Country fiches
Croatia (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
The country has taken actions in the following dimensions:
Information and guidance, including targeted information on available programmes -
Agency for Mobility and EU Programmes informs possible applicants and beneficiaries about the possibilities available in the Erasmus+ programme for the participation of disadvantaged learners. In the context of the Erasmus+ programme, disadvantaged learners are defined as learners/participants with fewer opportunities. According to Erasmus+ programme Guide people with fewer opportunities means people who, for economic, social, cultural, geographical or health reasons, a migrant background, or for reasons such as disability and educational difficulties or for any other reasons, including those that can give rise to discrimination under article 21 of the Charter of Fundamental rights of the European Union, face obstacles that prevent them from having effective access to opportunities under the programme. Agency for Mobility and EU Programmes raises the awareness of beneficiaries and potential applicants on the inclusion of disadvantaged learners by actively and continuously informing relevant stakeholders, promoting good practice examples and working with Inclusion and Diversity ambassadors. In 2022. Agency for Mobility and EU Programmes has been appointed by European Commission as the SALTO Inclusion and Diversity (Education and Training) Resource Centre.
Erasmus+ programme offers special budget categories for learners with disabilities and disadvantaged learners to stimulate their inclusion in projects. Depending on the category of the disadvantaged learners, the beneficiary organisations are using the referred budget categories to provide those learners with all the necessary arrangements for the mobility period, e.g. additional arrangements (if needed) for their travel, additional equipment, additional accompanying person etc.
Information and guidance, including targeted information on available programmes -
Agency for Mobility and EU Programmes informs possible applicants and beneficiaries about the possibilities available in the Erasmus+ programme for the participation of disadvantaged learners. In the context of the Erasmus+ programme, disadvantaged learners are defined as learners/participants with fewer opportunities. According to Erasmus+ programme Guide people with fewer opportunities means people who, for economic, social, cultural, geographical or health reasons, a migrant background, or for reasons such as disability and educational difficulties or for any other reasons, including those that can give rise to discrimination under article 21 of the Charter of Fundamental rights of the European Union, face obstacles that prevent them from having effective access to opportunities under the programme. Agency for Mobility and EU Programmes raises the awareness of beneficiaries and potential applicants on the inclusion of disadvantaged learners by actively and continuously informing relevant stakeholders, promoting good practice examples and working with Inclusion and Diversity ambassadors. In 2022. Agency for Mobility and EU Programmes has been appointed by European Commission as the SALTO Inclusion and Diversity (Education and Training) Resource Centre.
Erasmus+ programme offers special budget categories for learners with disabilities and disadvantaged learners to stimulate their inclusion in projects. Depending on the category of the disadvantaged learners, the beneficiary organisations are using the referred budget categories to provide those learners with all the necessary arrangements for the mobility period, e.g. additional arrangements (if needed) for their travel, additional equipment, additional accompanying person etc.
Estonia (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
Actions have been taken in the areas of information, funding and preparation.
Information
In the context of the Erasmus+ mobility programme, students with special educational needs are a specific target group. Coherent information about mobility opportunities to students with special needs are provided in cooperation with SEN specialists and mobility coordinators of VET institutions.
Funding
In the case of mobility for special education students, it is possible to apply for additional support, including support for an accompanying person. According to the rules of the programme, the costs of the accompanying person are covered.
Preparation
According to the specifics of their disability, students with special educational needs have a specific preparation for the mobility period. Schools describe their preparation plans for the learner in their application materials. Psychological and professional preparation are the most important aspects of the general preparation process. Practical aid is given by the accompanying person during the whole mobility process.
Information
In the context of the Erasmus+ mobility programme, students with special educational needs are a specific target group. Coherent information about mobility opportunities to students with special needs are provided in cooperation with SEN specialists and mobility coordinators of VET institutions.
Funding
In the case of mobility for special education students, it is possible to apply for additional support, including support for an accompanying person. According to the rules of the programme, the costs of the accompanying person are covered.
Preparation
According to the specifics of their disability, students with special educational needs have a specific preparation for the mobility period. Schools describe their preparation plans for the learner in their application materials. Psychological and professional preparation are the most important aspects of the general preparation process. Practical aid is given by the accompanying person during the whole mobility process.
Finland (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
Actions were taken in four directions.
1. Information and guidance
Within the framework of the “Internationalisation for all” project of EDUFI, information on best practices for increasing the participation of disadvantaged groups in mobility was collected and disseminated countrywide and is still used. These groups are e.g. students with learning difficulties, with different kinds of mental/physical handicaps, with weak socioeconomic background and also boys as they are underrepresented in mobility. Recipients of this information were the VET providers, which are also the main organisers of VET mobility in Finland and key players in encouraging disadvantaged learners to take part in mobility actions (1). In the Erasmus+ information and training seminars disadvantaged learners in mobility is a regular theme and VET providers are invited also to share good practices with each other's.
