Upper secondary
Tertiary
Apprenticeship

Mobility scheme: Erasmus+
Source of funds: European
Target group: General

Mobility scheme: Programme de mobilité franco-suédois
Source of funds: National: Ministry of Education and Higher Education
Target group: Pupils

Mobility scheme: Programme Jeunes ambassadeurs
Source of funds: National: Ministry of Education and Higher Education
Target group: Pupils

Mobility scheme: Bourse individuelle de mobilité pour le Royaume-Uni
Source of funds: National: Ministry of Education and Higher Education
Target group: Pupils

Mobility scheme: Bourses de voyages Zellidja
Source of funds: Fondation Zellidja
Target group: Pupils

Mobility scheme: Stage Coop international
Source of funds: OFQJ
Target group: Students

Mobility scheme: Programme Voltaire
Source of funds: National: Ministry of Education and Higher Education (French and German)
Target gropu: Pupils

Mobility scheme: Programme Brigitte Sauzay
Source of funds: OFAJ
Target group: Pupils

Mobility scheme: Bourse OFAJ pour stage pratique
Source of funds: OFAJ
Target group: IVET

Mobility scheme: Échanges franco-allemands de jeunes et d'adultes en formation professionnelle
Source of funds: National: Ministry of Education and Higher Education
Target group: Pupils

Mobility scheme: Réseau des projets scolaires franco-allemands
Source of funds: National: Ministry of Education and Higher Education
Target group: Pupils

Mobility scheme: Assistant(e) de français à l'étranger
Source of funds: National: Ministry of Education and Higher Education
Target group: Students

Mobility scheme: Assistant de langue française aux États-Unis: bourses Fulbright
Source of funds: National: Ministry of Education and Higher Education
Target group: Students

Mobility scheme: Bourses d'études "Entente Cordiale"
Source of funds: National: Ministry of Education and Higher Education
Target group: Students

Mobility schemen: Others: one-off activities, decided and managed by regional councils or professional networks as consular chambers Regional or sectoral General
Source of funds: regional or sectoral
Target group: general

Mobility scheme: higher education grant
Source of funds: Ministry of Education and Higher Education (Portability of higher education grants in States members of European Council)
target groups: Students (under social conditions)

International mobility grant (AMI)
Source of funds: CROUS
Target group: Students (under social conditions)

Mobility scheme: professional stay
Source of funds: France Education International
Target groups: Teachers in secondary schools

Overall policy targets are in place. Several quantified objectives have been set.
The European and international mobility of IVET learners benefits from a favourable context with a strong commitment at the highest level of the State.
The President of the Republic has set a target for our school and university system to allowing, by 2024, half of a French age group to have spent six months in another European country before their 25th birthday, while being able to take in 500,000 foreign students by 2027. Also, each student should speak two European languages by 2024 (1).

FRENCH PRESIDENCY OF THE COUNCIL OF THE EUROPEAN UNION
On the occasion of the French Presidency of the European Union, the government gave a strong impetus to the subject of IVET learners mobility.
The aim of building a European apprenticeship area was the object of the interministerial conference "New generation Erasmus: developing the European mobility of apprentices" on 20 January 2022 (2).
This impetus echoes the European Union's desire to open up even more opportunities for IVET learners to train in Europe thanks to an 80% increase in the Erasmus+ 2021-2027 budget.
The objectives set by the Ministry in charge of National Education are fully in line with the strategic objectives defined at the European level for education, training and higher education, in particular to ensure that at least 6% of 18–34-year-old holding diplomas of initial vocational education and training having carried out a period of study or training abroad.
In the field of education in 2022, the French Presidency of the Council of the European Union has been committed to contributing to the realisation of the European Education Area:
-
The ministerial conference "Getting Europe Moving!" aimed to give a new impetus to mobility despite the health crisis by promoting a more inclusive and better recognised mobility for all, students, pupils, young people, apprentices, etc. . In addition, the Online “Mobility Village” consisted of virtual stands promoting European organisations facilitating mobility and multilinguism. It also featured a EU stand where each of the 27 Member states showcase examples of inspiring practice promoting more inclusive and better recognised mobility(3).
-
The ministerial conference “Embedding European Perspectives in Teacher Development” provided a framework for discussing the essential role of teachers in the successful creation of the European Education Area. In view of this, the conference focused specifically on European mobility for teachers and future teachers and more generally on the emergence of a community of European teachers modelled, in particular, on the example of the first Erasmus+ teacher academies.
- This focus on teachers was reflected in the adoption of Council conclusions on the mobility of teachers and trainers. In these conclusions, the Member States undertake, among other things, to promote the mobility of teachers during their initial and continuing training. The idea is that the success of the European Education Area depends mainly on teachers and their ability to work and act as European teachers (4).

The Mona project "My apprenticeship in Europe", launched in June 2022 and promoted by the EuroApp Mobility association, aims to enable more than 15,000 additional apprentices / professionalisation contracts (5) to acquire professional experience in Europe during their training by 2026. To achieve this objective, funding of €25 million (including €17 million under the France 2030 Recovery Plan) is dedicated to the recruitment of specialised staff in CFAs to develop the long term mobility of apprentices (6).
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(1) https://www.elysee.fr/emmanuel-macron/2017/09/26/initiative-pour-l-euro…
(2) https://presidence-francaise.consilium.europa.eu/en/news/the-new-erasmu…
(3) https://www.education.gouv.fr/conference-osons-la-mobilite-le-village-d…
https://www.education.gouv.fr/conference-osons-la-mobilite-19-janvier-2…
https://presidence-francaise.consilium.europa.eu/fr/actualites/osons-la…
(4) https://www.education.gouv.fr/conference-ministerielle-vers-un-parcours…
https://eur-lex.europa.eu/legal-content/FR/TXT/?uri=uriserv%3AOJ.C_.202…
(5) https://www.cedefop.europa.eu/en/tools/apprenticeship-schemes/country-f…
(6) https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
https://agence.erasmusplus.fr/wp-content/uploads/2022/06/CP_Erasmus_App…

The Ministry for National Education and Youth oversees the strategy and an action plan for the European and international dimension, implemented in each regional education authority (Académie) by the Académie’s Delegation for European and International Relations and Cooperation (DAREIC) (see 1.1.2.)

The Public Interest Grouping (GIP) constituting the national agency Erasmus + Education and Training France brings together all the ministries and key players involved in European and international mobility (1). This GIP brings together:
- For the State: the Ministry of Europe and Foreign Affairs, the Ministry of Labour, Full Employment and Social Inclusion in charge of Vocational Training, the Ministry of National Education and Youth, the Ministry of Higher Education and Research, the Ministry of Culture and the Ministry of Agricultural Education.
- education, training and guidance operators: Centre national des œuvres universitaires et scolaires (CNOUS), France éducation international (FEI), Conférence des présidents d'universités (CPU), various universities
- local and regional authorities: Association Régions de France, Région Centre-Val de Loire, Association des villes universitaires de France (AVUF).

To coordinate activities related to the Erasmus + programme in the field of competences and qualifications, national coordination brings together the Euroguidance and Europass networks and the EQF National Contact Point (see 1.1.2) (2).
A Standing Committee on European and International Mobility for Young People had been set up in 2013, which works further established Regional Committees on European and International Mobility for Young People.
At the regional level, the activities of the Regional Committees for mobility (Coremob) may vary from one Region to another. These Committes, set up in 2015, are chaired jointly by representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government. They are composed of stakeholders involved in mobility issues, whether in formal education, informal education, vocational training or the business world. Corémob is the regional-level strategic and political body for mobility. Corémobs draw up joint diagnostics and develop three-year mobility development plans. Assessed annually, the plans may be revised.
For example: in the Brittany Region, Coremob has developed a 2022-2027 action plan for the international mobility of young people (3); in New Aquitaine, Coremob has initiated the development of a regional portal on international youth mobility (4).
The Région de France association, which brings together the Regional Councils, has developed partnerships with State operators, particularly for the international mobility of young people (Campus France, France Volontaires, Franco-German Youth Office OFAJ, Franco-Quebec Youth Office OFQJ) (5).
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(1) See Agency’s 2021 activity report, page 16 https://agence.erasmusplus.fr/wp-content/uploads/2022/04/RA-2021-WEB-2…
(2) https://www.centre-inffo.fr/content/uploads/2022/10/depliant-reseaux-eu…
(3) https://international-jtm.com/le-coremob/
(4) https://www.somobilite.fr/articles/qui-sommes-nous
(5) https://regions-france.org/wp-content/uploads/2022/06/RDF-RappActivite2…

The IVET mobility policy is evaluated. The assessment of mobility depends on the organisations in charge of the mobility mechanisms.
RECENT EVALUATIONS
In March 2022, the Institut national de la jeunesse et de l'éducation populaire (INJEP) published a fact sheet on "European and international mobility of young people: issues and mechanisms". This sheet provides a summary of international mobility as a strategic field of public action for young people (1).
In September 2021, the General Inspectorate of Education, Sport and Research (IGESR) analysed the management of the mobility ecosystem in the health crisis, the effects of the crisis on outgoing mobility flows, assistant exchanges and the opportunities for transformation brought about by the crisis in terms of international strategies and teaching practices. The report makes recommendations to enable the post-crisis objectives set by the President of the Republic of France to be pursued, i.e. to welcome 500,000 foreign students in 2027, while enabling half of a French age group to have spent six months in another European country before their 25th birthday by 2024 (2).
In July 2021, the report of the governmental mission to the Prime Minister, submitted by Ilana Cicurel, MEP, to the Minister of National Education, Youth and Sports, and to the Secretary of State in charge of European Affairs, aimed to define the levers of development of the European dimension of the education system, via the mobility of teachers and the systematisation of partnerships between French schools and their European counterparts (3).
The national agency Erasmus + Education and Training France publishes each year its annual activity report and the results of the previous year's call for projects, giving an overview of the impact of the Erasmus+ programme in France in the different education and training sectors (4).
In September 2021, the observatory of the national agency Erasmus + Education and Training published a study dedicated to the analysis of the development of mobility for learners in work-linked training (apprenticeship and professionalisation contracts). This study focuses on mobility in work-linked training, both in vocational education and training (VET) and higher education (where apprentices are concerned), with a focus on VET apprentices, and on long term mobility of apprentices. Within this overview of Erasmus+ mobility of work-linked training students, the authors also report on the results of a survey conducted on the levers favouring the development of long-term mobility (5).

The 2021 activity report of the association Régions de France, gives an account of the support policies for young people's mobility in Europe and abroad carried out by the Regions (6).

The second report of the “Territorial Observatory of International Students and Researchers Mobility” (“Observatoire territorial de la mobilité internationale des étudiants et des chercheurs”) was published in May 2022. This observatory was set up by Campus France, in partnership with the bodies “Regions of France” and “Urban France”, on the initiative and with funding of the Ministry for European and Foreign affairs. The report presents the key figures of the international mobility of French regions and cities while illustrating the territorial strategies of internationalisation (7).

PREVIOUS EVALUATIONS
Examples of previous evaluation initiatives are:
- A mission was entrusted in January 2017 by the Minister of Employment to the General Inspectorate for Social Affairs (IGAS) to propose initiatives to be implemented at the national and European levels in order to remove obstacles to the mobility of apprentices. The report “European mobility of apprentices” was published in November 2017. It includes an overall analysis of the national and European frameworks for the mobility of apprentices and a panorama of existing practices. It also established a list of 20 proposals to develop the European mobility for apprentices (8).
- In July 2017, the Employment Minister appointed a special representative in charge of the development of Erasmus Pro for apprenticeship training, whose tasks included identifying the obstacles to the long-term mobility of apprentices (9).
- The national agency “Erasmus + Education and Training” published in March 2018 a mid-term review of the Erasmus+ programme 2014-2020. Its annual activity reports provide updated evaluations in regard with Erasmus program (10).
- The report “Erasmus Pro: removing obstacles to the mobility of apprentices in Europe” was prepared by the MEP Jean Arthuis on the request of the Minister of Labour, and published in January 2018 (11). The suggested changes have been since then included into the new legal provisions that came into force in March 2018 (reform of the labour code) (12) and September 2018 (law for the freedom to choose one’s professional future) (13).
- A report on mobility is planned to take place two years after the enactment (September 2018) of the law on the freedom to choose one's professional future. This law will be evaluated to confirm its effects on promoting the mobility of apprentices within the European Union (14).
- The first report of the “Territorial Observatory of International Students and Researchers Mobility” (“Observatoire territorial de la mobilité internationale des étudiants et des chercheurs”) was released in June 2018. The report provided an innovative perspective on the actions of local authorities and the State in terms of the international mobility of students and researchers (15).
- A report on the long term mobility of apprentices has been produced in the framework of the Cedefop ReferNet network and published in 2020 (16). This report analyses the national context with regard to the factors favourable and unfavourable to the development of mobility lasting more than 3 months.
- In September 2019, the Court of Auditors published a report on the international mobility of students (including those in the vocational path). This report includes 11 recommendations to make the system of international student mobility better known, better promoted, better managed, better piloted and, ultimately, more effective (17).
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(1) https://injep.fr/wp-content/uploads/2022/02/FR53_Mobilites_2022.pdf
(2) https://www.education.gouv.fr/l-impact-de-la-crise-sanitaire-sur-la-mob…
(3) https://www.education.gouv.fr/rapport-faire-de-l-ecole-le-coeur-battant…
(4) https://agence.erasmusplus.fr/wp-content/uploads/2022/04/RA-2021-WEB-2…
(5) https://agence.erasmusplus.fr/wp-content/uploads/2021/09/ObsErasmus_N17…
(6)https://regions-france.org/wp-content/uploads/2022/06/RDF-RappActivite2…
(7) https ://ressources.campusfrance.org/publications/observatoire/fr/observatoire_territorial_mobilite_2022_fr.pdf
(8) http://www.igas.gouv.fr/IMG/pdf/2017-048R_.pdf
(9) https://travail-emploi.gouv.fr/actualites/l-actualite-du-ministere/arti…
(10) https://agence.erasmusplus.fr/publications/rapport-dactivite-2021/
(11) https://travail-emploi.gouv.fr/IMG/pdf/rapport_arthuis_-_18_janvier.pdf
(12) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/codes/section_lc/LEGITEXT000006072050/LE…
(13) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/loda/id/JORFTEXT000037367660
(14) A parlementary report evaluation the September 2018 Law was published on January 2022. It includes a chapter (I) dedicated to the development of international mobility for work-linked trainees (apprentices / professionalisation contracts). https://www.assemblee-nationale.fr/dyn/15/rapports/cion-soc/l15b4922_ra…
(15) https://www.diplomatie.gouv.fr/IMG/pdf/observatoire_territorial_de_la_m…
(16) https://cumulus.cedefop.europa.eu/files/vetelib/2018/international_mobi…
(17)https://www.ccomptes.fr/fr/publications/la-mobilite-internationale-des-…

France has a large number of guidance structures. Firstly, guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.
The national policy falls within the jurisdiction of the Ministry in charge of National Education and the Ministry in charge of Higher Education. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1).
Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP (2), advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).
To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks such as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus + Education and Training agency.

The Euroguidance France network deploys a wide range of information initiatives; in addition, since October 2020, the network has been offering quaterly videoconferences on international mobility for young people and the professionals who support them (3).

THE EUROGUIDANCE FRANCE NETWORK
The Euroguidance France network is rolling out a service offer designed to promote European mobility, in particular for guidance professionals. The part of the network under the Ministry for National Education is specialised in questions relating to guidance regarding mobility in initial training (schools and students in particular), and provides advice and training to French and foreign guidance and education professionals, counselling professionals but also to young people, students, adults etc (4). The part of the network dedicated to employment and continuous training, provides information and support including the topic of apprentices’ mobility (5).
Information and Guidance Centres that make up the CIO (“Centres d’information et d’orientation”) network are considered as "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 27 EU countries, European programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners, with the backup support of the Euroguidance France network.

The Euroguidance officers of the Information and Guidance Centres who contribute to the network as national resource centres took part in numerous activities to promote the European dimension in guidance at events (conferences and fairs) aimed at the general public (6). Because the expertise of the Euroguidance network is recognised, the Euroguidance officers are also invited to lead conferences at events (7).
A webinar dedicated to international mobility in the vocational field was also organised by Euroguidance on 11 April 2022 (8).

The Euroguidance France network published a poster on the mobility opportunities of the Erasmus+ programme, which was updated at the end of 2022 to be distributed to more than 2000 organisations active in the field of guidance, support and training (9).

At the end of 2022, the Guide “Internships in Europe” was published to support vocational students and supervisors to find internships in Europe. It includes a methodological step by step guide and some country-specific resource sheets (10).
In September 2021, a guide on European and international mobility for teachers and educational staff was updated. It takes into account the new features of the main mobility programmes, in particular the Erasmus+ 2021/2027 programme, including the strengthening of long term mobility for apprentices (11).

As part of the Printemps de l'orientation, organised by the National Office for Information on Education and the Professions (Onisep), a day dedicated to international mobility was organised at the European Parliament in Strasbourg, on 15 March 2022, with exchanges devoted to the mobility of apprentices (12).

ONISEP
The National Office for Information on Education and the Professions ONISEP (13), in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre (CIO), provides various services and information to support mobility.

ERASMUS+ EDUCATION AND TRAINING NATIONAL AGENCY
Also at the national level, the Erasmus+ France Education and Training Agency promotes several different programmes and plans, in particular Erasmus+(14). The agency informs the public about mobility programmes. A specific website is dedicated to projects applicants and beneficiaries: “Mon projet Erasmus +”(15).
As regards the mobility of apprentices, the Erasmus+ Education and Training Agency federates the main networks of Apprentice Training Centres (CFA) and other apprenticeship stakeholders in charge of Erasmus+ projects, within a national working group with the aim of sharing good practices, producing and disseminating resources to apprenticeship training organisations, and enabling them to promote mobility to IVET learners.

A webconference dedicated to apprentice mobility has also been organised by the agency in November 2021(16).

In 2022 numerous events were organised by the Erasmus + Education and Training Agency to mark the 35th anniversary of the Erasmus + programme (17).
As each year in October since 2017, the Erasmus Days were organised as an international celebration to promote European values, mobility benefits and Erasmus+ project results, in order to boost visibility for citizens, stakeholders, media and policy

DEDICATED WEBSITES

A joint website designed to present the Erasmus + programme as a whole, the Education and Training strands and the Youth and Sport strands, is run by the two agencies in charge of these actions (18).
Specific portals for promoting international mobility have been set, particularly for young people in initial training.
The "Discover the World" portal(19) has been promoting international youth mobility since 2015, combining news, practical information, real-life examples and a map of local support networks(20). Hosted by the Directorate of Youth, non formal Education and Voluntary Organisations of the Ministry for Education and Youth, this portal brings together a group of national and regional contributors (21).
As part of the territorial deployment of "la boussole des jeunes", a national digital platform that lists all the services offered by institutions and professionals for young people, the integration of a theme dedicated to mobility has been tested in the Grand Est region(22) and in the territory of Lyon Métropole(23). This service, which is intended to be extended to other regions, enables young people who request it to be put in touch with the professional who can inform them about the services and opportunities adapted to their situation.

Some Regional Councils have also developed web platforms dedicated to international mobility, which present the existing mechanisms and aids, and provide advice and allow users to ask questions(24). Many awareness-raising tools and initiatives in the area of international mobility have been created. In April 2017, the Eurodesk referents of the Youth Information network published a map entitled "The World in Your Pocket", which used to provide useful tips and sites dealing with mobility abroad(25). In 2017, the Youth Information and Documentation Centre produced a guide on traineeships abroad(26).


APPRENTICESHIP PLAYERS NETWORKS
At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog. To take another example, within the framework of a partnership between the Erasmus+ France Education and Training Agency and the Ministry of Agriculture, a network of advisers dedicated to international mobility and the Erasmus+ programme in agricultural education has been set up(27).
Finally, in 2018, information and guidance specifically targeted at apprentices was addressed. In each Apprenticeship Training Centres for (Centre de Formation en Apprentissage, CFAs), a special officer in charge of mobility is being appointed to promote and support international mobility. The law of 29 March 2018(28) stipulates that CFAs must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018(29) specifies the nature of this dedicated staff.
The MONA consortium, "My apprenticeship in Europe" (“Mon apprentissage en Europe”), piloted by the EuroApp Mobility association, aims to develop long term mobilities of apprentices, in particular by financing a full-time mobility adviser in each partner Apprentices Training Centre (CFA). EAM brings together 31 managing bodies representing 43 volunteer CFAs. The good practices of this experimentation will be disseminated(30).

