Upper secondary
Tertiary

Mobility scheme: Erasmus+
Source of funds: European; National budget
Target groups:
VET learners (including apprentices), Persons accompanying VET learners abroad, Recent graduates, Staff in charge of VET (such as teachers, trainers, international mobility officers, staff with administrative or guidance functions, etc. - eligible participants in VET according to the Erasmus+ guidelines

Regarding terminology - so far it has been mainly mobility within the EU, primarily with the Erasmus+ support. In Erasmus+ program the term ‘transnational’ is being used for EU mobilities. In the new Erasmus+ programme period (2021-2027) international mobilities (outside the EU) are launched also in VET field.

Overall policy targets are in place. Aspects of learner mobility are part of national education policy to raise international competitiveness of education and to promote the prestige of vocational education. Education development guidelines for 2021 – 2027 (2021)1 set the task to provide support measures for transnational mobility and cross-border co-operation in vocational education and define quantitative goals for the number of vocational students involved in learning Therefore, transnational mobility is an integral part of vocational school development strategies (2021 – 2027). Investment and Development Strategies 2021-20272 where an inherent part (priority) is internationalisation which addresses the issue of mobilities as well.
During the framework period, it is planned to promote the capacity of education policy makers, implementers and institutions for the internationalisation of Latvia's education and for the successful participation in the EU and other international education programmes, in order to promote the development of Latvia's education and international visibility. Significant support is intended for the development of resources and capacity of public administration in the field of education and for the development of the resources and capacity of all institutions in the education sector in order to increase the international prestige and export capacity of Latvian education.
Education Development Guidelines 2021-2027 (2021) define that higher education and science are currently one of the sectors of global activity, which means that cross-border mobility of academic and scientific staff, students and graduates is an integral part of it. In 2021-2027, it is planned to strengthen international cooperation and internationalisation in higher education, including the participation of universities in high-level international consortia, such as the EU association, European universities. It is also important to improve the quality of the internationalisation of Latvia's higher education by providing both modern and high-quality study programmes and study environments, both highly qualified academic staff and by attracting motivated students. In vocational education, it is planned to continue on the ground by strengthening cooperation between the Baltic States.
In vocational education, the involvement of educational institutions in the process of internationalisation of education should be encouraged by continuing Baltic cooperation, developing cooperation with third countries, and by targeting links with young people in the diaspora. This is the way to export vocational education, innovative capacity and competitiveness of Latvia. The development of Latvian vocational education during the implementation period of the guidelines is aimed at achieving outstanding achievements, along with ensuring an inclusive approach. At present, the capacity of excellence, innovation and internationalisation of VET centres is underdeveloped. To this end, a wider package of measures is intended to promote the transformation of VET centres into centres of excellence and innovation in vocational education and to strengthen the role and capacity of VET centres in order to prepare a competitive workforce. It will also contribute to the involvement of VET centres in networks and platforms at EU level. Therefore, transnational and integrational mobility is increasingly becoming an integral part of vocational school development plans.
Strengthening VET centre capacity and performance in the implementation of EQAVET approach and concept of defining learning outcomes (LOs), ensuring their assessment, validation and recognition in a national and transnational context is also essential, both by ensuring links between different levels of education and by promoting cooperation within a single level of education between different institutions and by harmonising the ways and forms of education implementation. The implementation of the principles of LOs concept and EQAVET makes it possible to ensure the quality of supply for lifelong career processes and labour market requirements, as well as to implement and assess competences acquired outside formal education. In order to ensure the quality of vocational training offers, all learners of vocational education institutions (including adults and potential learners (e.g. students in basic education) should be provided with timely, individualised and permanent support for career development and the necessary information measures should be implemented.
Erasmus + programme continues to be main instrument for promoting international cooperation with partner countries under the Programme and thus contribute to the development of the Common European Area of Education. The Erasmus + programme provides learning mobility for different target groups in higher education, vocational education, general education and adult education; facilitates innovative practices through cooperation partnerships; support different measures for education policy reforms as well as encourages implementation of projects that provide resources for the development in Education and Training fields of policy initiatives and for the introduction of good practices in the Latvian education system.

The IVET mobility policy in general is coordinated. According to Cabinet of Ministers Regulations "Statutes of the State Education Development Agency" (1), the State Education Development Agency (hereinafter, SEDA), https://viaa.gov.lv/eng/about_us/about_seda
implements national policy in education, science and innovations, ensures implementation of the Erasmus+ programme in Education and Training fields including learning mobility of vocational education students and staff as well as serves as the National Information Office of the Nordic Council of Ministers' programme Nordplus, in particular of its sub-programme Nordplus Junior(2), which includes initial vocational education mobility issues.
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(1) https://likumi.lv/ta/id/324332-par-izglitibas-attistibas-pamatnostadnem…)
(2) https://www.pkc.gov.lv/lv/nap2027

There is no overall evaluation of the IVET mobility policy in general. However, according the SEDA’s ‘Evaluation on the impact and sustainability of results of Erasmus+ programme KA1 Learning Mobility of individuals and KA2 Strategic Partnership projects and beneficiaries’ satisfaction survey’ (1) the beneficiaries of projects report that the mobility projects create a positive impact on staff and learner development, the beneficiaries’ organisations and their international cooperation and on education process and content. Analysis of the survey data shows that the respondents rated the impact of the implemented projects on personal and professional growth of the staff the highest, which is a significant achievement of the Erasmus+ programme.
To inform managers of VET providers about diverse possibilities in the new Erasmus+ programme 2021-2027 and to promote Erasmus+ as integral and reliable tool for development and fostering internationalisation strategies of VET institutions SEDA held an Erasmus+ information session ‘EU financial instruments’ on 20/01/2021 within information and training cycle ‘Development and Investment strategies for VET providers 2021-2027’ organised by National Centre for Education Republic of Latvia. Managers of VET providers received up-to-date information on the opportunities, rules and conditions of the Erasmus + programme, as well as guidance on introducing and/or evolving Erasmus+ as integral part of development, investment and internationalisation strategies of VET institutions.
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(1) https://www.2014.erasmusplus.lv/lat/izglitiba_un_macibas/publikacijas/ (2021)

The information and guidance provision regarding initial vocational education mobility is ensured within a broader information and guidance mechanism in the country. The responsible state institution on international mobility is the Ministry of Education and Science (MoES), which has delegated the implementation of EU programme Erasmus+ to:
- The SEDA, in charge of the Erasmus+ programme in the general, vocational basic and secondary education, higher education and adult education areas;
- The Agency of International Programmes for Youth, in charge of the part of the Erasmus+ programme related to promoting youth activities and mobility, working with voluntary services for youth, non-formal learning and youth information programmes.
Providing information and publicity measures is an integral part of the Erasmus+ programme implementation.
In SEDA, the Erasmus+ Programme Department and the Department for Career Information and Guidance (also in charge of Euroguidance activities) are involved in the information and guidance provision regarding mobility.
The main target groups of the mobility-related information and guidance actions are coordinators of mobility projects in vocational education institutions, career education specialists in vocational education institutions, as well as students and their parents.
Information and guidance to learners is provided directly at vocational education institutions by a teacher or mobility project specialist. Vocational institutions publish information on mobility projects, current application rounds etc. on their international cooperation billboards, websites and social media and organise events related to mobility projects and participant experience.

The information and guidance mechanism on mobility is countrywide coordinated by a single agency, i.e. the State Education Development Agency, which administers implementation of mobility projects and provides information and disseminates results, as well as implements Euroguidance activities.

2020 was the last year of ECVET (European Credit System for Vocational Education) implementation in Europe and in Latvia. SEDA as Erasmus+ NA has been implementing ECVET Activity all Erasmus+ 2014-2020 period. The Latvian ECVET expert team performed substantial tasks and the particular emphasis was put on promoting ECVET as VET recognition tool and essential facilitating instrument to ensure and master high quality VET mobility content implementation for both – institutions with and without VET mobility charters. It comprised diverse activities, was executed in a close correlation with on-going VET reform, including VET programmes’ modularisation. In the last Erasmus+ (2014-2020) year (2020) comprehensive e-material “ECVET – for mobility implementation quality” (in Latvian) has been developed that was meant to serve as practical step-by-step guide for qualitative VET mobility implementation in the end phase of previous Erasmus+ programme as well as looking forward to the new Erasmus+ programme period (2021-2027). Therefore, it was widely promoted and disseminated also in 2021 and will be used also in the Erasmus+ 2021-2027 period. Taking into account the brand-new concept of VET Teams within the new Erasmus+ programme period (2021-2027) and the potential VET Teams role that involves rather ambitious VET support spectrum to be provided for the various EU initiatives, tools and instruments, considering these aspects in the current national VET implementation and development context, it had been decided that in year 2021 the NA will not establish VET Team in terms of pool of experts yet in 2021, but in the meantime executed analysis for setting up the National VET Team, exploring its fields of intervention, implementation mechanisms, potential training, support, capacity building activities needed, etc.

There are no legal provisions specifically referring to the objective of international learning mobility in IVET.

Such improvement actions are not specifically defined by legislation. The promotion of international learning mobility for vocational education students at secondary and higher education level is a part of education development policy defined in the document “ Education development guidelines for Education development guidelines for 2021 – 2027 (2021) However, these measures provide a general framework and are not specifically focused on supporting the development of mobility information provision and guidance to individual learners.
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(1) http://m.likumi.lv/doc.php?id=266406

During the 2018-2020 work plan period, Euroguidance Latvia, in cooperation with the Euroguidance centres of the other Baltic and Nordic countries, developed a common online course for career guidance practitioners specifically on the topic of mobility guidance. As of this report, a test version and two sessions of the course has been run.
VET institutions submit reports to the SEDA which in turn prepares and submits to the Ministry of Education and Science its annual report on the implementation of Erasmus+ programme. The SEDA also conducts studies on impact, dissemination, sustainability of mobility projects, as well as on participants’ satisfaction. However, guidance for learners is not specifically addressed in this monitoring activity.

