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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

FI Finland (2019)

7.1.1. ENSURING THE QUALITY OF MOBILITY EXPERIENCES

The country has taken actions that cover the following dimensions:

Language preparation
Most students going on a mobility period abroad also undergo a preparatory training (or at least session) including often specific vocationally oriented language and culture training regarding the host country. In the case of Erasmus+ funded periods this is a mandatory requirement. This preparatory training can consist of face-to-face meetings, courses, online courses with or without contact teaching, MOOCs, advice on how to prepare on one's own, prepared language material like vocational vocabularies either in electronic or printed form etc. In most VET institutions, where the mobilities are part of regular study programme, the language /intercultural preparation is centralized and some international coordinator and/or language teacher is responsible for it. The language / intercultural preparation is usually a combination of pepping up general language skills (especially spoken) and the vocational language skills (especially words for tools, materials and methods) Many Finnish VET institutionss have been active in developing language /intercultural preparation material either by themselves or in a European project (1). Also the introduction of the ECVET-system in 2015 has allowed for e.g. even more individual study paths to be included in the qualifications, which in many cases have taken the form of a study unit focusing especially on internationalisation (often 10-15 competence points). These study paths can include extra language training, cultural sensitivity, business culture ec. The ECVET-approach also requires learning agreements to be drawn up including defined learning outcomes for the mobility period, and in the case of Finland, this is done on an individual basis (2).

Stay monitoring
The education providers have international coordinators or mobility coordinators supporting the students both before, during and after the mobility period. Also the vocational teacher often provides mentoring during the period abroad using either e-mail, skype or other social media. Usually the students going abroad are over 18 years old and there is no need for accompanying person from Finland, unless there are students with special needs or some other need for accompanying. The hosting organisation abroad usually also names a contact person for assistance and guidance. Also the hosting work place should name a mentor at work place.

Feedback collection
After the learning mobility, most education providers ask for feedback from all students as a part of their internal quality assurance procedures. The international coordinators may organize webropol online surveys , and in eg. Erasmus+ it is compulsory requirement by the programme where the EU Survey is used. Also feedback discussions with the international coordinator/vocational teacher/guidance counsellor are organized either in group or individually, especially when learning outcomes acquired abroad are to be recognized due to ECVET. The possibility to share and evaluate the experiences is often most important for the non-formal learning process of the students. The feedback from the surveys and discussions serve as further development material for the international teams and activities.

Transport, housing, catering
The education providers have international coordinators or mobility coordinators supporting the students with this process. The transport to the host country is usually organised either by the international coordinator or the student him/herself
Concerning the housing, catering and transport in the host country the hosting organisations usually provide the coordinators / students with the needed information and make possible reservations. There are mobility grants from EU programmes, national programmes and from the education provider's own programmes, which are used to support the students in these costs. The payments for e.g. accommodation may be done directly from the institution or by the student in case the grant is paid 100% to the student. More and more education providers also have Memorandum of Understanding with fairly permanent foreign partners allowing for easy mobility arrangements on a reciprocal basis.
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(1) http://www.kameli.net/~manu/stuff/rsga
(2) For more information regarding ECVET see: http://www.oph.fi/english/publications/2015/inspiring_and_strengthening_...