Michael Byram, Anwei Feng, "Living And Studying Abroad: Research And Practice"Multilingual Matters Limited (September 15, 2006) | ISBN: 1853599107 | 276 pages | PDF | 1,6 Mb
The programme’s longevity remains the enduring mark of its efficacyand life-changing properties. Fortuitously, 2006 marks in its turn the 20th anniversary of the European Union’s Erasmus project, which has made it possible for a generation of young people, the children of
the post-war baby-boom, to experience at first hand, from a specifically educational perspective, the wonder of Europe’s cultural diversity. It is also 10 years since the EU’s Socrates programme extended the funded support for EU educational cooperation under Comenius to secondary
and further education. These structures, together with the pioneering work of The Council of Europe, have enabled mobility within Europe to become a multinational reality, an institutional given which is no longer dependent exclusively on material privilege and bilateral
agreements between individual states.
It has taken time for the experience of structured periods of residence abroad in the post-war, post-colonial environment of modern Europe to be properly assessed. Even now, its longer term impact on the wider cultures from which the sojourners emanate can only be guessed at.
Records were of course kept by the former Central Bureau for Educational vii
Visits and Exchanges in London and by equivalent agencies in the different European countries involved in exchange programmes. Reports were written by schools where the students taught and, to a greater or lesser extent, universities noted the outcomes of overseas sojourn and fed
them into their final degree assessments.
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