The main arrangements for providing initial vocational education institutions and/or enterprises with information and assistance on international mobility in initial vocational education include:

Internet: several sections in the SEDA (1) and Erasmus+ national official website (2) focus on the mobility (Erasmus+) projects and career information networks. A special website is devoted to Erasmus+ programme. Social media: Twitter (3), Facebook (4), Flickr (5); - Informative materials: free, online flyers, newsletters, brochures etc.;
- Events: conferences, seminars, webinars, workshops, including regional events, education exhibitions;
- Interviews and articles in media.
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(1) www.viaa.gov.lv
(2) www.erasmusplus.lv
(3) https://twitter.com/VIAA_LV, https://twitter.com/@EUErasmusPlus
(4) https://www.facebook.com/EUErasmusPlusProgramme
(5) https://www.flickr.com/photos/erasmus_plus

Latvia has a mechanism for providing IVET learners with information for international mobility. Guidance as such is provided, i.e. personalised advice, guidance and counselling provided by trained guidance counsellors within the framework of face-to-face interviews and targeted at helping learners clarify their interests and values, identify their skills, reflect on their experience, understand the options available to them, formulate plans, and make career-oriented decisions. It should be made sure in future (and it should be made clear how) that IVET learners are also provided with fully-fledged mobility-related guidance. The existing provision of information and guidance is coordinated countrywide. School guidance counsellors are provided with information and in-service training which also includes topics related to learning mobility. However, there are no specific requirements regarding the inclusion of mobility topics within student career information and counselling sessions, this is done ad hoc. Policy targets/benchmarks are also lacking, however debates for development plans have been initiated. Better enhancing international mobility in IVET in future would require putting in place a regular evaluated procedure to ensure that the provision of information and guidance to IVET learners improves over time.

Although international mobility is not yet included in vocational education as compulsory element there is a clear and marked policy intention to increase the provision of international learning mobility for vocational education students at secondary and higher education level. Promoting international mobility of initial vocational education and HE students is part of major education development policy, defined in the policy document “Education development guidelines for 2021-2027” (2021) (1).
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(1) https://www.google.com/search?client=firefox-b-d&q=Izgl%C4%ABt%C4%ABbas…

No particular administrative and institutional obstacles to mobility have been identified.
However, policy goals have been set, i.e., to increase the international competitiveness of education in the draft Education Development guidelines 2021-2027. Actions are being taken to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation. The only existing target set is to increase the number of IVET learners participating in mobility; however, the VET institutions have included specific measures for targeted mobilities in the Investment and Development Strategies.
At the same time 2021 was very complicated due to Covid-19 impact on ongoing Call 2019 and Call 2020 projects. Some projects were cancelled or extended due to travel restrictions, some replaced with blended or virtual mobilities. The number of mobility project applications received by SEDA is considered in line with the expectations, however strongly affected by the on-going COVID-19 context, especially in general and vocational education fields. A part of beneficiaries had financial measures left from 2018 and 2019 calls, which could hamper the implementation of some mobilities planned in projects selected under the Call 2021, especially in VET.

In Latvia, there are in force agreements on the facilitation of the issuance of visas between the European Union and the following third countries: Russian Federation, Ukraine, Armenia, Moldova, Georgia, Bosnia and Herzegovina, Montenegro, Serbia, Albania, Azerbaijan, the North Macedonia and Cape Verde (1). A written request or a confirmation of enrolment from the host education institution, student cards or certificates of the courses to be attended are sufficient documents for justifying the purpose of the journey to the Latvia for students and accompanying teachers who undertake trips for educational purposes, including in the framework of exchange programmes, as well as other school-related activities. All categories of visas are issued for them according to the simplified procedure without requiring any other justification, invitation or validation concerning the purpose of the journey.
In addition, fees for processing the visa application are waived for the mentioned target group (2). The relevant regulations (3) stipulate the costs for individuals wishing to obtain visas and residency permits. The regulations determine that categories of persons exempted from payment of the State fee include:
- Students who arrive to study in an accredited Latvian education institution within the framework of an exchange programme and their inviter;
- Students who arrive for a training placement or traineeship at an accredited Latvian education institution or a registered commercial company and the training or traineeship is related to legal relationship of employment;
- Full-time students of an accredited Latvian higher education institution who have been admitted to studies in a master's or doctoral programme and their inviter.
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(1) http://www.mfa.gov.lv/en/consular-information/european-community-visa-f…
(2) http://www.mfa.gov.lv/en/consular-information/obtaining-visas/visa-appl…
(3) Cabinet of Ministers “Regulations regarding the state fee for examination of the documents necessary for requesting a visa, residence permit or the status of a long-term resident of the European Union in the Republic of Latvia and the services related thereto” (2017) https://likumi.lv/ta/id/293626

The State Education Development Agency (SEDA) regularly carries out small surveys (during informative and/or monitoring seminars) to find out satisfaction of beneficiaries with different administrative aspects of the programme implementation. These studies show very positive assessment of changes in the Erasmus+ programme period 2021-2027 from its beginning Starting from the 2021 mobility project applicants felt the access to the Erasmus+ programme much easier and expressed very high interest towards the Erasmus Accreditation scheme, especially in VET sector. A total of 31 organisations received the Erasmus Accreditation in VET sector until the end of 2021.
The paper work is reduced to apply for projects, and Erasmus+ applications, interim and final reports and accreditations applications can be submitted electronically in united Erasmus+ Programme Management Platform and Beneficiary Model. At the same time the numerous technical issues linked to IT tools encountered during the application process to the extent like never before.

No specific measure regarding the movement of IVET learners has been necessary. The relevant regulations (1) facilitate the travel of minor Latvian nationals from Latvia to other Member States of the European Union that are not members of the Schengen Agreement – they no longer need to present a notarial consent of at least one parent. When a child, who is a national of Latvia, departs from the Latvia to the State which is not European Union or Schengen Member State independently or accompanied by an authorised person, they have to present a notarial consent of at least one parent. The Office of Citizenship and Migration Affairs has to, upon request of an education institution, submit and approve the list of travellers for school trips in the European Union, if a child living in Latvia, who does not have citizenship of any of the EU Member State, is going on an excursion with a children’s group to a European Union Member State. A list of travellers is recognised as valid travel document if the photographs complying with the requirements of passport photography of those students, who are not citizens of EU Member State, are attached to the list of travellers. The requirement regarding the photographs for school trips within the EU is not applied when the students can present a personal identification document with a photograph.
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(1) Amendments (2017) to the Cabinet of Ministers regulations “Procedures by which children cross the state border” (2010), http://likumi.lv/doc.php?id=214902

Social security
The state guaranteed medical services in Latvia can be received by the citizens of EU and EEA countries and the citizens of Switzerland who stay in Latvia due to employment or as self-employed persons, as well as the members of their families, and the foreigners with permanent residence permit in Latvia. Citizens of the European Union Member States, Norway, Liechtenstein, Iceland or Switzerland can use the European Health Insurance Card (EHIC). The EHIC can be used if the person is temporarily going to one of the Member States for study practice. This document certifies that the holder is a resident of one of the aforementioned countries and is covered by the social insurance rules of this country. During the period that the holder of the EHIC resides in another of the participating countries, the card ensures the right to receive necessary or emergency health care to the same extent that it is available under the national social insurance rules to the permanent residents of the country in question. The medical help is provided by the hospitals and the doctors who provide state-guaranteed health care services (1). The relevant regulations (2) define available State-financed health care services in EU and EEA Member States and Switzerland, as well as reimbursement of the corresponding expenses. These Regulations contain legal norms in accordance with EU rules (3). Foreigners may enter and stay in the territory of Latvia without the health insurance policy if they are citizens of the EU, the EEA or Switzerland and want to stay in Latvia not more than 90 days (4).
Third countries nationals should have an insurance that guarantees expenses for at least emergency medical treatment; transportation to the nearest medical facility; transportation to the home country in case of serious illness or death. The sum of the insurer's liability limit during the insurance period should not be less than EUR 30,000 when requiring short-term visas, and EUR 42,600 when requiring long-term visas.

Labour protection
The Labour Protection Law (2001) (5) states that employers have an obligation to ensure the functioning of the labour protection system in their enterprise. Expenditures related to labour protection have to be covered by the employer as well as from a special budget intended for occupational accidents. Employers should ensure (including financing) mandatory health examination for those employees, whose health conditions are affected or may be affected by the working environment factors harmful to health, and for those employees who need special conditions at work. Regulations (6) provide for the health and safety requirements for individuals in workplaces. Employers have to ensure the safety and health of their employees in the workplaces. Jobs which may not be practiced by adolescents are identified, as well as exceptions when employment in such jobs is permitted for the purpose of education (7). Employment of adolescents is permissible only in exceptional cases when it is related to vocational education. The work has to be performed in direct presence of work supervisor or a trusted representative, and compliance with regulations related to labour protection has to be ensured. These Regulations take into account EU rules (8).
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(1) http://www.vmnvd.gov.lv/en/nhs-services/european-health-insurance-card-…
(2) Cabinet of Ministers Regulations on “Procedures for the organisation and payment of health care services” (2018), https://m.likumi.lv/doc.php?id=301399
(3) European Parliament and Council Directive 2011/24/EU on the application of patients' rights in cross-border healthcare (9 March 2011); and Directive 2012/52/ES on the recognition of prescriptions issued in another Member State.
(4) Cabinet of Ministers “Regulations on foreigners’ health insurance” (2008), http://likumi.lv/doc.php?id=179063
(5) http://likumi.lv/doc.php?id=26020
(6) The Cabinet of Ministers Regulations “Labour protection requirements in workplaces” (2009), http://likumi.lv/doc.php?id=191430
(7) Cabinet of Ministers “Regulations regarding work in which employment of adolescents is prohibited and exceptions when employment in such work is permitted in connection with vocational training of the adolescent” (2002), http://likumi.lv/doc.php?id=62644
(8) Council Directive 94/33/EC on the protection of young people at work (22 June 1994)

Initial debate has started at the level of Ministry of Education and Science on smoothing the delivery of visas and residency permits to IVET learners from third countries, reducing administrative burdens which learners incur while arranging their mobility and removing the possible legal obstacles which may hinder the mobility of minor learners.

