Country fiches

Austria has mechanisms for information and guidance provision on IVET mobility topics. OeAD (2) is the Austrian agency for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government. The main objective of OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with – a historically grown – specific focus on academic mobility. OeAD is also home to the National Agency for Lifelong Learning (NA LLL), the central administration body for the Erasmus+ programme. Every year, they organise a large number of events (3) to promote international mobility, and provide information about mobility projects (and funding possibilities). The NA LLL also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The NA LLL is also regularly represented at education fairs.

While OeAD the National Agency for Lifelong Learning does not provide one-to-one guidance and counselling to IVET learners, IFA certainly does. The role of IFA very much revolves around ‘information and guidance’. They provide one-to-one guidance to individuals seeking to engage in VET mobility. The IFA agency (‘International Young Workers Exchange’) (4) more specifically focuses on mobility of VET learners (and graduates). Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. The members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists. As a central information and consulting centre for young people, companies and VET providers, the IFA agency organises work placements and provides support with the organisation of these placements. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers in organising European learning mobility. IFA’s main activity thereby consists in providing guidance, and providing support for administrative and organisational aspects of mobility projects. IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
a) IFA organises internship places and issues a call for interest; apprentices can submit an application;
b) For large companies, which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements;
c) Companies can organise internships on their own and only approach IFA to deal with funding issues.
IFA also provides information to incoming learners (5).

Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Economic Chambers, youth information centres, the Europass portal and relevant Ministries (6).

Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility. Examples:

- At regional level, xchange (7). xchange provides support in finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace.

- At sectoral level,
a) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (8);
b) Atempo (9) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities in organising internships abroad;
c) Wienwork (10) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.

As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.

IFA in particular (as well as the other sectoral and regional initiatives engaged in VET mobility mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.

Furthermore, it should be mentioned that VET teachers and trainers play a significant role in providing information and guidance to IVET learners on an individual basis, providing support to IVET learners who wish to spend a mobility period abroad.

(2) (www.oead.at)
(3) (https://www.oead.at/oead/veranstaltungen/alle/DE/)
(4) (http://www.ifa.or.at/)
(5) (http://www.ifa.or.at/fileadmin/user_upload/Beschaeftigung_von_Incomings…)
(6) (https://www.wko.at/Content.Node/Service/Bildung-und-Lehre/Lehre/Ausland…) > focus on internships abroad for apprentices)
(http://www.europass.at/) (http://www.jugendinfo.at/home/publikationen/einfach-weg/)
(http://www.jugendportal.at/praktikum-im-ausland)
(https://www.bmbf.gv.at/schulen/euint/lla_is/schulbesuch_ausland.html)
(http://www.bmwfw.gv.at/Berufsausbildung/InternationaleBerufsausbildung/…)
(http://www.pro-mobility.net/en/pmtoolkit.php).
(7) (http://www.xchange-info.net) is a regional exchange programme which organises work placements abroad for apprentices (duration: 3-4 weeks)
(8) (https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum)
(9) (http://www.atempo.at)
(10) (http://www.wienwork.at)

Countrywide coordination is ensured in the sense that both the Austrian National Agency for Lifelong Learning and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has a broader scope (focusing on information for all types of learners), while IFA provides one-to-one guidance and counselling to individual VET learners seeking to engage in VET mobility.

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. Although in its current work programme (2013-2018), the current Austrian federal government states its commitment to promoting international mobility for learning purposes, and to promoting participation in international cooperation and exchange programmes, this stated commitment does not specifically refer to VET (11) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…). However the Vocational Training Act (12) includes an indirect) reference to the promotion of learning mobility by stating that the ‘international dimension’ of vocational education and training should be taken into consideration.

(11) (https://www.bka.gv.at/DocView.axd?CobId=53264)
(12) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…) (which regulates apprenticeship training)

There are no actions specifically targeted towards an improvement of the provision of information and guidance, nor is there a specific ‘action plan’ for this purpose.

Since there are no specific actions for improvement as such, there is no evaluation thereof. The National Agency for Lifelong Learning and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluate the improvement of the provision of information and guidance on IVET.

The main institutions are the ones described above: the National Agency for Lifelong Learning and IFA agency. The IFA agency not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).

Also, since 2012, the national ECVET contact point provides VET institutions and companies with support on the application of ECVET. They host ECVET-related events and offer individual assistance to institutions and companies, supported through the national team of ECVET experts. This team of eight national ECVET experts provides advice and assistance to actors in the Austrian VET sector (in particular those involved in curriculum development) and companies which want to engage in ECVET-related learners’ mobility.

In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on this topic (e.g. on administrative, social security and funding issues).

Austria has countrywide-coordinated mechanisms to provide IVET learners with information on international mobility. However, the country lacks actions targeted at improving this provision over time. Future progress in this area could consist in checking, e.g. through a user survey, whether improvement actions are necessary, and if so, putting in place an appropriate evaluated improvement process.

Austria has mechanisms for information and guidance provision on IVET mobility topics. OeAD (2) is the Austrian agency for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government. The main objective of OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with – a historically grown – specific focus on academic mobility. OeAD is also home to the National Agency for Lifelong Learning (NA LLL), the central administration body for the Erasmus+ programme. Every year, they organise a large number of events (3) to promote international mobility, and provide information about mobility projects (and funding possibilities). The NA LLL also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The NA LLL is also regularly represented at education fairs.

While OeAD the National Agency for Lifelong Learning does not provide one-to-one guidance and counselling to IVET learners, IFA certainly does. The role of IFA very much revolves around ‘information and guidance’. They provide one-to-one guidance to individuals seeking to engage in VET mobility. The IFA agency (‘International Young Workers Exchange’) (4) more specifically focuses on mobility of VET learners (and graduates). Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. The members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists. As a central information and consulting centre for young people, companies and VET providers, the IFA agency organises work placements and provides support with the organisation of these placements. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers in organising European learning mobility. IFA’s main activity thereby consists in providing guidance, and providing support for administrative and organisational aspects of mobility projects. IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
a) IFA organises internship places and issues a call for interest; apprentices can submit an application;
b) For large companies, which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements;
c) Companies can organise internships on their own and only approach IFA to deal with funding issues.
IFA also provides information to incoming learners (5).

Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Economic Chambers, youth information centres, the Europass portal and relevant Ministries (6).

Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility. Examples:

- At regional level, xchange (7). xchange provides support in finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace.

- At sectoral level,
a) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (8);
b) Atempo (9) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities in organising internships abroad;
c) Wienwork (10) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.

As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.

IFA in particular (as well as the other sectoral and regional initiatives engaged in VET mobility mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.

Furthermore, it should be mentioned that VET teachers and trainers play a significant role in providing information and guidance to IVET learners on an individual basis, providing support to IVET learners who wish to spend a mobility period abroad.

(2) (www.oead.at)
(3) (https://www.oead.at/oead/veranstaltungen/alle/DE/)
(4) (http://www.ifa.or.at/)
(5) (http://www.ifa.or.at/fileadmin/user_upload/Beschaeftigung_von_Incomings…)
(6) (https://www.wko.at/Content.Node/Service/Bildung-und-Lehre/Lehre/Ausland…) > focus on internships abroad for apprentices)
(http://www.europass.at/) (http://www.jugendinfo.at/home/publikationen/einfach-weg/)
(http://www.jugendportal.at/praktikum-im-ausland)
(https://www.bmbf.gv.at/schulen/euint/lla_is/schulbesuch_ausland.html)
(http://www.bmwfw.gv.at/Berufsausbildung/InternationaleBerufsausbildung/…)
(http://www.pro-mobility.net/en/pmtoolkit.php).
(7) (http://www.xchange-info.net) is a regional exchange programme which organises work placements abroad for apprentices (duration: 3-4 weeks)
(8) (https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum)
(9) (http://www.atempo.at)
(10) (http://www.wienwork.at)

Countrywide coordination is ensured in the sense that both the Austrian National Agency for Lifelong Learning and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has a broader scope (focusing on information for all types of learners), while IFA provides one-to-one guidance and counselling to individual VET learners seeking to engage in VET mobility.

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. Although in its current work programme (2013-2018), the current Austrian federal government states its commitment to promoting international mobility for learning purposes, and to promoting participation in international cooperation and exchange programmes, this stated commitment does not specifically refer to VET (11) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…). However the Vocational Training Act (12) includes an indirect) reference to the promotion of learning mobility by stating that the ‘international dimension’ of vocational education and training should be taken into consideration.

(11) (https://www.bka.gv.at/DocView.axd?CobId=53264)
(12) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…) (which regulates apprenticeship training)

There are no actions specifically targeted towards an improvement of the provision of information and guidance, nor is there a specific ‘action plan’ for this purpose.

Since there are no specific actions for improvement as such, there is no evaluation thereof. The National Agency for Lifelong Learning and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluate the improvement of the provision of information and guidance on IVET.

The main institutions are the ones described above: the National Agency for Lifelong Learning and IFA agency. The IFA agency not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).

Also, since 2012, the national ECVET contact point provides VET institutions and companies with support on the application of ECVET. They host ECVET-related events and offer individual assistance to institutions and companies, supported through the national team of ECVET experts. This team of eight national ECVET experts provides advice and assistance to actors in the Austrian VET sector (in particular those involved in curriculum development) and companies which want to engage in ECVET-related learners’ mobility.

In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on this topic (e.g. on administrative, social security and funding issues).

Austria has countrywide-coordinated mechanisms to provide IVET learners with information on international mobility. However, the country lacks actions targeted at improving this provision over time. Future progress in this area could consist in checking, e.g. through a user survey, whether improvement actions are necessary, and if so, putting in place an appropriate evaluated improvement process.

Austria has mechanisms for information and guidance provision on IVET mobility topics. OeAD (2) is the Austrian agency for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government. The main objective of OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with – a historically grown – specific focus on academic mobility. OeAD is also home to the National Agency for Lifelong Learning (NA LLL), the central administration body for the Erasmus+ programme. Every year, they organise a large number of events (3) to promote international mobility, and provide information about mobility projects (and funding possibilities). The NA LLL also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The NA LLL is also regularly represented at education fairs.

While OeAD the National Agency for Lifelong Learning does not provide one-to-one guidance and counselling to IVET learners, IFA certainly does. The role of IFA very much revolves around ‘information and guidance’. They provide one-to-one guidance to individuals seeking to engage in VET mobility. The IFA agency (‘International Young Workers Exchange’) (4) more specifically focuses on mobility of VET learners (and graduates). Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. The members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists. As a central information and consulting centre for young people, companies and VET providers, the IFA agency organises work placements and provides support with the organisation of these placements. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers in organising European learning mobility. IFA’s main activity thereby consists in providing guidance, and providing support for administrative and organisational aspects of mobility projects. IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
a) IFA organises internship places and issues a call for interest; apprentices can submit an application;
b) For large companies, which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements;
c) Companies can organise internships on their own and only approach IFA to deal with funding issues.
IFA also provides information to incoming learners (5).

Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Economic Chambers, youth information centres, the Europass portal and relevant Ministries (6).

Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility. Examples:

- At regional level, xchange (7). xchange provides support in finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace.

- At sectoral level,
a) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (8);
b) Atempo (9) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities in organising internships abroad;
c) Wienwork (10) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.

As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.

IFA in particular (as well as the other sectoral and regional initiatives engaged in VET mobility mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.

Furthermore, it should be mentioned that VET teachers and trainers play a significant role in providing information and guidance to IVET learners on an individual basis, providing support to IVET learners who wish to spend a mobility period abroad.

(2) (www.oead.at)
(3) (https://www.oead.at/oead/veranstaltungen/alle/DE/)
(4) (http://www.ifa.or.at/)
(5) (http://www.ifa.or.at/fileadmin/user_upload/Beschaeftigung_von_Incomings…)
(6) (https://www.wko.at/Content.Node/Service/Bildung-und-Lehre/Lehre/Ausland…) > focus on internships abroad for apprentices)
(http://www.europass.at/) (http://www.jugendinfo.at/home/publikationen/einfach-weg/)
(http://www.jugendportal.at/praktikum-im-ausland)
(https://www.bmbf.gv.at/schulen/euint/lla_is/schulbesuch_ausland.html)
(http://www.bmwfw.gv.at/Berufsausbildung/InternationaleBerufsausbildung/…)
(http://www.pro-mobility.net/en/pmtoolkit.php).
(7) (http://www.xchange-info.net) is a regional exchange programme which organises work placements abroad for apprentices (duration: 3-4 weeks)
(8) (https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum)
(9) (http://www.atempo.at)
(10) (http://www.wienwork.at)

Countrywide coordination is ensured in the sense that both the Austrian National Agency for Lifelong Learning and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has a broader scope (focusing on information for all types of learners), while IFA provides one-to-one guidance and counselling to individual VET learners seeking to engage in VET mobility.

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. Although in its current work programme (2013-2018), the current Austrian federal government states its commitment to promoting international mobility for learning purposes, and to promoting participation in international cooperation and exchange programmes, this stated commitment does not specifically refer to VET (11) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…). However the Vocational Training Act (12) includes an indirect) reference to the promotion of learning mobility by stating that the ‘international dimension’ of vocational education and training should be taken into consideration.

(11) (https://www.bka.gv.at/DocView.axd?CobId=53264)
(12) (https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…) (which regulates apprenticeship training)

There are no actions specifically targeted towards an improvement of the provision of information and guidance, nor is there a specific ‘action plan’ for this purpose.

Since there are no specific actions for improvement as such, there is no evaluation thereof. The National Agency for Lifelong Learning and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluate the improvement of the provision of information and guidance on IVET.

The main institutions are the ones described above: the National Agency for Lifelong Learning and IFA agency. The IFA agency not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).

Also, since 2012, the national ECVET contact point provides VET institutions and companies with support on the application of ECVET. They host ECVET-related events and offer individual assistance to institutions and companies, supported through the national team of ECVET experts. This team of eight national ECVET experts provides advice and assistance to actors in the Austrian VET sector (in particular those involved in curriculum development) and companies which want to engage in ECVET-related learners’ mobility.

In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on this topic (e.g. on administrative, social security and funding issues).

Austria has countrywide-coordinated mechanisms to provide IVET learners with information on international mobility. However, the country lacks actions targeted at improving this provision over time. Future progress in this area could consist in checking, e.g. through a user survey, whether improvement actions are necessary, and if so, putting in place an appropriate evaluated improvement process.

Austria has mechanisms for information and guidance provision on IVET mobility topics. OeAD (2) is the Austrian agency for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government. The main objective of OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with – a historically grown – specific focus on academic mobility. OeAD is also home to the National Agency for Lifelong Learning (NA LLL), the central administration body for the Erasmus+ programme. Every year, they organise a large number of events (3) to promote international mobility, and provide information about mobility projects (and funding possibilities). The NA LLL also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The NA LLL is also regularly represented at education fairs.

While OeAD the National Agency for Lifelong Learning does not provide one-to-one guidance and counselling to IVET learners, IFA certainly does. The role of IFA very much revolves around ‘information and guidance’. They provide one-to-one guidance to individuals seeking to engage in VET mobility. The IFA agency (‘International Young Workers Exchange’) (4) more specifically focuses on mobility of VET learners (and graduates). Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. The members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists. As a central information and consulting centre for young people, companies and VET providers, the IFA agency organises work placements and provides support with the organisation of these placements. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers in organising European learning mobility. IFA’s main activity thereby consists in providing guidance, and providing support for administrative and organisational aspects of mobility projects. IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
a) IFA organises internship places and issues a call for interest; apprentices can submit an application;
b) For large companies, which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements;
c) Companies can organise internships on their own and only approach IFA to deal with funding issues.
IFA also provides information to incoming learners (5).

Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Economic Chambers, youth information centres, the Europass portal and relevant Ministries (6).

Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility. Examples:

- At regional level, xchange (7). xchange provides support in finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace.

- At sectoral level,
a) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (8);
b) Atempo (9) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities in organising internships abroad;
c) Wienwork (10) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.

As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.

IFA in particular (as well as the other sectoral and regional initiatives engaged in VET mobility mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.

Furthermore, it should be mentioned that VET teachers and trainers play a significant role in providing information and guidance to IVET learners on an individual basis, providing support to IVET learners who wish to spend a mobility period abroad.

(2) (https://oead.at/)
(3) (https://oead.at/de/veranstaltungen/)
(4) (https://ifa.or.at/)
(5) (https://ifa.or.at/ifawp/wp-content/uploads/2016/08/Beschaeftigung_von_I… )
(6) (https://www.wko.at/service/bildung-lehre/foerderung-auslandspraktikum-l…) > focus on internships abroad for apprentices) (https://www.europass.at/) (http://www.jugendinfo.at/publikationen/einfach-weg/)
(https://www.jugendportal.at/themen/arbeit-beruf/praktikum/praktikum-im-…) (https://bildung.bmbwf.gv.at/euint/lla/index.html)
(https://www.bmdw.gv.at/Berufsausbildung/InternationaleBerufsausbildung/…)
(7) (http://www.xchange-info.net) is a regional exchange programme which organises work placements abroad for apprentices (duration: 3-4 weeks)
(8) (https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum)
(9) (https://www.atempo.at)
(10) (https://www.wienwork.at)

Countrywide coordination is ensured in the sense that both the Austrian National Agency for Lifelong Learning and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has a broader scope (focusing on information for all types of learners), while IFA provides one-to-one guidance and counselling to individual VET learners seeking to engage in VET mobility.

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. The Austrian federal government set in the current working programme (2017-2022) the goal to strengthen programmes for international mobility in education. This stated commitment does not specifically refer to VET (11). However the Vocational Training Act (12) includes an indirect reference to the promotion of learning mobility by stating that the ‘international dimension’ of vocational education and training should be taken into consideration.

(11) https://www.bundeskanzleramt.gv.at/documents/131008/569203/Regierungspr…
(12) https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese… (which regulates apprenticeship training)

There are no actions specifically targeted towards an improvement of the provision of information and guidance, nor is there a specific ‘action plan’ for this purpose.

Since there are no specific actions for improvement as such, there is no evaluation thereof. The National Agency for Lifelong Learning and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluate the improvement of the provision of information and guidance on IVET.

The main institutions are the ones described above: the National Agency for Lifelong Learning and IFA agency. The IFA agency not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).

Also, since 2012, the national ECVET contact point provides VET institutions and companies with support on the application of ECVET. They host ECVET-related events and offer individual assistance to institutions and companies, supported through the national team of ECVET experts. This team of eight national ECVET experts provides advice and assistance to actors in the Austrian VET sector (in particular those involved in curriculum development) and companies which want to engage in ECVET-related learners’ mobility.

In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on this topic (e.g. on administrative, social security and funding issues).

Austria has countrywide-coordinated mechanisms to provide IVET learners with information on international mobility. However, the country lacks actions targeted at improving this provision over time. Future progress in this area could consist in checking, e.g. through a user survey, whether improvement actions are necessary, and if so, putting in place an appropriate evaluated improvement process.

Austria has mechanisms for information and guidance provision on IVET mobility topics. The OeAD (10) is the Austrian agency for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government represented by the Ministry of Education, Science and Research.
The main objective of the OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with a – historically grown – specific focus on academic mobility.
The OeAD is also home to the National Agency for the Erasmus+ programme and thus responsible for information and guidance on and coordination and administration of all Erasmus+ mobility projects. In this context, every year they organise many events (11) to promote international mobility and provide information about mobility projects (and funding possibilities). The National Agency Erasmus+ (12) also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The National Agency Erasmus+ is also regularly represented at education fairs, at conferences in the field of education and career guidance and in schools. They participate in training programmes for teachers and career guidance counsellors to inform about mobility possibilities and the Erasmus+ programme.
While the National Agency/OeAD usually does not provide one-to-one guidance and counselling to individual IVET learners, but only in institutional settings, the IFA agency (International Young Workers Exchange) certainly does. The role of IFA very much revolves around ‘information and guidance’. Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. As a central information and consulting centre for young people, companies and VET providers, the IFA agency organises work placements and provides support with the organisation of these placements. They provide one-to-one guidance to individuals (VET learners and VET graduates) seeking to engage in VET mobility and to companies trying to send their apprentices or young professionals abroad. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers by organising European learning mobility and acts as an intermediary to the National Agency by organising and coordinating the mobility applications and the mobilities themselves for this target group. Members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists.(13)
IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
(a) IFA organises internship places and issues a call for interest; apprentices can submit an application.
(b) For large companies which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements.
(c) Companies can organise internships on their own and only approach IFA to deal with funding issues with the National Agency.
IFA also provides information to incoming learners. (14)
Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Austrian Economic Chambers, youth information centres, the Europass portal and relevant ministries (15).
Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility, for example:
(a) XCHANGE: XCHANGE is a regional exchange programme in the Alpine region which organises work placements abroad for apprentices (duration: 3-4 weeks). The programme provides support for finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this Alpine region initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace. (16)
(b) At sectoral level:
(i) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (17);
(ii) Atempo (18) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities by organising internships abroad;
(iii) Wienwork (19) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.
As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.
IFA in particular (as well as the other sectoral and regional initiatives mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.
On an individual basis it should be mentioned that VET teachers and trainers also play a significant role by providing information and guidance to IVET learners who wish to spend a mobility period abroad.
_________________
(10) (OeAD. https://oead.at/)
(11) (OeAD. Veranstaltungen [Events]. https://oead.at/de/veranstaltungen/)
(12) (OeAD. Herzlichen Willkommen bei Erasmus+ in Österreich [Welcome to Erasmus+ in Austria]. https://erasmusplus.at)
(13) (IFA. IFA Internationaler Fachkräfteaustausch [International Young Workers Exchange] https://ifa.or.at/)
(14) (IFA. Go! Austria. https://ifa.or.at/en/go-austria/)
(15) (WKO. Auslandspraktikum für Lehrlinge [Internship abroad for apprentices] https://www.wko.at/service/bildung-lehre/foerderung-auslandspraktikum-l…) / (OeAD. Europass https://www.europass.at/) / (Bundesnetzwerk Österreichischer Jugendinfos. Einfach weg. Auslandsaufenthalte für junge Leute [Just gone. Stays abroad for young people ]. http://www.jugendinfo.at/publikationen/einfach-weg/) / (Bundesnetzwerk Österreichischer Jugendinfos. Praktikum im Ausland [Internship abroad]. https://www.jugendportal.at/themen/arbeit-beruf/praktikum/praktikum-im-a...) (BMBWF. EU/Internationales. https://www.bmbwf.gv.at/Themen/euint.html) /
(BMDW. Internationale Berufsausbildung [International VET] https://www.bmdw.gv.at/Themen/Lehre-und-Berufsausbildung/Internationale…)
(16) (XCHANGE. http://www.xchange-info.net)
(17) (Landjugend Österreich. Der Weg zum international Praktikum in der Landwirtschaft [The way to an international internship in agriculture]. https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum)
(18) (atempo. Wer wir sind [Who we are]. https://www.atempo.at)
(19) (wienwork. https://www.wienwork.at)

Countrywide coordination is ensured in the sense that both the Austrian National Agency Erasmus+/OeAD and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has broader scope on the one hand (focusing on information for all types of learners) and is restricted to institutional applicants on the other, while IFA provides one-to-one guidance and counselling to individual VET learners and to private companies seeking to engage in VET mobility.

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. However, the Vocational Training Act [Berufsausbildungsgesetz, BAG] includes in § 1a an indirect reference to the promotion of learning mobility by stipulating that the ‘international dimension’ of vocational education and training needs to be taken into account in order to increase the attractiveness of VET. (20) In its current working programme (2020-2024) the Austrian Federal Government sets the goal of further developing the OeAD into an agency for educational innovation and international mobility. While this commitment does not specifically refer to VET, it can be concluded that IVET mobility is included in this commitment as the OeAD is responsible for all kinds of educational mobility and in its role as National Agency Erasmus+ it is also the responsible body for the Erasmus+ programme in VET. (21)
_________________
(20) (BMDW. Berufsausbildungsgesetz (BAG) [Vocational Training Act]. https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…)
(21) (Aus Verantwortung für Österreich. Regierungsprogramm 2020-2024 [Out of responsibility for Austria. Government programme 2020-2024]. https://www.bundeskanzleramt.gv.at/dam/jcr:7b9e6755-2115-440c-b2ec-cbf6…)

There are no actions specifically targeted towards an improvement of the provision of information and guidance, nor is there a specific ‘action plan’ for this purpose.

Since there are no specific actions for improvement as such, there is no evaluation of these. The National Agency Erasmus+ and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluating the improvement of the provision of information and guidance on IVET mobility.

The main institutions for information and assistance on IVET international mobility to companies and IVET institutions are the National Agency Erasmus+ within OeAD and the IFA agency. While the National Agency/OeAD is the primary contact point for educational institutions in the VET sector and similar institutions, companies are advised and informed primarily by IFA. The IFA agency not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).(22)
In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on specific topics regarding VET mobility (e.g. on administrative, social security and funding issues). (23)
_________________
(22) (IFA. Über uns [About us]. https://ifa.or.at/about/)
(23) (WKO. Auslandspraktikum für Lehrlinge [Internship abroad for apprentices] https://www.wko.at/service/bildung-lehre/foerderung-auslandspraktikum-l…)

With the National Agency/OeAD and the IFA agency Austria has nationally coordinated mechanisms to provide learners in IVET with information on international mobility. However, the country lacks a specific strategy and measures aimed at improving this provision over time. Future developments in this area could be to check, e.g. through a user survey, whether improvement measures are necessary and if so, to initiate an appropriate evaluated improvement process.

Austria has mechanisms for information and guidance provision on IVET mobility topics. The OeAD (1) is the Austrian agency for education and internationalisation responsible for international mobility and cooperation in education, science and research. The establishment of the OeAD is based on the national OeAD Act, and the agency is owned by the Austrian Federal Government represented by the Ministry of Education, Science and Research.
The main objective of the OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic and vocational education with a – historically grown – specific focus on academic mobility.
The main objective of the OeAD is to promote and support international cooperation in education, science and research. The activities of the OeAD embrace general, academic, and vocational education with a – historically grown – specific focus on academic mobility.
The OeAD is also home to the National Agency for the Erasmus+ programme and thus responsible for information and guidance on and coordination and administration of all Erasmus+ mobility projects. In this context, every year they organise many events (2) to promote international mobility and provide information about mobility projects (and funding possibilities). The National Agency Erasmus+ (3) also publishes statistics on mobility and mobility programmes. In terms of provision of information and guidance, they focus on educational institutions, although they also provide information and guidance to individuals. The National Agency Erasmus+ is also regularly represented at education fairs, at conferences in the field of education and career guidance and in schools. They participate in training programmes for teachers and career guidance counsellors to inform about mobility possibilities and the Erasmus+ programme.
While the National Agency/OeAD usually does not provide one-to-one guidance and counselling to individual IVET learners, but only in institutional settings, the IFA association (International Young Workers Exchange) certainly does. The role of IFA very much revolves around ‘information and guidance’. Founded in 1995, this association’s mission is to support the international mobility of apprentices, VET learners and VET graduates, by providing administrative and organisational support. Their core service area is related to internships abroad for young apprentices. As a central information and consulting centre for young people, companies and VET providers, the IFA association organises work placements and provides support with the organisation of these placements. They provide one-to-one guidance to individuals (VET learners and VET graduates) seeking to engage in VET mobility and to companies trying to send their apprentices or young professionals abroad. IFA can be considered as an intermediary organisation or agency, which provides support to IVET learners (mostly apprentices), companies and VET providers by organising European learning mobility and acts as an intermediary to the National Agency by organising and coordinating the mobility applications and the mobilities themselves for this target group. Members of the IFA association are as follows: the Austrian Economic Chambers, the Federation of Austrian Industry, the Junior Chamber Austria and the Young Industrialists. (4)

In 2021, the ibw Austria – Research & Development in VET presented a study on initiatives to promote foreign mobility, which also documents the role of the IFA in networking local initiatives. (5)
IFA offers different types of support models for organising internships (most are carried out using Erasmus+ funding):
(a) IFA organises internship places and issues a call for interest; apprentices can submit an application.
(b) For large companies which want to organise internships for a group of apprentices, IFA offers to develop company-specific internship packages, tailored to the individual companies' needs and requirements.
(c) Companies can organise internships on their own and only approach IFA to deal with funding issues with the National Agency.
IFA also provides information to incoming learners. (6)
Apart from these two main actors, information and guidance is also provided by other bodies or organisations, such as the Austrian Economic Chambers, youth information centres, the Europass portal and relevant ministries (7).
Furthermore, there are regional and sectoral programmes and initiatives which provide guidance and information on VET learner mobility, for example:
(a) XCHANGE: XCHANGE is a regional exchange programme in the Alpine region which organises work placements abroad for apprentices (duration: 3-4 weeks). The programme provides support for finding a suitable company for the exchange of apprentices, as well as support for organisational and funding issues. The following countries/regions are part of this Alpine region initiative: four western provinces of Austria (Vorarlberg, Salzburg, Tyrol, Upper Austria); Germany, Switzerland, Liechtenstein, Italy, region of Alsace. (8)
(b) At sectoral level:
(i) the Rural Youth Association provides information and guidance on internships in agriculture-related fields (9);
(ii) Atempo (10) is a social enterprise which provides, amongst other things, support to individuals with learning difficulties or disabilities by organising internships abroad;
(iii) Wienwork (11) is a regional social enterprise with the mission of creating and finding employment for disadvantaged people. They also support international VET mobility for disadvantaged learners.
As pointed out above, VET curricula in Austria are rather ‘prescriptive’ in the sense that they leave little room for flexibility in course planning. As a result, the aspect of guidance and counselling will generally have less significance than in systems with very open/flexible curricula.
IFA in particular (as well as the other sectoral and regional initiatives mentioned above) assumes the role of a central consulting and guidance centre for IVET learners who wish to engage in transnational VET mobility.
On an individual basis it should be mentioned that VET teachers and trainers also play a significant role by providing information and guidance to IVET learners who wish to spend a mobility period abroad.
_________________
(1) OeAD: https://oead.at/
(2) OeAD: Veranstaltungen [Events]. https://oead.at/de/veranstaltungen/
(3) OeAD: Herzlichen Willkommen bei Erasmus+ in Österreich [Welcome to Erasmus+ in Austria]. https://erasmusplus.at
(4) IFA: IFA Internationaler Fachkräfteaustausch [International Young Workers Exchange] https://ifa.or.at/
(5) Petanovitsch, A.; /Fibi, B. (2021): Initiativen zur Förderung der Auslandsmobilität von Lehrlingen. Initiativenkatalog und Synopse. [Initiatives to promote foreign mobility of apprentices. Catalogue of Initiatives and synopsos]. ibw report. Vienna. https://ibw.at/resource/download/2202/ibw-studie-fiam,pdf
(6) IFA: Go! Austria. https://ifa.or.at/en/go-austria/
(7) WKO: Auslandspraktikum für Lehrlinge [Internship abroad for apprentices] https://www.wko.at/service/bildung-lehre/foerderung-auslandspraktikum-l… / OeAD. Europass https://www.europass.at/ / Bundesnetzwerk Österreichischer Jugendinfos: Einfach weg. Auslandsaufenthalte für junge Leute [Just gone. Stays abroad for young people]. https://www.jugendinfo.at/publikationen/einfach-weg/ / Bundesnetzwerk Österreichischer Jugendinfos: Praktikum im Ausland [Internship abroad]. https://www.jugendportal.at/themen/arbeit-beruf/praktikum/praktikum-im-… / BMBWF. EU/Internationales. https://www.bmbwf.gv.at/Themen/euint.html /
BMAW: Internationale Berufsausbildung [International VET] https://www.bmaw.gv.at/Themen/Lehre-und-Berufsausbildung/Internationale…
(8) XCHANGE: http://www.xchange-info.net
(9) Landjugend Österreich: Der Weg zum international Praktikum in der Landwirtschaft [The way to an international internship in agriculture]. https://landjugend.at/praktikum/schritt-fuer-schritt-zum-praktikum
(10) atempo: Wer wir sind [Who we are]. https://www.atempo.at
(11) wienwork: https://www.wienwork.at

Countrywide coordination is ensured in the sense that both the Austrian National Agency Erasmus+/OeAD and IFA operate at national level. They provide information and guidance free of charge. As indicated above, the National Agency has broader scope on the one hand (focusing on information for all types of learners) and is restricted to institutional applicants on the other, while IFA provides one-to-one guidance and counselling to individual VET learners and to private companies seeking to engage in VET mobility.

IIn 2021, the Agency for education and internationalisation (OeAD), the Ministry of Education, Science and Research (BMBWF), Ministry of Labour and Economy (BMAW) and the Austrian Economic Chamber (WKÖ) defined five focal points to increase international mobility of apprentices. Three of these priorities aim at improving information and guidance on mobility opportunities:
(a) Joint information strategy of BMBWF, BMAW, WKÖ and OeAD
(b) Networking of the actors involved
(c) Target group oriented communication (1)
_________________
(1) OeAD (2021): OeAD Factsheet: 5 Schwerpunkte zur Erhöhung der Lehrlingsmobilität [OeAD Factsheet: 5 Priorities for increasing apprentice mobility]. https://presse.oead.at/news-erasmus-fuer-lehrlinge-ziel-ist-die-verdopp…-?id=140957&menueid=9257&tab=4&l=deutsch

There is no specific reference to the promotion of learning mobility in IVET included in national legislation. However, the Vocational Training Act [Berufsausbildungsgesetz, BAG] includes in § 1a an indirect reference to the promotion of learning mobility by stipulating that the ‘international dimension’ of vocational education and training needs to be taken into account in order to increase the attractiveness of VET. (1) In its current working programme (2020-2024) the Austrian Federal Government sets the goal of further developing the OeAD into an agency for educational innovation and international mobility. While this commitment does not specifically refer to VET, it can be concluded that IVET mobility is included in this commitment as the OeAD is responsible for all kinds of educational mobility and in its role as National Agency Erasmus+ it is also the responsible body for the Erasmus+ programme in VET. (2)
_________________
(1) BMAW. Berufsausbildungsgesetz (BAG) [Vocational Training Act]. https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gese…
(2) Aus Verantwortung für Österreich. Regierungsprogramm 2020-2024 [Out of responsibility for Austria. Government programme 2020-2024]. https://www.bundeskanzleramt.gv.at/dam/jcr:7b9e6755-2115-440c-b2ec-cbf6…

Building on the objectives described above the Agency for education and internationalisation (OeAD), the Ministry of Education, Science and Research (BMBWF), Ministry of Labour and Economy (BMAW) and the Austrian Economic Chamber (WKÖ) agreed on the following measures for improvement, among others: (1)
(a) The partners involved will jointly provide information on support and funding opportunities in the long term, especially towards companies, trainers, and vocational schools.
(b) To this end, regional structures of the ministries and the Economic Chamber will be involved. An apprenticeship week with events and actions around the topic of Erasmus+ apprenticeship mobility is to take place throughout Austria (for the first time at the End of September 2022). (2)
(c)
Target group-oriented communication by using testimonials, social media campaigns, a social media toolkit, promotional videos
(d)
International conference on the topic of mobility in apprenticeship training in September 2022
(e)
Regular contact seminars, study visits, trainers' congresses to network the stakeholders
_________________
(1) OeAD (2021): OeAD Factsheet: 5 Schwerpunkte zur Erhöhung der Lehrlingsmobilität [OeAD Factsheet: 5 Priorities for increasing apprentice mobility]. https://presse.oead.at/news-erasmus-fuer-lehrlinge-ziel-ist-die-verdopp…-?id=140957&menueid=9257&tab=4&l=deutsch
(2) OeAD: Lehrlingswoche 2022 [Apprentices week 2022]. https://erasmusplus.at/de/wirkung-initiativen/vernetzung-promotion/lehr…

The National Agency Erasmus+ and IFA certainly evaluate their information and guidance activities, but there is no specific initiative which is dedicated to evaluating the improvement of the provision of information and guidance on IVET mobility.

The main institutions for information and assistance on IVET international mobility to companies and IVET institutions are the National Agency Erasmus+ within OeAD and the IFA association. While the National Agency/OeAD is the primary contact point for educational institutions in the VET sector and similar institutions, companies are advised and informed primarily by IFA. The IFA association not only provides support to VET learners, but also directly to companies. It is also possible for companies to approach IFA in order to develop a corporate scheme for the mobility of their VET learners (apprentices).(1)
In addition, the Austrian Economic Chambers provide information and assistance to institutions and companies on specific topics regarding VET mobility (e.g. on administrative, social security and funding issues). (2)
_________________
(1) (IFA. Über uns [About us]. https://ifa.or.at/about/)
(2) (WKO. Auslandspraktikum für Lehrlinge [Internship abroad for apprentices] https://www.wko.at/service/bildung-lehre/foerderung-auslandspraktikum-l…)

With the National Agency/OeAD and the IFA assocaition Austria has nationally coordinated mechanisms to provide learners in IVET with information on international mobility. However, the country lacks a specific strategy and measures aimed at improving this provision over time. Future developments in this area could be to check, e.g. through a user survey, whether improvement measures are necessary and if so, to initiate an appropriate evaluated improvement process.

The German-speaking community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbuero, the European agency for youth and education (3).

Community-wide coordination of the provision is ensured by the Department for Training and Organisation of education, Ministry of the German-speaking Community.

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective or promoting international learning mobility n IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking community of Belgium is reported to have a countrywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated.

To meet the requirements of the “Youth on the move” Recommendation in this area, the community could in future make sure that actions to improve the provision over time are in place and subject to regular evaluation.

The German-speaking community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbuero, the European agency for youth and education (3).

Community-wide coordination of the provision is ensured by the Department for Training and Organisation of education, Ministry of the German-speaking Community.

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective or promoting international learning mobility n IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking community of Belgium is reported to have a countrywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated.

To meet the requirements of the “Youth on the move” Recommendation in this area, the community could in future make sure that actions to improve the provision over time are in place and subject to regular evaluation.

The German-speaking community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbuero, the European agency for youth and education (3).

Community-wide coordination of the provision is ensured by the Department for Training and Organisation of education, Ministry of the German-speaking Community.

No policy targets have been set out for the area of information and guidance

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective or promoting international learning mobility n IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking community of Belgium is reported to have a countrywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated. Also, no community-wide policy targets have been set out for the area of information and guidance. Addressing these drawbacks could be considered in future.

The German-speaking Community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbüro, the European agency for youth and education (3).

Community-wide coordination of the provision is ensured by the Department for VETg and Organisation of education, Ministry of the German-speaking Community.

No policy targets have been set for the area of information and guidance

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective of promoting international learning mobility in IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking Community of Belgium is reported to have a countrywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated. Also, no community-wide policy targets have been set for the area of information and guidance. Addressing these drawbacks could be considered in future.

The German-speaking Community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbüro (1).
__________________
(1) www.jugendbuero.be

Community-wide coordination of the provision is ensured by the Department for VETg and Organisation of education, Ministry of the German-speaking Community.

No policy targets have been set for the area of information and guidance

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective of promoting international learning mobility in IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking Community of Belgium is reported to have a countrywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated. Also, no community-wide policy targets have been set for the area of information and guidance. Addressing these drawbacks could be considered in future.

The German-speaking Community of Belgium has an information and guidance mechanism for international learning mobility of IVET learners. Provision is ensured by Jugendbüro (1).
__________________
(1) www.jugendbuero.be

Community-wide coordination of the provision is ensured by the Department for VET and Organisation of education, Ministry of the German-speaking Community.

No policy targets have been set for the area of information and guidance.

The Regional law (Dekret) of 26 June 1986 regarding grants for students includes the objective of promoting international learning mobility in IVET.

This information is not available at this time.

This information is not available at this time.

Companies and VET institutions can get information and assistance from Jugendbuero.

The German-speaking Community of Belgium is reported to have a communitywide coordinated policy to provide IVET learners with information and guidance on international learning mobility. The information presented in this fiche on this policy is very limited however. It remains to be clarified what the policy consists of; to what extent the provision covers not only information but also personalised advice, guidance and counselling to IVET learners directly; and how it is coordinated. Also, no community-wide policy targets have been set for the area of information and guidance. Addressing these drawbacks could be considered in future.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility .

For personalised advice and guidance more specifically, VET providers FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There are elements of coordination. The Agencies depend on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes. Finally, VET providers funded by the Regions cooperate with the public bodies and between them for interregional mobility for training.

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific program is called EXPEDIS. Also, programmatic regional’s and Community Governments’ statements (2014-2019) promote international mobility and international education and training for both students and teachers (12).

(12) http://gouvernement.cfwb.be/d-claration-de-politique-communautaire-2014…. P.30

There are no actions on guidance, but there are some on information. The Coordination and management centre for European programmes (CCG) has been endowed with additional staff to support students, teachers and schools, in particular providing them with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (13).

(13) www.studyinbelgium.be

Although the Coordination and management centre for European programmes annually assesses its activities (14), there is no evaluation on the specific issue of improving information and guidance.