2. Funding
The Erasmus+ National Agency in EDUFI covers the exceptional costs induced by special needs as an additional part of the Erasmus+ programme financing and this financing has been extended in the new programme era 2021-2027.
3. Motivation
Within the “Internationalisation for all” project, emphasis was put on highlighting the added value of mobility and increasing the social recognition of mobility, especially for disadvantaged groups. The goal was to increase the awareness of disadvantaged learners of the advantages of going on mobility periods abroad, especially as regards employment and work life skills.
4. Use of multipliers
Young people in Finland today, including disadvantaged groups, follow to a large extent social media such as YouTube and Instagram. Famous YouTube vloggers (video blog) can have as many as 300 000 followers. In 2016 a selected group of vloggers were used as a role model for disadvantaged learners, as they are very well followed by disadvantaged VET students, young boys and the target group in general.
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(1) https://www.oph.fi/sites/default/files/documents/kansainvalisyytta-kaik…
1. Information and guidance
Within the framework of the “Internationalisation for all” project of EDUFI, information on best practices for increasing the participation of disadvantaged groups in mobility was collected and disseminated countrywide and is still used. These groups are e.g. students with learning difficulties, with different kinds of mental/physical handicaps, with weak socioeconomic background and also boys as they are underrepresented in mobility. Recipients of this information were the VET providers, which are also the main organisers of VET mobility in Finland and key players in encouraging disadvantaged learners to take part in mobility actions (1). In the Erasmus+ information and training seminars disadvantaged learners in mobility is a regular theme and VET providers are invited also to share good practices with each other's.
2. Funding
The Erasmus+ National Agency in EDUFI covers the exceptional costs induced by special needs as an additional part of the Erasmus+ programme financing and this financing has been extended in the new programme era 2021-2027.
3. Motivation
Within the “Internationalisation for all” project, emphasis was put on highlighting the added value of mobility and increasing the social recognition of mobility, especially for disadvantaged groups. The goal was to increase the awareness of disadvantaged learners of the advantages of going on mobility periods abroad, especially as regards employment and work life skills.
4. Use of multipliers
Young people in Finland today, including disadvantaged groups, follow to a large extent social media such as YouTube and Instagram. Famous YouTube vloggers (video blog) can have as many as 300 000 followers. In 2016 a selected group of vloggers were used as a role model for disadvantaged learners, as they are very well followed by disadvantaged VET students, young boys and the target group in general.
____________
(1) https://www.oph.fi/sites/default/files/documents/kansainvalisyytta-kaik…
Germany (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
1. Information and guidance
The Federal Ministry for Labour and Social Affairs (BMAS), the NA at BIBB (National Agency Education for Europe at the Federal Institute for Vocational Education and Training) and the the support center for transnational mobility in VET (“Beratungsservice für Auslandsaufenthalte in der Ausbildung”) provide learners with fewer opportunities with support tailored to their specific needs in the context of different European funding programmes. In the new programme phase 2021 to 2027 of Erasmus+, the group of people with fewer opportunities includes not only people with disabilities but also other impairments (geographical, economic, social, etc.). Inclusion and diversity are key cross-cutting themes for all programme areas in the Erasmus programme. Equal opportunities, accessibility, fairness and diversity should be promoted in all programme actions to ensure broad participation of people with fewer opportunities in society, in the education system and in Erasmus. The NA at BIBB is responsible for implementing the inclusion strategy between 2021 and 2027.
The national benchmark for mobility in VET (1) also includes the participation of learners with fewer opportunities who have the possibility to undergo a training in the Dual System with different supporting possibilities (2). NA at BIBB as well as support center for transnational mobility in VETalso provide services to educational institutions working with people with fewer opportunities. The objective is to boost the numbers of disadvantaged learners participating in Erasmus+ mobility. For this purpose, the NA gives information and guidance to educational institutions and stakeholders on how they can organize and implement mobility projects for learners with fewer opportunities. For example, the NA at BIBB organized in 2022 an event on inclusion and diversity in Erasmus+ projects. During this event, the NA at BIBB informed about the added value of learning mobility for learners with fewer opportunities and gave advice about professional implementation of stays abroad for suchlearners (3).
For the future, it is planned to initiate some cooperation initiatives with welfare organizations which provide Vocational Education and Training for learners with fewer opportunities. The NA at BIBB and the support center for transnational mobility in VET also spread information for learners with fewer opportunities via the Internet (4).
Also, the NA at BIBB commissioned a study about the impact of learning mobility abroad for disadvantaged learners (5). One objective of this empirical study was to research the best conditions for a successful implementation of mobility project for disadvantaged learners.
2.Funding
The Federal Ministry of Labour and Social Affairs published the funding guideline for the ESF Plus programme "JUVENTUS: Strengthening mobility - for a social Europe" on 17 October 2022. The programme promotes the implementation of stays abroad with in-company training for disadvantaged young people. JUVENTUS is intended to take up and further develop the approach of the successful previous action focus "Integration through Exchange" (IdA) of the ESF Federal Integration Guideline of the ESF funding period 2014-2020. Youth and young adults can gain (learning) experience in other countries and thereby improve their chances on the labour market. The programme promotes the development of participants' professional perspectives with the aim of sustainable integration into the labour market.
