Country fiches
France (2023)
1.1.5. ACTIONS FOR IMPROVING THE PROVISION OF INFORMATION AND GUIDANCE ON INTERNATIONAL LEARNING MOBILITY FOR IVET LEARNERS
Improvement actions in recent past include:
The 1jeune 1 solution website set up as part of the recovery plan has a section entitled "I'm looking for an experience in Europe" which provides information on job mobility, internships, volunteering and also apprenticeship (1) .
Previous improvement actions included:
- the introduction of the national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of a nationwide “Regional public service of guidance”, targeted at improving coordination of mobility policy, including information and guidance;
- The publication, by the national agency “Erasmus+ France Education and training”, in November 2018, of a specific guide dedicated to mobility referents: “Skills of a referent mobility in Apprenticeship training centres” (2).
This guide was drawn up as part of the work of the Territorial Conference for Apprenticeship Mobility (Assises territoriales pour la mobilité des apprentis, ATMA), coordinated by the Erasmus + Agency. This guide presents the role, tasks and competences of the referents who promote the implementation of international mobility projects of apprentices, and specify the conditions for success of such projects. A video to promote the organisation of international mobilities in an Apprentis training center (“Centre de formation des apprentis”, CFA) has been published. (3).
The new pedagogical organisation of vocational schools reinforces the support offered to students. The timetable for the vocational baccalaureate provides for 265 hours of extra support throughout the training cycle, dedicated to consolidation, personalised support and support in choosing a career path(4). The ability to be mobile, to prepare for mobility are skills to be developed. Training modules for teachers have been specifically designed to support them in this task. A presentation of the new measures to support students in their choice of career at the collège and vocational upper secondary schools is also available to parents online (5).
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(1) https://www.1jeune1solution.gouv.fr/europe
(2) https://agence.erasmusplus.fr/publications/guide-cfa/
(3) https://agence.erasmusplus.fr/videos/organiser-des-mobilites-internatio…
(4) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/5/VM_Mo…
(5) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/51/9/Orien…
The 1jeune 1 solution website set up as part of the recovery plan has a section entitled "I'm looking for an experience in Europe" which provides information on job mobility, internships, volunteering and also apprenticeship (1) .
Previous improvement actions included:
- the introduction of the national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of a nationwide “Regional public service of guidance”, targeted at improving coordination of mobility policy, including information and guidance;
- The publication, by the national agency “Erasmus+ France Education and training”, in November 2018, of a specific guide dedicated to mobility referents: “Skills of a referent mobility in Apprenticeship training centres” (2).
This guide was drawn up as part of the work of the Territorial Conference for Apprenticeship Mobility (Assises territoriales pour la mobilité des apprentis, ATMA), coordinated by the Erasmus + Agency. This guide presents the role, tasks and competences of the referents who promote the implementation of international mobility projects of apprentices, and specify the conditions for success of such projects. A video to promote the organisation of international mobilities in an Apprentis training center (“Centre de formation des apprentis”, CFA) has been published. (3).
The new pedagogical organisation of vocational schools reinforces the support offered to students. The timetable for the vocational baccalaureate provides for 265 hours of extra support throughout the training cycle, dedicated to consolidation, personalised support and support in choosing a career path(4). The ability to be mobile, to prepare for mobility are skills to be developed. Training modules for teachers have been specifically designed to support them in this task. A presentation of the new measures to support students in their choice of career at the collège and vocational upper secondary schools is also available to parents online (5).
_________
(1) https://www.1jeune1solution.gouv.fr/europe
(2) https://agence.erasmusplus.fr/publications/guide-cfa/
(3) https://agence.erasmusplus.fr/videos/organiser-des-mobilites-internatio…
(4) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/5/VM_Mo…
(5) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/51/9/Orien…
Germany (2023)
1.1.5. ACTIONS FOR IMPROVING THE PROVISION OF INFORMATION AND GUIDANCE ON INTERNATIONAL LEARNING MOBILITY FOR IVET LEARNERS
An initiative regarding the quality of guidance of apprentices consisted in amending in 2009 the Instructor Aptitude Ordinance (1). The reform required instructors to have the competence to assess whether parts of a vocational training can be realized abroad (see § 3 (2) 6.) This extension aimed at giving more advice on international mobility to apprentices directly from the instructor in charge and not only from external experts.