(14) This assessment is based on field assessment in schools and companies participating in projects, and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyze the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

The agency "AEF" disseminates calls for projects to all others agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and management centre for European programmes, and official circulars from the General Directorate for Compulsory secondary education.

The French-speaking community of Belgium has mechanisms to provide IVET learners with information for international learning mobility. Some of these mechanisms may provide some personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However these actions have not been evaluated. For further progress in this area, it could be considered in future putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility .

For personalised advice and guidance more specifically, VET providers FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There are elements of coordination. The Agencies depend on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes. Finally, VET providers funded by the Regions cooperate with the public bodies and between them for interregional mobility for training.

No policy targets

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific programme is called EXPEDIS. Also, programmatic regional’s and Community Governments’ statements (2014-2019) promote international mobility and international education and training for both students and teachers (12).

(12) http://gouvernement.cfwb.be/d-claration-de-politique-communautaire-2014…. P.30

There are no actions on guidance, but there are some on information. The Coordination and management centre for European programmes (CCG) has been endowed with additional staff to support students, teachers and schools, in particular providing them with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (13).

(13) www.studyinbelgium.be

Although the Coordination and management centre for European programmes annually assesses its activities (14), there is no evaluation on the specific issue of improving information and guidance.

(14) This assessment is based on field assessment in schools and companies participating in projects, and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyze the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

The agency "AEF" disseminates calls for projects to all others agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and management centre for European programmes, and official circulars from the General Directorate for Compulsory secondary education.

The French-speaking community of Belgium has mechanisms to provide IVET learners with information for international learning mobility. Some of these mechanisms may provide some personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. The community has also not set out any specific policy targets in terms of IVET mobility related information and guidance. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However these actions have not been evaluated. For further progress in this area, it could be considered in future setting up policy targets and putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility .

For personalised advice and guidance more specifically, VET providers FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There are elements of coordination. The Agencies depend on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes. Finally, VET providers funded by the Regions cooperate with the public bodies and between them for interregional mobility for training.

No policy targets

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific programme is called EXPEDIS. Also, programmatic regional’s and Community Governments’ statements (2014-2019) promote international mobility and international education and training for both students and teachers (12).

(12) http://gouvernement.cfwb.be/d-claration-de-politique-communautaire-2014…. P.30

There are no actions on guidance, but there are some on information. The Coordination and management centre for European programmes (CCG) has been endowed with additional staff to support students, teachers and schools, in particular providing them with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (13).

(13) www.studyinbelgium.be

Although the Coordination and management centre for European programmes annually assesses its activities (14), there is no evaluation on the specific issue of improving information and guidance.

(14) This assessment is based on field assessment in schools and companies participating in projects, and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyze the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

The agency "AEF" disseminates calls for projects to all others agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and management centre for European programmes, and official circulars from the General Directorate for Compulsory secondary education.

The French-speaking community of Belgium has mechanisms to provide IVET learners with information for international learning mobility. Some of these mechanisms may provide some personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. The community has also not set out any specific policy targets in terms of IVET mobility related information and guidance. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However these actions have not been evaluated. For further progress in this area, it could be considered in future setting up policy targets and putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility .

For personalised advice and guidance more specifically, VET providers FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There are elements of coordination. The Agencies depend on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes. Finally, VET providers funded by the Regions cooperate with the public bodies and between them for interregional mobility for training.

No policy targets

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific programme is called EXPEDIS. Also, programmatic regional’s and Community Governments’ statements (2014-2019 for Brussels and the French Community, 2017-2019 for Wallonia) promote international mobility and international education and training for both students and teachers (12).

(12) http://gouvernement.cfwb.be/d-claration-de-politique-communautaire-2014…. P.30

There are no actions on guidance, but there are some on information. The Coordination and management centre for European programmes (CCGPE) has been endowed with additional staff and regularly provides IVET schools and Education networks with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (13).
IFAPME has designated in September 2017 a project officer in charge of promoting mobility programmes; information regarding the language immersion grants are now given to all apprentices enrolled in the eligible sections. Simultaneously, visibility actions are being undertaken in the Facebook page and the Web site of IFAPME.
_________________
(13) www.studyinbelgium.be

Although the Coordination and management centre for European programmes annually assesses its activities (14), there is no evaluation on the specific issue of improving information and guidance.

(14) This assessment is based on field assessment in schools and companies participating in projects, and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyse the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

The agency "AEF" disseminates calls for projects to all other agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and management centre for European programmes, and official circulars from the General Directorate for Compulsory secondary education.

In French-speaking Belgium, there are mechanisms to provide IVET learners with information for international learning mobility. Some of these mechanisms may provide some personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. French-speaking Belgium has also not set out any specific policy targets in terms of IVET mobility related information and guidance. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However these actions have not been evaluated. For further progress in this area, it could be considered in future setting up policy targets and putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility .

For personalised advice and guidance more specifically, VET providers FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There are elements of coordination. The Agencies depend on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes. Finally, VET providers funded by the Regions cooperate with the public bodies and between them for interregional mobility for training.

No policy targets

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific programme is called EXPEDIS. Also, programmatic regional and Community Government statements (2019-2024) promote international mobility and international education and training for both students and teachers (1). "extended access for all young Europeans to an Erasmus program, whatever their economic situation or their resources, including for technical and vocational education pupils, for pupils and students in artistic fields and for young artists”
_____________________
(1) https://gouvernement.cfwb.be/home/publications/declaration-de-politique… (see page 58)
https://www.wallonie.be/sites/default/files/2019-09/declaration_politiq… (see page 117)
http://www.erasmusplus-fr.be/enseignement-et-formation-professionnels/

There are no actions on guidance, but there are some on information. The Coordination and management centre for European programmes (CCGPE) has been endowed with additional staff and regularly provides IVET schools and Education networks with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (1).
IFAPME has designated in September 2017 a project officer in charge of promoting mobility programmes; information regarding the language immersion grants are now given to all apprentices enrolled in the eligible sections. Simultaneously, visibility actions are being undertaken in the Facebook page and the Web site of IFAPME.
_________________
(1) www.studyinbelgium.be
http://www.erasmusplus-fr.be/enseignement-et-formation-professionnels/

Although the Coordination and management centre for European programmes annually assesses its activities (14), there is no evaluation on the specific issue of improving information and guidance.

(14) This assessment is based on field assessment in schools and companies participating in projects, and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyse the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

The agency "AEF" disseminates calls for projects to all other agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and management centre for European programmes, and official circulars from the General Directorate for Compulsory secondary education.

In French-speaking Belgium, there are mechanisms to provide IVET learners with information for international learning mobility. Some of these mechanisms may provide some personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. French-speaking Belgium has also not set out any specific policy targets in terms of IVET mobility related information and guidance. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However these actions have not been evaluated. For further progress in this area,one should consider setting up policy targets and putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

There is no specific guidance service designed for IVET mobility. IVET learners can get information on mobility from the public bodies, VET providers, companies, non-profit associations and private foundations that organise mobility projects. Information on mobility can also be obtained from Higher Education institutions: every university has an information service for student mobility.
For example, IFAPME (Walloon dual-training operator) has an International Relations Department which contributes to European reflections, coordinates the offer of European mobility and the management of grants allowing learners enrolled in an IFAPME training centre to continue their training abroad.
For personalised advice and guidance more specifically, VET providers like FOREM (Wallonia) and BRUXELLES FORMATION (Brussels) host counselling Department for international and inter-regional mobility, open to all publics.

There is no national coordination of European/international mobility programs and thus no centralized body responsible for communication on international mobility offers nor guidance for learners over 18.
Each training operator may develop its own mobility services. For example, in the framework of the mobility grants offered by IFAPME to its learners, IFAPME works in collaboration with the AEF-Europe agency for the organization, implementation and financing of ERASMUS+ mobility grants.
The Agency depends on the Government of the French Community for their policy although their management is fully independent. Infor-Jeunes is funded by the Ministry of the French Community and cooperates with BIJ for the portal "Mobilité des Jeunes". There are also links between the agency for the development of lifelong training (AEF) and the Coordination and management centre for European programmes.

No policy targets.

In 2011 the Ministry of The French Community published a Circular (n° 3690) addressing short stays abroad for secondary school learners – “Organisation de séjours scolaires individuels pour les élèves de l’enseignement secondaire”, which includes the promotion of mobility within IVET and general upper secondary Education. This specific programme is called EXPEDIS. Also, programmatic regional and Community Government statements (2019-2024) promote international mobility and international education and training for both students and teachers (1). "extended access for all young Europeans to an Erasmus program, whatever their economic situation or their resources, including for technical and vocational education pupils, for pupils and students in artistic fields and for young artists”
_____________________
(1) https://gouvernement.cfwb.be/home/publications/declaration-de-politique… (see page 58)
https://www.wallonie.be/sites/default/files/2019-09/declaration_politiq… (see page 117)
http://www.erasmusplus-fr.be/enseignement-et-formation-professionnels/

There are no coordinated actions on guidance, but information is available for learners interested in an international mobility.

The Coordination and Management Centre for European Programmes (CCGPE, Centre de Coordination et de Gestion des Programmes Européens) has been endowed with additional staff and regularly provides IVET schools and Education networks with information. The Agency “Wallonia-Brussels Campus” was created in 2010 by the Ministry of the French Community and Wallonia-Brussels International, with information provision as part of its missions (1).

At IFAPME and SFPME/EFP, communication actions are organized to raise awareness of the opportunities and conditions abroad stays for their learners (Erasmus+ mobility grants): regular website updates, online information sessions (Webinar), internal communications their Network, …
In the area of vocational training, IFAPME is also evaluating the implementation of Erasmus+ mobility grants for learners. In the future, this evaluation will be structured based on strategic objectives and indicators increase the richness of the mobility experience in the training path and the strengthening of skills.
_________________
(1) www.studyinbelgium.be
http://www.erasmusplus-fr.be/enseignement-et-formation-professionnels/

Although the Coordination and Management Centre for European Programmes annually assesses its activities (1), there is no evaluation on the specific issue of improving information and guidance.
_________________
(1) This assessment is based on field assessment in schools and companies participating in projects and visiting students abroad. Assessment criteria comprise:
- Quantitative aspects, i.e. number of mobility stays achieved against the targets; change in number of mobility stays since the previous call;
- In situ project evaluation with all stakeholders to analyse the whole project in terms of stakeholder satisfaction and organizational, logistical and qualitative aspects. Internal evaluation forms are completed and a final annual report issued.

At IFAPME, the International Relations Department works in close collaboration with its training centres and dual-training departments to support students before and after their mobility.

The AEF Agency disseminates calls for projects to all other agencies, non-profit organisations, and other stakeholders. Technical and vocational schools receive information through the letters from the Coordination and Management Centre for European Programmes, and official circulars from the General Directorate for Compulsory secondary education.
Thus, centres for VET like IFAPME or SFPME/EFP responds directly to the annual call for projects launched by AEF Agency. The annual grant application is also facilitated in the case in which VET operators have obtained their Erasmus+ 2021-2027 accreditation.
IFAPME is assisted by the partner in the host country (intermediary organization) which is responsible for finding training companies that can host a trainee for a short period of time. The information and prospecting work is therefore carried out by the partner organization which put the trainees in contact with the host companies abroad.

In the French-speaking part of Belgium, some mechanisms to provide IVET learners with information for international learning mobility exist. These mechanisms provide personalised guidance to their users, but no systematic provision of personalised guidance, advice and counselling to IVET learners is in place. Dual-training operators provide information and guidance directly to their learners on a regular basis.
The existing provision is also not systematically coordinated at the community level, although several stakeholders cooperate with each other. The French-speaking part of Belgium has also not set out any specific policy targets in terms of IVET mobility related information and guidance. Actions to improve the current approach to information and guidance provision have been taken through restaffing the Coordination and management centre for European programmes and creating in 2010 a new “Wallonia-Brussels Campus” agency. However, these actions have not been evaluated. For further progress in this area, one should consider setting up policy targets and putting in place at the community level a streamlined, coordinated and systematic mechanism for provision of information and personalised guidance, advice and counselling to IVET learners for their international mobility. To better meet the requirements of the “Youth on the move” Recommendation, putting in place an evaluated process for regular improvement of the provision could also be considered.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (3);
Information on international mobility actions for learners and staff in secondary education (4). Part of this information is provided in cooperation with RYCKEVELDE (5) and Alden Biesen (6).

- EPOS vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (7). Euroguidance (Flemish Community) is since 2014 part of EPOS vzw.

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (8);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (9), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (10), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (11) (World Education Program) and EF (12) (Education First).

(c) Private foundations offering their own grants.

(3) http://data-onderwijs.vlaanderen.be/edulex/document.aspx?docid=13301
(4) http://www.ond.vlaanderen.be/internationaal/seconderwijs.htm
(5) http://www.ryckevelde.be/nl/europa_beleven/subsidies/secundair_onderwij…
(6) http://www.alden-biesen.be/nl/infodagen-en-seminaries-voor-leerkrachten
(7) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(8) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(9) www.jint.be
(10) http://www.gostrange.be/themas/stage/stage-beurzen
(11) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(12) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Dutch-speaking region/community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

Euroguidance (Flemish Community) actively gives advice and support in the development of IVET-projects in which guidance and mobility play a role and in partnership with practitioners, under Erasmus+, ESF and Flemish funds. Euroguidance also helps IVET schools in finding partners for mobility projects under Erasmus+, both in Flanders and abroad, with the help of the Euroguidance network. Within the framework of SID-IN fairs organised yearly, Euroguidance makes guidance counsellors, trainers and teachers aware of the mobility opportunities available to IVET learners.

The Dutch-speaking region/community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance to IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community is lacking a policy to assess and improve its current provision of information and guidance for IVET mobility. Making sure that the provision covers the full spectrum of information and guidance (not only information), creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (3);
Information on international mobility actions for learners and staff in secondary education (4). Part of this information is provided in cooperation with RYCKEVELDE (5) and Alden Biesen (6).

- EPOS vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (7). Euroguidance (Flemish Community) is since 2014 part of EPOS vzw.

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (8);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (9), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (10), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (11) (World Education Program) and EF (12) (Education First).

(c) Private foundations offering their own grants.

(3) http://data-onderwijs.vlaanderen.be/edulex/document.aspx?docid=13301
(4) http://www.ond.vlaanderen.be/internationaal/seconderwijs.htm
(5) http://www.ryckevelde.be/nl/europa_beleven/subsidies/secundair_onderwij…
(6) http://www.alden-biesen.be/nl/infodagen-en-seminaries-voor-leerkrachten
(7) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(8) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(9) www.jint.be
(10) http://www.gostrange.be/themas/stage/stage-beurzen
(11) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(12) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

No policy targets

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Dutch-speaking region/community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

Euroguidance (Flemish Community) actively gives advice and support in the development of IVET-projects in which guidance and mobility play a role and in partnership with practitioners, under Erasmus+, ESF and Flemish funds. Euroguidance also helps IVET schools in finding partners for mobility projects under Erasmus+, both in Flanders and abroad, with the help of the Euroguidance network. Within the framework of SID-IN fairs organised yearly, Euroguidance makes guidance counsellors, trainers and teachers aware of the mobility opportunities available to IVET learners.

The Dutch-speaking region/community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance to IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community has not set up any specific policy targets for this thematic area. A policy to assess and improve its current provision of information and guidance for IVET mobility is also lacking. Making sure that the provision covers the full spectrum of information and guidance (not only information), setting up policy targets for this provision, creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (3);
Information on international mobility actions for learners and staff in secondary education (4). Part of this information is provided in cooperation with RYCKEVELDE (5) and Alden Biesen (6).

- EPOS vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (7). Euroguidance (Flemish Community) is since 2014 part of EPOS vzw.

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (8);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (9), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (10), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (11) (World Education Program) and EF (12) (Education First).

(c) Private foundations offering their own grants.

(3) http://data-onderwijs.vlaanderen.be/edulex/document.aspx?docid=13301
(4) http://www.ond.vlaanderen.be/internationaal/seconderwijs.htm
(5) http://www.ryckevelde.be/nl/europa_beleven/subsidies/secundair_onderwij…
(6) http://www.alden-biesen.be/nl/infodagen-en-seminaries-voor-leerkrachten
(7) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(8) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(9) www.jint.be
(10) http://www.gostrange.be/themas/stage/stage-beurzen
(11) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(12) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

No policy targets

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Dutch-speaking region/community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

Euroguidance (Flemish Community) actively gives advice and support in the development of IVET-projects in which guidance and mobility play a role and in partnership with practitioners, under Erasmus+, ESF and Flemish funds. Euroguidance also helps IVET schools in finding partners for mobility projects under Erasmus+, both in Flanders and abroad, with the help of the Euroguidance network. Within the framework of SID-IN fairs organised yearly, Euroguidance makes guidance counsellors, trainers and teachers aware of the mobility opportunities available to IVET learners.

The Dutch-speaking region/community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance to IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community has not set up any specific policy targets for this thematic area. A policy to assess and improve its current provision of information and guidance for IVET mobility is also lacking. Making sure that the provision covers the full spectrum of information and guidance (not only information), setting up policy targets for this provision, creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (3);
Information on international mobility actions for learners and staff in secondary education (4). Part of this information is provided in cooperation with RYCKEVELDE (5) and Alden Biesen (6).

- EPOS vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (7). Euroguidance (Flemish Community) is since 2014 part of EPOS vzw.

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (8);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (9), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (10), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (11) (World Education Program) and EF (12) (Education First).

(c) Private foundations offering their own grants.

(3) http://data-onderwijs.vlaanderen.be/edulex/document.aspx?docid=13301
(4) http://www.ond.vlaanderen.be/internationaal/seconderwijs.htm
(5) http://www.ryckevelde.be/nl/europa_beleven/subsidies/secundair_onderwij…
(6) http://www.alden-biesen.be/nl/infodagen-en-seminaries-voor-leerkrachten
(7) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(8) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(9) www.jint.be
(10) http://www.gostrange.be/themas/stage/stage-beurzen
(11) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(12) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

No policy targets

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Dutch-speaking region/community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

Euroguidance (Flemish Community) actively gives advice and support in the development of IVET-projects in which guidance and mobility play a role and in partnership with practitioners, under Erasmus+, ESF and Flemish funds. Euroguidance also helps IVET schools in finding partners for mobility projects under Erasmus+, both in Flanders and abroad, with the help of the Euroguidance network. Within the framework of SID-IN fairs organised yearly, Euroguidance makes guidance counsellors, trainers and teachers aware of the mobility opportunities available to IVET learners.

The Dutch-speaking region/community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance to IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community has not set up any specific policy targets for this thematic area. A policy to assess and improve its current provision of information and guidance for IVET mobility is also lacking. Making sure that the provision covers the full spectrum of information and guidance (not only information), setting up policy targets for this provision, creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (3);
Information on international mobility actions for learners and staff in secondary education (4). Part of this information is provided in cooperation with RYCKEVELDE (5) and Alden Biesen (6).

- EPOS vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (7). Euroguidance (Flemish Community) is since 2014 part of EPOS vzw.

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (8);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (9), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (10), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (11) (World Education Program) and EF (12) (Education First).

(c) Private foundations offering their own grants.

(3) https://www.epos-vlaanderen.be
(4) https://onderwijs.vlaanderen.be/nl/leerlingen/tien-vragen-van-leerlinge…
(5) https://www.ryckevelde.be/nl/ga-internationaal/hoe-beginnen
(6) https://www.alden-biesen.be/post/back-to-school-ook-in-alden-biesen
(7) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(8) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(9) www.jint.be
(10) http://www.gostrange.be/themas/stage/stage-beurzen
(11) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(12) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

No policy targets

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Dutch-speaking region/community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

Euroguidance (Flemish Community) actively gives advice and support in the development of IVET-projects in which guidance and mobility play a role and in partnership with practitioners, under Erasmus+, ESF and Flemish funds. Euroguidance also helps IVET schools in finding partners for mobility projects under Erasmus+, both in Flanders and abroad, with the help of the Euroguidance network. Within the framework of SID-IN fairs organised yearly, Euroguidance makes guidance counsellors, trainers and teachers aware of the mobility opportunities available to IVET learners.

The Dutch-speaking region/community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance to IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community has not set up any specific policy targets for this thematic area. A policy to assess and improve its current provision of information and guidance for IVET mobility is also lacking. Making sure that the provision covers the full spectrum of information and guidance (not only information), setting up policy targets for this provision, creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

Information on mobility for IVET learners is delivered on a variety of websites in order to reach the different target groups.

- The Flemish Ministry of Education and Training provides:
Specific information on organizing traineeships for IVET learners, including traineeships abroad (1);
Information on international mobility actions for learners and staff in secondary education (2). Part of this information is provided in cooperation with RYCKEVELDE (3).
- Epos vzw, the Erasmus+ National Agency of the Flemish Community of Belgium, provides specific information for mobility of IVET learners and staff (4).

Information can also be obtained from:

(a) Other public bodies that offer mobility grants, i.e.

- The Province of West-Flanders, which delivers grants for cross-border mobility to Nord-Pas de Calais (FR), Kent (UK) or Zeeland (NL) for learners in secondary education, including IVET (5);

- The Flemish Agency for Social-Cultural Work for Youth and Adults, which co-funds, together with the European Commission, JINT vzw (6), an organization for the implementation of the Erasmus+ programme; and

- GO Strange (7), which provides information on different grants for young people going abroad for study and traineeship.

(b) VET providers, in particular WEP (8) (World Education Program) and EF (9) (Education First).

(c) Private foundations offering their own grants.
____________________________
(1) https://www.epos-vlaanderen.be
(2) https://onderwijs.vlaanderen.be/nl/leerlingen/tien-vragen-van-leerlinge…
(3) https://www.ryckevelde.be/nl/ga-internationaal/hoe-beginnen
(4) http://www.epos-vlaanderen.be/?CategoryID=636&SearchParam=
(5) http://www.west-vlaanderen.be/overdegrens/gebiedenbeleid/externe_relati…
(6) www.jint.be
(7) http://www.gostrange.be/themas/stage/stage-beurzen
(8) http://www.wep.be/nl
Specific information for youngster in secondary education, including IVET: http://www.wep.be/nl/vertrekken-tijdens-je-studies
(9) http://www.ef.be/nl/top/buitenlandse-stage/

The different actors pursue their mission separately. There is no coordination mechanism.

No policy targets

Legal provisions do not include the objective of promoting international learning mobility in IVET.

The Flemish Community of Belgium does not have actions to improve the current provision of information and guidance for the international mobility of IVET learners, although actions were undertaken by the Flemish Euroguidance.

There are small improvement actions, but no central organised evaluation is carried out.

The Flemish National agency (Epos vzw) actively gives advice and support in the development of IVET-projects in which mobility plays a role. The agency acts in cooperation with Europass and Euroguidance Flanders to embed the added value(s) of internationalisation in IVET. Epos vzw actively looks for synergies with their partners in the vzw VDAB (Flemish PES) and DWSE (Department of Work and Social Economy) and ESF+ and Flemish funds. The National Agency supports IVET schools in their search for partners for mobility projects under Erasmus+, both in Flanders and abroad. Euroguidance Flanders contributes by giving advice specifically for projects focusing on guidance. Within the framework of SID-IN (Study and Information Days) fairs organised yearly, Euroguidance raises awareness amongst guidance counsellors, trainers and teachers concerning the mobility opportunities available to IVET learners.
Europass Flanders contributes by validating foreign learning and work experiences via Europass mobility certificates. Also, Europass Diploma Supplement describes the acquired knowledge, skills and competences of vocational training/experience.

The Flemish Community of Belgium provides IVET learners with information on international learning mobility. However this provision does not seem to cover personalised advice, counselling and guidance of IVET learners directly. This provision is operated by various institutions acting separately without any community-level coordination. In addition, the community has not set up any specific policy targets for this thematic area. A policy to assess and improve its current provision of information and guidance for IVET mobility is also lacking. Making sure that the provision covers the full spectrum of information and guidance (not only information), setting up policy targets for this provision, creating coordination mechanism to ensure convergence, consistency and complementarity of the provision, and putting in place evaluated actions to improve the provision of information and guidance could be considered in future in order to promote international learning mobility in IVET.

In Bulgaria, the international learning mobility of IVET learners is carried out within projects under Erasmus+ (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. Experts of the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects planned and under implementation.

In the period 2012 – 2015 a network of 29 career guidance centres in the school education system has been established in the frames of a project funded under Operational Programme Human Resources Development (2007 – 2013). The centres provide information and counselling related to individual education and career planning and support in implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education, since the IVET learning mobility, as pointed out above, is implemented in the frames of mobility projects.

There are also NGOs which provide practically oriented trainings for preparation of mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of organisation and activities, the Human Resources Development Centre administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and implementation of its horizontal priorities.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET.

In the national Lifelong Learning Strategy (2014-2020), an activity was defined to “Encourage application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attainment of key competences, improving learners’ achievements and personality development”. Limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementation of international IVET learning mobility exclusively in the frames of EU funded mobility projects. It is expected that the activity pointed out includes measures related to broadening the funding opportunities, improvement of foreign language training and of information and guidance services for IVET mobility.

It is obvious from the above that there are no explicitly defined actions planned for improving information and guidance for IVET mobility. Considering that the Strategy is planned to be monitored annually and a Report on the results achieved should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

Information to VET providers is delivered on the website (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); in different towns of the country through information campaigns; at the office of the Centre by experts; and through promotional leaflets and brochures. Experts of the Centre provide applicants (education and training institutions and companies) with assistance in preparing mobility project proposals and counselling about their implementation.

(1) www.hrdc.bg

Bulgaria has a mechanism in place to provide IVET learners with information and guidance on international learning mobility opportunities. The provision is ensured and coordinated countrywide by the Human Resources Development Centre that is responsible with the activities related to the Erasmus+ Programme at national level. Specific measures to improve the provision of information and guidance are lacking however, although a Lifelong Learning Strategy (2014-2020) was adopted to improve education and training at large. In order to meet the requirements of the “Youth on the Move” Recommendation in this thematic area, the country could consider taking policy initiatives aimed to improve the information and guidance provision for IVET mobility, and putting in place a regular evaluation of these initiatives.

In Bulgaria, the international learning mobility of IVET learners is carried out within projects under Erasmus+ (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. Experts of the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects planned and under implementation.

In the period 2012 – 2015 a network of 29 career guidance centres in the school education system has been established in the frames of a project funded under Operational Programme Human Resources Development (2007 – 2013). The centres provide information and counselling related to individual education and career planning and support in implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education, since the IVET learning mobility, as pointed out above, is implemented in the frames of mobility projects.

There are also NGOs which provide practically oriented trainings for preparation of mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of organisation and activities, the Human Resources Development Centre administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and implementation of its horizontal priorities.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET.

In the national Lifelong Learning Strategy (2014-2020), an activity was defined to “Encourage application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attainment of key competences, improving learners’ achievements and personality development”. Limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementation of international IVET learning mobility exclusively in the frames of EU funded mobility projects. It is expected that the activity pointed out includes measures related to broadening the funding opportunities, improvement of foreign language training and of information and guidance services for IVET mobility.

It is obvious from the above that there are no explicitly defined actions planned for improving information and guidance for IVET mobility. Considering that the Strategy is planned to be monitored annually and a Report on the results achieved should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

Information to VET providers is delivered on the website (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); in different towns of the country through information campaigns; at the office of the Centre by experts; and through promotional leaflets and brochures. Experts of the Centre provide applicants (education and training institutions and companies) with assistance in preparing mobility project proposals and counselling about their implementation.

(1) www.hrdc.bg

Bulgaria has a mechanism in place to provide IVET learners with information and guidance on international learning mobility opportunities. The provision is ensured and coordinated countrywide by the Human Resources Development Centre that is responsible with the activities related to the Erasmus+ Programme at national level. Specific measures to improve the provision of information and guidance are lacking however, although a Lifelong Learning Strategy (2014-2020) was adopted to improve education and training at large. In order to meet the requirements of the “Youth on the Move” Recommendation in this thematic area, the country could consider taking policy initiatives aimed to improve the information and guidance provision for IVET mobility, and putting in place a regular evaluation of these initiatives.

In Bulgaria, the international learning mobility of IVET learners is carried out within projects under Erasmus+ (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. Experts of the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects planned and under implementation.

In the period 2012 – 2015 a network of 29 career guidance centres in the school education system has been established in the frames of a project funded under Operational Programme Human Resources Development (2007 – 2013). The centres provide information and counselling related to individual education and career planning and support in implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education, since the IVET learning mobility, as pointed out above, is implemented in the frames of mobility projects.

There are also NGOs which provide practically oriented trainings for preparation of mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of organisation and activities, the Human Resources Development Centre administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and implementation of its horizontal priorities.

Human Resources Development Centre is the Erasmus+ National Agency for Bulgaria. It sets countrywide policy targets for information and guidance of the potential participants in mobility. HRDC set as targets in its Working Programme 2015 to promote mobility among disabled people people at a socio-economic disadvantage.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET.

In the national Lifelong Learning Strategy (2014-2020), an activity was defined to “Encourage application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attainment of key competences, improving learners’ achievements and personality development”. Limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementation of international IVET learning mobility exclusively in the frames of EU funded mobility projects. It is expected that the activity pointed out includes measures related to broadening the funding opportunities, improvement of foreign language training and of information and guidance services for IVET mobility.

It is obvious from the above that there are no explicitly defined actions planned for improving information and guidance for IVET mobility. Considering that the Strategy is planned to be monitored annually and a Report on the results achieved should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

Information to VET providers is delivered on the website (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); in different towns of the country through information campaigns; at the office of the Centre by experts; and through promotional leaflets and brochures. Experts of the Centre provide applicants (education and training institutions and companies) with assistance in preparing mobility project proposals and counselling about their implementation.

(1) www.hrdc.bg

Bulgaria has a mechanism in place to provide IVET learners with information and guidance on international learning mobility opportunities. Policy targets for this policy strand are set. The provision is ensured and coordinated countrywide by the Human Resources Development Centre that is responsible with the activities related to the Erasmus+ Programme at national level. Specific measures to improve the provision of information and guidance are lacking however, although a Lifelong Learning Strategy (2014-2020) was adopted to improve education and training at large. In order to meet the requirements of the “Youth on the Move” Recommendation in this thematic area, the country could consider taking policy initiatives aimed to improve the information and guidance provision for IVET mobility, and putting in place a regular evaluation of these initiatives.

In Bulgaria, the international learning mobility of IVET learners has been carried out mainly within projects under Erasmus+ Programme (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+ Programme) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. Experts of the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects planned and under implementation. In addition, the Human resource development centre administers and hosts the national Euroguidance centre, part of the European Euroguidance network, supporting quality guidance services in the country with focus on enabling international mobility.

In the period 2012 – 2015 a network of 28 career guidance centres in the school education system has been established in the frames of a project funded under Operational Programme Human Resources Development (2007 – 2013). The programme was evaluated in 2015-2016 and renewed for two more years (2016/2017). The centres provide information and counselling related to individual education and career planning and support in implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education, since the IVET learning mobility, as pointed out above, is implemented in the frames of mobility projects. The network of career centres continues its operation and will further place emphasis on the link between IVET and career guidance.

Additionally, the EURES national office situated in the National Employment Agency, encourages the guidance for mobility through the “My first job” initiative. The “My first EURES job” initiative aims to help young people in the 18-35 age group of any of the EU28 countries + Iceland and Norway (EFTA/EEA countries) to find a work placement (traineeship or apprenticeship) in another EU EFTA/EEA country.

There are also NGOs which provide practically oriented trainings for preparation of mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of organisation and activities, the Human Resources Development Centre administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and implementation of its horizontal priorities. The Ministry of Education and Science coordinates the network of guidance centres in Bulgaria in terms of content and structure and monitoring of the activities. Regular reports are submitted by the career centres in order to ensure the coordination of the guidance and information activities.

Human Resources Development Centre (HRDC) is the Erasmus+ National Agency for Bulgaria. It sets countrywide policy targets for information and guidance of the potential participants in mobility, which are in accordance with the Ministry of Education and Science priorities and targets. HRDC set as targets in its Working Programme 2015 to promote mobility among disabled people at a socio-economic disadvantage. Additionally, the National Euroguidance centre, hosted by the HRDC, supports mobility-oriented guidance and promotes mobility opportunities in all fields of education and training, including IVET.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET. Legal provisions’ objectives concern the VET sector as a whole and do not provide with specific provisions and priorities in the given field.

In the national Lifelong Learning Strategy (2014-2020), an activity was defined to “Encourage application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attainment of key competences, improving learners’ achievements and personality development”. In addition, the 2018 action plan envisages provision to facilitate mobility at secondary and university level for teachers and students. Limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementation of international IVET learning mobility exclusively in the frames of EU funded mobility projects. It is expected that the activity pointed out includes measures related to broadening the funding opportunities, improvement of foreign language training and of information and guidance services for IVET mobility.
The national network of career guidance centre in the field of school education support young people in choosing career and education, ensuring information on international learning mobility.

Considering that the Strategy is planned to be monitored annually and a Report on the results achieved should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance. This also holds for the National Strategy for VET development (2015-2020) and its action plan defining the actions in support to the guidance system in Bulgaria.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

Information to VET providers is delivered on the websites (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); in different towns of the country through information campaigns; at the office of the Centre by experts; and through promotional leaflets and brochures. Experts of the Centre provide applicants (education and training institutions and companies) with assistance in preparing mobility project proposals and counselling about their implementation.

(1) www.hrdc.bg
http://euroguidance.hrdc.bg/

Bulgaria has a mechanism in place to provide IVET learners with information and guidance on international learning mobility opportunities. Policy targets for this policy strand are set. The provision is ensured and coordinated countrywide by the Human Resources Development Centre that is responsible with the activities related to the Erasmus+ Programme at national level. Actions are taken to improve the provision of information and guidance. The National Lifelong Learning Strategy (2014-2020) was adopted to improve education and training at large. Non-governmental organizations (NGO) are very active with providing different types of projects in the field of career guidance and developing web portals which support young people’s choice of educational and professional development. The network of Youth information centres was also created to support young people’s motivation for further development through formal and non-formal education activities. What is missing however is a systematic mechanism to monitor, review, assess and improve on a regular basis the overall provision of information and guidance.

In Bulgaria, the international learning mobility of IVET learners has been carried out mainly within projects under Erasmus+ Programme (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+ Programme) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. The experts employed by the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects that are either planned or under implementation. In addition, the Human Resource Development Centre (HRDC) administers and hosts the national Euroguidance Centre, which is a part of the European Euroguidance network, and supports quality guidance services in the country with a focus on enabling international mobility.

In the period 2012 – 2015 a network of 28 career guidance centres in the school education system was established in the frame of a project funded under the Human Resources Development Operational Programme (2007 – 2013). The Programme was evaluated in 2015-2016 and renewed for two more years (2016/2017). The centres provide information and counselling related to individual education and career planning and support the implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education since IVET learning mobility, as pointed out above, has been implemented under mobility projects. The network of career centres is functioning and will continue putting emphasis on the link between IVET and career guidance.

Additionally, the EURES national office situated with the National Employment Agency, encourages the guidance for mobility through the “My first job” Initiative. The “My first EURES job” initiative aims at helping young people aged 18-35 in any of the EU 28 countries + Iceland and Norway (EFTA/EEA countries) to find a work placement (traineeship or apprenticeship) in another EU EFTA/ EEA country.

There are also NGOs which provide practically oriented training for drafting mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of Organisation and Activities, the Human Resources Development Centre (HRDC) administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and the implementation of the Programmes’ horizontal priorities. The Ministry of Education and Science (MES) coordinates the network of guidance centres in Bulgaria in terms of content, structure and monitoring of activities. Regular reports are submitted by the career centres in order to ensure the coordination of the guidance and information activities

The Human Resources Development Centre (HRDC) is the Erasmus+ National Agency for Bulgaria. It sets countrywide policy targets for information and guidance of potential participants in mobility, which correspond to the priorities and targets of the Ministry of Education and Science. HRDC has set as targets in its Working Programme 2015 the promotion of mobility among disabled people at a socio-economic disadvantage. Additionally, the National Euroguidance Centre, hosted by the HRDC, supports mobility-oriented guidance and promotes mobility opportunities in all fields of education and training, including IVET.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET. The legal provisions’ objectives concern the VET sector as a whole and do not contain specific provisions and priorities in the given field.

The national Lifelong Learning Strategy (2014-2020) has formulated an activity aimed at “encouraging the application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attaining key competences, improving learners’ achievements and personality development”. In addition, the 2018 Action Plan envisages the provision of facilitating mobility at secondary and university level for teachers and students. The limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementing international IVET learning mobility exclusively in the frames of EU funded mobility projects. The expectation is that the activity that has been pointed out includes measures related to broadening the funding opportunities, improving the quality of foreign language training and information and guidance services for IVET mobility.
The national network of career guidance centres in the field of school education support young people in choosing career and education paths by providing information on international learning mobility.

Considering that the Strategy must be monitored on an annual basis and that a Report on the achieved results should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance. This also holds for the National Strategy for VET development (2015-2020) and its action plan defining the actions in support to the guidance system in Bulgaria.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

The information to VET providers is delivered through the websites (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); through information campaigns conducted in different cities and towns in the country; by experts at the HRDC; and through promotional leaflets and brochures. The HRDC experts provide applicants (education and training institutions and companies) with assistance in writing mobility project proposals and counselling in terms of their implementation.
_______________
(1) www.hrdc.bg
http://euroguidance.hrdc.bg/

Bulgaria has a mechanism in place for providing IVET learners with information and guidance on international learning mobility opportunities. Targets for this policy strand have been set. The provision has been ensured and coordinated countrywide by the Human Resources Development Centre (HRDC), responsible for the activities related to the Erasmus+ Programme at national level. Actions have been taken to improve the provision of information and guidance. The National Lifelong Learning Strategy (2014-2020) was adopted for improving education and training at large. Non-governmental organizations (NGO) are very active in implementing different types of projects in the field of career guidance and in developing web portals which support young people’s choice of education and professional development. The network of Youth Information Centres was also established to support young people’s motivation for further development through formal and non-formal education activities.
What is missing, however, is a systematic mechanism to monitor, review, assess and improve on a regular basis the overall provision of information and guidance.

In Bulgaria, the international learning mobility of IVET learners has been carried out mainly within projects under the Erasmus+ Programme (during the previous period this mobility was carried out under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (HRDC) (National Agency for LLP and now for the Erasmus+ Programme) is the institution responsible for providing information and guidance on the learning mobility opportunities for students from vocational schools, vocational colleges, centres for vocational training and universities. The experts employed by the HRDC provide detailed information and counselling to education and training institutions on the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students with respect to their participation in IVET learning mobility projects that are either in the planning phase or are being implemented. In addition, the HRDC administers and hosts the national Euroguidance Centre, which is a part of the European Euroguidance Network and supports quality guidance services in the country with a focus on enabling international mobility.

In the period 2012 – 2015 a network of 28 career guidance centres was established in the school education system within the frame of a project funded under the Human Resources Development Operational Programme (2007 – 2013). The Programme was evaluated in 2015-2016 and renewed for two more years (2016/2017). The centres are now funded by the national budget and work under the frame of the municipal centres for the personal development of students. These centres provide information and counselling related to individual education and career planning and support the implementation of students’ individual plans. The universities also have career centres and Erasmus offices that support IVET and provide information about IVET related opportunities.
The information and guidance for international learning mobility covers only opportunities within the general secondary and higher education system as IVET learning mobility, as pointed out above, has been implemented under mobility projects. The career centres will continue putting emphasis on the link between IVET and career guidance. Additionally, the EURES national office with the National Employment Agency, encourages guidance for mobility through the “My first job” Initiative. The “My first EURES job” initiative aims at helping young people aged 18-35 who are located in any of the EU 28 countries + Iceland and Norway (EFTA/EEA countries) to find work placement (traineeship or apprenticeship) in another EU EFTA/ EEA country. There are also NGOs that provide practically oriented training for drafting mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of Organisation and Activities, the Human Resources Development Centre (HRDC) administers, promotes, consults, organises, and coordinates the participation of Bulgaria in the Erasmus+ Programme and the implementation of its horizontal priorities. The Ministry of Education and Science (MES) coordinates the network of guidance centres in Bulgaria in terms of content, structure and monitoring of activities. The career centres are required to submit regular reports for the purpose of ensuring the coordination of guidance and information activities

The Human Resources Development Centre (HRDC) is the Bulgarian Erasmus+ National Agency. It is responsible for setting countrywide policy targets for information and guidance of potential participants in mobility that correspond to the priorities and targets of the Ministry of Education and Science. In its working programme the HRDC has set as targets in the promotion of mobility among disabled people who are disadvantaged from a socio-economic perspective. Additionally, the National Euroguidance Centre with the HRDC supports mobility-oriented guidance and promotes mobility opportunities in all fields of education and training, including IVET.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET. The legal provisions’ objectives cover the VET sector as a whole and do not contain specific provisions and priorities in the given field.