In June 2022, the Fondation Innovations pour les Apprentissages (FIPA) published a guide on international mobility dedicated to apprentices (in apprenticeship contract or professionnalisation contracts). This guide is intended as a tool to help them better understand short and long-term international journeys, while preparing for this future trip (budget, accommodation, transport). It is intended for all (in apprenticeship contract or professionnalisation contracts) who wish to go abroad during their training period, for companies that want to support them, and for the training centres (31).
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(1)http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2)Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3)https://www.euroguidance-france.org/visioconferences/
(4)https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(5)https://www.euroguidance-france.org/les-differentes-formes-de-mobilite-…
(6)For example, at the European Education Fair in Paris, where they co-organise with Onisep the "Studying in Europe" guidance area, where European professionals give lectures and answer questions from the public about studying in their country of origin.
(7)For example, at the Salon de l'Enseignement supérieur de Montpellier: "les études à l'étranger" (13-15 Jan 2022) or at the Salon post bac Ile de France at the Grande Halle de La Villette (7-8 Jan 2022) with a conference on mobility. The network also participated in the "European Village" event organised by the French Presidency of the European Union (PFUE) on 19 January 2022 and in the "Daring to be mobile" («Osons la mobilité ») conference. https://www.education.gouv.fr/encourager-et-reconnaitre-la-mobilite-des…
(8) https://www.youtube.com/watch?v=AO4FKQ1Ps4Y
(9)https://www.euroguidance-france.org/wp-content/uploads/2022/10/affiche-…
(10)https://www.euroguidance-france.org/wp-content/uploads/2022/10/brochure…
(11)https ://www.euroguidance-france.org/wp-content/uploads/2021/10/brochure-onisep-…
(12) https://www.centre-inffo.fr/site-centre-inffo/actualites-centre-inffo/l…
(13) https://www.onisep.fr/
(14) https://agence.erasmusplus.fr/
(15) https://monprojet.erasmusplus.fr
(16) https://www.youtube.com/watch?v=1TdEuOPBfgo
(17) https://agence.erasmusplus.fr/evenements/erasmus-fete-ses-35-ans/
(18) https://info.erasmusplus.fr/
(19) http://decouvrirlemonde.jeunes.gouv.fr/
(20) http://decouvrirlemonde.jeunes.gouv.fr/list-structures
(21) https://decouvrirlemonde.jeunes.gouv.fr/page/liste-des-partenaires
(22) https://info-jeunes-grandest.fr/actualites/la-boussole-des-jeunes-un-ou…
(23) https://lyon.info-jeunes.fr/
(24) For example, in the Bourgogne-France-Comté région www.agitateursdemobilite.fr, in Brittany https://enroutepourlemonde.org/, and in Corsica https://www.isula.corsica/jeunesse/Bourse-a-la-mobilite-Mobighjovani_a2…
(25) https://decouvrirlemonde.jeunes.gouv.fr/dossier/le-monde-en-poche
(26) http://www.crij.org/fichiers/actualite/guide-faire-un-stage-a-l-etrange…
(27) http://agriculture.gouv.fr/mobilite-internationale-un-enseignement-agri…
(28) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(29) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(30) https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
(31) https://drive.google.com/file/d/1cCXjofFfezvwBfn27i7W-wwzYn0vYDzg/view

Overall, at the level of the Ministry for National Education and Youth, in order to develop its European and international dimension, each regional education authority (Académie) defines a strategy and an action plan. The Académie’s Delegation for European and International Relations and Cooperation (DAREIC) is responsible for steering initiatives and ensuring synergy between the actors concerned. The DAREIC relies on a network of reference teachers for European and international action. From 2009, in some schools a dedicated teacher is in charge of promoting international and european actions (“Enseignants référents pour l'action européenne et internationale”, ERAIE) (1). These teachers implement the Académie’s priorities locally. As points of contact on a day-to-day basis for those teachers and students who wish to take part in European or international projects, the reference teachers provide both impetus and coordination, and thus facilitate all mobility, exchange, twinning, visit or partnership projects (2).
In addition, the Académie’s Regional Delegations for Youth, Engagment and Sports (DRAJES), placed under the authority of the Rectorate of each Académie, is responsible for informing, advising and supporting local partners in the design and implementation of European and international youth mobility programmes such as ERASMUS+ youth and sports and OFAJ programmes (3).
National coordination brings together the Euroguidance, Europass and EQF National Contact Point networks to coordinate activities in the field of competences and qualifications under the Erasmus+ programme. These three networks have responded together, through the Erasmus+ Education and Training Agency, to the EC call for proposals for the period 2021-2023. This choice was motivated by the synergies between the subjects dealt with by each of them: guidance, valorisation of skills, qualifications. Coordination is carried out through a steering committee, called "COM" (Competences Orientation Mobility), which brings together the supervisory ministries of the Erasmus+ Edducation and Training Agency, representatives of Europass, Euroguidance, the EQF NCP and institutional partners working in the field of mobility such as EURES (Pôle emploi international) and the ENIC NARIC (France Education international) network. The COM is the place to: Share information on topics related to guidance, competences and qualifications at European and national level, exchange on the challenges of promoting the Europass platform at national level, plan the implementation of common activities (4).

On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) had been set up on October 2013. The Committee operated at country level. It comprised five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups was to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility. The development of the "Discover the World" portal is the result of the work carried out by this Committee (5).
The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, Coremobs are bodies responsible for implementing at regional level the national guidelines set by the Standing Committee. Coremobs design the mobility policy and strategy at regional level. They bring together all stakeholders involved in mobility. Their mission includes provision of information on mobility (6).
The agency Campus France manages mobility for foreign students and interns – including IVET learners – having received scholarships, so that they can study in France or abroad.
On the guidance side, a National Council (7) Regional Councils (8) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area on national and regional levels. A national framework agreement was also signed in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”. The 5 sept Act abolished the national council. It set up a new national institution: France Compétences whose mission is to ensure funding, regulation and improvement of the vocational training and apprenticeship system (9).
Law No. 2018-771 of 5 September 2018 (10) on “the freedom to choose one's professional future” enables the different stakeholders in guidance to complement each other thanks to a clear sharing of State/Regional competences. The State retains responsibility for defining at national level the policy for guidance of pupils and students in schools and higher education establishments. It is also responsible for the educational and pedagogical dimension of guidance and the assignment of students. The Regions see their field of intervention extended to include the missions carried out in terms of disseminating information on trades and drawing up documentation of regional scope for pupils and students.

The respective roles of the State and the Regions and their joint intervention in institutions are defined in the national reference framework established jointly by the State and the Regions, signed on 28 May 2019. The national framework is intended to be applied in each region by means of a regional agreement signed with the academic region (11).
Coupled with the reform of the general and technological uppers secondary schools, this territorial approach to guidance will offer pupils greater freedom of choice and enhanced support by 2021.

Since the start of the 2018 school year, students in the first year of upper secondary school (“classe de seconde”) have hours dedicated to helping them choose a career path. This dedicated timetable is gradually being extended to all students from the 4th class (“classe de quatrième”, penultimate year in “collèges”) year onwards. It represents an indicative annual duration of 12 to 36 hours in junior high school and 54 hours in general and technological upper secondary school. It can be as long as 91 hours per year for the vocational path.
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(1) https://eduscol.education.fr/1099/politique-academique-et-interlocuteur…
(2) http://www.education.gouv.fr/cid49724/menc0913416c.html
(3) https://www.education.gouv.fr/bo/22/Hebdo39/MENG2228933X.htm
(4) https://www.centre-inffo.fr/content/uploads/2022/10/depliant-reseaux-eu…
(5) http://decouvrirlemonde.jeunes.gouv.fr/
(6) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(7) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(8) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles – CREFOPs
(9) https://www.legifrance.gouv.fr/download/pdf?id=sjOmMiK5aL3fwO5xyCPjtxuZ…
(10) https://www.legifrance.gouv.fr/loda/id/JORFTEXT000037367660/2019-05-27/
(11) https://www.education.gouv.fr/orientation-scolaire-cadre-national-de-re…
https://regions-france.org/wp-content/uploads/2019/05/Convention_cadre_…

No policy targets. General objectives are set at the national level, included in the legislation.

The Guidance and Planning Law 2013-595 ratified on 8 July 2013 made “promoting greater openness to Europe and the world” one of its objectives.
The law of 5 March 2014 relating to Vocational Training include mobility as an integral mission of apprentice training centres (1).
The law of 29 March 2018 (2) stipulates that Apprenticeship Training Centres (Centres de formation en apprentissage, CFAs) must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (3) specifies that the “mobility referent” is to make use of local resources and European Union programmes.
The Qualiopi and Qualiformagri national quality standards, which are binding on vocational training providers for training activities financed from public funds (including apprentice training centres and training bodies for “professionalisation contracts”), require the existence of staff dedicated to national and international mobility (4).
________
(1) Law of 5 March 2014, Article 15: https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00002868…
(2) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(3) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(4) https://travail-emploi.gouv.fr/IMG/pdf/guide-lecture-referentiel-qualit…

Improvement actions in recent past include:
The 1jeune 1 solution website set up as part of the recovery plan has a section entitled "I'm looking for an experience in Europe" which provides information on job mobility, internships, volunteering and also apprenticeship (1) .

Previous improvement actions included:
- the introduction of the national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of a nationwide “Regional public service of guidance”, targeted at improving coordination of mobility policy, including information and guidance;
- The publication, by the national agency “Erasmus+ France Education and training”, in November 2018, of a specific guide dedicated to mobility referents: “Skills of a referent mobility in Apprenticeship training centres” (2).
This guide was drawn up as part of the work of the Territorial Conference for Apprenticeship Mobility (Assises territoriales pour la mobilité des apprentis, ATMA), coordinated by the Erasmus + Agency. This guide presents the role, tasks and competences of the referents who promote the implementation of international mobility projects of apprentices, and specify the conditions for success of such projects. A video to promote the organisation of international mobilities in an Apprentis training center (“Centre de formation des apprentis”, CFA) has been published. (3).
The new pedagogical organisation of vocational schools reinforces the support offered to students. The timetable for the vocational baccalaureate provides for 265 hours of extra support throughout the training cycle, dedicated to consolidation, personalised support and support in choosing a career path(4). The ability to be mobile, to prepare for mobility are skills to be developed. Training modules for teachers have been specifically designed to support them in this task. A presentation of the new measures to support students in their choice of career at the collège and vocational upper secondary schools is also available to parents online (5).
_________
(1) https://www.1jeune1solution.gouv.fr/europe
(2) https://agence.erasmusplus.fr/publications/guide-cfa/
(3) https://agence.erasmusplus.fr/videos/organiser-des-mobilites-internatio…
(4) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/5/VM_Mo…
(5) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/51/9/Orien…

A range of studies have been carried out.

In 2022, the national Erasmus+ Education and Training Agency Observatory has published a note dedicated to the analysis of the benefits of Erasmus+ mobility for learners, staff and organisations (1).
In November 2020, a "Territorial Atlas of European and International Mobility" had been published by the Erasmus + agency, the French Ministry of Higher Education, Research and Innovation (“Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation”, MESRI) and the French Regions. This report provided an overview of the mobility of students, researchers, higher education staff and vocational training students at the level of French regions (2). It presents:
- data on incoming and outgoing international student mobility, by region and by audience,
- regional policies in this area, and an inventory of the scholarship grants set up by the Regions
- a portrait of each of the 18 metropolitan and overseas regions, with the results for each of the territories illustrated by several projects.
____________________
(1) https://agence.erasmusplus.fr/publications/lobservatoire-erasmus-n19-an…
(2) https://agence.erasmusplus.fr/publications/atlas-territorial-de-la-mobi…

The Euroguidance France network offers VET professionals a range of services (publications, website, personalised advice, training, information sessions) to promote European mobility (1). An online training platform dedicated to European and international mobility, has been set up and launched in October 2019 (2). This platform, called Dinamo, targets the professionals of guidance. More than 1300 users have registered since its launch. In 2021, this online course has been transferred to m@gistere that is the secured e-learning platform for national education professionals, 1055 users have registered.
ONISEP (National Information Office for Education and Professions) provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (3).
A new cooperation agreement was signed in December 2017 between ONISEP and the national agency Erasmus + Education and Training. By improving their cooperation, the two bodies wish to better inform a wide public and the youth about mobility opportunities.
Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- In the construction sector, the national network supporting apprenticeship training centres CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics [Committee for the coordination of apprenticeships in the Construction sector]) supports mobility projects of apprenticeship training centres. In 2014, the sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad (4);
- The ANFA (the national association for training in the automotive sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (5);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (6);
- The EuroApprenticeship network, which activities stopped in 2019, used to support the mobility of apprentices across Europe and advocated for the creation of an apprenticeship contract on a European pathway.

The EuroAppMobility (EAM) association was set up in May 2020. It gathers at the national level networks of training providers involved in apprentices’ mobility (7).
In September 2021, the members of EAM adopted a "manifesto for a Europe of apprentices" (8).
After an assessment of the current situation, the document identifies and evaluates the obstacles to be removed: legal, financial, academic, linguistic and psychological obstacles. It then formulates proposals and prerequisites:
1 - The "mobility referent" within the Apprentices Training Centers (CFAs).
2 - The "developer of long term mobility for apprentices" at regional level.
3 - Systematic recognition of mobility achievements.
4 - The involvement of companies.
5 - A unified status for mobile apprentices.

The Ministry of Labour, Full Employment and Integration supports the EAM association within the framework of a multi-year agreement for 2020-2023. In particular, EAM pilots the MONA consortium, "My apprenticeship in Europe" (“Mon apprentissage en Europe”), whose objective is to remove the obstacles of all kinds to European mobility by means of concrete solutions, in particular by financing a full-time mobility referent post in each partner Apprentices Training Centre (CFA). EAM brings together 31 managing bodies representing 43 volunteer CFAs. The good practices of this experimentation will be disseminated (9).
The website of the Ministry of Labour offers downloadable information kits, one for companies and another for CFAs and training organisations. These kits provide useful information on the consequences for the employment contract, the financing of mobility, social security cover and the validation of the knowledge acquired during periods of mobility (10).
______________________
(1) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(2) https://www.euroguidance-formation.org/
(3) http://www.onisep.fr/Equipes-educatives#Mobilite-internationale
(4)https://www.ccca-btp.fr/category/europe
(5) https://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-eur…
(6)http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…
(7) https://www.euroappmobility.eu/
(8) https://api.euroappmobility.eu/app/uploads/2021/11/eam-manifeste-pour-u…
(9)https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
(10)https://travail-emploi.gouv.fr/demarches-ressources-documentaires/docum…

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making policy evaluation in this area complete, systematic and topic-specific as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (b) although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set. This shortfall could also be addressed in future.

At the level of the Ministry for National Education and concerning the integration of international learning mobility experiences in the curricula of Ivet programmes:

- In upper secondary education, Decree 2014-725 ratified on 27 June 2014 introduced an optional “mobility unit” into the Vocational Baccalaureate on an experimental basis. The unit provided credit for results achieved during training completed in a Member State of the European Union, the European Economic Area or the European Free-Trade Association, with the aim of earning the aforementioned degree. The scheme applied to pupils in vocational schools, apprentices enrolled at an Apprenticeship training centre or adults in continuing vicational training centers (1).
The optional mobility unit offered as part of the vocational baccalaureate since 2014 (7,000 applicants in 2018) was consolidated and extended in 2019 to other professional diplomas levels 3 and 4 EQF. This optional mobility unit was therefore confirmed for the vocational baccalaureate and extended to the professional certificate (“brevet professionnel”), the trades certificate (“brevet des métiers d’art”) and the CAP (“Certificat d’aptitude professionnelle”) (orders of 30th August 2019) (2). The eligible area for mobility was also extended to the whole world.
This mobility unit is available to all young people, whether they are students or apprentices; it is also available for adults in CVET.
A certificate is delivered by the head of the regional education authority (recteur) to all learners that pass the mobility Unit (attestation MobilitéPro).
Concerning the vocational diplomas delivered by the ministry, it should also be underlined that learners can have a training mobility period abroad (in a company fo example), and the competences, skills and knowledges acquired can be recognised for the exam.
A guide was elaborated, jointely by the ministry and the Erasmus + Eudcation and Training Agency to explain this scheme and the mobility optional unit (3).
Endly, Vocational high school students can benefit from reinforced modern foreign language teaching within the framework of European sections through a non-linguistic subject (DNL). This DNL, partly taught in the foreign language, is essentially a professional discipline. The aim is to strengthen language skills and develop cultural knowledge. The European sections in vocational high schools rely on periods of training in a professional environment abroad to organise activities that combine a professional approach and a cultural approach. These sections contribute to the European and international opening of vocational high schools. Students have the indication "European section" on the professional baccalaureate diploma.

Regarding IVET in Higher Education, Law 2013-660 on Higher Education (4) provides that Higher Education Institutions that wish to develop cooperation agreements with foreign or international institutions must specify which periods are eligible for study abroad and the related procedures. Under such cooperation programmes, the law now allows for higher education courses to be taught in a foreign language, where specific conditions are fulfilled (5).
Also, since 2018, the education code (6) (articles L611-12, D611-13 and following) allows students to suspend their studies during each cycle of studies (L, M or D) for 6 to 12 months in order to take advantage of a personal, professional or employment opportunity in France or abroad while maintaining their status as a student.
Also, as part of examination arrangements for mobile students, provision is now made for the use of videoconferencing.
Some other circulars have been issued by the Ministry of Education with the aim of promoting mobility (7).
The report “Erasmus Pro: removing obstacles to the mobility of apprentices in Europe” was prepared by the MEP Jean Arthuis on the request of the Minister of Labour and published in January 2018 (8).
At national level, the measures recommended were:
• Suspension, during the apprentice's mobility abroad, of certain clauses of the apprenticeship contract relating to the employer's obligations;
• Creation of a guarantee of resources for the apprentice's financial autonomy during his or her mobility;
• Guarantee of social security coverage for apprentices during their mobility;
• Recognition of the learning outcomes acquired during mobility for the award of the diploma;
• Creation of Referents in the Apprenticeship training centres (Centres de formation en apprentissage, CFAs);
• Strengthening language teaching in Apprenticeship training centresengaged in European training programmes;
• Experimentation, in the overseas territories, of mobility in countries of the same ocean basin.
All these recommendations have been since taken over into the new legal provisions that came into force in March 2018 (reform of the labour code) (9) and September 2018 (law for the freedom to choose one’s professional future) (10).
______________
(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=811…
(2) Arrêté du 30 août 2019 portant création d'une unité facultative de mobilité et de l'attestation MobilitéPro dans le diplôme du certificat d'aptitude professionnelle [Order of 30 August 2019 creating an optional unit of mobility and the MobilityPro certificate in the certificate of professional competence diploma]
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00003901…
(3) https://agence.erasmusplus.fr/publications/mise-en-oeuvre-de-mobilites-…
https://eduscol.education.fr/663/langues-vivantes-sections-europeennes-…
(4) Unless otherwise specified, Higher Education in this fiche includes tertiary VET
(5) These exceptions to the rule of French as sole teaching language have been inserted into Article L. 121-3 of the Educational Code: "where courses are taught under an agreement with a foreign or international institution, as provided for by Article L. 123-7 or under programmes benefiting from European funding"
(6) https://www.legifrance.gouv.fr/codes/id/LEGIARTI000036929467/2018-05-21
(7) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
http://www.education.gouv.fr/cid49724/menc0913416c.html
(8) https://travail-emploi.gouv.fr/IMG/pdf/rapport_arthuis_-_18_janvier.pdf
(9) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA0000367...
(10)LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000037367660/

Policy targets are in place.

Circular No. 2016-091 of 15 June 2016 reports several objectives aimed at removing administrative and institutional barriers to mobility (1):
- Mobility must be made easier, by anticipating the practical and administrative procedures, for example, the establishment, prior to the departure of the students, of an assessment system, the designation of a contact person, an assistant or a tutor. Specific preparation for mobility is also recommended".
- The education authorities and regional councils have the objective of facilitating access to mobility to all young people by providing them with support, informing them and coordinating the many existing possibilities and measures.
A specific portal for schools has been created on the Ariane portal of the Ministry of Foreign Affairs to help make school trips abroad more secure; it provides the headteacher and accompanying staff with real-time safety recommendations if the situation in the country of destination so requires (health, climatic and geopolitical events). A project of a dedicated portal of Ministry of Education about schools’ mobility (security and statistics) is in progress and will be implemented by 2024.
The practical guide "European and international mobility" assists school headmasters, educational institutions directors and National education inspectors in the implementation of pupil and staff mobility. In 2023, this guide will be released in a shorter format, with focus on the main mobility topics (2).
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(1) http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=103304
(2) https://cache.media.eduscol.education.fr/file/Europe_et_international/7…

The law of 7 March 2016 relating to the rights of foreigners in France includes several measures to improve the right of residence and simplify formalities for foreign students, namely (1):
- the creation of a multi-year residence permit until the end of the course of study. This multiannual residence permit, which had already been in effect for master's and doctoral students since 2013, was extended at the beginning of the 2016 academic year to students having completed at least one year of their bachelor's degree;
- the creation of a multiannual "talent passport" residence permit with a maximum duration of 4 years, in particular for researchers, doctoral students and young graduates with a master's degree in paid employment;
- the procedure for the examination of applications for long-stay student visas by French consulates is being speeded up and it is now compulsory to explain the reasons when the visa application is refused;
- the residence certificate requirement for foreign students enrolled in a master's degree has been abolished.

Where apprenticeship is concerned, work permits are granted to any foreigner holding a stay permit in France for the purpose of concluding an apprenticeship contract.
New provisions on the right of residence of students are included in the law of 10 September 2018 on asylum and immigration (2). Students at Master's level or higher wishing to work in France or start a business will be able to benefit from a one-year temporary residence permit mentioning "job search or business creation". As before, the job or business creation project must be related to the training or research carried out. A new feature of the law aimed at promoting "circular mobility" is that it is now possible to apply for this residence permit after leaving the country, within four years of obtaining the diploma.
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(1) https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00003216…
(2) https://www.legifrance.gouv.fr/eli/loi/2018/9/10/INTX1801788L/jo/texte

France has instituted simplified administrative procedures. In particular the agency Campus France manages mobility for foreign students and interns – including IVET learners – having received scholarships, so that they can study in France or abroad. The Agency also provides support for French students going abroad to study. It is structured as a "one-stop shop" offering a full-fledged welcome line to foreign students, with everything from orientation services to scholarship disbursal or even personalised tracking throughout their studies if required: in short, a single contact point covering all contract items. It has set up a special website in this regard for students wishing to start or continue their studies in France, where they can also complete the entire visa application process before coming to France (1).

In addition, basic universal health insurance (CMU) has been instituted. A website for foreign students has been set up. It can be used to register for university courses online (2). The Ministry of the Interior and the Ministry for National Education, Higher Education and Research have set up multi-service reception platforms for foreign students (single points of contact) in order to improve the reception of foreign students and to facilitate their administrative procedures. In 2017, there were 26 one-stop shops for foreign students (3) The "Welcome refugees" website(4) published by the Ministry of Higher Education, Research and Innovation and the Crous (Regional Student Welfare Centers, ‘Centres régionaux des oeuvres universitaires et scolaires’), is aimed at refugees or persons benefiting from subsidiary protection who wish to continue or resume their studies.

