Cedefop

Part 1. Information and guidance on international learning mobility for IVET

• 1.1. Description of country structures and policy interventions
• 1.1.1. Mechanism(s) to provide IVET learners with information and guidance on international learning mobility
• 1.1.2. Countrywide coordination of information and guidance provision
• 1.1.3. Policy targets in the thematic area of information and guidance
• 1.1.4. Do legal provisions specifically include the objective of promoting international learning mobility in IVET?
• 1.1.5. Actions for improving the provision of information and guidance on international learning mobility for IVET learners
• 1.1.6. Evaluation of the actions for improving the provision of information and guidance
• 1.1.7. Provision of information and assistance on IVET international mobility to companies and IVET institutions
• 1.2. Analysis of country situation with respect to the criteria of the indicator for the “Information and guidance” area

Part 2. Administrative and institutional issues

• 2.1. Description of country structures and policy interventions
• 2.1.1. Existence of a policy orientation to encourage and support international learning mobility of IVET learners
• 2.1.1.1. Integration of international learning mobility experiences in the curricula of IVET programmes
• 2.1.1.2. Policy targets in the thematic area of removing administrative and institutional obstacles
• 2.1.2. Measures to facilitate learning mobility in IVET
• 2.1.2.1. Measures to smooth the delivery of visas and residency permits to IVET learners from third countries
• 2.1.2.2. Measures to reduce administrative burdens that may hinder the international mobility of learners
• 2.1.2.3. Measures to remove the legal obstacles to the international mobility of minor IVET learners
• 2.1.2.4. Social and labour protection of apprentices and IVET students involved in international learning mobility
• 2.1.3. Coordination and evaluation
• 2.1.3.1. Coordination of the measures targeted at removing the administrative and institutional obstacles
• 2.1.3.2. Evaluation of the measures targeted at removing the administrative and institutional obstacles
• 2.2. Analysis of country situation with respect to the criteria of the indicator for the “Adm. and institutional issues” area

Part 3. Recognition of learning outcomes

• 3.1. Description of country structures and policy interventions
• 3.1.1. General approach to the recognition of learning acquired abroad by IVET learners
• 3.1.1.1. Regulation by law or case by case treatment?
• 3.1.1.2. Ease of access to recognition of learning acquired abroad by IVET learners
• 3.1.2. Policy targets in thematic area of recognition
• 3.1.3. Scope of recognition
• 3.1.4. Countrywide coordination of the recognition approach
• 3.1.5. Time limit for the recognition process
• 3.1.6. Visibility of contact points for information on recognition
• 3.1.6.1. Actions to establish, or make more visible, contact points for information on recognition
• 3.1.6.2. Evaluation of the visibility policy
• 3.1.7. Use of EU tools for visibility, transfer and recognition of learning outcomes
• 3.1.8. Evaluation of the recognition policy, mechanisms and practices
• 3.2. Analysis of country situation with respect to the criteria of the indicator for the “Recognition” area

Part 4. Partnerships and funding

• 4.1. Description of country structures and policy interventions
• 4.1.1. Policy targets in the thematic area of partnerships and funding
• 4.1.2. Countrywide coordination of policy actions
• 4.1.3. Partnerships
• 4.1.3.1 Actions to support companies and IVET providers in the creation of mobility partnerships and networks
• 4.1.3.2. Evaluation of the actions to support the creation of partnerships and networks
• 4.1.4. Funding and other support
• 4.1.4.1. Support to learners
• 4.1.4.1.1. Actions to fund the international mobility of IVET learners
• 4.1.4.1.2. Evaluation of the actions to provide IVET learners with financial support
• 4.1.4.2. Support to stakeholders and staff
• 4.1.4.2.1. Actions to provide companies, institutions and staff with support for organising mobility projects
• 4.1.4.2.2. Evaluation of the support to organising mobility projects
• 4.2. Analysis of country situation with respect to the criteria of the indicator for the “Partnerships and funding” area

Part 5. Motivation to participate in transnational learning mobility activities

• 5.1. Description of country structures and policy interventions
• 5.1.1. Actions for raising awareness of the added value of mobility and/or fostering a mobility culture
• 5.1.2. Countrywide coordination of the awareness raising and mobility culture actions
• 5.1.3. Evaluation of the awareness raising and mobility culture actions
• 5.1.4. Policy targets in the thematic area of motivation
• 5.2. Analysis of country situation with respect to the criteria of the indicator for the “Motivation” thematic area

