A COMPARATIVE ANALYSIS OF EUROPEAN EDUCATIONAL PROGRAMS IN THE LATE 80’S AND EARLY 90’S: COMETT, ERASMUS, PETRA, LINGUA, TEMPUS, AND EUROTECNET
This study delves into the impact of key European educational programs launched between the late 1980s and early 1990s, namely COMETT, Erasmus, PETRA, Lingua, TEMPUS, and Eurotecnet. These initiatives represented a concerted effort to foster deeper cooperation within the European Community, focus...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Ovidius University Press
2024-12-01
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| Series: | Annals of the "Ovidius" University of Constanţa. Political Science Series |
| Subjects: | |
| Online Access: | https://annals-politics.univ-ovidius.ro/wp-content/uploads/2024/12/3.-AUOC-PolSci-Vol.-13-2024-Coroban-Marinescu-69-88.pdf |
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| Summary: | This study delves into the impact of key European educational programs
launched between the late 1980s and early 1990s, namely COMETT, Erasmus, PETRA,
Lingua, TEMPUS, and Eurotecnet. These initiatives represented a concerted effort to
foster deeper cooperation within the European Community, focusing on enhancing
educational and vocational training opportunities. The COMETT program was
instrumental in connecting academia with the labor market and advancing technology
training but did not adequately support vulnerable groups such as women, ethnic
minorities, and the unemployed. ERASMUS and PETRA contributed significantly to
student mobility and youth vocational training, though PETRA struggled to directly
address rising youth unemployment. LINGUA focused on enhancing foreign language
skills, vital for fostering European integration, while TEMPUS facilitated educational
reforms in post-communist Central and Eastern Europe. EUROTECNET promoted
innovation in vocational training by integrating new technologies but faced challenges
related to consistency across member states. Despite these initiatives’ successes in
modernizing the educational systems and enhancing European competitiveness, many
programs prioritized economic and technological objectives over social inclusion.
Vulnerable groups often remained underrepresented in these reforms. However, these
early efforts laid the groundwork for later programs like Leonardo da Vinci and
SOCRATES, which aimed to balance competitiveness with social equity. The article
calls for further research on the human impact of these programs, particularly regarding
youth unemployment and the inclusion of marginalized groups. |
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| ISSN: | 2286-315X 2668-0831 |