One of the focal points is the further development of mutual exchange - through the increased reception of young people from abroad in Germany. This is done in cooperation with other Member States, especially the partners of the transnational learning network "Transnational Mobility Measures for Disadvantaged Youth and Young Adults" (TLN Mobility) as well as the programmes that will be launched in the future under the new initiative ALMA ("Aim Learn Master Achieve") of the European Commission. JUVENTUS thus supports the ALMA initiative at the same time. Therefore, in addition to networking activities at the regional level, the funding is flanked by a professional exchange and transfer of quality standards at the transnational level.
The national service point in Germany “Jugend für Europa” (Youth for Europe), which is responsible for implementing the EU Youth Strategy, published in November 2016 an expert report concerning the results of different programmes, projects and initiatives for funding international mobility experiences for young people with fewer opportunities. This report has its focus on the youth sector but it also includes employment-related mobility in VET and gives an overview about different funding programmes in the youth sector. This report was published on behalf of the “Bund-Länder AG”, a working group of representatives of the national government and Lander and an important multiplier. This expert report formulates important measures for the future. It makes clear that cross-border offers have to be an integral part of the youth social work in Germany, which also concerns the field of VET.
3. Motivation
NA at BIBB as well as the support center for transnational mobility want to motivate educational organizations to give d learners with fewer opportunities the possibility to learn abroad. For this purpose, they use testimonial stories in order to show the added value of learning mobility for people with fewer opportunities (6, 7). Individual success stories of learners who stayed abroad are an important part of it. Also, a disadvantaged learner is part of the network “EuroApprentices”. This is a network for apprentices funded by Erasmus+, which motivates other leaners in IVET to participate in international mobility. In this sense, this young apprentice with hearing impairment tries to motivate other disadvantaged learners to live and learn abroad even with disabilities. (8)
4. Use of multipliers
NA at BIBB and the support center for transnational mobility use their website to disseminate individual success stories of learners with fewer opportunities. In these stories, the learners have the opportunity to tell their experience from their point of view. As already mentioned above, a disadvantaged learner with hearing impairment is part of the network “EuroApprentices”.
__________
(1) http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf
(2) https://www.arbeitsagentur.de/web/content/DE/BuergerinnenUndBuerger/Ausb
(3) https://www.na-bibb.de/service/veranstaltungsrueckblicke/zugang-fuer-al…
(4) https://www.na-bibb.de/themen/inklusion-und-vielfalt
www.meinauslandspraktikum.de/inklusiv
(5) NA-BIBB: Mobilität – Kompetenzzuwachs für Benachteiligte LEONARDO DA VINCI Mobilität fördert Kompetenzzuwachs und Beschäftigungsfähigkeit von Benachteiligten in der Berufsausbildung, 2012 https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me… “
(6) www.meinauslandspraktikum.de/erfahrungsberichte
(7) www.meinauslandspraktikum.de/inklusiv
(8) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…
The Federal Ministry for Labour and Social Affairs (BMAS), the NA at BIBB (National Agency Education for Europe at the Federal Institute for Vocational Education and Training) and the the support center for transnational mobility in VET (“Beratungsservice für Auslandsaufenthalte in der Ausbildung”) provide learners with fewer opportunities with support tailored to their specific needs in the context of different European funding programmes. In the new programme phase 2021 to 2027 of Erasmus+, the group of people with fewer opportunities includes not only people with disabilities but also other impairments (geographical, economic, social, etc.). Inclusion and diversity are key cross-cutting themes for all programme areas in the Erasmus programme. Equal opportunities, accessibility, fairness and diversity should be promoted in all programme actions to ensure broad participation of people with fewer opportunities in society, in the education system and in Erasmus. The NA at BIBB is responsible for implementing the inclusion strategy between 2021 and 2027.
The national benchmark for mobility in VET (1) also includes the participation of learners with fewer opportunities who have the possibility to undergo a training in the Dual System with different supporting possibilities (2). NA at BIBB as well as support center for transnational mobility in VETalso provide services to educational institutions working with people with fewer opportunities. The objective is to boost the numbers of disadvantaged learners participating in Erasmus+ mobility. For this purpose, the NA gives information and guidance to educational institutions and stakeholders on how they can organize and implement mobility projects for learners with fewer opportunities. For example, the NA at BIBB organized in 2022 an event on inclusion and diversity in Erasmus+ projects. During this event, the NA at BIBB informed about the added value of learning mobility for learners with fewer opportunities and gave advice about professional implementation of stays abroad for suchlearners (3).
For the future, it is planned to initiate some cooperation initiatives with welfare organizations which provide Vocational Education and Training for learners with fewer opportunities. The NA at BIBB and the support center for transnational mobility in VET also spread information for learners with fewer opportunities via the Internet (4).
