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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

PT Portugal (2019)

5.1.1. ACTIONS FOR RAISING AWARENESS OF THE ADDED VALUE OF MOBILITY AND/OR FOSTERING A MOBILITY CULTURE

Raising awareness about the added value of mobility
The NA Erasmus+ plays a relevant role in the process of raising the awareness of students, their families, teachers, trainers, employers and other players in the educational community about the added value of mobility. It draws attention to the language and cultural learning, and other effects of mobility experiences on the personal and professional development of learners.
The European and language clubs at schools disseminate outcomes of mobility experiences using photos and student testimonials through face-to-face sessions or online. Emphasis is put on:
- the cognitive, social and emotional skills of students, teachers and the educational community in general;
- networking opportunities with other education systems at European level;
- knowledge through multicultural experiences based on sharing, teamwork and contact with other cultures and countries; reinforcing European awareness and dialogue;
- further involvement in decision-making processes as to personal and vocational paths
- fostering citizenship and civic participation.
The added value for VET providers and schools is also outlined:
- train and value their teaching staff;
- assert themselves as a reference educational model;
- enhance the attractiveness of vocational education and training; promote intercultural dialogue;
- foster their internationalisation in an increasingly global scenario;
- encourage learners to become involved in their own training;
- update the skills of trainers;
- promote the sharing of experiences to compare educational practices;
- improve the process of school and vocational guidance.

Promoting a mobility culture
A good example of the actions to promote a mobility culture in Portugal is the development of the 1st Regional Action Plan for Youth in the Algarve region (1), in the southern part of the country. The plan is supported by the Erasmus+ Programme, and it is promoted and developed by the Cooperative for Education, Cooperation and Development – ECOS. This plan, built following a participatory and cross-sectoral approach, involves more than 90 regional and local institutions and organisations (municipalities, regional offices, associations). It was drawn up in dialogue with the youth population through a series of meetings and work sessions held in various parts of Algarve. One of its strategic objectives is to promote a favourable environment for the international mobility of young people through a set of specific actions, namely:
- the creation of a regional fund supported by local authorities (municipalities and the Algarve intermunicipal community) to develop international mobility by complementing existing financial aids;
- the creation of a physical and online network on mobility opportunities and European volunteering;
- the creation of an annual regional intervention plan that comprises the organisation of awareness-raising sessions on opportunities for international mobility involving partners from different backgrounds (employment, training and formal, non-formal and vocational education, promotion of personal and professional enrichment opportunities), targeting young people, families and caregivers, and teachers, which include the sharing of experiences and storytelling strategies.
Specific measures have also been taken at national level to infuse a greater international scope in the curriculum. The Education ministry created a theoretical frame of reference entitled European Dimension of Education for pre-school, basic and secondary education. Approved in March 2016 and designed in partnership with the European Information Centre Jacques Delors, the Ministry of Foreign Affairs and the NA Erasmus+, it is intended to serve – among others – as a reference for the development of European citizenship in schools. Its sub-theme ‘Mobility in the EU: The role of schools’ is specifically aimed at students of the lower (2) and upper secondary education. Its expected learning outcomes are to bring about the knowledge of cooperation programmes, projects and exchanges that promote European citizenship and the value of mobility opportunities in the EU. Students are expected to:
- get acquainted with the Erasmus+ programme in its various dimensions;
- develop interest in participating in eTwinning projects;
- know about the possibilities of mobility in the European area (participation in projects);
- understand that mobility experiences play an important role in their development as persons and professionals, and;
- recognise language learning as a factor that favours citizens'
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(1) http://algarve2020.ecos.pt/wp-content/uploads/2016/03/1%C2%BA-Plano_-ALG...
(2) The last three years of basic education before accessing secondary education, as named in Portuguese.