Building the technological European Community through education
European mobility and training programmes in the 1980s
Bibliographic Data
| ID | 21725835 |
|---|---|
| Authors | Carmen Flury (0000-0002-3759-6595, Institute of Education, University of Zürich, Switzerland, corresponding author), Michael Gei (0000-0002-0809-2427, Institute of Education, University of Zürich, Switzerland), Rosalía Guerrero Cantarell (0000-0003-1071-1941, Institute of Education, University of Zürich, Switzerland) |
| Year | 2021 |
| Volume | 20 |
| Issue | 3 |
| Pages | 348-364 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1474904120980973 |
| PMID | 36570422 |
| OpenAlex | W3113682086 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
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
Business · Corporate governance · Economic growth · Economic policy · Economics · European union · Higher education · Management · Political science · Politics · Public relations · Workforce · European Union Policy and Governance · Global Educational Policies and Reforms · Higher Education Learning Practices
Mainstreaming Equality in the European Union
The Erasmus Phenomenon – Symbol of a New European Generation
The 1970s and 1980s as a Turning Point in European History
Lifelong Learning Policies in the European Union
Aligning policy ideas and power
National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
European Union policies in education and training
Filling in the gaps
Trans-nationalization of educational policy making
Governing education through data
Explaining political attention allocation with the help of issue character
Living in Europe, Working for Europe
The Politics of Attention
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |