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Mobility scoreboard database

Country fiches

Country fiches provide detailed country-specific information and policy suggestions relating to IVET mobility for each of the 30 countries (EU Member States, Iceland, Norway) covered. The topics addressed in the fiches are as follows:

  • IVET level(s) covered in the fiche
  • Main schemes for international IVET mobility
  • Overview on the general governance of the IVET mobility policy
  • Overall targets in IVET mobility policy
  • Overall coordination of IVET mobility policy
  • Overall evaluation of the IVET mobility policy

Part 1. Information and guidance on international learning mobility for IVET

  • 1.1. Description of country structures and policy interventions
  • 1.1.1. Mechanism(s) to provide IVET learners with information and guidance on international learning mobility
  • 1.1.2. Countrywide coordination of information and guidance provision
  • 1.1.3. Policy targets in the thematic area of information and guidance
  • 1.1.4. Do legal provisions specifically include the objective of promoting international learning mobility in IVET?
  • 1.1.5. Actions for improving the provision of information and guidance on international learning mobility for IVET learners
  • 1.1.6. Evaluation of the actions for improving the provision of information and guidance
  • 1.1.7. Provision of information and assistance on IVET international mobility to companies and IVET institutions
  • 1.2. Analysis of country situation with respect to the criteria of the indicator for the “Information and guidance” area

Part 2. Administrative and institutional issues

  • 2.1. Description of country structures and policy interventions
  • 2.1.1. Existence of a policy orientation to encourage and support international learning mobility of IVET learners
  • 2.1.1.1. Integration of international learning mobility experiences in the curricula of IVET programmes
  • 2.1.1.2. Policy targets in the thematic area of removing administrative and institutional obstacles
  • 2.1.2. Measures to facilitate learning mobility in IVET
  • 2.1.2.1. Measures to smooth the delivery of visas and residency permits to IVET learners from third countries
  • 2.1.2.2. Measures to reduce administrative burdens that may hinder the international mobility of learners
  • 2.1.2.3. Measures to remove the legal obstacles to the international mobility of minor IVET learners
  • 2.1.2.4. Social and labour protection of apprentices and IVET students involved in international learning mobility
  • 2.1.3. Coordination and evaluation
  • 2.1.3.1. Coordination of the measures targeted at removing the administrative and institutional obstacles
  • 2.1.3.2. Evaluation of the measures targeted at removing the administrative and institutional obstacles
  • 2.2. Analysis of country situation with respect to the criteria of the indicator for the “Adm. and institutional issues” area

Part 3. Recognition of learning outcomes

  • 3.1. Description of country structures and policy interventions
  • 3.1.1. General approach to the recognition of learning acquired abroad by IVET learners
  • 3.1.1.1. Regulation by law or case by case treatment?
  • 3.1.1.2. Ease of access to recognition of learning acquired abroad by IVET learners
  • 3.1.2. Policy targets in thematic area of recognition
  • 3.1.3. Scope of recognition
  • 3.1.4. Countrywide coordination of the recognition approach
  • 3.1.5. Time limit for the recognition process
  • 3.1.6. Visibility of contact points for information on recognition
  • 3.1.6.1. Actions to establish, or make more visible, contact points for information on recognition
  • 3.1.6.2. Evaluation of the visibility policy
  • 3.1.7. Use of EU tools for visibility, transfer and recognition of learning outcomes
  • 3.1.8. Evaluation of the recognition policy, mechanisms and practices
  • 3.2. Analysis of country situation with respect to the criteria of the indicator for the “Recognition” area

Part 4. Partnerships and funding

  • 4.1. Description of country structures and policy interventions
  • 4.1.1. Policy targets in the thematic area of partnerships and funding
  • 4.1.2. Countrywide coordination of policy actions
  • 4.1.3. Partnerships
  • 4.1.3.1 Actions to support companies and IVET providers in the creation of mobility partnerships and networks
  • 4.1.3.2. Evaluation of the actions to support the creation of partnerships and networks
  • 4.1.4. Funding and other support
  • 4.1.4.1. Support to learners
  • 4.1.4.1.1. Actions to fund the international mobility of IVET learners
  • 4.1.4.1.2. Evaluation of the actions to provide IVET learners with financial support
  • 4.1.4.2. Support to stakeholders and staff
  • 4.1.4.2.1. Actions to provide companies, institutions and staff with support for organising mobility projects
  • 4.1.4.2.2. Evaluation of the support to organising mobility projects
  • 4.2. Analysis of country situation with respect to the criteria of the indicator for the “Partnerships and funding” area

