The Erasmus+ programme as a framework for the training of trainers in higher education
The case of good practices in Germany and Spain
DOI:
https://doi.org/10.32674/5tavjd73Keywords:
Erasmus+, Germany, higher education, Spain, teacher training, training of trainersAbstract
University teaching staff face growing pressure to update their pedagogical, digital and social inclusion competences in response to rapid technological and societal change. While the Erasmus+ Programme is one of the EU's main instruments for supporting this training of trainers in higher education, little is known about how it has been used for this purpose in practice. This study addresses this gap by exploring Strategic and Cooperation Partnerships in the field of Higher Education (within the Erasmus+ Programme) led by German and Spanish universities that have been identified as examples of good practice. The results show that both countries focus on Educational and Digital Competences. Furthermore, Germany places greater emphasis on Administrative Competences for the modernisation of its institutions, whilst Spain focuses on Social Inclusion Competences to respond to the needs of its increasingly diverse student population. These findings provide an evidence-based map of how Erasmus+ funding is being directed towards teacher training priorities in both countries, highlighting both EU-wide convergence and country-specific institutional agendas.
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