Research Article
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ERASMUS AND INTERNATIONAL CREDIT MOBILITY IN A CONTRIBUTION TO THE SUSTAINABLE DEVELOPMENT GOALS ASSOCIATED WITH QUALITY EDUCATION AND REDUCING INEQUALITIES

Year 2022, Volume: 8 Issue: 23, 149 - 162, 04.09.2022

Margarida Saraiva , Teresa Nogueiro Fátima Jorge Elisa Chaleta

https://doi.org/10.18768/ijaedu.1141654
Cited By: 1

Abstract

In Europe, and promoted by the European Commission, the Erasmus+ programme has been providing institutions, through various actions, with mobility and exchanges of students, teachers and non-teaching staff both within and outside Europe. In order to increase the qualitative impact of its actions and to ensure equal opportunities, the programme aims to make it easier to reach more people of all ages and from other cultures, and from diverse social and economic backgrounds. Considering the importance that this programme currently has at global level and its objectives being aligned with the 2030 agenda and given the fundamental characteristics and objectives of the programme and the mobility projects, it became relevant to analyse the contribution to the Sustainable Development Goals associated with quality education (SDG 4) and the reduction of inequalities (SDG 10). The research methodology used the analysis of the programme and Key Action 1 individual mobility for learning purposes objectives’ and more specifically those related to mobilities of higher education participants under the International Credit Mobility (ICM) in the period 2014-2020, crossing them with those of the 2030 Agenda and Sustainable Development Goals 4 and 10. The questionnaires applied to the participants in this action were also analysed and was possible to check the prevalence of SDGs 4 and 10. It was found during the study that Erasmus, and mobility projects, strongly contribute to the Sustainable Development Goals of quality education and reducing inequalities, but that there are also other SDGs to which Erasmus can contribute and are certainly worth evaluating.

Keywords

Erasmus+ Higher Education Institutions International Credit Mobility Sustainable Development Goals SDG 4 SDG 10

Supporting Institution

Fundação para a Ciência e a Tecnologia

Project Number

PTDC/CED-EDG/29252/2017

Thanks

Funding: This research was funded by Fundação para a Ciência e a Tecnologia, grant number PTDC/CED-EDG/29252/2017

References

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  • Damião, M. H. (2015). Desenvolvimento de competências ou transmissão de conhecimento: acerca da necessidade de superar uma antinomia curricular no Ensino Universitário. Revista Portuguesa de Pedagogia, 59-82. https://doi.org/10.14195/1647-8614_49-1_3.
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  • Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education. 21(5), 959-975. https://doi.org/10.1108/IJSHE-12-2019-0353.
  • Fouto, A. R. F. (2002). O papel das universidades rumo ao desenvolvimento sustentável: das relações internacionais às práticas locais. Dissertação, Mestrado em Gestão e Políticas Ambientais Relações Internacionais do Ambiente, Universidade Nova de Lisboa.
  • Gazzoni, F., Scherer, F. L., Hahn, I. S., de Moura Carpes, A., & dos Santos, M. B. (2018). O papel das IES no desenvolvimento sustentável: estudo de caso da Universidade Federal de Santa Maria. Revista Gestão Universitária na América Latina-GUAL, 48-70. https://doi.org/10.5007/1983-4535.2018v11n1p48.
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  • Parlamento Europeu e Conselho (2006). Recomendação 2006/962/CE sobre as competências essenciais para a aprendizagem ao longo da vida. Jornal Oficial da União Europeia, L 394 de 18 de dezembro. Last access 2020/04/28. https://eur-lex.europa.eu/legal-content/PT/TXT/PDF/?uri=CELEX:32006H0962&from=PT.
  • Report and Declaration of the Presidents Conference (1990). Available online: http://ulsf.org/report-and-declaration-of-the-presidents-conference-1990/ (accessed on 27 December 2021)
  • SDG Tracker (2018). Measuring progress towards the Sustainable Development Goals. SDG-Tracker.org, website. Available online: https://sdg-tracker.org/inequality#targets (accessed on 27 December 2021).
  • Szymańska, A. (2021). Reducing Socioeconomic Inequalities in the European Union in the Context of the 2030 Agenda for Sustainable Development. Sustainability, 13(13), 7409. https://doi.org/10.3390/su13137409.
  • Talloires Declaration. Talloires Declaration of University Leaders for a Sustainable Future; 1990. Available online: http://ulsf.org/wp-content/uploads/2015/06/TD.pdf (accessed on 27 December 2021).
  • UNESCO, UNPFA, UNICEF & UN (2015). Incheon declaration and framework for action for the implementation of sustainable development goal 4. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf.
  • United Nations (2016). Transforming Our World: The 2030 Agenda for Sustainable Development; United Nations: New York, NY, USA. Available online: https://sdgs.un.org/2030agenda (accessed on 27 December 2021).