SEDA regularly carries out small surveys (during informative and/or monitoring seminars or questionnaires via Google platform) to find out satisfaction of beneficiaries with different administrative aspects of the mobility programme's implementation including satisfaction with cooperation with SEDA (1).
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(1) http://viaa.gov.lv/library/files/original/Apmierin_t_bas_aptaujas_rezul…

Latvia has a policy orientation to promote the integration of international mobility experiences into the curricula of IVET programmes. The country has also taken measures to facilitate the delivery of visas and residency permits to IVET learners from a range of third countries and to facilitate departure of minor Latvian nationals to the other Member States of the European Union that are not members of the Schengen Agreement. Regarding the reduction of administrative burdens induced by organising mobility, surveys suggest that users are satisfied with the existing situation and no specific measure is needed. However there is a lack of specific measures to remove the possible obstacles to the international movement of minor apprentices and IVET students. Steps for future progress in this area could consist in assessing the possible obstacles and organising accordingly appropriate facilitating measures if proved necessary. The country also lacks policy targets/benchmarks as well as complete and systematic policy evaluation and countrywide coordination in this area. Addressing these shortcomings could be considered in future.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is at the discretion of IVET providers, and may be granted on a case-by-case basis according to the specific learning agreements between sending and receiving institutions. ECVET as an instrument was cancelled along with the VET recommendation of 24/11/2020. However, the principles of ECVET in terms of learning outcomes (LOs), without any longer using the name of ECVET, are brought into all relevant EU level policy documents of the new period as well as in Erasmus+ 2021-2027 mobility activities. Each mobility activity includes an obligation to sign a learning agreement, which serves to define expected outcomes of a learning mobility, the way to achieve them, and the tasks and responsibilities of the participant, the sending organisation and hosting organisation. It is an important document to ensure quality and to build transparency and trust between the three parties involved in a mobility activity. It foresees defining of LOs, delivering suitable LOs, assessment and recording of LOs and validation and recognition of LOs.
Vocational education providers take into consideration learning outcomes of students achieved during the international learning mobility according to the specific learning agreements between sending and hosting. Schools decide which parts of study course (both theoretical and/or practical) may be replaced with the learning outcomes achieved by the students during the mobility.

In higher education however, the recognition of study periods obtained abroad is regulated by the Law on Higher Education Institutions, Article 84 (1995). The sending HEIs are responsible for the decision on recognition of learning outcomes of students (including those of professional higher education programmes) involved in international study mobility, and the transfer of gained credit points.

IVET learners involved in international learning mobility have easy access to recognition of learning acquired abroad. Although in Latvia so far there have been no legal regulations on recognition of learning outcomes achieved abroad for initial vocational education students, they essentially had no problems getting their learning outcomes recognised. The only mobility for them is provided mainly in the framework of Erasmus+ programme, which selects the best mobility projects, and vocational education institutions choose the best students for mobility. Vocational education institutions assess the extent to which the experience gained during the mobility is transferred as practice. The recognition of learning acquired abroad is provided after every mobility period at institutional level on basis of learning agreements.
However, currently the Amendments to the VET Law, https://www.izm.gov.lv/lv/grozijumi-profesionalas-izglitibas-likuma, envisages the drafting of Regulations of the Cabinet of Ministers that stipulate the recognition of competences acquired in another context. The Regulations will determine the conditions and procedures by which the learner can continue initial vocational education or continuing vocational education programmes, as well as the criteria and procedures for recognising a unit or set of units of learning outcomes previously acquired and assessed. A vocational education institution shall evaluate the competence acquired by a person in previous education or professional experience and if it conforms to the learning results achieved in the relevant vocational education programme or the professional qualification requirements included in the professional standard, recognise it, and ensure the possibility to continue education or to acquire professional qualifications in conformity with the criteria and procedures specified by the Cabinet.
This will provide also for the recognition of competences acquired in another country.

SEDA co-ordinates the work of a national team of VET experts to ensure the ongoing VET reforms, including the qualitative aspects of VET mobility.

The recognition approach in place in the country applies to:
• Courses
• Learning units (units of learning outcomes)
• Modules
• Programmes
• Qualifications / parts of qualifications / diplomas/degrees

Learning units are used for IVET learners’ transnational mobility and are formulated in the specific learning agreements between sending and hosting institutions and the student. It is a three-party agreement. Credit points (CP) are used only for HE sector. The Law on Higher Education Institutions (1995) (1) defines the credit point as an accounting unit of studies which corresponds to a student’s workload of 40 academic hours (one week of studies). Learning outcomes of student achieved in other HEIs or colleges, as well as the acquisition of study programmes or their part should be counted in their study programme in form of credit points. The part of HE programme acquired abroad is recognized by the HEIs themselves.
According to the Education Law (1998) (2) and the Law on Higher Education Institutions (1995) (1) the Academic Information Centre (AIC) is the responsible body for the recognition of qualifications or degrees acquired in foreign countries.
The Law “On the Regulated Professions and the Recognition of Professional Qualifications” (2001) (3) determines the regulated professions, as well as the basic requirements to be observed for the recognition of the qualifications obtained in these professions in Latvia and in foreign countries.
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(1) http://likumi.lv/doc.php?id=37967
(2) https://likumi.lv/doc.php?id=50759
(3) http://likumi.lv/doc.php?id=26021

The mobility projects for initial vocational education students are ensured mainly through the Erasmus+ programme, which is administered by a single national agency – State Education Development Agency (SEDA). Hence, although, there is no national legal framework for the recognition of learning outcomes achieved in the mobility periods, requirements of the EU programme to take into account the learning outcomes achieved abroad must be followed by participating institutions for the projects to be successful. SEDA regularly organises seminars and conferences for mobility projects’ coordinators, policy makers and stakeholders on recognition of learning outcomes achieved abroad. The reforms of vocational education, including the establishment of a legal framework for the modularisation of VET (2) as well as the results of recent Erasmus+ strategic partnership projects (3) will facilitate learning outcomes recognition and harmonising recognition practices.
In the HE sector, an ECTS users’ guide is used in the recognition of learning outcomes achieved in the mobility periods.
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(1) https://viaa.gov.lv/lat/ek_izgl_programmas_iniciativas/erasmus_plus/ecv…
(2) Amendments to the Vocational Education Law (1999), 2017, http://www.likumi.lv/doc.php?id=20244; Amendments to ‘Regulations on the State vocational secondary education standard and the State vocational education standard’ (2000), 2017, http://www.likumi.lv/doc.php?id=8533
(3) ‘ECVET Units as Initial or Additional Training to the European Veterinary Assistant Diploma’ (EU. IATEVAD) (2016-2018), http://www.iatevad.com ; ‘Q-Placements’ (2013-2015), http://qualityplacements.eu/ ; ‘ECVET-Enterprise’ (2016-2018), http://qualityplacements.eu/about-ecvet-enterprise-project/

There is no regulatory time frame for the recognition of learning outcomes achieved in the mobility periods. In the HE sector, individual HEIs’ inner rules apply.

Learners can contact their institutions, which are responsible for the recognition of learning outcomes achieved during the mobility. According to the Education Law (1998) (1) and the Law on Higher Education Institutions (1995) (2), the responsible body for the recognition of qualifications or degrees acquired abroad is the Academic Information Centre (AIC) – the Latvian ENIC/NARIC centre. AIC evaluates the level of the qualification compared to Latvian educational system and issues its statement. The statement is not legally binding. The statement is submitted to the education institution or employer for them to take final decision on recognition (3). AIC can be contacted by learners directly or via education institutions. Visibility actions realised by AIC include information published on its website. AIC provides information about its functions during individual consultations regarding recognition. AIC has also published informative materials/brochures about diploma recognition.
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(1) https://likumi.lv/doc.php?id=50759
(2) https://likumi.lv/doc.php?id=37967
(3) The Law “On the Regulated Professions
and the Recognition of Professional Qualifications” (2001) determines the regulated professions, as well as the basic requirements to be observed for the recognition of the qualifications obtained in these professions in Latvia and in foreign countries: http://likumi.lv/doc.php?id=26021. AIC as ENIC/NARIC is information institution and contact point on issues relating to recognition of diplomas, qualifications and degrees acquired abroad. The information is provided through AIC website, social media, and regular events for admission officers who work with international students. AIC provides individual consultations for learners via email, social media (Facebook, Twitter), telephone and face-to-face meetings.
(4) http://www.aic.lv/portal/en

There is no evaluation of the visibility actions.

Education Development Guidelines define that technological developments will not only affect the education process but also the governance of the education system. Solutions for artificial intelligence and automation will become relevant for both the monitoring and management of the education system. Similarly, the use of technologies that ensure that basic data security principles are respected: data integrity, confidentiality and accessibility, such as the digitisation of educational documents, thereby facilitating the mobility of learners, as well as simplifying the process of attesting, comparing and recognising qualifications.
The introduction of ECVET principles and EQAVET criteria has been included in the Action Plan of the Government.
Since April 2014, the SEDA had implemented the ‘ECVET activity’ to popularizise and promote the implementation of ECVET principles in Latvia. A range of comprehensive ECVET information and training materials in Latvian have been developed by the ECVET LV team, they were widely disseminated in the training and promotion events, and available on-line The last material developed by Latvian ECVET Team in 2020 “ECVET – for mobility implementation quality” (2020) meant to serve as practical guide for quality VET mobility implementation not only in the Erasmus+ programme (2014-2020), but looking forward to the new Erasmus+ programme period (2021-2027).

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Europass Mobility documents have been issued since 2005. Approximately one half of issued Europass Mobility documents are requested for the initial vocational education students’ international mobility periods.

The Europass Certificate Supplement may be issued for professional qualifications of the second, third and fourth Latvian Qualifications Framework level. The Europass Certificate Supplement does not replace the original document, but only complements and helps to assess the acquired competences. As the competent authority, the education institution downloads the Europass Certificate Supplement from the website of the National Centre of Education for a specific professional qualification, completes it and issues it to the persons together with certificate of professional qualification.
The Erasmus+ programme period (2021-2027)… . Library: https://viaa.gov.lv/lat/ek_izgl_programmas_iniciativas/erasmus_plus/ecv…

The Latvian Qualifications Framework (LQF) was adopted in 2010. Regulations of the Cabinet of Ministers (2013) (2) state that the higher education diploma supplement should indicate the respective LQF/EQF or EHEA-QF level. The LQF/EQF levels should also be reflected in the diagram of the Latvian Higher Education System that is part of the diploma supplement. The policy document “Education development guidelines for 2021-2027” sets the task to continue the development of the National Qualifications Framework according to the European Qualifications Framework model including the vocational education sector. Amendments (2015) to the Vocational Education Law (3) stipulated conformity of Latvian professional qualifications levels to the Latvian Qualifications Framework levels and since 2017 inclusion of reference to the Latvian Qualifications Framework level in all documents certifying vocational education or qualification. The scope of the Amendments in Vocational Education Law (2022) has been expanded to cover all levels of the LQF including professional higher education. The levels of professional qualifications are equated to the levels of the LQF, Documents certifying professional education and documents certifying professional qualifications are set apart – these are 2 separate documents. These changes have a beneficial effect on mobility in VET.