The National Lifelong Learning Strategy (2014-2020) has formulated an activity aimed at “encouraging the application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attaining key competences, improving learners’ achievements and personality development”. In addition, the 2018 Action Plan envisages means for facilitating mobility at secondary school and university level for teachers and students. The limited financial resources of IVET learners as well as the level of their foreign language competencies are among the reasons for implementing international IVET learning mobility exclusively under EU-funded mobility projects. The new Strategic Framework for the Development of the Education serves as a continuation of all these efforts aimed at to broadening the existing funding opportunities, improving the quality of foreign language training and information and guidance services for IVET mobility.
The national network of career guidance centres in schools and universities support young people in choosing career and education paths by providing information on international learning mobility.

In view of the fact that the Strategy should be monitored on an annual basis and that a Report on the achieved results should be submitted to the Council of Ministers, the assumption is that this Report will contain conclusions with respect to the measures that should be taken to support IVET mobility and improve information and guidance.

As IVET international mobility is carried out under the Erasmus Programme, information is provided on the basis of the Programme’s Rules and national priorities.
The information is delivered to VET providers through the websites (1) of the Human Resources Development Centre (the National Agency for LLP and now for the Erasmus+ Programme) as well as through information campaigns conducted in different cities and towns in the country, through consultations provided by HRDC experts, and through promotional leaflets and brochures. The HRDC experts provide assistance and counselling to applicants (education and training institutions and companies) in writing and implementing mobility project proposals.
_______________________
(1) www.hrdc.bg
http://euroguidance.hrdc.bg/

Bulgaria has adopted a mechanism to provide IVET learners with information and guidance on international learning mobility opportunities. The targets for this policy strand have been set. The provision has been ensured and coordinated countrywide by the Human Resources Development Centre (HRDC) which is responsible for the implementation of the activities related to the Erasmus+ Programme at the national level. Actions have been taken to improve the provision of information and guidance. The Strategy for Development of Education, Training and Learning (2021-2030) was adopted to improve education and training. Non-governmental organisations (NGO) are very active in implementing different types of projects in the field of career guidance as well as in developing web portals that support young people’s choice of education and professional development. The network of Youth Information Centres was also established to support young people’s motivation for further development through formal and non-formal education activities.
However, what is missing is a systematic mechanism to monitor, review, assess and improve the overall provision of information and guidance on a regular basis.

In Croatia, IVET learners can participate in international learning mobility within Erasmus+ projects. The Agency for mobility and EU Programmes (AMEUP) is the National Agency appointed to implement the Erasmus+ programme, and it ensures the provision of information on opportunities for participation in Erasmus+ for the VET sector. AMEUP is the main body that provides IVET learners with all the necessary information regarding the possibilities for mobility.

AMEUP regularly participates in informative days and other similar events organised by other institutions and bodies, aiming to provide learners from different institutions and regions with information on learning mobility. In addition, AMEUP regularly informs and advises all the institutions that can participate in Erasmus+ on the possibilities for learning mobility for their learners, so that students can be informed via their schools as well.

The Agency ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website www.mobilnost.hr.

The provision of information for the international mobility of IVET learners is coordinated countrywide.

AMEUP ensures equal geographical distribution of the information, guidance and support for the schools who are potential applicants in the Erasmus+ programme in the VET sector. For the Call year 2015 AMEUP organised and held four information days and workshops: one workshop was held in the capital city of Zagreb and three were held at regional level. Additionally, one webinar session on possibilities for participation in the Erasmus+ programme in the VET sector was held, ensuring access to information to potential applicants from geographically remote regions. All information regarding possibilities for participation in the Erasmus+ programme are available on AMEUP’s website (www.mobilnost.hr).

The Ministry of Science, Education and Sports (MoSES) is developing a new Programme for the Development of Vocational Education and Training. Within this programme, a more comprehensive approach to promotion is planned, as well as coordinated action for promotion and information for all relevant institutions in the system, namely Ministry of Science, Education and Sports, Agency for Mobility and EU Programmes, Agency for Vocational Education and Training and Adult Education (AVETAE).

In Croatia, the promotion of international learning mobility in IVET is implied in the Acts concerning the establishment of the relevant institutions: the Agency for Mobility and EU Programmes (1) (The Act on Amendments to the Act on the Agency for Mobility and EU Programmes: Article 4, Paragraph 2 defines that, in performing its activities, the Agency provides information and advice, ensures dissemination of information, promotes all activities supported under the Erasmus+ Programme and prepares instructions and manuals for the interested parties. https://vlada.gov.hr/UserDocsImages//Sjednice/2015/221%20sjednica%20Vla…) and the Agency for Vocational Educationand Training and Adult Education (2) (The Act on the Agency for Vocational Education and Training and Adult Education: Article 4 specifies that the activities of the Agency include the cooperation and participation in the implementation of programmes and projects in the area of vocational education, as well as advisory activities.
http://www.asoo.hr/UserDocsImages/Dokumenti/Zakon%20o%20Agenciji%20za%2…).

The new Strategy of Education, Science and Technology (hereinafter: Strategy) was adopted by the Croatian Parliament in October 2014 (3) (Reference: “The Official Gazette” 124/2014). The Strategy focuses on enhancing mobility of students and teachers in the higher education sector. Although it does not include as one of its goals the mobility of IVET learners, the Strategy envisages the drafting and adoption of the Programme for the Development of Vocational Education and Training (hereinafter: Programme) (4) (The Ministry of Science, Education and Sports (MoSES) is responsible for drafting the Programme while the working group delivering it includes the following: representatives of MoSES, AVETAE, Ministry of Entrepreneurship and Crafts, Ministry of Labour and Pension System, Croatian Chamber of Trades and Crafts, Croatian Chamber of Economy, Croatian Employment Service, AMEUP, union representatives, representatives of vocational schools. The Programme will be adopted at national level by the end of 2015). The Programme will set goals focused on quality, excellence and attractiveness of the VET system in Croatia, including the internationalisation of VET, namely mobility. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of schools participating in mobility projects. It lists several measures in the area of mobility: to identify and remove legal and administrative barriers for IVET mobility, to ensure visibility and availability of the results of mobility projects with emphasis of good practice examples. The Programme will also promote the implementation of ECVET and the Europass Certificate Supplement.

In Croatia no specific actions have been taken to improve the provision of information and guidance on international mobility for IVET learners.

However, the country has taken steps for the internationalisation of VET, by joining the Lifelong Learning Programme and the Erasmus+ Programme. In addition, the new Programme for the Development of Vocational Education and Training (5) (The first draft of the programme was delivered in April 2015 and it is foreseen that it will be adopted at national level by the end of 2015. The Programme will set specific goals to promote the international learning mobility in IVET, such as giving support to VET institutions in participation in mobility projects and promoting the use of ECVET. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of school participating in mobility projects.) , which is currently being drafted, sets specific goals to promote the international learning mobility in IVET.

As there are no specific actions for the improvement of information and guidance for IVET learners on IVET mobility topics, there is not evaluation.

The Agency for Mobility and EU Programmes (AMEUP) provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme, as well as to ensure equal geographical distribution of information and promotion campaigns.

The Agency informs VET stakeholders on possibilities for IVET learners to undertake international mobility. The target groups to which AMEUP provides information in the context of the Erasmus+ programme include any public or private organisation in the field of VET or active in the labour market, such as:
- vocational education schools/institutes/centres;
- public or private, small, medium or large enterprises (including social enterprises);
- social partners or other representatives of working life, including chambers of commerce, craft/professional associations and trade unions;
- public bodies at local, regional or national level, research institutes, foundations;
- non-profit organisations, associations, NGOs;
- bodies providing career guidance, professional counselling and information services;
- bodies responsible for policies in the field of vocational education and training.

AMEUP ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website (www.mobilnost.hr)

Each call year (6) (For the Call 2015 AMEUP held 4 information days and 1 webinar for the VET sector) AMEUP holds information days and workshops across Croatia, as well as webinars, and informs potential applicants about mobility possibilities via the internet.

In its promotional campaigns, AMEUP provides information to VET stakeholders on the following aspects:
- possibilities for VET institutions and IVET learners to participate in the Erasmus+ programme;
- technical support for writing quality project proposals;
- opportunities to establish and implement international partnerships.

The agency also provides assistance to potential applicants to Erasmus+ projects in the VET sector in the form of individual counselling on how to write a good project proposal. The target groups for counselling are mainly teaching staff and project coordinators in VET institutions.

AMEUP promotes best practice examples in its publications and on its website (7) (www.mobilnost.hr). Best practice examples of mobility projects in the VET sector especially highlight the benefits of international mobility both to the institution and to the participants.

In Croatia, the provision of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes (AMEUP), either directly or via the VET providers. Responsible with the implementation of the Erasmus+ Programme at national level, the Agency ensures equal geographical distribution and countrywide coordination for the provision of information and support for potential participants in Erasmus+. Although the country has taken steps to further promote international learning mobility in IVET, the main drawbacks in this thematic area are the lack of guidance on IVET mobility to students, and the lack of specific actions aimed to improve the information and guidance provision on mobility topics to IVET learners. A step ahead for Croatia would be to ensure that IVET learners are also provided with guidance on IVET mobility, including personalised advice by trained guidance counsellors, taking into account the students personal situations and aspirations, career plans and mobility options. The country could also consider putting in place specific improvement measures, identifying the issues that are intended for improvement, and an evaluation to ensure their effectiveness.

In Croatia, IVET learners can participate in international learning mobility within Erasmus+ projects. The Agency for mobility and EU Programmes (AMEUP) is the National Agency appointed to implement the Erasmus+ programme, and it ensures the provision of information on opportunities for participation in Erasmus+ for the VET sector. AMEUP is the main body that provides IVET learners with all the necessary information regarding the possibilities for mobility.

AMEUP regularly participates in informative days and other similar events organised by other institutions and bodies, aiming to provide learners from different institutions and regions with information on learning mobility. In addition, AMEUP regularly informs and advises all the institutions that can participate in Erasmus+ on the possibilities for learning mobility for their learners, so that students can be informed via their schools as well.

The Agency ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website www.mobilnost.hr.

The provision of information for the international mobility of IVET learners is coordinated countrywide.

AMEUP ensures equal geographical distribution of the information, guidance and support for the schools who are potential applicants in the Erasmus+ programme in the VET sector. For the Call year 2015 AMEUP organised and held four information days and workshops: one workshop was held in the capital city of Zagreb and three were held at regional level. Additionally, one webinar session on possibilities for participation in the Erasmus+ programme in the VET sector was held, ensuring access to information to potential applicants from geographically remote regions. All information regarding possibilities for participation in the Erasmus+ programme are available on AMEUP’s website (www.mobilnost.hr).

The Ministry of Science, Education and Sports (MoSES) is developing a new Programme for the Development of Vocational Education and Training. Within this programme, a more comprehensive approach to promotion is planned, as well as coordinated action for promotion and information for all relevant institutions in the system, namely Ministry of Science, Education and Sports, Agency for Mobility and EU Programmes, Agency for Vocational Education and Training and Adult Education (AVETAE).

No policy targets or benchmarks. In October 2015 the national Strategy for Lifelong Guidance and Career Development in Croatia for the period 2016-2020 was adopted by the Croatian Government.
The Strategy represents the first step in the systematic definition of the role of lifelong guidance and career management as well as the implementation of professional guidance in the education system, employment system and social inclusion.
The Strategy's goal is to identify priorities, measures and activities to be undertaken while establishing lifelong guidance systems and to function as a starting point which will make quality guidance services available to citizens and set the conditions for lifelong development of their career based on their competences, interests, personality traits and the needs of the labour market.
An Operational plan presenting a detailed implementation plan for the Priorities and Measures identified in the Strategy is to be drafted in 2016.

In Croatia, the promotion of international learning mobility in IVET is implied in the Acts concerning the establishment of the relevant institutions: the Agency for Mobility and EU Programmes (1) (The Act on Amendments to the Act on the Agency for Mobility and EU Programmes: Article 4, Paragraph 2 defines that, in performing its activities, the Agency provides information and advice, ensures dissemination of information, promotes all activities supported under the Erasmus+ Programme and prepares instructions and manuals for the interested parties. https://vlada.gov.hr/UserDocsImages//Sjednice/2015/221%20sjednica%20Vla…) and the Agency for Vocational Educationand Training and Adult Education (2) (The Act on the Agency for Vocational Education and Training and Adult Education: Article 4 specifies that the activities of the Agency include the cooperation and participation in the implementation of programmes and projects in the area of vocational education, as well as advisory activities.
http://www.asoo.hr/UserDocsImages/Dokumenti/Zakon%20o%20Agenciji%20za%2…).

The new Strategy of Education, Science and Technology (hereinafter: Strategy) was adopted by the Croatian Parliament in October 2014 (3) (Reference: “The Official Gazette” 124/2014). The Strategy focuses on enhancing mobility of students and teachers in the higher education sector. Although it does not include as one of its goals the mobility of IVET learners, the Strategy envisages the drafting and adoption of the Programme for the Development of Vocational Education and Training (hereinafter: Programme) (4) (The Ministry of Science, Education and Sports (MoSES) is responsible for drafting the Programme while the working group delivering it includes the following: representatives of MoSES, AVETAE, Ministry of Entrepreneurship and Crafts, Ministry of Labour and Pension System, Croatian Chamber of Trades and Crafts, Croatian Chamber of Economy, Croatian Employment Service, AMEUP, union representatives, representatives of vocational schools. The Programme will be adopted at national level by the end of 2015). The Programme will set goals focused on quality, excellence and attractiveness of the VET system in Croatia, including the internationalisation of VET, namely mobility. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of schools participating in mobility projects. It lists several measures in the area of mobility: to identify and remove legal and administrative barriers for IVET mobility, to ensure visibility and availability of the results of mobility projects with emphasis of good practice examples. The Programme will also promote the implementation of ECVET and the Europass Certificate Supplement.

In Croatia no specific actions have been taken to improve the provision of information and guidance on international mobility for IVET learners.

However, the country has taken steps for the internationalisation of VET, by joining the Lifelong Learning Programme and the Erasmus+ Programme. In addition, the new Programme for the Development of Vocational Education and Training (5) (The first draft of the programme was delivered in April 2015 and it is foreseen that it will be adopted at national level by the end of 2015. The Programme will set specific goals to promote the international learning mobility in IVET, such as giving support to VET institutions in participation in mobility projects and promoting the use of ECVET. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of school participating in mobility projects.) , which is currently being drafted, sets specific goals to promote the international learning mobility in IVET.

As there are no specific actions for the improvement of information and guidance for IVET learners on IVET mobility topics, there is not evaluation.

The Agency for Mobility and EU Programmes (AMEUP) provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme, as well as to ensure equal geographical distribution of information and promotion campaigns.

The Agency informs VET stakeholders on possibilities for IVET learners to undertake international mobility. The target groups to which AMEUP provides information in the context of the Erasmus+ programme include any public or private organisation in the field of VET or active in the labour market, such as:
- vocational education schools/institutes/centres;
- public or private, small, medium or large enterprises (including social enterprises);
- social partners or other representatives of working life, including chambers of commerce, craft/professional associations and trade unions;
- public bodies at local, regional or national level, research institutes, foundations;
- non-profit organisations, associations, NGOs;
- bodies providing career guidance, professional counselling and information services;
- bodies responsible for policies in the field of vocational education and training.

AMEUP ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website (www.mobilnost.hr)

Each call year (6) (For the Call 2015 AMEUP held 4 information days and 1 webinar for the VET sector) AMEUP holds information days and workshops across Croatia, as well as webinars, and informs potential applicants about mobility possibilities via the internet.

In its promotional campaigns, AMEUP provides information to VET stakeholders on the following aspects:
- possibilities for VET institutions and IVET learners to participate in the Erasmus+ programme;
- technical support for writing quality project proposals;
- opportunities to establish and implement international partnerships.

The agency also provides assistance to potential applicants to Erasmus+ projects in the VET sector in the form of individual counselling on how to write a good project proposal. The target groups for counselling are mainly teaching staff and project coordinators in VET institutions.

AMEUP promotes best practice examples in its publications and on its website (7) (www.mobilnost.hr). Best practice examples of mobility projects in the VET sector especially highlight the benefits of international mobility both to the institution and to the participants.

In Croatia, the provision of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes (AMEUP), either directly or via the VET providers. Responsible with the implementation of the Erasmus+ Programme at national level, the Agency ensures equal geographical distribution and countrywide coordination for the provision of information and support for potential participants in Erasmus+. However, although a national Strategy for Lifelong Guidance and Career Development was issued in 2015 and an operational plan for its implementation is being prepared, Croatia has not set out to date specific policy targets in terms of IVET mobility related information and guidance. Although the country has taken steps to further promote international learning mobility in IVET, major drawbacks in this thematic area are the lack of guidance on IVET mobility to students, and the lack of specific actions aimed to improve the information and guidance provision on mobility topics to IVET learners. A step ahead for Croatia would be to set up policy targets for this area and ensure that IVET learners are also provided with guidance on IVET mobility, including personalised advice by trained guidance counsellors, taking into account the students personal situations and aspirations, career plans and mobility options. The country could also consider putting in place specific improvement measures, identifying the issues that are intended for improvement, and an evaluation to ensure their effectiveness.

In Croatia, IVET learners can participate in international learning mobility within Erasmus+ projects. The Agency for mobility and EU Programmes (AMEUP) is the National Agency appointed to implement the Erasmus+ programme, and it ensures the provision of information on opportunities for participation in Erasmus+ for the VET sector. AMEUP is the main body that provides IVET learners with all the necessary information regarding the possibilities for mobility.

AMEUP regularly participates in informative days and other similar events organised by other institutions and bodies, aiming to provide learners from different institutions and regions with information on learning mobility. In addition, AMEUP regularly informs and advises all the institutions that can participate in Erasmus+ on the possibilities for learning mobility for their learners, so that students can be informed via their schools as well.

The Agency ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website www.mobilnost.hr.

The provision of information for the international mobility of IVET learners is coordinated countrywide.

AMEUP ensures equal geographical distribution of the information, guidance and support for the schools who are potential applicants in the Erasmus+ programme in the VET sector. For the Call year 2015 AMEUP organised and held four information days and workshops: one workshop was held in the capital city of Zagreb and three were held at regional level. Additionally, one webinar session on possibilities for participation in the Erasmus+ programme in the VET sector was held, ensuring access to information to potential applicants from geographically remote regions. All information regarding possibilities for participation in the Erasmus+ programme are available on AMEUP’s website (www.mobilnost.hr).

The Ministry of Science, Education and Sports (MoSES) is developing a new Programme for the Development of Vocational Education and Training. Within this programme, a more comprehensive approach to promotion is planned, as well as coordinated action for promotion and information for all relevant institutions in the system, namely Ministry of Science, Education and Sports, Agency for Mobility and EU Programmes, Agency for Vocational Education and Training and Adult Education (AVETAE).

No policy targets or benchmarks. In October 2015 the national Strategy for Lifelong Guidance and Career Development in Croatia for the period 2016-2020 was adopted by the Croatian Government.
The Strategy represents the first step in the systematic definition of the role of lifelong guidance and career management as well as the implementation of professional guidance in the education system, employment system and social inclusion.
The Strategy's goal is to identify priorities, measures and activities to be undertaken while establishing lifelong guidance systems and to function as a starting point which will make quality guidance services available to citizens and set the conditions for lifelong development of their career based on their competences, interests, personality traits and the needs of the labour market.
An Operational plan presenting a detailed implementation plan for the Priorities and Measures identified in the Strategy is to be drafted in 2016.

In Croatia, the promotion of international learning mobility in IVET is implied in the Acts concerning the establishment of the relevant institutions: the Agency for Mobility and EU Programmes (1) (The Act on Amendments to the Act on the Agency for Mobility and EU Programmes: Article 4, Paragraph 2 defines that, in performing its activities, the Agency provides information and advice, ensures dissemination of information, promotes all activities supported under the Erasmus+ Programme and prepares instructions and manuals for the interested parties. https://vlada.gov.hr/UserDocsImages//Sjednice/2015/221%20sjednica%20Vla…) and the Agency for Vocational Educationand Training and Adult Education (2) (The Act on the Agency for Vocational Education and Training and Adult Education: Article 4 specifies that the activities of the Agency include the cooperation and participation in the implementation of programmes and projects in the area of vocational education, as well as advisory activities.
http://www.asoo.hr/UserDocsImages/Dokumenti/Zakon%20o%20Agenciji%20za%2…).

The new Strategy of Education, Science and Technology (hereinafter: Strategy) was adopted by the Croatian Parliament in October 2014 (3) (Reference: “The Official Gazette” 124/2014). The Strategy focuses on enhancing mobility of students and teachers in the higher education sector. Although it does not include as one of its goals the mobility of IVET learners, the Strategy envisages the drafting and adoption of the Programme for the Development of Vocational Education and Training (hereinafter: Programme) (4) (The Ministry of Science, Education and Sports (MoSES) is responsible for drafting the Programme while the working group delivering it includes the following: representatives of MoSES, AVETAE, Ministry of Entrepreneurship and Crafts, Ministry of Labour and Pension System, Croatian Chamber of Trades and Crafts, Croatian Chamber of Economy, Croatian Employment Service, AMEUP, union representatives, representatives of vocational schools. The Programme will be adopted at national level by the end of 2015). The Programme will set goals focused on quality, excellence and attractiveness of the VET system in Croatia, including the internationalisation of VET, namely mobility. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of schools participating in mobility projects. It lists several measures in the area of mobility: to identify and remove legal and administrative barriers for IVET mobility, to ensure visibility and availability of the results of mobility projects with emphasis of good practice examples. The Programme will also promote the implementation of ECVET and the Europass Certificate Supplement.

In Croatia no specific actions have been taken to improve the provision of information and guidance on international mobility for IVET learners.

However, the country has taken steps for the internationalisation of VET, by joining the Lifelong Learning Programme and the Erasmus+ Programme. In addition, the new Programme for the Development of Vocational Education and Training (5) (The first draft of the programme was delivered in April 2015 and it is foreseen that it will be adopted at national level by the end of 2015. The Programme will set specific goals to promote the international learning mobility in IVET, such as giving support to VET institutions in participation in mobility projects and promoting the use of ECVET. The Draft Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of school participating in mobility projects.) , which is currently being drafted, sets specific goals to promote the international learning mobility in IVET.

As there are no specific actions for the improvement of information and guidance for IVET learners on IVET mobility topics, there is not evaluation.

The Agency for Mobility and EU Programmes (AMEUP) provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme, as well as to ensure equal geographical distribution of information and promotion campaigns.

The Agency informs VET stakeholders on possibilities for IVET learners to undertake international mobility. The target groups to which AMEUP provides information in the context of the Erasmus+ programme include any public or private organisation in the field of VET or active in the labour market, such as:
- vocational education schools/institutes/centres;
- public or private, small, medium or large enterprises (including social enterprises);
- social partners or other representatives of working life, including chambers of commerce, craft/professional associations and trade unions;
- public bodies at local, regional or national level, research institutes, foundations;
- non-profit organisations, associations, NGOs;
- bodies providing career guidance, professional counselling and information services;
- bodies responsible for policies in the field of vocational education and training.

AMEUP ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
information days and workshops;
webinars;
promotional materials;
information available on the internet website (www.mobilnost.hr)

Each call year (6) (For the Call 2015 AMEUP held 4 information days and 1 webinar for the VET sector) AMEUP holds information days and workshops across Croatia, as well as webinars, and informs potential applicants about mobility possibilities via the internet.

In its promotional campaigns, AMEUP provides information to VET stakeholders on the following aspects:
- possibilities for VET institutions and IVET learners to participate in the Erasmus+ programme;
- technical support for writing quality project proposals;
- opportunities to establish and implement international partnerships.

The agency also provides assistance to potential applicants to Erasmus+ projects in the VET sector in the form of individual counselling on how to write a good project proposal. The target groups for counselling are mainly teaching staff and project coordinators in VET institutions.

AMEUP promotes best practice examples in its publications and on its website (7) (www.mobilnost.hr). Best practice examples of mobility projects in the VET sector especially highlight the benefits of international mobility both to the institution and to the participants.

In Croatia, the provision of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes (AMEUP), either directly or via the VET providers. Responsible with the implementation of the Erasmus+ Programme at national level, the Agency ensures equal geographical distribution and countrywide coordination for the provision of information and support for potential participants in Erasmus+. However, although a national Strategy for Lifelong Guidance and Career Development was issued in 2015 and an operational plan for its implementation is being prepared, Croatia has not set out to date specific policy targets in terms of IVET mobility related information and guidance. Although the country has taken steps to further promote international learning mobility in IVET, major drawbacks in this thematic area are the lack of guidance on IVET mobility to students, and the lack of specific actions aimed to improve the information and guidance provision on mobility topics to IVET learners. A step ahead for Croatia would be to set up policy targets for this area and ensure that IVET learners are also provided with guidance on IVET mobility, including personalised advice by trained guidance counsellors, taking into account the students personal situations and aspirations, career plans and mobility options. The country could also consider putting in place specific improvement measures, identifying the issues that are intended for improvement, and an evaluation to ensure their effectiveness.

The Agency for Mobility and EU Programmes (AMEUP) is the National Agency appointed to implement the Erasmus+ programme, and it ensures the provision of information on opportunities for participation in Erasmus+ for the VET sector. In Croatia, IVET students can participate in international learning mobility within Erasmus+ projects, and AMEUP is the main body that provides IVET learners with all the necessary information regarding the possibilities for mobility.

AMEUP regularly participates in informative days and other similar events organised by other institutions and bodies, aiming to provide learners from different institutions and regions with information on learning mobility. In addition, AMEUP regularly informs and advises all the institutions that can participate in Erasmus+ on the possibilities for international learning mobility for their learners, so that students can be informed via their schools. AMEUP also provides information and advising via e-mail and telephone consultation to all other interested parties including students.

The Agency ensures information and promotion of mobility opportunities for the VET sector through the following main activities:

- information days and workshops;
- webinars;
- promotional materials;
- sending participants to transnational cooperation activities (TCA) events across EU;
- information available on the internet website (1);
- social media promotion.
_____________
(1) www.mobilnost.hr

The provision of information by AMEUP for the international mobility of IVET learners in Erasmus+ is coordinated countrywide.

AMEUP ensures equal geographical distribution of the information, guidance and support for the schools and other VET providing institutions who are potential applicants in the Erasmus+ programme in the VET sector. For the call years 2015 to 2019, AMEUP organised and held more than 35 information and guidance events for potential applicants in the Erasmus+ programme for the VET sector, including workshops, information days and seminars. These events took place in the city of Zagreb and at the regional level, ensuring equal countrywide dissemination of information and guidance to potential participants in the Programme. Additionally, webinar sessions on possibilities for participation in the Erasmus+ programme and novelties in the new call were held for the VET sector, ensuring access to information to potential applicants from geographically distant regions.

Also, the Ministry of Science and Education (MoSE) in close cooperation with the Agency for Vocational Education and Training and Adult Education (AVETAE), has set up the VET System Development Programme 2016-2020. The programme foresees that actions for promotion and information are to be coordinated between the Ministry, AMEUP and AVETAE.

No policy targets or benchmarks have been set. In October 2015 the national Strategy for Lifelong Guidance and Career Development in Croatia for the period 2016-2020 was adopted by the Croatian Government. The Strategy represents the first step in the systematic definition of the role of lifelong guidance and career management as well as the implementation of professional guidance in the education system, employment system and social inclusion. The Strategy's goal is to identify priorities, measures and activities to be undertaken while establishing lifelong guidance systems and to function as a starting point which will make quality guidance services available to citizens and set the conditions for lifelong development of their career based on their competences, interests, personality traits and the needs of the labour market. The Action Plan for the Implementation of the Strategy for Lifelong Guidance and Career Development in Croatia was adopted in April 2018.

The Acts on the Agency for Mobility and EU Programmes (AMEUP) defines that, in performing its activities, the Agency provides information and advice, ensures dissemination of information, promotes all activities supported under the Erasmus+ Programme and prepares instructions and manuals for the interested parties.

The VET System Development Programme 2016-2020, adopted at national level in 2016, sets goals focused on quality, excellence and attractiveness of the VET system in Croatia, including the internationalisation of VET, namely mobility. The Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of schools participating in mobility projects. It lists several measures in the area of mobility: to identify and remove legal and administrative barriers for IVET mobility, to ensure visibility and availability of the results of mobility projects with emphasis of good practice examples. The Programme also promotes the implementation of ECVET and the Europass Certificate Supplement.
________________________
(1) Article 4, Paragraph 2: https://www.zakon.hr/z/385/Zakon-o-Agenciji-za-mobilnost-i-programe-Eur…; https://vlada.gov.hr/UserDocsImages//Sjednice/2015/221%20sjednica%20Vlad...

In Croatia no specific actions have been taken to improve the provision of information and guidance on international mobility for IVET learners.

As there are no specific actions for the improvement of information and guidance for IVET learners on IVET mobility topics, there is no evaluation thereof.

The Agency for Mobility and EU Programmes (AMEUP) provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme both companies and IVET institutions, as well as to ensure equal geographical distribution of information and promotion campaigns. The Agency informs VET stakeholders on possibilities for IVET learners to undertake international mobility. The target groups to which AMEUP provides information in the context of the Erasmus+ programme include any public or private organisation in the field of VET or in the labour market, such as:
- vocational education schools/institutes/centres;
- public or private, small, medium or large enterprises (including social enterprises);
- social partners or other representatives of working life, including chambers of commerce, craft/professional associations and trade unions;
- public bodies at local, regional or national level, research institutes, foundations;
- non-profit organisations, associations, NGOs;
- bodies providing career guidance, professional counselling and information services;
- bodies responsible for policies in the field of vocational education and training.

AMEUP ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
- information days and workshops;
- webinars;
- promotional materials;
- information available on the internet website (1);
- social media promotion.

Each call year, AMEUP holds information days, seminars and workshops across Croatia, including webinars, and informs potential applicants about mobility possibilities via internet. In its promotional campaigns, AMEUP provides information to VET stakeholders on the following aspects:
- possibilities for VET institutions and IVET learners to participate in the Erasmus+ programme;
- technical support for writing quality project proposals;
- opportunities to establish and implement international partnerships.

The Agency also provides assistance to potential applicants to Erasmus+ projects in the VET sector in the form of individual counselling on how to write a good project proposal by offering feedback and advice for individual project proposals. The target groups for counselling are mainly teaching staff and project coordinators in VET institutions.

AMEUP promotes best practice examples in its publications and on its website (1). Best practice examples of mobility projects in the VET sector especially highlight the benefits of international mobility both to the institution and to the participants.
___________
(1) www.mobilnost.hr

In Croatia, the provision of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes (AMEUP), either directly or via VET providers. Responsiblefor the implementation of the Erasmus+ Programme at the national level, the Agency ensures equal geographical distribution and countrywide coordination of the provision of information and support for potential participants in Erasmus+. However, although a national Strategy for Lifelong Guidance and Career Development was issued in 2015 and an action plan for its implementation was adopted in 2018, Croatia has not set out to date specific policy targets in terms of IVET mobility related information and guidance. Although the country has taken steps to further promote international learning mobility in IVET, major drawbacks in this thematic area are the lack of guidance on IVET mobility to students, and the lack of specific actions aimed to improve the information and guidance provision on mobility topics to IVET learners. A step ahead for Croatia would be to set up policy targets for this area and ensure that IVET learners are also provided with guidance on IVET mobility, including personalised advice by trained guidance counsellors, taking into account the students personal situations and aspirations, career plans and mobility options. The country could also consider putting in place specific improvement measures, identifying the issues that are intended for improvement, and an evaluation to ensure their effectiveness.

In Croatia, IVET learners can participate in international learning mobility within Erasmus+ projects. The Agency for Mobility and EU Programmes (AMEUP) is the National Agency (further on the Agency) appointed to implement the Erasmus+ programme, and it provides all information on opportunities for participation in the Erasmus+ programme to all relevant sectors – including the VET sector and its mobility target groups – VET learners and staff.

The Agency ensures information and promotion of mobility opportunities for the VET sector through the following main activities:

- information days and workshops;
- webinars;
- informational and promotional materials;
- organising or sending participants to transnational cooperation activities (TCA) across Erasmus+ member states;
- regularly updating website (1);
- social media promotion;
- newsletter
- information and counselling via e-mail/telephone/platforms for virtual cooperation

Besides that, the Agency regularly participates in informative days and other similar national, regional or local events organised by other institutions and bodies (e.g. relevant sectoral stakeholders, beneficiaries etc.) aiming to provide learners from different institutions and regions with information about learning mobility possibilities. Also, potential applicants are continuously informed about the opportunities provided by the programmes, initiatives and activities that the Agency implements so that organisations which want to participate in Erasmus+ can also share the information on international learning opportunities to their learners.
_____________
(1) www.mobilnost.hr

Agency (AMEUP) provides the information and guidance on the possibilities of international mobility of IVET learners in Erasmus+ countrywide. The Agency (AMEUP) ensures equal geographical distribution of the information, guidance and support for VET providers who are potential applicants in the Erasmus+ programme in the VET sector. For the call years 2015 to 2020, AMEUP organised and held more than 40 information and guidance events for potential applicants in the Erasmus+ programme for the VET sector, including workshops, information days and seminars. These events took place in the capital and at the regional level, ensuring equal countrywide dissemination of information and guidance to potential participants in the Programme. Regional workshops for VET (3) and 3 ECVET workshops for potential applicants were held in 2019 ensuring access to information to potential applicants from geographically diverse regions and provided counselling on the applicants’ project proposals for 2020 Call, similarly to previous years. Additionally, AMEUP participated in information and promotional activities organised by other relevant stakeholders (e.g. WorldSkills Croatia 2019). All information on the possibilities for participation in the Erasmus+ programme is available on the AMEUP’s website.

Also, the Ministry of Science and Education (MoSE) in close cooperation with the Agency for Vocational Education and Training and Adult Education (AVETAE), has set up the VET System Development Programme 2016-2020. The programme foresees that actions for promotion and information are to be coordinated between the Ministry, AMEUP and AVETAE.

No specific policy targets or benchmarks for information and guidance on international learning mobility have been set. In October 2015 the national Strategy for Lifelong Guidance and Career Development in Croatia for the period 2016-2020 and the Action Plan for the 2016 Strategy was adopted by the Croatian Government. The Strategy introduces a systematic set of measures and represents the initial step in the establishment of quality lifelong guidance and career management as well as the implementation of professional guidance in the education system, employment system and social inclusion. The Strategy's goal is to serve as a starting point which will make quality guidance services available to citizens and set the conditions for lifelong development of their career based on their competences, interests, personality traits and the needs of the labour market.
The Action Plan provides an elaborate list of activities to respond to the challenges identified in the Strategy. Regarding the thematic area of international learning mobility information and guidance, the Action Plan proposes to organise workshops for at least 70 participants per year and 5% more newcomer beneficiaries in the EU projects by the end of 2020.

The regulatory framework on the activity of the Agency (AMEUP) defines that the Agency provides information and advice, ensures dissemination of information, promotes all activities supported under the Erasmus+ programme (and related networks and initiatives under its jurisdiction) and prepares instructions and manuals for the interested parties.

The VET System Development Programme 2016-2020, adopted at national level in 2016, sets goals focused on quality, excellence and attractiveness of the VET system in Croatia, including the internationalisation of VET, namely mobility. The Programme identifies the need to increase the number of VET schools without previous experience in mobility projects and to ensure equal geographic distribution of schools participating in mobility projects. It lists several measures in the area of mobility: to identify and remove legal and administrative barriers for IVET mobility, to ensure visibility and availability of the results of mobility projects with emphasis of good practice examples. The Programme also promotes the implementation of ECVET and the Europass Certificate Supplement.
________________________
(1) Article 4, Paragraph 2: https://www.zakon.hr/z/385/Zakon-o-Agenciji-za-mobilnost-i-programe-Eur…; https://vlada.gov.hr/UserDocsImages//Sjednice/2015/221%20sjednica%20Vlad...

In line with the activities outlined above, the Agency (AMEUP) and other stakeholders in education continuously improve the provision of information and guidance on international mobility for IVET learners. in line with the Erasmus+ programme and the VET System Development Programme 2016-2020 specific goals to promote the international learning mobility in IVET, in particular through the support to VET providers in mobility projects and promoting the use of ECVET.

There are no specific actions for the improvement of information and guidance for IVET learners on IVET mobility topics, there is no evaluation thereof. Nevertheless, continuous information and guidance on international learning mobility of IVET learners for VET providers resulted in an increased number of newcomer organisations in the Erasmus+ programme and an increasing number of IVET learner mobility arrangements (1,580 in 2018 compared to 1,763 in 2019).

The Agency for Mobility and EU Programmes (AMEUP) provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme (both companies and IVET institutions) as well as to ensure equal geographical distribution of information and promotion campaigns and inform a wide range of VET stakeholders of the possibilities for IVET learners to undertake international mobility.

The target groups include any public or private organisation in VET or the labour market, such as:
- vocational education schools/institutes/centres;
- public or private, small, medium or large enterprises (including social enterprises);
- social partners or other representatives of working life, including chambers of commerce, craft/professional associations and trade unions;
- public bodies at local, regional or national level, research institutes, foundations;
- non-profit organisations, associations, NGOs;
- bodies providing career guidance, professional counselling and information services;
- bodies responsible for policies in the field of vocational education and training.

The Agency (AMEUP) ensures information and promotion of mobility opportunities for the VET sector through the following main activities:
- information days and workshops; webinars; newsletter; regularly updated website (1);
- information and promotional materials;
- social media promotion;
- information and counselling via e-mail/telephone/platforms for virtual cooperation/communication for all interested parties including learners;
- organising or sending participants to transnational cooperation activities (TCA) across Erasmus+ member states

Each call year, the Agency holds information days, seminars and workshops across Croatia, including webinars, and informs potential applicants about mobility possibilities via website and e-mail (newsletter). In its promotional campaigns, the Agency provides information to VET stakeholders on the following aspects:
- possibilities for VET providers and IVET learners to participate in the Erasmus+ programme;
- technical support for writing quality project proposals;
- opportunities to establish and implement international partnerships.

The Agency also assists potential applicants to Erasmus+ projects in the VET sector in the form of individual counselling on how to write a quality project proposal by offering feedback and advice for individual project proposals. Teaching staff and project coordinators in VET providers mostly use the counselling services.

The Agency promotes best practice examples in its publications, promotional activities (info days, inspiration days etc.) and on its website (1). Best practice examples of mobility projects in the VET sector especially highlight the benefits of international mobility both for the organisations and for the participants.
___________
(1) www.mobilnost.hr

In Croatia, the provision of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes (AMEUP), either directly (through information and promotion events, webinars, published materials, website and social media, information and counselling) or via VET providers and other stakeholders (national, regional or local). AMEUP ensures equal geographical distribution and countrywide coordination of the provision of information and support for potential participants in Erasmus+, taking into consideration different target groups (e.g. VET providers, learners, representatives of the world of work, etc.). The national Strategy for Lifelong Guidance and Career Development was issued in 2015 and an Action plan for its implementation was adopted in 2018. In the thematic area of information and guidance on international learning mobility, the action plan proposed to organise workshops for at least 70 participants a year and 5% more newcomer beneficiaries involved in the EU projects by the end of 2020. Continuous information and guidance on learning mobility, targeted to potential applicants in VET, has led to an increased number of newcomer organisations in Erasmus+ and an increasing number of IVET learners who participate in mobility. Although the country has taken steps to further promote international learning mobility in IVET, improvements could be introduced to the guidance on IVET mobility for learners (e.g. comprehensive, personalised guidance services).

As the national body managing the Erasmus+ programme, the Agency for Mobility and EU Programmes provides all information on opportunities for participation in the Erasmus+ programme to all (potential) applicants and beneficiaries. This is secured through various informational and promotional activities (e.g. information days and workshops, seminars and webinars, counselling, informational and promotional materials) for relevant VET sector organisations (mostly IVET schools) who in turn deliver this information to VET learners (and staff). On occasion (e.g. at events organised by relevant sectoral stakeholders or beneficiaries aimed at learners as target group), Agency for Mobility and EU Programmes relays information about learning mobility possibilities directly to IVET learners, but, as mentioned, they are mainly informed by their schools (project coordinators, school counsellors, VET teachers etc.). Agency for Mobility and EU Programmes has and plans to work with various Programme ambassadors (Erasmus+, inclusion and diversity, VET teams) who can also ensure information flow.

Agency for Mobility and EU Programmes ensures countrywide information and guidance on the possibilities of international mobility of IVET learners in Erasmus+. All information on the possibilities for participation in the Erasmus+ programme is available on the AMEUP’s website. Informational and promotional activities are organised in a way to ensure balanced geographical distribution, with raising number of online events in recent years. As mentioned, there are various ambassadors working with Agency for Mobility and EU Programmes which also helps to ensure countrywide distribution of contact points able to provide information to VET stakeholders. Agency for Mobility and EU Programmes closely cooperates with relevant sectoral bodies (e.g. Agency for Vocational Education and Training and Adult Educations) and stakeholders which broadens the possibilities to disseminate information and provide guidance in a joint effort and to a wider range of stakeholders

There are no specific policy targets or benchmarks for information and guidance on international learning mobility. As Erasmus+ sets broad objectives relevant for all educational systems, there are overlaps with general goals set at national level concerning the importance of quality of education, learning and training, making information and guidance regarding international mobility an important strategic element. Agency for Mobility and EU Programmes ensures the availability and flow of information to relevant stakeholders on a continuous basis.