Also, the NA at BIBB commissioned a study about the impact of learning mobility abroad for disadvantaged learners (5). One objective of this empirical study was to research the best conditions for a successful implementation of mobility project for disadvantaged learners.
2.Funding
The Federal Ministry of Labour and Social Affairs published the funding guideline for the ESF Plus programme "JUVENTUS: Strengthening mobility - for a social Europe" on 17 October 2022. The programme promotes the implementation of stays abroad with in-company training for disadvantaged young people. JUVENTUS is intended to take up and further develop the approach of the successful previous action focus "Integration through Exchange" (IdA) of the ESF Federal Integration Guideline of the ESF funding period 2014-2020. Youth and young adults can gain (learning) experience in other countries and thereby improve their chances on the labour market. The programme promotes the development of participants' professional perspectives with the aim of sustainable integration into the labour market.
One of the focal points is the further development of mutual exchange - through the increased reception of young people from abroad in Germany. This is done in cooperation with other Member States, especially the partners of the transnational learning network "Transnational Mobility Measures for Disadvantaged Youth and Young Adults" (TLN Mobility) as well as the programmes that will be launched in the future under the new initiative ALMA ("Aim Learn Master Achieve") of the European Commission. JUVENTUS thus supports the ALMA initiative at the same time. Therefore, in addition to networking activities at the regional level, the funding is flanked by a professional exchange and transfer of quality standards at the transnational level.
The national service point in Germany “Jugend für Europa” (Youth for Europe), which is responsible for implementing the EU Youth Strategy, published in November 2016 an expert report concerning the results of different programmes, projects and initiatives for funding international mobility experiences for young people with fewer opportunities. This report has its focus on the youth sector but it also includes employment-related mobility in VET and gives an overview about different funding programmes in the youth sector. This report was published on behalf of the “Bund-Länder AG”, a working group of representatives of the national government and Lander and an important multiplier. This expert report formulates important measures for the future. It makes clear that cross-border offers have to be an integral part of the youth social work in Germany, which also concerns the field of VET.
3. Motivation
NA at BIBB as well as the support center for transnational mobility want to motivate educational organizations to give d learners with fewer opportunities the possibility to learn abroad. For this purpose, they use testimonial stories in order to show the added value of learning mobility for people with fewer opportunities (6, 7). Individual success stories of learners who stayed abroad are an important part of it. Also, a disadvantaged learner is part of the network “EuroApprentices”. This is a network for apprentices funded by Erasmus+, which motivates other leaners in IVET to participate in international mobility. In this sense, this young apprentice with hearing impairment tries to motivate other disadvantaged learners to live and learn abroad even with disabilities. (8)
4. Use of multipliers
NA at BIBB and the support center for transnational mobility use their website to disseminate individual success stories of learners with fewer opportunities. In these stories, the learners have the opportunity to tell their experience from their point of view. As already mentioned above, a disadvantaged learner with hearing impairment is part of the network “EuroApprentices”.
__________
(1) http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf
(2) https://www.arbeitsagentur.de/web/content/DE/BuergerinnenUndBuerger/Ausb
(3) https://www.na-bibb.de/service/veranstaltungsrueckblicke/zugang-fuer-al…
(4) https://www.na-bibb.de/themen/inklusion-und-vielfalt
www.meinauslandspraktikum.de/inklusiv
(5) NA-BIBB: Mobilität – Kompetenzzuwachs für Benachteiligte LEONARDO DA VINCI Mobilität fördert Kompetenzzuwachs und Beschäftigungsfähigkeit von Benachteiligten in der Berufsausbildung, 2012 https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me… “
(6) www.meinauslandspraktikum.de/erfahrungsberichte
(7) www.meinauslandspraktikum.de/inklusiv
(8) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…
Ireland (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
The country has taken actions in the area of Information and guidance. Two major channels are in place.
1. Study Abroad Without Limits
Study Abroad Without Limits is a forum on the LINK website. LINK aims to promoting the inclusion of students & graduates with disabilities. The forum offers information concerning studying and international mobility for 5 countries (Ireland, Belgium, Sweden, the Netherlands and Austria). It provides a unique opportunity to learners and potential learners to contact local professionals and students who already have had the experience and gives information on how to organize learners’ stay abroad. The aim is to respond to practical questions on international mobility and in this way helps in the preparation for mobility.
2. Foróige
Foróige is a youth organisation in Ireland and has been working with young people since 1952 to enable young people aged 10-18 to involve themselves consciously and actively in their development and in the development of society. Foróige is governed by volunteers, but is funded by a range of bodies including the Department (Ministry) of Children and Youth Affairs, Education and Training Boards, the European Social Fund, and corporate sponsorship, among others. As part of its work, Foróige provides information (publications) on EU initiatives and services available to Irish citizens in the EU (e.g. Healthcare in the EU), ERASMUS+ programmes, Europass, EURES, among others. While not all potential users of this information are disadvantaged, it may also be used by the unemployed.