Vocational education institutions are required to use a learning outcomes approach during the transnational mobility projects following the principles of the Erasmus+ programme.
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(1) https://viaa.gov.lv/lat/ek_izgl_programmas_iniciativas/erasmus_plus/ecv…
(2) http://likumi.lv/doc.php?id=256157
(3) http://likumi.lv/doc.php?id=20244

The recognition policy is not evaluated.

Latvia has in place an approach for the recognition of learning outcomes acquired abroad by IVET learners. The process seems to be considered easy to use by IVET learners. It is coordinated countrywide and covers all types of learning outcomes (i.e. courses, learning units, modules, programmes and qualifications / diplomas / degrees). The Europass Mobility Document, Europass Certificate Supplement, the LQF/EQF and the Learning Outcomes approach are used for the purpose of visibility, transfer and recognition in IVET international mobility. However, the recognition system is not evaluated. It is not subject to a regulatory time frame for processing recognition requests, and the country does not evaluate the visibility actions carried out by the AIC (the ENIC/NARIC Centre). In future, it could be checked (e.g.., through a user/stakeholder survey) whether an extended visibility policy is necessary to make sure that learners know where to get information on recognition. Addressing the issues of lack of evaluation and lack of indicative time frame could be considered for further progress, as well as extending the range of EU tools used to the Europass Certificate Supplement. Finally, although reflection has started, targets/benchmarks for the recognition policy are still lacking.

According to the Educational development guidelines (2021-2027): 'The European Union Erasmus+ programme will continue international cooperation with the programme partner countries and contribute to the development of the common European education space. Learning mobility for different target groups in higher education, vocational education, general education and adult education is planned in the Erasmus+ programme, promoting the mobility of learners, as well as simplifying the process of certification, comparison and recognition of qualifications.’ European Union Funds project ‘Ensuring compliance of professional education with the European qualification framework' has contributed to the implementation of the learning outcomes approach that facilitates mobility in VET

According to regulations” (1) and a policy document the (2), the State Education Development Agency (SEDA) ensures the coordination of the creation of partnerships, the funding of learners and the support measures for organisers of Erasmus+ mobility projects.
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(1) Cabinet of Ministers' Regulations No. 934 (18.12.2012) “State Education Development Agency regulations”, http://likumi.lv/ta/id/253757-valsts-izglitibas-attistibas-agenturas-nol...
(2) “Education development guidelines for 2021-2027”. https://likumi.lv/ta/id/324332-par-izglitibas-attistibas-pamatnostadnem…

The policy document “Education development guidelines for 2021-2027” (2021) sets internationalisation as a priority. It is planned to promote higher education internationalisation and international mobility both in higher education and vocational education for students, teachers and adult education teachers by means of the EU Programme Erasmus+.
Countrywide support in the creation of mobility partnerships and networks is provided by the State Education Development Agency for initial vocational education providers and enterprises, which wish to participate in initial vocational education mobility projects. The measures foreseen by the Erasmus+ programme are established and implemented by this agency. Vocational education institutions and enterprises engaging in mobility projects receive extensive informative and advisory support from the agency. The agency provides supportive services for stakeholders to find mobility partners and work placements, as well as organisises contact seminars and preparatory visits for project promoters.
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(1) www.likumi.lv/doc.php?id=266406
(2) This includes: The latest information on Erasmus+ projects’ statistics is accessible at: https://viaa.gov.lv/lat/ek_izgl_programmas_iniciativas/erasmus_plus/era…
- Financing the State Education Development Agency for provision of Erasmus+ implementation (EUR 3 million), in particular the implementation of informative and publicity activities addressed at proposers of mobility projects;
- Provision of mobility in higher education (EUR 9.9 million).
http://polsis.mk.gov.lv/view.do?id=4949

The partnership supporting policy is monitored. The State Education Development Agency annually prepares, publishes and submits to the Ministry of Education and Science the report on its activity, including the review of the coordinated partnership projects.

Financial support for mobility participants is provided countrywide through the Erasmus+ programme, which is the main financial scheme available for the initial vocational education sector.

The funding policy is monitored. Vocational education institutions implementing transnational mobility projects prepare project interim (if applicable) and final reports which are submitted to the State Education Development Agency following the lines of Erasmus+ programme.

Vocational education institutions and enterprises involved in mobility projects receive not only financial support, but also extensive informative and advisory support from the State Education Development Agency. The support is provided through information seminars, individual consultations, online and electronic communications, telephone communications, and the SEDA website.

The support policy is monitored. The State Education Development Agency (SEDA) annually prepares, publishes and submits to the Ministry of Education and Science the report on its activity, including the review of the support actions to organising mobility. SEDA regularly carries out surveys on beneficiaries’ satisfaction with the cooperation and support it offers. The 2021 survey (1) shows that cooperation with SEDA was most appreciated during the project application phase and the most helpful form of support was information seminars.
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(1) http://viaa.gov.lv/library/files/original/Apmierin_t_bas_aptaujas_rezul… (2016)

Latvia has in place actions to support companies and IVET institutions in the creation of partnerships and networks for mobility projects, as well as in organising mobility projects. The country also funds lVET learners for their mobility activities. These actions are coordinated countrywide. They are also monitored. For future progress, it might be considered making sure a full-fledged evaluation of these policies is in place, ensuring that regular monitoring also translates into readjustments / reforms that improves policies over time. Policy targets for this area are also lacking, however this in the course of being addressed, as debate on setting up targets has been initiated.

The dissemination of mobility experience stories is the main action to raise awareness of the added value of learning mobility among IVET learners and stakeholders. IVET schools publish on their websites and social media (e.g., Facebook, Twitter, Instagram, Flickr, Draugiem.lv, YouTube) news articles, videos and photos, viewpoints and impressions of participants and/or mobility coordinators of their experiences during mobility programmes. They also publish news articles about receiving mobile learners from abroad (1). Schools also prepare more extensive articles or videos on experiences during current mobility projects and submit them for publishing in national and regional media including television (2). Another form of raising awareness is with seminars organised at schools for students of the first years. In these seminars mobility participants (usually from the last years) tell the younger students about the internships, work and living conditions, as well as respond to students’ questions (3). After finishing mobility project, schools organise project presentations or best experience days for all interested parties. During Erasmus days and school’s information days for parents, as well as during open days, the students are informed about Erasmus possibilities through various interactive means (videos, games, etc.)
Raising awareness by means of mobility participants experience stories is done also at national level by SEDA. SEDA maintains a section with IVET mobility experience stories on its website and social media profiles.
Greater social recognition of learning mobility is promoted by issuing the Europass Mobility document to mobility participants. Participants appreciate the opportunity to include mobility experience in their CV. Schools emphasise the issuance of Europass Mobility both in the information / articles / news on the expected or actual mobility and organise events to officially hand out the document. Information on such events is disseminated on websites and social media (4).
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(1) e.g. http://www.valmierastehnikums.lv/lv/378-slovakija-slave-jaunos-viesmilib... ; https://www.valmierastehnikums.lv/lv/1001-portugales-pieredze-edinasana… ; http://www.smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/p… ; http://www.rtrit.lv/aktuali/news/erasmus-mobilitati-rigas-turisma-un-ra…
(2) e.g., https://nra.lv/latvija/izglitiba-karjera/248459-rigas-stila-un-modes-te… ; http://www.rsmt.lv/lv/projekti/erasmus/ ; http://valmieraszinas.lv/smiltenes-tehnikuma-absolventi-gust-pieredzi-po...
(3) e.g., http://www.smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/p… ; http://www.kuldigastehnikums.lv/?page_id=2113
(4) e.g., https://www.facebook.com/ogrestehnikums/videos/390453318783295.

Complete countrywide coordination of the motivation-related actions is ensured by SEDA, the State Education Development Agency. According to Cabinet of Ministers' Regulations "Statutes of State Education Development Agency" (1), one of SEDA's functions is to provide the Erasmus+ programme in Latvia including initial vocational education mobility and serve as the National Information Office for the Nordic Council of Ministers' programme Nordplus, in charge of initial vocational education mobility issues.
Awareness rising events on mobility opportunities within the Nordplus programme are implemented via seminars, other public events, publications in media as well as publication of project success stories on the web portal of SEDA (2). The supervising and decision making body on Nordplus implementation in Latvia is the Latvia Ministry of Education and Science (3).
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(1) http://likumi.lv/ta/id/253757-valsts-izglitibas-attistibas-agenturas-no…, 2012
(2) https://viaa.gov.lv/lat/nordplus/nordplus_pieredze/nordplus_jauniesu_iz…
(3) http://tap.mk.gov.lv/lv/mk/tap/?pid=40438995&mode=mk&date=2017-10-24

The existing awareness raising and/or mobility culture actions are being monitored and evaluated on regular basis.
The State Education Development Agency's (SEDA) provides the Erasmus+ programme in Latvia including IVET mobility and operates the Nordic Council of Ministers' programme Nordplus, including IVET mobility. SEDA monitors media and analyses results of its publicity actions. Evaluation measures of Nordplus programme are implemented in a close collaboration with the main administrator of the Junior sub-programme - The Swedish Council for Higher Education (UHR)(1). The activity of its website's users is analysed and proposals for improvements are formulated in terms of annual reports of SEDA. However, this does not cover the specific awareness raising and mobility culture promotion actions.
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(1) https://www.utbyten.se/program/nordplus-junior/

No policy targets. Policy goals are to rise international competitiveness of education and to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation and targets are set only concerning increasing the number of IVET participants in mobility.

Latvia has in place actions to inform learners on mobility opportunities and activities (through articles, videos, photos, seminars) and promote a mobility culture. The country has not set out any policy targets for the motivation actions. Steps forward in future could include setting up motivation-related policy benchmarks. It could also be made sure that the information activities do not overlook emphasising the added value of mobility and instead highlight such benefits as those in terms of – among others – self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence. It could also be considered to foster a mobility culture also through mainstreaming mobility opportunities into all learning contexts.
Putting in place an evaluation process really addressing the motivation actions (not only the publicity and information ones) could be considered as well.