The regulatory framework of the Agency for Mobility and EU Programmes defines that its’ scope of work includes, among other, providing information and promotion of all activities supported under the Erasmus+ programme (and related networks and initiatives under its jurisdiction), advising and training (potential) applicants and beneficiaries, ensuring dissemination of information. There are legal provisions addressing other aspects of mobility, but not specifically regulating information and guidance.

Even though there are no policy actions aimed specifically at information and guidance on international mobility of IVET learners, in line with the outlined activities, Agency for Mobility and EU Programmes and other stakeholders in education system are continuously working on improving the provision of information and guidance on international mobility for IVET learners in particular through the support to VET providers in mobility projects.

As there are no specific actions for the improvement of information and guidance for IVET learners on mobility topics, there is no evaluation. Nevertheless, continuous information and guidance on international learning mobility of IVET learners for VET providers results in steady (and rising) number of beneficiaries (new and experienced) and mobilities.

The Agency for Mobility and EU Programmes provides information on opportunities for participation in Erasmus+ for the VET sector, and especially aims to reach and motivate newcomers to the programme (both companies and VET providers) and inform a wide range of VET stakeholders (any public or private organisation in VET or the labour market) of the possibilities for IVET learners to undertake international mobility. This is assured through information days and workshops, webinars, (individual) counselling, newsletter, social media, regularly updated website (1) and other activities and materials.
_________________
(1) www.ampeu.hr

Distribution of information on international learning mobility to IVET learners is ensured by the Agency for Mobility and EU Programmes either directly (through information and promotion events, webinars, published materials, website and social media) or via VET providers and other stakeholders (national, regional or local; VET providers, learners, representatives of the world of work, etc.). Continuous information and guidance on learning mobility, targeted to potential applicants and beneficiaries in VET, has led to a steady number of newcomer organisations in Erasmus+ and an increasing number of IVET learners who participate in mobility. Although the country has taken steps to further promote international learning mobility in IVET, improvements could be introduced to the guidance on IVET mobility for learners (e.g. comprehensive, personalised guidance services).
Setting up policy targets and making policy evaluation more systematic in this area could also be considered.

In Cyprus, there is a mechanism of information and guidance for the international learning mobility of IVET students. This provision is ensured through school career counsellors, and also directly through the National Agency (CY NA) which promotes and manages international mobility activities within the Erasmus+ Programme.

Following specific rules, regulations and procedures, the national Agency for Erasmus+ organises information days open to young people, youth organisation representatives and Erasmus+ programme beneficiaries. The agency organises conferences and seminars, and informs schools on existing mobility opportunities, and it also visits schools and informs students directly.

There are career guidance counsellors in schools of secondary education, including technical schools, as well as at the central and regional offices of the Counselling and Careers Education Service offices of the Ministry of Education and Culture. Guidance counsellors provide guidance on IVET mobility, mainly in relation to opportunities for mobility within the Erasmus+.

The provision of information and guidance to IVET learners on international mobility topics is coordinated through CY NA, who informs schools on mobility opportunities and the guidance counsellors in schools disseminate this information to students in classrooms. Some of the counsellors participate in the conferences and seminars organised by the CY NA. Furthermore, the Ministry of Education and Culture coordinates the school career counsellors, which provide information and guidance to IVET students.

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority. The National Authority is responsible for all EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.

The government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, the CY NA, on 17 January 2007 following decision 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP. The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General for European Programmes Coordination and Development which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

In Cyprus, there are no specific improvement actions for information and guidance provision on IVET mobility.

The objectives, work plan and procedures for the provision of information and the implementation of IVET mobility are the responsibility of the CY NA which manages the Erasmus+ programme.

As there are no specific improvement actions for information and guidance provision on IVET learning mobility, there is no evaluation.

CY NA has a yearly work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies. The agency organises information days, conferences and seminars for organisations and Erasmus+ programme beneficiaries.

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school career counsellors, and also directly through the National Agency for Erasmus+ (CY NA). The information and guidance provision to IVET learners is coordinated by CY NA and by the Ministry of Education and Culture who coordinates the school career counsellors. At policy level, the countrywide coordination is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority responsible for all EU programmes, and also through cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance. The main drawback in this thematic area in Cyprus is the lack of specific policy actions for the improvement of information and guidance provision. Although CY NA is responsible with information and guidance provision on IVET mobility and it works towards reaching the objectives set in the frame of Erasmus+, the country could consider putting in place an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

In Cyprus, there is a mechanism of information and guidance for the international learning mobility of IVET students. This provision is ensured through school career counsellors, and also directly through the National Agency (CY NA) which promotes and manages international mobility activities within the Erasmus+ Programme.

Following specific rules, regulations and procedures, the national Agency for Erasmus+ organises information days open to young people, youth organisation representatives and Erasmus+ programme beneficiaries. The agency organises conferences and seminars, and informs schools on existing mobility opportunities, and it also visits schools and informs students directly.

There are career guidance counsellors in schools of secondary education, including technical schools, as well as at the central and regional offices of the Counselling and Careers Education Service offices of the Ministry of Education and Culture. Guidance counsellors provide guidance on IVET mobility, mainly in relation to opportunities for mobility within the Erasmus+.

The provision of information and guidance to IVET learners on international mobility topics is coordinated through CY NA, who informs schools on mobility opportunities and the guidance counsellors in schools disseminate this information to students in classrooms. Some of the counsellors participate in the conferences and seminars organised by the CY NA. Furthermore, the Ministry of Education and Culture coordinates the school career counsellors, which provide information and guidance to IVET students.

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority. The National Authority is responsible for all EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance.

No policy targets. Only within the Erasmus+ programme and according to the programme provisions.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.

The government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, the CY NA, on 17 January 2007 following decision 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP. The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General for European Programmes Coordination and Development which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

In Cyprus, there are no specific improvement actions for information and guidance provision on IVET mobility.

The objectives, work plan and procedures for the provision of information and the implementation of IVET mobility are the responsibility of the CY Erasmus+ National Agency which manages the Erasmus+ programme.

As there are no specific improvement actions for information and guidance provision on IVET learning mobility, there is no evaluation.

CY Erasmus+ National Agency has a yearly work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies. The agency organises information days, conferences and seminars for organisations and Erasmus+ programme beneficiaries.

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school career counsellors, and also directly through the National Agency for Erasmus+ (CY NA). The information and guidance provision to IVET learners is coordinated by CY NA and by the Ministry of Education and Culture. At policy level, the countrywide coordination is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority responsible for all EU programmes, and also through cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance. The main drawbacks in this thematic area in Cyprus are the absence of policy targets and the lack of specific policy actions for the improvement of information and guidance provision. Although CY NA is responsible with information and guidance provision on IVET mobility and it works towards reaching the general objectives set in the frame of Erasmus+, the country could consider putting in place specific policy targets in terms of information and guidance, and an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

In Cyprus, there is a mechanism of information and guidance for the international learning mobility of IVET students. This provision is ensured through school career counsellors, and also directly through the National Agency (CY NA) which promotes and manages international mobility activities within the Erasmus+ Programme.

Following specific rules, regulations and procedures, the national Agency for Erasmus+ organises information days open to young people, youth organisation representatives and Erasmus+ programme beneficiaries. The agency organises conferences and seminars, and informs schools on existing mobility opportunities, and it also visits schools and informs students directly.

There are career guidance counsellors in schools of secondary education, including technical schools, as well as at the central and regional offices of the Counselling and Careers Education Service offices of the Ministry of Education and Culture. Guidance counsellors provide guidance on IVET mobility, mainly in relation to opportunities for mobility within the Erasmus+.

The provision of information and guidance to IVET learners on international mobility topics is coordinated through CY NA, who informs schools on mobility opportunities and the guidance counsellors in schools disseminate this information to students in classrooms. Some of the counsellors participate in the conferences and seminars organised by the CY NA. Furthermore, the Ministry of Education and Culture coordinates the school career counsellors, which provide information and guidance to IVET students.

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority. The National Authority is responsible for all EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance.

No policy targets. Only within the Erasmus+ programme and according to the programme provisions.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.

The government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, the CY NA, on 17 January 2007 following decision 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP. The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General for European Programmes Coordination and Development which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

In Cyprus, there are no specific improvement actions for information and guidance provision on IVET mobility.

The objectives, work plan and procedures for the provision of information and the implementation of IVET mobility are the responsibility of the CY Erasmus+ National Agency which manages the Erasmus+ programme.

As there are no specific improvement actions for information and guidance provision on IVET learning mobility, there is no evaluation thereof.

CY Erasmus+ National Agency has a yearly work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies. The agency organises information days, conferences and seminars for organisations and Erasmus+ programme beneficiaries.

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school career counsellors, and also directly through the National Agency for Erasmus+ (CY NA). The information and guidance provision to IVET learners is coordinated by CY NA and by the Ministry of Education and Culture. At policy level, the countrywide coordination is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority responsible for all EU programmes, and also through cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance. The main drawbacks in this thematic area in Cyprus are the absence of policy targets and the lack of specific policy actions for the improvement of information and guidance provision. Although CY NA is responsible with information and guidance provision on IVET mobility and it works towards reaching the general objectives set in the frame of Erasmus+, the country could consider putting in place specific policy targets in terms of information and guidance, and an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

In Cyprus, there is a mechanism of information and guidance for the international learning mobility of IVET students. This provision is ensured through school career counsellors, and also directly through the National Agency (CY NA) which promotes and manages international mobility activities within the Erasmus+ Programme.

Following specific rules, regulations and procedures, the national Agency for Erasmus+ organises information days open to young people, youth organisation representatives and Erasmus+ programme beneficiaries. The agency organises conferences and seminars, and informs schools on existing mobility opportunities, and it also visits schools and informs students directly.

There are career guidance counsellors in schools of secondary education, including technical schools, as well as at the central and regional offices of the Counselling and Careers Education Service offices of the Ministry of Education and Culture. Guidance counsellors provide guidance on IVET mobility, mainly in relation to opportunities for mobility within the Erasmus+.

At the same time, information is provided by the CY NA to other potential IVET beneficiaries, like higher education VET institutions that provide initial vocational education in Cyprus.

For all potential beneficiaries, the CY NA organises information events but also operates a help desk.

The provision of information and guidance to IVET learners on international mobility topics is coordinated through CY NA, who informs schools on mobility opportunities and the guidance counsellors in schools disseminate this information to students in classrooms. Some of the counsellors participate in the conferences and seminars organised by the CY NA. Furthermore, the Ministry of Education and Culture coordinates the school career counsellors, which provide information and guidance to IVET students.

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority. The National Authority is responsible for all EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance.

No policy targets. Only within the Erasmus+ programme and according to the programme provisions.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.

The government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, the CY NA, on 17 January 2007 following decision 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP. The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General for European Programmes Coordination and Development which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

In Cyprus, there are no specific improvement actions for information and guidance provision on IVET mobility.

The objectives, work plan and procedures for the provision of information and the implementation of IVET mobility are the responsibility of the CY NA which manages the Erasmus+ programme.

As there are no specific improvement actions for information and guidance provision on IVET learning mobility, there is no evaluation thereof.

CY NA has a yearly work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies. The agency organises information days, conferences and seminars for organisations and Erasmus+ programme beneficiaries.

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school career counsellors, and also directly through the National Agency for Erasmus+ (CY NA). The information and guidance provision to IVET learners is coordinated by CY NA and by the Ministry of Education and Culture. At policy level, the countrywide coordination is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority responsible for all EU programmes, and also through cooperation between the National Authority with the Ministry of Education and Culture and the Ministry of Labour, Welfare and Social Insurance. The CY NA works towards reaching the general objectives set in the frame of Erasmus+. Yet, the main drawbacks in this thematic area in Cyprus are the absence of policy targets and the lack of specific policy actions for the improvement of information and guidance provision. The country could consider putting in place (or highlighting if they already exist) specific policy targets in terms of information and guidance, and an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

In Cyprus, there is a mechanism of information and guidance for the international learning mobility of IVET students.
Following specific rules, regulations and procedures, the national Agency for Erasmus+ organises information days open to VET schools, Higher VET schools, young people, youth organisation representatives and Erasmus+ programme potential and current beneficiaries. The agency organises conferences and seminars and informs relevant stakeholders on existing mobility opportunities which can be funded under the Erasmus+ Programme.
The Cyprus National Agency for Erasmus+ also supports application writing by organising a “How-to-apply” seminar for each Call for Proposals and also operating a help desk. Once the application of a VET school, Higher VET school or a Consortium including IVET mobility is approved, the coordinator of each project is invited to a kick-off meeting, where all procedures of project management are explained by the Cyprus National Agency for Erasmus+. The Project Coordinators then assume the responsibility to run their own selection round of IVET participants in their schools, which must be timely, fair and transparent.
The procedures related with the selection of participants are checked by the CY NA during on-the-spot visits or other checks.

The provision of information and guidance to IVET learners on international mobility topics is coordinated through Cyprus National Agency for Erasmus+, which informs schools through the Ministry of Education, Culture, Sport and Youth (MoECSY) on mobility opportunities through events or circulars (disseminated to the VET schools by the Ministry of Education, Culture, Sport and Youth)

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority of the Erasmus+ Programme. The National Authority is responsible for all EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the Ministry of Education, Culture, Sport and Youth and the Ministry of Labour, Welfare and Social Insurance (MLWSI).

There are no policy targets at national level. The overall targets of the Erasmus+ Programme are respected, though.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.
To that extent, the government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, which is the Cyprus National Agency for Erasmus+, on 17 January 2007 following decision 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP.
The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General for European Programmes Coordination and Development which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

Information on mobilities is not provided to VET students themselves, as applications can only be submitted on an organisation level and not on an individual level.
However, when information is requested by individuals – through the help desk line – it is always provided and it is explained that their participation is provisional to their VET school applying for funding and being approved.

The services of the Cyprus National Agency for Erasmus+are being evaluated in various ways in an effort to enhance quality. Hence, all positive comments, recommendations and criticism are taken on board for the improvement of future actions.

The Cyprus National Agency for Erasmus+ has an annual work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies.

The Cyprus National Agency for Erasmus+, which manages IVET mobilities through KA1 Projects, constantly pursues to enhance guidance and information on mobility of IVET learners through various activities:
- Presentation of examples of good practice in various events organised by the Cyprus National Agency for Erasmus+
- Publication of examples of good practice
- Promotion of success stories of IVET mobility through videos
- Organisation of information days
- Training of newly appointed headteachers or vice-headteachers of VET schools on the IVET mobility opportunities offered through the Programme for their students (These trainings are organised by the Cyprus Pedagogical Institute and include a plethora of subjects, one of which is Erasmus+ - during that training day, Cyprus National Agency for Erasmus+ staff take over the training)

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school counsellors, and also directly through the Cyprus National Agency for Erasmus+. The information and guidance provision to IVET learners is coordinated by Cyprus National Agency for Erasmus+ and by Ministry of Education, Culture, Sport and Youth
At policy level, the countrywide coordination is ensured by the Directorate General for European Programmes Coordination and Development, which is the National Authority responsible for all EU programmes, and also through cooperation between the National Authority with the Ministry of Education, Culture, Sport and Youth and the Ministry of Labour, Welfare and Social Insurance.
The Cyprus National Agency for Erasmus+ works towards reaching the general objectives set in the frame of Erasmus+. Yet, the main drawbacks in this thematic area in Cyprus are the absence of policy targets and the lack of specific policy actions for the improvement of information and guidance provision.
The country could consider putting in place (or highlighting if they already exist) specific policy targets in terms of information and guidance, and an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

Following specific rules, regulations and procedures, the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01), which is the Foundation for the Management of European Lifelong Learning Programmes, organises information days open to VET schools, Higher VET schools, young people, youth organisation representatives and Erasmus+ Programme potential and current beneficiaries. The agency organises conferences and seminars and informs relevant stakeholders on existing mobility opportunities which can be funded under the Erasmus+ Programme.
The Cyprus National Agency for Erasmus+ (sector Education & Training – CY01) also supports application writing by organising a “How-to-apply” seminar for each Call for Proposals and operating a help desk. Once the application of a VET school, Higher VET school or a Consortium including IVET mobility is approved, the coordinator of each project is invited to a kick-off meeting, where all procedures of project management are explained by the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01). The Project Coordinators then assume the responsibility to run their own selection round of IVET participants in their schools, which must be timely, fair and transparent.
The procedures related with the selection of participants are checked by the Cyprus Erasmus+ National Agency (sector Education & Training – CY01) during on-the-spot visits or other checks.

At policy level, the coordination of information and guidance provision on IVET mobility is ensured by the Directorate General Growth, Ministry of Finance, which is the National Authority of the Erasmus+ Programme in the Republic of Cyprus. The National Authority is responsible for other EU programmes and thus coordinates as well as organises and participates in conferences on information and guidance for IVET mobility.

For the development of specific policies, there is cooperation between the National Authority with the MoESY and the Ministry of Labour and Social Insurance (MLSI).

There are no policy targets at national level. The overall targets of the Erasmus+ Programme are though respected.

Legal provisions in Cyprus specifically include the objective of promoting international learning mobility in IVET.
To that extent, the government of Cyprus established the Foundation for the Management of European Programmes for Lifelong Learning, which is the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01), on 17 January 2007 following Council of Ministers’ decision no. 64.892/2007, in order to promote the participation of Cypriot citizens and organisations in the European LLP.
The Foundation is governed by a tripartite Governing Board comprising nine members, who serve a four year term, appointed by the Council of Ministers. The expenses of the Foundation are covered from EU funds and by the Republic of Cyprus, through the Directorate General Growth, Ministry of Finance which was appointed by the Council of Ministers on 9 November 2006 to be the Cyprus National Authority.

Information on mobilities is not provided to VET students themselves, as applications can only be submitted on an organisation level and not on an individual level.
However, when information is requested by individuals – through the help desk line – it is always provided and it is explained that their participation is provisional to their VET school applying for funding and being approved.

The services of the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01) are being evaluated in various ways in an effort to enhance quality. Hence, all positive comments, recommendations and criticism are taken on board for the improvement of future actions.

The Cyprus National Agency for Erasmus+ (sector Education & Training – CY01) has an annual work plan according to which it provides information and assistance on IVET international mobility to IVET institutions and companies.

The Cyprus National Agency for Erasmus+ (sector Education & Training – CY01), which manages IVET mobilities through KA1 Projects, constantly pursues to enhance guidance and information on mobility of IVET learners through various activities:
- Presentation of examples of good practice in various events organised by the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01)
- Publication of examples of good practice
- Promotion of success stories of IVET mobility through videos
- Organisation of information days
- Training of newly appointed headteachers or vice-headteachers of VET schools on the IVET mobility opportunities offered through the Programme for their students. These trainings are organised by the Cyprus Pedagogical Institute and include a plethora of subjects, one of which is Erasmus+ (during that training day, Cyprus National Agency for Erasmus+ (sector Education & Training – CY01). staff take over the training).

Cyprus has a mechanism for information and guidance on IVET international learning mobility. This provision is ensured through school counsellors, and also directly through the Cyprus National Agency for Erasmus+ (sector Education & Training – CY01). The information and guidance for Erasmus+ provision to IVET learners is coordinated by the Cyprus National Agency for Erasmus+ and by the MoESY.
At policy level, the countrywide coordination is ensured by the Directorate General Growth, Ministry of Finance, which is the National Authority responsible for Erasmus+ and other EU programmes, and also through cooperation between the National Authority with the MoESY and the MLSI.
The Cyprus National Agency for Erasmus+ (sector Education & Training – CY01) works towards reaching the general objectives set in the frame of Erasmus+. Yet, the main drawbacks in this thematic area in Cyprus are the absence of policy targets and the lack of specific policy actions for the improvement of information and guidance provision.
The country could consider putting in place specific policy targets in terms of information and guidance, and an evaluated improvement plan to ensure the effectiveness of information and guidance provision on international learning mobility for IVET learners.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them. DZS also addresses young people using social media (1), webinars and other IT tools. Another activity organised by the DZS are “project days”. During these days DZS employees meet directly with IVET learners in schools and provide them with guidance on international mobility.

Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.

Apart from DZS there are also other organisations which provide information and guidance for IVET learners, both intermediary organizations within Erasmus+ and outside this Programme. Among other semi-budgetary organizations of the Ministry of Education Youth and Sport, information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) and the National Youth Information Centre (NICM) which are part of the National Institute for Education (NÚV). NICM has 40 regional centres in the Czech Republic.

(1) (www.facebook.com/NAERASMUSPLUSCZ)

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.

However, there are general objectives and targets concerning the provision of information and guidance for international IVET mobility:
- Deepening cooperation with regional authorities (e.g. regional offices, municipalities, Eurocenters (2);
- The National Institute for Education (NÚV) in cooperation with DZS organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, NICM, ECVET, EPALE, Eurydice, Coordination Centre for ECVET, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
- Regular participation of DZS, National Europass Centre and NICM in regional educational fairs;
- Seminars for secondary schools are offered by the National Europass Centre. These seminars are directed toward information on European common tools and networks, and practical work with the Europass tools.

(2) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organizing lectures and seminars. In cooperation with the Ministry of Regional Development the Eurocentres inform among others about European Union funds. There are 13 Eurocentres in the whole country) in the regions)

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (NÚOV, in 2011 renamed – National Institute for Education, NÚV); NÚOV/NÚV set up the National Europass Centre in March 2005 (3).

On 16 December 2008 the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (4. On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (5). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (6).

(3) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(4) (http://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-odb…)
(5) (http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho-…)
(6) (http://www.msmt.cz/file/27137/)

The country does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the ECVET experts Network, administered by DZS. In addition, NÚV in cooperation with DZS regularly organizes meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EPALE etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the annual Work Programme of the National Agency for Erasmus+ (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, higher vocational schools);
3) DZS addresses enterprises and chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals);
5) Organization of conferences focusing on mobility in technical education (in compliance with the current priorities of educational policy);
6) DZS provides a selection of the best practice projects (award of Quality Label in VET to beneficiaries);
7) Communication with the public via information materials and promotional items adapted to various target groups;
8) DZS also cooperates with other semi-budgetary organisations, e.g. NÚV, NIDV (National Institute for Continuing Education) and NICM (National Information Centre for Youth). These organisations are in daily contact with pedagogical staff and young people, who are the major target groups.

The activities run by DZS include:
1. Organising events to bring the beneficiaries together to share and exchange their project experience;
2. Contributing to campaigns and events within the whole country;
3. Deepening cooperation with regional authorities (e. g. regional offices, municipalities, Eurocenters in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.naerasmusplus.cz).

In addition, IVET institutions are supported via the various activities of the ECVET experts Network (7).

(7) (This network provides face-to-face guidance to schools. Two movies promoting the attractiveness of mobility were made with involvement of IVET learners. The brochure entitled “Be flexible, be mobile”, one of the main outcomes of the project “Mobility in Everyday Teaching” , was prepared and disseminated at the beginning of the school year 2014/2015 among secondary technical and vocational schools willing to organise a mobility period for the first time. The brochure is written from the perspective of teachers involved in mobility projects. The bilingual version of the brochure provides a significant benefit to its readers. The brochure also emphasises the importance of European tools for mobility (ECVET, EQF, Europass).

In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce), which fulfils the role of National Agency for Erasmus+. Among other activities, DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and by online consultations. The main problematic aspects in this thematic area in the Czech Republic are the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility, and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the country could consider putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them. DZS also addresses young people using social media (1), webinars and other IT tools. Another activity organised by the DZS are “project days”. During these days DZS employees meet directly with IVET learners in schools and provide them with guidance on international mobility.

Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.

Apart from DZS there are also other organisations which provide information and guidance for IVET learners, both intermediary organizations within Erasmus+ and outside this Programme. Among other semi-budgetary organizations of the Ministry of Education Youth and Sport, information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) and the National Youth Information Centre (NICM) which are part of the National Institute for Education (NÚV). NICM has 40 regional centres in the Czech Republic.

(1) (www.facebook.com/NAERASMUSPLUSCZ)

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.

However, there are general objectives and targets concerning the provision of information and guidance for international IVET mobility:
- Deepening cooperation with regional authorities (e.g. regional offices, municipalities, Eurocenters (2);
- The National Institute for Education (NÚV) in cooperation with DZS organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, NICM, ECVET, EPALE, Eurydice, Coordination Centre for ECVET, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
- Regular participation of DZS, National Europass Centre and NICM in regional educational fairs;
- Seminars for secondary schools are offered by the National Europass Centre. These seminars are directed toward information on European common tools and networks, and practical work with the Europass tools.

(2) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organizing lectures and seminars. In cooperation with the Ministry of Regional Development the Eurocentres inform among others about European Union funds. There are 13 Eurocentres in the whole country) in the regions)

No policy targets

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (NÚOV, in 2011 renamed – National Institute for Education, NÚV); NÚOV/NÚV set up the National Europass Centre in March 2005 (3).

On 16 December 2008 the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (4. On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (5). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (6).

(3) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(4) (http://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-odb…)
(5) (http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho-…)
(6) (http://www.msmt.cz/file/27137/)

The country does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the ECVET experts Network, administered by DZS. In addition, NÚV in cooperation with DZS regularly organizes meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EPALE etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the annual Work Programme of the National Agency for Erasmus+ (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, higher vocational schools);
3) DZS addresses enterprises and chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals);
5) Organization of conferences focusing on mobility in technical education (in compliance with the current priorities of educational policy);
6) DZS provides a selection of the best practice projects (award of Quality Label in VET to beneficiaries);
7) Communication with the public via information materials and promotional items adapted to various target groups;
8) DZS also cooperates with other semi-budgetary organisations, e.g. NÚV, NIDV (National Institute for Continuing Education) and NICM (National Information Centre for Youth). These organisations are in daily contact with pedagogical staff and young people, who are the major target groups.

The activities run by DZS include:
1. Organising events to bring the beneficiaries together to share and exchange their project experience;
2. Contributing to campaigns and events within the whole country;
3. Deepening cooperation with regional authorities (e. g. regional offices, municipalities, Eurocenters in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.naerasmusplus.cz).

In addition, IVET institutions are supported via the various activities of the ECVET experts Network (7).

(7) (This network provides face-to-face guidance to schools. Two movies promoting the attractiveness of mobility were made with involvement of IVET learners. The brochure entitled “Be flexible, be mobile”, one of the main outcomes of the project “Mobility in Everyday Teaching” , was prepared and disseminated at the beginning of the school year 2014/2015 among secondary technical and vocational schools willing to organise a mobility period for the first time. The brochure is written from the perspective of teachers involved in mobility projects. The bilingual version of the brochure provides a significant benefit to its readers. The brochure also emphasises the importance of European tools for mobility (ECVET, EQF, Europass).

In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce), which fulfils the role of National Agency for Erasmus+. Among other activities, DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and by online consultations. The main problematic aspects in this thematic area in the Czech Republic are the absence of specific policy targets for the information and guidance thematic area; the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility; and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the country could consider setting up policy targets in terms of information and guidance; and putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them. DZS also addresses young people using social media (1), webinars and other IT tools. Another activity organised by the DZS are “project days”. During these days DZS employees meet directly with IVET learners in schools and provide them with guidance on international mobility.

Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.

Apart from DZS there are also other organisations which provide information and guidance for IVET learners, both intermediary organizations within Erasmus+ and outside this Programme. Among other semi-budgetary organizations of the Ministry of Education Youth and Sport, information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) and the National Youth Information Centre (NICM) which are part of the National Institute for Education (NÚV). NICM has 40 regional centres in the Czech Republic.

(1) (www.facebook.com/NAERASMUSPLUSCZ)

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.

However, there are general objectives and targets concerning the provision of information and guidance for international IVET mobility:
- Deepening cooperation with regional authorities (e.g. regional offices, municipalities, Eurocenters (2);
- The National Institute for Education (NÚV) in cooperation with DZS organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, NICM, ECVET, EPALE, Eurydice, Coordination Centre for ECVET, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
- Regular participation of DZS, National Europass Centre and NICM in regional educational fairs;
- Seminars for secondary schools are offered by the National Europass Centre. These seminars are directed toward information on European common tools and networks, and practical work with the Europass tools.

(2) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organizing lectures and seminars. In cooperation with the Ministry of Regional Development the Eurocentres inform among others about European Union funds. There are 13 Eurocentres in the whole country) in the regions)

No policy targets

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (NÚOV, in 2011 renamed – National Institute for Education, NÚV); NÚOV/NÚV set up the National Europass Centre in March 2005 (3).

On 16 December 2008 the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (4. On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (5). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (6).

(3) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(4) (http://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-odb…)
(5) (http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho-…)
(6) (http://www.msmt.cz/file/27137/)

The country does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the ECVET experts Network, administered by DZS. In addition, NÚV in cooperation with DZS regularly organizes meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EPALE etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation thereof.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the annual Work Programme of the National Agency for Erasmus+ (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, higher vocational schools);
3) DZS addresses enterprises and chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals);
5) Organization of conferences focusing on mobility in technical education (in compliance with the current priorities of educational policy);
6) DZS provides a selection of the best practice projects (award of Quality Label in VET to beneficiaries);
7) Communication with the public via information materials and promotional items adapted to various target groups;
8) DZS also cooperates with other semi-budgetary organisations, e.g. NÚV, NIDV (National Institute for Continuing Education) and NICM (National Information Centre for Youth). These organisations are in daily contact with pedagogical staff and young people, who are the major target groups.

The activities run by DZS include:
1. Organising events to bring the beneficiaries together to share and exchange their project experience;
2. Contributing to campaigns and events within the whole country;
3. Deepening cooperation with regional authorities (e. g. regional offices, municipalities, Eurocenters in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.naerasmusplus.cz).

In addition, IVET institutions are supported via the various activities of the ECVET experts Network (7).

(7) (This network provides face-to-face guidance to schools. Two movies promoting the attractiveness of mobility were made with involvement of IVET learners. The brochure entitled “Be flexible, be mobile”, one of the main outcomes of the project “Mobility in Everyday Teaching” , was prepared and disseminated at the beginning of the school year 2014/2015 among secondary technical and vocational schools willing to organise a mobility period for the first time. The brochure is written from the perspective of teachers involved in mobility projects. The bilingual version of the brochure provides a significant benefit to its readers. The brochure also emphasises the importance of European tools for mobility (ECVET, EQF, Europass).

In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce), which fulfils the role of National Agency for Erasmus+. Among other activities, DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and by online consultations. The main problematic aspects in this thematic area in the Czech Republic are the absence of specific policy targets for the information and guidance thematic area; the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility; and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the country could consider setting up policy targets in terms of information and guidance; and putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them. DZS also addresses young people using social media (1), webinars and other IT tools. Another activity organised by the DZS are “project days”. During these days DZS employees meet directly with IVET learners in schools and provide them with guidance on international mobility.

Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.

Apart from DZS there are also other organisations which provide information and guidance for IVET learners, both intermediary organizations within Erasmus+ and outside this Programme. Among other semi-budgetary organizations of the Ministry of Education Youth and Sport, information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) and the National Youth Information Centre (NICM) which are part of the National Institute for Education (NÚV). NICM has 40 regional centres in the Czech Republic.

(1) (www.facebook.com/NAERASMUSPLUSCZ)

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.

However, there are general objectives and targets concerning the provision of information and guidance for international IVET mobility:
- Deepening cooperation with regional authorities (e.g. regional offices, municipalities, Eurocenters (2);
- The National Institute for Education (NÚV) in cooperation with DZS organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, NICM, ECVET, EPALE, Eurydice, Coordination Centre for ECVET, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
- Regular participation of DZS, National Europass Centre and NICM in regional educational fairs;
- Seminars for secondary schools are offered by the National Europass Centre. These seminars are directed toward information on European common tools and networks, and practical work with the Europass tools.

(2) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organizing lectures and seminars. In cooperation with the Ministry of Regional Development the Eurocentres inform among others about European Union funds. There are 13 Eurocentres in the whole country) in the regions)

No policy targets

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (NÚOV, in 2011 renamed – National Institute for Education, NÚV); NÚOV/NÚV set up the National Europass Centre in March 2005 (3).

On 16 December 2008 the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (4. On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (5). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (6). Policy Statement of the Government of the Czech Republic from January 2018 declares that the Government will encourage secondary-education student mobility abroad by making better use of European schemes (7). Also, the framework document “Quality School” of the Czech School Inspectorate approved in 2016 reads: “The school actively strives to collaborate with relevant partners with the aim to fulfil its educational programme (e.g. with other schools in the Czech Republic or abroad…), it enters exchange programmes or joint projects and effectively uses results of cooperation for improving quality of school activities. The school supports active involvement of pupils and teachers in national and international projects.” In regions where it is difficult to find a relevant social partner willing to accept lot of students for practical training, upper secondary schools offering 4-year programmes with Maturita leaving certificate tend to replace the regular practical training of students with training experience abroad, although so doing may raise financing issues.
__________
(3) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(4) (http://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-odb…)
(5) (http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho-…)
(6) (http://www.msmt.cz/file/27137/)
(7) https://www.vlada.cz/assets/jednani-vlady/Policy-statement.pdf

The country does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the ECVET experts Network, administered by DZS. In addition, NÚV in cooperation with DZS regularly organizes meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EPALE etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation thereof.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the annual Work Programme of the National Agency for Erasmus+ (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, higher vocational schools);
3) DZS addresses enterprises and chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals);
5) Organization of conferences focusing on mobility in technical education (in compliance with the current priorities of educational policy);
6) DZS provides a selection of the best practice projects (award of Quality Label in VET to beneficiaries);
7) Communication with the public via information materials and promotional items adapted to various target groups;
8) DZS also cooperates with other semi-budgetary organisations, e.g. NÚV, NIDV (National Institute for Continuing Education) and NICM (National Information Centre for Youth). These organisations are in daily contact with pedagogical staff and young people, who are the major target groups.

The activities run by DZS include:
1. Organising events to bring the beneficiaries together to share and exchange their project experience;
2. Contributing to campaigns and events within the whole country;
3. Deepening cooperation with regional authorities (e. g. regional offices, municipalities, Eurocenters in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.naerasmusplus.cz).

In addition, IVET institutions are supported via the various activities of the ECVET experts Network (7).

(7) (This network provides face-to-face guidance to schools. Two movies promoting the attractiveness of mobility were made with involvement of IVET learners. The brochure entitled “Be flexible, be mobile”, one of the main outcomes of the project “Mobility in Everyday Teaching” , was prepared and disseminated at the beginning of the school year 2014/2015 among secondary technical and vocational schools willing to organise a mobility period for the first time. The brochure is written from the perspective of teachers involved in mobility projects. The bilingual version of the brochure provides a significant benefit to its readers. The brochure also emphasises the importance of European tools for mobility (ECVET, EQF, Europass).

In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce), which fulfils the role of National Agency for Erasmus+. Among other activities, DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and by online consultations. The main problematic aspects in this thematic area in the Czech Republic are the absence of specific policy targets for the information and guidance thematic area; the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility; and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the country could consider setting up policy targets in terms of information and guidance; and putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them.
DZS also addresses young people via social media (1), webinars and other IT tools.
Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.
Apart from DZS, there are also other organisations which provide information and guidance for IVET learners, both intermediary organizations within Erasmus+ and outside this Programme. Information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) which is part of the National Pedagogical Institute, a semi-budgetary organization of the MŠMT (NPI ČR was established in January 2020 after a merger of two budgetary organisations, former NÚV and NIDV).
__________
(1) (www.facebook.com/NAERASMUSPLUSCZ)

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.
However, information and guidance for international IVET mobility is provided at local level, thanks to cooperation with regional authorities (e.g. regional offices, municipalities, Eurocentres (2);

The National Pedagogical Institute (NPI ČR) in cooperation with DZS organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EPALE, Eurydice, Coordination Centre for ECVET, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
DZS and the National Europass Centre participate in regional educational fairs for learners and wide public;

In the past, seminars for secondary schools, as well as consultations to teachers and career guides were offered by the National Europass Centre. At these seminars, information on European common tools and networks was provided, and a practical work with the Europass tools was demonstrated.
__________
(2) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organizing lectures and seminars. In cooperation with the Ministry of Regional Development, the Eurocentres inform among others about the European Union funds. There are overall 13 Eurocentres in the regions)

No policy targets

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (since January 2020 NPI ČR); NÚOV/NÚV set up the National Europass Centre in March 2005 (3).
On 16 December 2008, the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (4). On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (5). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (6). Policy Statement of the Government of the Czech Republic from January 2018 declares that the Government will encourage secondary-education student mobility abroad by making better use of European schemes (7). Also, the framework document “Quality School” of the Czech School Inspectorate approved in 2016 reads: “The school actively strives to collaborate with relevant partners with the aim to fulfil its educational programme (e.g. with other schools in the Czech Republic or abroad…), it enters exchange programmes or joint projects and effectively uses results of cooperation for improving quality of school activities. The school supports active involvement of pupils and teachers in national and international projects.” (8). In regions where it is difficult to find a relevant social partner willing to accept larger numbers of students for practical training, upper secondary schools offering 4-year programmes with Maturita certificate tend to replace the regular practical training of students with training experience abroad, although so doing may raise financing issues.
__________
(3) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(4)(http://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-odbo...)
(5)(http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho-u...)
(6)(http://www.msmt.cz/file/27137/)
(7) https://www.vlada.cz/assets/jednani-vlady/Policy-statement.pdf
(8) https://www.csicr.cz/getattachment/17bc0949-c1f8-4376-aa64-746d4898bc33;
https://www.csicr.cz/Csicr/media/Prilohy/PDF_el._publikace/Krit%C3%A9ri…

The Czech Republic does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the ECVET Experts Network, administered by DZS.
In addition, NPI ČR in cooperation with DZS regularly organizes meetings of European networks (such as Europass, Euroguidance, Eurodesk, ECVET, EQAVET, EPALE, etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation thereof.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the annual Work Programme of the National Agency for Erasmus+ (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, tertiary professional schools);
3) DZS addresses associations of schools, associations of employers and local chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals);
5) DZS annually awards best practice projects also from VET sector (“DZS Awards”);
6) Communication with the public via information materials and promotional items adapted to various target groups;
7) DZS also cooperates with other semi-budgetary organisations, NPI ČR (responsible for curricula development). Both organisations are in regular contact with pedagogical staff and young people, who represent major target groups.
The activities run by the DZS include:
1. Organising events to bring the beneficiaries together to share and exchange their project experience including experience with the long-term mobility;
2. Contributing to campaigns and events across the whole country;
3. Deepening cooperation with regional authorities (e. g. regional offices, municipalities, Eurocentres in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.naerasmusplus.cz and www.dzs.cz
In addition, IVET institutions are supported via the various activities of the ECVET experts Network (7).
__________
(7) (This network provides face-to-face guidance to schools. In the past, two movies promoting the attractiveness of mobility were shot with involvement of IVET learners. The brochure entitled “Be flexible, be mobile”, one of the main outcomes of the project “Mobility in Everyday Teaching” (Leonardo da Vinci project coordinated by NÚV – current NPI ČR) , was prepared by and disseminated at the beginning of the school year 2014/2015 among secondary VET schools willing to organise a mobility period for the first time. The brochure is written from the perspective of teachers involved in mobility projects. The bilingual version of the brochure provides a significant benefit to its readers. The brochure also emphasises the importance of European tools for mobility (ECVET, EQF, Europass). In 2016, the brochure “How to assess, validate and recognise learning outcomes” was written by the ECVET experts.

Information and guidance: In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Education (DZS – Dům zahraniční spolupráce), which fulfils the role of National Agency for Erasmus+. Among other activities, the DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and via online consultations. The main problematic aspects in this thematic area in the Czech Republic are the absence of specific policy targets for the information and guidance thematic area; the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility; and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the Czech Republic could consider setting up policy targets in terms of information and guidance; and putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country. Project beneficiaries declared in surveys high satisfaction rate with DZS activities and support provided.

In the Czech Republic, the provision of information and guidance to IVET learners on international learning mobility topics is ensured mainly through the Centre for International Cooperation in Eduation and Research (DZS – Dům zahraniční spolupráce). This is a semi-budgetary organisation, established and controlled by the Ministry of Education, Youth and Sports. DZS administers a wide range of programmes and activities designed to support all areas of education. It focuses on both institutions and individuals.

