Country fiches

Country

Fiche in full or part

Year

Finland (2023)

1.1.3. POLICY TARGETS IN THE THEMATIC AREA OF INFORMATION AND GUIDANCE

There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance provision has been prescribed in the Vocational Education and Training Act (1). This governs the organisation of upper secondary vocational education and training for both young and adult students.
The lifelong guidance strategy 2020–2023, jointly published by the Ministry of Education and Culture and the Ministry of Labor and Economy, is related to the objectives of the Sanna Marin government program regarding education, employment, well-being and inclusion. The strategy examines guidance as a continuum spanning the entire life cycle, which is a dialogue between the individual and his own career planning skills, as well as the information, advice and guidance that support them. Lifelong guidance is promoted as a whole, which takes into account the goals of individuals, communities and society.
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(1) 531/2017 in Finnish https://www.finlex.fi/fi/laki/alkup/2017/20170531
(2) in Finnish https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/162576/VN_20… (Lifelong guidance strategy 2020–2023)

Spain (2023)

1.1.3. POLICY TARGETS IN THE THEMATIC AREA OF INFORMATION AND GUIDANCE

Policy targets are in place. SEPIE sets in its annual work programme the following targets in the information and guidance area:
* 100% of information requests submitted by applicants interested in applying for a project in Erasmus+ will be answered by different means: info day events, web information, email, telephone and social networks (Twitter, Facebook, Instagram, LinkedIn).
* At least 1 annual event held to inform applicants about the Erasmus+ possibilities.
* 100% of beneficiaries of Erasmus+ grants are to receive information and guidance by different means: events, web information, mailboxes, telephone attention, social networks (Twitter, Facebook, Instagram, LinkedIn).
* At least 2 information meetings per Call for Proposals held with all the beneficiaries, one at the beginning of the projects and another one in the middle, to assure the projects' quality management and their compliance with the Erasmus+ rules.
* 100% of the educational representatives of the different Spanish regions are to receive information regarding the Programme and its possibilities, which they can provide to all schools and students interested in the Programme.
* At least one information meeting is to be carried out with all the educational representatives throughout the year.
* Dissemination of Erasmus+ opportunities and testimonials through contacting the media, press releases, and videos, as well as by contacting inspirational beneficiaries or participants in order to share their Erasmus+ experiences in events or communication materials and initiatives.
In addition, at the end of 2019, the government approved the I Strategic Plan for Vocational Training of the Education System 2019-2022 (1), the roadmap driving VET development in recent years. It includes several objectives linked to learners’ mobility and, especially, of teachers and trainers.
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(1) https://www.todofp.es/dam/jcr:163978c0-a214-471e-868d-82862b5a3aa3/plan…

Mobility scoreboard database

Finland (2023)

Spain (2023)

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IVET level(s) covered in this fiche:
Main schemes for international IVET mobility
OVERVIEW OF 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” THEMATIC 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 INCOMING OR OUTGOING IVET LEARNERS
---2.1.2.3. MEASURES TO REMOVE THE LEGAL OBSTACLES TO THE INTERNATIONAL MOBILITY OF INCOMING OR OUTGOING 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 “ADMINISTRATIVE AND INSTITUTIONAL ISSUES” THEMATIC 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 OF LEARNING OUTCOMES” THEMATIC 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” THEMATIC 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 mechanisms
----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 actions for the internationalisation of the IVET curriculum
---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 mechanisms
----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: case of the feedback collection and reintegration mechanisms
----7.1.5.1.4. Making the Quality mechanisms visible and accessible: case of the mechanisms for affordable and convenient 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 affordable and convenient 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 affordable and convenient 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 8. PORTABILITY OF GRANTS AND LOANS
-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 the actions in terms 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: case of the actions in terms of motivation
----9.1.5.1.4. Making the mechanisms for disadvantaged learners visible and accessible: case of the actions in terms of preparation
----9.1.5.1.5. Making the mechanisms for disadvantaged learners visible and accessible: case of the actions in terms of using 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 “SUPPORT TO DISADVANTAGED LEARNERS” THEMATIC 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: case of the actions targeted at recognising and valuing staff commitment to learning mobility
----10.1.5.1.3. Making the Multiplier policy visible and accessible: case of the actions in terms of mainstreaming mobility in the training of heads and staff of VET institutions
---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 to learning mobility
----10.1.5.2.3. Learners (and stakeholders) surveys on the actions in terms of mainstreaming mobility in the training of heads and staff of VET institutions
---10.1.5.3. ASSESSMENT OF THE EXTENT OF USE
----10.1.5.3.1. Assessment of the extent of use of the mechanisms employing multipliers
----10.1.5.3.2. Assessment of the extent of use of the mechanisms for recognising and valuing staff commitment to learning mobility
----10.1.5.3.3. Assessment of the extent of use of the mechanisms for mainstreaming mobility in the training of heads and staff of VET institutions
---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