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Mobility scoreboard database

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. Differentiated 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

EE Estonia (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

Actions have been taken in three directions.

1. Encouraging the use of multipliers
It is a common practice in VET institutions to encourage multipliers to share their experiences with future mobile IVET learners. Every semester VET institutions organise practice seminars, where multipliers from different fields of vocational study give speeches about their mobility period, sharing experiences and recommendations. These kind of events are very popular among VET learners.
The Archimedes Foundation organises a project “Mobility to Europe and back”, the purpose of which is to share fun or instructional stories and pictures from their experiences during their mobility period. Authors of the best pictures and stories are rewarded in the “Mobility promoter of the year” event. The purpose of the event is to popularise mobility among learners.

2. Valuing staff's commitment to organising mobility
On a regular basis, the Archimedes Foundation organises events like “Mobility promoter of the year” or “Traveller of the year” with the purpose of highlighting outstanding persons who have contributed to the promotion of the mobility programme.

3. Mainstreaming mobility in the training and background of staff
Estonian Lifelong Learning Strategy’s Vocational Education Programme aims at increasing students’ and teachers’ mobility and schools’ participation in international networks, as well as improving international cooperation and vocational education policy. The programme is updated every year with regard to the next four years and confirmed by the Minister of Education and Research. Against this background, 20 out of the 26 state owned VET institutions (not to mention the remaining 7 which are either municipal or private) are oriented to increasing the number of teachers’ mobility placements, including practicum and/or training. The purpose is to motivate teachers and thereby improve teaching quality. In the framework of Erasmus+, the budget for the mobility of VET teachers has doubled in the 2016 application round.

FI Finland (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

Actions have been taken in three directions.

1. Encouraging the use of ‘multipliers’ to exchange with not yet mobile IVET learners and inspire and motivate them to become mobile
EDUFI/Erasmus+ NA interviews different kind of learners, teachers and workplace trainers about their experiences in VET mobility and publishes these in articles or videos, which are distributed on the webpage and in the social media (youtube, facebook, twitter).
The Erasmus+ NA participates also in Transnational Cooperation Activity TCA EuroApprentice in which the learners share their experiences in learning mobility mainly through social media.
The student unions in VET are important information channels to reach out to non-mobile youth in the VET institutions. The national authorities including the Erasmus+ NA carry out a constant dialogue with the unions.

2. Encouraging IVET institutions to recognise and value teachers’, trainers’ and youth workers’ commitment to learning mobility
The skills and competencies gained by staff of IVET institutions though participating in / organizing international exchanges and activities are taken into account in the performance appraisal of the staff.

3. Mainstreaming learning mobility as a component in the initial training and continuous professional development of heads of IVET institutions, teachers, trainers, administrative staff and youth workers
The initial training of Finnish VET teachers contains components of international and global nature, covering the topics of international mobility and cooperation. In addition, many VET providers have arranged for their staff paths for professional development in Internationalisation. Teachers, trainers and youth workers are encouraged to participate in international exchanges either as a support person (e.g. for disadvantaged learners groups) or as an individual work-shadowing/teaching period which is a recognized as part of their professional development.

LU Luxembourg (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

Actions have been taken in two directions
1. Encouraging the use of ‘multipliers’ to exchange with not yet mobile IVET learners and inspire and motivate them to become mobile
In the framework of Erasmus+ mobility projects, Anefore and the SNJ use testimonies in order to promote mobility and to motivate not yet mobile IVET learners. The testimonies come from former mobility candidates, but also school directors and teachers, and occasionally Erasmus + ambassadors, who all play as multipliers. Testimonies take place through participation in meetings and conferences, but also through videos and articles posted on the institutions' web sites or presented in publications, or on their Facebook or Youtube pages. Anefore also strongly encourages the sending institutions, which are in direct contact with potential mobility candidates, to organize for parents and students information sessions where testimonies are presented.
2. Encouraging IVET institutions to recognise and value teachers’, trainers’ and youth workers’ commitment to learning mobility
A discharge can be given to teachers who are in charge of mobility projects and who accompany mobile learners.

SK Slovakia (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

The country has taken initiatives in two of the three dimensions

1. Encouraging the use of ‘multipliers’ to exchange with not yet mobile IVET learners and inspire and motivate them to become mobile. Those who have successfully implemented a mobility projects for IVET pupils and apprentices, are invited to the information, training and thematic seminars dealing with this topic, to share their experience and give advice to the ‘newcomers’ preparing their applications under the Erasmus+ programme in order to reach additional not yet mobile IVET learners.
In 2018, SAAIC implemented an initiative titled ‘Role models’ which offers individual success stories to motivate others to participate in mobility, inter alia as an opportunity to escape from the disadvantage environment trap. These success stories are placed on the Erasmus+ website and were also presented within specialised seminars aimed at disadvantaged learners and educators working with them.

2. Encouraging IVET institutions to recognise and value teachers’, trainers’ and youth workers’ commitment to learning mobility. Not only do IVET institutions recognise the involvement in mobility activities as a part of the personal development of staff members, but also the education ministry awards credits on request of teachers participating in mobility projects. Nevertheless, the procedure is administratively complicated, as the applicants have to provide evidence of a domestic CPD course with a similar content. This kind of credits are usually offered to participants in domestic training actions. They are important for teacher/trainer promotion as they result in temporary tariff wage increase or entitlement to entering an attestation procedure which in turn leads to both a higher career status and better remuneration.

ES Spain (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

Actions have been taken in two directions

1. Valuing staff commitment
At school level, IVET centres carry out dissemination and evaluation activities of their mobility projects so as to be valued by the entire educational community. Related information is integrated in their annual report, and in many cases, Heads of International Projects and other staff involved in mobility projects can allocate mobility management time within their official schedule.

2. Mainstreaming mobility in the training of staff
The institutions responsible for the training of IVET teachers usually (a) offer their students opportunities for participating in EU-oriented training sessions; and (b) send abroad their students for traineeships in European companies.

SE Sweden (2019)

10.1.1. ACTIONS IN TERMS OF ENCOURAGING THE USE OF MULTIPLIERS AND STAFF COMMITMENT TO LEARNING MOBILITY

Internationalisation, i.e. international contacts, co-operation and exchange in education, is stated in the curriculum for upper secondary school, and is as such encouraged. IVET institutions can utilise remunerations to recognise and value school staff’s commitment to organising learning mobility. The remuneration rule is that teachers' salaries are individually set depending on how well the teacher has met the goals set up. Thus, VET institutions have room for valuing commitment to mobility through adjusting salaries accordingly.