Among other responsibilities, DZS provides information and guidance for anyone interested in IVET mobility in the Czech Republic, both for schools and IVET learners. Counselling is provided in individual face-to-face meetings, by phone and by online consultations. DZS regularly collects feedback about all the activities provided to IVET learners and beneficiaries in order to identify their needs and the appropriate ways to guide them.
DZS also addresses young people via social media (1), podcasts, webinars and other IT tools.
Information and guidance targeted to IVET learners is also provided by the Eurodesk and its regional departments. The Eurodesk is part of the DZS.
Apart from DZS, there are also other organisations which provide information and guidance for IVET learners., Information and guidance on international mobility for IVET learners is provided by the National Europass Centre (NEC) which is part of the National Pedagogical Institute, a semi-budgetary organisation of the MŠMT (NPI ČR was established in January 2020 after a merger of two budgetary organisations, former NÚV and NIDV).
__________
(1) (https://www.facebook.com/erasmusplusCR )

In the Czech Republic, the provision of information and guidance for the international mobility of IVET learners is not coordinated countrywide.
However, information and guidance for international IVET mobility is provided at local level, thanks to cooperation with regional authorities (e.g. regional offices, municipalities, Eurocentres (1); In 2022 cooperation between the DZS and regional branches of the NPI ČR was strenghtened and new approach is piloted in three regions. In each region is available an employee of the DZS providing the support and guidance targeted to schools and IVET learners.

The National Pedagogical Institute (NPI ČR) organises regular meetings of European networks (such as Europass, Euroguidance, Eurodesk, EPALE, Eurydice, etc.). These meetings are focused on the exchange of good practices and discussions about methodological procedures concerning guidance provision for various target groups, including IVET learners;
DZS and the National Europass Centre participate in regional educational fairs for learners and wide public; consultations for teachers and career guides are offered by the National Europass Centre to demonstrate practical work with the Europass tools and inform about news – e.g. new digital fomat of Europass Mobility used in the Czech Republic since June 2022
__________
(1) (Eurocentres are information centres located in regions where citizens can turn with their questions about the European Union. They focus on the general and professional public, offering information materials, organising lectures and seminars. In cooperation with the Ministry of Regional Development, the Eurocentres inform among others about the European Union funds. There are overall 13 Eurocentres in the regions)

No policy targets

In the Czech Republic, there are several legal provisions that specifically include the objective of promoting international learning mobility in IVET.

The Ministry of Education, Youth and Sports, on the basis of management's decision of 21 May 2004 (Ref. no. 16 085 / 04-23) entrusted the National Institute for Technical and Vocational Education with the activities leading to the introduction of Europass (since January 2020 NPI ČR); NÚOV/NÚV set up the National Europass Centre in March 2005 (1).
On 16 December 2008, the Czech Government approved the Resolution no. 1586 for the “Action plan to support vocational education” (2). On 5 January 2009, the Czech Government approved the Resolution no. 8 for the “Implementation plan of the Lifelong Learning Strategy (2009-2015)” (3). On 9 January 2013, the Czech Government approved the Resolution no. 8 for “New measures to promote vocational training” (4). Policy Statement of the Government of the Czech Republic from January 2018 declares that the Government will encourage secondary-education student mobility abroad by making better use of European schemes (5). Also, the framework document “Quality School” of the Czech School Inspectorate approved in 2016 reads: “The school actively strives to collaborate with relevant partners with the aim to fulfil its educational programme (e.g. with other schools in the Czech Republic or abroad…), it enters exchange programmes or joint projects and effectively uses results of cooperation for improving quality of school activities. The school supports active involvement of pupils and teachers in national and international projects.” (6). In regions where it is difficult to find a relevant social partner willing to accept larger numbers of students for practical training, upper secondary schools offering 4-year programmes with Maturita certificate tend to replace the regular practical training of students with training experience abroad, although so doing may raise financing issues.
Policy Statement of the Government of the Czech Republic from January 2022 declares to support the funding of students´ mobility. (7).
__________
(1) (http://www.msmt.cz/uploads/js/Europass.pdf The Decision No 2241/2004/EC 2013 of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences - Europass)
(2) https://www.msmt.cz/vzdelavani/stredni-vzdelavani/akcni-plan-podpory-od…
(3)https://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-celozivotniho…
(4)(http://www.msmt.cz/file/27137/)
(5) https://www.vlada.cz/assets/jednani-vlady/Policy-statement.pdf
(6) https://www.csicr.cz/getattachment/17bc0949-c1f8-4376-aa64-746d4898bc33;
https://www.csicr.cz/Csicr/media/Prilohy/PDF_el._publikace/Krit%C3%A9ri…
(7) https://www.vlada.cz/en/jednani-vlady/policy-statement/policy-statement…

The Czech Republic does not have specific policy actions aimed to improve the information and guidance provision on IVET mobility to IVET learners.

However, the information campaign on IVET mobility has become more intensive via the various activities of the National VET team, administered by DZS.
In addition, NPI ČR in cooperation with DZS regularly organises meetings of European networks (such as Europass, Euroguidance, Eurodesk, EQAVET, EPALE, Eures, etc.) aimed to improve guidance as well as coordination of information for the IVET learners. These meetings are focused on exchange of good practice and discussions about methodological procedures concerning guidance of various target groups, including IVET learners.

As there are no specific policy actions aimed to improve the provision of information and guidance for IVET learners, there is no evaluation thereof.

Information and assistance on IVET international mobility is provided to IVET institutions and companies within the regular activities of the Centre for International Cooperation in Eduation and Research (DZS):

1) DZS addresses local and regional authorities with a role in IVET (e.g. seminars in the regions, personal communication with representatives of regional and local authorities);
2) DZS addresses educational institutions focused on IVET (secondary vocational schools, training institutions, tertiary professional schools);
3) DZS addresses associations of schools, associations of employers and local chambers of commerce;
4) Cooperation with the media is a crucial part of the DZS communication plan (press conferences, press releases, printed advertisements, articles, interviews on TV, radio or printed magazines and journals, DZS newsletter Mozaika issued every quarter a year);
5) DZS annually awards best practice projects also from VET sector (“DZS Awards”). Unlike previous years, since 2021 categories do not reflect individual educational programmes but educational priorities. As DZS was responding to the efforts of the European Commission and Strategy 2030+ and focused on topics crucial for the development of education, there were categories: inclusion and diversity, ecological sustainability, digitalisation, participation, flexibility, innovation, and internationalisation. A special award category was also created for individual international students who studied in Czechia and individual Czech students who studied abroad;
6) Communication with the public via information materials and promotional items adapted to various target groups;
7) DZS also cooperates with other semi-budgetary organisations, NPI ČR (responsible for national curricula development and modernisation). Both organisations are in regular contact with pedagogical staff and young people, who represent major target groups.
The activities run by the DZS include also:
1. Organising events to bring the beneficiaries together to share and exchange their project experience including experience with the long-term mobility;
2. Contributing to campaigns and events across the whole country;
3. Deepening cooperation with regional authorities (e.g. regional offices, municipalities, Eurocentres in the regions);
4. Offering consultation on financial project management, preparation of interim and final reports, content project management and dissemination activities;
5. Regular participation in regional educational fairs;
6. Regular publication and distribution of information materials;
7. Maintaining up-to-date web pages (www.dzs.cz)
In addition, IVET institutions are supported via the various activities of the National VET team (1).
__________
(1) (Since January 2021 the team provides face-to-face guidance to schools.Two brochures to support and assist IVET institutions were published in 2021: „Quality principles and European tools in Erasmus+“ and „Virtual Mobilities in Practice“. In 2022 also the brochure „Graduate tracking – interviews with school headmasters“..

In the Czech Republic, the provision of information and guidance to IVET learners on international mobility topics is ensured mainly through the Centre for International Cooperation in Eduation and Research (DZS – Dům zahraniční spolupráce) which fulfils the role of National Agency for Erasmus+. Among other activities, the DZS provides counselling to IVET learners in individual face-to-face meetings, by phone and via online consultations. The main problematic aspects in this thematic area in the Czech Republic are the absence of specific policy targets for the information and guidance thematic area; the lack of countrywide coordination of the information and guidance mechanisms for IVET mobility; and the lack of specific policy actions aimed to improve the information and guidance provision to IVET learners on IVET mobility topics. To move closer to the reference profile for this indicator, the Czech Republic could consider setting up policy targets in terms of information and guidance; and putting in place an evaluated improvement plan, to ensure that information and guidance on IVET mobility, including personalised advice provided by trained guidance counsellors, is provided to IVET learners in a coordinated manner throughout the country. Project beneficiaries declared in surveys high satisfaction rate with DZS activities and support provided.

Denmark has an information and guidance mechanism. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

This mechanism consists of:
1) Youth guidance centres (UU-centres) responsible for guidance in the transition from compulsory school to upper secondary education, and
2) Guidance counsellors in Danish VET institutions.

Both groups of professionals inform IVET students about work opportunities abroad. In many VET institutions, international guidance counsellors help IVET students to find study opportunities abroad, often supported by Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System").

The mechanism is supported by the Euroguidance Center - the Danish national resource centre for guidance, within the Danish Agency for Higher Education, in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Euroguidance Centre answers questions about study and training abroad and informs about guidance and counselling events. It also organises conferences and seminars. Through these activities the Euroguidance Centre provides the guidance counsellors with relevant and updated information about the possibilities for international mobility, which in turn leads to providing a good service for IVET learners.

(1) www.ufm.dk/euroguidance

The provision of information and guidance for international learning mobility of IVET learners is not coordinated countrywide in Denmark.

The country has 98 municipalities, hosting 51 UU-Centres. Each centre is working according to local needs and demands. Danish VET institutions are organised as self-owned and self-governed institutions, resulting in local autonomy of the guidance system.

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives in the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues and knowledge as a basis for work and education abroad.

Denmark has not taken specific policy measures aimed to improve the provision of information and guidance on international mobility to IVET learners.

As there are no specific policy measures aimed to improve the provision of information and guidance for IVET mobility, there is no evaluation.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre organises conferences and seminars about international mobility within the Danish National Agency, where they inform about Erasmus+, PIU and the Nordic programmes and DK-USA. They target practitioners from UU-Denmark, 10th grade-centres, the Danish Production Schools and VET-institutions, and the 50 Placement Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies:
- Answers questions about study and training abroad;
- Provides information in English, digital or printed, on the Danish education and guidance systems and on recent initiatives in Danish guidance;
- Informs about international projects in the field of guidance and counselling;
- Offers further training for guidance practitioners on mobility issues;
- Provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, a part of which is dedicated to the international mobility of IVET learners. This mechanism consists of Youth guidance centres (UU-centres) and guidance counsellors in VET institutions. The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System"). The Euroguidance Centre within the Danish National Agency for Higher Education provides information and support to guidance counsellors and VET institutions. The main aspects that could be considered in the future in this thematic area are the lack of coordination of the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed to improve the information and guidance provision for the mobility of IVET learners. Positive steps ahead that could be considered would be to ensure convergence of guidance practices through cooperation and dialogue between information and guidance providers, and to put in place regularly evaluated improvement measures.

Denmark has an information and guidance mechanism. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

This mechanism consists of:
1) Youth guidance centres (UU-centres) responsible for guidance in the transition from compulsory school to upper secondary education, and
2) Guidance counsellors in Danish VET institutions.

Both groups of professionals inform IVET students about work opportunities abroad. In many VET institutions, international guidance counsellors help IVET students to find study opportunities abroad, often supported by Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System").

The mechanism is supported by the Euroguidance Center - the Danish national resource centre for guidance, within the Danish Agency for Higher Education, in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Euroguidance Centre answers questions about study and training abroad and informs about guidance and counselling events. It also organises conferences and seminars. Through these activities the Euroguidance Centre provides the guidance counsellors with relevant and updated information about the possibilities for international mobility, which in turn leads to providing a good service for IVET learners.

(1) www.ufm.dk/euroguidance

The provision of information and guidance for international learning mobility of IVET learners is not coordinated countrywide in Denmark.

The country has 98 municipalities, hosting 51 UU-Centres. Each centre is working according to local needs and demands. Danish VET institutions are organised as self-owned and self-governed institutions, resulting in local autonomy of the guidance system.

No policy targets. In the legal framework of VET, it is a general endeavor to ensure that students are provided with knowledge of the opportunities of working and studying abroad. paragraph 1, pc 5 gives the students knowledge about international issues and awareness about work and education abroad. And on the general level Denmark is supporting the EU-target on 6 pct. Of students in IVET undergo part of their education abroad by 2020

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives in the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues and knowledge as a basis for work and education abroad.

Denmark has not taken specific policy measures aimed to improve the provision of information and guidance on international mobility to IVET learners.

As there are no specific policy measures aimed to improve the provision of information and guidance for IVET mobility, there is no evaluation.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre organises conferences and seminars about international mobility within the Danish National Agency, where they inform about Erasmus+, PIU and the Nordic programmes and DK-USA. They target practitioners from UU-Denmark, 10th grade-centres, the Danish Production Schools and VET-institutions, and the 50 Placement Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies:
- Answers questions about study and training abroad;
- Provides information in English, digital or printed, on the Danish education and guidance systems and on recent initiatives in Danish guidance;
- Informs about international projects in the field of guidance and counselling;
- Offers further training for guidance practitioners on mobility issues;
- Provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, a part of which is dedicated to the international mobility of IVET learners. This mechanism consists of Youth guidance centres (UU-centres) and guidance counsellors in VET institutions. The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System"). The Euroguidance Centre within the Danish National Agency for Higher Education provides information and support to guidance counsellors and VET institutions. However, no policy targets have been set out for this strand of the mobility policy. Setting up such targets could be considered in future. The other main aspects that could be considered in future in this thematic area are the lack of coordination of the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed to improve the information and guidance provision for the mobility of IVET learners. Related positive steps ahead that could be considered would be to ensure convergence of guidance practices through cooperation and dialogue between information and guidance providers, and to put in place regularly evaluated improvement measures.

Denmark has an information and guidance mechanism. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

This mechanism consists of:
1) Youth guidance centres (UU-centres) responsible for guidance in the transition from compulsory school to upper secondary education, and
2) Guidance counsellors in Danish VET institutions.

Both groups of professionals inform IVET students about work opportunities abroad. In many VET institutions, international guidance counsellors help IVET students to find study opportunities abroad, often supported by Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System").

The mechanism is supported by the Euroguidance Center - the Danish national resource centre for guidance, within the Danish Agency for Higher Education, in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Euroguidance Centre answers questions about study and training abroad and informs about guidance and counselling events. It also organises conferences and seminars. Through these activities the Euroguidance Centre provides the guidance counsellors with relevant and updated information about the possibilities for international mobility, which in turn leads to providing a good service for IVET learners.

(1) www.ufm.dk/euroguidance

The provision of information and guidance for international learning mobility of IVET learners is not coordinated countrywide in Denmark.

The country has 98 municipalities, hosting 51 UU-Centres. Each centre is working according to local needs and demands. Danish VET institutions are organised as self-owned and self-governed institutions, resulting in local autonomy of the guidance system.

No policy targets. In the legal framework of VET, it is a general endeavor to ensure that students are provided with knowledge of the opportunities of working and studying abroad. paragraph 1, pc 5 gives the students knowledge about international issues and awareness about work and education abroad. And on the general level Denmark is supporting the EU-target on 6 pct. Of students in IVET undergo part of their education abroad by 2020

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives in the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues and knowledge as a basis for work and education abroad.

Denmark has not taken specific policy measures aimed to improve the provision of information and guidance on international mobility to IVET learners.

As there are no specific policy measures aimed to improve the provision of information and guidance for IVET mobility, there is no evaluation thereof.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre organises conferences and seminars about international mobility within the Danish National Agency, where they inform about Erasmus+, PIU and the Nordic programmes and DK-USA. They target practitioners from UU-Denmark, 10th grade-centres, the Danish Production Schools and VET-institutions, and the 50 Placement Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies:
- Answers questions about study and training abroad;
- Provides information in English, digital or printed, on the Danish education and guidance systems and on recent initiatives in Danish guidance;
- Informs about international projects in the field of guidance and counselling;
- Offers further training for guidance practitioners on mobility issues;
- Provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, a part of which is dedicated to the international mobility of IVET learners. This mechanism consists of Youth guidance centres (UU-centres) and guidance counsellors in VET institutions. The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System"). The Euroguidance Centre within the Danish National Agency for Higher Education provides information and support to guidance counsellors and VET institutions. However, no policy targets have been set out for this strand of the mobility policy. Setting up such targets could be considered in future. The other main aspects that could be considered in future in this thematic area are the lack of coordination of the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed to improve the information and guidance provision for the mobility of IVET learners. Related positive steps ahead that could be considered would be to ensure convergence of guidance practices through cooperation and dialogue between information and guidance providers, and to put in place regularly evaluated improvement measures.

Denmark has an information and guidance system. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

This system actually consists of:
1) Youth guidance centres (UU-centres), responsible for guidance in the transition from compulsory school to upper secondary education;
2) As of 2019, municipalities are responsible for the Municipal Youth Effort (Kommunal Unge Indsats - KUI). Setting up a UU-Centre becomes optional;
2) Guidance counsellors in Danish VET institutions.

Both groups of professionals inform IVET students about work opportunities abroad. In many VET institutions, international guidance counsellors help IVET students find study opportunities abroad, often supported by Erasmus+, The Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System").

The mechanism is supported by the Euroguidance Centre - the Danish national resource centre for guidance, within the Danish Agency for Science and Higher Education, in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Euroguidance Centre answers questions about study and training abroad and provides information about guidance and counselling events. It also organises conferences and seminars. Through these activities the Euroguidance Centre provides guidance counsellors with relevant and updated information about the possibilities for international mobility, thus providing a service to IVET learners.
____________
(1) www.ufm.dk/euroguidance

The provision of information and guidance in respect of the international learning mobility of IVET learners is not coordinated countrywide in Denmark. The country has 98 municipalities hosting 51 UUCentres. Each centre works according to local needs and demands. As of 2019, municipalities are allowed to organise their youth guidance in new ways and are not obliged to host a UU centre. Danish VET institutions are organised as self-owned and self-governing institutions, resulting in local autonomy of the guidance system.

There are no policy targets. Within the VET’s legal framework, there is a general endeavour to ensure that students are provided with knowledge of the opportunities to work and study abroad. Paragraph 1, pc 5 provides students with knowledge about international issues and awareness about work and educational opportunities abroad. On the general level too, Denmark is supporting the EU target of 6% of students in IVET undergoing some of their education abroad by 2020.

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives of the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues as a basis for work and education abroad.

Denmark has not adopted any specific policy measures aimed to improve the provision of information and guidance on international mobility to IVET learners.

As there are no specific policy measures aimed at improving the provision of information and guidance for IVET mobility, no evaluation has been conducted of it.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre organises conferences and seminars about international mobility within the Danish National Agency, where it provides information about Erasmus+, PIU and the Nordic programmes and DK-USA. They target practitioners from UU-Denmark, 10th grade-centres, the Danish Production Schools and VET-institutions, and the 50 Placement Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies. It:
- Answers questions about study and training abroad;
- Provides information in English, digital or printed, on the Danish education and guidance systems and on recent initiatives in Danish guidance;
- Provides information about international projects in the field of guidance and counselling;
- Offers further training for guidance practitioners on mobility issues;
- Provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, a part of which is dedicated to the international mobility of IVET learners. This mechanism consists of Youth guidance centres (UU-centres) and guidance counsellors in VET institutions. The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, the Nordic programmes, DK-USA-programme and PIU (Practical Placement Abroad financed by “The Employers Reimbursement System"). The Euroguidance Centre within the Danish National Agency for Science and Higher Education provides information and support to guidance counsellors and VET institutions. However, no policy targets have been set for this strand of the mobility policy. Setting up such targets could be considered in future. The other main aspects that could be considered in future in this thematic area are the lack of coordination in the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed to improve the information and guidance provision for the mobility of IVET learners. Related positive steps ahead that could be considered in the future would be to improve the policy coordination in this area, and to put in place regularly evaluated improvement measures.

Denmark has an information and guidance system. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

A part of this system consists of:
1) Municipal youth guidance units (Kommunal ungeindsats or KUI), which provide guidance services for young people up to the age of 25 years, focusing on the transition from compulsory to youth education, or, alternatively, into the labour market (cf. Denmark’s Consolidation Act on municipal provision for young people under 25 years).
2) Guidance counsellors in Danish VET institutions.
3) eGuidance is a highly developed service in Denmark, and it can also give guidance on studying abroad.

The first two groups of professionals inform IVET students about work and training opportunities abroad. In many VET institutions, international guidance counsellors help IVET students find study opportunities abroad, often supported by Erasmus+, the Nordic programs, the DK-USA-program and PIU (Practical Placement Abroad, financed by the Employers Reimbursement Fund).

The mechanism is supported by the Euroguidance Centre, Denmark’s national resource centre for guidance, located within the Danish Agency for Higher Education and Science in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Centre also offers an electronic guide for counselors with inspiration for mobility guidance (www.ufm.dk/euroguidance/udlandsguide). The Euroguidance Centre answers questions about study and training abroad and provides information about guidance and counselling events. It also organises and takes part in conferences and seminars. Through these activities the Euroguidance Centre provides guidance counsellors with relevant and updated information about the possibilities for international mobility, thus providing a service to IVET learners as well.

The National Agency for Erasmus+ is organising an annual contest for all mobility students in DK and is giving awards for the best stories written or filmed by the students. This material is published once a year to inspire new students to take part in mobility.
(1) www.ufm.dk/euroguidance

The provision of information and guidance with respect to the international learning mobility of IVET learners is not coordinated countrywide in Denmark. The country has 98 municipalities with youth guidance units that are independent of sectoral and institutional interests. Each unit works according to the Act on municipal provision for young people under 25 and to local needs and demands. Danish VET institutions are organised as self-owned and self-governing institutions, resulting in local autonomy of the guidance system. They are obliged to offer guidance to the students in a way that enables them to complete their education, and they cooperate with the youth guidance units. (for further reading: https://ufm.dk/publikationer/2020/guidance-in-education)

There are no policy targets. Within the VET’s legal framework, there is a general endeavour to ensure that students are provided with knowledge of the opportunities for education and training abroad. § 1, pc 5 provides students with knowledge about international issues and awareness about work and educational opportunities abroad. On the general level too, Denmark is supporting the EU target of 6% of students in IVET undergoing some of their education abroad by 2020.

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives of the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues as a basis for work and education abroad.

Denmark has not adopted any specific policy measures aimed at improving the provision of information and guidance on international mobility to IVET learners.

As there are no specific policy measures aimed at improving the provision of information and guidance for IVET mobility, no evaluation of them has been conducted.

Denmark is part of the EF-VET network and participates in its annual conference.
There are two national networks for VET institutions involved in the PIU program: eastern Denmark and western Denmark.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre co-operates with the Erasmus+ VET Unit and organises conferences and seminars about international mobility, where it provides information about Erasmus+, PIU and the Nordic programs and DK-USA. They target practitioners from the municipal youth guidance units and VET institutions, and the fifty Placement Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies. It:
- Answers questions about study and training abroad;
- Provides information in English, digital or printed, on Denmark’s education and guidance systems and on recent initiatives in Danish guidance;
- Provides information about international projects in the field of guidance and counselling;
- Offers further training for guidance practitioners on mobility issues;
- Provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, part of which is dedicated to the international mobility of IVET learners.

This mechanism consists of the municipal youth guidance units and guidance counsellors in VET institutions.

The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, the Nordic programs, the DK-USA-program and PIU (Practical Placement Abroad financed by the Employers Reimbursement Scheme).

The Euroguidance Centre within the Danish Agency for Higher Education and Science provides information and support to guidance counsellors and VET institutions. However, no policy targets have been set for this strand of the mobility policy, though this might be considered in the future.

The other main aspects that could be considered in future in this thematic area are the lack of coordination in the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed at improving the information and guidance provision for the mobility of IVET learners.

Related positive steps ahead that could be considered in the future include improving policy coordination in this area and putting in place regularly evaluated improvement measures.

Denmark has an information and guidance system. A small part of the guidance provided can be related to the international learning mobility of IVET learners.

Part of this system consists of:
1) Municipal youth guidance units (Kommunal ungeindsats or KUI), which provide guidance services for young people up to the age of 25 years, focusing on the transition from compulsory to youth education, or, alternatively, into the labour market (cf. Denmark’s Consolidation Act on municipal provision for young people under 25 years of age).
2) Guidance counsellors in Danish VET institutions.
3) eGuidance (electronic guidance) is a highly developed service in Denmark, and it can also give guidance on studying abroad.

The first two groups of professionals inform IVET students about work and training opportunities abroad. In many VET institutions, international guidance counsellors help IVET students find study opportunities abroad, often supported by Erasmus+, the Nordic programme, the DK-USA-programme or OPU (Practical Placement Abroad, financed by the Employers’ Reimbursement Fund).

The international dimension of guidance is supported by the Danish Euroguidance Centre, Denmark’s national resource centre for guidance located within the Danish Agency for Higher Education and Science in the Ministry of Higher Education and Science. The Euroguidance Centre has a website for communication with VET institutions and other stakeholders (1). The Centre also offers an electronic guide for counsellors with inspiration for mobility guidance (www.ufm.dk/euroguidance/udlandsguide). It also publishes publications in English on the Danish guidance and education systems.
(https://ufm.dk/en/publications/2022/the-danish-edudation-system) and
(https://ufm.dk/en/publications/2020/guidance-in-edudation)



The Danish Euroguidance Centre answers questions about study and training abroad and provides information about guidance and counselling events. It also organises and takes part in national conferences and seminars. Through these activities, the Euroguidance Centre provides guidance counsellors with relevant and updated information about the possibilities for international mobility, thus providing a service to IVET learners as well.

The National Agency for Erasmus+ organises an annual contest for all mobility students in Denmark and is giving awards for the best stories written or filmed by the students. This material is published once a year to inspire new students to take part in mobility.
____________________
(1) www.ufm.dk/euroguidance

The provision of information and guidance with respect to the international learning mobility of IVET learners is not coordinated countrywide in Denmark. The country has 98 municipalities with youth guidance units that are independent of sectoral and institutional interests. Each unit works according to the Act on municipal provision for young people under 25 and to local needs and demands. Danish VET institutions are organised as self-owned and self-governing institutions, resulting in local autonomy of the guidance system. They are obliged to offer guidance to the students in a way that enables them to complete their education, and they cooperate with the youth guidance units. (for further reading, see https://ufm.dk/publikationer/2020/guidance-in-education)

There are no policy targets. Within the VET’s legal framework, there is a general endeavour to ensure that students are provided with knowledge of the opportunities for education and training abroad. § 1, pc 2,5 provides students with knowledge about international issues and awareness about work and educational opportunities abroad. On the general level too, Denmark supports the EU target of 8% of students in IVET undergoing some of their education abroad.

Legal provisions in Denmark do not specifically include the objective of promoting international learning mobility in IVET. However, one of the objectives of the Act on VET (Lov om erhvervsuddannelser §1. Stk 2,5) is that IVET must provide students with knowledge about international issues as a basis for work and education abroad.

Denmark has not adopted any specific policy measures aimed at improving the provision of information or guidance on international mobility to IVET learners.

As there are no specific policy measures aimed at improving the provision of information or guidance for IVET mobility, they have not been evaluated.

Denmark is part of the EF-VET network and participates in its annual conference.
There are two national networks for VET institutions involved in the OPU programme: eastern Denmark and western Denmark.

Euroguidance Denmark participates in the international Euroguidance network, in which national centres promote mobility and exchange information about study and training opportunities throughout Europe. The Euroguidance Centre co-operates with the Erasmus+ VET Unit and organises conferences and seminars on international mobility, where it provides information about Erasmus+, OPU,, the Nordic programme and DK-USA. These events target practitioners from the municipal youth guidance units and VET institutions, as well as the school-based practical training Centres.

The Euroguidance Centre provides a range of services to VET institutions and companies. It:
- answers questions about study and training abroad;
- provides information in English, digital or printed, on Denmark’s education and guidance systems and on recent initiatives in Danish guidance;
- provides information about international projects in the field of guidance and counselling;
- offers further training for guidance practitioners on mobility issues;
- provides guidance counsellors with information about mobility opportunities and procedures.

Denmark has an information and guidance mechanism, part of which is dedicated to the international mobility of IVET learners.

This mechanism consists of the municipal youth guidance units and guidance counsellors in VET institutions.

The guidance counsellors provide information on study opportunities abroad, often supported through Erasmus+, the Nordic programme, the DK-USA-programme and OPU (Training Abroad) financed by the Employers Reimbursement Scheme).

The Euroguidance Centre within the Danish Agency for Higher Education and Science provides information and support to guidance counsellors and VET institutions. However, no policy targets have been set for this strand of the mobility policy, though this might be considered in the future.

The other main aspects that could be considered in the future in this thematic area are the lack of coordination in the information and guidance provision for IVET mobility, and the absence of specific policy measures aimed at improving the information and guidance provision for the mobility of IVET learners.

Related positive steps that could be considered in the future include improving policy coordination in this area and putting in place regularly evaluated improvement measures.

Concerning coordination and evaluation measures, there is no concrete initiatives to report.

In Estonia, there is an information and guidance mechanism for international learning mobility of IVET learners.

In all counties of Estonia, regional youth guidance centres, called Pathfinder centres (Rajaleidja), were established in 2014. They provide career information and counselling, psychological and social support and special education counselling for young people (up to 26 years old), including VET students. One of the tasks of these centres is to provide information about international mobility for students. Students can get information on opportunities for international mobility and guidance on living and learning abroad.

All the information is gathered on the websites of the centres and there is an opportunity to ask questions online or by phone, but one can also go to the nearest centre in the county to get the information he/she is interested in. The network of Pathfinder centres is linked to the Euroguidance network that promotes mobility, helping guidance counsellors and individuals to better understand the mobility opportunities available in Europe, and to the National Europass Centre that coordinates all activities related to the Europass documents.

The regional Pathfinder guidance centres (Rajaleidja) are coordinated by the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The Foundation was established by the Government of Estonia, which exercises its rights as founder through the Ministry of Education and Research.

The Act for Vocational Education Institutions (§3) defines the functions and obligations related to the organisation of vocational training. Among other functions, the following are stipulated:
- to ensure that learners have access to support services, including career counselling, learning assistance, special needs and social educational and psychological services;
- to cooperate nationally and internationally with other educational institutions, employees, employers, business and professional associations, undertakings and institutions related to the specialty, local governments and other partners in order to identify training demand, improve the quality of education and other relevant purposes.

The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility and the opportunities for lifelong learning.

No specific actions to improve the provision of information and guidance on IVET international mobility have been taken.

As no improvement actions have been taken, there is no evaluation thereof.

The Archimedes Foundation is an independent body established by the Estonian government with the objective to coordinate and implement different international and national programmes and projects in the field of training, education and research. The Foundation is the implementing body of Erasmus+ in Estonia, and administers several national and international scholarship schemes for improving mobility.

VET institutions can get help and support from the Archimedes Foundation when completing and submitting a mobility project application. The Foundation informs VET institutions about opportunities for international mobility through various seminars and information events. The information is also available on the website of the Foundation. Companies can also get information and assistance in relation to learners from other countries who come to them to develop work experience.

In Estonia, the provision of information and guidance on IVET international mobility topics is ensured through the Pathfinder centres (Rajaleidja). Here, students can access information on opportunities for international mobility and guidance on living and learning abroad, as part of a wider range of guidance and counselling services and support. This network of regional centres works in close cooperation with the Euroguidance network and the Europass National Centre. Countrywide coordination is ensured through the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The main issue that could be further addressed in future is the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider taking specific actions to improve the existing provision of information and guidance for IVET mobility, and making sure that these specific actions are evaluated.

In Estonia, there is an information and guidance mechanism for international learning mobility of IVET learners.

In all counties of Estonia, regional youth guidance centres, called Pathfinder centres (Rajaleidja), were established in 2014. They provide career information and counselling, psychological and social support and special education counselling for young people (up to 26 years old), including VET students. One of the tasks of these centres is to provide information about international mobility for students. Students can get information on opportunities for international mobility and guidance on living and learning abroad.

All the information is gathered on the websites of the centres and there is an opportunity to ask questions online or by phone, but one can also go to the nearest centre in the county to get the information he/she is interested in. The network of Pathfinder centres is linked to the Euroguidance network that promotes mobility, helping guidance counsellors and individuals to better understand the mobility opportunities available in Europe, and to the National Europass Centre that coordinates all activities related to the Europass documents.

The regional Pathfinder guidance centres (Rajaleidja) are coordinated by the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The Foundation was established by the Government of Estonia, which exercises its rights as founder through the Ministry of Education and Research.

The Act for Vocational Education Institutions (§3) defines the functions and obligations related to the organisation of vocational training. Among other functions, the following are stipulated:
- to ensure that learners have access to support services, including career counselling, learning assistance, special needs and social educational and psychological services;
- to cooperate nationally and internationally with other educational institutions, employees, employers, business and professional associations, undertakings and institutions related to the specialty, local governments and other partners in order to identify training demand, improve the quality of education and other relevant purposes.

The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility and the opportunities for lifelong learning.

No specific actions to improve the provision of information and guidance on IVET international mobility have been taken.

As no improvement actions have been taken, there is no evaluation thereof.

The Archimedes Foundation is an independent body established by the Estonian government with the objective to coordinate and implement different international and national programmes and projects in the field of training, education and research. The Foundation is the implementing body of Erasmus+ in Estonia, and administers several national and international scholarship schemes for improving mobility.

VET institutions can get help and support from the Archimedes Foundation when completing and submitting a mobility project application. The Foundation informs VET institutions about opportunities for international mobility through various seminars and information events. The information is also available on the website of the Foundation. Companies can also get information and assistance in relation to learners from other countries who come to them to develop work experience.

In Estonia, the provision of information and guidance on IVET international mobility topics is ensured through the Pathfinder centres (Rajaleidja). Here, students can access information on opportunities for international mobility and guidance on living and learning abroad, as part of a wider range of guidance and counselling services and support. This network of regional centres works in close cooperation with the Euroguidance network and the Europass National Centre. Countrywide coordination is ensured through the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The main issues that could be further addressed in future are (a) the absence of policy targets for the information and guidance strand; and (b) the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider setting up policy targets in terms of IVET mobility related information and guidance, and taking specific actions to improve the existing provision of information and guidance for IVET mobility, also making sure that these specific actions are evaluated.

In Estonia, there is an information and guidance mechanism for international learning mobility of IVET learners.

In all counties of Estonia, regional youth guidance centres, called Pathfinder centres (Rajaleidja), were established in 2014. They provide career information and counselling, psychological and social support and special education counselling for young people (up to 26 years old), including VET students. One of the tasks of these centres is to provide information about international mobility for students. Students can get information on opportunities for international mobility and guidance on living and learning abroad.

All the information is gathered on the websites of the centres and there is an opportunity to ask questions online or by phone, but one can also go to the nearest centre in the county to get the information he/she is interested in. The network of Pathfinder centres is linked to the Euroguidance network that promotes mobility, helping guidance counsellors and individuals to better understand the mobility opportunities available in Europe, and to the National Europass Centre that coordinates all activities related to the Europass documents.

The regional Pathfinder guidance centres (Rajaleidja) are coordinated by the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The Foundation was established by the Government of Estonia, which exercises its rights as founder through the Ministry of Education and Research.

The Act for Vocational Education Institutions (§3) defines the functions and obligations related to the organisation of vocational training. Among other functions, the following are stipulated:
- to ensure that learners have access to support services, including career counselling, learning assistance, special needs and social educational and psychological services;
- to cooperate nationally and internationally with other educational institutions, employees, employers, business and professional associations, undertakings and institutions related to the specialty, local governments and other partners in order to identify training demand, improve the quality of education and other relevant purposes.

The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility and the opportunities for lifelong learning.

No specific actions to improve the provision of information and guidance on IVET international mobility have been taken.

As no improvement actions have been taken, there is no evaluation thereof.

The Archimedes Foundation is an independent body established by the Estonian government with the objective to coordinate and implement different international and national programmes and projects in the field of training, education and research. The Foundation is the implementing body of Erasmus+ in Estonia, and administers several national and international scholarship schemes for improving mobility.

VET institutions can get help and support from the Archimedes Foundation when completing and submitting a mobility project application. The Foundation informs VET institutions about opportunities for international mobility through various seminars and information events. The information is also available on the website of the Foundation. Companies can also get information and assistance in relation to learners from other countries who come to them to develop work experience.

In Estonia, the provision of information and guidance on IVET international mobility topics is ensured through the Pathfinder centres (Rajaleidja). Here, students can access information on opportunities for international mobility and guidance on living and learning abroad, as part of a wider range of guidance and counselling services and support. This network of regional centres works in close cooperation with the Euroguidance network and the Europass National Centre. Countrywide coordination is ensured through the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The main issues that could be further addressed in future are (a) the absence of policy targets for the information and guidance strand; and (b) the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider setting up policy targets in terms of IVET mobility related information and guidance, and taking specific actions to improve the existing provision of information and guidance for IVET mobility, also making sure that these specific actions are evaluated.

In Estonia, there is an information and guidance mechanism for international learning mobility of IVET learners.

In all counties of Estonia, regional youth guidance centres, called Pathfinder centres (Rajaleidja), were established in 2014. They provide career information and counselling, psychological and social support and special education counselling for young people (up to 26 years old), including VET students. One of the tasks of these centres is to provide information about international mobility for students. Students can get information on opportunities for international mobility and guidance on living and learning abroad.

All the information is gathered on the websites of the centres and there is an opportunity to ask questions online or by phone, but one can also go to the nearest centre in the county to get the information he/she is interested in. The network of Pathfinder centres is linked to the Euroguidance network that promotes mobility, helping guidance counsellors and individuals to better understand the mobility opportunities available in Europe, and to the National Europass Centre that coordinates all activities related to the Europass documents.

The regional Pathfinder guidance centres (Rajaleidja) are coordinated by the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The Foundation was established by the Government of Estonia, which exercises its rights as founder through the Ministry of Education and Research.

The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility.

No specific actions to improve the provision of information and guidance on IVET international mobility have been taken.

As no improvement actions have been taken, there is no evaluation thereof.

The Archimedes Foundation is an independent body established by the Estonian government with the objective to coordinate and implement different international and national programmes and projects in the field of training, education and research. The Foundation is the implementing body of Erasmus+ in Estonia, and administers several national and international scholarship schemes for improving mobility.

VET institutions can get help and support from the Archimedes Foundation when completing and submitting a mobility project application. The Foundation informs VET institutions about opportunities for international mobility through various seminars and information events. The information is also available on the website of the Foundation. Companies can also get information and assistance in relation to learners from other countries who come to them to develop work experience.

In Estonia, the provision of information and guidance on IVET international mobility topics is ensured through the Pathfinder centres (Rajaleidja). Here, students can access information on opportunities for international mobility and guidance on living and learning abroad, as part of a wider range of guidance and counselling services and support. This network of regional centres works in close cooperation with the Euroguidance network and the Europass National Centre. Countrywide coordination is ensured through the Centre for the Development of Rajaleidja, which is an integral part of the Agency for Lifelong Guidance of the Innove Foundation. The main issues that could be further addressed in future are (a) the absence of policy targets for the information and guidance strand; and (b) the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider setting up policy targets in terms of IVET mobility related information and guidance, and taking specific actions to improve the existing provision of information and guidance for IVET mobility, also making sure that these specific actions are evaluated.

There is an information and guidance mechanism for international learning mobility of IVET learners.
Archimedes Foundation as the Estonian representative in the Euroguidance network promotes mobility and provides information and guidance on the mobility opportunities available in Europe to the VET institutions and individuals. National Europass Centre coordinates all activities related to the Europass documents. The main responsibility for information and guidance to individual learners lies with VET institutions.

Archimedes Foundation as the implementing body of Erasmus+ in Estonia coordinates the information and guidance provision.

Based on the goal for improving internationalisation and learning mobility in VET in the new education strategy 2021‒2035 and the Council Recommendation on VET, the collection of mobility data in the Estonian education information system will be improved.

The Estonian Education strategy 2021‒2035 sets a goal for improving internationalisation and learning mobility at all levels of education, incl. IVET. In the strategy, a new indicator has been set to measure short-term learning mobility of VET students from Estonia.
The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility.

No specific actions to improve the provision of information and guidance on IVET international mobility have been taken.

As no improvement actions have been taken, there is no evaluation thereof.

The Archimedes Foundation is an independent body established by the Estonian government with the objective to coordinate and implement different international and national programmes and projects in the field of training, education and research. The Foundation is the implementing body of Erasmus+ in Estonia, and administers several national and international scholarship schemes for improving mobility.

VET institutions can get help and support from the Archimedes Foundation when completing and submitting a mobility project application. The Foundation informs VET institutions about opportunities for international mobility through various seminars and information events.
The information is also available on the website of the Foundation (https://archimedes.ee/). Companies can also get information and assistance in relation to learners from other countries who come to them through mobility actions.

In Estonia, the responsibility for the provision of information and guidance on IVET international mobility topics mainly lies with VET institutions. Countrywide coordination is ensured through the Euroguidance network (Archimedes Foundation) and the Europass National Centre.
The main issues that could be further addressed in future are (a) the absence of policy targets for the information and guidance strand; and (b) the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider setting up policy targets in terms of IVET mobility related information and guidance, and taking specific actions to improve the existing provision of information and guidance for IVET mobility, also making sure that these specific actions are evaluated.