The 2018 laws reforming the labour code (March 2018) (5) and vocational training (September 2018) (6) include measures that apply to all young people under the two main work-based learning schemes, i.e. the apprenticeship contract (contrat d’apprentissage) and the professional development contract (contrat de professionalisation). Organizing periods of mobility abroad as part of alternance training schemes should now be easier and more legally secured for both training organisations and employers. In particular:
- the French employer is no longer responsible for the conditions of performance of the work during the period of mobility abroad, as was previously the case. The host employer or training provider becomes sole responsible for working time, health and safety, remuneration, weekly rest, in accordance with the legal and contractual provisions in force in the country concerned;
- parties have more room to adjust the duration of the mobility period abroad. In both alternance training schemes the period abroad may vary with a maximum duration of one year. In addition, the duration of apprenticeship contracts may now be adjusted taking into account the skills acquired during mobility abroad. This is possible through an agreement between the training provider, the employer and the apprentice. For short mobility periods (less than 4 weeks), a secondment agreement may be concluded between the apprentice, the employer in France, the training centre in France and the training centre abroad and, if necessary, the employer abroad;
- Reception of apprentices from a EU Member States is simplified. Apprentices from an EU Member State who are moving to France benefit from the provisions of the Labour Code, but due to the temporary nature of this mobility, several provisions of the Labour Code are not applicable to them: the training may not lead to a diploma or professional title registered in the National Register of Professional Qualifications (RNCP); and the status of a vocational training trainee is not compulsory for them.
In 2019, the Ministry of Labour published two practical guides for companies employing apprentices and apprentice training centres, aimed at presenting in practice the steps to be taken to facilitate the European and international mobility of their apprentices (7).

The law of 21 February 2022, known as the "3DS" law on "differentiation, decentralisation and deconcentration", provides a legislative framework for cross-border apprenticeship. The implementation of this framework will be conditional on the conclusion of bi-state agreements (to specify the operational aspects) (8).

Each agreement must specify:
- Where the practical part of the apprenticeship training is carried out in the border country, the provisions relating to the legal regime applicable to the employment contract:
o working conditions and remuneration
o health and safety at work
o social protection of the apprentice.
- Where the theoretical part of the apprenticeship training is carried out in the border country :
o the provisions relating to the training body and the professional certification covered by the contract
o the arrangements for the conduct of the training and the award of the vocational certification.
- The provisions relating to the financing of cross-border apprenticeship, including the contributions of the parties and their financial relations.
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(1) http://www.campusfrance.org/fr/page/procedure-cef-creez-votre-dossier
(2) http://vosdroits.service-public.fr/particuliers/R19176.xhtml
(3) Decree of 30 July 2015 and government instruction of 3 September 2015: http://circulaire.legifrance.gouv.fr/pdf/2015/09/cir_39990.pdf
(4) http://www.etudiant.gouv.fr/pid38113/welcome-refugees.html
(5) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA0000367
(6) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(7) https://travail-emploi.gouv.fr/demarches-ressources-documentaires/docum…
(8) https://www.legifrance.gouv.fr/jorf/article_jo/JORFARTI000045197639

Where apprenticeship is concerned, foreign minors (from outside the European Union) are exempted from the requirement to hold a valid residency permit and are consequently eligible for apprenticeship contracts (1). More generally, when these foreign minors are present on French soil, no distinction is allowed between them and minor students of French nationality when it comes to access to public education and vocational training.
Since January 2017, a minor living in France must again have an authorisation to leave the country to travel abroad without his or her parents. This authorisation to leave the country is compulsory and applies to all trips outside France, whether individual or collective: school trips, language-learning trips, etc.
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(1) DGEFP Letter dated 3.3.10, Art. L5221-5 of the Labour Code Law 2009-1437 ratified on 24.11.09, Art. 35 (25.11.09 Official Gazette)

Students from EU countries (less than 28 years) have access to public health insurance included in their HE institution tuition fees. Non-EU students whose stay is shorter than 3 months must be insured in their home country or have subscribed a private insurance in France. Students over 28 years of age may have access to the basic universal health insurance (1).
Individuals on mobility as part of their training benefit from the same Labour Code provisions as French nationals. This proceeds from the principle of territoriality: any individual working, serving as intern or involved in training in France are subject to and benefit from French law. Employees under age of eighteen benefit from the protection for young workers(2).

2018 laws reforming the Labour code (March 2018)(3) and vocational education and training (September 2018)(4) include measures that apply to all young people under the two main alternance training schemes, i.e. the apprenticeship contract (contrat d’apprentissage) and the professional development contract (contrat de professionalisation).
A statutory framework has been created. The Labour Code (Articles L. 6222-42 and L 6325-25) provides for the principle of putting the apprenticeship contract or professionalisation contract on hold. However, for mobility periods of less than four weeks, it is possible to place the apprentice / person in professionalisation contract at the disposal of the training organisation or host company. Moreover, article L.6222-43 adopts the apprenticeship framework for the reception of foreign apprentices.
- During a mobility abroad, the host company or training centre shall be sole responsible for the working conditions (including health and safety, remuneration, working time, weekly rest and public holidays), as determined by the legal and contractual provisions in force in the host country;
- The apprentice shall be subject to the social security system of the host State, except where he does not enjoy the status of an employee or equivalent. In this case, its social security coverage is governed by the French Social Security Code as regards sickness, old age, maternity, accidents at work and occupational diseases and invalidity. This coverage is provided outside the European Union, subject to the provisions of international social security conventions, through voluntary insurance.
Several texts have specified the 5 September 2018 Act:
• the decree 2019-1086 of 24 October 2019 relating to the mobility abroad of apprentices and beneficiaries of professionalisation contracts (5)
• the arrêté of 22 January 2020 about the agreement implementing the mobility with a convention model (6)
• the interministerial instruction 2020/42 of 15 May 2020 relating to the terms and conditions for implementing social security coverage
(1) Couverture mutuelle universelle – CMU http://www.cmu.fr
(2) Article L3161-1 of the Labour Code
(3) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(4) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(5) https://www.legifrance.gouv.fr/download/pdf?id=Lf0ecuWd1287acWmp3W7W0kM…
(6) https://www.legifrance.gouv.fr/download/pdf?id=PJEH4LG658JTD2TLljLAs22S…

Complete countrywide coordination of actions in all dimensions is ensured through a countrywide framework which is set by regulations and/or arrangements agreed between players. France has frameworks in the following fields:
- Facilitating the delivery of visas and residency permits to IVET learners involved in international learning mobility ;
- Alleviating the administrative burdens (reducing paper work; setting one-stop shops for administrative procedures; etc.) that (may) hinder the international learning mobility of IVET learners ;
- Reducing the legal obstacles to international learning mobility of minor IVET learners.
In July 2017 a special representative for the development of Erasmus Pro for apprentice training was appointed by the Minister of Employment to reduce obstacles to the mobility of apprentices. This mission was entrusted to Mr Jean Arthuis, Member of the European Parliament (1). Some of the new legal provisions for European and international mobility, part of the law of September 2018, were based on its conclusions.
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(1) http://travail-emploi.gouv.fr/actualites/l-actualite-du-ministere/artic…

The facilitating actions (or at least some of them) are monitored (e.g. through reports, audits, user surveys, etc.).
In September 2021, the General Inspectorate of Education, Sport and Research (IGESR) analysed the management of the mobility ecosystem in the health crisis, the effects of the crisis on outgoing mobility flows, assistant exchanges and the opportunities for transformation brought about by the crisis in terms of international strategies and teaching practices. The report makes recommendations to enable the post-crisis objectives set by the President of the Republic of France to be pursued, i.e. to welcome 500,000 foreign students in 2027, while enabling half of a French age group to have spent six months in another European country before their 25th birthday by 2024 (1).
- The Territorial Observatory published by Campus France monitors the outgoing and incoming international mobility of students and researchers. It published its second study on May 2022 (2).
- Some bodies such as the national Erasmus+ Education and Training Agency or the Economic, Social and Environmental council may analyse the administrative and institutional obstacles to mobility (3). The comprehensive reports they produce in relation to the topic of learner's mobility offer recommendations dealing with those three dimensions.

Previous evaluation included:
- A mission was entrusted in January 2017 by the Minister of Employment to the General Inspectorate for Social Affairs (IGAS) to propose initiatives to be implemented at national and European level in order to remove obstacles to the mobility of apprentices, and a mission was entrusted in July 2017 by the Minister of Employment to a special representative in charge of the development of Erasmus Pro for apprentices.
- The assessment reports carried out in 2017 as part of the work of COREMOBs (Regional Committees on European and International Mobility for Young People) include a regional diagnosis of public policies on European and international youth mobility and address the existing obstacles(4).
- As regards higher education, an “internships' survey” is carried out to monitor outgoing mobility. The data are national and distributed by type of training and years.
- The Erasmus+ France Education and Training agency has set up a mobility observatory (5). Since 2016, the Agency has been working in cooperation with the main mobility operators and with several partners such as the Centre for Studies and Research on Qualification (Centre d'études et de recherches sur les qualifications - Cereq). The Observatory produces publications the purpose of which is to provide analyses on the impact of the measures taken within the context of Erasmus+.
- The Observatory of student mobility of Campus France aimed to monitor the reality of student mobility. In June 2018, Campus France published a study on "The international mobility of European students", including incoming mobility in France (6).
- Two years after the enactment of the law on the freedom to choose one's professional future, this law will be evaluated to confirm its effects on promoting the mobility of apprentices within the European Union and its partners, and a report on mobility will be published (7).
A report on mobility was drawn up by the Youth Policy Orientation Council (“Conseil d’orientation des politiques de jeunesse”, COJ) and submitted to the Prime Minister in March 2019 (8).
____________________
(1) https://www.education.gouv.fr/l-impact-de-la-crise-sanitaire-sur-la-mob…
(2) https://ressources.campusfrance.org/publications/observatoire/fr/observ…
(3) https://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilit…
(4) For example, concerning the region Pays-de-la-Loire: http://www.jeudevi.org/wp-content/uploads/2017/05/1705-synth%C3%A8se-Ra…
(5) https://agence.erasmusplus.fr/mediatheque/?collection=69
(6) https://ressources.campusfrance.org/publications/observatoire/fr/Observ…
(7)LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https ://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(8) https://www.jeunes.gouv.fr/IMG/pdf/COJ_Mobilites_Jeunes.pdf

France has a clear policy intention to integrate mobility experiences in the curricula of IVET programmes. It has taken measures to facilitate mobility through smoothing entry of students from third countries, alleviating the administrative burdens (Campus France) induced by arranging mobility, and easing the mobility of minor learners. These measures apply to all students including IVET learners. Complete coordination of activities is in place. Activities are subject to evaluation, although in an incomplete and non-systematic manner. Yet, plans for shifting to systematic and complete evaluation of policies in this area have been initiated. However, although general objectives for removing obstacles to mobility have been defined, no concrete targets and benchmarks have been set so far. Developing concrete targets with clear benchmarks could be considered in future.

Recognition is organised within a regulatory framework. Recognition in higher education (including higher VET) is based on the ECTS system. In upper secondary education and in apprenticeship, automatic recognition is just emerging. French legislation has not really instituted there any specific procedure for recognising qualifications earned abroad. Recognition is thus often left to the decision of training organisations. These describe in their training reference documents, under their sole responsibility, the skills to be developed.
A notable exception exists for vocational diplomas delivered by the French ministry of Education: see after
There is no legal systematic equivalence between the degrees and diplomas earned abroad and French degrees. The ENIC-NARIC Network (European Network Information Centre / National Academic Recognition Information Centre) is the information centre dedicated to degree recognition by academic and professional authorities. It draws up comparability certificates for a degree, studies completed, or training certification earned abroad. It informs about the procedures required in order to serve in a regulated profession. It provides information about recognition of French degrees abroad.

The law of 5 September 2018(1) contains several provisions to facilitate the recognition of learning outcomes acquired by apprentices during periods of mobility abroad:
- Periods of mobility abroad can be recognised for the acquisition of a qualification as a block of skills (part of the qualification), as is already the case for students. To do this, the Apprenticeship training center (CFA) must contact the authority issuing the diploma or certification before the mobility begins, (a) to ensure that all or part of a block of skills can be assessed abroad as part of a mobility, and to identify under what conditions this assessment is possible; (b) to provide foreign partners with the documents necessary for the assessment (identification of the activities to be carried out, the skills and evaluation criteria, and the methods for transmitting this evaluation); and (c) to check whether the schedule of the mobility is compatible with that of the examinations, so that the apprentice, if necessary, can be assessed in France.
- At the time of signing an apprenticeship contract, the duration of the apprenticeship period may be reduced to take into account the skills acquired during a previous mobility. This duration is set by a tripartite agreement signed by the training centre, the employer and the apprentice.
For secondary school students in the general and technological streams
From the start of the 2022 school year, general and technological high school students interested in a period of European and international school mobility will benefit from new arrangements. The aim is to facilitate their individual mobility by making it part of their school career and giving it recognition for the baccalaureate examination (2).
-
Decree No. 2022-1129 of 4 August 2022 amending the provisions of the Education Code relating to secondary education / Décret n° 2022-1129 du 4 août 2022 modifiant les dispositions du code de l'éducation relatives aux enseignements du second degré (3)
-
Order of 4 August 2022 on the conditions for the recognition of European and international school mobility of pupils in general and technological high schools and on the study contract in general and technological high schools / Arrêté du 4 août 2022 relatif aux conditions de reconnaissance de la mobilité scolaire européenne et internationale des élèves de lycée d'enseignement général et technologique et au contrat d'études au lycée d'enseignement général et technologique (4)
-
Service note of 4 August 2022 on the European and international school mobility of pupils in general and technological secondary schools / Note de service du 4 août 2022 relative à la mobilité scolaire européenne et internationale des élèves de lycée d'enseignement général et technologique (5)
Concerning the vocational diplomas delivered by the ministry of Education (level 3 and 4 EQF):
Since 2014, part of the training leading to obtain a vocational diploma can be performed in a foreign country, which implies that the assessment of the learning outcomes (LO) achieved abroad can be recognised and taken into account in France for validation(6).
Moreover, an optional mobility unit exists since 8 years for the vocational baccalaureate and was extended in 2019 to the professional certificate (“brevet professionnel”), the trades certificate (“brevet des métiers d’art”) and the CAP (“Certificat d’aptitude professionnelle”) (decrees and orders of 30th August 2019) . The eligible area for mobility is opened to the whole world.
This unit recognises in qualification the competences, skills and kwoledges/learning outcomes acquired through a mobility period.
This mobility unit is available to all young people, whether they are students or apprentices; it is also available for adults in CVET.

A certificate is delivered by the head of the regional education authority (recteur) to all lerners that pass the mobility Unit (attestation MobilitéPro).
Concerning the vocational diplomas delivered by the ministry, it should also be underlined that learners can have a training mobility period abroad (in a company fo example), and the competences, skills and knowledges acquired can be recognised for the exam.
The Education Code indeed allows part of the training in a training centre or company to take place abroad. When the French training centre is authorised to carry out continuous training evaluation (“Contrôle continue en cours de formation”, CCF), it may delegate to the foreign partner the evaluation of the unit(s) corresponding to the activities and skills acquired abroad. When the training center is not authorised for the CCF, the learner will have to sit the one-off tests, which take place in France.
A guide was elaborated, jointely by the ministry and the national Erasmus + Education and Training Agency to explain these schemes and the mobility optional unit (7).

Other schemes:
In some cross-border regions, regional certificates common to the countries concerned enable young people in IVET to validate periods in companies abroad as part of their vocational training. For example, in the Alsace Region, the "Euregio certificate" offers the opportunity to all apprentices and students of French, German and Swiss vocational uppers secondary schools in the Upper Rhine region to complete a period of in-company training abroad of at least four weeks in this area. This certificate attests to their four-week work experience abroad in one of the three countries of the Upper Rhine cross-border region(8). For French and German vocational school pupils and apprentices, the "Azubi-Bacpro” in vocational path scheme enables them to obtain, in addition to their diploma from their country of origin, a certificate of language skills recognised on the other side of the border.(9)
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(1) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(2) https://eduscol.education.fr/3574/la-mobilite-scolaire-europeenne-et-in…
(3) https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000046150668
(4) https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000046150690
(5) https://www.education.gouv.fr/bo/22/Hebdo31/MENE2206449N.htm
(6)Decree 2014-725 ratified on 27 June 2014 modifying the regulatory framework of the vocational Baccalaureate
(7) https://agence.erasmusplus.fr/publications/mise-en-oeuvre-de-mobilites-…
(8) https://mobileuregio.org/france/accueil.html
(9) https://www.ac-strasbourg.fr/delecoleausuperieur/sections-binationales/…

-

Circular No. 2016-091 of 15 June 2016 mentions the validation of learning outcomes by specifying that the skills acquired by the students during the collective or individual mobility abroad must be taken into account in the student's educational pathway and given a value within the school.
____________

The recognition approach in place in the country applies to:

• Credit points
• Units
• Qualifications/diplomas/degrees

There is no countrywide coordination of the recognition process to date. A national regulatory framework for recognition of learning acquired abroad by IVET learners is just being put in place. The ENIC-NARIC network, the nation-wide body in charge of issuing comparability certificates for foreign degrees, is an element of coordination, but of limited extent as it only deals with issuing comparability certificates and only for qualifications obtained after training longer than 6 months.

No time frame has been set.

One of the missions of France Education International (operator of the Ministry of National Education and Youth) is to help promote international mobility through a specific department within the ENIC-NARIC agency network, i.e. ENIC-NARIC France Centre (1). It is in charge of issuing comparability certificates for foreign degrees, containing an assessment of the degree submitted compared to the French system. Only degree programmes can be considered. The comparability certificate issued for a degree earned abroad does not itself constitute a degree. The Centre provides information about working in a regulated profession in France, as well as on the procedure for having a foreign degree recognised. The ENIC-NARIC Centre has been referenced by the main websites regarding education, such as that of Ministry of Higher Education(2). CIOs, also responsible for providing information about mobility, inform about the existence of the ENIC-NARIC Centre. Guidance counselors also know about ENIC-NARIC and can inform their counselees. All these visibility channels are targeted to all student groups, including IVET learners.
___________________________
(1) https://www.france-education-international.fr/document/plaquette-centre…
(2) http://www.enseignementsup-recherche.gouv.fr/cid20949/la-reconnaissance…

The actions taken in France to increase the visibility of contact points for recognition are not evaluated.

266 322 Europass Mobility have been issued since 2005 by the national Erasmus+ Education and Training Agency.
This is a tool highly-valued by such institutions as secondary schools and Apprenticeship training centres (centre de formation des apprentis – CFA), which are its most frequent users. In 2019, of the 29,464 French Europass Mobility issued, 65.53% concerned vocational education and training.

The Europass Certificate Supplement (“supplement au certificat”) is used in IVET institutions, programmes and qualifications (e.g. in such programmes as the “BEP”, “CAP”, and “Baccalaureat professionnel”). Its descriptors are based on the national register of vocational qualifications (“Repertoire National des Certifications Professionnelles”) (1).
Since September 2020, the Europass documents (Europass Mobility, Diploma Supplements and Certificate) are integrated into the new Europass platform (2).

The Eduscol website for educational staff presents the potential of the new Europass platform, particularly from the perspective of training or internship mobility (3).

The national team of VET experts is composed of eight experts, appointed by the Ministry of National Education and Youth, and the Ministry of Labour, Full Employment and Integration. It includes representatives of Consular Chambers and of training providers. The purpose of the national team of VET experts is to provide a pool of expertise to promote the application of EU VET tools and principles among the actors of European and international mobility. The experts should in particular provide support to the beneficiaries of EU funded projects supported by the Erasmus+ Programme to implement the EU VET tools in their projects (4). In order to support international mobility, the national team of VET experts published a guide in late 2022 on the recognition of mobility in initial vocational education and training and organised a webinar. In 2021-2022, 12 projects and 19 organisations have been selected and supported by the experts team.
Some organisations used ECVET methodology or promoted it. In 2019, 17 projects had been selected and supported by the experts team, and 31 information events organised (5). In order to support the national policy regarding mobility targets, specific information and training session were organised by experts ECVET team for a large part of the DAREIC in 2019 et 2020. ECVET had been previously the object of a European project managed by the Ministry of education. This project led this ministry adopted different regulatory texts concerning the vocational baccalaureates (EQF4) and international mobility, and taking into account the ECVET principles which have been extended to all vocational diplomas in 2019 (6).

The EQF/NQFs are used in France.
The National Coordination Point (NCP) for the EQF in France is France Compétences. Its mission is to implement the EQF, a comparative tool which aims to facilitate the understanding and recognition of qualifications and learning between European countries. The EQF is essential to improve understanding of qualifications from different systems and to encourage and support mobility in Europe. France Compétences ensures the registration of qualifications in the National Register of Vocational Qualification (Répertoire national des certifications professionnelles, RNCP) and their consistency with the European framework. All the new qualifications registered must be linked to one EQF level.
France referenced relatively early in the process and was in fact one of the few countries which referenced their national qualifications framework to the EQF within the deadline set in the EQF Recommendation (by 2010). Regarding the second implementation deadline, France is one of the countries that already indicate EQF levels in the Europass Certificate Supplement.
The decree 2019-14 of 8 January 2019 defines a framework according to the European recommendations. The national qualification framework levels has been aligned with those of EQF (7).

The Learning Outcomes approach is used in France, but the link with mobility is difficult to establish. France, as a country with an older tradition of competence-based curricula, is making reforms to cope with EU developments and new requirements, preserving its own understanding of learning outcomes and competences. One of the major reasons for using learning outcomes in curricula is the expectation that this will strengthen the link between VET and the labour market. This motivation has been a driver of curriculum reforms as early as the 1980s in some countries and it has led to the development of genuine national approaches to competence-based education in France. The focus has been both on new methods of curriculum development (new methods of work analysis, involvement of social partners) and competence-based approaches on teaching practices and learning environments (work-based learning, action-oriented learning, combination of theoretical knowledge and professional skills).
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(1) https://www.francecompetences.fr/recherche_certificationprofessionnelle/
(2) www.europass.eu
(3) https://eduscol.education.fr/cid154322/la-plateforme-europass.html
(4) https://agence.erasmusplus.fr/programme-erasmus/outils/experts-erasmus-…
(5) https://agence.erasmusplus.fr/wp-content/uploads/2020/07/RA-2019-WEB-1…
(6) https://cache.media.eduscol.education.fr/file/Diplomes_professionnels/4…
(7) https://www.legifrance.gouv.fr/download/pdf?id=SeClViiZ5iLmRN1stbL9czFl…

The recognition mechanism/process is monitored (e.g. through reports, audits, user surveys, etc.). But there is no systematic and complete evaluation and no systematic process of setting up recommendations for future improvement, implementing them, and following them up along time for (re)adjustment. A plan to set up such a systematic process is still expected.
Regarding Europass, each year since its creation, the national Erasmus + Education and Training Agency carries out surveys about its use in France and collates the statistics available.
Also, an evaluation was carried out on the experimental implementation of the optional mobility unit. The unit appears as a factor of attractiveness of the vocational baccalaureate. The test will be carried on and extended to the overseas territories (7,000 applicants in 2018) (1).
____________
(1) http://www.education.gouv.fr/cid130792/transformer-le-lycee-professionn…

France has limited mechanisms for the recognition of learning outcomes acquired abroad by IVET learners. The mechanisms in place apply to credit points, units and qualifications. They are not coordinated countrywide. They are also not subject to any regulatory time frame as regards processing learners' requests. The country has taken actions for the visibility of contact points for information on recognition, but these actions are not evaluated. The EU tools for transparency, mobility and recognition (i.e. the Europass Mobility Document, the Europass Certificate Supplement, ECVET, the EQF/NQF and the Learning Outcomes approach) are in use in the country, but it is unclear whether this use extends to IVET international mobility. The country has also not set up policy targets for its recognition policy. Addressing these shortcomings could be considered for further progress in future. It could be considered putting in place a general and systematic approach to the recognition of IVET learning outcomes acquired abroad, along with policy targets for it; extending the range of learning components taken into account in the recognition process (i.e. including courses, modules and programmes); ensuring that the recognition mechanisms are nation-wide coordinated, user-friendly and time-framed. Putting in place a regular and systematic evaluation for the visibility policy regarding contact points for information on recognition or, better, for the overall recogntion policy, could be considered too. Finally, it could also be made sure that the EU tools are in use in the context of IVET international mobility.

