant increase in the number of students taking part, but also in the quality and diversity of the mobility activities on offer. Traineeships abroad were introduced in 2007. Since then, the number of students receiving their first professional experience through Erasmus has tripled and more than 60 000 students seized this opportunity in 2013-14. Higher education teachers and other staff, such as a university's international relations officers, can also benefit from EU support to teach or be trained abroad, and higher education institutions have the opportunity to invite staff from companies to come and teach at their institutions, a number that grew 11-fold over the Life-long Learning Programme period. Teachers coming from institutions or from businesses in other countries allow a wider number of students, including those who cannot go abroad, the chance to be exposed to other teaching practices, other cultures and to the labour market in an international setting before graduation. FONTE


References[edit]

  1. ^ See by Bibliography.
  2. ^ From Erasmus to Erasmus+ : a story of 30 years (PDF). Luxembourg: Publications office of the European Union. 2018. pp. 15–18. ISBN 9789279796456.
  3. ^ "Sofia Corradi, the driving force behind the Erasmus programme, wins the 10th Carlos V European Award". European Foundation Centre.