There is an information and guidance mechanism for international learning mobility of IVET learners.
Erasmus+ Agency as the Estonian representative in the Euroguidance network promotes mobility and provides information and guidance on the mobility opportunities available in Europe to the VET institutions and individuals. National Europass Centre coordinates all activities related to the Europass documents. The main responsibility for information and guidance to individual learners lies with VET institutions.

Erasmus+ Agency as the implementing body of Erasmus+ in Estonia coordinates the information and guidance provision.

Based on the goal for improving internationalisation and learning mobility in VET in the new education strategy 2021‒2035, its 3-year implementation programmes (education and youth programmes) and the Council Recommendation on VET, dissemination of information regarding mobility opportunities will be enhanced and the collection of mobility data in the Estonian education information system will be improved.

The Estonian Education strategy 2021‒2035 sets a goal for improving internationalisation and learning mobility at all levels of education, incl. IVET. In the strategy, a new indicator has been developed to measure short-term learning mobility of VET students from Estonia: the share of VET graduates who have participated in learning mobility for at least 2 weeks during their studies (the targets will be set in 2023).. As the data collection system has only been launched, the baseline and targets for international learning mobility in IVET will be set in 2023, taking into account the relevant indicator in the Council Recommendation on VET.
The Vocational Education Standard, chapter 7, stipulates the principles for Recognition of Prior Learning (RPL). One of the main objectives of RPL is to increase learning mobility.

To improve the provision of information and guidance on international mobility for IVET learners, the Erasmus+ Agency constantly develops its activities according to its quality assurance system and based on the guide for national agencies. Recent actions include establishment of a new user-friendly website and helpline (https://eeagentuur.ee/opirandurile/kutseoppurite-opiranne/).

Provision of information and guidance is monitored and improved based on participants feedback which is collected as part of information events and other commucations. With the establishment of mobility indicator in the context of Education Strategy 2021‒2035, accountability mechanisms will be strengthened, incl. with regard to the provision of information and guidance.

IVET international mobility is coordinated by the Education and Youth Board, Erasmus+ and European Solidarity Corps Agency (hereafter Erasmus+ Agency, https://eeagentuur.ee/).
VET institutions can get help and support from the E+ Agency when completing and submitting a mobility project application. The Agency informs VET institutions about opportunities for international mobility through various seminars and information events.
The information is also available on the website of the Agency (https://eeagentuur.ee/). Companies can also get information and assistance in relation to learners from other countries who come to them through mobility actions.

In Estonia, the responsibility for the provision of information and guidance on IVET international mobility topics to learners mainly lies with VET institutions. The institutions have established internal procedures, monitoring and quality mechanisms for that. Countrywide coordination is ensured through the Erasmus+ Agency (https://eeagentuur.ee/) and the national Europass Centre (https://www.kutsekoda.ee/en/europass-centre/).
The main issues that could be further addressed in future are (a) the absence of policy targets for the information and guidance strand; and (b) the lack of a dedicated policy for the improvement of the provision of information and guidance on IVET mobility. Future policy steps ahead could consider setting up policy targets in terms of IVET mobility related information and guidance, and taking specific actions to improve the existing provision of information and guidance for IVET mobility, also making sure that these specific actions are evaluated. The estblishment of mobility indicator in the context of Education Strategy 2021‒2035 provides a basis for further development of the targets and evaluation of the information and guidance strand.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts. The number of Finnish exchange students in vocational education institutions has been increasing in the past decade.

At national level, CIMO, the Centre for International Mobility - acting as the National Agency for Erasmus+, Nordplus Junior as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.

At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. The institutions have a high level of autonomy relating to most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues pertaining to international mobility and cooperation.

In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. An initial qualification in VET includes about 60 hours of guidance and counselling.

Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office of the institution. There are variations in services from provider to provider, as it is a local and/or regional decision on how exactly to organise them, but all providers assist their students, according to the law, in clarifying their interests and values, identifying their skills, reflecting on their experience, understanding the options available to them, formulating individual study plans, and making career-oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.

Furthermore, CIMO also offers some nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. CIMO’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.

Finland has a decentralised model for implementing VET and education providers have a large extent of local authority to develop policies, as demanded by local business, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), the National Board of Education (Qualification Requirements) and the Centre for International Mobility CIMO (internationalisation and related programmes). This applies also to guidance on learning mobility.

At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by CIMO and the National Board of Education, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.

Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts by e.g. national support structures (CIMO), national funding (National Board of Education) and local funding (the IVET institutions themselves).

There is clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings.

Furthermore, it is also an obligation for the education provider to draw up a personal study plan for each student during the guidance sessions, taking into account among other things also their interest for an international learning mobility period. The student has the right to receive teaching and guidance that enables him/her to reach the necessary professional skills in their own field. Thus indirectly, according to the needs of global work life and the general objectives in the Vocational Education and Training Act, the promotion of international learning mobility and its benefits are included also in the guidance work of vocational institutions.

Finally, the Centre for International Mobility CIMO Act (981/2008; in Finnish) stipulates that CIMO provides services on international mobility for Finnish individuals as described in section 1.1.1. This takes place particularly through the programmes and funding schemes run by CIMO and mainly by training and supporting the VET providers in their tasks.

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility.

In 2014, the Finnish National Board of Education has produced criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are to be taken into account in the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers.

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance.

The quality assurance system is nationally evaluated according to unified criteria, and its results are published. CIMO and the National Board of Education support the evaluation process.

CIMO - as the National Agency of Erasmus+ and Nordplus Junior, as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. CIMO has also invested heavily in training for VET providers before, during and after mobility arrangements as well as, in recent years, training on drawing up internationalisation strategies, including the management of mobility and internationalisation.

CIMO also acts as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it promotes European guidance cooperation linked to international mobility. For Euroguidance, the key target group are the Finnish guidance practitioners in all educational institutions and employment offices. In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use the web services, maintained by CIMO’s Information Services, as a source of information and a tool in guiding their clients in what regards learning mobility.

The Finnish National Board of Education acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.

Finally, in the work to revise the national qualification structures and the consequent full introduction of ECVET into Finnish VET, the ECVET Expert Team (12 experts from the sector), funded by Erasmus+, has worked to enhance the knowledge and understanding of ECVET among different players within VET, working life and social partners in Finland, and thereby supported the implementation of ECVET at national level. The ECVET Experts have also worked to increase knowledge on using ECVET among mobility coordinators and international managers. This impact is to be noticed especially when it comes to the guidelines and instructions related to ECVET-documentation, assessment, recognition of learning outcomes, individual learning pathways etc. in the area of learning mobility.

Finland has a well-developed mechanism for information and guidance for IVET mobility. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. At national level, the Centre for International Mobility (CIMO) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. CIMO supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. Furthermore, in 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by the Finnish National Board of Education. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture, the National Board of Education and by CIMO.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts. The number of Finnish exchange students in vocational education institutions has been increasing in the past decade.

At national level, CIMO, the Centre for International Mobility - acting as the National Agency for Erasmus+, Nordplus Junior as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.

At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. The institutions have a high level of autonomy relating to most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues pertaining to international mobility and cooperation.

In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. An initial qualification in VET includes about 60 hours of guidance and counselling.

Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office of the institution. There are variations in services from provider to provider, as it is a local and/or regional decision on how exactly to organise them, but all providers assist their students, according to the law, in clarifying their interests and values, identifying their skills, reflecting on their experience, understanding the options available to them, formulating individual study plans, and making career-oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.

Furthermore, CIMO also offers some nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. CIMO’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.

Finland has a decentralised model for implementing VET and education providers have a large extent of local authority to develop policies, as demanded by local business, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), the National Board of Education (Qualification Requirements) and the Centre for International Mobility CIMO (internationalisation and related programmes). This applies also to guidance on learning mobility.

At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by CIMO and the National Board of Education, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.

Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

Policy targets are in place. There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance support available in the Finnish vocational upper secondary education has been prescribed in the Vocational Education and Training Act (630/1998; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students.

The Finnish National Board of Education (Opetushallitus) designs the core curricula and sets the requirements of competence-based qualifications, which describe the aims and key content of the qualifications. The training includes vocational studies in the field concerned, general studies supplementing vocational competence, elective studies and student counselling including a personal study plan.

An initial qualification in vocational education and training includes about 60 hours of guidance and counselling. It is an obligation for the education provider to draw up a personal study plan for each student. Student healthcare is part of the student welfare in the Vocational Education and Training Act (630/1998; 37a paragraph ) and in the General Upper Secondary Schools Act (629/1998; 29a paragraph ). According to both laws, the core curriculum shall be drawn up, concerning the student welfare and home-school cooperation, in collaboration with the local executory social and health authorities.

The national strategy for developing lifelong guidance in Finland has been adopted in 2011. It was prepared by the multi-stakeholder national lifelong guidance group and it aims at meeting the following objectives: 1) Services will be equally accessible for all and they meet the individual needs; 2) Individual career management skills will be strengthened; 3) Those who work in the field of guidance will have the required knowledge, skills and competences; 4) A quality assurance system for guidance will be developed; and 5) The guidance system will function as a coherent and holistic whole.

Elinikäisen ohjauksen kehittämisen strategiset tavoitteet (OKM, 2011) [The strategic goals for the development of lifelong guidance, Finnish Ministry of Education and Culture, 2011]

The implementation of the national strategy for lifelong guidance in Finland is coordinated by the National Lifelong Guidance Coordination and Cooperation Group. This group has been jointly set up by the Ministry of Education and Culture and the Ministry of Employment and the Economy. The group's current mandate period started in 2015. The main tasks of the group is to foster the national, regional and local development of information, advice and guidance services and to strengthen the cross-sectoral and multi-professional cooperation between the main stakeholders and key actors involved in the field of lifelong guidance.

The National Lifelong Guidance Coordination and Cooperation Group convenes 3-4 times a year to discuss – in relation to the above objectives – the overall development and implementation of guidance strategies and measures; to share and showcase good practices; and to follow up the results of guidance-related initiatives and activities on national and regional levels. It is a large-scale group with members representing all relevant authorities, actors and bodies in the field of guidance.

As for guidance on mobility, in Finland the Ministry of Education and Culture has set the quantitative targets for mobility in VET. International learning mobility is regarded as a transition that requires special information, advice and guidance support. The role of guidance is to make sure that the individual person considering mobility or being in the process of embarking on a mobility period abroad has all the relevant knowledge to take well-informed decisions about studying/training/working in another country.

The guidance counsellors working in the Finnish VET institutions (as well as their colleagues in other types of educational institutions) are expected to offer guidance support at all the stages of the process of going abroad to an individual student/trainee. The visualization below shows the role of the guidance counsellor at the different stages of the mobility process. The Finnish Euroguidance Centre, placed at the Centre for International Mobility CIMO, produces mobility-related information materials and runs in-service training sessions to guidance counsellors to equip them with skills and knowledge about studying and training abroad. This way they can better give up-to-date guidance support to their mobile clients.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts by e.g. national support structures (CIMO), national funding (National Board of Education) and local funding (the IVET institutions themselves).

There is clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings.

Furthermore, it is also an obligation for the education provider to draw up a personal study plan for each student during the guidance sessions, taking into account among other things also their interest for an international learning mobility period. The student has the right to receive teaching and guidance that enables him/her to reach the necessary professional skills in their own field. Thus indirectly, according to the needs of global work life and the general objectives in the Vocational Education and Training Act, the promotion of international learning mobility and its benefits are included also in the guidance work of vocational institutions.

Finally, the Centre for International Mobility CIMO Act (981/2008; in Finnish) stipulates that CIMO provides services on international mobility for Finnish individuals as described in section 1.1.1. This takes place particularly through the programmes and funding schemes run by CIMO and mainly by training and supporting the VET providers in their tasks.

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility.

In 2014, the Finnish National Board of Education has produced criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are to be taken into account in the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers.

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance.

The quality assurance system is nationally evaluated according to unified criteria, and its results are published. CIMO and the National Board of Education support the evaluation process.

CIMO - as the National Agency of Erasmus+ and Nordplus Junior, as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. CIMO has also invested heavily in training for VET providers before, during and after mobility arrangements as well as, in recent years, training on drawing up internationalisation strategies, including the management of mobility and internationalisation.

CIMO also acts as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it promotes European guidance cooperation linked to international mobility. For Euroguidance, the key target group are the Finnish guidance practitioners in all educational institutions and employment offices. In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use the web services, maintained by CIMO’s Information Services, as a source of information and a tool in guiding their clients in what regards learning mobility.

The Finnish National Board of Education acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.

Finally, in the work to revise the national qualification structures and the consequent full introduction of ECVET into Finnish VET, the ECVET Expert Team (12 experts from the sector), funded by Erasmus+, has worked to enhance the knowledge and understanding of ECVET among different players within VET, working life and social partners in Finland, and thereby supported the implementation of ECVET at national level. The ECVET Experts have also worked to increase knowledge on using ECVET among mobility coordinators and international managers. This impact is to be noticed especially when it comes to the guidelines and instructions related to ECVET-documentation, assessment, recognition of learning outcomes, individual learning pathways etc. in the area of learning mobility.

Finland has a well-developed mechanism for information and guidance for IVET mobility. Policy targets for this policy strand are in place. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. At national level, the Centre for International Mobility (CIMO) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. CIMO supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. Furthermore, in 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by the Finnish National Board of Education. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture, the National Board of Education and by CIMO.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts. The number of Finnish exchange students in vocational education institutions has been increasing in the past decade.

At national level, CIMO, the Centre for International Mobility - acting as the National Agency for Erasmus+, Nordplus Junior as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.

At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. The institutions have a high level of autonomy relating to most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues pertaining to international mobility and cooperation.

In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. An initial qualification in VET includes about 60 hours of guidance and counselling.

Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office of the institution. There are variations in services from provider to provider, as it is a local and/or regional decision on how exactly to organise them, but all providers assist their students, according to the law, in clarifying their interests and values, identifying their skills, reflecting on their experience, understanding the options available to them, formulating individual study plans, and making career-oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.

Furthermore, CIMO also offers some nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. CIMO’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.

Finland has a decentralised model for implementing VET and education providers have a large extent of local authority to develop policies, as demanded by local business, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), the National Board of Education (Qualification Requirements) and the Centre for International Mobility CIMO (internationalisation and related programmes). This applies also to guidance on learning mobility.

At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by CIMO and the National Board of Education, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.

Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

Policy targets are in place. There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance support available in the Finnish vocational upper secondary education has been prescribed in the Vocational Education and Training Act (630/1998; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students.

The Finnish National Board of Education (Opetushallitus) designs the core curricula and sets the requirements of competence-based qualifications, which describe the aims and key content of the qualifications. The training includes vocational studies in the field concerned, general studies supplementing vocational competence, elective studies and student counselling including a personal study plan.

An initial qualification in vocational education and training includes about 60 hours of guidance and counselling. It is an obligation for the education provider to draw up a personal study plan for each student. Student healthcare is part of the student welfare in the Vocational Education and Training Act (630/1998; 37a paragraph ) and in the General Upper Secondary Schools Act (629/1998; 29a paragraph ). According to both laws, the core curriculum shall be drawn up, concerning the student welfare and home-school cooperation, in collaboration with the local executory social and health authorities.

The national strategy for developing lifelong guidance in Finland has been adopted in 2011. It was prepared by the multi-stakeholder national lifelong guidance group and it aims at meeting the following objectives: 1) Services will be equally accessible for all and they meet the individual needs; 2) Individual career management skills will be strengthened; 3) Those who work in the field of guidance will have the required knowledge, skills and competences; 4) A quality assurance system for guidance will be developed; and 5) The guidance system will function as a coherent and holistic whole.

Elinikäisen ohjauksen kehittämisen strategiset tavoitteet (OKM, 2011) [The strategic goals for the development of lifelong guidance, Finnish Ministry of Education and Culture, 2011]

The implementation of the national strategy for lifelong guidance in Finland is coordinated by the National Lifelong Guidance Coordination and Cooperation Group. This group has been jointly set up by the Ministry of Education and Culture and the Ministry of Employment and the Economy. The group's current mandate period started in 2015. The main tasks of the group is to foster the national, regional and local development of information, advice and guidance services and to strengthen the cross-sectoral and multi-professional cooperation between the main stakeholders and key actors involved in the field of lifelong guidance.

The National Lifelong Guidance Coordination and Cooperation Group convenes 3-4 times a year to discuss – in relation to the above objectives – the overall development and implementation of guidance strategies and measures; to share and showcase good practices; and to follow up the results of guidance-related initiatives and activities on national and regional levels. It is a large-scale group with members representing all relevant authorities, actors and bodies in the field of guidance.

As for guidance on mobility, in Finland the Ministry of Education and Culture has set the quantitative targets for mobility in VET. International learning mobility is regarded as a transition that requires special information, advice and guidance support. The role of guidance is to make sure that the individual person considering mobility or being in the process of embarking on a mobility period abroad has all the relevant knowledge to take well-informed decisions about studying/training/working in another country.

The guidance counsellors working in the Finnish VET institutions (as well as their colleagues in other types of educational institutions) are expected to offer guidance support at all the stages of the process of going abroad to an individual student/trainee. The visualization below shows the role of the guidance counsellor at the different stages of the mobility process. The Finnish Euroguidance Centre, placed at the Centre for International Mobility CIMO, produces mobility-related information materials and runs in-service training sessions to guidance counsellors to equip them with skills and knowledge about studying and training abroad. This way they can better give up-to-date guidance support to their mobile clients.

Finland is actively promoting the international learning mobility of students, teachers, guidance counsellors and other experts by e.g. national support structures (CIMO), national funding (National Board of Education) and local funding (the IVET institutions themselves).

There is clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (630/1998 and 787/214 from 1.8.2015 onwards; in Finnish) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings.

Furthermore, it is also an obligation for the education provider to draw up a personal study plan for each student during the guidance sessions, taking into account among other things also their interest for an international learning mobility period. The student has the right to receive teaching and guidance that enables him/her to reach the necessary professional skills in their own field. Thus indirectly, according to the needs of global work life and the general objectives in the Vocational Education and Training Act, the promotion of international learning mobility and its benefits are included also in the guidance work of vocational institutions.

Finally, the Centre for International Mobility CIMO Act (981/2008; in Finnish) stipulates that CIMO provides services on international mobility for Finnish individuals as described in section 1.1.1. This takes place particularly through the programmes and funding schemes run by CIMO and mainly by training and supporting the VET providers in their tasks.

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility.

In 2014, the Finnish National Board of Education has produced criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are to be taken into account in the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers.

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance.

The quality assurance system is nationally evaluated according to unified criteria, and its results are published. CIMO and the National Board of Education support the evaluation process.

CIMO - as the National Agency of Erasmus+ and Nordplus Junior, as well as hosting the ECVET Expert Team - supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. CIMO has also invested heavily in training for VET providers before, during and after mobility arrangements as well as, in recent years, training on drawing up internationalisation strategies, including the management of mobility and internationalisation.

CIMO also acts as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it promotes European guidance cooperation linked to international mobility. For Euroguidance, the key target group are the Finnish guidance practitioners in all educational institutions and employment offices. In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use the web services, maintained by CIMO’s Information Services, as a source of information and a tool in guiding their clients in what regards learning mobility.

The Finnish National Board of Education acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.

Finally, in the work to revise the national qualification structures and the consequent full introduction of ECVET into Finnish VET, the ECVET Expert Team (12 experts from the sector), funded by Erasmus+, has worked to enhance the knowledge and understanding of ECVET among different players within VET, working life and social partners in Finland, and thereby supported the implementation of ECVET at national level. The ECVET Experts have also worked to increase knowledge on using ECVET among mobility coordinators and international managers. This impact is to be noticed especially when it comes to the guidelines and instructions related to ECVET-documentation, assessment, recognition of learning outcomes, individual learning pathways etc. in the area of learning mobility.

Finland has a well-developed mechanism for information and guidance for IVET mobility. Policy targets for this policy strand are in place. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. At national level, the Centre for International Mobility (CIMO) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. CIMO supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. Furthermore, in 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by the Finnish National Board of Education. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture, the National Board of Education and by CIMO.

Finland actively promotes international learning mobility of students, teachers, guidance counsellors and other experts. The number of Finnish exchange students in vocational education institutions has been increasing in the past decade.
At national level, EDUFI, The Finnish National Agency for Education – acting as the National Agency for Erasmus+, Nordplus Junior as well as hosting the ECVET Expert Team – supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.
At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. Educational institutions have high level of autonomy in most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues concerning international mobility and cooperation.
In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (1) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. According to legislation, students are entitled to the necessary personal guidance in order to complete their qualifications. The necessary guidance and support is included in the personal competence development plan which is drawn up by the teacher together with the student.
Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office. There are variations in services from provider to provider. It is a local and/or regional decision how to organise these services. According to the law, all providers assist their students, in clarifying their interests and values, identifying their skills and reflecting on their experience. Education providers assist their students to understand different options available for them, as well as formulating personal competence development plans and making career oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.
In addition, EDUFI offers nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. EDUFI’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.
_______
(1) 630/1998 and 787/2014 from 1.8.2015 and 531/2017 onwards; in Finnish

Finland has a decentralised model for implementing VET. Providers have a large extent of local authority to develop policies, as demanded by local businesses, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), and the Finnish National Agency for Education (as regards qualification requirements and internationalisation). This applies also to guidance on learning mobility.
At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by EDUFI, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.
Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance provision has been prescribed in the Vocational Education and Training Act (1). This governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. The national strategy for developing lifelong guidance in Finland was adopted in 2011. It was prepared by the multi-stakeholder national lifelong guidance group and it aims at meeting the following objectives: 1) Services will be equally accessible for all and will meet individual needs; 2) Individual career management skills will be strengthened; 3) Those who work in the field of guidance will have the required knowledge, skills and competences; 4) A quality assurance system for guidance will be developed; and 5) The guidance system will function as a coherent and holistic whole (2).
_________
(1) 630/1998 and 531/2017; in Finnish
(2) Elinikäisen ohjauksen kehittämisen strategiset tavoitteet (OKM, 2011) [The strategic goals for the development of lifelong guidance, Finnish
Ministry of Education and Culture, 2011]

There is a clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (1) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings.
Also, the Finnish National Agency for Education Act (2) stipulates that the Agency provides services on international mobility for Finnish individuals. This takes place particularly through the programmes and funding schemes run by the Agency.
__________
(1) 630/1998 and 787/214 from 1.8.2015 onwards; in Finnish
(2) 564/2016, in Finnish

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility. In 2014, EDUFI (the Finnish National Agency for Education) produced criteria for good quality guidance (1). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are taken into account at the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers.
__________
(1) Hyvän ohjauksen kriteerit, 2014

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. EDUFI supports the evaluation process.

EDUFI – as the National Agency of Erasmus+ and Nordplus Junior, as well as hosting the ECVET Expert Team – supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. EDUFI has also invested heavily in training for VET providers, especially on drawing up internationalisation strategies, including the management of mobility and internationalisation.
EDUFI acts also as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it promotes European guidance cooperation linked to international mobility. For Euroguidance, key target group are the Finnish guidance practitioners in all educational institutions and employment offices. In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use web services, maintained by EDUFI, as a source of information and a tool in guiding their clients regarding learning mobility. EDUFI acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.
Finally, in the work to revise the national qualification structures and the consequent full introduction of ECVET into Finnish VET, the ECVET Expert Team (12 experts from the sector), funded by Erasmus+, has worked to enhance the knowledge and understanding of ECVET among different players within VET, working life and social partners in Finland. They have as well supported the implementation of ECVET at national level. The ECVET Experts have also worked to increase knowledge on using ECVET among mobility coordinators and international managers. This impact has been significant especially when it comes to the guidelines and instructions related to ECVET-documentation, assessment, recognition of learning outcomes, individual learning pathways etc.

Finland has a well-developed mechanism for information and guidance for IVET mobility. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. At national level, EDUFI (the Finnish National Agency for Education) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. EDUFI supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. In 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by EDUFI. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture and EDUFI. However, it is unclear whether precise benchmarks for mobility-oriented information and guidance have been set. This could be clarified/addressed in the future.

Finland actively promotes international learning mobility of students, teachers, guidance counsellors and other experts.
At national level, EDUFI, The Finnish National Agency for Education – acting as the National Agency for Erasmus+ and Nordplus Junior– supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.
At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. Educational institutions have high level of autonomy in most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues concerning international mobility and cooperation.
In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (1) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. According to legislation, students are entitled to the necessary personal guidance in order to complete their qualifications. The necessary guidance and support are included in the personal competence development plan which is drawn up by the teacher together with the student.
Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office. There are variations in services from provider to provider. It is a local and/or regional decision how to organise these services. According to the law, all providers assist their students, in clarifying their interests and values, identifying their skills and reflecting on their experience. Education providers assist their students to understand different options available for them, as well as formulating personal competence development plans and making career-oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.
In addition, EDUFI offers nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. EDUFI’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.
_______
(1) 531/2017 in Finnish

Finland has a decentralised model for implementing VET. Providers have a large extent of local authority to develop policies, as demanded by local businesses, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), and the Finnish National Agency for Education (as regards qualification requirements and internationalisation). This applies also to guidance on learning mobility.
At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by EDUFI, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.
Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance provision has been prescribed in the Vocational Education and Training Act (1). This governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. The national strategy for developing lifelong guidance in Finland was adopted in 2011. It was prepared by the multi-stakeholder national lifelong guidance group and it aims at meeting the following objectives: 1) Services will be equally accessible for all and will meet individual needs; 2) Individual career management skills will be strengthened; 3) Those who work in the field of guidance will have the required knowledge, skills and competences; 4) A quality assurance system for guidance will be developed; and 5) The guidance system will function as a coherent and holistic whole (2).
_________
(1) 531/2017 in Finnish
(2) Elinikäisen ohjauksen kehittämisen strategiset tavoitteet (OKM, 2011) [The strategic goals for the development of lifelong guidance, Finnish
Ministry of Education and Culture, 2011]

There is a clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (1) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings.
Also, the Finnish National Agency for Education Act (2) stipulates that the Agency provides services on international mobility for Finnish individuals. This takes place particularly through the programmes and funding schemes run by the Agency.
__________
(1) 531/2017, in Finnish
(2) 564/2016, in Finnish

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility. In 2014, EDUFI (the Finnish National Agency for Education) produced criteria for good quality guidance (1). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are taken into account at the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers.
__________
(1) Hyvän ohjauksen kriteerit, 2014

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. EDUFI supports the evaluation process.
Student feedback on vocational education (1) is used to monitor students' satisfaction with the organization of education and its effectiveness. Feedback is collected by vocational education providers who have a degree and education permit issued by the Ministry of Education and Culture. Feedback is given anonymously. The results are used for national and internal quality monitoring of the training provider. The legislation on vocational education was renewed as of 1 January 2018 and the corresponding student feedback surveys were introduced on 1 July 2018. One of the questions asks the students, if (s)he received sufficient information about her/his opportunities for studying or working abroad during her/his studies.
__________
(1) https://www.oph.fi/fi/koulutus-ja-tutkinnot/ammatillisen-koulutuksen-op…

EDUFI – as the National Agency of Erasmus+ and Nordplus Junior– supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. EDUFI has also invested heavily in training for VET providers, especially on drawing up internationalisation strategies, including the management of mobility and internationalisation.
During the COVID19 crisis EDUFI has promoted the possibilities of Erasmus+ programme to develop virtual mobility as a part of blended mobility approach to keep up with contact with the mobility partners.
EDUFI acts also as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it promotes European guidance cooperation linked to international mobility. For Euroguidance, key target group are the Finnish guidance practitioners in all educational institutions and employment offices. In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use web services, maintained by EDUFI, as a source of information and a tool in guiding their clients regarding learning mobility. EDUFI acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.

Finland have a well-developed mechanism for information and guidance for IVET mobility. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. The COVID-19 crisis has naturally challenged the mobility practices and thus also the guidance in 2020. At national level, EDUFI (the Finnish National Agency for Education) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. EDUFI supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. In 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by EDUFI. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture and EDUFI. However, it is unclear whether precise benchmarks for mobility-oriented information and guidance have been set. This could be clarified/addressed in the future.

Finland actively promotes international learning mobility of students, teachers, guidance counsellors and other experts.
At national level, EDUFI, The Finnish National Agency for Education – acting as the National Agency for Erasmus+ and Nordplus Junior– supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes.
At institutional level, IVET learners are provided with personalised guidance services. All information and guidance mechanisms in IVET follow a decentralised model in Finland. Educational institutions have high level of autonomy in most matters, including guidance support. It is the strategic choice of the Finnish government to maintain that autonomy, also in relation to issues concerning international mobility and cooperation.
In the Finnish vocational upper secondary education, the provision of guidance is prescribed in the Vocational Education and Training Act (1) which governs the organisation of curriculum-based upper secondary vocational education and training for both young and adult students. According to legislation, students are entitled to the necessary personal guidance in order to complete their qualifications. The necessary guidance and support are included in the personal competence development plan which is drawn up by the teacher together with the student.
Within the vocational institutions, the responsibility for providing guidance is shared by teachers, guidance counsellors and the international services/international office. There are variations in services from provider to provider. It is a local and/or regional decision how to organise these services. According to the law, all providers assist their students, in clarifying their interests and values, identifying their skills and reflecting on their experience. Education providers assist their students to understand different options available for them, as well as formulating personal competence development plans and making career-oriented decisions. This type of support is provided also in relation to international learning mobility in IVET.
In addition, EDUFI offers nationally available, personalised information and guidance services on international mobility directly to individuals, including IVET learners. EDUFI’s information services provide information on study, practical training and youth activities abroad, as well as information on other international options. The phone and online guidance services help learners to map various international opportunities and assist them in finding relevant information, as well as guiding them to sources of further information.
_______
(1) 531/2017 in Finnish https://www.finlex.fi/fi/laki/alkup/2017/20170531

Finland has a decentralised model for implementing VET. Providers have a large extent of local authority to develop policies, as demanded by local businesses, working life and societal needs. However, there is a certain level of coordination from the Ministry of Education and Culture (at policy level), and the Finnish National Agency for Education (as regards qualification requirements and internationalisation). This applies also to guidance on learning mobility.
At institutional level, all guidance providers assist their students, according to the legal provisions. Most IVET providers identify development needs and outline them in their own internationalisation strategies and plans. A crucial part of the quality assurance of IVET providers consists of opportunities for exchange of information, cooperation and dialogue among the stakeholders, provided and supported by EDUFI, for example via the yearly internationalisation days and other training events. This work has resulted in guides and common materials for all stakeholders.
Therefore, the provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue.

There is a strong legislative basis for information, advice and guidance (IAG) in the Finnish education and training sector. Guidance provision has been prescribed in the Vocational Education and Training Act (1). This governs the organisation of upper secondary vocational education and training for both young and adult students.
The lifelong guidance strategy 2020–2023, jointly published by the Ministry of Education and Culture and the Ministry of Labor and Economy, is related to the objectives of the Sanna Marin government program regarding education, employment, well-being and inclusion. The strategy examines guidance as a continuum spanning the entire life cycle, which is a dialogue between the individual and his own career planning skills, as well as the information, advice and guidance that support them. Lifelong guidance is promoted as a whole, which takes into account the goals of individuals, communities and society.
_________
(1) 531/2017 in Finnish https://www.finlex.fi/fi/laki/alkup/2017/20170531
(2) in Finnish https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/162576/VN_20… (Lifelong guidance strategy 2020–2023)

There is a clear legal base for international learning mobility in Finnish IVET. Based on the Vocational Education and Training Act (1) which governs the organisation of upper secondary vocational education and training for both young and adult students, the new National Qualification Requirements include clear and consistent references to international labour market skills, globalising business and the need for international skills that can be gained through learning mobility. This gives a solid legal basis for the IVET providers to arrange learning mobility periods as part of their offerings. In 2022, a new optional module of the qualification "Working in international tasks" entered into force and it is placed in the common modules of the qualification in VET. This new optional qualification unit available in all upper secondary level vocational qualifications allows VET students to gain work experience in international environments. The new unit brings opportunities especially to those students whose fields have not traditionally had international mobility as a part of their training.

Also, the Finnish National Agency for Education Act (2) stipulates that the Agency provides services on international mobility for Finnish individuals. This takes place particularly through the programmes and funding schemes run by the Agency.
__________
(1) 531/2017, in Finnish https://www.finlex.fi/fi/laki/alkup/2017/20170531
(2) 564/2016, in Finnish https://www.finlex.fi/fi/laki/ajantasa/2016/20160564

Finland has taken policy actions aimed to improve the provision of information and guidance to IVET learners, including on matters related to IVET mobility. In 2014, EDUFI (the Finnish National Agency for Education) produced criteria for good quality guidance (1). This policy consists of recommendations on guidance for basic education, secondary education and vocational education and training. The aim is to support the high quality and versatile provision of guidance as well as to offer tools for developing guidance. Matters related to international learning mobility are taken into account at the implementation of this policy. The national recommendation is, furthermore, that these criteria should be integrated as part of the evaluation and quality approach of education providers. The criteria for good quality guidance will be renewed during 2022.
__________
(1) In Finnish https://www.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/hyvan-ohjauksen-k…

The country has a procedure to regularly assess the improvement of information and guidance provision through quality assurance. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. EDUFI supports the evaluation process.
Student feedback on vocational education (1) is used to monitor students' satisfaction with the organization of education and its effectiveness. Feedback is collected by vocational education providers who have a degree and education permit issued by the Ministry of Education and Culture. Feedback is given anonymously. The results are used for national and internal quality monitoring of the training provider. The legislation on vocational education was renewed as of 1 January 2018 and the corresponding student feedback surveys were introduced on 1 July 2018. One of the questions asks the students, if (s)he received sufficient information about her/his opportunities for studying or working abroad during her/his studies.
__________
(1) https://www.oph.fi/fi/koulutus-ja-tutkinnot/ammatillisen-koulutuksen-op…

EDUFI – as the National Agency of Erasmus+ and Nordplus Junior– supports international learning mobility in vocational education through information and promotional activities related to the implementation of these programmes. This work is mainly focused on the IVET institutions, or VET providers, as main actors in the programmes and includes networking, training and support activities both before applying for funding and while running the projects. EDUFI has also invested heavily in training for VET providers, especially on drawing up internationalisation strategies, including the management of mobility and internationalisation.
During the COVID19 crisis EDUFI has promoted the possibilities of Erasmus+ programme to develop virtual mobility as a part of blended mobility approach to keep up with contact with the mobility partners.
EDUFI acts also as the Euroguidance Centre in Finland. As a member of the Euroguidance network, it supports competence development and promotes European guidance cooperation linked to international mobility. For Euroguidance, key target group are the Finnish guidance practitioners in all educational institutions and employment offices and in One-Stop-Guidance Centers (Ohjaamot in Finnish). In the context of guidance and learning mobility in Europe, Euroguidance Finland contributes to the work and professional development of Finnish guidance practitioners and the national and international networking of guidance practitioners. In its training, information and communication activities, Euroguidance Finland raises awareness on international learning mobility possibilities among guidance practitioners, by using different methods and a variety of information channels. Guidance practitioners use web services, maintained by EDUFI, as a source of information and a tool in guiding their clients regarding learning mobility. EDUFI acts as the Finnish National Europass Centre. The Centre manages and develops Europass documents and gives information services on Europass.

Finland have a well-developed mechanism for information and guidance for IVET mobility. The provision to IVET learners is ensured by teachers, guidance counsellors and the international services/offices of VET institutions. The COVID-19 crisis has naturally challenged the mobility practices and thus also the guidance from 2020 forward. At national level, EDUFI (the Finnish National Agency for Education) acts as the National Agency for Erasmus+ and Nordplus Junior, and also hosts the Euroguidance Centre. EDUFI supports mobility through information and promotional activities in the frame of these programmes, and it offers information and guidance on mobility opportunities to both individuals and guidance practitioners. In 2014, the country has taken policy measures to improve the information and guidance provision, including on matters related to IVET learning mobility, through the criteria for good quality guidance (Hyvän ohjauksen kriteerit, 2014) set by EDUFI. The criteria for good guidance will be renewed during 2022. The quality assurance system is nationally evaluated according to unified criteria, and its results are published. The provision of information and guidance on mobility to IVET learners is implemented in a decentralised manner, but it is coordinated countrywide through common standards and guidelines, minimum requirements, cooperation and dialogue. The coordination is facilitated by the Ministry of Education and Culture and EDUFI. However, it is unclear whether precise benchmarks for mobility-oriented information and guidance have been set. This could be clarified/addressed in the future.

France has a large number of guidance structures but none is dedicated to international mobility. That’s why guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.

To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus agency.

The national policy falls within the jurisdiction of the Ministry of National Education, Higher Education and Research. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1). Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP, advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).

ONISEP (2), a national agency working in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre, has set up together with AGEFA PME (3) an information website on mobility for young people in vocational programmes (4).

Thirty-four of the Information and Guidance Centres that make up the CIO network are considered "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 28 countries that make up the European Union, Community programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners.

The International Centre for Pedagogical Studies (Centre international d’études pédagogiques – CIEP) also helps promote international mobility, in particular for incoming mobility participants. It provides information about working in a regulated profession in France, as well as on the procedure for having a foreign degree recognised (5).

Also at the national level, the Erasmus+ France Education Formation Agency promotes several different programmes and plans, in particular Erasmus+ (6). The agency informs the public about mobility programmes both directly, through specially-developed and actively deployed electronic media, and indirectly, through specialised media (7).

At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog.

(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3) The Association for Alternance Training Programmes in Small and Medium-Sized Enterprises.
(4) http://mavoieproeurope.onisep.fr
(5) http://www.ciep.fr/presentation-ciep/ciep-cooperation-education
(6) www.agence-erasmus.fr
(7) Erasmus+, 2014 annual activity report. See also: a new Erasmus+ webseries "Un bagage en plus" premieres
http://etudiant.lefigaro.fr/international/actu/detail/article/la-webser…

Coordination is ensured in both strands of information and guidance.

On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility.

The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, the Coremob is the body in charge of implementing at regional level the national guidelines set by the Standing Committee. It designs the mobility policy and strategy at regional level. It comprises all stakeholders involved in mobility, whether through formal education, informal education, vocational training or the business world. The Coremob draws up a joint diagnostic of the situation of mobility at regional level and develops a three-year mobility development plan. Its mission includes informing on mobility. Assessed annually, the plan may be revised (8).

On the guidance side, a National Council (9) and Regional Councils (10) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area at national and regional levels. A national framework agreement was signed also in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”.

(8) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(9) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(10) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles - CREFOPs

The more important and latest legal provisions that specifically mention the objective of promoting international learning mobility in IVET are:
- The Guidance and Planning Law 2013-595 ratified on 8 July 2013, that has made promoting greater openness to Europe and the world one of its objectives;
- Law 2013-660 ratified on 22 July 2013 regarding Higher Education and Research setting a new public service responsibility in higher education: "developing pathways that include periods of study and work abroad", (Article L. 123-7 of the Educational Code);
- Ministry of Education Circulars for the purpose of promoting mobility, in which some articles deal with advice and information (11);
- The Circular for the creation of "regional committees for European and international mobility for young people" (Corémob) (12).

(11) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570… http://www.education.gouv.fr/cid49724/menc0913416c.html
(12) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf

Two major strands of improvement actions were implemented in recent past. Firstly, the creation of a national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of the nationwide “Regional public service of guidance” were targeted at improving coordination of mobility policy, including information and guidance.

Secondly, actions to improve information and guidance also took the form of additional financial support. A call for projects titled "Mobility Platforms" was launched by the Experimentation Fund for Youth early 2014 with the aim of endowing the regional committees (Coremobs) with a tool enabling them to implement concrete action, dealing in particular with information. In parallel, structures such as the Franco-German Office for Youth (Office franco-allemand pour la jeunesse - OFAJ) or the Franco-German Secretary (Secrétariat franco-allemand - SFA) were endowed with significant budgets, in particular to develop information about Franco-German mobility. The OFAJ budget (€2 millions) is allocated equally by the French and German governments (13).

(13) http://www.jeunes.gouv.fr/IMG/pdf/CIJ_Rapport_2014_V2_partie1_BD5c.pdf

A range of studies on mobility have been carried out, in which information and advice are addressed briefly. To wit, early 2012, the agency Europe Education Formation France (actually Erasmus+ agency) financed two studies carried out by the CEREQ (14). The assessment is primarily qualitative. It highlights the benefits of mobility in learning self-confidence and communication. Another study dealt with international mobility for disadvantaged learners.

In 2011, a report by the Economic, Social and Environmental Council noted that among the challenges regarding international mobility is that of multiplicity of information and guidance sources. This multiplicity creates a complexity in access to information, which turns out to be a real source of discouragement for young people.

This report also pointed out however a lack of research that would make it possible to take into account the phenomenon of mobility in young people and its various challenges in their wholeness (15).