The country has taken actions that cover the following three dimensions.
2016 regulations (1) stipulate mandatory acquisition of two foreign languages (instead of one). Furthermore, when vocational education institutions organise students' application for mobility, the foreign language skills are used as a criterion to select the best applicants. The same regulations also stipulate mandatory acquisition of informatics.
The opportunity to participate in the Erasmus+ learning mobility for IVET schools staff, in Cooperation partnership projects and Sector Skills Alliances projects, encourages the internationalisation of IVET curriculum by introducing methods and practices that are in use abroad. For example, during the Cooperation partnership projects IVET schools in cooperation with partners from other countries develop learning methods, teaching/learning materials, modules, e-environment for learning, digital platforms and tools, translate teaching/learning materials from other countries in national languages, test them and include new methods or practices in the schools' curriculum. Previously the schools included these activities in their Internationalisation and Erasmus Plans which is one of the preconditions for applying to Erasmus+ Accreditation.
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(1) Cabinet of Ministers' Amendments to Regulations on the state vocational secondary education standard and the state vocational education standard, http://likumi.lv/ta/id/280842-grozijumi-ministru-kabineta-2000-gada-27-j....

Complete countrywide coordination of actions takes place through a countrywide framework which is set by regulations and/or arrangements agreed between players. Mandatory acquisition of two foreign languages, informatics, literature and history (the last two subjects can enhance intercultural awareness) are stipulated by Cabinet of Ministers Regulations of 2 June 2020 No. 332 On the State Vocational Secondary Education Standard and the State Vocational Education Standard, available at: https://likumi.lv/ta/id/315146-noteikumi-par-valsts-profesionalas-videj…, providing a clear distinction between the volume of the respective knowledge, skills and competences.

The existing linguistic and intercultural, digital, and internationalisation actions are monitored in the context of education quality assessments, however, not specifically in relation to the promotion of improved learning mobility outcomes.

The Education Development Guidelines specifically state that early years foreign language learning is intended to support future involvement in learning mobility. However this is a broad goal without a specific indicator linked to language skills of mobility participants.
Policy goals are to rise international competitiveness of education and to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation. Targets are set only with regard to increasing the number of IVET participants in mobility.

Learners and teachers who already have mobility experience and mobility project coordinators are involved in the implementation of visibility and access policies. At school level the mobility project coordinator presents mobility project(s) and organise preparation activities (including linguistic preparation) to first year learners in the beginning of school year during school level events and during group lessons for the first year students. The students who have already been in a mobility programme can share their experience.

After the approval of the mobility project the project coordinator meets the relevant group of learners in their group lessons and targeted events and tells them about mobility opportunities in more detail, about all its phases including preparation, the rules and criteria for selecting mobility participants. Learners who already have been in mobility usually participate in such lessons and events and share their experience. Information has been published on the schools' website, social media; some schools send it to students via emails and the school management system, E-klase.

After selecting mobility participants, the project coordinators organize for them regular meetings to give more in depth information about the host country (including on culture and traditions) and host company/enterprise, to explain language learning opportunities (special courses at school, in host country, by means of Online Linguistic Support), necessity to do an online language test after selection and at the end of mobility.

Usually schools which participate in an international experience exchange projects and test or introduce a new method or practice used abroad, publish an article on the schools' website, teachers mention this fact in terms of mobility and inform learners about the particular method when they come into contact with it. Another form for raising visibility of internationalisation of the IVET curriculum is international conference addressed to heads of schools, teachers and learners. One of conference workshops was devoted to best experience in Erasmus+ projects. Five bilateral co-operation agreements were concluded during the conference between school and IVET schools of other countries.
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(1) http://www.daugvt.lv/index.php/lv/news/4209-daugavpils-tehnikum-notika-…

After returning from mobility, participants fill in online the final evaluation survey including questions about the preparation phase. The results of this survey are uploaded in Project management and reporting tool ((project management and reporting tool) is designed, developed and maintained by the European Commission and being used by beneficiary organisations and National Agencies involved in indirect administratiton projects) and are also available for the project coordinator.

During the preparation phase an individualised approach is used to check learners/stakeholder's satisfaction with the preparation programme – project coordinators organise repeated discussions with participants on their readiness and confidence in the mobility, collect their proposals and react flexibly to learners' feedback. For example, when discussing their feelings and beliefs on preparedness to the mobility, if the student says – If I had a phrase-book with me then I would feel quite safe – project manager buys such dictionaries for students' personal use, and it is included as preparation phase component in future mobility projects. Also, some schools use checklists as a form of feedback in order to ensure that the students are ready for their mobility. Similarly, about language courses in the Online Linguistic Support – seeing that students begin Online Language Support courses, but in the preparation phase they soon drop out, the project coordinator introduces the principle that the language courses are organised in the host country, when motivation to acquire language is the greatest. Also some preparation meeting can be organised in English, to get the students used to using a foreign language.

Usually during the first week after returning from mobility, project coordinator organises a feedback discussion with mobility participants. The efficiency of the preparation phase and the detection of necessary improvements are part of this discussion. Some schools use internal surveys to receive feedback on the actions taken in and for the organisation of mobilities.

Usually during the first week after returning from mobility, project coordinator organises a feedback discussion with mobility participants. The efficiency of the preparation phase and the detection of necessary improvements are part of this discussion. Project coordinator gathers feedback also from professional subject teacher who usually accompanies learners during the first week of mobility (in some cases, the accompanying person can be any staff member of the school) and acquaints students with the host organisation and follows the progress of mobility. Schools tend to combine students' mobility projects with the teacher mobility projects. It facilitates the integration of foreign experiences into school work.

Schools improve the preparatory mechanisms according to the information obtained, for example, several schools have changed the linguistic preparation mechanism. As students do not want to learn the language independently using Online Linguistic Support before the mobility or it is difficult to organize specific, less prevalent language courses at school before mobility, in the next projects schools provide funding for language courses in the host country when students' motivation to acquire language is the greatest. Another example: when discussing their feelings and beliefs on preparedness to the mobility, if the student says – If I had a phrase-book with me then I would feel quite safe - project manager buys such dictionaries for students' personal use, and it is included as preparation phase component in future mobility projects.

When necessary, the project coordinator assists in specific individual cases.

Usually during the first week after returning from mobility, the project coordinator organises a feedback discussion with mobility participants. The efficiency of the preparation phase and the detection of necessary improvements are part of this discussion. The project coordinator receives feedback also from the vocational subject teacher who usually accompanies learners during the first week of mobility and acquaints students with the host organisation and follows the progress of mobility. Learners assess the preparation phase actions including the internationalisation actions. The results of this survey are uploaded in Mobility Tool+ system and are also available to the project coordinator.

Latvia has actions to provide IVET learners with linguistic, intercultural and digital preparation for future mobility from the early stages of education. Processes for internationalising the IVET curriculum are also in place. These actions are coordinated but not evaluated. The country has also not set out any targets for the long-term preparation policy. However, actions are in place to make the long-term preparation mechanisms visible to potential users; make room for learners to give feedback upon having experienced them; and monitor the use of the mechanisms and readjust them accordingly. In future, steps forward which could be considered include setting up policy targets for the long-term preparation actions and developing an evaluation process for this policy.

The country has taken actions that cover the following dimensions:

Language preparation
For language preparation schools use different methods and practices depending on working language or national language in host countries, foreign language acquired by students at school and students' motivation to acquire language independently. Students are encouraged to use Online Linguistic Support system's courses), language courses at school in Before phase (for example, 20 hours German conversational courses are provided for students who have good knowledge in English, but are going to Germany where the working language will be English), language courses During the stay abroad (for example, courses in Slovak conversation language after the arrival in Slovakia). When going on mobilities, it is crucial to provide the opportunity to improve the professional vocabulary; before mobilities, schools can provide short classes in this regard. Schools purchase phrase-books for learners (to take with them) or encourage the students to use alternative modern approaches provided by ICT opportunities.
For intercultural preparation schools also use different methods and practices: in Before phase students learn about host country's habits, culture, history, climate, living conditions, enterprises etc. by means of lectures, presentations and/or experience stories provided by mobility project manager/coordinator, tourist guide and/or teachers/students who have mobility experience in this host country. Students in small groups prepare presentations about Latvia and gather information on the host country using different information sources – (Internet, libraries), then these groups discuss and share this information. Host country representatives organise a cultural programme for mobility participants (introductory presentations, excursions, museums etc.). When back from abroad, students prepare presentations on their experience in the host country and share it at school level in a special event dedicated to the mobility project.
Since 2015, online assessment of language knowledge in Erasmus+ Online Linguistic Support system is mandatory for Erasmus+ mobility participants before and after mobility.

Setting up learning agreements
Setting up learning agreements during the phase of preparing the stay abroad is mandatory.

Stay monitoring
The issues of monitoring the stay process, providing learners with assistance / mentoring / guidance and ensuring their integration in the host country or institution/enterprise during the stay abroad are included in the learning agreement and its annex. Mobility coordinators from sending and hosting organisations coordinate the process of mobility. Students usually are accompanied by one (or more) vocational subject teacher, who in the first week acquaint students with host organisation and follows the progress of mobility. Schools tend to combine students' mobility projects with the teacher mobility projects. Then the involved teacher not only keeps track of learners, but also learns about vocational education innovations, methods, etc.
The mobility coordinator from the host organisation assigns a mentor in the host enterprise for student(s) and this information can be included in the annex of learning agreement. The mobility coordinator from the host country organises a one-day introductory session, accompanies learners to the enterprises and ensures monitoring of mobility progress. For support, learners can contact the designated mentor in the enterprise (i.e., 24/7) and the mobility coordinator from the host country. The mobility coordinator from host country communicates learners every week.
The project coordinator regularly communicates with mobility participants using different communication tools e.g., mobile application WhatsApp group, Facebook group, phone, SMS, Skype, e-mail. The project coordinator communicates with each learner 1-2 times per week. Learners can reach them 24/7.
The project coordinator also communicates regularly with the host country mobility coordinator (e.g., 1-2 times per week) using different communication tools (e.g., Skype, e-mail, phone) to receive feedback about the satisfaction or problems of participants. Already before mobility, the project coordinator provides psychological preparation of participants so that they can be able to assess all mobility aspects, take the best of it, and share their experiences.