Part 5. Motivation to participate in transnational learning mobility activities

  • 5.1. Description of country structures and policy interventions
  • 5.1.1. Actions for raising awareness of the added value of mobility and/or fostering a mobility culture
  • 5.1.2. Countrywide coordination of the awareness raising and mobility culture actions
  • 5.1.3. Evaluation of the awareness raising and mobility culture actions
  • 5.1.4. Policy targets in the thematic area of motivation
  • 5.2. Analysis of country situation with respect to the criteria of the indicator for the “Motivation” thematic area

Part 6. Preparation of opportunities for learning mobility

  • 6.1. Description of country structures and policy interventions
  • 6.1.1. Mobility preparation from the early stages of education
  • 6.1.2. Countrywide coordination of the preparation actions
  • 6.1.3. Evaluation of the preparation actions
  • 6.1.4. Policy targets in the thematic area of preparation
  • 6.1.5. How are learners (and stakeholders) involved in making the preparation policy effective?
  • 6.1.5.1. Visibility and access policy
  • 6.1.5.1.1. Making the preparation mechanisms visible and accessible: case of the linguistic and intercultural preparation
  • 6.1.5.1.2. Making the preparation mechanisms visible and accessible: case of the digital preparation mechanisms
  • 6.1.5.1.3. Making the preparation mechanisms visible and accessible: case of the internationalisation actions
  • 6.1.5.2. Learners (and stakeholders) surveys
  • 6.1.5.2.1. Learners (and stakeholders) surveys on the linguistic and intercultural preparation mechanisms
  • 6.1.5.2.2. Learners (and stakeholders) surveys on the digital preparation
  • 6.1.5.2.3. Learners (and stakeholders) surveys on the internationalisation actions
  • 6.1.5.3. Assessment of the extent of use
  • 6.1.5.3.1. Assessment of the extent of use of the mechanisms for linguistic and intercultural preparation
  • 6.1.5.3.2. Assessment of the extent of use of the digital preparation mechanisms
  • 6.1.5.3.3. Assessment of the extent of use of the internationalisation actions
  • 6.1.5.4. Other
  • 6.2. Analysis of country situation with respect to the criteria of the indicator for the “Preparation” thematic area

Part 7. Quality of learning mobility

  • 7.1. Description of country structures and policy interventions
  • 7.1.1. Ensuring the quality of mobility experiences
  • 7.1.2. Countrywide coordination of the quality-related actions
  • 7.1.3. Evaluation of the quality-related actions
  • 7.1.4. Policy targets in the thematic area of quality
  • 7.1.5. How are learners (and stakeholders) involved in making the quality policy effective?
  • 7.1.5.1. Visibility and access policy
  • 7.1.5.1.1. Making the quality mechanisms visible and accessible: case of the linguistic and intercultural preparation
  • 7.1.5.1.2. Making the quality mechanisms visible and accessible: case of the stay monitoring mechanisms
  • 7.1.5.1.3. Making the quality mechanisms visible and accessible: feedback collection and reintegration mechanisms
  • 7.1.5.1.4. Making the quality mechanisms visible and accessible: mechanisms for housing, catering and transport
  • 7.1.5.2. Learners (and stakeholders) surveys
  • 7.1.5.2.1. Learners (and stakeholders) surveys on the linguistic and intercultural preparation mechanisms
  • 7.1.5.2.2. Learners (and stakeholders) surveys on the stay monitoring mechanisms
  • 7.1.5.2.3. Learners (and stakeholders) surveys on the feedback and reintegration mechanisms
  • 7.1.5.2.4. Learners (and stakeholders) surveys on the mechanisms for housing, catering and transport
  • 7.1.5.3. Assessment of the extent of use
  • 7.1.5.3.1. Assessment of the extent of use of the mechanisms for linguistic and intercultural preparation
  • 7.1.5.3.2. Assessment of the extent of use of the stay monitoring mechanisms
  • 7.1.5.3.3. Assessment of the extent of use of the feedback and reintegration mechanisms
  • 7.1.5.3.4. Assessment of the extent of use of the mechanisms for housing, catering and transport
  • 7.1.5.4. Other
  • 7.2. Analysis of country situation with respect to the criteria of the indicator for the “Quality” thematic area

