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The EU Education Policy in the Post-Lisbon Era

A Comprehensive Approach


Caroline U. Amann

This book provides a comprehensive view of the current state of affairs and possible developments in EU education law and policy. It covers the innovations brought about by the Lisbon Treaty as well as the Lisbon/EU 2020 Strategy and its implications for education and training and analyses the EU programme Erasmus+. Moreover, it takes a close look at the right to education as contained in the Charter of Fundamental Human Rights of the European Union and outlines the main trends in European Court of Justice case law. Finally, it focuses on cohesion policy measures and assesses the education initiatives undertaken by macro-regional strategies and the European Grouping of Territorial Cooperation (EGTC) European Region Tyrol-South Tyrol-Trentino.


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4. The Erasmus+ Programme


65 4. The Erasmus+ Programme Erasmus of Rotterdam was an early beneficiary of funding to study abroad. The then bishop of Cambray, Henry of Bergen (for whom Erasmus had started to work as secretary), gave him both leave and a stipend in 1495 to go and study at the Univer- sity of Paris. Erasmus never looked back; and, in a career that spanned Paris, Leuven, Cambridge and Basel, he became arguably the outstanding scholar of his generation: the ‘Prince of the Humanists’. It is tolerably safe to say that he put the funding for his uni- versity studies abroad to excellent use – and, indeed, the current exchange programmes between EU universities bear his name.206 On 21 December 2013, the Erasmus+ Regulation, which applies from 1 January 2014, entered into force.207 The Erasmus+ programme puts an end to the frag- mentation of cooperation programmes in education, training and youth. More- over, it provides support for sports activities. The Erasmus+ programme, which runs from 2014–2020, incorporates the LLL Programme (pre-school, primary and secondary school education (Comenius), higher education (Erasmus), vo- cational training (Leonardo da Vinci), adult learning (Grundtvig) and teach- ing and research in European integration (Jean Monnet)), the Youth in Action programme, the five international cooperation programmes (Erasmus Mundus, Tempus, Alfa, Edulink and the programme for cooperation with industrialised countries) and sport. As recital 10 of the preamble to the Erasmus+ Regulation sets out, the single programme which includes “formal, non-formal and informal learning […] should create synergies and foster cross-sectoral...

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