In order to strengthen the visibility of information for potential Erasmus+ participants, a new website co-funded by Germany and the European Union and dedicated especially to apprentices and VET students was launched in 2015. It explained individual access to the Erasmus+ VET mobility, by far the largest programme for VET mobility (machmehrausdeinerausbildung.de. This website was merged with the general information website about IVET mobility from former Informations- und Beratungsstelle für Auslandsaufenthalte in der beruflichen Bildung (IBS) in 2021 to build a new, extensive information portal for young VET learners: www.meinauslandspraktikum.de. It is serviced by the new “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) at the National Agency at the German Federal Institute for Vocational Education and Training (NA at BIBB) and offers comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding (extensive database and access to Erasmus+ pool projects for individual applications (2) included), a map with regional guidance services, as well as a hotline and e-mail contact to the support center team. The latter is also present at fairs and information events throughout Germany. A second portal addressing VET institutions not yet experienced with international VET mobility will be launched in 2023.
The study “Transnational Mobility in Initial Vocational Education and Training” published by NA at BIBB in 2017 shows “that insufficient communication by existing programmes as well as a lack of financial support can be identified as the main reasons for inactive schools and companies having refrained so far from sending apprentices abroad” (3). NA at BIBB presented the results of the study among different important employer associations in order to motivate them to offer possibilities for learning abroad and to provide their apprentices with information and guidance. Furthermore, NA at BIBBdeveloped new information material addressing enterprises and schools both about Erasmus+ VET mobility and AusbildungWeltweit (VETWorldwide). Joint information campaigns targeting VET institutions include nationwide flyer distributions to VET schools in 2021, an ad campaign in professional, trade and education journals and national newspapers in 2022, or several talks and information stands at fairs for HR specialists, trainers, schools etc.
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(1) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German
(2) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/pool-projekte
(3) (Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
In order to strengthen the visibility of information for potential Erasmus+ participants, a new website co-funded by Germany and the European Union and dedicated especially to apprentices and VET students was launched in 2015. It explained individual access to the Erasmus+ VET mobility, by far the largest programme for VET mobility (machmehrausdeinerausbildung.de. This website was merged with the general information website about IVET mobility from former Informations- und Beratungsstelle für Auslandsaufenthalte in der beruflichen Bildung (IBS) in 2021 to build a new, extensive information portal for young VET learners: www.meinauslandspraktikum.de. It is serviced by the new “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) at the National Agency at the German Federal Institute for Vocational Education and Training (NA at BIBB) and offers comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding (extensive database and access to Erasmus+ pool projects for individual applications (2) included), a map with regional guidance services, as well as a hotline and e-mail contact to the support center team. The latter is also present at fairs and information events throughout Germany. A second portal addressing VET institutions not yet experienced with international VET mobility will be launched in 2023.
The study “Transnational Mobility in Initial Vocational Education and Training” published by NA at BIBB in 2017 shows “that insufficient communication by existing programmes as well as a lack of financial support can be identified as the main reasons for inactive schools and companies having refrained so far from sending apprentices abroad” (3). NA at BIBB presented the results of the study among different important employer associations in order to motivate them to offer possibilities for learning abroad and to provide their apprentices with information and guidance. Furthermore, NA at BIBBdeveloped new information material addressing enterprises and schools both about Erasmus+ VET mobility and AusbildungWeltweit (VETWorldwide). Joint information campaigns targeting VET institutions include nationwide flyer distributions to VET schools in 2021, an ad campaign in professional, trade and education journals and national newspapers in 2022, or several talks and information stands at fairs for HR specialists, trainers, schools etc.
__________________
(1) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German
(2) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/pool-projekte
(3) (Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Iceland (2023)
1.1.5. ACTIONS FOR IMPROVING THE PROVISION OF INFORMATION AND GUIDANCE ON INTERNATIONAL LEARNING MOBILITY FOR IVET LEARNERS
The institutions which receive a grant are responsible to inform their students about the possibilities for grants. It varies between them how this is done, through emails, public announcements, or open meetings. No major change has taken place on this topic in recent years.
However, Iceland has taken steps to improve the provision of information and assistance to IVET providers on international learning mobility for IVET learners. An increased emphasis is being placed on offering e-services, which is most helpful to schools in the countryside than the ones in and around Reykjavík. Specific video tutorials are online and applicants are encouraged to contact Rannís if they have any further questions. The Trade Unions now systematically introduce Erasmus mobility opportunities at graduation ceremonies for the regulated trades.
However, Iceland has taken steps to improve the provision of information and assistance to IVET providers on international learning mobility for IVET learners. An increased emphasis is being placed on offering e-services, which is most helpful to schools in the countryside than the ones in and around Reykjavík. Specific video tutorials are online and applicants are encouraged to contact Rannís if they have any further questions. The Trade Unions now systematically introduce Erasmus mobility opportunities at graduation ceremonies for the regulated trades.