The European and international mobility of IVET learners benefits from a favourable context with a strong commitment at the highest level of the State.
The President of the Republic has set a target for our school and university system to allowing, by 2024, half of a French age group to have spent six months in another European country before their 25th birthday, while being able to take in 500,000 foreign students by 2027.
On the occasion of the French Presidency of the European Union, the government gave a strong impetus to this subject (at the interministerial conference "New generation Erasmus: developing the European mobility of apprentices" on 20 January 2022) through the launch of work aimed at building a European apprenticeship area. This impetus echoes the European Union's desire to open up even more opportunities for young people in work-linked training (for France: apprenticeship / professionalisation contract) to train in Europe thanks to an 80% increase in the Erasmus+ 2021-2027 budget.
In view of the increasing funding available under the Erasmus 2021-2027 programme, the political initiative aimed at building a European apprenticeship area and the expected increase in the mobility of French apprentices (at all levels of qualification), one of the major challenges today is to strengthen the capacity of the players involved to set up and run high-quality mobility projects. By adopting an action plan dedicated to the mobility of apprentices, the Erasmus + Education and Training National Agency wishes to boost the dynamics underway through its communication, promotion and professionalisation activities for apprenticeship players.
The Mona project "My apprenticeship in Europe", launched in June 2022 and promoted by the EuroApp Mobility association, aims to enable more than 15,000 additional apprentices / professionalisation contracts (1) to acquire professional experience in Europe during their training by 2026. To achieve this objective, funding of €25 million (including €17 million under the France 2030 Recovery Plan) is dedicated to the recruitment of specialised staff in CFAs to develop the long term mobility of apprentices (2).

Targets had been previously set, for example:
- The recognition of mobility will be improved. Pupils going abroad as part of a partnership between their school and a foreign school must not be penalised in terms of repeating their class or study orientation. The recognition of the learning outcomes acquired abroad should be guaranteed. A certificate will be produced as part of the school record in order to emphasise the skills acquired by the student (3).
- Within the framework of the Franco-German cooperation, France has set the objective of increasing by 10% (before 2020) the number of French schools having a partnership agreement with a German school. There are already 20 Franco-German partnerships between French Trade and Qualification campuses and German vocational institutions, particularly in the fields of climate change and ecological transition (4).
______________________
(1) https://www.cedefop.europa.eu/en/tools/apprenticeship-schemes/country-f…
(2) https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
https://agence.erasmusplus.fr/wp-content/uploads/2022/06/CP_Erasmus_App…
(3) http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html
(4) Dossier de presse rentrée 2020 (page 74) https://www.education.gouv.fr/annee-scolaire-2020-2021-reunis-sur-le-ch…

The Public Interest Grouping (GIP) constituting the national Erasmus + Education and Training Agency brings together all the ministries and key players involved in European and international mobility (1). This GIP brings together:
- For the State: the Ministry of Europe and Foreign Affairs, the Ministry of Labour, Full Employment and Social Inclusion in charge of Vocational Training, the Ministry of National Education and Youth, the Ministry of Higher Education and Research, the Ministry of Culture and the Ministry of Agricultural Education.
- Education, training and guidance operators: Centre national des œuvres universitaires et scolaires (CNOUS), France éducation international (FEI), Conférence des présidents d'universités (CPU), various universities
- local and regional authorities: Association Régions de France, Région Centre-Val de Loire, Association des villes universitaires de France (AVUF).

As part of the "Youth Priority" action plan validated by the Prime Minister on 23 February 2013, new strategic bodies and policies had been set up at the national and regional levels(2). At the national level, the Ministry responsible for young people provided the inter-ministerial coordination for the measures undertaken(3).
The Ministry for National Education, and the Ministry for Higher Education and Research participate in this national strategy which aims "to boost students' international mobility in favour of their success". This strategy integrates the issues of partnerships.
A Standing Committee on European and International Mobility for Young People (CPMEI) was set up on 9 October 2013. Mobility and partnerships are monitored in the education authorities by the DAREICs (education authority delegates for European and international relations and cooperation) and the ERAIEs (reference teachers for European and international action)(4).
"Regional Committees on European and International Mobility for Young People" (Corémob) have also been set up.
_________
(1) https://agence.erasmusplus.fr/wp-content/uploads/2022/04/RA-2021-WEB-2…
(2) https://www.cnle.gouv.fr/IMG/pdf/CIJ_Synthese.pdf
(3) Instruction No. djepva/bri/2016/18 of 14 January 2016: https://www.legifrance.gouv.fr/circulaire/id/40482
(4) Circular No. 2009-172 of 24-11-2009 http://www.education.gouv.fr/cid49724/menc0913416c.html

All secondary education institutions are invited to develop school partnerships: contact is facilitated between one or more institutions from France, Europe and abroad, drawing upon one or more educational cooperation projects. The Ministry of National Education has published a circular specifying the procedures by which partnerships are to be concluded(1). Since 1997, Academic Delegates for international cooperation have been facilitating the development of the Ministry's international policy and the setting of bi- and multi-lateral cooperation projects in the areas of European cooperation(2). At the regional level, ministry representatives help training institutions in such issues as:
- How to find a partner?
- Models of partnership’s agreement
- Support grants
- Personalised accompaniment of learners
- Technical assistance, information on European programmes and tools for mobility, etc.
Pupil mobility covers all individual or grouped stays of pupils outside French territory for educational, professional, linguistic or cultural purposes.
As regards the rate of school partnerships, 45.1% of schools have at least one partner.
Mobility projects are preferably monitored at academic level and carried out within the framework of a long-term school partnership involving the entire French school and its foreign partner.
Since 2017, 100% of secondary schools are involved in a school partnership.
Mobilities are carried out as a priority within the framework of these partnerships.
To support these developments, several tools have been put in place (3):
-
greater security for pupil mobility through the updating of the circular governing pupils' trips and stays abroad
-
a mobility support sheet for parents, which is included in the secondary school parents' kit (4)
-
better recognition of mobility: a pupil who has gone on a mobility trip as part of a partnership between his or her school and a foreign school must not be penalised on his or her return, whether it be for promotion to the next class (if his or her results allow it), or for his or her orientation or reassignment to a French school; the learning acquired during a mobility trip abroad will therefore be fully recognised
-
better recognition of mobility: for each mobility, a certificate will be produced as part of the school record book in order to highlight the skills acquired by the pupil on this occasion

Partnerships can be organised also outside the framework of the Ministry of education. For example, in 1982, France and Québec concluded a governmental agreement enabling young professionals from both communities to gain professional experience across the Atlantic. Mobility agreements of this kind can also be concluded by regions, e.g., the mobility agreement between the Guadeloupe Region and Quebec. The resulting agreements may, on a case by case basis, receive funding and, consequently, be subject to assessment, as the 2015 Draft Finance Law states(5).

The national Erasmus+ Education and Training Agency has set up a network of mobility and European and international cooperation developers. This network is the Agency's main channel in the territories to guide and support applicants for Erasmus+ projects. The network is continuously expanding to cover the entire country and all sections of society. Developers are people who, through their experience and missions, inform and advise candidates to get involved in a project and/or mobility process. They may also participate in the support of project organisers and/or final beneficiaries(6). A study is currently underway to rethink the organisation of this network.

The Territorial conference for the mobility of apprentices (“Assises Territoriales de la mobilité des apprentis”, ATMA), coordinated by the national Erasmus + Education and Training Agency, brings together a group of national players involved in developing the mobility of apprentices. 120 participants took part in the 3rd edition of the ATMAs organised in May 2019 (7): professionals working in networks of Apprentices training centers (“Centres de formation d’apprentis”, CFAs), training organisations, professional branches and Skills Operators. This national event was co-organised by the national Erasmus+ Education and Training Agency, the Regions of France and the Region of Occitania with the support of the organisations involved in a national working group on apprentice mobility: National Association for Automotive Training (“Association nationale pour la formation automobile”, ANFA), CCCA-BTP, Chamber of Commerce and Industry France (“Chambre de commerce et d’industrie”, CCI France), Chamber of Trades and Crafts France (“Chambre des Métiers et de l'Artisanat” France, the Compagnons du Devoir and Tour de France, the Ministry of Agriculture and Food, the Franco-German Youth Office, the agency ProTandem and the ECVET France team of experts.
Following the publication of a guide concerning the competences of mobility referents in an Apprentics training center (“Centre de formation d’apprentis”, CFA) (see 1.1.5), the professionalisation working group drew up a reference framework of activities and competences associated with the function of European and international mobility referent in an CFA. It then drew up a professionalisation path for mobility referents, through a modular online training course. This training system will be tested at the end of 2020 and deployed in the member networks of the ATMA working group in 2021.

The national Erasmus+ Education and Training Agency has been fully committed for several years to promoting the international mobility of apprentices. It federates the main networks of Apprentices Training Centers (CFAs) and other apprenticeship stakeholders who have Erasmus+ projects within a national working group (working group “Assises territoriales pour la mobilités des apprentis”, ATMA) with the aim of sharing good practices and producing and disseminating resources to apprenticeship training organisations.
In view of the increasing funding available under the Erasmus 2021-2027 programme, the political initiative aimed at building a European apprenticeship area and the expected increase in the mobility of French apprentices (at all levels of qualification), one of the major challenges today is to strengthen the capacity of the players involved to set up and run high-quality mobility projects. By adopting an action plan dedicated to the mobility of apprentices, the Agency wishes to boost the dynamics underway through its communication, promotion and professionalisation activities for apprenticeship players.
Therefore, the Agency intends to contribute to the professionalisation of a larger number of CFA mobility referents (especially those newly appointed) through different formats of training actions ("individualised" training, network training, inter-network training) and by relying more particularly on the training offer proposed to the Erasmus + Developers network and on the professionalisation programme for mobility referents in apprenticeship training organisations (“PPRMOFA”) drawn up by the working groupe “ATMA”.
Following the finalisation of the professionalisation programme for mobility referents in apprenticeship training organisations (“PPRMOFA”), a 1st inter-network collective training course (7 participating networks ANFA, CCCA-BTP, Les Compagnons du Devoir, MFR, CCI France, CMA France, etc.) was deployed in autumn 2021. 76 mobility referents followed all or part of the proposed course. The training itself mobilised 12 speakers from all the above-mentioned networks, the Agency and an Erasmus+ VET expert.
The implementation of a 2nd professionalisation session this autumn 2022-winter 2023 is ensured by the EuroApp Mobility Association (EAM).
EAM also relies on the resources of the PPRMOFA to train the (49) long mobility referents recruited under the MONA initiative (8) on the long mobility of apprentices (accelerated training that takes up ¾ of the PPRMOFA's pedagogical content in 2 days of on-site training). The Agency is associated with this work.

In parallel with the work on the PPRMOFA, the Agency will continue to support the professionalisation of mobility referents in vocational agricultural education as part of the national support plan for agricultural establishments for the implementation of the measures of the law of 5 September 2018 (National Training Plan of the Ministry of Agriculture).

The EuroApp Mobility association (9) was created in May 2020 to develop the long-term mobility of apprentices and “contracts of professionalisation” in Europe. The aim of the association is to increase the number of apprentices and “contracts of professionalisation” who benefit from long-term mobility during their vocational path.
Its missions are to :
• remove obstacles to mobility and assist training centres to develop and finance their mobility projects, adapt their pedagogy, develop teaching in English,
• exchange with the Regions with a view to develop regional funding dedicated to mobility,
• exchange with the OPCOs concerning the financing of apprenticeship training centres
The association follows on from the previous EuroApp association (European consortium bringing together partners in pilot projects to develop the long-term mobility of apprentices). The new association brings together French organisations that are among the main players in apprentice mobility: the Association “Compagnons du devoir et du Tour de France”, the National Conservatory of Arts and Crafts (“Conservatoire national des arts et métiers”, CNAM), the Chamber of commerce and industry (“Chambre de commerce et d’industrie”, CCI) Paris Île-de-France, the Chamber of chamber of trades and crafts France (“Chambre des métiers et de l’artisanat”, CMA France), the company GAN France, and other training providers.
EuroApp Mobility is chaired by Jean Arthuis, Member of the European Parliament. It signed a financial agreement with the Ministry of Labour in June 2020.
Euro App Mobility pilots the consortium MONA, “my apprenticeship in Europe”, whose objective is to remove the obstacles of all kinds to European mobility for apprentices through concrete solutions, in particular the financing of a full-time mobility advisor (referent) in each CFA partner of the project (10).
Several European partnerships aim to support the development of European cooperation in the field of vocational training: for example, the Xarpa FP Association, which brings together 26 cities (including 3 French cities) from 11 countries to improve the quality of mobility experiences for learners and vocational training professionals (11).

The Trade and Qualification Campuses called CMQ (territorial networks of vocational education actors) can since 2017 emphasise their credentials as institutions committed to European and international openness (12). A label of “Excellence” has been created in 2018 to contribute to the development of future French professions and sectors of excellence. The challenge is to create a new generation of campuses of excellence, which act as places for learning, living, innovating and promoting international openness such as placements and international partnerships).
113 campuses have been created since 2014. Since 2020, 43 Campuses have been recognised for excellence.
In 2021, the European Commission financed - at the request of the Ministry - a support mission for the establishment of Campuses of Excellence. Best European practices have been shared with the French Campuses (individualisation of courses, etc.).
For the first time in 2022, a call for tender for international openness of CMQ has been launched by the Ministry in charge of National Education. 13 Campuses from mainland and overseas departements have been awarded for projects in cutting-edge sectors as energy, sustainable developement, social care, tourism, design …(13)
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(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) http://eduscol.education.fr/cid65923/politique-academique-et-interlocute
(3) https://eduscol.education.fr/3574/la-mobilite-scolaire-europeenne-et-in…
(4) https://mallettedesparents.education.gouv.fr/parents/ID186/les-voyages-…
(5) http://www.jeunes.gouv.fr/IMG/pdf/PLF_2015_DP_OK.pdf
(6) Map of Erasmus+ mobility developers: https://www.erasmusplus.fr/penelope/developpeurs.php
(7) https://regions-france.org/actualites/actualites-nationales/3eme-editio…
(8) The MONA consortium, "My apprenticeship in Europe", aims to remove the obstacles to European mobility for apprentices, in particular by financing a full-time mobility advisor (referent) in each partner Apprentices Training Centre (CFA). EAM brings together 31 managing bodies corresponding to 43 volunteer CFAs.
(9) https://www.euroappmobility.eu/
(10) https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
(11) Xarxa FP : European VET Mobility Networ: https://www.xarxafp.org/
(12) Call for proposals February 2017: http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=112948
(13) https://www.education.gouv.fr/les-campus-des-metiers-et-des-qualificati…

The European and international openness of the education system is being monitored (1).
The national Erasmus + Education and Training, through its activity reports, publications and websites, ensures continuous monitoring of the deployment of projects and partnerships funded under the Erasmus + programme.
The numerous reports and evaluation works cited in the other chapters include an evaluation of the partnerships developed.
At the end of 2019, the national network of the Chambers of Trades and Crafts (“Chambres de métiers et de l’artisanat”, CMA) carried out a survey on the action of the CMAs and their Apprentice Training Centres (CFAs) to deploy European and international mobility for craft apprentices. This survey reveals that two-thirds of CMAs and CFAs are involved in European partnerships and have included European openness and mobility in their strategy.
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(1) https://cache.media.eduscol.education.fr/file/Mobilite_des_eleves/89/3/…

In higher education, financial assistance for international mobility is available from the Ministry of Higher Education, for students wishing to take part in higher education abroad as part of their degree programme or complete an apprenticeship at the international level. Special scholarships for study in Europe are also available (1). The Regions may institute special mobility grants for young people in their jurisdiction (2). For bilateral cooperation projects, in particular Franco-German projects, funding is also available through the OFAJ and ProTandem, the Franco-German agency for exchanges in vocational education and training. In 2019, the OFAJ supported more than 8000 projects benefiting 191140 young people.
Point I.2.6.1 of the Circular on study trips in lower and upper secondary schools lists the other sources of funding available for optional educational trips. These can also be applied for by individuals wishing to take part in mobility. The DAREIC (Délégué académique aux relations européennes et internationales – Academie’s delegate for European and international relations) in each Academie is a source of support for schools. It provides information and guidance with regard to grant opportunities (3).

The new legal provisions entered into force in March 2018 (reform of the labour code) (4) and September 2018 (law for the freedom to choose one’s professional future) (5) changes the OPCAs to OPCOs (Opérateurs de compétences, i.e. skills operators) entitled to fund apprentices’ mobility abroad through: compensating employers’ loss of resources and other mobilty-related costs, including those corresponding to social security contributions, remunerations, and ancillary costs. Where costs of international mobility are directly borne by the CFAs, OPCOs can refund these.
The skills operators (OPCO) are joint branch organisations responsible for supporting vocational training. 11 OPCOs have been approved by the State. The law of 5 September 2018 provides for the financing of international mobility by the OPCOs. They are obliged to cover the organisational costs of the CFAs for the implementation of mobility (including costs related to the position of mobility adviser, communication, etc.). They may optionally cover other costs. The methods of payment and the amounts vary according to the OPCO. For example, an OPCO pays the CFA a fixed amount of €500 to cover the costs incurred by the mobility advisor, and aid for the costs incurred by the apprentice during the period of international mobility (loss of pay, social protection, etc.), depending on the duration of the period. The amount is €1,800 maximum for a "short" mobility, up to 4 weeks (provision of the apprentice) and €2,500 maximum for a "long" mobility, up to a maximum of one year (putting the work contract on hold). Eligible expenses differ depending on whether the apprentice is made available or whether his or her contract is put on hold.
The challenge now is to simplify the system of financing mobility by the OPCOs. Indeed, the amounts and methods of funding vary greatly, particularly for optional funding. A reflection has been initiated by the Ministry of Labour, to which Euro App Mobility is contributing, to organise a convergence of funding. The OPCOs are aware of the need for simplification and are in favour of drawing up recommendations for convergence.
In agricultural education, financial support is available for courses that include geographical mobility.
Pupils or students in agricultural apprenticeships preparing for an agricultural CAP, a general, technological or vocational baccalaureate or an agricultural BTS wishing to benefit from international mobility for a minimum of 28 consecutive days can obtain public aid of between €120 and €1000 (6).
For students or apprentices enrolled in an agricultural higher education institution, international mobility aid may be granted in order to carry out an international internship of at least 6 weeks abroad. The aid amounts to €400 (7).
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(1) http://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000019498…
(2) See the French euroguidance website https://www.euroguidance-france.org/financer-sa-mobilite/les-aides-regi…
(3) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(4) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018]
(5) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career]
(6) Note de service DGER-SDRICI-2022-210 du 16 mars 2022
(7) https://www.cap-metiers.pro/Actualites_RSS/35117/Aide-mobilite-pour-les…

There are some data and statistics at national, even at regional level, sometime some studies, but there's no real evaluation. A website “StatErasmus” (1) run by the national Erasmus+ Education and Training Agency provides statistics and geographical figures in regard with the strands education and training of the Erasmus programme for France. It offers a complete and updated overview of the results for mobility actions.
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(1) https://www.staterasmus.fr/

The Ministry of Education provides a whole range of information about mobility, specifically for education professionals. The programmes are presented by user type. They provide professionals with information about the target populations for mobility, the length The Ministry of Education provides a whole range of information about mobility, specifically for education professionals. The information provided specifies the target populations for mobility, the length of the programmes, the aims, funding, operators and include reference documents (1). Published in 2020, the practical guide "European and international mobility" supports school headmasters, educational institutions directors and National education inspectors in the implementation of pupil and staff mobility. This tool includes a presentation of the openness of the education system to Europe and the world. It sets out the arrangements for organising a school trip abroad and an exhaustive description of all pupil and teacher mobility programmes (2).
In addition, each Académie (education district) has a portal presenting its policy and action plan for mobility and European and international development.
The Euroguidance France – Education network has published a guide for teachers and educational staff on mobility in Europe and beyond (3).
As of 2019, a label of “European schools and educational establishments” (4) will distinguish schools involved in European projects and student and staff mobility.
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(1) http://eduscol.education.fr/pid24438/liste-des-programmes-de-mobilite-p…
(2) https://eduscol.education.fr/cid151739/la-mobilite-europeenne-et-intern…
(3) Mobility in Europe and internationally: a guide for teachers and educational staff, Euroguidance France - Education Network, October 2016, https://www.euroguidance-france.org/wp-content/uploads/2017/10/brochure…
(4) http://cache.media.education.gouv.fr/file/Rentree_2018-2019/82/9/2018_D…

The national Erasmus + Education and Training Agency, the French Ministry of Higher Education, Research and Innovation (“Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation”, MESRI) and the French Regions published in November 2020 a "Territorial Atlas of European and International Mobility"(1). This report provides an overview of the mobility of students, researchers, higher education staff and vocational training students at the level of French regions. It presents:
- data on incoming and outgoing international student mobility, by region and by audience,
- regional policies in this area, and an inventory of the scholarship grants set up by the Regions
- a portrait of each of the 18 metropolitan and overseas regions, with the results for each of the territories illustrated by several projects.
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(1) https://agence.erasmusplus.fr/publications/atlas-territorial-de-la-mobi…

France has actions to support IVET providers and companies in the creation of partnerships. It also has actions to fund learners and provide companies, institutions and staff with financial and non-financial support. Policy targets for these actions are in place. Though the Erasmus + Agency, through its activity reports, publications and websites, ensures continuous monitoring of the deployment of projects and partnerships funded under the Erasmus + programme, no evaluation of these policies is carried out, and systematic coordination of activities is lacking. Addressing the issue of systematic policy coordination and evaluation in this area could be considered in future.