Year 2022, Volume: 8 Issue: 23, 149 - 162, 04.09.2022

Margarida Saraiva , Teresa Nogueiro Fátima Jorge Elisa Chaleta

https://doi.org/10.18768/ijaedu.1141654
Cited By: 1

Abstract

Project Number

PTDC/CED-EDG/29252/2017

References

  • Ali, M., Mustapha, T. I., Osman, S. B., & Hassan, U. (2020). University social responsibility (USR): An Evolution of the concept and its thematic analysis. Journal of Cleaner Production, 286, 124931. https://doi.org/10.1016/j.jclepro.2020.124931.
  • Brandli, L. L., Frandoloso, M. A. L., Tauchen, J., Vieira, L. C., & Pereira, L. (2010). A The Latin America Meeting of Sustainable Universities (I ELAUS): results and possibilities. In: ERSCP-EMSU CONFERENCE, Delft, The Netherlands. http://resolver.tudelft.nl/uuid:2ed44c4e-9fd6-4694-8a9a-14398c73b7fb.
  • Chaleta, E., Saraiva, M., Leal, F., Fialho, I., & Borralho, A. (2021). Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora. Sustainability, 13(4), 1828. https://doi.org/10.3390/su13041828.
  • Consolidation version of the Treaty on European (2012). Official Journal of the European Union, C 326/13, 26.10.2012. https://eur-lex.europa.eu/resource.html?uri=cellar:2bf140bf-a3f8-4ab2-b506-fd71826e6da6.0023.02/DOC_1&format=PDF.
  • Damião, M. H. (2015). Desenvolvimento de competências ou transmissão de conhecimento: acerca da necessidade de superar uma antinomia curricular no Ensino Universitário. Revista Portuguesa de Pedagogia, 59-82. https://doi.org/10.14195/1647-8614_49-1_3.
  • Erasmus+ Programme Guide, Version 2 (2019): 15-01-2019, Accessed 27 December, 2021. Retrieved from https://wayback.archive-it.org/12090/20210927201340/https://ec.europa.eu/programmes/erasmus-plus/sites/default/files/erasmus-plus-programme-guide-2019_en_1.pdf. ET (2020). Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training, OJ C 119, 28.5.2009, 2–10.
  • European Commission (2013). European higher education in the world, 11July 2013, COM 499 final, available at https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0499:FIN:en:PDF (accessed 26 December 2021).
  • European Commission (2017). The New European Consensus on Development - ‘our world, our dignity, our future’ - English (signed version) 26/06/2017. Available online: https://ec.europa.eu/international-partnerships/system/files/european-consensus-on-development-final-20170626_en.pdf (accessed on 26 December 2021).
  • European Commission, Europe 2020 (2010). A European strategy for smart, sustainable and inclusive growth: Brussels, Belgium, 2010. Available online: https://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf (accessed on 27 December 2021).
  • European Union (2002), Treaty on European Union (Consolidated Version), Treaty of Maastricht, 7 February 1992, Official Journal of the European Communities C 325/5; 24 December 2002, available at: https://www.refworld.org/docid/3ae6b39218.html (accessed 28 December 2021).
  • Evangelinos, K. I., Jones, N., & Panoriou, E. M. (2009). Challenges and opportunities for sustainability in regional universities: a case study in Mytilene, Greece. Journal of Cleaner Production, 17(12), 1154-1161. https://doi.org/10.1016/j.jclepro.2009.02.020.
  • Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education. 21(5), 959-975. https://doi.org/10.1108/IJSHE-12-2019-0353.