Part 7. Quality of learning mobility

  • 8.1. Description of country structures and policy interventions
  • 8.1.1. Grants and loans available to IVET learners for use within their country
  • 8.1.1.1. Types
  • 8.1.1.2. Purposes
  • 8.1.1.3. Funding bodies
  • 8.1.1.4. Access conditions and allocation principles
  • 8.1.1.5. Portability
  • 8.1.2. Portability policy
  • 8.1.3. Countrywide coordination of the portability mechanisms
  • 8.1.4. Evaluation of the portability mechanisms
  • 8.1.5. Policy targets in the thematic area of portability
  • 8.1.6. How are learners (and stakeholders) involved in making the portability policy effective?
  • 8.1.6.1. Making the portability mechanisms visible and accessible
  • 8.1.6.2. Learners (and stakeholders) surveys on the portability mechanisms
  • 8.1.6.3. Assessment of the extent of use of the portability mechanisms
  • 8.1.6.4. Other
  • 8.2. Analysis of country situation with respect to the criteria of the indicator for the “Portability” thematic area

Part 9. Taking on board disadvantaged learners

  • 9.1. Description of country structures and policy interventions
  • 9.1.1. Peculiar actions to provide disadvantaged learners with support tailored to their specific needs
  • 9.1.2. Countrywide coordination of the support measures for disadvantaged learners
  • 9.1.3. Evaluation of the support measures for disadvantaged learners
  • 9.1.4. Policy targets in the thematic area of support to disadvantaged learners
  • 9.1.5. How are learners (and stakeholders) involved in making effective the support policy for disadvantaged learners?
  • 9.1.5.1. Visibility and access policy
  • 9.1.5.1.1. Making the mechanisms for disadvantaged learners visible and accessible: case of information and guidance
  • 9.1.5.1.2. Making the mechanisms for disadvantaged learners visible and accessible: case of the funding actions
  • 9.1.5.1.3. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of motivation
  • 9.1.5.1.4. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of preparation
  • 9.1.5.1.5. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of multipliers
  • 9.1.5.2. Learners (and stakeholders) surveys
  • 9.1.5.2.1. Learners (and stakeholders) surveys on the actions in terms of information and guidance
  • 9.1.5.2.2. Learners (and stakeholders) surveys on the funding actions
  • 9.1.5.2.3. Learners (and stakeholders) surveys on the actions in terms of motivation
  • 9.1.5.2.4. Learners (and stakeholders) surveys on the actions in terms of preparation
  • 9.1.5.2.5. Learners (and stakeholders) surveys on the actions in terms of using multipliers
  • 9.1.5.3. Assessment of the extent of use
  • 9.1.5.3.1. Assessment of the extent of use of the mechanisms for information and guidance
  • 9.1.5.3.2. Assessment of the extent of use of the funding mechanisms
  • 9.1.5.3.3. Assessment of the extent of use of the motivation-related mechanisms
  • 9.1.5.3.4. Assessment of the extent of use of the preparation mechanisms
  • 9.1.5.3.5. Assessment of the extent of use of the actions in terms of using multipliers
  • 9.1.5.4. Other
  • 9.2. Analysis of country situation with respect to the criteria of the indicator for the “Disadvantaged learners” area

Part 10. Making use of multipliers

  • 10.1. Description of country structures and policy interventions
  • 10.1.1. Actions in terms of encouraging the use of multipliers and staff commitment to learning mobility
  • 10.1.2. Countrywide coordination of the multiplier policy
  • 10.1.3. Evaluation of the multiplier policy
  • 10.1.4. Policy targets in the thematic area of using multipliers
  • 10.1.5. How are learners (and stakeholders) involved in making effective the multiplier policy?
  • 10.1.5.1. Visibility and access policy
  • 10.1.5.1.1. Making the multiplier policy visible and accessible: case of the actions in terms of using multipliers
  • 10.1.5.1.2. Making the multiplier policy visible and accessible: actions recognising and valuing staff commitment
  • 10.1.5.1.3. Making the multiplier policy visible and accessible: case of the actions in terms of mainstreaming mobility
  • 10.1.5.2. Learners (and stakeholders) surveys
  • 10.1.5.2.1. Learners (and stakeholders) surveys on the actions in terms of using multipliers
  • 10.1.5.2.2. Learners (and stakeholders) surveys on the actions in terms of recognising and valuing staff commitment
  • 10.1.5.2.3. Learners (and stakeholders) surveys on the actions in terms of mainstreaming mobility in the training
  • 10.1.5.3. Assessment of the extent of use
  • 10.1.5.3.1. Assessment of the extent of use of the mechanisms for using multipliers
  • 10.1.5.3.2. Assessment of the extent of use of the mechanisms for recognising and valuing staff commitment
  • 10.1.5.3.3. Assessment of the extent of use of the mechanisms for mainstreaming mobility in the training
  • 10.1.5.4. Other
  • 10.2. Analysis of country situation with respect to the criteria of the indicator for the “Multipliers” thematic area

Part 11. Synthesis - Policy suggestions

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