Feedback collection
The Participants' survey during the stay is part of the project final evaluation online survey after returning from mobility. The results of this survey are uploaded in Mobility Tool+ system and are available also to project coordinator. Participants also write reports after returning, project coordinators organise interviews, discussions of participants, participants prepare presentations about all phases of mobility including the way how they solved occurred problems. All these methods including regular communication during mobility, allow participants to feel welcome back and help project coordinators to collect feedback for future improvements.

Reintegration upon return from abroad
Regarding reintegration of mobility learners in the everyday learning process, schools may give some time for mobility participants to catch up with learning and to improve their marks. This can be fixed by order of the school's director or without it. Learning mobility during the period of qualification practice of last year students is included in the practice period automatically.

Transport, housing, catering
Access of mobile learners to convenient and affordable facilities for housing, catering and transport all during the stay process is ensured by an agreement/letter of intent between the sending and host organisations. According to it, the host organisation ensures housing (e.g., in hostel, in family), catering (or information on catering options) and transport (or e.g., monthly ticket for local transport). All this information is given to mobility participants before the mobility. The accompanying person of the mobile learners’ group during his stay in the host country makes sure everything is in order and helps learners to adapt to the new environment.

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. The National Agency – State Education Development Agency (SEDA) is in charge of coordinating the Before - During - After - All along actions countrywide. SEDA evaluates the quality of projects including planning and management of the quality actions in mobility following Erasmus+ quality assessment guidelines. SEDA promotes the development of internationalisation and Erasmus Plans in vocational schools – it is one of the preconditions for the application to Erasmus accreditation – to ensure the quality planning and management of the quality actions in mobility.

The existing quality actions (or at least some of them) are evaluated: not only are they monitored (e.g. through reports, audits, user surveys, etc.) but also recommendations for future improvement are set up, implemented and followed-up over time for (re)adjustment as necessary.

VET institutions provide learning mobility for students in the frame of projects prepared according to the requirements and guidelines Erasmus+ programme; the submitted applications of projects are evaluated by the National Agency – State Education Development Agency (SEDA) including follow-up method and regular and concrete activities to monitor progress and address any problems encountered following Erasmus+ quality assessment guidelines. SEDA's experts check if applications sufficiently show quality actions. The projects where quality actions are insufficient are not approved. VET institutions prepare final reports including quality actions and submit them to the SEDA. SEDA's experts evaluate projects' final reports and if the project has not been fully implemented or any part of it is missing– the funding is reduced. SEDA annually prepares, publishes and submits to the Ministry of Education and Science the report on its activity, including review of the Erasmus+ mobility projects.

The State Education Development Agency in agreement with the Ministry of Education and Science set administrative attainment targets regarding project information, support and monitoring activities in the framework of the Annual Work Programme.
Policy-level goals are to raise international competitiveness of education and to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation. Targets are set only with regard to increasing the number of IVET participants in mobility.

Information on language/intercultural preparation is included in visibility and access policy of schools. Usually this information is provided on different levels for different audiences.
At the beginning of school year, information on the key principles of language / intercultural preparation and setup of learning agreements is usually provided to all first year students during school level events and group lessons dedicated to mobility. Learners and teachers who already have been in mobility share their experience. After the approval of the mobility project the project coordinator prepares information on upcoming mobility, including information on the language courses and / or the Online Language Support tool, and publishes this information on school's website. The project coordinator meets the relevant group of learners in their group lesson and tells about all these issues in detail, including the rules and criteria for selecting mobility participants. Learners who already have been in mobility usually participate in such lessons and share their experience. In-depth information on language/intercultural preparation and setup of learning agreements is also provided during interviews with mobility applicants. There is also direct communication with the mobility project coordinator (personal, via e-mail, phone).
To reach a wider audience e.g., learners' parents, articles /interviews or experience stories are published in social media, the regional/local newspapers/ news portals. Published experience stories usually include mobility learners experience in language/intercultural preparation. Mobile students share their experience using different social media (e.g., Facebook, Twitter, Draugiem.lv).

Information on the key principles of monitoring the stay, assistance / mentoring and integration in the host country is provided by the mobility project coordinator, vocational schools' representative/accompanying person during the first week of mobility, host country mobility coordinator, mentor from host country enterprise. In accordance with the requirements of Erasmus+ programme students are informed during school level events and group lessons dedicated to mobility. After the approval of the mobility project the project coordinator meets the relevant group of learners in their group lesson and tells them about all these issues in detail. In-depth information on these issues is also provided during interviews with mobility applicants. There is also direct communication with the mobility project coordinator (personal, via e-mail, phone).

Information on the key principles of feedback collection in accordance with the requirements of Erasmus+ programme and information on help for reintegration in the learning process upon returning from mobility is provided to students during school level events and group lessons dedicated to mobility. After the approval of the mobility project the project coordinator meets the relevant group of learners in their group lesson and tells about all these issues in detail. In-depth information on these issues is provided also during interviews with mobility applicants. Project coordinator provides psychological preparation of participants, so that they can be able to assess all mobility phases, take the best of mobility, and share their experience.

Information on the key principles of provision of convenient and affordable facilities for housing, catering and transport all along the stay process in accordance with the requirements of Erasmus+ programme is provided to students during school level events and group lessons dedicated to mobility. After the approval of the mobility project the project coordinator meets the respective group of learners in their group lesson and tells them about all these issues in detail. In-depth information on these issues is also provided during interviews with mobility applicants.

After returning from mobility, participants fill in the final evaluation online survey. Question on language/intercultural preparation are included in the survey. The results of this survey are uploaded in Mobility Tool+ system and are also available to the project coordinator. Participants also write reports after returning, project coordinators organise interviews and discussions with participants, participants prepare presentations about mobility including language/intercultural preparation.

After returning from mobility, participants fill in the final evaluation online survey. Question on satisfaction with assistance / mentoring / guidance during the stay abroad are included in the survey. The results of this survey are uploaded in Mobility Tool+ / Project management and reporting tool system and are also available to the project coordinator. Participants also write reports after returning, project coordinators organise interviews and discussions with participants including satisfaction with assistance / mentoring / guidance during the stay abroad, participants prepare presentations about mobility.

After returning from mobility, participants fill the final evaluation online survey. Question on satisfaction with facilities for housing, catering and transport all along the stay process are included in the survey. The results of this survey are uploaded in Mobility Tool+ Project management and reporting tool system and are also available to the project coordinator. Participants also write reports after returning, project coordinators organise interviews and discussions with participants, participants prepare presentations about mobility including facilities for housing, catering and transport.

Project coordinators gather their observations and collect feedback from learners on language/intercultural preparation, make the necessary improvements and include them in further project applications. For example, several schools have changed the linguistic preparation mechanism as students do not want to learn the language independently using Online Linguistic Support before the mobility, or it is difficult to organise specific less prevalent language courses at school before mobility. In the next projects, schools provide funding for language courses in the host country, when students' motivation to acquire language is higher. Students have appreciated this approach.

Project coordinators gather their observations and collect proposals and feedback from learners on their satisfaction with assistance / mentoring / guidance and ensuring their integration in the host country, make the necessary improvements and include them in next projects. For example, as all mobile students have Facebook accounts and smartphones, a project coordinator has started to use Facebook group or mobile application WhatsApp for convenient communication with mobile students during the stay abroad. Taking into account today's youth propensity to share their impressions on social networks, project coordinator encourages mobile students to regularly post their experiences in e.g., Facebook. After such activities in social media the project coordinator has observed a growing interest in school and vocational education, as mobility experience abroad raises the prestige of vocational education.

Project coordinators gather their observations acquired by repeated discussions with participants before mobility, regular communication during mobility and interviews and discussions after mobility as well as analyse participants' answers in the mobility project final evaluation online survey, reports and presentations about mobility, make the necessary improvements and include them in next projects.

Project coordinators collect feedback from learners on facilities for housing, catering and transport all along the stay process, as well as communicate with coordinator from host country and receive information from accompanying person – all this help project coordinators make the necessary improvements and include them in further project applications.

Latvia has developed a range of actions to ensure the quality of mobility through pre-stay linguistic and intercultural preparation, stay monitoring processes, post-stay feedback mechanisms, and procedures for providing mobile learners with convenient and affordable transportation, accommodation and catering. This policy is countrywide coordinated and evaluated. Valuable approaches were put in place to make the quality mechanisms visible and accessible to potential users; make room for users to give feedback on the quality actions; and monitor the use of the quality mechanisms and accordingly readjust and improve them over time. However, the country has not set up policy targets for the quality actions. Setting up such targets could be considered in future.

VET students have the right to receive a monthly scholarship (EUR 10-150 per month) and a one-off scholarship (1).
In addition, 17 to 29 year-old students of short (1-1.5 year) IVET programmes have the right to receive targeted scholarships (up to EUR 70-115 per month) if the monthly average score in each subject is at least four points (on a 10-point scale) or pass mark and have not unjustified absence (2).
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(1) Cabinet of Ministers Regulations on scholarships, 2004, http://likumi.lv/doc.php?id=93004
(2) Cabinet of Ministers Regulations on the implementation of IVET in the framework of Youth Guarantee, 2015, http://m.likumi.lv/doc.php?id=274081

The purpose of the scholarships is to motivate students. Students with good progress, attendance and social activities can get a scholarship increase.

Scholarships for students in public vocational education programmes are financed by the state (1). Scholarships for 17 to 29-year-old students of short (1-1.5 year) IVET programmes are financed by European Social Fund (2).
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(1) Cabinet of Ministers ‘Regulations on minimum expenditures per student for implementing vocational education programmes’,2007, http://likumi.lv/doc.php?id=164266
(2) Cabinet of Ministers Regulations on the implementation of IVET in the framework of Youth Guarantee, 2015, http://m.likumi.lv/doc.php?id=274081

In public VET programmes, the minimal scholarship is EUR 10 per month. This scholarship is paid to all students. Orphans/children without parental care (not in care institutions or foster families) and students scoring good marks and participating in extracurricular school activities receive an increased scholarship (up to EUR 150 per month). A one-off scholarship (up to EUR 150) is available if the student submits the relevant application for necessary additional expenses, which are not compensated by the state social insurance system. The VET school establishes a scholarship granting commission. This commission evaluates every month the marks, attendance and social activities of each student and takes a decision on the recommended amount of scholarship.

