Indicator 9 – Specific support to disadvantaged learners
1.9. Indicator 9 – Disadvantaged learners
The “Youth on the move” Recommendation invites Member States to:
provide disadvantaged learners, who may be deprived of opportunities for learning mobility, with targeted information on available programmes and support tailored to their specific needs.
The indicator for measuring how this reference behaviour is applied is defined based on the following five criteria:
- Countries have a process for setting up countrywide policy targets (whether quantitative or qualitative) in the area of the specific support to disadvantaged IVET learners;
- Countries have in place peculiar actions to provide disadvantaged learners with support tailored to their specific needs, in particular in the areas of
- Information and guidance for international learning mobility (including provision of targeted information on available programmes);
- Funding supporting mobility (including portability);
- Motivation to participate in mobility;
- Preparation for mobility;
- Use of multipliers (people with mobility experience who inspire and motivate not yet mobile learners to become mobile).
- The existing support actions to disadvantaged learners are coordinated countrywide so as to ensure their consistency, convergence and effectiveness;
- The existing support actions to disadvantaged learners are subject to evaluation oriented to improving the next generation of this policy strand;
- Involvement of learners and stakeholders in making the support to disadvantaged learners effective and better over time is ensured through:
- A visibility and access policy by which learners and stakeholders are informed about the support mechanisms for disadvantaged groups and how to access them;
- Learners and stakeholders surveys are carried out to check their satisfaction with the support mechanisms for disadvantaged groups and get their feedback in view of taking account of it in the evaluation process;
- Impact measurement / Assessment of the extent of use of the support mechanisms for disadvantaged learners is in place and part of the evaluation process.
The table below presents the indicator in terms of criteria and benchmarks.
Indicator 9 – Disadvantaged learners
Criterion 9.1 – Target setting
Criterion 9.2 – Action taking
Criterion 9.3 – Coordination
Criterion 9.4 – Evaluation
Criterion 9.5 – Involving learners and stakeholders
Description of criterion
Description of criterion
Description of criterion
Description of criterion
Description of criterion
Countries have a process for setting up countrywide policy targets (whether quantitative or qualitative) in the area of the specific support to disadvantaged IVET learners
Countries have in place actions to provide disadvantaged learners with support tailored to their specific needs, in particular in the areas of:
- Information and guidance, including targeted information on available programmes;
- Funding, including portability;
- Motivation;
- Preparation
- Use of multipliers.
The existing support actions to disadvantaged learners are coordinated countrywide so as to ensure their consistency, convergence and effectiveness
The existing support actions to disadvantaged learners are subject to evaluation oriented to improving the next generation of this policy strand
Learners and stakeholders are involved in making the support to disadvantaged learners effective and better over time. Involvement is ensured through:
- A visibility and access policy;
- Learners and stakeholders surveys; and
- Impact measurement / Assessment of the extent of use.
Description of benchmarks
Description of benchmarks
Description of benchmarks
Description of benchmarks
Description of benchmarks
5
A process is in place
The country has taken actions that cover the following five dimensions:
- Information and guidance, including targeted information on available programmes;
- Funding, including portability;
- Motivation;
- Preparation;
- Use of multipliers.
Complete countrywide coordination of support actions in all dimensions is ensured through a countrywide framework which is set by regulations and/or arrangements agreed between players
The existing support actions to disadvantaged learners (or at least some of them) are evaluated: not only are they monitored (e.g. through reports, audits, user surveys, etc.), but also recommendations for future improvement are set up, implemented and followed-up along time for (re)adjustment as necessary
The country has taken actions of the following three types:
- A visibility and access policy;
- Learners and stakeholders surveys; and
- Impact measurement / Assessment of the extent of use.
4
The country has taken actions in four of the five dimensions.
Coordination of support actions is incomplete (elements of coordination exist, but no complete countrywide coordination of all players or actions in a given dimension; or not all dimensions are coordinated). However, plans for setting up complete coordination are being prepared.
The existing support actions to disadvantaged learners (or at least some of them) are monitored (e.g. through reports, audits, user surveys, etc.). But there is no systematic process of setting up recommendations for future improvement, implementing them, and following them up along time for (re)adjustment. However, a plan to set up such a systematic process has been at least initiated, e.g. in the form of preliminary preparation, initial debate / consultation / design, etc.
The country has taken actions of two of the three types.
3
The country has taken actions in three of the five dimensions.
Incomplete coordination of support actions / dimensions. There are no plans to make the coordination complete.
The existing support actions to disadvantaged learners (or at least some of them) are monitored. But there is no systematic process of setting up recommendations oriented towards future improvement, and there are no plans to develop any.
The country has taken actions of one of the three types.
2
No such process exists but there is an intention to set up one
The country has taken actions in two of the five dimensions.
No countrywide coordination of support actions, but preliminary preparation (initial debate, consultation, design, planning, etc.) to develop one has begun
The existing support actions to disadvantaged learners are not monitored. However, a plan to develop a monitoring or evaluation process has been at least initiated, e.g. in the form of preliminary preparation, initial debate / consultation / design, etc.
The country has not taken any actions of any of the three types. However, preliminary preparation (initial debate, consultation, design, planning, etc.) to develop at least one measure has begun.
1
No such process exists and there is no intention to set up any
The country has taken actions in one or none of the five dimensions.
No countrywide coordination of support actions, and there is no plan to set up any
The existing support actions to disadvantaged learners are not monitored, and there are no plans to develop any monitoring or evaluation process.
The country has not taken any actions of any of the three types, and there are no plans for developing any such measure.