Actions are in place for both awareness raising and promoting a mobility culture.
The National office for information about courses and occupations – Onisep (office national d'information sur les enseignements et les professions) has produced videos with testimonies of young mobile learners and professionals. These videos aim to raise awareness among young people and their families of the importance of learning modern foreign languages in terms of cultural openness, openness to others, mobility and access to employment.
E-twinning, has among its objectives to encourage school classes to touch base with each other in Europe to undertake collaborative projects remotely using digital technology, so as to develop language and digital skills, cultural exchanges and international openness. A national competition rewards the best projects in 5 categories (first project, school level, Comenius e-Twinnings, citizenship, Special jury prize) (1).
The vocational path systematises the international mobility of young people, notably by relying on the Trades and Qualifications Campuses. A strategy of European and international openness in all school projects will promote the professional development of all staff on the one hand and the validation of skills among pupils and students in the vocational path on the other (professional and linguistic knowledge). The Trades and Qualifications Campuses of Excellence through the international network it is developing is a lever for the internationalisation of vocational paths. Several materials published by the Ministry of National Education, Youth and Sport are widely distributed:
Training tools for teachers of the initial vocational pathway (2):
- Vademecum "European and international mobility
- Vademecum "Preparation for further study", including the sheet "Improving student mobility";
- Vademecum "Preparation for professional integration" including "Preparing for mobility", "Preparing for international mobility".
Publication for apprentices or pupils of the vocational path :
- "Voie pro, partir vous former à l'étranger" presents the added value of mobility and several resource sites

ONISEP has published an education sequence which lists the activities aimed at encouraging students to take part in mobility and to make them aware of the interest of including Europe in their training, through internships, study courses or apprenticeship contracts. This dossier offers a compilation of practical information sheets of practical information: "Assessing one's language skills", "preparing a project for study abroad" and "writing an English-style letter of application”. It is accessible as on demand pedagogical ressource.

The platform “decouvrirlemonde” is promoting mobility for all young people (3).
The French Euroguidance network offers a website dedicated to mobility. It target the guidance community as well as the end users (4).
The 2018 apprenticeship reform has clearly given CFAs among their missions to encourage national and international mobility of apprentices by appointing dedicated staff, which may include a mobility referent mobilising, at national level, local resources and, at international level, European Union programmes, and mentioning, where appropriate, in the content of the training, the mobility period (5).
Erasmus+ experts from the vocational training sector took part in a webinar organised for the heads of the CFA networks, to explain the possibilities and modalities of Erasmus+ mobility. In addition, a study of the professionalisation needs of mobility referents was launched in 2022. This study, conducted by the Carif-Oref, will make it possible to objectify the needs.
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(1) https://www.etwinning.fr/valoriser-son-projet/postuler-au-concours-nati…
(2) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/50/3/2019_…
https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/3/VM_Mo…
https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/7/VM_Po…
https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/5/VM_Mo…
https://eduscol.education.fr/cid133260/transformer-le-lycee-professionn…
https://eduscol.education.fr/cid47418/echanges-distance-etwinning.html
(3) https://decouvrirlemonde.jeunes.gouv.fr/
(4) https://www.euroguidance-france.org/
(5) https://www.legifrance.gouv.fr/codes/id/LEGISCTA000037386095

Incomplete coordination of actions. There are no plans to make the coordination complete.
At the National Level
Actions in the area of motivation are mainly coordinated by the Directorate of Youth, Non Formal Education and Volontary Organisations (DJEPVA) of the Ministry of Education and Youth (1).
Within this framework, the objectives pursued include: (a) fostering the involvement of different parts of society and facilitating the access to European and international mobility for all young people, particularly those from priority urban districts; and (b) combating inequalities which young people from overseas territories are subjected to.
The coordination network on the national level also includes the Standing Committee on European and International Mobility for Young People (CPMEI) that was set on 9 October 2013 and the Ministry of National Education, Higher Education and Research.
At the Regional and Local Levels
Coordination is ensured by the "Regional Committees on European and International Mobility for Young People" (Corémobs – Comités régionaux de la mobilité européenne et internationale), established in 2015. Académies also play a coordination role through their DAREICs (Académies’ Delegates for European and international relations and cooperation - Délégués académiques aux relations européennes et internationals) and ERAIEs (reference teachers for European and international action - Enseignants référents pour l'action internationale et européenne) (2).In addition, the Académie’s Regional Delegations for Youth, Engagment and Sports (DRAJES), placed under the authority of the Rectorate of each Académie, is responsible for developing a coordinated local network and initiatives to promote civic engagement and international mobility opportunities for all young people.

European and international action is an important dimension of academic projects. Each academy defines a strategy and an action plan to develop its European and international dimension and to conduct a genuine cooperation policy based in particular on the mobility of all the players and the opening up of institutions to foreign countries. Schools and educational establishments are then called upon to give practical expression to this strategy and include it in their school or school project. It relies on the Academic Delegations for European and International Relations and Cooperation (DAREIC), which ensure the coordination of activities and coherence between national objectives, academic specificities and school practices. Local correspondents and teachers responsible for international action relay these missions at local level. Each of these plans is put online on the national Ministry of National Education and Youth (MENJ) website (3)
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(1) https://www.jeunes.gouv.fr/mobilite-internationale-178
(2) Circular No. 2009-172 of 24 November 2009 on European and international educational cooperation www.education.gouv.fr/cid49724/menc0913416c.html Erasmus+ observatory: https://issuu.com/agence/docs/lobservatoire-1
(3) https://eduscol.education.fr/1099/politique-academique-et-interlocuteur…

The existing awareness raising and/or mobility culture actions (or at least some of them) are monitored. But there is no systematic and complete evaluation and no systematic process of setting up recommendations oriented towards future improvement, and no plan to develop any.

There is an assessment, in particular through the Corémobs which publish recommendations made by their working groups. The 2015 recommendations included, among other things, raising the awareness of young people and educators. The 2017 assessment reports addressed the topic of the accessibility of information, counselling and guidance services (1).
In Académies, mobility and partnerships are monitored by the DAREICs (Académies’ Delegates for European and international relations and cooperation) and the ERAIEs (reference teachers for European and international action) (2).
The year 2019 saw the development of the Euroscol label within French schools and educational establishments, a testament to the quality of European and international openness of schools and educational establishments. In one year, 450 labels have already been awarded. In September 2022, 987 schools (primary, middle and high schools, general frame and vocational education and training) have been awarded this Euroscol label. During the French Presidency of the Council of European Union, Euroscol has been highlighted as best practice for teachers and pupils mobility (3).
An annual national survey (Orchestra survey), carried out by the Directorate General of School Education (Direction Générale de l'Enseignement Scolaire – DGESCO) tracks European and international openness in Académies through several indicators including the mobility of high school pupils and school partnerships in secondary education (4). The survey also takes into account the "communication and training measures directed at opening up to Europe and the international dimension" (5).
The results of the Orchestra survey were published for 2018-2019 (6).
The national Erasmus+ Education and Training Agency publishes each year its annual activity report and the results of the previous year's call for projects, giving an overview of the impact of the Erasmus+ programme in France in the different education and training sectors (7).
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(1) For example, concerning the regions of Brittany and Pays-de-la-Loire:
http://www.enroutepourlemonde.org/pro/wp-content/uploads/2017/07/Etude- http://www.jeudevi.org/wp-content/uploads/2017/05/1705-synth%C3%A8se-Ra…
(2) Circular No. 2009-172 of 24-11-2009 http://www.education.gouv.fr/cid49724/menc0913416c.html
(3) https://eduscol.education.fr/1098/euroscol-le-label-des-ecoles-et-des-e…
(4) 2015 Report, the situation of young people, http://www.jeunes.gouv.fr/IMG/pdf/tome_2_etat_de_la_jeunesse_def.pdf
(5) http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=98468
(6) https://cache.media.eduscol.education.fr/file/Mobilite_des_eleves/89/3/…
(7) https://agence.erasmusplus.fr/wp-content/uploads/2022/04/RA-2021-WEB-2…

There is no specific target for awareness raising and promoting a mobility culture.

France has taken initiatives to raise the awareness of the youth on the added value of mobility and promote a mobility culture. The actions taken are coordinated, although the coordination processes at play look confusing as coordination seems to take place both on national and local levels without any clear distinction of the respective remit of each level and clear indications of how these levels themselves coordinate. It is also unclear the extent to which these different coordination mechanisms do not stick to dealing with mobility in general and instead really address the topic of raising awareness about the added value of mobility and promoting a mobility culture. In future, it could be considered clarfifying which coordination bodies are really in charge of the specific topic of raising awareness about the added value of mobility and promoting a mobility culture, and make sure that coordination by these bodies is streamlined, topic-specific, systematic and complete in coverage. The existing actions are monitored as part of the overall monitoring of mobility activities in general, however it does not appear that a fully-fledged and systematic evaluation is in place for all actions in terms of raising the awareness about the added value of mobility and promoting a mobility culture. Making evaluation of these specific actions systematic and topic-specific could also be considered in future. Finally, the country has also not set out any policy benchmarks in terms of learners’ motivation for mobility, which could also be addressed in future.

The country has taken actions that cover the following three dimensions:
Linguistic and intercultural preparation

Several significant measures have been taken, in particular the "Modern Languages Strategy", which includes:
- Learning two modern languages from lower secondary school onwards;
- Diversifying the provision of modern languages in Académies (1),
- The introduction of the "Foreign Languages Week" in 2016, to encourage and promote mobility and international openness (2).
Also, to encourage the acquisition of language and intercultural skills, for vocational degrees accessible at the upper secondary level (levels 3 and 4 of the European Qualifications Framework), foreign language programmes for the vocational baccalaureate and for the CAP (certificate of professional aptitude / certificat d'aptitude professionnelle) have been established, including oral and written communication in foreign languages (3).
A reform of the general and technological baccalaureate occurred in 2021. In the context of the new baccalaureate, with regard to language assessment and European and international openness, modern language tests were revised in order to strengthen their link with the Common European Framework of Reference for Languages (CEFR) (4).
Complementary mechanisms include:
- Deutsch für Schulen (5), an online service for learning German at primary and lower secondary schools. The service was co-developed by the National centre for distance learning (Centre National d'Education à Distance / Cned) and the Goethe-Institute;
- Initiatives targeted at apprentices, for example glossaries specifically developed for the linguistic preparation of apprentices in the automotive and construction sectors;
- Language courses offered by the OFAJ (Franco-German office for Youth / Office franco-allemand pour la Jeunesse) to support exchanges between French and German young people (6).
Onisep provides online guides that present the existing offer related to foreign language learning in lower secondary education (7), including international and bilingual classes.
Digital skills are acquired through two main channels:
- Using information and communication technologies in vocational education and training, and in apprenticeship training centres (8).
The Ministry of National Education and the Ministry for Higher Education and Research have set up a reference framework for digital skills (9), inspired by the European Digital Competence Framework, and applicable from primary school up to university (10). The reference framework is intended to serve for regular student self-assessment during and after compulsory schooling.
Based on the DigComp 2 European skills reference framework, PIX offers all users the chance to accurately determine their level of proficiency in 16 different areas of competency. The PIX qualification is recorded on the National Register of Vocational Certifications.

Internationalising the IVET curriculum
Partnerships for exchanging on practices have been set. They bring together VET institutions in Europe. They aim to share ideas and practices on the topics of school teaching, adult education and vocational training.
The use of eTwinning, the main measure of the "Online Learning" programme of the European Commission, is encouraged by the Ministry in charge of National Education. This service aims to put classes in Europe in contact with each other to carry out collaborative projects remotely using digital technology. In concrete terms, participating teachers constitute an online community, which allows them to communicate with European colleagues. They are free to choose the duration of their project, its complexity, the number of partners involved and the working language(s). 27% of all of the projects involve high schools including vocational ones. 61 628 teachers, 20 306 schools participate in eTwinning, i.e. 40% of lower secondary schools, 35% of upper secondary schools and 25% of primary schools (11).
Internationalisation is also targeted through the initial training of teachers. In Higher schools for education and teaching ( “Instituts nationaux supérieurs du professorat et de l’éducation”, INSPE (12), an international mobility mechanism aims to develop international exchanges of teachers and structured partnerships to open up approaches to teaching practices (13).
The Ministry in charge of National Education (MENJ) wishes to promote career paths and international training for students and staff already in post. Since 2020, the Inspé can issue certificates of aptitude for participating in French education abroad. These master's level certificates attest to linguistic and cultural skills that may encourage international mobility (14).
Three programs monitored by France Education International (operator of the Ministry in charge of National Education) promote teachers mobility. Each year a Circular gives the general frame for applications (15).
These programs aim at improving languages skills but also at discovering other teaching practices in a cross-cultural environement. One of these programs is dedicated to enhance education relationships between France and Louisiane.

Carried out as part of the Erasmus+ programme, the Qualéduc Mobilités project enabled around a hundred members of the teaching teams from 18 academies to travel to 5 European countries to exchange on their self-evaluation practices and to learn from them examples that could be transferred to France. The project took place over the two school years 2017-18 and 2018-19, and gave rise to a dissemination seminar in April 2019. The national steering committee includes members of the Inspectorate General, the Directorate General for School Education, the Delegation for European and International Relations and Cooperation, the five organising academies and France Education International, the latter ensuring the overall coordination of the consortium, the administrative and financial support and the interface with the national Erasmus+ Education and Training Agency (17).

Finally, a direct approach to internationalising the IVET curriculum has also been developed. An "optional mobility module" common to all existing 90 vocational baccalaureates (high school diploma) was created in 2014. It covers general and professional learning outcomes (LOs) which should be achieved through a training period in a foreign country. These LOs are described and assessment specifications are also defined. The professional LO must be assessed abroad, and the general LO will be assessed in France. The assessment carried out abroad is recognised and taken into account in France for validation. This option, with an optional mobility unit, was confirmed in 2018-19 for the vocational baccalaureate and extended to the professional certificate (“Brevet professionnel”), the trades certificate (“Brevet des métiers d’art”) and the CAP (“Certificat d’aptitude professionnelle”) (orders of 30th August 2019) (18).
A reference curriculum defines the assessment criteria in terms of skills and cultural and professional knowledge. A national definition of the option has also been set, which includes an evaluation rubric to be implemented in the host country of the international experience. The optional element comprises two assessed aspects: the first takes place abroad in the host institution (company or training organisation) and the second when the learner returns to the original institution.
This optional mobility unit is one of the factors that makes the vocational baccalaureate attractive, by strengthening its openness to the world. Originally implemented on an experimental basis, the optional mobility unit is now permanent and has been extended to cover an international scope and other vocational degrees.
This option is available to all young people, whether they are students or apprentices.
__________________
(1) http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html
For more information about the 2015 provision of modern languages map: http://www.education.gouv.fr/cid94630/au-bo-du-22-octobre-2015-la-carte-
http://eduscol.education.fr/pid31440/favoriser-l-ouverture-aux-autres-cu
(2) https://eduscol.education.fr/1688/semaine-des-langues-vivantes
(3) http://www.education.gouv.fr/cid23840/mene0829952a.html
(4) http://cache.media.education.gouv.fr/file/Rentree_2018-2019/82/9/2018_D…
(5) http://www.deutschfurschulen.fr/
(6) https://www.legifrance.gouv.fr/download/pdf/circ?id=40482
(7) https://www.onisep.fr/Choisir-mes-etudes/College/Classes-du-college/Etu…
(8) http://eduscol.education.fr/cid46073/b2i.html
(9) https://eduscol.education.fr/cid124797/cadre-reference-des-competences-…
(10) Décret n° 2019-919 du 30 août 2019 relatif au développement des compétences numériques dans l'enseignement scolaire, dans l'enseignement supérieur et par la formation continue, et au cadre de référence des compétences numériques (JO du 01-09-2019)
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000039005162
Arrêté du 30 août 2019 relatif à la certification Pix des compétences numériques définies par le cadre de référence des compétences numériques mentionné à l'article D. 121-1 du code de l'éducation (JO du 01-09-2019)
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000039005181
(11) cf dossier de presse rentrée 2020-2021 page 74
https://www.education.gouv.fr/annee-scolaire-2020-2021-reunis-sur-le-ch…
(12) En 2019, les ESPE changent de nom et deviennent Institut national supérieur du professorat et de l’éducation (Inspé).
https://www.legifrance.gouv.fr/loda/id/JORFTEXT000027905257/2020-11-06/
(13) Circ. No. 2016-053 of 29-3-2016
http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=100542
(14) https://www.education.gouv.fr/bo/20/Hebdo10/MENH1933048A.htm
(15) https://www.education.gouv.fr/bo/22/Hebdo30/MENC2217185N.htm
(16) https://www.france-education-international.fr/partir-letranger/partir-e…
(17) https://eduscol.education.fr/cid119908/qualeduc-mobilites.html
(18) Arrêté du 30 août 2019 portant création d'une unité facultative de mobilité et de l'attestation MobilitéPro dans le diplôme du certificat d'aptitude professionnelle
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00003901…

Coordination of actions is incomplete (elements of coordination exist, but no complete countrywide coordination of all players or actions in a given dimension; or not all dimensions are coordinated). However, a process towards systematic and consistent coordination seems to be underway.
At the national level, the Standing Committee on European and International Mobility for Young People was set up on 9 October 2013 and brought together the ministries concerned, local authorities, mobility programmes, associations and representatives of young people and youth organisations. Coordination of the measures carried out at the national level is also defined in particular in the "Modern Language Strategy", developed by the Ministry for National Education (1).
The public service of educational digital technology, created by the Policy and Framework Act of 8 July 2013 for the restructuring of the French National education system, coordinates the goals related to the acquisition of digital skills (2).
At the regional level, regional mobility committees, Corémobs, are the regional-level strategic and political body running mobility initiatives.
At the Académie’s level, a circular of November 2009 shapes and structures the European and international educational cooperation and defines the role of the DAREIC and ERAIE (3).
Besides these national and regional levels, the Act of 8 July 2013 encourages the creation of partnerships with school actors in third countries at different levels of the education system: class, school and education authority (4). This coordination takes place at the Académie’s level.
Finally, a recent Instruction of 14 January 2016 has also clarified the coordination content of the various mobility mechanisms (5).
____________
(1) Modern Languages Strategy, Ministry of National Education, Higher Education and Research, press dossier of 22/01/2016. http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html(2) https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000027677...
(3) Circular No. 2009-172 of 24 November 2009 http://www.education.gouv.fr/cid49724/menc0913416c.html
(4) Policy and Framework Act No. 2013-595 of 8.7.13 – for the restructuring of the French school system https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000027677...
(5) Instruction No. djepva/bri/2016/18 of 14/01/2016 relating to the international mobility of young people and to European and international cooperation https://www.legifrance.gouv.fr/circulaire/id/40482

The existing linguistic and intercultural, digital, and internationalisation actions (or at least some of them) are monitored. But there is no systematic and complete evaluation and no systematic process of setting up recommendations oriented towards future improvement, and no plan to develop any. A report on the mastery of foreign languages was published in September 2018, following a mission carried out on the request of the Ministry in charge of National Education (1). This report includes an assessment of the plan for the renovation of modern languages launched in 2006.
It includes several proposals regarding mobility in relation to foreign language learning:
- Include in the teacher training programme a period of mobility and immersion in the country of the language studied.
- Find innovative solutions to improve the exchange programme for modern language assistants.
- Organise exchanges between foreign and French institutions. Combine academic partnerships and language exchanges.
- Recognition of the importance of learning mobility for pupils and teachers and the role of the national Erasmus+ Education and Training Agency.
- Develop exchanges with native speakers: real and virtual Erasmus+/e-Twinning.
- Create a term of study in Europe in a partner institution.
The "Generation" surveys of the Centre of studies and research on qualifications (Céreq) (2) and the Note by the Erasmus+ Observatory about the "Portrait of young people experiencing international mobility" may provide some additional information. The 2020 Note Erasmus n°13 is about the triggers to mobility for vulnerable people focuses on levers to be activated.
______________
(1) http://cache.media.education.gouv.fr/file/Racine/33/4/propositions_meil…
(2) https://www.cereq.fr/enquetes-et-donnees/enquetes-sur-linsertion-profes…- Organise exchanges between foreign and French institutions. Combine academic partnerships and language exchanges.
- Recognition of the importance of learning mobility for pupils and teachers and the role of the national Erasmus+ Education and Training Agency.
- Develop exchanges with native speakers: real and virtual Erasmus+/e-Twinning.
- Create a term of study in Europe in a partner institution.
The "Generation" surveys of the Centre of studies and research on qualifications (Céreq) (2) and the Note by the Erasmus+ Observatory about the "Portrait of young people experiencing international mobility" may provide some additional information. The 2020 Note Erasmus n°13 is about the triggers to mobility for vulnerable people focuses on levers to be activated.
______________
(1) http://cache.media.education.gouv.fr/file/Racine/33/4/propositions_meil…
(2) https://www.cereq.fr/enquetes-et-donnees/enquetes-sur-linsertion-profes…

Policy targets are in place. A qualitative objective has been set by the Ministry in charge of National Education, as part of the Modern Languages Strategy. Among the objectives, improved modern language teaching is expected, and an exceptional effort in favour of learning German which is expected to be released at the end of November 2022 in Berlin. This includes developing measures to increase the number of students learning the language of the partner in France, as well as in Germany, as well as qualitative measures in favor of this learning, following the signing of the Treaty of Aachen on January 22, 2019.

The ONISEP website has published an education sequence which lists those activities aimed at encouraging students to take part in mobility and to make them aware of the interest of including a mobility in Europe into their training, through internships, study courses or apprenticeship contracts. The online dossier offers a compilation of practical information sheets: "Assessing one's language skills", "preparing a project for study abroad" and "writing an English-style letter of application".
At the level of the Ministry for National Education, the European “EOL - Languages at the Heart of Learning (2016-2019)” project aims to promote learning environments optimised for and by modern languages; 10 French Académies are participating in this project (1).
____________________
(1) http://www.ac-versailles.fr/cid120735/le-projet-europeen-eol-decline-da…

Partnership agreements contribute to informing students and other actors about internationalisation measures.