Scholarships are fully portable. VET institution pays scholarship into the student's bank account once a month including the period of work placement.

According to Cabinet of Ministers ‘Regulations on scholarships’ (1), vocational education institutions pay scholarships into students' bank accounts once a month including any periods of work placement. According to VET institutions’ scholarship regulations, the amount of the scholarship during work placement is usually determined by marks, attendance and social activities of each student during the last month before work placement. These scholarships are fully portable.
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(1) 2004, http://likumi.lv/doc.php?id=93004

Countrywide coordination of scholarships is ensured by Cabinet of Ministers' ‘Regulations on scholarships’ (1) stating that vocational education institutions pay scholarships into the student's bank account once a month including the period of work placement. Portability goes along with the scholarships and is as such covered by this coordination framework.
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(1) 2004, http://likumi.lv/doc.php?id=93004

The existing portability mechanisms are not monitored, and there are no plans to develop any monitoring or evaluation process.

No policy targets/benchmarks have been set for the portability policy. Policy goals are to rise international competitiveness of education and to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation. Targets are set only with regard to increasing the number of IVET participants in mobility.

In the preparation meetings before the mobility, learners are informed about the portability of their monthly scholarships (they continue receiving their monthly scholarship in the amount of the month prior to mobility).

Latvia has in place financial support measures for its IVET learners. These support funds are portable. The portability policy is coordinated countrywide; however, it is not evaluated. Initiatives have also been taken to make learners aware of the possibilities in terms of portability that are available to them. Yet, the country has not set up any targets/benchmarks for its portability policy. Steps for progress in future could include setting up policy targets/benchmarks along with processes for making policy evaluation complete and systematic in this area. Further steps could include making sure that users are given room for giving feedback on the portability mechanism upon having experienced it; and monitoring the use and practice of the said mechanism so as to readjust and improve it accordingly over time as necessary.

Actions have been taken in four directions.

1. Funding
The State Education Development Agency (SEDA) informs VET schools and wider audience about Erasmus+ programme Fewer Opportunities support.
Since Erasmus+ 2021-2027 main horizontal priority is “Inclusion and diversity”, the SEDA carries out extension information and explanation work among potential applicants and beneficiaries about rules and available support for various target groups. VET institutions which provide IVET programmes for learners with special needs/disabilities inform learners about available Erasmus+ programme and Fewer Opportunities support during school / group level events. Schools use Erasmus+ Fewer Opportunities support providing mobility of learners with disabilities, e.g., for accompanying persons for learners during all the mobility period. Schools can also use special support available to learners “with reduced opportunities” (low socio -economic background) to cover additional costs related to mobility, e.g., special work clothing.

2. Motivation
In VET institution which provide IVET programmes for learners with special needs / disabilities, learners' motivation is ensured by mobility project coordinators, learners and teachers who already have mobility experience as well as by articles in the school’s website and social media (Facebook, Twitter) about mobility project and participants experience. An example is Smiltene Technical School which has territorial structural unit ‘Alsviķi’ providing VET programmes for learners with disabilities. The school has implemented mobility projects for learners with disabilities and received a certificate of appreciation from the Erasmus+ National Agency on successful involvement of disabled learners in the Erasmus+ mobility. The school published articles about these mobility projects in its website (2). The article about receiving the certificate of appreciation is published in the regional portal ‘Alūksniešiem’, as well (3). Such information encourages students and their parents.
SEDA has established long-term cooperation with NGOs for people with special needs, particularly “Apeirons”. The partnership has helped in addressing the key persons and developing jointly the main communication messages and tools to involve learners with special needs in VET programmes and mobility projects.

3. Preparation
The preparation phase for the mobility of learners with special needs / disabilities usually includes project coordinator’s preparation visit to the receiving organizisation to be sure that all conditions will be appropriate. For example, the article about Smiltene Technical School (4) outlines how the project coordinator went to the places of practice and made sure that the disabled learners would be provided with everything necessary for the success of the mobility trip. Such information encourages students and their parents.

4. Use of multipliers
Mobility projects are presented during school events in which students and teachers who have already been in a mobility programme share their experience.
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(1) http://www.viaa.gov.lv/library/files/original/43601_Erasmus_Plus_ikviena...
(2) http://smiltenestehnikums.lv/jaunumi/477-cela-uz-ieklaujoso-izglitibu , http://smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/prakse...
(3) http://www.aluksniesiem.lv/vietejas-zinas/cela-uz-ieklaujoso-izglitibu-1...
(4) http://smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/prakse...

Part of the activities are coordinated. According to the Cabinet of Ministers' Regulations “Statutes of State Education Development Agency” (1), one of the State Education Development Agency’s (SEDA) functions is to implement the Erasmus+ programme in Latvia and to operate as the National Information Office of the Nordic Council of Ministers' programme Nordplus, including IVET mobility. SEDA ensures the countrywide coordination of the actions in terms of information on funding opportunities within Erasmus+ and Nordplus programmes aimed to provide additional support for disadvantaged learners.
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(1) http://likumi.lv/ta/id/253757-valsts-izglitibas-attistibas-agenturas-no… (2012)

The State Education Development Agency’s (SEDA), which is the national agency in charge of the Erasmus+ and Nordplus programmes, has developed a systematic approach to find out the opinions of beneficiaries about the implementation of the programmes. Feedback is collected through evaluation forms/questionnaires which participants fill out during information and monitoring sessions organised by SEDA. The answers received are analysed in order to improve the programmes. The specific actions targeted at supporting disadvantaged learners are part of this overall evaluation process.

No targets/benchmarks have been set for the policy in support to the mobility of disadvantaged learners. Policy goals are to rise international competitiveness of education and to promote the prestige of vocational education by providing Erasmus+ support measures for international mobility and cross-border co-operation. Targets are set only with regard to increasing the number of IVET participants in mobility.

The main obstacles that prevent disadvantaged learners from using Erasmus+ programme opportunities were identified: access to the environment, the fear of parents, the fear of the young person themselves to dare, and the lack of similar exchange of experience. The necessary proposals and recommendations were formulated for improving the accessibility of mobility – different organisations should work together, provide more information about mobility opportunities, organise experience exchange events for disadvantaged learners. Disadvantaged learners themselves were advised to obtain first exchange experience in Latvia and only then abroad.
In 2018, SEDA in cooperation with AIPY organised discussion in the framework of conversation festival “Lampa” where young leaders both in formal and non-formal education field shared their experiences within EU programmes. In 2020, AIPY provided materials about opportunities within EU programmes for the SEDA information panel in the exhibition “School 2020”.
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(1) http://viaa.gov.lv/lat/ek_izgl_programmas_iniciativas/erasmusplus/erasm…

The SEDA organises special events to inform about the support available for mobility of learners with special needs. These events are directed to schools and other stakeholders like NGOs working in the field of special needs. Learners with special needs who have participated in mobility projects are invited to share their experience.
The SEDA has established long term cooperation with NGOs for people with special needs, particularly “Apeirons”. The partnership has helped in addressing the key persons and developing jointly the main communication messages and tools for the target audience.

The Smiltene Technical School has a territorial structural unit “Alsviķi” providing VET programmes for learners with disabilities. The school has implemented mobility projects for learners with disabilities and learners' motivation is ensured by mobility project coordinators, learners and teachers who already have mobility experience as well as by articles on the school’s website (1) and social media (Facebook, Twitter) about mobility projects and participants experience. The school received a certificate of appreciation from the Erasmus+ National Agency on successful involvement of disabled learners in the Erasmus+ mobility and article about receiving the certificate of appreciation is published in the regional portal “Alūksniešiem”, as well (2). Such information encourages students and their parents.
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(1) http://smiltenestehnikums.lv/jaunumi/477-cela-uz-ieklaujoso-izglitibu , http://smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/prakse...
(2) http://www.aluksniesiem.lv/vietejas-zinas/cela-uz-ieklaujoso-izglitibu-1...

The Smiltene Technical School which has a territorial structural unit “Alsviķi” providing VET programmes for learners with disabilities published an article on its website about mobility project coordinator’s preparation visit to the receiving organisation (1). The article outlines how the project coordinator went to the places of practice and made sure that the disabled learners would be provided with everything necessary for the success of the mobility trip. Such information encourages students and their parents.
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(1) http://smiltenestehnikums.lv/projekti/prakse-arzemes/132-projekti/prakse...

The State Education Development Agency’s (SEDA), which is the national agency in charge of the Erasmus+ and Nordplus programmes, has developed a systematic approach to find out the opinions of beneficiaries about the implementation of the programmes. Feedback is collected through evaluation forms/questionnaires/ surveys which participants fill out during information and monitoring sessions organised by SEDA. The answers received are analysed in order to improve the programmes. The specific actions targeted at supporting disadvantaged learners are part of this overall evaluation process.

After returning from mobility, project coordinator organises a feedback discussion with mobility participants. The efficiency of the preparation phase and the detection of necessary improvements are part of this discussion. Project coordinator asks for feedback also from teacher who accompanies learners during the mobility. Mobile learners assess the preparation phase actions. The results of this survey are sent to the SEDA and are also available to the project coordinator.

The Erasmus+ National Agency (SEDA) collects and analyses statistics on VET learners with special needs in Latvia. In project forms, schools have to indicate if the participants are learners with special needs and if they have “reduced opportunities” (with low socio-economic background). These data are gathered and analysed.

Latvia has developed actions in terms of funding (including information on the support measures available), motivation, preparation, and making use of multipliers, in order to support the mobility of disadvantaged IVET learners. The existing actions are to some extent coordinated countrywide and evaluated. Also, steps have been taken to make the ensuing opportunities visible to learners, and get feedback from these. However, Latvia has not set up policy targets for its actions in this area. Steps which could be considered for further progress in future include developing targets/benchmarks for this policy; making policy coordination and evaluation in this area complete, systematic and topic-specific focused; and monitoring the use and practice of the mechanisms targeted at the disadvantaged learners so as to readjust and improve them accordingly over time as necessary.

