ERASMUS (EUROPEAN COMMUNITY ACTION SCHEME FOR THE MOBILITY OF UNIVERSITY STUDENTS)

1987 ◽  
Vol 12 (3) ◽  
pp. 69-71
2001 ◽  
Vol 19 (3) ◽  
pp. 158-167 ◽  
Author(s):  
Alexandra Papazoglou ◽  
Eva Semertzaki

Greek libraries have experienced a tremendous evolution towards modernization during the last few years. The lack of tradition in libraries and the existence of an educational system based on the single textbook did not favor until recently the development of libraries in Greece. However, the European Community action aimed at enabling European libraries to play an important role in the information market, and the Community Support Framework, through which libraries could be funded at the national level, allowed for a dynamic set of actions for Greek libraries. All types of libraries, academic, public and school are moving ahead – 500 school libraries were established in secondary schools alone. In the academic libraries, the horizontal action can be proud of the creation of a consortium called HEAL LINK that shares journal subscriptions and will also operate a Union Catalog of bibliographic records. Library‐related organizations such as the National Documentation Center and the National Book Center, offer additional support in this movement of progress. This paper describes these initiatives and others.


2020 ◽  
pp. 147490412098097
Author(s):  
Carmen Flury ◽  
Michael Geiss ◽  
Rosalía Guerrero Cantarell

The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.


Sign in / Sign up

Export Citation Format

Share Document