Lithuania (2023)
1.1.5. ACTIONS FOR IMPROVING THE PROVISION OF INFORMATION AND GUIDANCE ON INTERNATIONAL LEARNING MOBILITY FOR IVET LEARNERS
The Erasmus+ National Agency, responsible for the implementation of programmes for IVET international mobility, prepares annually a work plan with indicators and targets for the information and guidance provision on IVET mobility. Activities, indicators and improvement measures are planned based on a continuous assessment of previous information and guidance activities as well in light of the priorities and requirements set by the European Commission for the Erasmus+ programme. The annual plans are approved by the Ministry of Education, Science and Sport as well as the European Commission. Erasmus+ National Agency systematically presents the results and best practices of the programme to the Ministry of Education, Science and Sport in order to ensure their effective application at national level.
In 2021, the NA, in cooperation with the National Authority, established national VET Team, which consisted of 7 experts. The purpose of the national team of experts is to provide a pool of expertise to promote and enhance progress toward the application of EU VET tools, such as the EQAVET, Europass, European Vocational Core Profiles, etc. The experts have tangible experience with working with EU VET tools on learning mobility, quality assurance, use of learning outcomes and/or recognition in VET, etc. It is expected that the experts should in particular provide support to funded mobility projects supported by the Erasmus+ programme, will provide a training and advice to project on learning mobility. VET Team goals and results are currently being planned.
The long-term Lithuanian strategy of development of VET and AE internationalisation (project) until 2030 and guidance plan of implementing measures stipulate the targets, objectives, measures and indicators.
In 2021, the NA, in cooperation with the National Authority, established national VET Team, which consisted of 7 experts. The purpose of the national team of experts is to provide a pool of expertise to promote and enhance progress toward the application of EU VET tools, such as the EQAVET, Europass, European Vocational Core Profiles, etc. The experts have tangible experience with working with EU VET tools on learning mobility, quality assurance, use of learning outcomes and/or recognition in VET, etc. It is expected that the experts should in particular provide support to funded mobility projects supported by the Erasmus+ programme, will provide a training and advice to project on learning mobility. VET Team goals and results are currently being planned.
The long-term Lithuanian strategy of development of VET and AE internationalisation (project) until 2030 and guidance plan of implementing measures stipulate the targets, objectives, measures and indicators.
Spain (2023)
1.1.5. ACTIONS FOR IMPROVING THE PROVISION OF INFORMATION AND GUIDANCE ON INTERNATIONAL LEARNING MOBILITY FOR IVET LEARNERS
Spain has taken steps to improve the information and guidance provision for IVET learning mobility.
The educational administrations (at state and regional levels) carry out regular actions to disseminate information about international mobility opportunities and to explain the management mechanisms of these actions among managers of the educational centres, counsellors and tutors involved in international mobility.
SEPIE (the Erasmus+ National Agency for education and training in Spain), in turn, also carries out regularly its own actions, independently and in parallel to the previous ones, with the same objectives of disseminating information about opportunities and management mechanisms for international mobility within its area of competence (Erasmus+), aimed at the same target groups.
SEPIE has continued to strengthen its communication strategy through constant dissemination and information activities and campaigns coordinated by SEPIE's Communication Area, in order to inform about international learning mobility opportunities for VET students in seminars and presentations, as well as developing various communication materials such as: newsletters, videos, press releases, infographics, leaflets and other content-related materials that have proved to be effective for these purposes. Examples of good practice and testimonials from participants have also been used to draw the attention of VET learners and maximise the impact of dissemination activities. In addition to the latter, extensive use has been made of communication channels with the main aim of approaching this target group and the media, especially using social networks (Twitter, Facebook, Instagram, TikTok, LinkedIn and YouTube).
The educational administrations (at state and regional levels) carry out regular actions to disseminate information about international mobility opportunities and to explain the management mechanisms of these actions among managers of the educational centres, counsellors and tutors involved in international mobility.
SEPIE (the Erasmus+ National Agency for education and training in Spain), in turn, also carries out regularly its own actions, independently and in parallel to the previous ones, with the same objectives of disseminating information about opportunities and management mechanisms for international mobility within its area of competence (Erasmus+), aimed at the same target groups.
SEPIE has continued to strengthen its communication strategy through constant dissemination and information activities and campaigns coordinated by SEPIE's Communication Area, in order to inform about international learning mobility opportunities for VET students in seminars and presentations, as well as developing various communication materials such as: newsletters, videos, press releases, infographics, leaflets and other content-related materials that have proved to be effective for these purposes. Examples of good practice and testimonials from participants have also been used to draw the attention of VET learners and maximise the impact of dissemination activities. In addition to the latter, extensive use has been made of communication channels with the main aim of approaching this target group and the media, especially using social networks (Twitter, Facebook, Instagram, TikTok, LinkedIn and YouTube).