Inclusion and diversity are significant policy priorities under the Erasmus+ programme and a number of supports exist to enhance the opportunities for participation of those who experience disadvantage and those with special needs. This includes the availability of specific financial supports that can be applied for when making a funding application. Within Léargas, a specific role of Inclusion Officer exists. The Officer provides support and guidance to applicants as well as linking with relevant organisations to create opportunities for participation in the programmes that Léargas manages and ensuring greater inclusion and diversity of participants. Léargas also has developed a specific inclusion strategy for the organisation.
1. Study Abroad Without Limits
Study Abroad Without Limits is a forum on the LINK website. LINK aims to promoting the inclusion of students & graduates with disabilities. The forum offers information concerning studying and international mobility for 5 countries (Ireland, Belgium, Sweden, the Netherlands and Austria). It provides a unique opportunity to learners and potential learners to contact local professionals and students who already have had the experience and gives information on how to organize learners’ stay abroad. The aim is to respond to practical questions on international mobility and in this way helps in the preparation for mobility.
2. Foróige
Foróige is a youth organisation in Ireland and has been working with young people since 1952 to enable young people aged 10-18 to involve themselves consciously and actively in their development and in the development of society. Foróige is governed by volunteers, but is funded by a range of bodies including the Department (Ministry) of Children and Youth Affairs, Education and Training Boards, the European Social Fund, and corporate sponsorship, among others. As part of its work, Foróige provides information (publications) on EU initiatives and services available to Irish citizens in the EU (e.g. Healthcare in the EU), ERASMUS+ programmes, Europass, EURES, among others. While not all potential users of this information are disadvantaged, it may also be used by the unemployed.
Inclusion and diversity are significant policy priorities under the Erasmus+ programme and a number of supports exist to enhance the opportunities for participation of those who experience disadvantage and those with special needs. This includes the availability of specific financial supports that can be applied for when making a funding application. Within Léargas, a specific role of Inclusion Officer exists. The Officer provides support and guidance to applicants as well as linking with relevant organisations to create opportunities for participation in the programmes that Léargas manages and ensuring greater inclusion and diversity of participants. Léargas also has developed a specific inclusion strategy for the organisation.
Lithuania (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
Actions have been taken in five dimensions.
Information and guidance
In line with the strategic priorities of the EU Inclusion and Diversity Strategy 2021-2027, the Erasmus+ Programme aims to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Therefore, Inclusion and Diversity is one of the four objectives of the new Programme and is a part of Erasmus quality standards. The Erasmus+ National Agency implements a number of actions in order to support an easier access to funding for a wider range of organisations and to better reach out to more participants with fewer opportunities.
The Erasmus+ National Agency provides information and guidance, including targeted information on Erasmus+ programme for learners with fewer opportunities, such as, availability of additional funding and good practices from past mobility activities. Information about the possibility for learners with fewer opportunities to participate in Erasmus+ programme mobility activities is spread out by various means of communication: in the national Erasmus+ programme Facebook account; during information seminars and webinars; and in response to applicants’ inquiries. Inclusion topic, also, was highlighted during the informational events in order to encourage potential applicants to initiate new Erasmus+ projects.
In 2016 an interactive on-line 'Mobility guide' (1) was published and in 2020 was updated with relevant information focusing on 4 areas: decision on mobility; preparation for mobility; arrival/accommodation abroad; returning home. The guide’s target audience is all young people who intend to / are currently in / have returned from mobility abroad and it is promoted also for learners with fewer opportunities.
The Erasmus+ National Agency prioritises fostering of international mobility of learners with fewer opportunities and has organised in 2015 a special round table for representatives of VET and HE institutions - among others - to discuss the situation of mobility and the barriers to mobility of learners with fewer opportunities. In 2016 a deeper analysis of the mobility of learners with fewer opportunities has been carried out during the on-the-spot monitoring visits and system checks. The main question was about whether VET institutions have strategies for a more active inclusion of such groups of learners in the mobility activities. The purpose was also to give recommendations for information and guidance of such target group. The Erasmus+ National Agency has carried out a mini research in VET institutions in the middle of September 2016 in order to foster involvement of participants with fewer opportunities. General recommendations about the possibilities to participate in Erasmus+ programme mobility activities for learners with special needs were prepared and disseminated to VET institutions in 2017.
In addition, a deeper analysis of situation about the mobilities of the learners with fewer opportunities was carried out during monitoring visits and system checks of VET beneficiaries. Additional questions were integrated into report forms. Moreover, information about the possibilities to participate in Erasmus+ programme mobility activities for participants with fewer opportunities was disseminated in various means of communication.
The Erasmus+ National Agency took measures to improve the information and guidance for participation of learners with fewer opportunities in awarded KA1 mobility projects. Several stories of learners with fewer opportunities who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva. Some stories were highly visible and have reached more than 6K Facebook visitors.