Part 6. Preparation of opportunities for learning mobility

• 6.1. Description of country structures and policy interventions
• 6.1.1. Mobility preparation from the early stages of education
• 6.1.2. Countrywide coordination of the preparation actions
• 6.1.3. Evaluation of the preparation actions
• 6.1.4. Policy targets in the thematic area of preparation
• 6.1.5. How are learners (and stakeholders) involved in making the preparation policy effective?
• 6.1.5.1. Visibility and access policy
• 6.1.5.1.1. Making the preparation mechanisms visible and accessible: case of the linguistic and intercultural preparation
• 6.1.5.1.2. Making the preparation mechanisms visible and accessible: case of the digital preparation mechanisms
• 6.1.5.1.3. Making the preparation mechanisms visible and accessible: case of the internationalisation actions
• 6.1.5.2. Learners (and stakeholders) surveys
• 6.1.5.2.1. Learners (and stakeholders) surveys on the linguistic and intercultural preparation mechanisms
• 6.1.5.2.2. Learners (and stakeholders) surveys on the digital preparation
• 6.1.5.2.3. Learners (and stakeholders) surveys on the internationalisation actions
• 6.1.5.3. Assessment of the extent of use
• 6.1.5.3.1. Assessment of the extent of use of the mechanisms for linguistic and intercultural preparation
• 6.1.5.3.2. Assessment of the extent of use of the digital preparation mechanisms
• 6.1.5.3.3. Assessment of the extent of use of the internationalisation actions
• 6.1.5.4. Other
• 6.2. Analysis of country situation with respect to the criteria of the indicator for the “Preparation” thematic area

Part 9. Taking on board disadvantaged learners

• 9.1. Description of country structures and policy interventions
• 9.1.1. Differentiated actions to provide disadvantaged learners with support tailored to their specific needs
• 9.1.2. Countrywide coordination of the support measures for disadvantaged learners
• 9.1.3. Evaluation of the support measures for disadvantaged learners
• 9.1.4. Policy targets in the thematic area of support to disadvantaged learners
• 9.1.5. How are learners (and stakeholders) involved in making effective the support policy for disadvantaged learners?
• 9.1.5.1. Visibility and access policy
• 9.1.5.1.1. Making the mechanisms for disadvantaged learners visible and accessible: case of information and guidance
• 9.1.5.1.2. Making the mechanisms for disadvantaged learners visible and accessible: case of the funding actions
• 9.1.5.1.3. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of motivation
• 9.1.5.1.4. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of preparation
• 9.1.5.1.5. Making the mechanisms for disadvantaged learners visible and accessible: actions in terms of multipliers
• 9.1.5.2. Learners (and stakeholders) surveys
• 9.1.5.2.1. Learners (and stakeholders) surveys on the actions in terms of information and guidance
• 9.1.5.2.2. Learners (and stakeholders) surveys on the funding actions
• 9.1.5.2.3. Learners (and stakeholders) surveys on the actions in terms of motivation
• 9.1.5.2.4. Learners (and stakeholders) surveys on the actions in terms of preparation
• 9.1.5.2.5. Learners (and stakeholders) surveys on the actions in terms of using multipliers
• 9.1.5.3. Assessment of the extent of use
• 9.1.5.3.1. Assessment of the extent of use of the mechanisms for information and guidance
• 9.1.5.3.2. Assessment of the extent of use of the funding mechanisms
• 9.1.5.3.3. Assessment of the extent of use of the motivation-related mechanisms
• 9.1.5.3.4. Assessment of the extent of use of the preparation mechanisms
• 9.1.5.3.5. Assessment of the extent of use of the actions in terms of using multipliers
• 9.1.5.4. Other
• 9.2. Analysis of country situation with respect to the criteria of the indicator for the “Disadvantaged learners” area

Part 10. Making use of multipliers

• 10.1. Description of country structures and policy interventions
• 10.1.1. Actions in terms of encouraging the use of multipliers and staff commitment to learning mobility
• 10.1.2. Countrywide coordination of the multiplier policy
• 10.1.3. Evaluation of the multiplier policy
• 10.1.4. Policy targets in the thematic area of using multipliers
• 10.1.5. How are learners (and stakeholders) involved in making effective the multiplier policy?
• 10.1.5.1. Visibility and access policy
• 10.1.5.1.1. Making the multiplier policy visible and accessible: case of the actions in terms of using multipliers
• 10.1.5.1.2. Making the multiplier policy visible and accessible: actions recognising and valuing staff commitment
• 10.1.5.1.3. Making the multiplier policy visible and accessible: case of the actions in terms of mainstreaming mobility
• 10.1.5.2. Learners (and stakeholders) surveys
• 10.1.5.2.1. Learners (and stakeholders) surveys on the actions in terms of using multipliers
• 10.1.5.2.2. Learners (and stakeholders) surveys on the actions in terms of recognising and valuing staff commitment
• 10.1.5.2.3. Learners (and stakeholders) surveys on the actions in terms of mainstreaming mobility in the training
• 10.1.5.3. Assessment of the extent of use
• 10.1.5.3.1. Assessment of the extent of use of the mechanisms for using multipliers
• 10.1.5.3.2. Assessment of the extent of use of the mechanisms for recognising and valuing staff commitment
• 10.1.5.3.3. Assessment of the extent of use of the mechanisms for mainstreaming mobility in the training
• 10.1.5.4. Other
• 10.2. Analysis of country situation with respect to the criteria of the indicator for the “Multipliers” thematic area

Part 11. Synthesis - Policy suggestions