Methodological Framework: Erasmus+ in VET

  • Carlos de Olagüe-Smithson
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 30)


This research intends to provide information on how do the Erasmus+ funds reach the different regions in the European Union. Current reports and information provided by the different stakeholders only focus on the amount of mobilities and projects allocated in each region and country. In the present study, the amount of students in each region has also been taken into account. The focus is set on students of between 15 and 19 years old attending upper secondary vocational education and training.

In the present study, the funding data and regional amount of VET students have been processed to obtain three perspectives:
  • Region – how are the different regions performing, which are receiving on average more funds per students and which are receiving less

  • Student – how many students have a fair possibility to benefit from the VET Erasmus+ funds

  • Nation – in what degree is each nation distributing the funds homogeneously

These three perspectives are analysed with three tools: Regional Mobility Efficiency – RME, Students Fair Access to Funds – SFAF and National Equity – NE.


Erasmus vocational education and training – VET Regional Mobility Efficiency – RME Students Fair Access to Funds – SFAF National Equity – NE comparative education iVET European Union – EU Data analysis Nomenclature of Territorial Units for Statistics (NUTS) Europe 2020 The Copenhagen Declaration Mathematical tools KA102 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Carlos de Olagüe-Smithson
    • 1
  1. 1.Universidad Carlos IIIMadridSpain

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