(14) A study on the impact of international mobility for apprentices, http://www.agence-erasmus.fr/page/etudes-impact
(15) http://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilite…

ONISEP provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (16). Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics) supports mobility projects of apprenticeship training centres;
- In 2014, the construction and public works sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad during mobility (17);
- The ANFA (automotive services sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (18);
- The APCMA (network of Professional and Craft Chambers) has developed a network of over 250 relevant agencies, intermediary institutions and providers of vocational education and training to support the mobility of apprentices (19);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (20).

(16) http://www.onisep.fr/Espace-pedagogique/LP-CFA/Ressources-lycee-pro-CFA…
(17) http://www.ccca-btp.fr/mobilite-des-jeunes-et-des-formateurs.html
(18) http://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-euro…
(19) http://www.euroapprenticeship.eu/fr/les-partenaires.html
(20) http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework along with increases in budgetary support to information and guidance providers is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance.

However, review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. It could be made sure in future that the guidance provision also covers the topic of international mobility.

The evaluation process could be improved too. Currently, it appears as a series of random studies and reports, lacking however a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year.

France has a large number of guidance structures but none is dedicated to international mobility. That’s why guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.

To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus agency.

The national policy falls within the jurisdiction of the Ministry of National Education, Higher Education and Research. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1). Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP, advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).

ONISEP (2), a national agency working in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre, has set up together with AGEFA PME (3) an information website on mobility for young people in vocational programmes (4).

Thirty-four of the Information and Guidance Centres that make up the CIO network are considered "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 28 countries that make up the European Union, Community programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners.

The International Centre for Pedagogical Studies (Centre international d’études pédagogiques – CIEP) also helps promote international mobility, in particular for incoming mobility participants. It provides information about working in a regulated profession in France, as well as on the procedure for having a foreign degree recognised (5).

Also at the national level, the Erasmus+ France Education Formation Agency promotes several different programmes and plans, in particular Erasmus+ (6). The agency informs the public about mobility programmes both directly, through specially-developed and actively deployed electronic media, and indirectly, through specialised media (7).

At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog.

(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3) The Association for Alternance Training Programmes in Small and Medium-Sized Enterprises.
(4) http://mavoieproeurope.onisep.fr
(5) http://www.ciep.fr/presentation-ciep/ciep-cooperation-education
(6) www.agence-erasmus.fr
(7) Erasmus+, 2014 annual activity report. See also: a new Erasmus+ webseries "Un bagage en plus" premieres
http://etudiant.lefigaro.fr/international/actu/detail/article/la-webser…

Coordination is ensured in both strands of information and guidance.

On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility.

The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, the Coremob is the body in charge of implementing at regional level the national guidelines set by the Standing Committee. It designs the mobility policy and strategy at regional level. It comprises all stakeholders involved in mobility, whether through formal education, informal education, vocational training or the business world. The Coremob draws up a joint diagnostic of the situation of mobility at regional level and develops a three-year mobility development plan. Its mission includes informing on mobility. Assessed annually, the plan may be revised (8).

On the guidance side, a National Council (9) and Regional Councils (10) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area at national and regional levels. A national framework agreement was signed also in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”.

(8) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(9) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(10) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles - CREFOPs

No policy targets. General objectives are set at the national level. They are present in the laws. Following on from this, each education authority in turn lays down its specific objectives.

The more important and latest legal provisions that specifically mention the objective of promoting international learning mobility in IVET are:
- The Guidance and Planning Law 2013-595 ratified on 8 July 2013, that has made promoting greater openness to Europe and the world one of its objectives;
- Law 2013-660 ratified on 22 July 2013 regarding Higher Education and Research setting a new public service responsibility in higher education: "developing pathways that include periods of study and work abroad", (Article L. 123-7 of the Educational Code);
- Ministry of Education Circulars for the purpose of promoting mobility, in which some articles deal with advice and information (1);
- The Circular for the creation of "regional committees for European and international mobility for young people" (Corémob) (2).
- Instruction N° DJEPVA/BRI/2016/18 of 14 January 2016 relating to the international mobility of young people and to European and international cooperation (3)
- Modern Languages Strategy of 22 January 2016 (4), Ministry of National Education, Higher Education and Research.
___________

1. http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
http://www.education.gouv.fr/cid49724/menc0913416c.html
2. Circular of 23 February 2015 http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
3. http://circulaires.legifrance.gouv.fr/index.php?action=afficherCirculai…
4. http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html

The more important and latest legal provisions that specifically mention the objective of promoting international learning mobility in IVET are:
- The Guidance and Planning Law 2013-595 ratified on 8 July 2013, that has made promoting greater openness to Europe and the world one of its objectives;
- Law 2013-660 ratified on 22 July 2013 regarding Higher Education and Research setting a new public service responsibility in higher education: "developing pathways that include periods of study and work abroad", (Article L. 123-7 of the Educational Code);
- Ministry of Education Circulars for the purpose of promoting mobility, in which some articles deal with advice and information (11);
- The Circular for the creation of "regional committees for European and international mobility for young people" (Corémob) (12).

(11) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570… http://www.education.gouv.fr/cid49724/menc0913416c.html
(12) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf

Two major strands of improvement actions were implemented in recent past. Firstly, the creation of a national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of the nationwide “Regional public service of guidance” were targeted at improving coordination of mobility policy, including information and guidance.

Secondly, actions to improve information and guidance also took the form of additional financial support. A call for projects titled "Mobility Platforms" was launched by the Experimentation Fund for Youth early 2014 with the aim of endowing the regional committees (Coremobs) with a tool enabling them to implement concrete action, dealing in particular with information. In parallel, structures such as the Franco-German Office for Youth (Office franco-allemand pour la jeunesse - OFAJ) or the Franco-German Secretary (Secrétariat franco-allemand - SFA) were endowed with significant budgets, in particular to develop information about Franco-German mobility. The OFAJ budget (€2 millions) is allocated equally by the French and German governments (13).

(13) http://www.jeunes.gouv.fr/IMG/pdf/CIJ_Rapport_2014_V2_partie1_BD5c.pdf

A range of studies on mobility have been carried out, in which information and advice are addressed briefly. To wit, early 2012, the agency Europe Education Formation France (actually Erasmus+ agency) financed two studies carried out by the CEREQ (14). The assessment is primarily qualitative. It highlights the benefits of mobility in learning self-confidence and communication. Another study dealt with international mobility for disadvantaged learners.

In 2011, a report by the Economic, Social and Environmental Council noted that among the challenges regarding international mobility is that of multiplicity of information and guidance sources. This multiplicity creates a complexity in access to information, which turns out to be a real source of discouragement for young people.

This report also pointed out however a lack of research that would make it possible to take into account the phenomenon of mobility in young people and its various challenges in their wholeness (15).

(14) A study on the impact of international mobility for apprentices, http://www.agence-erasmus.fr/page/etudes-impact
(15) http://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilite…

ONISEP provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (16). Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics) supports mobility projects of apprenticeship training centres;
- In 2014, the construction and public works sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad during mobility (17);
- The ANFA (automotive services sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (18);
- The APCMA (network of Professional and Craft Chambers) has developed a network of over 250 relevant agencies, intermediary institutions and providers of vocational education and training to support the mobility of apprentices (19);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (20).

(16) http://www.onisep.fr/Espace-pedagogique/LP-CFA/Ressources-lycee-pro-CFA…
(17) http://www.ccca-btp.fr/mobilite-des-jeunes-et-des-formateurs.html
(18) http://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-euro…
(19) http://www.euroapprenticeship.eu/fr/les-partenaires.html
(20) http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework along with increases in budgetary support to information and guidance providers is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. However, review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. It could be made sure in future that the guidance provision also covers the topic of international mobility. The evaluation process could be improved too. Currently, it appears as a series of random studies and reports, lacking however a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. Finally, although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set out. This shortfall could be addressed in future.

France has a large number of guidance structures but none is dedicated to international mobility. That’s why guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.

To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus agency.

The national policy falls within the jurisdiction of the Ministry of National Education, Higher Education and Research. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1). Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP, advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).

ONISEP (2), a national agency working in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre, has set up together with AGEFA PME (3) an information website on mobility for young people in vocational programmes (4).

Thirty-four of the Information and Guidance Centres that make up the CIO network are considered "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 28 countries that make up the European Union, Community programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners.

The International Centre for Pedagogical Studies (Centre international d’études pédagogiques – CIEP) also helps promote international mobility, in particular for incoming mobility participants. It provides information about working in a regulated profession in France, as well as on the procedure for having a foreign degree recognised (5).

Also at the national level, the Erasmus+ France Education Formation Agency promotes several different programmes and plans, in particular Erasmus+ (6). The agency informs the public about mobility programmes both directly, through specially-developed and actively deployed electronic media, and indirectly, through specialised media (7).

At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog.

(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3) The Association for Alternance Training Programmes in Small and Medium-Sized Enterprises.
(4) http://mavoieproeurope.onisep.fr
(5) http://www.ciep.fr/presentation-ciep/ciep-cooperation-education
(6) www.agence-erasmus.fr
(7) Erasmus+, 2014 annual activity report. See also: a new Erasmus+ webseries "Un bagage en plus" premieres
http://etudiant.lefigaro.fr/international/actu/detail/article/la-webser…

Coordination is ensured in both strands of information and guidance.

On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility.

The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, the Coremob is the body in charge of implementing at regional level the national guidelines set by the Standing Committee. It designs the mobility policy and strategy at regional level. It comprises all stakeholders involved in mobility, whether through formal education, informal education, vocational training or the business world. The Coremob draws up a joint diagnostic of the situation of mobility at regional level and develops a three-year mobility development plan. Its mission includes informing on mobility. Assessed annually, the plan may be revised (8).

On the guidance side, a National Council (9) and Regional Councils (10) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area at national and regional levels. A national framework agreement was signed also in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”.

(8) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(9) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(10) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles - CREFOPs

No policy targets. General objectives are set at the national level. They are present in the laws. Following on from this, each education authority in turn lays down its specific objectives.

The more important and latest legal provisions that specifically mention the objective of promoting international learning mobility in IVET are:
- The Guidance and Planning Law 2013-595 ratified on 8 July 2013, that has made promoting greater openness to Europe and the world one of its objectives;
- Law 2013-660 ratified on 22 July 2013 regarding Higher Education and Research setting a new public service responsibility in higher education: "developing pathways that include periods of study and work abroad", (Article L. 123-7 of the Educational Code);
- Ministry of Education Circulars for the purpose of promoting mobility, in which some articles deal with advice and information (1);
- The Circular for the creation of "regional committees for European and international mobility for young people" (Corémob) (2).
- Instruction N° DJEPVA/BRI/2016/18 of 14 January 2016 relating to the international mobility of young people and to European and international cooperation (3)
- Modern Languages Strategy of 22 January 2016 (4), Ministry of National Education, Higher Education and Research.
___________

1. http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
http://www.education.gouv.fr/cid49724/menc0913416c.html
2. Circular of 23 February 2015 http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
3. http://circulaires.legifrance.gouv.fr/index.php?action=afficherCirculai…
4. http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html

The more important and latest legal provisions that specifically mention the objective of promoting international learning mobility in IVET are:
- The Guidance and Planning Law 2013-595 ratified on 8 July 2013, that has made promoting greater openness to Europe and the world one of its objectives;
- Law 2013-660 ratified on 22 July 2013 regarding Higher Education and Research setting a new public service responsibility in higher education: "developing pathways that include periods of study and work abroad", (Article L. 123-7 of the Educational Code);
- Ministry of Education Circulars for the purpose of promoting mobility, in which some articles deal with advice and information (11);
- The Circular for the creation of "regional committees for European and international mobility for young people" (Corémob) (12).

(11) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570… http://www.education.gouv.fr/cid49724/menc0913416c.html
(12) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf

Two major strands of improvement actions were implemented in recent past. Firstly, the creation of a national Standing Committee and Regional Committees on European and International Mobility for Young People as well as the setting of the nationwide “Regional public service of guidance” were targeted at improving coordination of mobility policy, including information and guidance.

Secondly, actions to improve information and guidance also took the form of additional financial support. A call for projects titled "Mobility Platforms" was launched by the Experimentation Fund for Youth early 2014 with the aim of endowing the regional committees (Coremobs) with a tool enabling them to implement concrete action, dealing in particular with information. In parallel, structures such as the Franco-German Office for Youth (Office franco-allemand pour la jeunesse - OFAJ) or the Franco-German Secretary (Secrétariat franco-allemand - SFA) were endowed with significant budgets, in particular to develop information about Franco-German mobility. The OFAJ budget (€2 millions) is allocated equally by the French and German governments (13).

(13) http://www.jeunes.gouv.fr/IMG/pdf/CIJ_Rapport_2014_V2_partie1_BD5c.pdf

A range of studies on mobility have been carried out, in which information and advice are addressed briefly. To wit, early 2012, the agency Europe Education Formation France (actually Erasmus+ agency) financed two studies carried out by the CEREQ (14). The assessment is primarily qualitative. It highlights the benefits of mobility in learning self-confidence and communication. Another study dealt with international mobility for disadvantaged learners.

In 2011, a report by the Economic, Social and Environmental Council noted that among the challenges regarding international mobility is that of multiplicity of information and guidance sources. This multiplicity creates a complexity in access to information, which turns out to be a real source of discouragement for young people.

This report also pointed out however a lack of research that would make it possible to take into account the phenomenon of mobility in young people and its various challenges in their wholeness (15).

(14) A study on the impact of international mobility for apprentices, http://www.agence-erasmus.fr/page/etudes-impact
(15) http://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilite…

ONISEP provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (16). Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics) supports mobility projects of apprenticeship training centres;
- In 2014, the construction and public works sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad during mobility (17);
- The ANFA (automotive services sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (18);
- The APCMA (network of Professional and Craft Chambers) has developed a network of over 250 relevant agencies, intermediary institutions and providers of vocational education and training to support the mobility of apprentices (19);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (20).

(16) http://www.onisep.fr/Espace-pedagogique/LP-CFA/Ressources-lycee-pro-CFA…
(17) http://www.ccca-btp.fr/mobilite-des-jeunes-et-des-formateurs.html
(18) http://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-euro…
(19) http://www.euroapprenticeship.eu/fr/les-partenaires.html
(20) http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework along with increases in budgetary support to information and guidance providers is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making sure that the guidance provision also covers the topic of international mobility; (b) making policy evaluation in this area complete, systematic and topic-specific focused as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (c) Finally, although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set up. This shortfall could also be addressed in future.

France has a large number of guidance structures. Firstly, guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.
The national policy falls within the jurisdiction of the Ministry in charge of National Education and the Ministry in charge of Higher Education. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1). Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP (2), advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).
To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks such as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus agency.
The Euroguidance France network is rolling out a service offer designed to promote European mobility, in particular for guidance professionals. The part of the network under the Ministry for National Education is specialized in questions relating to guidance regarding mobility in initial training (schools and students in particular), and provides advice and training to French and foreign guidance and education professionals, counselling professionals but also to young people, students, adults etc. (3)
Thirty-four of the Information and Guidance Centres that make up the CIO network are considered as "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 28 EU countries, European programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners, with the backup support of the Euroguidance France network.
Also at the national level, the Erasmus+ France Education Formation Agency promotes several different programmes and plans, in particular Erasmus+ (4). The agency informs the public about mobility programmes (5).
A website specifically dedicated to the promotion of the Erasmus+ programme has been created, including information and advice specifically targeted at learners in initial training (6).
Specific portals for promoting international mobility have been set, particularly for young people in initial training.
The "Discover the World" portal (7) has been promoting international youth mobility since 2015, combining news, practical information, real-life examples and a map of local support networks (8). Hosted by the Directorate of Youth, Popular Education and Community Life of the Ministry for National Education, this portal brings together a group of national and regional contributors (9).
ONISEP (2), a national agency working in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre, has set up together with AGEFA PME (10) an information website on mobility for young people in vocational programmes (11): "Ma voie pro en Europe” (My professional pathway in Europe), a portal dedicated to the mobility of young people involved in vocational training.
Some Regional Councils have also developed web platforms dedicated to international mobility, which present the existing mechanisms and aids, and provide advice and allow users to ask questions (12).
Many awareness-raising tools and initiatives in the area of international mobility have been created. In April 2017, the Eurodesk referents of the Youth Information network published a map entitled "The World in Your Pocket", which provides useful tips and sites dealing with mobility abroad (13). In 2017, the Youth Information and Documentation Centre produced a guide on traineeships abroad (14). The Euroguidance France network publishes a poster on the mobility opportunities of the Erasmus+ programme, which was updated at the end of 2017 to be distributed to more than 2000 organisations active in the field of guidance, support and training.
As part of the thirty years of the Erasmus+ programme, awareness-raising events were organised in 2017, for example a tour of nine cities in France by bus ("Erasbus") and the event “Erasmus days”.
At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog. To take another example, within the framework of a partnership between the Erasmus+ France Education Training Agency and the Ministry of Agriculture, a network of advisers dedicated to international mobility and the Erasmus+ programme in agricultural education has been set up (15).
Finally, in 2018, information and guidance specifically targeted at apprentices was addressed. In each Apprenticeship Training Centres for (Centre de Formation en Apprentissage, CFAs), a special officer in charge of mobility is being appointed to promote and support international mobility. The law of 29 March 2018 (16) stipulates that CFAs must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (17) specifies the nature of this dedicated staff.
_________________
(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(4) www.agence-erasmus.fr
(5) Erasmus+, 2016 annual activity report. List of major media partners of the Generation Erasmus+ site: http://www.generation-erasmus.fr/partenariats/
(6) www.generation-erasmus.fr
(7) http://decouvrirlemonde.jeunes.gouv.fr
(8) http://decouvrirlemonde.jeunes.gouv.fr/list-structures
(9) http://decouvrirlemonde.jeunes.gouv.fr/page/liste-des-contributeurs
(10) The Association for Alternance Training Programmes in Small and Medium-Sized Enterprises.
(11) http://mavoieproeurope.onisep.fr
(12) For example, in the Bourgogne-France-Comté region www.agitateursdemobilite.fr, in Brittany http://www.enroutepourlemonde.org/pro/, and in Corsica http://www.mobighjovani.corsica/, …
(13) http://www.decouvrirlemonde.jeunes.gouv.fr/les-actus-jeunes/eurodesk-fr…
(14) http://www.crij.org/fichiers/actualite/guide-faire-un-stage-a-l-etrange…
(15) http://agriculture.gouv.fr/mobilite-internationale-un-enseignement-agri…
(16) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(17) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…

Overall, at the level of the Ministry for National Education, in order to develop its European and international dimension, each regional education authority (Académie) defines a strategy and an action plan. The Académie’s Delegation for European and International Relations and Cooperation (DAREIC) is responsible for steering initiatives and ensuring synergy between the actors concerned. The DAREIC relies on a network of reference teachers for European and international action. These teachers implement the Académie’s priorities locally. As points of contact on a day-to-day basis for those teachers and stundents who wish to take part in European or international projects, the reference teachers provide both impetus and coordination, and thus facilitate all mobility, exchange, twinning, visit or partnership projects (1).
On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility. The development of the "Discover the World" portal is the result of the work carried out by this Committee (2). The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, Coremobs are bodies responsible for implementing at regional level the national guidelines set by the Standing Committee. Coremobs design the mobility policy and strategy at regional level. They bring together all stakeholders involved in mobility. Their mission includes provision of information on mobility (3).
On the guidance side, a National Council (4) and Regional Councils (5) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area on national and regional levels. A national framework agreement was also signed in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”.
____________
(1) http://www.education.gouv.fr/cid49724/menc0913416c.html
(2) http://decouvrirlemonde.jeunes.gouv.fr/]
(3) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(4) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(5) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles – CREFOPs

No policy targets. General objectives are set at the national level, included in the legislation.

The Guidance and Planning Law 2013-595 ratified on 8 July 2013 made “promoting greater openness to Europe and the world” one of its objectives.
The law of 5 March 2014 relating to Vocational Training include mobility as an integral mission of apprentice training centres (1).
The law of 29 March 2018 (2) stipulates that Apprenticeship Training Centres (Centres de formation en apprentissage, CFAs) must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (3) specifies that the “mobility referent” is to make use of local resources and European Union programmes.
________
(1) Law of 5 March 2014, Article 15: https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00002868…
(2) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(3) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…

Improvement actions in recent past include:
- 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” (1). 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.
_________
(1) https://www.routard.com/actualite-du-voyage/cid137422-le-routard-publie…

A range of studies have been carried out.
-A 2011 report by the Economic, Social and Environmental Council outlined the multiplicity of information and guidance sources. This multiplicity creates a complexity in access to information, which turns out to be a real source of discouragement for young people. This report also pointed out a lack of research that would make it possible to take into account the phenomenon of mobility in young people and its various challenges in their wholeness (1).
-Early 2012, the agency Europe Education Formation France (the Erasmus+ National Agency) financed two studies carried out by the CEREQ (Centre for Research on Education, Training and Employment) (2). This assessment was basically qualitative. It highlighted the benefits of mobility in learning self-confidence and communication. Another similar study dealt with international mobility for disadvantaged learners.
-The assessment reports produced in 2017 as part of the work of COREMOBs (Regional Committees on European and International Mobility for Young People) include a regional diagnosis of public policies and actors in the area of European and international mobility, and address the issue of accessibility of information and counselling and guidance services (3).
______
(1) http://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilite…
(2) A study on the impact of international mobility for apprentices, http://www.agence-erasmus.fr/page/etudes-impact
(3) For example, concerning the regions of Brittany, Centre-Val de Loire, Grand-Est, Normandy, Pays-de-la-Loire:
http://www.enroutepourlemonde.org/pro/wp-content/uploads/2017/07/Etude-…
http://www.informationjeunesse-centre.fr/partmedia/image_client/Diagnos…
http://grand-est.drdjscs.gouv.fr/sites/grand-est.drdjscs.gouv.fr/IMG/pd…
http://normandie.drdjscs.gouv.fr/sites/normandie.drdjscs.gouv.fr/IMG/pd…
http://www.jeudevi.org/wp-content/uploads/2017/05/1705-synth%C3%A8se-Ra…

The Euroguidance France network offers VET professionals a range of services (publications, website, personalised advice, training, information sessions) to promote European mobility (1).
ONISEP (National Information Office for Education and Professions) provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (2).
A new cooperation agreement was signed in December 2017 between ONISEP and the national agency Erasmus + France Education and Training. By improving their cooperation, the two bodies wish to better inform a wide public and the youth about mobility opportunities.
Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics [Committee for the coordination of apprenticeships in the Construction sector]) supports mobility projects of apprenticeship training centres. In 2014, the sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad (3);
- The ANFA (the national association for training in the automotive sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (4);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (5);
- The EuroApprenticeship networks support the mobility of apprentices across Europe (6) and advocates for the creation of an apprenticeship contract on a European pathway (7).
______________
(1) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(2) http://www.onisep.fr/Equipes-educatives#Mobilite-internationale
(3) http://www.ccca-btp.fr/mobilite-des-jeunes-et-des-formateurs.html
(4) https://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-eur…
(5) http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…
(6) http://www.euroapprenticeship.eu/fr/les-partenaires.html
(7) http://www.euroapp.fr/

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making policy evaluation in this area complete, systematic and topic-specific as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (b) although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set. This shortfall could also be addressed in future.

France has a large number of guidance structures. Firstly, guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.
The national policy falls within the jurisdiction of the Ministry in charge of National Education and the Ministry in charge of Higher Education. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1). Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP (2), advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).
To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks such as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus agency.
The Euroguidance France network is rolling out a service offer designed to promote European mobility, in particular for guidance professionals. The part of the network under the Ministry for National Education is specialized in questions relating to guidance regarding mobility in initial training (schools and students in particular), and provides advice and training to French and foreign guidance and education professionals, counselling professionals but also to young people, students, adults etc. (3) The part of the network dedicated to employment and continuous training, provides information and support including the topic of apprentices mobility (4).
Information and Guidance Centres that make up the CIO (“Centres d’information et d’orientation”) network are considered as "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 28 EU countries, European programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners, with the backup support of the Euroguidance France network.
Also at the national level, the Erasmus+ France Education Formation Agency promotes several different programmes and plans, in particular Erasmus+ (5). The agency informs the public about mobility programmes (6).

A website specifically dedicated to the promotion of the Erasmus+ programme has been created, including information and advice specifically targeted at learners in initial training (7). A joint website designed to present the Erasmus + programme as a whole, the Education and Training strands and the Youth and Sport strands, is run by the two agencies in charge of these actions(8).
Specific portals for promoting international mobility have been set, particularly for young people in initial training.
The "Discover the World" portal (9) has been promoting international youth mobility since 2015, combining news, practical information, real-life examples and a map of local support networks (10). Hosted by the Directorate of Youth, Popular Education and Community Life of the Ministry for National Education, this portal brings together a group of national and regional contributors (11).

ONISEP (2), a national agency working in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre, provides various services and information to support mobility. dSome Regional Councils have also developed web platforms dedicated to international mobility, which present the existing mechanisms and aids, and provide advice and allow users to ask questions (12). Many awareness-raising tools and initiatives in the area of international mobility have been created. In April 2017, the Eurodesk referents of the Youth Information network published a map entitled "The World in Your Pocket", which used to provide useful tips and sites dealing with mobility abroad (13). In 2017, the Youth Information and Documentation Centre produced a guide on traineeships abroad (14).

The Euroguidance France network deploys a wide range of information initiatives; in addition, since October 2020, the network has been offering weekly videoconferences on international mobility for young people and the professionals who support them (15)

The Euroguidance France network published a poster on the mobility opportunities of the Erasmus+ programme, which was updated at the end of 2017 to be distributed to more than 2000 organisations active in the field of guidance, support and training.
As part of the thirty years of the Erasmus+ programme, awareness-raising events were organised in 2017, for example a tour of nine cities in France by bus ("Erasbus") and since 2017 the event “Erasmus days” (16).

At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog. To take another example, within the framework of a partnership between the Erasmus+ France Education Training Agency and the Ministry of Agriculture, a network of advisers dedicated to international mobility and the Erasmus+ programme in agricultural education has been set up (17).
Finally, in 2018, information and guidance specifically targeted at apprentices was addressed. In each Apprenticeship Training Centres for (Centre de Formation en Apprentissage, CFAs), a special officer in charge of mobility is being appointed to promote and support international mobility. The law of 29 March 2018 (18) stipulates that CFAs must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (19) specifies the nature of this dedicated staff.
_________________
(1) http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2) Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(4) https://www.euroguidance-france.org/les-differentes-formes-de-mobilite-…
(5) www.agence-erasmus.fr
(6) Erasmus+, 2016 annual activity report. List of major media partners of the Generation Erasmus+ site: http://www.generation-erasmus.fr/partenariats/
(7) www.generation-erasmus.fr
(8) https://info.erasmusplus.fr/
(9) http://decouvrirlemonde.jeunes.gouv.fr
(10) http://decouvrirlemonde.jeunes.gouv.fr/list-structures
(11) http://decouvrirlemonde.jeunes.gouv.fr/page/liste-des-contributeurs
(12) For example, in the Bourgogne-France-Comté region www.agitateursdemobilite.fr, in Brittany http://www.enroutepourlemonde.org/pro/, and in Corsica http://www.mobighjovani.corsica/
(13) https://decouvrirlemonde.jeunes.gouv.fr/dossier/le-monde-en-poche
(14) http://www.crij.org/fichiers/actualite/guide-faire-un-stage-a-l-etrange…
(15) The Euroguidance France network deploys a wide range of information initiatives; in addition, since October 2020, the network has been offering weekly videoconferences on international mobility for young people and the professionals who support them.
(16) The Euroguidance France network published a poster on the mobility opportunities of the Erasmus+ programme, which was updated at the end of 2017 to be distributed to more than 2000 organisations active in the field of guidance, support and training.
As part of the thirty years of the Erasmus+ programme, awareness-raising events were organised in 2017, for example a tour of nine cities in France by bus ("Erasbus") and since 2017 the event “Erasmus days”.
(17) http://agriculture.gouv.fr/mobilite-internationale-un-enseignement-agri…
(18) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(19) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…

Overall, at the level of the Ministry for National Education and Youth, in order to develop its European and international dimension, each regional education authority (Académie) defines a strategy and an action plan. The Académie’s Delegation for European and International Relations and Cooperation (DAREIC) is responsible for steering initiatives and ensuring synergy between the actors concerned. The DAREIC relies on a network of reference teachers for European and international action. These teachers implement the Académie’s priorities locally. As points of contact on a day-to-day basis for those teachers and stundents who wish to take part in European or international projects, the reference teachers provide both impetus and coordination, and thus facilitate all mobility, exchange, twinning, visit or partnership projects (1).
On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility. The development of the "Discover the World" portal is the result of the work carried out by this Committee (2). The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, Coremobs are bodies responsible for implementing at regional level the national guidelines set by the Standing Committee. Coremobs design the mobility policy and strategy at regional level. They bring together all stakeholders involved in mobility. Their mission includes provision of information on mobility (3). The agency Campus France manages mobility for foreign students and interns – including IVET learners – having received scholarships, so that they can study in France or abroad.
On the guidance side, a National Council (4) and Regional Councils (5) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area on national and regional levels. A national framework agreement was also signed in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”. The 5 sept Act abolished the national council. It set up a new national institution: France Compétences whose mission is to ensure funding, regulation and improvement of the vocational training and apprenticeship system.(6)
Law No. 2018-771 of 5 September 2018(7) on “the freedom to choose one's professional future” enables the different stakeholders in guidance to complement each other thanks to a clear sharing of State/Regional competences. The State retains responsibility for defining at national level the policy for guidance of pupils and students in schools and higher education establishments. It is also responsible for the educational and pedagogical dimension of guidance and the assignment of students. The Regions see their field of intervention extended to include the missions carried out in terms of disseminating information on trades and drawing up documentation of regional scope for pupils and students.

The respective roles of the State and the Regions and their joint intervention in institutions are defined in the national reference framework established jointly by the State and the Regions, signed on 28 May 2019. The national framework is intended to be applied in each region by means of a regional agreement signed with the academic region(8) (9) .
Coupled with the reform of the general and technological uppers secondary schools, this territorial approach to guidance will offer pupils greater freedom of choice and enhanced support by 2021.

Since the start of the 2018 school year, students in the first year of upper secondary school (“classe de seconde”) have hours dedicated to helping them choose a career path. This dedicated timetable is gradually being extended to all students from the 4th class (“classe de quatrième”, penultimate year in “collèges”) year onwards. It represents an indicative annual duration of 12 to 36 hours in junior high school and 54 hours in general and technological upper secondary school. It can be as long as 91 hours per year for the vocational path.
____________
(1) http://www.education.gouv.fr/cid49724/menc0913416c.html
(2) http://decouvrirlemonde.jeunes.gouv.fr/]
(3) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(4) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(5) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles – CREFOPs
(6) https://www.legifrance.gouv.fr/download/pdf?id=sjOmMiK5aL3fwO5xyCPjtxuZ…
(7) https://www.legifrance.gouv.fr/loda/id/JORFTEXT000037367660/2019-05-27/
(8) https://www.education.gouv.fr/orientation-scolaire-cadre-national-de-re…
(9) https://regions-france.org/wp-content/uploads/2019/05/Convention_cadre_…

No policy targets. General objectives are set at the national level, included in the legislation.

The Guidance and Planning Law 2013-595 ratified on 8 July 2013 made “promoting greater openness to Europe and the world” one of its objectives.
The law of 5 March 2014 relating to Vocational Training include mobility as an integral mission of apprentice training centres (1).
The law of 29 March 2018 (2) stipulates that Apprenticeship Training Centres (Centres de formation en apprentissage, CFAs) must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (3) specifies that the “mobility referent” is to make use of local resources and European Union programmes.
________
(1) Law of 5 March 2014, Article 15: https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00002868…
(2) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(3) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…

Improvement actions in recent past include:
- 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” (1).
This guide was drawn up as part of the work of the Territorial Conference for Apprenticeship Mobility (Assistes 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. (2).
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(3). 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 (4).
_________
(1) http://www.agence-erasmus.fr/docs/2731_2731_guide_cfa_final-2.pdf
(2) https://agence.erasmusplus.fr/videos/organiser-des-mobilites-internatio…
(3) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/46/5/VM_Mo…
(4) https://cache.media.eduscol.education.fr/file/lycee_pro_2018/51/9/Orien…

A range of studies have been carried out.
-A 2011 report by the Economic, Social and Environmental Council outlined the multiplicity of information and guidance sources. This multiplicity creates a complexity in access to information, which turns out to be a real source of discouragement for young people. This report also pointed out a lack of research that would make it possible to take into account the phenomenon of mobility in young people and its various challenges in their wholeness (1).
-Early 2012, the agency Europe Education Formation France (the Erasmus+ National Agency) financed two studies carried out by the CEREQ (Centre for Research on Education, Training and Employment) (2). This assessment was basically qualitative. It highlighted the benefits of mobility in learning self-confidence and communication. Another similar study dealt with international mobility for disadvantaged learners.
-The assessment reports produced in 2017 as part of the work of COREMOBs (Regional Committees on European and International Mobility for Young People) include a regional diagnosis of public policies and actors in the area of European and international mobility, and address the issue of accessibility of information and counselling and guidance services (3).
______
(1) http://www.lecese.fr/sites/default/files/pdf/Avis/2011/2011_13_mobilite…
(2) A study on the impact of international mobility for apprentices, http://www.agence-erasmus.fr/page/etudes-impact
(3) For example, concerning the regions of Brittany, Centre-Val de Loire, Grand-Est, Normandy, Pays-de-la-Loire:
http://www.enroutepourlemonde.org/pro/wp-content/uploads/2017/07/Etude-…
http://www.informationjeunesse-centre.fr/partmedia/image_client/Diagnos…
http://grand-est.drdjscs.gouv.fr/sites/grand-est.drdjscs.gouv.fr/IMG/pd…
http://normandie.drdjscs.gouv.fr/sites/normandie.drdjscs.gouv.fr/IMG/pd…
http://www.jeudevi.org/wp-content/uploads/2017/05/1705-synth%C3%A8se-Ra…

The Euroguidance France network offers VET professionals a range of services (publications, website, personalised advice, training, information sessions) to promote European mobility (1). An online training platform dedicated to European and international mobility, has been set up and launched in October 2019 (2). This platform, called Dinamo, targets the professionals of guidance. More than 800 users have registered since its launch.
ONISEP (National Information Office for Education and Professions) provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (3).
A new cooperation agreement was signed in December 2017 between ONISEP and the national agency Erasmus + France Education and Training. By improving their cooperation, the two bodies wish to better inform a wide public and the youth about mobility opportunities.
Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics [Committee for the coordination of apprenticeships in the Construction sector]) supports mobility projects of apprenticeship training centres. In 2014, the sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad (4);
- The ANFA (the national association for training in the automotive sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (5);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (6);
- The EuroApprenticeship networks support the mobility of apprentices across Europe (7) and advocates for the creation of an apprenticeship contract on a European pathway (8). A new association, EuroAppMobility (EAM), was set up in May 2020. It gathers at the national level networks of training providers involved in apprentices mobility new association (9.
______________
(1) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(2) https://www.euroguidance-formation.org/
(3) http://www.onisep.fr/Equipes-educatives#Mobilite-internationale
(4) http://www.ccca-btp.fr/mobilite-des-jeunes-et-des-formateurs.html
(5) https://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-eur…
(6) http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…
(8) http://www.euroapp.fr/
(9) https://www.euroappmobility.eu/

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making policy evaluation in this area complete, systematic and topic-specific as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (b) although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set. This shortfall could also be addressed in future.

France has a large number of guidance structures. Firstly, guidance centres have among their general activities, the function to provide information and guidance on international learning mobility of IVET learners. They also make the promotion of mobility.
The national policy falls within the jurisdiction of the Ministry in charge of National Education and the Ministry in charge of Higher Education. It is rooted in legislation such as the August 2011 Circular when regulating and structuring mobility in lower and higher secondary schools (1).
Further to that Circular, mobility is promoted through a variety of structures (the National Agency ONISEP (2), advisors in the Information and Guidance Centres, or CIOs – centres d’information et d’orientation) and tools (Web sites, paper media, etc.).
To facilitate their mobility guidance activity, guidance counsellors can find information or tools with European networks such as Euroguidance, Eurodesk, Eurodyssée as well as the French Erasmus + Education and Training agency.

The Euroguidance France network deploys a wide range of information initiatives; in addition, since October 2020, the network has been offering quaterly videoconferences on international mobility for young people and the professionals who support them (3).

THE EUROGUIDANCE FRANCE NETWORK
The Euroguidance France network is rolling out a service offer designed to promote European mobility, in particular for guidance professionals. The part of the network under the Ministry for National Education is specialised in questions relating to guidance regarding mobility in initial training (schools and students in particular), and provides advice and training to French and foreign guidance and education professionals, counselling professionals but also to young people, students, adults etc (4). The part of the network dedicated to employment and continuous training, provides information and support including the topic of apprentices’ mobility (5).
Information and Guidance Centres that make up the CIO (“Centres d’information et d’orientation”) network are considered as "Relais Europe", bringing information to the Academies directly at the local level. They are in charge of providing advice, information and incentive for mobility and offer information about educational opportunities in the 27 EU countries, European programmes, scholarship opportunities, internships, language-learning stays, and so on. This service is offered free of charge to learners, with the backup support of the Euroguidance France network.

The Euroguidance officers of the Information and Guidance Centres who contribute to the network as national resource centres took part in numerous activities to promote the European dimension in guidance at events (conferences and fairs) aimed at the general public (6). Because the expertise of the Euroguidance network is recognised, the Euroguidance officers are also invited to lead conferences at events (7).
A webinar dedicated to international mobility in the vocational field was also organised by Euroguidance on 11 April 2022 (8).

The Euroguidance France network published a poster on the mobility opportunities of the Erasmus+ programme, which was updated at the end of 2022 to be distributed to more than 2000 organisations active in the field of guidance, support and training (9).

At the end of 2022, the Guide “Internships in Europe” was published to support vocational students and supervisors to find internships in Europe. It includes a methodological step by step guide and some country-specific resource sheets (10).
In September 2021, a guide on European and international mobility for teachers and educational staff was updated. It takes into account the new features of the main mobility programmes, in particular the Erasmus+ 2021/2027 programme, including the strengthening of long term mobility for apprentices (11).

As part of the Printemps de l'orientation, organised by the National Office for Information on Education and the Professions (Onisep), a day dedicated to international mobility was organised at the European Parliament in Strasbourg, on 15 March 2022, with exchanges devoted to the mobility of apprentices (12).

ONISEP
The National Office for Information on Education and the Professions ONISEP (13), in cooperation with the European and International Division of the Academy of Strasbourg's Information and Guidance Centre (CIO), provides various services and information to support mobility.

ERASMUS+ EDUCATION AND TRAINING NATIONAL AGENCY
Also at the national level, the Erasmus+ France Education and Training Agency promotes several different programmes and plans, in particular Erasmus+(14). The agency informs the public about mobility programmes. A specific website is dedicated to projects applicants and beneficiaries: “Mon projet Erasmus +”(15).
As regards the mobility of apprentices, the Erasmus+ Education and Training Agency federates the main networks of Apprentice Training Centres (CFA) and other apprenticeship stakeholders in charge of Erasmus+ projects, within a national working group with the aim of sharing good practices, producing and disseminating resources to apprenticeship training organisations, and enabling them to promote mobility to IVET learners.

A webconference dedicated to apprentice mobility has also been organised by the agency in November 2021(16).

In 2022 numerous events were organised by the Erasmus + Education and Training Agency to mark the 35th anniversary of the Erasmus + programme (17).
As each year in October since 2017, the Erasmus Days were organised as an international celebration to promote European values, mobility benefits and Erasmus+ project results, in order to boost visibility for citizens, stakeholders, media and policy

DEDICATED WEBSITES

A joint website designed to present the Erasmus + programme as a whole, the Education and Training strands and the Youth and Sport strands, is run by the two agencies in charge of these actions (18).
Specific portals for promoting international mobility have been set, particularly for young people in initial training.
The "Discover the World" portal(19) has been promoting international youth mobility since 2015, combining news, practical information, real-life examples and a map of local support networks(20). Hosted by the Directorate of Youth, non formal Education and Voluntary Organisations of the Ministry for Education and Youth, this portal brings together a group of national and regional contributors (21).
As part of the territorial deployment of "la boussole des jeunes", a national digital platform that lists all the services offered by institutions and professionals for young people, the integration of a theme dedicated to mobility has been tested in the Grand Est region(22) and in the territory of Lyon Métropole(23). This service, which is intended to be extended to other regions, enables young people who request it to be put in touch with the professional who can inform them about the services and opportunities adapted to their situation.