In November 2018, the national agency “Erasmus + France Education and training” has published, in cooperation with a network of organisations involved in European mobility of apprentices, a specific guide dedicated to the mobility referents: “Skills of mobility referents at Apprenticeship Training Centres” (1) . The guide includes the results of a survey to which 146 professionals involved as mobility referent in their structures answered. This survey includes questions about their main needs.
______
(1) https://agence.erasmusplus.fr/wp-content/uploads/2019/12/2731_2731_guid…

In November 2018, the national Erasmus + Education and training Agency has published, in cooperation with a network of organisations involved in European mobility of apprentices, a specific guide dedicated to the mobility referents: “Skills of mobility referents at Apprenticeship Training Centres” (1). The guide includes the results of a survey to which 146 professionals involved as mobility referent in their structures answered. This survey includes questions about their main needs.
________________
(1) https://agence.erasmusplus.fr/wp-content/uploads/2019/12/2731_2731_guid…

In November 2018, the national agency “Erasmus + France Education and training” has published, in cooperation with a network of organisations involved in European mobility of apprentices, a specific guide dedicated to the mobility referents: “Skills of mobility referents at Apprenticeship Training Centres” (1). The guide includes the results of a survey to which 146 professionals involved as mobility referent in their structures answered. This survey includes questions about their main needs.
______
(1) https://agence.erasmusplus.fr/wp-content/uploads/2019/12/2731_2731_guid…

France has taken a range of actions to provide IVET learners with linguistic and digital preparation for future mobility from the early stages of education. Actions for internationalising the IVET curriculum are also in place. The existing actions are coordinated, although the multiplicity of players questions the consistency of the overall coordination process. However, mention of the 14 January 2016 Instruction suggests that public authorities are aware of the inconsistency risk and might be on the way to address it. The long-term preparation policy is also to some extent monitored, as can be seen from the September 2018 report on the mastery of foreiggn languages. Setting up a systematic evaluation of the linguistic and digital preparation mechanisms in place from the early stages of education could be also considered in future. Policy targets in terms of long-term linguistic preparation are in place. The Onisep website provides potential users with information on preparation mechanisms, so as to make these mechanisms visible. In future, it could be considered developing processes which (a) make room for learners to give feedback on the long-term preparation mechanisms, and (b) allow for monitoring the use of the long-term preparation mechanisms so that these can be readjusted and improved accordingly over time as necessary.

Since August 2022, official policies (circulaire & arrêté) detailed the conditions for the recognition of European and international school mobility of pupils in general and technological education high schools (1). The mobility of high school students in an establishment abroad is recognised when it is part of an official partnership between two highschools in France and elsewhere in Europe attested by a signed study contract. The student's numerical and qualitative scholar assessments can be taken into account, and from 2024 Baccalaureate session, the mention « European and international mobility » can be reported on the diploma if the student has submitted a written report and has been assessed orally about this mobility experience.
The 2018 apprenticeship reform has clearly given CFAs among their missions to encourage national and international mobility of apprentices by appointing dedicated staff, which may include a mobility referent mobilising, at national level, local resources and, at international level, European Union programmes (2).
Apprentices Training Centres (CFAs) must be certified as quality training organisations. The certification, based on a national state reference system (Qualiopi), stipulates for indicator 20 that the CFA must have staff dedicated to supporting national and international mobility (3).
The country has taken actions in the following dimensions:

Language preparation
Mechanisms for the mobility of apprentices directly provide general support with language preparation, such as for example the Movil App mechanism offered by the chambers of commerce and industry (4). For people participating in the Erasmus+ scheme, an online language platform is available (5). Improvements to this OLS platform have been requested by the Erasmus + Education Training Agency from the European Commission to make it easier to access and adapted to IVET learners. The online language support tool allows for assessing competences in foreign languages (6). Mobility operators and intermediary organisations with which they work often propose preparation measures. The OFAJ (French-German office for youth) provides language courses for young French and German people.The French-Quebec Office for young people (Office franco-québécois pour la jeunesse – OFQJ) offers cultural preparation.
In addition, the guide “Skills of mobility referents at Apprenticeship Training Centres” (7) published in 2018 by the national Erasmus + Education and training Agency contributes to raise awareness among mobility referents about the conditions for increasing the quality apprentices’ mobility.

Stay monitoring
Most of the monitoring process is the responsibility of the mobility operators and the intermediary organisations with which they work. For instance, the European Voluntary Service offers support before, during and after the voluntary work (8).

Feedback collection
Regarding the collection of data upon return from abroad, the Erasmus+ observatory studies the immediate or longer term effects of mobility measures. It provides elements of analysis on the identified trends.

Reintegration upon return from mobility
Reintegration measures depend on the mobility operators and the intermediary organisations with which they work. Generally, preparation for the return is an integral part of the mobility process. Complementary channels include the "International mobility for young people seeking job” integration service in the Auvergne-Rhône-Alpes region, and the Centre for information and documentation of young people (CIDJ) (9).

Transport, housing, catering
To facilitate access to transport, housing, catering for young mobile learners, various financing methods are in use, including grants and internship remunerations.
The grants offered by the regional councils are the main public aid. Twelve per cent of young people who have been abroad have benefited from this type of funding. For example, the Nord-Pas-de-Calais region awards EUR300 per apprentice, directly paid to the apprenticeship training centre. The aid can be used to cover the travel costs accommodation and catering) (10). In practice, information on available financial support can be found on the Euroguidance website (11).

Internships
France is also involved in quality internships. The French ministry of higher education and research is associated partner with the Sprint project (standardise best practices about internships). Eight criteria have been created by this project to ensure quality internships and two guides have been published for hosting companies and sending services in universities. The European parliament’s resolution of 12 October 2020 which is calling for banning unpaid internships is a first step to have a common regulation about internships in Europe.
The detailed guide “Internships in Europe” published by Euroguidance France in 2022 is intended to facilitate mobility as part of a professional experience. It is aimed at educators and students ready to immerse themselves professionally in a European country (12).
_________________
(1) Decree No. 2022-1129 of 4 August 2022 amending the provisions of the Education Code relating to secondary education / Décret n° 2022-1129 du 4 août 2022 modifiant les dispositions du code de l'éducation relatives aux enseignements du second degré
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000046150668
Order of 4 August 2022 on the conditions for the recognition of European and international school mobility of pupils in general and technological high schools and on the study contract in general and technological high schools / Arrêté du 4 août 2022 relatif aux conditions de reconnaissance de la mobilité scolaire européenne et internationale des élèves de lycée d'enseignement général et technologique et au contrat d'études au lycée d'enseignement général et technologique
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000046150690
Service note of 4 August 2022 on the European and international school mobility of pupils in general and technological secondary schools / Note de service du 4 août 2022 relative à la mobilité scolaire européenne et internationale des élèves de lycée d'enseignement général et technologique
https://www.education.gouv.fr/bo/22/Hebdo31/MENE2206449N.htm
(2) https://www.legifrance.gouv.fr/codes/id/LEGISCTA000037386095
(3) https://travail-emploi.gouv.fr/IMG/pdf/guide-lecture-referentiel-qualit…
(4) http://www.cci.fr/web/apprentissage/apprendre-en-europe//article/Les+%C3
(5) Instruction No. djepva/bri/2016/18 of 14/01/2016 relating to the international mobility of young people and to European and international http://circulaires.legifrance.gouv.fr/index.php?action=afficherCirculair
(6) OLS : https://erasmusplusols.eu/fr/
(7) http://www.agence-erasmus.fr/docs/2731_guide_cfa_final.pdf
(8) http://decouvrirlemonde.jeunes.gouv.fr/propositions/service-volontaire-e
(9) https://www.cidj.com/partir-a-l-etranger/voyager-dans-le-monde/retour-e…
(10) http://www.nordpasdecalais.fr/jcms/c_40806/guide-des-aides/mobilite-euro
(11) See in particular for the regional aid www.euroguidance-france.org/financer-sa-mobilite/les-aides-regionales/
(12) https://www.euroguidance-france.org/wp-content/uploads/2022/10/brochure…

Coordination of actions is incomplete (elements of coordination exist, but no complete countrywide coordination of all players or actions in a given dimension; or not all dimensions are coordinated).

A standing committee of mobility operators has been set up by the ministry Education and Youth. It brings together the operators of the main programmes (Erasmus+, AFPEJA, OFAJ, OFQJ, FONJEP 1, France Volunteers, UBIFRANCE), the ministries concerned and the main partners (representatives of local authorities, Information and documentation centres for young people, Committee for national and international relations of youth associations and popular education, French youth forum). The operators will be encouraged to develop a concerted strategy aimed at adapting tutoring and support.
In each region, a regional mobility committee (Corémob) convenes at least twice a year. The Committee draws up a joint diagnosis of the situation and develops a three-year mobility development plan. Assessed annually, the plan may be revised (1).
_______________
(1) Inter-ministerial Circular No. djepva/mceijva/dreic/dgefp/prb/2015/54 of 23 February 2015 relating to the setting up of regional committees on European and international mobility for young people http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf

The existing quality actions (or at least some of them) are monitored. But there is no systematic and complete evaluation and no systematic process of setting up recommendations oriented towards future improvement, and there are no plans to develop any.
Assessments are carried out at the mobility operators and funding bodies levels.
Studies are also conducted. In May 2017, the Centre for Research on Education, Training and Employment (CEREQ) published a report on the links between experiences abroad during people’s studies and their professional integration, through an approach based on the concept of "mobility capital" (1). Cereq has continued the analysis of a survey on the professional future of the 2013 generation, in partnership with the National Institute for Youth and Popular Education (“Institut National pour la Jeunesse et l'Éducation Populaire”, INJEP), with the publication in June 2020 of a report on the effects of stays abroad in terms of professional integration (2). The Erasmus+ France/ Education Training Agency has set up an online survey directly targeting learners who participated in mobility programmes between 2014 and 2016, including respondents from VET (3). The Agency analyses mobility aspects in its "Notes from the Observatory"(4).
In the Lefèvre Trust and the Charles de Gaulle programme for mobility grants between France and the United Kingdom, the jury produces a report of advice and recommendations for the different applications (before and after the mobility) and each partnership produces an assessment report.
Also, based on the Policy and Framework Act for the restructuring of the French school system, a monitoring committee issues reports which may touch the mobility issue.
Quality assessment is also assessed through the accreditation process for the "technical trades high school" label, which promotes quality in vocational high schools. One of the seven criteria for accreditation is "the implementation of measures aimed at opening-up internationally" (5).
Finally, self-assessment is also carried out through Qualéduc, an approach to quality in upper secondary VET. The tool’s item titled "opening up to Europe and the international dimension" addresses such quality aspects as:
- Planning, i.e. how the opening-up is part of the institution's strategy;
- Implementation, i.e. identification of contact persons for European and international initiatives, school partnerships, outgoing and incoming mobilities of students and staff, promotion;
- Assessment based on follow-up indicators such as active partnerships, number of students involved, number of teaching staff involved, number of students receiving certificates, etc.;
- Analysis of strengths, weaknesses, proposals for objectives and measures.
__________
(1) https://www.cereq.fr/rendement-educatif-parcours-et-inegalites-dans-lin…
(2)https://injep.fr/wp-content/uploads/2020/07/RE_CEREQ_sejours_etudes.pdf
(3) Note n°19 : https://agence.erasmusplus.fr/publications/lobservatoire-erasmus-n19-an…
(4) http://www.agence-erasmus.fr/page/observatoire
(5) Decree No. 2016-48 of 27 January 2016 amending the provisions of the Education Code relating to the "technical trades high school" label www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000031933261&cate

Measure 10 of the Youth Priority Plan lays down, among other things, two objectives which are part of the search for quality in mobility:
- Developing a concerted strategy aimed at adapting tutoring and support.
- Communication that relies on peers and youth actors
This measure lays down developments that dovetail in with the "youth on the move" recommendation (1).
__________________
(1) https://eur-lex.europa.eu/legal-content/FR/TXT/HTML/?uri=CELEX:32011H07…

The ONISEP website has published online an education sequence which lists those activities aimed at encouraging students to take part in mobility and to make them aware of the interest of including Europe in their training, through internships, study courses or apprenticeship contracts. The online dossier offers a compilation of practical information sheets of practical information: "Assessing one's language skills" , "preparing a project for study abroad" and "writing an English-style letter of application"

The students are informed by the school heads of the collection of the information. They include it in the educational sequences.

The information relating to housing, catering and transport are available in the portfolio which is given to learners before the mobility as well as on the Internet.

France has in place actions to ensure the quality of mobility through pre-stay linguistic and intercultural preparation, feedback collection mechanisms, and funding for supporting learners’ transport, accommodation, and catering. Stay monitoring processes are also mentioned, however it is unclear what exactly they consist in. Clarifying this latter aspect could be considered in future. The existing actions are coordinated and evaluated, although not in a systematic and complete manner. In future, making the coordination and evaluation processes systematic could also be considered. Although general objectives are in place for the quality policy (“Developing a concerted strategy aimed at adapting tutoring and support; communication that relies on peers and youth actors”), policy targets with clear benchmarks are still to be set up. Setting up such targets could also be considered in future. Actions are also in place to make existing quality mechanisms visible to potential users. In future, it could be considered making room for users to systematically give feedback on the quality mechanisms upon having experienced them; and systematically monitoring the use of these mechanisms so as to readjust and improve them accordingly over time as necessary.

VET Students have access to the four categories of support measures listed below.

A/ SCHOLARSHIPS, ALLOWANCES AND GRANTS IN SECONDARY EDUCATION (1)
The national secondary school scholarships are intended to support the education of pupils in general, technological or vocational education and to enable families whose resources have been recognised as insufficient to pay for their child's education.
More than 1 440 000 pupils have received a collège or lycée grant for the 2021-2022 school year (1).
A1. The new school year allowance
The new school year allowance helps parents meet the costs incurred at the start of the new school year for children aged between 6 and 18. The amount of the allowance varies based on the income of the parent(s).
The new school year allowance is paid directly by the French Family Allowances Fund (Caisse d’Allocations Familiales - CAF) or the Mutual Agricultural Fund (MSA).

A2. Secondary school grants.
Secondary school grants are awarded to students in lower and upper secondary schools (colleges et lycées) and in regional special needs institutions (Etablissements régionaux d'Enseignement Adapté - EREA).
The grant is awarded on a means-tested basis to those responsible for a secondary school student. At the upper secondary school, the pupil can benefit from several types of financial aid: the back-to-school allowance, grants, merit scholarships, the upper secondary schools (“lycées”) social fund, the social fund for canteens, etc. (2)

A3. The grant for those aged 16-18 returning to school
Young people aged between 16 and 18 who failed to complete their education and who are returning to vocational studies may receive a returning student grant, a supplement to the secondary school grant. This measure was set up in 2016. The school break must have been of five months at least. The grant amounts to €600. It is paid in three quarterly installments.
In connection with the crisis caused by the Covid 19, the government launched the "One Youth, One Solution" plan in July 2020. To help the 750,000 young people who entered the job market in September 2020, but also those who are today without activity or training, the Government is mobilising a budget of 6.7 billion euros, i.e. a tripling of the resources devoted to young people. The "1 young person 1 solution" plan aims to offer a solution to every young person. It mobilises a range of levers: recruitment aid, training, support, financial aid for young people in difficulty, etc. in order to respond to all situations (3).

From the start of the 2021 school year, as part of the inter-ministerial Equal Opportunities Plan, new measures have been taken to ensure that the most disadvantaged families, particularly those affected by the health crisis, receive greater support. Two measures were adopted to meet this objective
- the revaluation of the boarding school bonus
- the granting of merit-based scholarships to students on vocational aptitude certificates (CAP)
A4. Merit scholarship
This is a scheme intended to supplement the award of a secondary school grant. Deserving students, i.e. those having been awarded the grade Bien (Good) or Très bien (Very Good) in the Diplôme national du brevet (Junior Secondary Education Certificate) are automatically granted a scholarship.
This supplement is paid throughout their formal schooling up until the end of the cycle that leads to the baccalauréat in order to help them continue with their studies. The annual amount of the scholarship varies between €402 (1st level of family income) and €1,002 (6th level of family income).
The extension of the merit-based grant to CAP students is part of the promotion of the vocational pathway and aims to ensure fair treatment for students wishing to enter a training programme that will enable them to find a job quickly after the end of the third year of secondary school.
The purpose of the circular of 21-9-2022 is to specify the terms of application of the Education Code for educational assistance, articles D. 530-1 to D. 531-43, and to provide the information necessary for the implementation of the national scholarship scheme for lower secondary schools and the second level of upper secondary schools from the 2021-2022 school year.
Circular MENE2123714C of 12 August 2021 is repealed.

A5. The secondary school social fund (fonds social lycéen ou collegien)
The fund provides exceptional aid to secondary students in need, to help them cover costs of educational materials, transport, or boarding. The aid, either cash or in-kind, is awarded by school heads, based on the advice of a commission composed of members of the educational community, student representatives and parents.

A6. The social fund for school canteens (fonds social pour les cantines)
This fund is intended for enabling students from modest backgrounds to use their institution's canteen.
Criteria and methods for attribution of financial support are set by the school head based on advice from the school board.

B/ HIGHER EDUCATION SCHOLARSHIPS
Students can be awarded a large number of scholarships based on their status or personal project.
Each year the Finance Law announces the amount of the investments made by the State through the Ministry for National Education, Higher Education and Research to increase social justice through awarding grants.
In application of the provisions of Article L. 821-1 of the Education Code, the State may offer financial support to students registered for initial training. This support is designed to promote access to higher studies, to improve study conditions and to help the students succeed. The Ministry for National Education, Higher Education and Research publishes every year a circular regulating the procedures for awarding higher education grants based on social criteria, scholarships and support for international mobility.

Specific aid for apprentices
Apprenticeship training is free of charge for apprentices, but as most of them are paid below the minimum wage, they can benefit from a number of grants. There are schemes linked to the apprenticeship contract such as the first equipment allowance, financial schemes such as the activity allowance, mobility schemes such as driving licence assistance, schemes for accessing and maintaining housing such as the VISALE guarantee and specific schemes such as the student trade card.

B1. Support for international mobility (4)
Support for international mobility is designed for students who want to engage in higher education abroad as part of an exchange programme or to study within the framework of an international placement. This support is intended for student grantees completing a course or placement of two to nine months abroad as part of their university curriculum (5). The student must prepare a national degree recognised by the ministry in charge of Higher education. Social criteria apply. Funds are allocated to institutions engaged in contractualisation procedure with the ministry for Higher education, Research and Innovation. Applications are selected by the University President or the Head of the Institute, based on:-
• the pedagogical quality and usefulness of the students' individual projects;
• their compliance with the international policy applied by the university or institution.

B2. Grants from the Ministry for Higher Education and Research (6)
These are attributed based on social criteria.

B3. Grants linked to programmes offered by exchange organisations
Study grants may be awarded, based on certain criteria, in particular by the following organisations:-
- the British Council (Entente Cordiale scholarships) for students or young researchers of "postgraduate" level (baccalauréat + 3 years and higher) who wish to undertake a year of studies or research in the UK,
- the Franco-German Youth Office's (Office franco-allemand pour la jeunesse) scholarships for future teachers, students in art schools and documentary research,
- the Interdisciplinary Centre for Studies and Research on Germany's (Centre interdisciplinaire d'études et de recherches sur l'Allemagne) mobility support to carry out Master's or Doctoral research or undergo a placement in Germany, Switzerland or Austria in the field of social sciences and humanities.
- the French-German University (« Université Franco-allemande, UFA), a network of 194 high schools, universities and Fachhochschulen in France and Germany, which offers mobility grants for its students (7).

The Protandem agency (formerly the Franco-German Secretariat for Exchanges in Vocational Education and Training) regularly subsidises exchanges of young people and adults in initial and further training (8). Since the health crisis, three separate offers (physical, digital and hybrid) are available. In 2022 the number of exchanges should be 49, including 400 vocational school participants, 90 apprentices and 490 German participants.

B4. Grants from the Fondation de France
The "Fondation de France" philanthropic network offers grants to young people who are looking for funding for their studies or for a personal project. Each year, the network and the foundations under its aegis award over 2,200 grants in particular for the following purposes:-
- financing studies - tuition and living fees, placement, incubated project;
- taking part in mobility as part of their studies;
- carrying out a research project (master's, doctorate, post-doctorate);
- putting in place an individual solidarity travel project.

C/ SPECIFIC CASE OF FOREIGN STUDENTS IN FRANCE -
Eiffel Scholarships (9)
The Eiffel Excellence Scholarship Programme was established by the French Ministry of Foreign Affairs and International Development so that French higher education establishments could attract top foreign students to enroll in their Master’s and PhD courses.
It is designed to help train future foreign decision-makers, from the private and public sectors, in priority areas of study, and encourages applications from emerging countries at Master’s level, and from emerging and industrialised countries at PhD level.

Developed by the Ministry of Europe and Foreign Affairs and launched on the occasion of the French Presidency of the European Union (1 January - 30 June 2022), the "France Excellence Europa" scholarship programme enables students from 26 European Union countries to obtain a scholarship to study at Master's level in a French higher education institution (10).
__________________
(1) https://www.education.gouv.fr/bo/22/Hebdo36/MENE2214583C.htm
(2) https://www.education.gouv.fr/les-aides-financieres-au-lycee-7511
(3) https://travail-emploi.gouv.fr/le-ministere-en-action/relance-activite/…
(4) https://www.service-public.fr/particuliers/vosdroits/F380
(5) Exceptional provisions have been made in the circular of June 8, 2020 for students whose stay abroad has been interrupted due to Covid
(6) http://www.crous-paris.fr/bourses/bourses-sur-criteres-sociaux/bourses-d...
http://www.enseignementsup-recherche.gouv.fr/cid20712/les-bourses-sur-cr...
(7) https://www.dfh-ufa.org/fr/faq-category/aide-a-la-mobilite
(8) https://protandem.org/fr/accueil
(9) http://www.campusfrance.org/fr/eiffel
Brochure (6 pages, mai 2016) : https://www.campusfrance.org/fr/le-programme-de-bourses-eiffel
(10) https://www.campusfrance.org/fr/le-programme-de-bourses-france-excellen…

A/ SCHOLARSHIPS, ALLOWANCES AND GRANTS IN SECONDARY EDUCATION (1)

A1. The new school year allowance
The new school year allowance helps parents meet the costs incurred at the start of the new school year for children aged between 6 and 18. The amount of the allowance varies based on the income of the parent(s).

