The Trip and its Relations With Learning and Education

The trip and its relations with learning and education
In countries like Spain, the curricular development of students has always been focused on a linear process of notes wherein the end almost everyone does the same: University, Master, Work. The Anglo-Saxon countries, on the other hand, have always defended the need for travel to strengthen the so-called “soft skills” or personal skills that do not come out or develop with the simple study of academic materials. The trip enters fully as an indispensable factor in the growth of the person by having them directly engage in personal, educational development and which will have a direct impact on the professional future.
Self-knowledge, maturity, the development of social skills or intercultural knowledge are considered by many to be some of the skills that travel provides at an intensity far superior to that produced in our daily reality. At certain times of our life, they are indispensable, and that is where the trip must be coupled with the curricular development of students and professionals.
It is not uncommon for the Anglo-Saxon businessman or professor who values ​​travel, and experiences such as the Gap Year, above the knowledge provided by any academic Master.
The Gap Year or sabbatical is something tremendously popular and widespread in some countries. The need to travel for a year is accepted by families, academic centers and also obviously by future companies. The trip is made depending on personal circumstances. Sometimes it is done before the University, many others when they have finished their studies or also when they have been working for several years and it is considered necessary to stop or even change course in the professional career.
The look of the Anglo-Saxon countries on these issues differs markedly from the attitude in countries such as Spain, where the Gap Year hardly exists or is seen as a waste of time or a vacation.
Months ago I discovered by chance the concept of "hidden curriculum", and I could see how that was totally connected with what I have called traveling learning.
Some educational centers around the world have seen that learning can and should happen anywhere. Expanded education or invisible learning increasingly affect learning outside the classroom and reflect the need to enhance mobility learning. Therefore, it is increasingly heard that travel as a necessary engine and catalyst for learning.
The case of the Think Global School is quite representative when it comes to travel as an apprenticeship within the educational period, students do high school here in different parts of the world. The prestigious Princeton University has created the Bridge Year program, where students must live for months in various countries developing social projects. Recently the University of Mondragón has been a pioneer with the LEINN degree, during the bachelor's degree students have international experiences on the ground in places as diverse as Finland, Silicon Valley, China, and India.
The famous Erasmus Program was, years ago, awarded the Prince of Asturias Award in recognition of its work for the development of Europe.
In that prize, the Erasmus Program was considered one of the most important international cooperation projects in the history of mankind.

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