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Mobility scoreboard database
Country fiches
Country fiches provide detailed country-specific information and policy suggestions relating to IVET mobility for each of the 30 countries (EU Member States, Iceland, Norway) covered. The topics addressed in the fiches are as follows:
- IVET level(s) covered in the fiche
- Main schemes for international IVET mobility
- Overview on 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” 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 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
- 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: feedback collection and reintegration mechanisms
- 7.1.5.1.4. Making the quality mechanisms visible and accessible: mechanisms for 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 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 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 7. Quality of learning mobility
- 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 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
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