A2. Secondary school grants
Secondary school grants are awarded to students in lower and upper secondary schools and in regional special needs institutions (“Etablissements régionaux d'Enseignement Adapté”, EREA). The grant is awarded on a means-tested basis to those responsible for a secondary school student. It is aimed at ensuring equal opportunity.

A3. The grant for those aged 16-18 returning to education
This grant may be awarded to young people who - are returning to school after a break of at least five months.
In connection with the crisis caused by the Covid 19, the government launched the "One Youth, One Solution" plan in July 2020. To help the 750,000 young people who entered the job market in September 2020, but also those who are today without activity or training, the Government is mobilising a budget of 6.7 billion euros, i.e. a tripling of the resources devoted to young people. The "1 young person 1 solution" plan aims to offer a solution to every young person. It mobilises a range of levers: recruitment aid, training, support, financial aid for young people in difficulty, etc. in order to respond to all situations (1).
From the start of the 2021 school year, as part of the inter-ministerial Equal Opportunities Plan, new measures have been taken to ensure that the most disadvantaged families, particularly those affected by the health crisis, receive greater support. Two measures were adopted to meet this objective
- the revaluation of the boarding school bonus
- the granting of merit-based scholarships to students on vocational aptitude certificates (CAP)

A4. Merit scholarship
This scheme is intended to supplement the award of a secondary school grant. It is targeted at students who have been awarded the grade Bien (Good) or Très bien (Very Good) in the Diplôme national du brevet (Junior Secondary Education Certificate) to make sure they may continue with their studies.
The extension of the merit-based grant to CAP students is part of the promotion of the vocational pathway and aims to ensure fair treatment for students wishing to enter a training programme that will enable them to find a job quickly after the end of the third year of secondary school.
The purpose of the circular of 21-9-2022 is to specify the terms of application of the Education Code for educational assistance, articles D. 530-1 to D. 531-43, and to provide the information necessary for the implementation of the national scholarship scheme for lower secondary schools and the second level of upper secondary schools from the 2021-2022 school year (2).
Circular MENE2123714C of 12 August 2021 is repealed.


A5. The secondary school social fund (fonds social lycéen ou collegien)
is intended for helping secondary students in need to meeting the expenses of school life and schooling.

A6. The social fund for school canteens (fonds social pour les cantines) is targeted at giving students from modest backgrounds access to their institution's canteen.

B/ HIGHER EDUCATION SCHOLARSHIPS

B1. Support for international mobility (3)
This support is intended for student grantees completing a course or placement of between 2 and 9 months abroad as part of their university curriculum.

B2. Grants from the Ministry for Higher Education and Research (4)
These grants are based on social criteria. They are accessible to students from France, the EU or the European Economic Area; Andorran students enrolled in the French education system; refugees or stateless students who hold a refugee card issued by the French Office for the protection of Refugees and Stateless Persons (Office français de protection des réfugiés et apatrides).

B3. Grants linked to programmes offered by exchange organisations
Study grants may be awarded, based on certain criteria, in particular by the following organisations:
- the British Council (Entente Cordiale scholarships) for those who wish to undertake a year of studies or research in the UK,
- the Franco-German Youth Office's (Office franco-allemand pour la jeunesse) scholarships for future teachers, students in art schools and documentary research,
- the Interdisciplinary Centre for Studies and Research for Germany's (Centre interdisciplinaire d'études et de recherches sur l'Allemagne) mobility support to carry out Master's or Doctoral research or undergo a placement in Germany, Switzerland or Austria in the field of social sciences and humanities.
- the French-German University (« Université Franco-allemande, UFA), a network of 194 high schools, universities and Fachhochschulen in France and Germany, which offers mobility grants for its students (5).

B4. Grants from the Fondation de France
The "Fondation de France" philanthropic network offers grants to young people who are looking for funding for their studies or for a personal project, for example
- financing studies - tuition and living fees, placement, incubated project;
- taking part in mobility as part of their studies;
- carrying out a research project (master's, doctorate, post-doctorate);
- putting in place an individual solidarity travel project.

C/ SPECIFIC CASE OF FOREIGN STUDENTS IN FRANCE
Eiffel Scholarships (6)
The Eiffel Excellence Scholarship Programme was established by the French Ministry of Foreign Affairs and International Development so that French higher education establishments could attract top foreign students to enroll in their Master’s and PhD courses. It is designed to help train future foreign decision-makers, from the private and public sectors, in priority areas of study, and encourages applications from emerging countries at Master’s level, and from emerging and industrialised countries at PhD level.

____________
(1) https://travail-emploi.gouv.fr/le-ministere-en-action/relance-activite/…
(2) https://www.education.gouv.fr/bo/22/Hebdo36/MENE2214583C.htm
(3) https://www.service-public.fr/particuliers/vosdroits/F380
(4) https://www.crous-paris.fr/bourses/bourses-sur-criteres-sociaux/
http://www.enseignementsup-recherche.gouv.fr/cid20712/les-bourses-sur-cr...
(5) https://www.dfh-ufa.org/fr/faq-category/aide-a-la-mobilite
(6) http://www.campusfrance.org/fr/eiffel
Brochure (6 pages, mai 2016) : https://www.campusfrance.org/fr/le-programme-de-bourses-eiffel

A/ SCHOLARSHIPS, ALLOWANCES AND GRANTS IN SECONDARY EDUCATION (1)
A1. The new school year allowance
The new school year allowance helps parents meet the costs incurred at the start of the new school year for children aged between 6 and 18. The allowance is paid directly by the French Family Allowances Fund ("Caisse d’Allocations Familiales" - CAF) or the Mutual Agricultural Fund (MSA).

A2. Secondary school grants
Secondary school grants are state-funded.

A3. The grant for those aged 16-18 returning to education
This grant is state-funded

A4. Merit scholarship
This is a scheme intended to supplement the award of a secondary school grant. It is state-funded

A5. The secondary school social fund (fonds social lycéen) is state-funded.

A6. The social fund for school canteens (fonds social pour les cantines) is state-funded.

B/ HIGHER EDUCATION SCHOLARSHIPS
B1. Support for international mobility (1)
Support for international mobility is designed for students who want to engage in higher education abroad as part of an exchange programme or to study on an international placement. This support is provided by universities.

B3. Grants from the Ministry for Higher Education and Research (2) are state-funded.

B4. Grants linked to programmes offered by exchange organisations
Study grants may be awarded, based on certain criteria, in particular by the British Council, the Franco-German Youth Office's (Office franco-allemand pour la jeunesse), and the Interdisciplinary Centre for Studies and Research for Germany (Centre interdisciplinaire d'études et de recherches sur l'Allemagne).

B5. Grants from the Fondation de France
The "Fondation de France" philanthropic network offers grants to young people who are looking for funding for their studies or for a personal project. These are private-funded grants.

C/ SPECIFIC CASE OF FOREIGN STUDENTS IN FRANCE
Eiffel Scholarships are state-funded (3).
_____________________
(1) https://www.service-public.fr/particuliers/vosdroits/F380
(2) http://www.crous-paris.fr/bourses/bourses-sur-criteres-sociaux/bourses-d...
http://www.enseignementsup-recherche.gouv.fr/cid20712/les-bourses-sur-cr...
(3)http://www.campusfrance.org/fr/eiffel
Brochure (6 pages, mai 2016) : http://www.campusfrance.org/fr/ressource/le-programme-dexcellence-eiffel

A/ SCHOLARSHIPS, ALLOWANCES AND GRANTS IN SECONDARY EDUCATION (1)

A1. The new school year allowance
The amount of the allowance varies based on the income of the parent(s). The new school year allowance is paid directly by the French Family Allowances Fund (Caisse d’Allocations Familiales - CAF) or the Mutual Agricultural Fund (MSA).

A2. Secondary school grants
Secondary school grants are awarded to students in secondary schools and in regional special needs institutions (Etablissements régionaux d'Enseignement Adapté - EREA). The grant is awarded on a means-tested basis to those responsible for a secondary school student.
At the upper secondary school, the pupil can benefit from several types of financial aid: the back-to-school allowance, grants, merit scholarships, the upper secondary schools (“lycées”) social fund, the social fund for canteens, etc.

A3. The grant for those aged 16-18 who resume their education
This grant is awarded as a supplement to the secondary school grant. It is paid in three instalments, at the same time as the secondary school grant.

A4. Scholarship
This supplement is paid throughout the student's formal schooling up until the baccalauréat.

A5. The secondary school social fund (fonds social lycéen)
These aids may be either cash or in-kind. They are awarded by school heads, based on advice from a commission composed of members of the educational community, student representatives and parents.

A6. The social fund for school canteens (fonds social pour les cantines)
These aids are awarded by school heads to students from modest backgrounds, based on advice from school boards.

B/ HIGHER EDUCATION SCHOLARSHIPS

B1. Support for international mobility (2)
This support is intended for student grantees completing a course or placement of between 2 and 9 months abroad as part of their university curriculum. Social criteria are taken on board.

B2. Grants from the Ministry for Higher Education and Research (3)
These grants are awarded based on social criteria. They are accessible to students from France, the European Union, and the European Economic Area; Andorran students enrolled in educational institutions in France; refugee or stateless students who hold a refugee card issued by the French Office for the protection of Refugees and Stateless Persons (Office français de protection des réfugiés et apatrides).

B3. Grants linked to programmes offered by exchange organisations
Study grants may be awarded, based on certain criteria, in particular by the British Council, the Franco-German Youth Office (Office franco-allemand pour la jeunesse), and the Interdisciplinary Centre for Studies and Research on Germany (Centre interdisciplinaire d'études et de recherches sur l'Allemagne).

B4. Grants from the Fondation de France
The "Fondation de France" philanthropic network offers, on a case by case basis, grants to young people who are looking for funding for their studies or for a personal project.

C/ SPECIFIC CASE OF FOREIGN STUDENTS IN FRANCE

Eiffel Scholarships (4)
The Eiffel Excellence Scholarship Programme helps training future foreign decision-makers, from the private and public sectors, in priority areas of study, and encourages applications from emerging countries at Master’s level, and from emerging and industrialised countries at PhD level.
_________________
(1) https://www.education.gouv.fr/les-aides-financieres-au-lycee-7511
(2) https://www.service-public.fr/particuliers/vosdroits/F380
(3) https://www.crous-paris.fr/bourses/bourses-sur-criteres-sociaux/
http://www.enseignementsup-recherche.gouv.fr/cid20712/les-bourses-sur-cr...
(4) https://www.campusfrance.org/fr/le-programme-de-bourses-eiffel
Brochure (mai 2016) : https://www.campusfrance.org/fr/droits-et-obligations-du-boursier-eiffel

The support funds are portable abroad.

The portability of any financial support has been expressly provided for. Circular dated 08-06- 2020 of the Ministries for Higher Education, Research and Innovation on the methods for allocating scholarships for the 2020-2021academic year states that scholarships can be combined with support for international mobility and ad hoc support granted in connection with specific allowances (1).

Circular dated 08-06-2020 on the Procedures for awarding higher education grants based on social criteria, scholarships and international mobility support for 2017-2018 stressed that students who have a higher education grant based on social criteria, enrolled in initial training in a French higher education institution or in a member state of the Council of Europe and who are at the same time following studies abroad or carrying out a course included in their curriculum (whatever the host country), may retain the benefit of their grant (2).
A mechanism, Students enrolled in certain higher education institutions in a Council of Europe member state may be eligible for a higher education grant on social criteria. (3).

It is designed for French students or citizen of a European Union member state receiving scholarships
- enrolled in a university or another higher education institution located in a Member State of the Council of Europe which has ratified the European agreement of 12 December 1969,
- to take a full-time training programme authorised by the Ministry for National Education, Higher Education and Research of a minimum duration of 9 months and leading to a national diploma.
Students fill in a Social folder (DSE, “Dossier Social Etudiant“) with the CROUS (“Centre régional des œuvres universitaires et scolaires“) for a grant on social criteria. A grant based on social criteria can be considered for studies abroad if the host country is a member of the Council of Europe, if the course of study is authorised to receive students with CROUS grants and if the student does not receive any external aid.
___________
(1) Modalités d'attribution des bourses sur critères sociaux, aides au mérite et aides à la mobilité internationale pour l’année universitaire 2020-2021: https://www.education.gouv.fr/bo/20/Hebdo25/ESRS2013435C.htm
(2) Modalités d’attribution des bourses d’enseignement supérieur sur critères sociaux, des aides au mérite et des aides à la mobilité internationale pour l’année2020-2021: https://www.education.gouv.fr/bo/20/Hebdo25/ESRS2013435C.htm
(3) https://www.service-public.fr/particuliers/vosdroits/F15077
(4) https://www.service-public.fr/particuliers/vosdroits/F12216
https://www.service-public.fr/particuliers/vosdroits/F12214
___________
(1) Modalités d'attribution des bourses sur critères sociaux, aides au mérite et aides à la mobilité internationale pour l’année universitaire 2020-2021: https://www.education.gouv.fr/bo/20/Hebdo25/ESRS2013435C.htm
(2) Modalités d’attribution des bourses d’enseignement supérieur sur critères sociaux, des aides au mérite et des aides à la mobilité internationale pour l’année2020-2021: https://www.education.gouv.fr/bo/20/Hebdo25/ESRS2013435C.htm
(3) https://www.service-public.fr/particuliers/vosdroits/F15077

The circulars specifying the procedures for higher education grants explicitly provide for their portability (1), in the same way as the Council of Europe grant mechanism does.
At the national level, the Standing Committee for European and International Mobility for Young People (Comité Permanent de la Mobilité Européenne et Internationale des jeunes - CPMEI), and at the regional level the Regional Committees for European and International Mobility for Young People (Comités Régionaux de la Mobilité Européenne et Internationale des jeunes - COREMOB), constitute the framework for the co-ordination of all those players involved in mobility issues, including the portability of support and grants.
__________
(1) Modalités d'attribution des bourses sur critères sociaux, aides au mérite et aides à la mobilité internationale pour l’année universitaire 2020-2021: https://www.education.gouv.fr/bo/20/Hebdo25/ESRS2013435C.htm

At the national level, the Standing Committee for European and International Mobility for Young People (Comité Permanent de la Mobilité Européenne et Internationale des jeunes - CPMEI), and at the regional level the Regional Committees for European and International Mobility (Comités Régionaux de la Mobilité Européenne et Internationale des jeunes - COREMOB) (1), are in charge of implementing and monitoring evaluations in relation to mobility and portability. Specific evaluation tasks are carried out by different bodies responsible for the evaluation of public policies. These evaluations translate into suggestions of areas for improvement.
The Campus France Observatory for Student Mobility (French national agency for the promotion of higher education, international student services and international mobility) is another evaluation channel. The Observatory measures the reality of student mobility. Its studies assess the situation of young people in mobility depending on the financial support they may be /have been receiving, also taking into account the hindrances they may be faced with. (2)

Evaluation of portability is also carried out by the national Erasmus+ Education and Training Agency. In order to observe the immediate or longer-term effects of measures relating to mobility, the Erasmus+ agency has set up a mobility observatory. This agency works in consultation with the main mobility operators and with several partners such as the Centre for Research on Education, Training and Employment (Cereq). The Observatory produces publications the purpose of which is to provide elements of analysis on the impact of all the support measures provided within the Erasmus+ programme. The question of portability is dealt with in these publications. In particular, the portability of national grants was addressed in the publication titled "Mobilité étudiante Erasmus - Apports et limites des études existantes" (Erasmus Student Mobility - Contributions and limits of existing studies) (3).
Finally, the "Portability of Grants and Loans and Financial Support for Mobile Students" report produced by Eurydice in November 2013 can also be mentioned as it deals with the situation in France.
________________________
(1) https://decouvrirlemonde.jeunes.gouv.fr/les-actualites-professionnels/l…
(2) https://www.campusfrance.org/en/node/302115
Campus France : La mobilité sortante des étudiants de France : un marqueur social, des attentes, des contraintes et des opportunités, mars 2016, https://www.campusfrance.org/fr/ressource/la-mobilite-sortante-des-etud…
(3) http://www.agence-erasmus.fr/docs/mobilite-Erasmus-CIEP.pdf
(4) https://www.campusfrance.org/en/node/302115

No targets/benchmarks have been set for the portability policy.

France has in place regulations which ensure that the support funds awarded to IVET learners for domestic use are portable abroad during mobility periods. The portability policy is coordinated countrywide and evaluated. The evaluation mechanism allows to some extent for getting feedback from users and readjusting the portability mechanism over time. However, the country has not set up any targets/benchmarks for its portability policy. Addressing this shortcoming could be considered for further progress in future. It could also be considered making sure that all potential users know about the opportunities which the portability mechanisms open to them (and how to access them).

Actions have been taken in the following two dimensions:

1. Information and guidance
Projects specifically targeted at young people with fewer opportunities («Jeunes Ayant Moins D’opportunités” - JAMO) promote their access to international mobility. For example, in the Auvergne-Rhône-Alpes region, a project was designed to create a network of structures ensuring the provision of information, guidance and support to young people having problems with social and professional integration, also to improve their access to international mobility.
Several websites offer specific information on European mobility aid for young people with disabilities:; the "Droit au savoir" website; and the Erasmus+ Education and Training Agency website, which also offers a leaflet on this subject (1).
The Onisep website provides a dedicated section, with many resources targeting at people with disabilities and special needs (2). It also proposed a special application for smartphone, “Total accès”.
For people with disabilities, the specialised reception services of European universities are good relays of information on the conditions for carrying out a placement in the country. In the framework of an Erasmus + mobility, the support is also adapted to their specific needs (3).
Dedicated online resources provide information on mobility in Europe for students with disabilities:
-
Fédéeh website : www.handinamique.org/
-
Handisup network www.handisup.asso.fr
-
ARPEJEH www.arpejeh.com
-
association Tremplin www.tremplin-handicap.fr
-
Handi-U (Ministry of National Education and Youth) www.handi-u.fr

2. Funding
A disabled student who wants to go on a placement abroad may receive specific support, for example:
- Students with disabilities who choose international mobility are entitled to retain their disability compensation benefit abroad, pursuant to the provisions of Article 1 of the decree of 29 June 2005.
- In the framework of the Erasmus exchanges, students with serious disabilities may benefit from additional mobility support from the national Erasmus + Education and Training Agency.
The organisations and publics eligible for Erasmus+ mobility is specified each year in a service note published in the Bulletin Officiel de l'éducation nationale (BOEN). This "circular" specifies the specific support mechanisms for the inclusion of people with fewer opportunities (grant "organisational" contribution and "individual" contribution to real costs)

3. Access to an internship abroad
The possibility to access to a 3-month (unpaid) internship in a company abroad is being extended. This mechanism originates in a pilot carried out in the Auvergne-Rhône-Alpes region. The target group is that of young people enrolled in the “Missions Locales” scheme, i.e. people with difficulties in terms of professional and social integration.
Programme of the Franco-German Youth Office (OFAJ): scholarships for compulsory practical training in the context of vocational, technological or agricultural training and higher education. Scholarships are reserved exclusively for young people with less of opportunities who, without the support of the OFAJ, would not be able to carry out an internship in the partner country.
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(1) https://www.droitausavoir.asso.fr/?option=com_content&view=article&id=1…
https://agence.erasmusplus.fr/erasmus-accompagne-les-personnes-en-situa…
(2) https://www.onisep.fr/formation-et-handicap
(3) https://agence.erasmusplus.fr/erasmus-accompagne-les-personnes-en-situa…

At the national level the Standing Committee of European and International Mobility for Young People (CPMEI) that used to meet once a year had put in place working groups that have worked on the themes of young people having difficulties with mobility; it has presented concrete recommendations to implement including facilitating access to the mobility of young people in difficulty or young people from overseas departments (1).
These recommendations are co-ordinated at the regional level by the Regional Committees of European and International Mobility for Young People (COREMOBs) (2). The general intention is to:
- "provide the greatest possible access to mobility experiences for all young people";
- Remove the hindrances to international mobility;
- Develop incoming mobility;
- Professionalise those involved in teaching and working with young people on these issues.
20 Regional Platforms of European and International Mobility for Young People (PFRMI) (3) are responsible for the implementation of the territorial actions defined by the COREMOBs. The platform projects are designed to:
- bring together as many players as possible to increase and promote youth mobility;
- put in place operational regional co-ordination for the actions envisaged;
- define a process of governance that includes both the State and the Regions.
The project implementers classify their actions under the following three themes:
- better inform young people, youth supervisors and structure managers or elected representatives that may benefit from European and International mobility mechanisms;
- better train youth supervisors;
- better support young people before and during mobility.
The Erasmus+ France/Education Training and Youth & Sport agencies have also made the development of mobility for the most vulnerable groups a strategic objective.
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(1) http://www.jeunes.gouv.fr//IMG/UserFiles/Files/Bougitude%20A5%204%20page
(2) https://decouvrirlemonde.jeunes.gouv.fr/les-actualites-professionnels/l…
(3) https://www.experimentation-fej.injep.fr/1296-plateformes-regionales-de…

Several evaluation channels are in place: evaluations are carried out autonomously by a range of distinct bodies.
The Experimental Youth Development Fund (FEJ), created in 2009 to finance innovative actions for young people, finances experiments that are implemented on a small scale and rigorously evaluated. Each trial associates the project owner with an independent evaluator. The aim is to understand and measure the effects of the interventions and thus orient public policies efficiently. Thus, in 2013, 10 trial projects financed by the FEJ on the theme of expanding mobility for those having fewer opportunities ("Jeunes Ayant Moins D’opportunités" - JAMOs), were the subject of a cross-sector external assessment (1), which led to a summary targeted at enabling guidance of public policies in this area.
Bodies with specialism in youth and popular education produce regular surveys and studies on access to mobility, existing impediments, and the improvements developed through the policies for those having fewer opportunities ("Jeunes Ayant Moins D’opportunités" - JAMOs). The National Institute for Youth and Popular Education (INJEP) carries out studies relating in particular to the hindrances to the international mobility of the JAMOs. Examples of such studies are those on "The obstacles encountered by young people when trying to access the European Volunteer Service" published in 2011 (2), or the "Access for young people with fewer opportunities to international mobility in an informal framework", 2013. More recently, the study on "The European Youth in Action programmes faced with the challenge of equity. The case of young people with fewer opportunities" showed that "young people in difficulties particularly take advantage, in terms of apprenticeship, of mobility projects offered at the European level".
The CEREQ has also produced research on this theme, for example studies on "International mobility for young people with fewer opportunities - Return on experience", 2011, and "Facilitate the international mobility of young people in local missions or apprenticeships", 2012.
Studies were published in 2016 and 2017, specifically devoted to the accessibility European mobility groups for "groups with fewer opportunities": a report commissioned by the National Institute for Youth and Popular Education (INJEP) on "Access for young people with fewer opportunities to international mobility in a non-formal setting".
The diagnoses carried out within the framework of the COREMOBS work focused in particular on access to international mobility for young people with fewer opportunities.