In 2019, Erasmus+ National Agency implemented a number of activities related to the topic of equity and inclusion.
In order to form a complex approach on NA future inclusion and diversity strategy, there was created an Informal inclusion group. It was composed of the National Agency staff working in different Program fields such as Higher education, VET, Adult education, School education. During a whole year, several group meetings were organised to discuss and set strategic goals and objectives, plan inner and outer activities for upcoming year, share experiences and good practices. Group members actively participated in events for/ with the target groups to reach out to people with special needs and fewer opportunities (e.g. Dim-sighted, blind people).
In 2019, the Erasmus+ National Agency planned to prepare recommendations for improving inclusion into Erasmus+ programme activities. To achieve this target and to conduct broader analysis of inclusion problems in education and international activities, the National Agency carried out relevant activities in 2020. In 2020 for increasing the participation of people with special needs in the actions, several activities were carried out. Meeting with umbrella organisations connecting groups with various special needs to discuss and consult with them about the methods and materials that would encourage people with special needs to take more active part in the Erasmus+ Programme was organised. The targets of the round-table discussions (focus group meeting) of interested parties on inclusion topic are as follows:
1) sharing experience and insights, what challenges are raised by participation in international projects and what value added it creates for people with individual needs or disability;
2) defining priority fields of inclusive education, to development of which the Erasmus+ programme could contribute.
Discussion results were presented in a public online event in 2020.
All the opportunities for disadvantaged target groups provided by the National Agency were collected to one brochure and was printed in both writing and Braille, available for people with impaired vision to read. The brochure about mobility opportunities for people with special needs was disseminated to education institutions.
In 2021, the Erasmus+ National agency organised a national virtual conference with translation into sign language. Good-practice examples from different sectors, new programme opportunities for organisations and participants with fewer opportunities were presented during the event. During this conference, a new publication was presented for those working with people with fewer opportunities: Practical guide '4Y: a special guide for special people, special ideas, special experiences' (2). The purpose of the publication: that professionals have more tools to include such learners in mobility activities, assess their strengths, see their possibilities and not be afraid to trust them.
This practical guide as well as examples of best practice in organising IVET mobility for participants with fewer opportunities were presented for VET institutions during the monitoring seminar in 2022.
Due to these efforts, the percentage of learners with special needs participating in mobility actions increased from 7% in 2014, to 9,8% in 2020, 29,48% in 2021
The main responsibility for information and guidance regarding learning mobility within Erasmus+ lies with VET institutions. According to the survey of VET and HE institutions about learners’ with fewer opportunities mobility, VET institutions do provide targeted information for learners with fewer opportunities on their websites, message boards, during events with target group learners, and through individual meetings. 23 of 26 VET institutions surveyed have designated a person responsible for counselling learners with fewer opportunities on their mobility issues (provision of information, assistance in organising training process, in solving arising problems, etc.). In some VET institutions learners with fewer opportunities are one of the priorities during selection procedure for mobilities.
Funding
In most cases, VET institutions request and receive a support for the accompanying persons for learners with fewer opportunities. Support to cover exceptional costs related with organisation of Erasmus+ mobility of learners with fewer opportunities (e.g. working clothes, materials, etc.) and special need support is also available to VET institutions.
Motivation
According to the 2016 survey of VET and HE institutions, VET providers have a number of measures to motivate learners with fewer opportunities to participate in mobility projects. These include counselling and informing the target group and parents about the benefits of international mobility. The most successful measure is the best practice stories told by participants of mobility projects. Successfully employed graduates of VET institutions are encouraged to share their success stories, in which they emphasise the way the mobility experience helped them to successfully establish themselves in the labour market. Several stories of learners with special needs who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva.
Preparation
The main role in preparing learners with fewer opportunities for mobility rests on VET institutions. Within the Erasmus+ programme, VET institutions are obligated to prepare learners for the practical, professional and cultural life of the host country. This requirement is established in the documents regulating the Erasmus+ programme procedure, the Erasmus+ programme guide, the Erasmus+ Mobility quality standards and grant agreements. Learners with fewer opportunities receive information about host country and host institution, logistical and linguistic support (foreign language courses, glossaries of professional terms or daily conversation phrases in a host country language), they attend targeted events where persons who already participated in mobility share their experiences and provide advice.
______________
Involving multipliers
VET institutions use the best practice stories of previous participants and accompanying persons to motivate and to prepare participants with fewer opportunities for mobilities. It became a tradition that after the mobility visits abroad, the learners present the seen or acquired experiences (learning methods, organisation of learning, practical training facilities, etc.) to the schools’ communities and stakeholders via open lessons, targeted events, etc. Multipliers not only present their good experience but also answer questions and address concerns from potential mobility participants. Testimonies of mobility participants are published on websites of VET institutions, social media, message boards, schools’ and regional newsletters. Several stories of learners with special needs who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva.