  • Fouto, A. R. F. (2002). O papel das universidades rumo ao desenvolvimento sustentável: das relações internacionais às práticas locais. Dissertação, Mestrado em Gestão e Políticas Ambientais Relações Internacionais do Ambiente, Universidade Nova de Lisboa.
  • Gazzoni, F., Scherer, F. L., Hahn, I. S., de Moura Carpes, A., & dos Santos, M. B. (2018). O papel das IES no desenvolvimento sustentável: estudo de caso da Universidade Federal de Santa Maria. Revista Gestão Universitária na América Latina-GUAL, 48-70. https://doi.org/10.5007/1983-4535.2018v11n1p48.
  • Leal Filho, W., Manolas, E., & Pace, P. (2015). The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education. 16(1), 112-129. https://doi.org/10.1108/IJSHE-03-2014-0036.
  • Leicht, A., Heiss, J., & Byun, W. J. (2018). Issues and trends in education for sustainable development (Vol. 5). Unesco Publishing. Lourtie, P. (2002). A declaração de Bolonha. Revista Lusófona de Humanidades e Tecnologias, (6/7/8).
  • Parlamento Europeu e Conselho (2006). Recomendação 2006/962/CE sobre as competências essenciais para a aprendizagem ao longo da vida. Jornal Oficial da União Europeia, L 394 de 18 de dezembro. Last access 2020/04/28. https://eur-lex.europa.eu/legal-content/PT/TXT/PDF/?uri=CELEX:32006H0962&from=PT.
  • Report and Declaration of the Presidents Conference (1990). Available online: http://ulsf.org/report-and-declaration-of-the-presidents-conference-1990/ (accessed on 27 December 2021)
  • SDG Tracker (2018). Measuring progress towards the Sustainable Development Goals. SDG-Tracker.org, website. Available online: https://sdg-tracker.org/inequality#targets (accessed on 27 December 2021).
  • Szymańska, A. (2021). Reducing Socioeconomic Inequalities in the European Union in the Context of the 2030 Agenda for Sustainable Development. Sustainability, 13(13), 7409. https://doi.org/10.3390/su13137409.
  • Talloires Declaration. Talloires Declaration of University Leaders for a Sustainable Future; 1990. Available online: http://ulsf.org/wp-content/uploads/2015/06/TD.pdf (accessed on 27 December 2021).
  • UNESCO, UNPFA, UNICEF & UN (2015). Incheon declaration and framework for action for the implementation of sustainable development goal 4. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf.
  • United Nations (2016). Transforming Our World: The 2030 Agenda for Sustainable Development; United Nations: New York, NY, USA. Available online: https://sdgs.un.org/2030agenda (accessed on 27 December 2021).
There are 23 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Margarida Saraiva

Teresa Nogueiro 0000-0001-7117-7880

Fátima Jorge 0000-0001-6960-9023

Elisa Chaleta 0000-0003-2771-513X

Project Number PTDC/CED-EDG/29252/2017
Publication Date September 4, 2022
Submission Date July 7, 2022
Published in Issue Year 2022Volume: 8 Issue: 23

Cite

EndNote Saraiva M, Nogueiro T, Jorge F, Chaleta E (September 1, 2022) ERASMUS AND INTERNATIONAL CREDIT MOBILITY IN A CONTRIBUTION TO THE SUSTAINABLE DEVELOPMENT GOALS ASSOCIATED WITH QUALITY EDUCATION AND REDUCING INEQUALITIES. IJAEDU- International E-Journal of Advances in Education 8 23 149–162.

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