Use of multipliers
Mobility project coordinators involve learners and teachers who already have mobility experience in exchange with not yet mobile IVET learners in order to inspire and motivate them to become mobile. The students and teachers who have already been in a mobility programme share their experience at school level events and during group lessons when the mobility project coordinator presents mobility project(s). Also, when the students arrive to join the school (for example, open days or when arriving individually) they are informed of the school’s extracurricular activities opportunities, including participation in Erasmus projects. After returning from mobility, projects coordinators organise events for other learners and involve mobility participants to present their experience. Information on mobility projects is published on the schools’ international cooperation billboard, schools’ websites and social media platforms, usually including mobility participants’ experience stories. To reach a wider audience e.g., learners’ parents, mobility project coordinators or school’s representatives prepare articles / videos / interviews or participants’ experience stories and publish them in national / regional / local newspapers / news portals / television channels (1). Mobile learners are encouraged to share their experience using different social media (e.g., Facebook, Twitter, Draugiem.lv). The best practice examples of projects have been published on the Erasmus+ website thus inspiring newcomers as well as broadening beneficiaries’ understanding about mobility activities in relevant education sector.
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(1) for example http://liepaja.nosledziespilseta24.lv/zina?slug=liepajas-tehnikuma--eras...; https://nra.lv/latvija/izglitiba-karjera/248459-rigas-stila-un-modes-te… ; http://www.rsmt.lv/lv/projekti/erasmus/

The existing initiatives to develop and involve multipliers are not monitored, and there is no plan to develop any monitoring or evaluation process.

VET teachers’ mobility is part of the national education policy. The Education Development Guidelines for 2021-2027 set tasks to ensure the development of VET teachers' professional competences and international experience through Erasmus+, in particular international cooperation and cooperation partnership.

Mobility project coordinators involve learners and teachers who already have mobility experience in exchange with not yet mobile IVET learners in order to inspire and motivate them to become mobile. The students and teachers who have already been in a mobility programme share their experience at school level events and during group lessons when the mobility project coordinator presents mobility project(s). After returning from mobility projects coordinators organise events for other learners and involve mobility participants to present their experience. Information on mobility projects is published on the schools’ website usually including mobility participants’ experience stories. To reach a wider audience e.g., learners’ parents, mobility project coordinators or school’s representatives prepare articles / interviews / videos or participants’ experience stories and publish them in national / regional / local newspapers / news portals / television channels (1). Mobile learners are encouraged to share their experience using different social media (e.g., Facebook, Twitter, Draugiem.lv). The best practice examples of projects have been published on the Erasmus+ website, thus, inspiring newcomers as well as broadening beneficiaries’ understanding about mobility activities in relevant education sector.
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(1) for example http://liepaja.nosledziespilseta24.lv/zina?slug=liepajas-tehnikuma--eras...; https://nra.lv/latvija/izglitiba-karjera/248459-rigas-stila-un-modes-te… ; http://www.rsmt.lv/lv/projekti/erasmus/

Teachers who have been in a mobility programme not only publish impressions of mobility on the school’s website, but also share their experiences with other colleagues during teachers’ meetings. It improves the knowledge and skills of other teachers and encourages them to engage in mobility (1).
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(1) e.g., http://www.kuldigastehnikums.lv/?page_id=2113

Latvia mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. Reflection has also been initiated on how to develop ways for valuing the commitment of staff to organising mobility activities. The existing actions are not evaluated; plans for coordinating them are being reflected upon. Still, Latvia has set up a benchmark for its policy in this area. Steps for progress in future could include finalising the recognition system for valuing staff commitment; considering mainstreaming mobility into the initial training and continuous professional development of staff and heads of VET institutions; and making policy coordination and evaluation in this area systematic, complete and topic-specific focused. Further steps which could also be considered include making sure that the mechanisms put in place and opportunities thus open (and how to benefit from them) are visible to all potential users; making room for users 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 them accordingly over time as necessary.

Information and guidance: Latvia has a mechanism for providing IVET learners with information for international mobility. Guidance as such is provided, i.e. personalised advice, guidance and counselling provided by trained guidance counsellors within the framework of face-to-face interviews and targeted at helping learners clarify their interests and values, identify their skills, reflect on their experience, understand the options available to them, formulate plans, and make career-oriented decisions. It should be made sure in future (and it should be made clear how) that IVET learners are also provided with fully-fledged mobility-related guidance. The existing provision of information and guidance is coordinated countrywide. School guidance counsellors are provided with information and in-service training which also includes topics related to learning mobility. However, there are no specific requirements regarding the inclusion of mobility topics within student career information and counselling sessions, this is done ad hoc. Policy targets/benchmarks are also lacking, however debates for development plans have been initiated. Better enhancing international mobility in IVET in future would require putting in place a regular evaluated procedure to ensure that the provision of information and guidance to IVET learners improves over time.

Institutional and administrative issues: Latvia has a policy orientation to promote the integration of international mobility experiences into the curricula of IVET programmes. The country has also taken measures to facilitate the delivery of visas and residency permits to IVET learners from a range of third countries and to facilitate departure of minor Latvian nationals to the other Member States of the European Union that are not members of the Schengen Agreement. Regarding the reduction of administrative burdens induced by organising mobility, surveys suggest that users are satisfied with the existing situation and no specific measure is needed. However there is a lack of specific measures to remove the possible obstacles to the international movement of minor apprentices and IVET students. Steps for future progress in this area could consist in assessing the possible obstacles and organising accordingly appropriate facilitating measures if proved necessary. The country also lacks policy targets/benchmarks as well as complete and systematic policy evaluation and countrywide coordination in this area. Addressing these shortcomings could be considered in future.

Recognition: Latvia has in place an approach for the recognition of learning outcomes acquired abroad by IVET learners. The process seems to be considered easy to use by IVET learners. It is coordinated countrywide and covers all types of learning outcomes (i.e. courses, learning units, modules, programmes and qualifications / diplomas / degrees). The Europass Mobility Document, Europass Certificate Supplement, the LQF/EQF and the Learning Outcomes approach are used for the purpose of visibility, transfer and recognition in IVET international mobility. However, the recognition system is not evaluated. It is not subject to a regulatory time frame for processing recognition requests, and the country does not evaluate the visibility actions carried out by the AIC (the ENIC/NARIC Centre). In future, it could be checked (e.g.., through a user/stakeholder survey) whether an extended visibility policy is necessary to make sure that learners know where to get information on recognition. Addressing the issues of lack of evaluation and lack of indicative time frame could be considered for further progress, as well as extending the range of EU tools used to the Europass Certificate Supplement. Finally, although reflection has started, targets/benchmarks for the recognition policy are still lacking.

Partnerships and funding: Latvia has in place actions to support companies and IVET institutions in the creation of partnerships and networks for mobility projects, as well as in organising mobility projects. The country also funds lVET learners for their mobility activities. These actions are coordinated countrywide. They are also monitored. For future progress, it might be considered making sure a full-fledged evaluation of these policies is in place, ensuring that regular monitoring also translates into readjustments / reforms that improves policies over time. Policy targets for this area are also lacking, however this in the course of being addressed, as debate on setting up targets has been initiated.

Motivation: Latvia has in place actions to inform learners on mobility opportunities and activities (through articles, videos, photos, seminars) and promote a mobility culture. The country has not set out any policy targets for the motivation actions. Steps forward in future could include setting up motivation-related policy benchmarks. It could also be made sure that the information activities do not overlook emphasising the added value of mobility and instead highlight such benefits as those in terms of – among others – self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence. It could also be considered to foster a mobility culture also through mainstreaming mobility opportunities into all learning contexts.
Putting in place an evaluation process really addressing the motivation actions (not only the publicity and information ones) could be considered as well.

Long-term preparation: Latvia has actions to provide IVET learners with linguistic, intercultural and digital preparation for future mobility from the early stages of education. Processes for internationalising the IVET curriculum are also in place. These actions are coordinated but not evaluated. The country has also not set out any targets for the long-term preparation policy. However, actions are in place to make the long-term preparation mechanisms visible to potential users; make room for learners to give feedback upon having experienced them; and monitor the use of the mechanisms and readjust them accordingly. In future, steps forward which could be considered include setting up policy targets for the long-term preparation actions and developing an evaluation process for this policy.

Quality: Latvia has developed a range of actions to ensure the quality of mobility through pre-stay linguistic and intercultural preparation, stay monitoring processes, post-stay feedback mechanisms, and procedures for providing mobile learners with convenient and affordable transportation, accommodation and catering. This policy is countrywide coordinated and evaluated. Valuable approaches were put in place to make the quality mechanisms visible and accessible to potential users; make room for users to give feedback on the quality actions; and monitor the use of the quality mechanisms and accordingly readjust and improve them over time. However, the country has not set up policy targets for the quality actions. Setting up such targets could be considered in future.

Portability: Latvia has in place financial support measures for its IVET learners. These support funds are portable. The portability policy is coordinated countrywide; however, it is not evaluated. Initiatives have also been taken to make learners aware of the possibilities in terms of portability that are available to them. Yet, the country has not set up any targets/benchmarks for its portability policy. Steps for progress in future could include setting up policy targets/benchmarks along with processes for making policy evaluation complete and systematic in this area. Further steps could include making sure that users are given room for giving feedback on the portability mechanism upon having experienced it; and monitoring the use and practice of the said mechanism so as to readjust and improve it accordingly over time as necessary.

Disadvantaged learners: Latvia has developed actions in terms of funding (including information on the support measures available), motivation, preparation, and making use of multipliers, in order to support the mobility of disadvantaged IVET learners. The existing actions are to some extent coordinated countrywide and evaluated. Also, steps have been taken to make the ensuing opportunities visible to learners, and get feedback from these. However, Latvia has not set up policy targets for its actions in this area. Steps which could be considered for further progress in future include developing targets/benchmarks for this policy; making policy coordination and evaluation in this area complete, systematic and topic-specific focused; and monitoring the use and practice of the mechanisms targeted at the disadvantaged learners so as to readjust and improve them accordingly over time as necessary.

Multipliers: Latvia mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. Reflection has also been initiated on how to develop ways for valuing the commitment of staff to organising mobility activities. The existing actions are not evaluated; plans for coordinating them are being reflected upon. Still, Latvia has set up a benchmark for its policy in this area. Steps for progress in future could include finalising the recognition system for valuing staff commitment; considering mainstreaming mobility into the initial training and continuous professional development of staff and heads of VET institutions; and making policy coordination and evaluation in this area systematic, complete and topic-specific focused. Further steps which could also be considered include making sure that the mechanisms put in place and opportunities thus open (and how to benefit from them) are visible to all potential users; making room for users 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 them accordingly over time as necessary.