Seeking to assure the quality of a mobility visit, exceptional attention during the stage of the preparation for a mobility visit is paid to the improvement of social skills of learners with fewer opportunities, and development of their competences, for example, such as independence and self-confidence. This process also involves psychologists, social workers, special needs teachers.
Testimonies of participants are also published on the Erasmus+ National Agency portal (3) so as to motivate not-yet mobile learners to participate in mobility abroad.
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(1) http://www.mobilumogidas.lt.
(2) Online access: https://erasmus-plius.lt/naujienos/svietimas/pristatome-praktini-vadova…
(3) http://www.erasmus-plius.lt
Information and guidance
In line with the strategic priorities of the EU Inclusion and Diversity Strategy 2021-2027, the Erasmus+ Programme aims to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Therefore, Inclusion and Diversity is one of the four objectives of the new Programme and is a part of Erasmus quality standards. The Erasmus+ National Agency implements a number of actions in order to support an easier access to funding for a wider range of organisations and to better reach out to more participants with fewer opportunities.
The Erasmus+ National Agency provides information and guidance, including targeted information on Erasmus+ programme for learners with fewer opportunities, such as, availability of additional funding and good practices from past mobility activities. Information about the possibility for learners with fewer opportunities to participate in Erasmus+ programme mobility activities is spread out by various means of communication: in the national Erasmus+ programme Facebook account; during information seminars and webinars; and in response to applicants’ inquiries. Inclusion topic, also, was highlighted during the informational events in order to encourage potential applicants to initiate new Erasmus+ projects.
In 2016 an interactive on-line 'Mobility guide' (1) was published and in 2020 was updated with relevant information focusing on 4 areas: decision on mobility; preparation for mobility; arrival/accommodation abroad; returning home. The guide’s target audience is all young people who intend to / are currently in / have returned from mobility abroad and it is promoted also for learners with fewer opportunities.
The Erasmus+ National Agency prioritises fostering of international mobility of learners with fewer opportunities and has organised in 2015 a special round table for representatives of VET and HE institutions - among others - to discuss the situation of mobility and the barriers to mobility of learners with fewer opportunities. In 2016 a deeper analysis of the mobility of learners with fewer opportunities has been carried out during the on-the-spot monitoring visits and system checks. The main question was about whether VET institutions have strategies for a more active inclusion of such groups of learners in the mobility activities. The purpose was also to give recommendations for information and guidance of such target group. The Erasmus+ National Agency has carried out a mini research in VET institutions in the middle of September 2016 in order to foster involvement of participants with fewer opportunities. General recommendations about the possibilities to participate in Erasmus+ programme mobility activities for learners with special needs were prepared and disseminated to VET institutions in 2017.
In addition, a deeper analysis of situation about the mobilities of the learners with fewer opportunities was carried out during monitoring visits and system checks of VET beneficiaries. Additional questions were integrated into report forms. Moreover, information about the possibilities to participate in Erasmus+ programme mobility activities for participants with fewer opportunities was disseminated in various means of communication.
The Erasmus+ National Agency took measures to improve the information and guidance for participation of learners with fewer opportunities in awarded KA1 mobility projects. Several stories of learners with fewer opportunities who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva. Some stories were highly visible and have reached more than 6K Facebook visitors.
In 2019, Erasmus+ National Agency implemented a number of activities related to the topic of equity and inclusion.
In order to form a complex approach on NA future inclusion and diversity strategy, there was created an Informal inclusion group. It was composed of the National Agency staff working in different Program fields such as Higher education, VET, Adult education, School education. During a whole year, several group meetings were organised to discuss and set strategic goals and objectives, plan inner and outer activities for upcoming year, share experiences and good practices. Group members actively participated in events for/ with the target groups to reach out to people with special needs and fewer opportunities (e.g. Dim-sighted, blind people).
In 2019, the Erasmus+ National Agency planned to prepare recommendations for improving inclusion into Erasmus+ programme activities. To achieve this target and to conduct broader analysis of inclusion problems in education and international activities, the National Agency carried out relevant activities in 2020. In 2020 for increasing the participation of people with special needs in the actions, several activities were carried out. Meeting with umbrella organisations connecting groups with various special needs to discuss and consult with them about the methods and materials that would encourage people with special needs to take more active part in the Erasmus+ Programme was organised. The targets of the round-table discussions (focus group meeting) of interested parties on inclusion topic are as follows:
1) sharing experience and insights, what challenges are raised by participation in international projects and what value added it creates for people with individual needs or disability;
2) defining priority fields of inclusive education, to development of which the Erasmus+ programme could contribute.
Discussion results were presented in a public online event in 2020.
All the opportunities for disadvantaged target groups provided by the National Agency were collected to one brochure and was printed in both writing and Braille, available for people with impaired vision to read. The brochure about mobility opportunities for people with special needs was disseminated to education institutions.