Via "Les Notes de l'Observatoire" (3), the Erasmus+ France/ Education Training Agency is continuing its studies on the effects of mobility after the work carried out with CEREQ on the international mobility of young people (note n°1) and the professional development of young people who have completed international mobility programmes (Note no. 2), particularly regarding the issue of opening up the programme to disadvantaged groups (see note no. 3, “The democratisation of the Erasmus+ programme”) and on the theme of developing employability and civic skills through Erasmus+ mobility (Note no. 4)
A series of notes produced by the observatory is dedicated to the theme of inclusion: note n°11 on "Alternating training in Erasmus +" devoted to the mobility of apprentices and apprenticeship contracts, note n°12 on "The benefits of Erasmus + mobility for learners, staff and organisations", and note n°13 on "The triggers of mobility for vulnerable groups".
The note n°17 published in September 2021 is dedicated to the mobility of work-linked training students (apprenticeship and professionalisation contracts). Within the overview of Erasmus+ mobility of work-linked training students, the authors report on the results of a survey conducted on the levers favouring the development of long-term mobility (4).

The note n°18 published in April 2022 is dedicated to the Erasmus+ mobility of learners with disabilities. The aim of this study is to better understand the success factors of mobility for these groups, as well as the benefits derived from these study or work placement trips. The results show that, although the number of people who go on mobility trips in vocational education and training and in higher education remains modest, the impact of mobility is major on the personal and professional lives of people. European and international mobility is therefore an important lever in the success of learners with disabilities (5).
An exploratory study on the international mobility of students with disabilities was published in July 2022 by the Conférence des grandes écoles. This study shows that these students encounter additional difficulties in travelling or living abroad, which may constitute discrimination against them and a breach of the principle of equity. The authors identified several obstacles to international mobility: the lack of continuity in access to rights, care and support, difficulties in transporting equipment and treatment on the plane and access to certain types of local transport. They also "highlight the additional costs and administrative barriers and the difficulty of obtaining information due to a lack of national and international coordination. On this last point, it seems essential to better coordinate administrative procedures. (6) "
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(1) https://www.experimentation-fej.injep.fr/IMG/pdf/Rapport_Final_Evaluati…
(2) https://injep.fr/publication/la-mobilite-europeenne-et-internationale-d…
(3) https://agence.erasmusplus.fr/mediatheque/
(4) https://agence.erasmusplus.fr/wp-content/uploads/2021/09/ObsErasmus_N17…
(5) https://agence.erasmusplus.fr/publications/lobservatoire-erasmus-n18-la…
(6) https://www.cge.asso.fr/wp-content/uploads/2017/06/2021-07-06-tude-expl…

The inclusion of people furthest from mobility is the priority objective of the new Erasmus + programme, implemented by the Erasmus + Education Training Agency.
At the national level, the Standing Committee of the European and International mobility for Young People (Comité Permanent de la Mobilité Européenne et Internationale des jeunes – CPMEI) is the body that defines priorities for international mobility. In 2016, the Committee recommended as a priority to make young people and youth supervisors aware of mobility, with specific support to the mobility of young people from overseas departments and young people with fewer opportunities (1). In 2014, the working group "Facilitating access to the mobility of young people with fewer opportunities", responsible for implementing Measure 31 of the "Youth is our Priority" action plan, had defined recommendations among which, for example (2):
- For professionals
* Informing them of the existing funding measures;
* Giving them access to training and mobility;
* Involving them in exchange projects with European counterparts;
- For young people: Set up an identified reception and information area accessible to users.

The commitment made by the Franco-German Office for Youth (OFAJ) to reach the target of 20% of young people with fewer opportunities* among the beneficiaries of the programmes it supports by 2020 guided its operations: in 2016, 15.68% of participants were young people with fewer opportunities) (3). In 2021, this percentage was 21.68%.
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(1) http://www.jeunes.gouv.fr/actualites/actualites-interministerielles/arti
(2) http://www.cites-unies-france.org/IMG/pdf/recommandations.pdf?5281/5bab6
(3) https://www.ofaj.org/media/taetigkeitsbericht-rapport-d-activite-2016.p…

The agencies in charge of deploying the Erasmus+ programme in France publish and disseminate information specifically related to access to the programme for people with disabilities, and also participate in dedicated events. Most IVET mobility stakeholders have organised events during the #Erasmus days 2022, including testimonies of young people in mobility.

The existing evaluation mechanisms are based on feedback from learners and working groups including beneficiaries of mobility actions. Focus is on Young People with Fewer Opportunities ("Jeunes Ayant Moins D’opportunités" - JAMOs). For example, the ad hoc evaluations of the local and specific trials financed by the FEJ (Fonds d’expérimentation pour la jeunesse - Experimental Youth-Development Fund) comprise impact studies that involve young people with fewer opportunities .
Research specifically focused on the international mobility of overseas youth was published in December 2017. It analyses the challenges, obstacles and implementation of mobility in overseas territories.

The existing evaluation mechanisms are based on feedback from learners and working groups including beneficiaries of mobility actions. Focus is on Young People with Fewer Opportunities ("Jeunes Ayant Moins D’opportunités" - JAMOs). For example, the ad hoc evaluations of the local and specific trials financed by the FEJ (Fonds d’expérimentation pour la jeunesse - Experimental Youth-Development Fund) comprise impact studies that involve young people with fewer opportunities (1).
Research specifically focused on the international mobility of overseas youth was published in December 2017 (2). It analyses the challenges, obstacles and implementation of mobility in overseas territories.
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(1)
http://www.experimentation.jeunes.gouv.fr/IMG/pdf/RapportFinal-Evaluatio...
(2)
https://www.cairn.info/revue-cahiers-de-l-action-2017-2.htm

Within the framework of the Standing and Regional Committees on the European and International Mobility of Young People (Comités Régionaux de la Mobilité Européenne et Internationale des jeunes - COREMOB), thematic working groups measure the impact of the actions targeted at widening the access of young people with fewer opportunities to international mobility.

Within the framework of the Standing and Regional Committees on the European and International Mobility of Young People (Comités Régionaux de la Mobilité Européenne et Internationale des jeunes - COREMOB), thematic working groups measure the impact of the actions targeted at widening the access of young people with fewer opportunities to international mobility.

France has in place measures in terms of Funding and Information and guidance to support the mobility of disadvantaged learners. Initiatives to give them access to internships abroad are also bieng developed. The existing actions are coordinated countrywide and evaluated. The country has also set out clear goals for its policy in this area. Processes for making the measures visible to their potential users, collecting learners’ feedback and monitoring the use of the measures are also in place. Steps for further progress in future could include developing differentiated and well identified actions in terms of – among others – motivation, (long-term) preparation, and use of multipliers, in order to support the mobility of disadvantaged learners.

Actions have been taken in two directions.

1. Making use of multipliers
The "Youth is our priority" plan encourages the use of peers when communicating to increase mobility. Use of multipliers is seen as at the heart of communication strategy. Multipliers are also invited to share their experience of international mobility in a range of events, such as:
• The network of “mobility developers”, led by the national Erasmus + Education and Training Agency, provides local support to project leaders in setting up projects. In 2022, it had 320 multipliers (1). The network gathers skilled professionals based in all type of institutions in charge of promotion of Erasmus+ opportunities, and providing advice for applicants.
• Erasmus+ Education and Training local offices pilot experimentation had been launched in 2022 the Erasmus + France Education Formation agency in 5 territories in order to reach out to newcomers to Erasmus+.
• the Erasmus Days organised each year in October since 2017 as an international celebration to promote European values, mobility benefits and Erasmus+ project results, in order to boost visibility for citizens, stakeholders, media and policy makers. In 2022, 1635 events were organised in France, and 4660 around the world (2).

Also, the "Discover the World" web portal of the Ministry Education and Youth contains a specific section which highlights the testimonials and the experience of young people who have taken advantage of previous mobility actions: "They have done it" (3).
Another example of good practice referred to is that of the young ambassadors of the OFAJ (Office franco-allemand pour la Jeunesse - Franco-German Youth Office).

2. Mainstreaming learning mobility in the background of staff
A training programme is offered to learn more about Erasmus+ and all aspects of mobility in Europe. It is intended for professionals who advise and support young people in their projects. The programme is proposed by the Centre for Youth Information and Documentation (Centre d'Information et de Documentation Jeunesse - CIDJ).
In September 2017, a European project Qualéduc Mobilités was launched to promote European mobility of staff, to support the acquisition by staff of a mobility culture and skills (4).
105 VET professionals from the education ministry and 18 education districts (académies) have taken part in study visits focusing on quality assurance in VET organised across the five countries involved in the project.
The Qualéduc guide was updated in 2020. It includes 31 information sheets on the transformation of the vocational pathway, teaching and pedagogy, and life in the education establishments. One of the information sheet is dedicated to the development of European and international openess (“Développer l’ouverture européenne et internationale”), defining goals, actions, indicators.

Also, the Ministry responsible for National Education has published resources to support educational staff in their role of opening up educational institutions to Europe and the rest of the world. This publication is available on the website of the National School for National Education, Higher Education and Research (Ecole Supérieure de l’Éducation Nationale, de l’Enseignement Supérieur et de la Recherche - ESENESR).
The Ministry of National Education and Youth (MENJ) broadcasts tools and resources for educational teams on its website:
The practical guide "European and international mobility " assists school headmasters, educational institutions directors and National education inspectors in the implementation of pupil and staff mobility (June 2020) (5). This new tool includes a presentation of the openness of the education system to Europe and the world. It sets out how to organise a school trip abroad and a comprehensive description of all pupil and teacher mobility programmes. Annexes supplement this information with a guide for assistant managers, bibliographical links and the Erasmus+ Guide from the national Erasmus+ Education and Training Agency.
Specific information materials have been created for those involved in initial vocational training: support in implementing the transformation of initial vocational training, whose international and European openness and pupil mobility is a factor in its attractiveness:
- The challenges and principles of the transformation of the vocational pathway including learners mobility (February 2019),
- Vademecum International and European Mobility (June 2019).
In addition, the Discover the World portal is aimed at professionals who support young people at all levels (teachers, facilitators, educators, advisers...). It also supports professionals who are drawing up a mobility project. One section of the site is designed for them in particular. It specifies the different mechanisms of European and international mobility. It presents proposals, opportunities, and a number of international partnership organisations. News and testimonials/contributions from professionals, studies on international mobility, teaching or communication tools are also available (6).
The national Erasmus + Education and Training Agency is carrying out a series of awareness-raising and training activities for IVET professionals. In particular, work has been carried out to raise awareness among VET mobility stakeholders about applying for Erasmus+ accreditation (new way of access to funding under Key Action 1 of the 2021-2027 programme). A workshop on the international mobility of apprentices was also organised within the framework of the Vocational Training Winter University organised by Centre Inffo in January 2020 (7).
The Euroguidance France network provides a range of awareness-raising and training activities on European mobility for guidance and teaching professionals: interventions in training centres for future educational psychologists, guidance counsellors, interventions in academies for professionals from Information and Guidance Centres, training for staff in charge of guidance in upper secondary schools, .....
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(1) https://agence.erasmusplus.fr/programme-erasmus/pour-vous-aider/un-cont…
(2) https://agence.erasmusplus.fr/evenements/erasmusdays-2022/
(3) http://decouvrirlemonde.jeunes.gouv.fr/list-ils-l-ont-fait
(4 https://eduscol.education.fr/2192/qualeduc-un-outil-de-qualite
(5) https://cache.media.eduscol.education.fr/file/Europe_et_international/7…
https://eduscol.education.fr/cid151739/la-mobilite-europeenne-et-intern…
(6) https://decouvrirlemonde.jeunes.gouv.fr/
(7) https://uhfp.centre-inffo.fr/2020/la-mobilite-internationale-des-appren…

The existing actions are carried out by national level players (the Ministry of Education and Youth; the Centre for Youth Information and Documentation - CIDJ) through national level actions (the "Youth is our priority" plan, the "Discover the World" web portal, the ESENESR website), and are therefore countrywide coordinated.

Several independent channels of evaluation are in place. Peer-based education is part of the report presented by the National Institute for Youth and Popular Education (Institut national de la jeunesse et de l’éducation populaire - INJEP) to the Interministerial Youth Committee. This report is a review of youth priority actions. The role of youth and popular education associations, sporting associations, twinning committees or local and regional authorities is assessed (1).
In addition, evaluations of the projects financed by the Experimental Youth Development Fund (Fonds d’expérimentation pour la jeunesse – FEJ) on the theme of international mobility have pointed out the positive contribution of "sponsorship by young people with an experience of mobility" in lifting hindrances to the mobility of young people (2).
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(1) Aout 2015, rapport « Etat de la jeunesse » pour le Comité interministériel de la jeunesse
http://www.jeunes.gouv.fr/IMG/pdf/tome_2_etat_de_la_jeunesse_def.pdf
(2) https://www.experimentation-fej.injep.fr/107-mobilite-internationale.ht…

Erasmus+ Education and Training local offices pilot experimentation had been launched in 2022 the Erasmus + France Education Formation agency in 5 territories in order to reach out to newcomers to Erasmus+. Specific targets have been set about the number of new organisations expected to present some mobility projects replying to call for projects (1).
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(1) https://agence.erasmusplus.fr/documents-de-presse/bureaux-territoriaux/

The Discover the World portal of the Ministry of Education and Youth, structures a lot of content created in the form of testimonials and feedback from beneficiaries (young people and professionals), intended for young people and support professionals (1).
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(1) http://decouvrirlemonde.jeunes.gouv.fr/

France has taken actions through which multipliers are called for to attract not-yet mobile learners to considering going on mobility. Educational staff are offered opportunities to train on the topic of mobility in Europe. These actions are coordinated countrywide. They are also evaluated, although through several channels in an ad hoc and not topic-specific focused manner. Specific targets have been set about the number of new organisations expected to present some mobility projects replying to call for projects. Steps for progress in future could include developing actions to value the commitment of staff to organising mobility activities; setting up policy targets/benchmarks for actions in this area; and making the policy evaluation of these actions complete, systematic and topic-specific focused. Further steps which could also be considered include carrying out actions to make visible to all potential users/beneficiaries (in particular staff) what the existing multipliers-related mechanisms are and how to have access to them; making room for users/beneficiaries to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve these accordingly over time as necessary.

Information and guidance: France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making policy evaluation in this area complete, systematic and topic-specific as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (b) although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set. This shortfall could also be addressed in future.



Institutional and administrative issues: France has a clear policy intention to integrate mobility experiences in the curricula of IVET programmes. It has taken measures to facilitate mobility through smoothing entry of students from third countries, alleviating the administrative burdens (Campus France) induced by arranging mobility, and easing the mobility of minor learners. These measures apply to all students including IVET learners. Complete coordination of activities is in place. Activities are subject to evaluation, although in an incomplete and non-systematic manner. Yet, plans for shifting to systematic and complete evaluation of policies in this area have been initiated. However, although general objectives for removing obstacles to mobility have been defined, no concrete targets and benchmarks have been set so far. Developing concrete targets with clear benchmarks could be considered in future.


Recognition: France has limited mechanisms for the recognition of learning outcomes acquired abroad by IVET learners. The mechanisms in place apply to credit points, units and qualifications. They are not coordinated countrywide. They are also not subject to any regulatory time frame as regards processing learners' requests. The country has taken actions for the visibility of contact points for information on recognition, but these actions are not evaluated. The EU tools for transparency, mobility and recognition (i.e. the Europass Mobility Document, the Europass Certificate Supplement, ECVET, the EQF/NQF and the Learning Outcomes approach) are in use in the country, but it is unclear whether this use extends to IVET international mobility. The country has also not set up policy targets for its recognition policy. Addressing these shortcomings could be considered for further progress in future. It could be considered putting in place a general and systematic approach to the recognition of IVET learning outcomes acquired abroad, along with policy targets for it; extending the range of learning components taken into account in the recognition process (i.e. including courses, modules and programmes); ensuring that the recognition mechanisms are nation-wide coordinated, user-friendly and time-framed. Putting in place a regular and systematic evaluation for the visibility policy regarding contact points for information on recognition or, better, for the overall recogntion policy, could be considered too. Finally, it could also be made sure that the EU tools are in use in the context of IVET international mobility.



Partnerships and funding: France has actions to support IVET providers and companies in the creation of partnerships. It also has actions to fund learners and provide companies, institutions and staff with financial and non-financial support. Policy targets for these actions are in place. Though the Erasmus + Agency, through its activity reports, publications and websites, ensures continuous monitoring of the deployment of projects and partnerships funded under the Erasmus + programme, no evaluation of these policies is carried out, and systematic coordination of activities is lacking. Addressing the issue of systematic policy coordination and evaluation in this area could be considered in future.



Motivation: France has taken initiatives to raise the awareness of the youth on the added value of mobility and promote a mobility culture. The actions taken are coordinated, although the coordination processes at play look confusing as coordination seems to take place both on national and local levels without any clear distinction of the respective remit of each level and clear indications of how these levels themselves coordinate. It is also unclear the extent to which these different coordination mechanisms do not stick to dealing with mobility in general and instead really address the topic of raising awareness about the added value of mobility and promoting a mobility culture. In future, it could be considered clarfifying which coordination bodies are really in charge of the specific topic of raising awareness about the added value of mobility and promoting a mobility culture, and make sure that coordination by these bodies is streamlined, topic-specific, systematic and complete in coverage. The existing actions are monitored as part of the overall monitoring of mobility activities in general, however it does not appear that a fully-fledged and systematic evaluation is in place for all actions in terms of raising the awareness about the added value of mobility and promoting a mobility culture. Making evaluation of these specific actions systematic and topic-specific could also be considered in future. Finally, the country has also not set out any policy benchmarks in terms of learners’ motivation for mobility, which could also be addressed in future.

Long-term preparation: France has taken a range of actions to provide IVET learners with linguistic and digital preparation for future mobility from the early stages of education. Actions for internationalising the IVET curriculum are also in place. The existing actions are coordinated, although the multiplicity of players questions the consistency of the overall coordination process. However, mention of the 14 January 2016 Instruction suggests that public authorities are aware of the inconsistency risk and might be on the way to address it. The long-term preparation policy is also to some extent monitored, as can be seen from the September 2018 report on the mastery of foreiggn languages. Setting up a systematic evaluation of the linguistic and digital preparation mechanisms in place from the early stages of education could be also considered in future. Policy targets in terms of long-term linguistic preparation are in place. The Onisep website provides potential users with information on preparation mechanisms, so as to make these mechanisms visible. In future, it could be considered developing processes which (a) make room for learners to give feedback on the long-term preparation mechanisms, and (b) allow for monitoring the use of the long-term preparation mechanisms so that these can be readjusted and improved accordingly over time as necessary.

Quality: France has in place actions to ensure the quality of mobility through pre-stay linguistic and intercultural preparation, feedback collection mechanisms, and funding for supporting learners’ transport, accommodation, and catering. Stay monitoring processes are also mentioned, however it is unclear what exactly they consist in. Clarifying this latter aspect could be considered in future. The existing actions are coordinated and evaluated, although not in a systematic and complete manner. In future, making the coordination and evaluation processes systematic could also be considered. Although general objectives are in place for the quality policy (“Developing a concerted strategy aimed at adapting tutoring and support; communication that relies on peers and youth actors”), policy targets with clear benchmarks are still to be set up. Setting up such targets could also be considered in future. Actions are also in place to make existing quality mechanisms visible to potential users. In future, it could be considered making room for users to systematically give feedback on the quality mechanisms upon having experienced them; and systematically monitoring the use of these mechanisms so as to readjust and improve them accordingly over time as necessary.

Portability: France has in place regulations which ensure that the support funds awarded to IVET learners for domestic use are portable abroad during mobility periods. The portability policy is coordinated countrywide and evaluated. The evaluation mechanism allows to some extent for getting feedback from users and readjusting the portability mechanism over time. However, the country has not set up any targets/benchmarks for its portability policy. Addressing this shortcoming could be considered for further progress in future. It could also be considered making sure that all potential users know about the opportunities which the portability mechanisms open to them (and how to access them).

Disadvantaged learners: France has in place measures in terms of Funding and Information and guidance to support the mobility of disadvantaged learners. Initiatives to give them access to internships abroad are also bieng developed. The existing actions are coordinated countrywide and evaluated. The country has also set out clear goals for its policy in this area. Processes for making the measures visible to their potential users, collecting learners’ feedback and monitoring the use of the measures are also in place. Steps for further progress in future could include developing differentiated and well identified actions in terms of – among others – motivation, (long-term) preparation, and use of multipliers, in order to support the mobility of disadvantaged learners.

Multipliers: France has taken actions through which multipliers are called for to attract not-yet mobile learners to considering going on mobility. Educational staff are offered opportunities to train on the topic of mobility in Europe. These actions are coordinated countrywide. They are also evaluated, although through several channels in an ad hoc and not topic-specific focused manner. Specific targets have been set about the number of new organisations expected to present some mobility projects replying to call for projects. Steps for progress in future could include developing actions to value the commitment of staff to organising mobility activities; setting up policy targets/benchmarks for actions in this area; and making the policy evaluation of these actions complete, systematic and topic-specific focused. Further steps which could also be considered include carrying out actions to make visible to all potential users/beneficiaries (in particular staff) what the existing multipliers-related mechanisms are and how to have access to them; making room for users/beneficiaries to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve these accordingly over time as necessary.