In 2021, the Erasmus+ National agency organised a national virtual conference with translation into sign language. Good-practice examples from different sectors, new programme opportunities for organisations and participants with fewer opportunities were presented during the event. During this conference, a new publication was presented for those working with people with fewer opportunities: Practical guide '4Y: a special guide for special people, special ideas, special experiences' (2). The purpose of the publication: that professionals have more tools to include such learners in mobility activities, assess their strengths, see their possibilities and not be afraid to trust them.
This practical guide as well as examples of best practice in organising IVET mobility for participants with fewer opportunities were presented for VET institutions during the monitoring seminar in 2022.
Due to these efforts, the percentage of learners with special needs participating in mobility actions increased from 7% in 2014, to 9,8% in 2020, 29,48% in 2021
The main responsibility for information and guidance regarding learning mobility within Erasmus+ lies with VET institutions. According to the survey of VET and HE institutions about learners’ with fewer opportunities mobility, VET institutions do provide targeted information for learners with fewer opportunities on their websites, message boards, during events with target group learners, and through individual meetings. 23 of 26 VET institutions surveyed have designated a person responsible for counselling learners with fewer opportunities on their mobility issues (provision of information, assistance in organising training process, in solving arising problems, etc.). In some VET institutions learners with fewer opportunities are one of the priorities during selection procedure for mobilities.
Funding
In most cases, VET institutions request and receive a support for the accompanying persons for learners with fewer opportunities. Support to cover exceptional costs related with organisation of Erasmus+ mobility of learners with fewer opportunities (e.g. working clothes, materials, etc.) and special need support is also available to VET institutions.
Motivation
According to the 2016 survey of VET and HE institutions, VET providers have a number of measures to motivate learners with fewer opportunities to participate in mobility projects. These include counselling and informing the target group and parents about the benefits of international mobility. The most successful measure is the best practice stories told by participants of mobility projects. Successfully employed graduates of VET institutions are encouraged to share their success stories, in which they emphasise the way the mobility experience helped them to successfully establish themselves in the labour market. Several stories of learners with special needs who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva.
Preparation
The main role in preparing learners with fewer opportunities for mobility rests on VET institutions. Within the Erasmus+ programme, VET institutions are obligated to prepare learners for the practical, professional and cultural life of the host country. This requirement is established in the documents regulating the Erasmus+ programme procedure, the Erasmus+ programme guide, the Erasmus+ Mobility quality standards and grant agreements. Learners with fewer opportunities receive information about host country and host institution, logistical and linguistic support (foreign language courses, glossaries of professional terms or daily conversation phrases in a host country language), they attend targeted events where persons who already participated in mobility share their experiences and provide advice.
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Involving multipliers
VET institutions use the best practice stories of previous participants and accompanying persons to motivate and to prepare participants with fewer opportunities for mobilities. It became a tradition that after the mobility visits abroad, the learners present the seen or acquired experiences (learning methods, organisation of learning, practical training facilities, etc.) to the schools’ communities and stakeholders via open lessons, targeted events, etc. Multipliers not only present their good experience but also answer questions and address concerns from potential mobility participants. Testimonies of mobility participants are published on websites of VET institutions, social media, message boards, schools’ and regional newsletters. Several stories of learners with special needs who have already participated in the mobility activities were posted on the Facebook account of the NA – ErasmusPlius Lietuva.
Seeking to assure the quality of a mobility visit, exceptional attention during the stage of the preparation for a mobility visit is paid to the improvement of social skills of learners with fewer opportunities, and development of their competences, for example, such as independence and self-confidence. This process also involves psychologists, social workers, special needs teachers.
Testimonies of participants are also published on the Erasmus+ National Agency portal (3) so as to motivate not-yet mobile learners to participate in mobility abroad.
____________
(1) http://www.mobilumogidas.lt.
(2) Online access: https://erasmus-plius.lt/naujienos/svietimas/pristatome-praktini-vadova…
(3) http://www.erasmus-plius.lt
Slovakia (2023)
9.1.1. DIFFERENTIATED ACTIONS TO PROVIDE DISADVANTAGED LEARNERS WITH SUPPORT TAILORED TO THEIR SPECIFIC NEEDS
Actions in support of the mobility of disadvantaged learners are covered within Erasmus+ as a consequence of regular procedures applied by the Erasmus+ National Agency (initial seminars, higher grants and special financial support for the disadvantaged, orientation meetings in involved schools, FAQ, assisting interested people/institutions, dedicated webpage covering all information about inclusion in programme, good practice promotion including podcast). Within these regular procedures, specific attention is given to disadvantaged IVET learners (e.g. the aforementioned higher grants for the disadvantaged) as well as to schools that indicate intention to involve disadvantaged IVET learners (e.g. individual consultancy services provided by the National Agency). In the new Erasmus+ programme period, inclusion is one of the main political priorities which manifests in higher additional financial support for targeting disadvantaged participants. From 2018 to 2021, 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. There are no other national programmes. There is no evidence about peculiar activities that might occur outside Erasmus+.