Some Regional Councils have also developed web platforms dedicated to international mobility, which present the existing mechanisms and aids, and provide advice and allow users to ask questions(24). Many awareness-raising tools and initiatives in the area of international mobility have been created. In April 2017, the Eurodesk referents of the Youth Information network published a map entitled "The World in Your Pocket", which used to provide useful tips and sites dealing with mobility abroad(25). In 2017, the Youth Information and Documentation Centre produced a guide on traineeships abroad(26).


APPRENTICESHIP PLAYERS NETWORKS
At ground level, some organisations confident in the benefits of mobility often participate in spreading information and advice about mobility. One example is the Compagnons du Devoir, which have a long-standing tradition of mobility, and which promote European mobility to the apprentices they train using a variety of tools, including a blog. To take another example, within the framework of a partnership between the Erasmus+ France Education and Training Agency and the Ministry of Agriculture, a network of advisers dedicated to international mobility and the Erasmus+ programme in agricultural education has been set up(27).
Finally, in 2018, information and guidance specifically targeted at apprentices was addressed. In each Apprenticeship Training Centres for (Centre de Formation en Apprentissage, CFAs), a special officer in charge of mobility is being appointed to promote and support international mobility. The law of 29 March 2018(28) stipulates that CFAs must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018(29) specifies the nature of this dedicated staff.
The MONA consortium, "My apprenticeship in Europe" (“Mon apprentissage en Europe”), piloted by the EuroApp Mobility association, aims to develop long term mobilities of apprentices, in particular by financing a full-time mobility adviser in each partner Apprentices Training Centre (CFA). EAM brings together 31 managing bodies representing 43 volunteer CFAs. The good practices of this experimentation will be disseminated(30).

In June 2022, the Fondation Innovations pour les Apprentissages (FIPA) published a guide on international mobility dedicated to apprentices (in apprenticeship contract or professionnalisation contracts). This guide is intended as a tool to help them better understand short and long-term international journeys, while preparing for this future trip (budget, accommodation, transport). It is intended for all (in apprenticeship contract or professionnalisation contracts) who wish to go abroad during their training period, for companies that want to support them, and for the training centres (31).
____________________
(1)http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=570…
(2)Office national d’information sur les enseignements et les professions - National Office for Information on Education and Careers.
(3)https://www.euroguidance-france.org/visioconferences/
(4)https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(5)https://www.euroguidance-france.org/les-differentes-formes-de-mobilite-…
(6)For example, at the European Education Fair in Paris, where they co-organise with Onisep the "Studying in Europe" guidance area, where European professionals give lectures and answer questions from the public about studying in their country of origin.
(7)For example, at the Salon de l'Enseignement supérieur de Montpellier: "les études à l'étranger" (13-15 Jan 2022) or at the Salon post bac Ile de France at the Grande Halle de La Villette (7-8 Jan 2022) with a conference on mobility. The network also participated in the "European Village" event organised by the French Presidency of the European Union (PFUE) on 19 January 2022 and in the "Daring to be mobile" («Osons la mobilité ») conference. https://www.education.gouv.fr/encourager-et-reconnaitre-la-mobilite-des…
(8) https://www.youtube.com/watch?v=AO4FKQ1Ps4Y
(9)https://www.euroguidance-france.org/wp-content/uploads/2022/10/affiche-…
(10)https://www.euroguidance-france.org/wp-content/uploads/2022/10/brochure…
(11)https ://www.euroguidance-france.org/wp-content/uploads/2021/10/brochure-onisep-…
(12) https://www.centre-inffo.fr/site-centre-inffo/actualites-centre-inffo/l…
(13) https://www.onisep.fr/
(14) https://agence.erasmusplus.fr/
(15) https://monprojet.erasmusplus.fr
(16) https://www.youtube.com/watch?v=1TdEuOPBfgo
(17) https://agence.erasmusplus.fr/evenements/erasmus-fete-ses-35-ans/
(18) https://info.erasmusplus.fr/
(19) http://decouvrirlemonde.jeunes.gouv.fr/
(20) http://decouvrirlemonde.jeunes.gouv.fr/list-structures
(21) https://decouvrirlemonde.jeunes.gouv.fr/page/liste-des-partenaires
(22) https://info-jeunes-grandest.fr/actualites/la-boussole-des-jeunes-un-ou…
(23) https://lyon.info-jeunes.fr/
(24) For example, in the Bourgogne-France-Comté région www.agitateursdemobilite.fr, in Brittany https://enroutepourlemonde.org/, and in Corsica https://www.isula.corsica/jeunesse/Bourse-a-la-mobilite-Mobighjovani_a2…
(25) https://decouvrirlemonde.jeunes.gouv.fr/dossier/le-monde-en-poche
(26) http://www.crij.org/fichiers/actualite/guide-faire-un-stage-a-l-etrange…
(27) http://agriculture.gouv.fr/mobilite-internationale-un-enseignement-agri…
(28) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(29) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(30) https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
(31) https://drive.google.com/file/d/1cCXjofFfezvwBfn27i7W-wwzYn0vYDzg/view

Overall, at the level of the Ministry for National Education and Youth, in order to develop its European and international dimension, each regional education authority (Académie) defines a strategy and an action plan. The Académie’s Delegation for European and International Relations and Cooperation (DAREIC) is responsible for steering initiatives and ensuring synergy between the actors concerned. The DAREIC relies on a network of reference teachers for European and international action. From 2009, in some schools a dedicated teacher is in charge of promoting international and european actions (“Enseignants référents pour l'action européenne et internationale”, ERAIE) (1). These teachers implement the Académie’s priorities locally. As points of contact on a day-to-day basis for those teachers and students who wish to take part in European or international projects, the reference teachers provide both impetus and coordination, and thus facilitate all mobility, exchange, twinning, visit or partnership projects (2).
In addition, the Académie’s Regional Delegations for Youth, Engagment and Sports (DRAJES), placed under the authority of the Rectorate of each Académie, is responsible for informing, advising and supporting local partners in the design and implementation of European and international youth mobility programmes such as ERASMUS+ youth and sports and OFAJ programmes (3).
National coordination brings together the Euroguidance, Europass and EQF National Contact Point networks to coordinate activities in the field of competences and qualifications under the Erasmus+ programme. These three networks have responded together, through the Erasmus+ Education and Training Agency, to the EC call for proposals for the period 2021-2023. This choice was motivated by the synergies between the subjects dealt with by each of them: guidance, valorisation of skills, qualifications. Coordination is carried out through a steering committee, called "COM" (Competences Orientation Mobility), which brings together the supervisory ministries of the Erasmus+ Edducation and Training Agency, representatives of Europass, Euroguidance, the EQF NCP and institutional partners working in the field of mobility such as EURES (Pôle emploi international) and the ENIC NARIC (France Education international) network. The COM is the place to: Share information on topics related to guidance, competences and qualifications at European and national level, exchange on the challenges of promoting the Europass platform at national level, plan the implementation of common activities (4).

On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) had been set up on October 2013. The Committee operated at country level. It comprised five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups was to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility. The development of the "Discover the World" portal is the result of the work carried out by this Committee (5).
The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, Coremobs are bodies responsible for implementing at regional level the national guidelines set by the Standing Committee. Coremobs design the mobility policy and strategy at regional level. They bring together all stakeholders involved in mobility. Their mission includes provision of information on mobility (6).
The agency Campus France manages mobility for foreign students and interns – including IVET learners – having received scholarships, so that they can study in France or abroad.
On the guidance side, a National Council (7) Regional Councils (8) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area on national and regional levels. A national framework agreement was also signed in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”. The 5 sept Act abolished the national council. It set up a new national institution: France Compétences whose mission is to ensure funding, regulation and improvement of the vocational training and apprenticeship system (9).
Law No. 2018-771 of 5 September 2018 (10) on “the freedom to choose one's professional future” enables the different stakeholders in guidance to complement each other thanks to a clear sharing of State/Regional competences. The State retains responsibility for defining at national level the policy for guidance of pupils and students in schools and higher education establishments. It is also responsible for the educational and pedagogical dimension of guidance and the assignment of students. The Regions see their field of intervention extended to include the missions carried out in terms of disseminating information on trades and drawing up documentation of regional scope for pupils and students.

The respective roles of the State and the Regions and their joint intervention in institutions are defined in the national reference framework established jointly by the State and the Regions, signed on 28 May 2019. The national framework is intended to be applied in each region by means of a regional agreement signed with the academic region (11).
Coupled with the reform of the general and technological uppers secondary schools, this territorial approach to guidance will offer pupils greater freedom of choice and enhanced support by 2021.

Since the start of the 2018 school year, students in the first year of upper secondary school (“classe de seconde”) have hours dedicated to helping them choose a career path. This dedicated timetable is gradually being extended to all students from the 4th class (“classe de quatrième”, penultimate year in “collèges”) year onwards. It represents an indicative annual duration of 12 to 36 hours in junior high school and 54 hours in general and technological upper secondary school. It can be as long as 91 hours per year for the vocational path.
__________
(1) https://eduscol.education.fr/1099/politique-academique-et-interlocuteur…
(2) http://www.education.gouv.fr/cid49724/menc0913416c.html
(3) https://www.education.gouv.fr/bo/22/Hebdo39/MENG2228933X.htm
(4) https://www.centre-inffo.fr/content/uploads/2022/10/depliant-reseaux-eu…
(5) http://decouvrirlemonde.jeunes.gouv.fr/
(6) 23 February 2015 Circular http://circulaire.legifrance.gouv.fr/pdf/2015/02/cir_39281.pdf
(7) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(8) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles – CREFOPs
(9) https://www.legifrance.gouv.fr/download/pdf?id=sjOmMiK5aL3fwO5xyCPjtxuZ…
(10) https://www.legifrance.gouv.fr/loda/id/JORFTEXT000037367660/2019-05-27/
(11) https://www.education.gouv.fr/orientation-scolaire-cadre-national-de-re…
https://regions-france.org/wp-content/uploads/2019/05/Convention_cadre_…

No policy targets. General objectives are set at the national level, included in the legislation.

The Guidance and Planning Law 2013-595 ratified on 8 July 2013 made “promoting greater openness to Europe and the world” one of its objectives.
The law of 5 March 2014 relating to Vocational Training include mobility as an integral mission of apprentice training centres (1).
The law of 29 March 2018 (2) stipulates that Apprenticeship Training Centres (Centres de formation en apprentissage, CFAs) must encourage the mobility of their apprentices by mobilizing in particular "dedicated staff". The law of 5 September 2018 (3) specifies that the “mobility referent” is to make use of local resources and European Union programmes.
The Qualiopi and Qualiformagri national quality standards, which are binding on vocational training providers for training activities financed from public funds (including apprentice training centres and training bodies for “professionalisation contracts”), require the existence of staff dedicated to national and international mobility (4).
________
(1) Law of 5 March 2014, Article 15: https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT00002868…
(2) Mobilité internationale et européenne des apprentis. Article L6222-42 Créé par LOI n°2018-217 du 29 mars 2018 - art. 23 - section 7 [Labour Code – Section 7: International and European mobility of apprentices, Article L6222-42 created by Law No 2018-217 of 29 March 2018] https://www.legifrance.gouv.fr/affichCode.do?idSectionTA=LEGISCTA000036…
(3) LOI n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir professionnel [The Law No 2018-771of 5 September 2018 on the liberty of choosing one’s career] https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=A6446FA6AF9D1E…
(4) https://travail-emploi.gouv.fr/IMG/pdf/guide-lecture-referentiel-qualit…

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).
_________
(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…

A range of studies have been carried out.

In 2022, the national Erasmus+ Education and Training Agency Observatory has published a note dedicated to the analysis of the benefits of Erasmus+ mobility for learners, staff and organisations (1).
In November 2020, a "Territorial Atlas of European and International Mobility" had been published by the Erasmus + agency, the French Ministry of Higher Education, Research and Innovation (“Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation”, MESRI) and the French Regions. This report provided an overview of the mobility of students, researchers, higher education staff and vocational training students at the level of French regions (2). It presents:
- data on incoming and outgoing international student mobility, by region and by audience,
- regional policies in this area, and an inventory of the scholarship grants set up by the Regions
- a portrait of each of the 18 metropolitan and overseas regions, with the results for each of the territories illustrated by several projects.
____________________
(1) https://agence.erasmusplus.fr/publications/lobservatoire-erasmus-n19-an…
(2) https://agence.erasmusplus.fr/publications/atlas-territorial-de-la-mobi…

The Euroguidance France network offers VET professionals a range of services (publications, website, personalised advice, training, information sessions) to promote European mobility (1). An online training platform dedicated to European and international mobility, has been set up and launched in October 2019 (2). This platform, called Dinamo, targets the professionals of guidance. More than 1300 users have registered since its launch. In 2021, this online course has been transferred to m@gistere that is the secured e-learning platform for national education professionals, 1055 users have registered.
ONISEP (National Information Office for Education and Professions) provides information to training organisations (upper secondary schools, apprentice training centres, etc.) (3).
A new cooperation agreement was signed in December 2017 between ONISEP and the national agency Erasmus + Education and Training. By improving their cooperation, the two bodies wish to better inform a wide public and the youth about mobility opportunities.
Various sectoral entities also support companies’ and institutions’ mobility activities, for example:
- In the construction sector, the national network supporting apprenticeship training centres CCCA-BTP (Comité de concertation et de coordination de l'apprentissage du bâtiment et des travaux publics [Committee for the coordination of apprenticeships in the Construction sector]) supports mobility projects of apprenticeship training centres. In 2014, the sector, in conjunction with the Ministry of Education, created an "accredited" teaching unit for study abroad (4);
- The ANFA (the national association for training in the automotive sector) has developed mobility guide books for learners, teachers/trainers, and project leaders (5);
- CCI France (network of Chambers of Commerce and Industry) supports mobility projects of chambers (6);
- The EuroApprenticeship network, which activities stopped in 2019, used to support the mobility of apprentices across Europe and advocated for the creation of an apprenticeship contract on a European pathway.

The EuroAppMobility (EAM) association was set up in May 2020. It gathers at the national level networks of training providers involved in apprentices’ mobility (7).
In September 2021, the members of EAM adopted a "manifesto for a Europe of apprentices" (8).
After an assessment of the current situation, the document identifies and evaluates the obstacles to be removed: legal, financial, academic, linguistic and psychological obstacles. It then formulates proposals and prerequisites:
1 - The "mobility referent" within the Apprentices Training Centers (CFAs).
2 - The "developer of long term mobility for apprentices" at regional level.
3 - Systematic recognition of mobility achievements.
4 - The involvement of companies.
5 - A unified status for mobile apprentices.

The Ministry of Labour, Full Employment and Integration supports the EAM association within the framework of a multi-year agreement for 2020-2023. In particular, EAM pilots the MONA consortium, "My apprenticeship in Europe" (“Mon apprentissage en Europe”), whose objective is to remove the obstacles of all kinds to European mobility by means of concrete solutions, in particular by financing a full-time mobility referent post in each partner Apprentices Training Centre (CFA). EAM brings together 31 managing bodies representing 43 volunteer CFAs. The good practices of this experimentation will be disseminated (9).
The website of the Ministry of Labour offers downloadable information kits, one for companies and another for CFAs and training organisations. These kits provide useful information on the consequences for the employment contract, the financing of mobility, social security cover and the validation of the knowledge acquired during periods of mobility (10).
______________________
(1) https://www.euroguidance-france.org/le-reseau-euroguidance/en-france/
(2) https://www.euroguidance-formation.org/
(3) http://www.onisep.fr/Equipes-educatives#Mobilite-internationale
(4)https://www.ccca-btp.fr/category/europe
(5) https://www.anfa-auto.fr/Centres-de-formation/Favoriser-la-mobilite-eur…
(6)http://www.cci.fr/web/apprentissage/apprendre-en-europe/-/article/Le+pr…
(7) https://www.euroappmobility.eu/
(8) https://api.euroappmobility.eu/app/uploads/2021/11/eam-manifeste-pour-u…
(9)https://www.euroappmobility.eu/fr/article/mona-25-me-pour-inclure-durab…
(10)https://travail-emploi.gouv.fr/demarches-ressources-documentaires/docum…

France provides IVET learners with information and guidance on international learning mobility. The existing provision is channelled through a variety of institutions (ONISEP, CIOs, Erasmus+ National agency, Regions). Coordination of the provision is ensured countrywide through a national Standing Committee and Regional Committees on European and International Mobility for Young People, and a nationwide “Regional public service of guidance”. The creation of this framework is part of the improvement actions undertaken in recent past. A study/research activity is also in place to analyse the mobility policy including information and guidance. Review of recent development suggests that information on mobility on the one hand and guidance on the other hand have been addressed separately. Aspects which could be considered for further progress in future include: (a) making policy evaluation in this area complete, systematic and topic-specific as evaluation for now is carried out through ad hoc studies and reports, lacking a systematic and regular approach to monitoring the information and guidance provision, issuing recommendations, and translating these recommendations into readjustments and reforms of the provision of information and guidance on international mobility year after year. (b) although general objectives for international learning mobility have been identified, no specific policy targets in terms of IVET mobility related information and guidance have been set. This shortfall could also be addressed in future.

There is a mechanism to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools): The Federal Ministry of Education and Research (BMBF) has established about 25 years ago an office providing transparent information and guidance to IVET-learners on opportunities for learning abroad, i.e. the Information and Guidance Service for International Mobility in VET (IBS) (2). The IBS is located at the National Agency Education for Europe at the Federal Institut for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany.

IBS covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further in depth guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. The service is provided to all VET learners in initial and continuous VET as well as to employees looking for an international CVET opportunity. The office supports also employers and schools looking for advice with respect to their international VET-activities. The service is provided by internet, e-mail, telephone and on education fairs.

About 40% of all transitional IVET mobility in Germany is funded by the Erasmus+ programme. Complementary to the IBS, the Erasmus+ programme provides information and guidance to IVET learners directly. Therefore a website dedicated to IVET learners was launched in 2015 (3).

Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Boarders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (4). The mobility counsellors support enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is given in meeting, by internet, e-mail and phone.

(2) (Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: http://www.na-bibb.de/wer_wir_sind/aufgaben_und_leistungen/ibs_informat…)
(3) (http://www.machmehrausdeinerausbildung.de/ only in German)
(4) (http://www.mobilitaetscoach.de/)

Support to international mobility is expressed in the federal act on VET in §2 and §76 (5). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.”

The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (6).

The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (7).

(5) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf)
(6) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf page 5)
(7) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20)

An initiative regarding the quality of guidance of apprentices consisted in amending in 2009 the Instructor Aptitude Ordinance. 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.

A persistent complaint of apprentices is however that they did only hear by chance that learning abroad is possible and supported. In order to further strengthen information for potential 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 shows how they can find individual access to the Erasmus+ VET mobility, the by far largest program for VET mobility (9).

(8) ( Ausbildereignungsverordnung –AEVO, http://www.bmbf.de/pubRD/aevo_banz.pdf , available only in German)
(9) (http://www.machmehrausdeinerausbildung.de/ only in German).

The newly launched website for apprentices will be subject to a customer survey. The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not subject to these studies.

Information on international mobility in IVET is largely spread via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. To a limited extent enterprises and VET schools are also addressed directly. Guidance is provided via internet, handbooks, e-mail, telephone and mobility meetings.

Germany provides information and guidance on IVET learners’ international mobility. The provision system is coordinated countrywide. Initiatives have been taken to improve the existing system, in particular in the form of a new information website that will be subject to evaluation through a user survey. Putting in place in future systematic and regular monitoring (including through user surveys), formulating recommendations, implementing them and assessing the results, could be considered for further progress.

There is a mechanism to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools): The Federal Ministry of Education and Research (BMBF) has established about 25 years ago an office providing transparent information and guidance to IVET-learners on opportunities for learning abroad, i.e. the Information and Guidance Service for International Mobility in VET (IBS) (2). The IBS is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany.

IBS covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further in depth guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. The service is provided to all VET learners in initial and continuous VET as well as to employees looking for an international CVET opportunity. The office supports also employers and schools looking for advice with respect to their international VET-activities. The service is provided by internet, e-mail, telephone and on education fairs.

About 40% of all transitional IVET mobility in Germany is funded by the Erasmus+ programme. Complementary to the IBS, the Erasmus+ programme provides information and guidance to IVET learners directly. Therefore a website dedicated to IVET learners was launched in 2015 (3).

Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Boarders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (4). The mobility counsellors support enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is given in meeting, by internet, e-mail and phone.

(2) (Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: http://www.na-bibb.de/wer_wir_sind/aufgaben_und_leistungen/ibs_informat…)
(3) (http://www.machmehrausdeinerausbildung.de/ only in German)
(4) (http://www.mobilitaetscoach.de/)

Countrywide coordination of the IVET information and guidance mechanism is ensured. The National Agency at BIBB provides the service (IBS and Erasmus+) under the direct supervisory control of the Federal Ministry of Education and Research. NA at BIBB is member of the advisory board of the initiative “Training without Boarders”. By this a coordinated approach of information and guidance of the three main providers is ensured.

In Germany, it is a countrywide policy target to reach the national benchmark for mobility in VET, recommended by the Deutsche Bundestag (German Parliament) in 2013: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Hence, the IBS Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung (Information and Guidance Service for International Mobility in VET) and the NA at BIBB Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (National Agency Education for Europe at the Federal Institute for VET) have to provide as many IVET-learners and stakeholders in Germany like VET-schools, enterprises and chambers as possible with information and guidance services. The IBS is an office providing transparent information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools) on opportunities for learning abroad. It is located at the National Agency Education for Europa at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB) and covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany. Both services are instructed by the national authority BMBF Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) to provide transparent information and guidance to IVET-learners in Germany. Furthermore, NA and IBS spread information and guidance via co-operation with relevant stakeholders like chambers in different federal states of Germany, which are important multipliers. Moreover, institutions providing vocational education and training like enterprises and VET-schools are addressed directly via internet, publication of best practice, handbooks and monitoring events. The overall objective of these different activities is to reach the national benchmark in mobility of IVET learners. They are coordinated by an internal working plan which is supervised by the BMBF. The policy target to provide information and guidance in order to reach the national mobility benchmark is also supported by the initiative “Berufsbildung ohne Grenzen” (“Training without Boarders”), funded by the BMWi Bundesministerium für Wirtschaft und Energie (Federal Ministry of Economic Affairs and Energy). The service consists of 35 mobility counsellors located since 2009 at the different regional chambers of crafts as well as the chambers of industry and commerce. The mobility counsellors support enterprises as well as apprentices in initiating and implementing their international training activities. The services focus on enterprises and apprentices but also address partly VET-schools and VET-students in full time IVET. These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance, amended in 2009. This reform requires 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.
____________
Reference
(1) http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf

Support to international mobility is expressed in the federal act on VET in §2 and §76 (5). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.”

The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (6).

The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (7).

(5) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf)
(6) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf page 5)
(7) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20)

An initiative regarding the quality of guidance of apprentices consisted in amending in 2009 the Instructor Aptitude Ordinance. 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.

A persistent complaint of apprentices is however that they did only hear by chance that learning abroad is possible and supported. In order to further strengthen information for potential 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 shows how they can find individual access to the Erasmus+ VET mobility, the by far largest programme for VET mobility (9).

(8) ( Ausbildereignungsverordnung –AEVO, http://www.bmbf.de/pubRD/aevo_banz.pdf , available only in German)
(9) (http://www.machmehrausdeinerausbildung.de/ only in German).

The newly launched website for apprentices will be subject to a customer survey. The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not subject to these studies.

Information on international mobility in IVET is largely spread via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. To a limited extent enterprises and VET schools are also addressed directly. Guidance is provided via internet, handbooks, e-mail, telephone and mobility meetings.

Germany provides information and guidance on IVET learners’ international mobility. The provision system is coordinated countrywide. Initiatives have been taken to improve the existing system, in particular in the form of a new information website that will be subject to evaluation through a user survey. Putting in place in future systematic and regular monitoring (including through user surveys), formulating recommendations, implementing them and assessing the results, could be considered for further progress. Also, on the target setting side, despite a clear intention “to provide information and guidance in order to reach the national mobility benchmark”, no real policy target in terms of IVET mobility related information and guidance as such has been set out. Setting up such policy targets could be considered as well.

There is a mechanism to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools): The Federal Ministry of Education and Research (BMBF) has established about 25 years ago an office providing transparent information and guidance to IVET-learners on opportunities for learning abroad, i.e. the Information and Guidance Service for International Mobility in VET (IBS) (2). The IBS is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany.

IBS covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further in depth guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. The service is provided to all VET learners in initial and continuous VET as well as to employees looking for an international CVET opportunity. The office supports also employers and schools looking for advice with respect to their international VET-activities. The service is provided by internet, e-mail, telephone and on education fairs.

About 40% of all transitional IVET mobility in Germany is funded by the Erasmus+ programme. Complementary to the IBS, the Erasmus+ programme provides information and guidance to IVET learners directly. Therefore a website dedicated to IVET learners was launched in 2015 (3).

Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Boarders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (4). The mobility counsellors support enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is given in meeting, by internet, e-mail and phone.
__________________________
(2) (Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: http://www.na-bibb.de/wer_wir_sind/aufgaben_und_leistungen/ibs_informat…)
(3) (http://www.machmehrausdeinerausbildung.de/ only in German)
(4) (http://www.mobilitaetscoach.de/)

Countrywide coordination of the IVET information and guidance mechanism is ensured. The National Agency at BIBB provides the service (IBS and Erasmus+) under the direct supervisory control of the Federal Ministry of Education and Research. NA at BIBB is member of the advisory board of the initiative “Training without Boarders”. By this a coordinated approach of information and guidance of the three main providers is ensured.

In Germany, it is a countrywide policy target to reach the national benchmark for mobility in VET, recommended by the Deutsche Bundestag (German Parliament) in 2013: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Hence, the IBS Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung (Information and Guidance Service for International Mobility in VET) and the NA at BIBB Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (National Agency Education for Europe at the Federal Institute for VET) have to provide as many IVET-learners and stakeholders in Germany like VET-schools, enterprises and chambers as possible with information and guidance services. The IBS is an office providing transparent information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools) on opportunities for learning abroad. It is located at the National Agency Education for Europa at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB) and covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany. Both services are instructed by the national authority BMBF Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) to provide transparent information and guidance to IVET-learners in Germany. Furthermore, NA and IBS spread information and guidance via co-operation with relevant stakeholders like chambers in different federal states of Germany, which are important multipliers. Moreover, institutions providing vocational education and training like enterprises and VET-schools are addressed directly via internet, publication of best practice, handbooks and monitoring events. The overall objective of these different activities is to reach the national benchmark in mobility of IVET learners. They are coordinated by an internal working plan which is supervised by the BMBF. The policy target to provide information and guidance in order to reach the national mobility benchmark is also supported by the initiative “Berufsbildung ohne Grenzen” (“Training without Boarders”), funded by the BMWi Bundesministerium für Wirtschaft und Energie (Federal Ministry of Economic Affairs and Energy). The service consists of 35 mobility counsellors located since 2009 at the different regional chambers of crafts as well as the chambers of industry and commerce. The mobility counsellors support enterprises as well as apprentices in initiating and implementing their international training activities. The services focus on enterprises and apprentices but also address partly VET-schools and VET-students in full time IVET. These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance, amended in 2009. This reform requires 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.
____________
1. http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf

Support to international mobility is expressed in the federal act on VET in §2 and §76 (5). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.”

The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (6).

The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (7).
_____________________
(5) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf)
(6) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf page 5)
(7) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20)

An initiative regarding the quality of guidance of apprentices consisted in amending in 2009 the Instructor Aptitude Ordinance. 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.

A persistent complaint of apprentices is however that they did only hear by chance that learning abroad is possible and supported. In order to further strengthen information for potential 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 shows how they can find individual access to the Erasmus+ VET mobility, the by far largest programme for VET mobility (9).
__________________
(8) ( Ausbildereignungsverordnung –AEVO, http://www.bmbf.de/pubRD/aevo_banz.pdf , available only in German)
(9) (http://www.machmehrausdeinerausbildung.de/ only in German).

The newly launched website for apprentices will be subject to a customer survey. The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not subject to these studies.

Information on international mobility in IVET is largely spread via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. To a limited extent enterprises and VET schools are also addressed directly. Guidance is provided via internet, handbooks, e-mail, telephone and mobility meetings.

Germany provides information and guidance on IVET learners’ international mobility. The provision system is coordinated countrywide. Initiatives have been taken to improve the existing system, in particular in the form of a new information website that will be subject to evaluation through a user survey. Putting in place in future systematic and regular monitoring (including through user surveys), formulating recommendations, implementing them and assessing the results, could be considered for further progress. Also, on the target setting side, despite a clear intention “to provide information and guidance in order to reach the national mobility benchmark”, no real policy target in terms of IVET mobility related information and guidance as such has been set out. Setting up such policy targets could be considered as well.

There is a mechanism to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools): The Federal Ministry of Education and Research (BMBF) has established about 25 years ago an office providing transparent information and guidance to IVET-learners on opportunities for learning abroad, i.e. the Information and Guidance Service for International Mobility in VET (IBS) (1). The IBS is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector as well as “AusbildungWeltweit” (Apprenticeship worldwide) for companies and their apprentices in the dual system in Germany.
IBS covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further in depth guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. The service is provided to all VET learners in initial and continuous VET as well as to employees looking for an international CVET opportunity. The office supports also employers and schools looking for advice with respect to their international VET-activities. The service is provided by internet, e-mail, telephone and on education fairs.
About 40% of all transnational IVET mobility in Germany are funded by the Erasmus+ programme. Complementary to the IBS, the Erasmus+ programme provides information and guidance to IVET learners directly. Therefore a website dedicated to IVET learners was launched in 2015 (2).
Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Boarders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (3). The mobility counsellors support enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is given in meeting, by internet, e-mail and phone.
In addition, the NA at BIBB and IBS started together in 2017 a social media campaign “Mein Auslandspraktikum” on Instagram and Youtube. This campaign is especially dedicated to young people in IVET in order to provide them with information and to motivate them to participate in mobility (4). The campaign includes information about funding by Erasmus+ and also references about any other mobility schemes and funding programmes existing in the country.
The IBS and NA at BIBB also address the different ministries of education at state level to provide them with information about participating in mobility as well as to help them establishing support measures. NA at BIBB and IBS offer an information and counselling event for states’ ministries of education twice a year.
__________________________
(1) Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: http://www.na-bibb.de/wer_wir_sind/aufgaben_und_leistungen/ibs_informati...
(2) http://www.machmehrausdeinerausbildung.de/ only in German
(3) http://www.mobilitaetscoach.de/
(4) https://www.instagram.com/meinauslandspraktikum/
(5) https://www.youtube.com/channel/UCrPja604vmauBi-TTIoASUg as well as https://www.go-ibs.de/

Countrywide coordination of the IVET information and guidance mechanism is ensured. The National Agency at BIBB provides the service (IBS and Erasmus+) under the direct supervisory control of the Federal Ministry of Education and Research. NA at BIBB is member of the advisory board of the initiative “Training without Boarders”. Thus, a coordinated approach of information and guidance of the three main providers is ensured. This is also the case for the new pilot programme “AusbildungWeltweit”. NA at BIBB implements this programme under the supervisory control of the Federal Ministry of Education and Research. Therefore, a coordinated approach of information and guidance is ensured for this mobility scheme as well.

In Germany, it is a countrywide policy target to reach the national benchmark for mobility in VET, recommended by the Deutsche Bundestag (German Parliament) in 2013: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Hence, the IBS Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung (Information and Guidance Service for International Mobility in VET) and the NA at BIBB Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (National Agency Education for Europe at the Federal Institute for VET) have to provide as many IVET-learners and stakeholders in Germany like VET-schools, enterprises and chambers as possible with information and guidance services. The IBS is an office providing transparent information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools) on opportunities for learning abroad. It is located at the National Agency Education for Europa at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB) and covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany. Both services are instructed by the national authority BMBF Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) to provide transparent information and guidance to IVET-learners in Germany. Furthermore, NA and IBS spread information and guidance via co-operation with relevant stakeholders like chambers in different federal states of Germany, which are important multipliers. Moreover, institutions providing vocational education and training like enterprises and VET-schools are addressed directly via internet, publication of best practice, handbooks and monitoring events. ProTandem, the German-French-Office for exchange in VET also addresses VET-institutions via website and different events (https://protandem.org/ ).
The overall objective of these different activities is to reach the national benchmark in mobility of IVET learners. They are coordinated by an internal working plan supervised by the BMBF. The policy target to provide information and guidance in order to reach the national mobility benchmark is also supported by the initiative “Berufsbildung ohne Grenzen” (“Training without Boarders”), funded by the BMWi Bundesministerium für Wirtschaft und Energie (Federal Ministry of Economic Affairs and Energy). The service consists of 35 mobility counsellors located since 2009 at the different regional chambers of crafts as well as the chambers of industry and commerce. The mobility counsellors support enterprises as well as apprentices in initiating and implementing their international training activities. The services focus on enterprises and apprentices but also address partly VET-schools and VET-students in full time IVET. These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance (2), amended in 2009. This reform requires 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.
____________
(1). http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf
(2) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German

Support to international mobility is expressed in the federal act on VET in §2 and §76 (1). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.”
The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (2).
The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (3). This political commitment for learning abroad is repeated in the Coalition treaty between CDU/CSU and SPD in 2018 (4). In addition, the fractions CDU/CSU in the German Parliament asked the German government in 2018 to support lifelong learning and mobility within the framework of Erasmus+ (5).
All these policy targets include the objective of promoting international learning mobility in IVET as a rule and not as an exception.
_____________________
(1) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf)
(2) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf page 5)
(3) http://dip21.bundestag.de/dip21/btd/19/048/1904846.pdf
(4) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20)
(5) https://www.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018.pd… page 31 and 37.

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.
A persistent complaint of apprentices is however that they did only hear by chance that learning abroad is possible and supported. In order to strengthen the visibility of information for potential 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 shows how they can find individual access to the Erasmus+ VET mobility, by far the largest programme for VET mobility (2).

Also, 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). Therefore, NA at BIBB will publish in 2019 an information flyer especially for enterprises focussing on the added value of international mobility. NA at BIBB also started in autumn 2018 to present 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.
__________________
(1) ( Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German)
(2) (http://www.machmehrausdeinerausbildung.de/ only in German).
(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… , S. 24f.

The website for apprentices is part of a customer survey once a year. The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not addressed. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another evaluation. This study states different reasons for inactive schools and companies having refrained so far from sending apprentices abroad and provides important indicators for improving information and guidance (1).
____________
(1) (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… , S. 24f.

Information on international mobility in IVET is largely spread via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. To a limited extent enterprises and VET schools are also addressed directly. For example, NA at BIBB and AusbildungWeltweit cooperate since 2015 with employer associations and provide tailor made information and assistance to company representatives in different industrial sectors. Directions are provided via internet, handbooks, e-mail, telephone, life webinars and mobility meetings. Furthermore, NA at BIBB and IBS offer twice a year a special information and guidance event for representatives of the ministries of education in all sixteen German länder.

Germany provides its IVET learners with information and guidance on international mobility. The provision system is coordinated countrywide. Initiatives have been taken to improve the existing system, in particular in the form of a new information website that IS subject to evaluation through an annual user survey. Putting in place in future systematic and complete monitoring / evaluation covering all aspects of the provision system could be considered for further progress. Also, on the target setting side, although it is clearly stated that the target for the information and guidance strand is "to provide information and guidance in order to reach the national mobility benchmark for mobility in IVET", no real policy benchmark in terms of IVET mobility related information and guidance as such has been set out. Setting up such policy benchmarks could be considered as well.

There is a mechanism to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools): The Federal Ministry of Education and Research (BMBF) has established about 25 years ago an office providing transparent information and guidance to IVET-learners on opportunities for learning abroad, i.e. the Information and Guidance Service for International Mobility in VET (IBS) (1). The IBS is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector as well as “AusbildungWeltweit” (Apprenticeship worldwide).
IBS covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further in depth guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. The service is provided to all VET learners in initial and continuous VET as well as to employees looking for an international CVET opportunity. The office supports also employers and schools looking for advice with respect to their international VET-activities. The service is provided by internet, e-mail, telephone and on education fairs.
About 40% of all transnational IVET mobility in Germany are funded by the Erasmus+ programme. Complementary to the IBS, the Erasmus+ programme provides information and guidance to IVET learners directly. Therefore a website dedicated to IVET learners was launched in 2015 (2).
Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Boarders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (3). The mobility counsellors support enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is given in meeting, by internet, e-mail and phone.
In addition, the NA at BIBB and IBS started together in 2017 a social media campaign “Mein Auslandspraktikum” on Instagram and Youtube. This campaign is especially dedicated to young people in IVET in order to provide them with information and to motivate them to participate in mobility (4) (5). The campaign includes information about funding by Erasmus+ and also references about any other mobility schemes and funding programmes existing in the country.
The IBS and NA at BIBB also address the different ministries of education at state level to provide them with information about participating in mobility as well as to help them establishing support measures. NA at BIBB and IBS offer an information and counselling event for states’ ministries of education twice a year.
__________________________
(1) Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: http://www.na-bibb.de/wer_wir_sind/aufgaben_und_leistungen/ibs_informati...
(2) http://www.machmehrausdeinerausbildung.de/ only in German
(3) http://www.mobilitaetscoach.de/
(4) https://www.instagram.com/meinauslandspraktikum/
(5) https://www.youtube.com/channel/UCrPja604vmauBi-TTIoASUg as well as https://www.go-ibs.de/

Countrywide coordination of the IVET information and guidance mechanism is ensured. The National Agency at BIBB provides the service (IBS and Erasmus+) under the direct supervisory control of the Federal Ministry of Education and Research. NA at BIBB is member of the advisory board of the initiative “Training without Boarders”. Thus, a coordinated approach of information and guidance of the three main providers is ensured. This is also the case for the new pilot programme “AusbildungWeltweit”. NA at BIBB implements this programme under the supervisory control of the Federal Ministry of Education and Research. Therefore, a coordinated approach of information and guidance is ensured for this mobility scheme as well.

In Germany, it is a countrywide policy target to reach the national benchmark for mobility in VET, recommended by the Deutsche Bundestag (German Parliament) in 2013: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Hence, the IBS Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung (Information and Guidance Service for International Mobility in VET) and the NA at BIBB Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (National Agency Education for Europe at the Federal Institute for VET) have to provide as many IVET-learners and stakeholders in Germany like VET-schools, enterprises and chambers as possible with information and guidance services. The IBS is an office providing transparent information and guidance to IVET-learners (apprentices in the Dual System and full-time students in VET-schools) on opportunities for learning abroad. It is located at the National Agency Education for Europa at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB) and covers VET-learners individual information and guidance, connecting individuals to regional or sectorial counsellors for further guidance on mobility opportunities, guidance in finding financial support and an internet database for programmes supporting VET-learning abroad. NA at BIBB is also in charge of implementing Erasmus+ in the VET sector in Germany. Both services are instructed by the national authority BMBF Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) to provide transparent information and guidance to IVET-learners in Germany. Furthermore, NA and IBS spread information and guidance via co-operation with relevant stakeholders like chambers in different federal states of Germany, which are important multipliers. Moreover, institutions providing vocational education and training like enterprises and VET-schools are addressed directly via internet, publication of best practice, handbooks and monitoring events. ProTandem, the German-French-Office for exchange in VET also addresses VET-institutions via website and different events (2).
The overall objective of these different activities is to reach the national benchmark in mobility of IVET learners. They are coordinated by an internal working plan supervised by the BMBF. The policy target to provide information and guidance in order to reach the national mobility benchmark is also supported by the initiative “Berufsbildung ohne Grenzen” (“Training without Boarders”), funded by the BMWi Bundesministerium für Wirtschaft und Energie (Federal Ministry of Economic Affairs and Energy). The service consists of 35 mobility counsellors located since 2009 at the different regional chambers of crafts as well as the chambers of industry and commerce. The mobility counsellors support enterprises as well as apprentices in initiating and implementing their international training activities. The services focus on enterprises and apprentices but also address partly VET-schools and VET-students in full time IVET. These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance (3), amended in 2009. This reform requires 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 2020 the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers participation in international mobilities in order to increase the attractiveness of VET (4).
____________
(1) http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf
(2) https://protandem.org/
(3) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German
(4) https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2…

Support to international mobility is expressed in the federal act on VET in §2 and §76 (1). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.” An amendment to the Vocational Training Act in 2019 (in force from 1 January 2020), the “Novelle des Bundesbildungsgesetztes BBiG”, raised this minimum duration period abroad requiring a supervision of the chamber to eight weeks (2).
The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (3).
The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (4). This political commitment for learning abroad is repeated in the Coalition treaty between CDU/CSU and SPD in 2018 (5). In addition, the fractions CDU/CSU in the German Parliament asked the German government in 2018 to support lifelong learning and mobility within the framework of Erasmus+ (6).
In 2020 the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers participation in international mobilities in order to increase the attractiveness of VET (7).
All these policy targets include the objective of promoting international learning mobility in IVET as a rule and not as an exception.
_____________________
(1) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf)
(2) https://www.bmbf.de/upload_filestore/pub/The_new_Vocational_Training_Ac…
(3) (http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf page 5)
(4) http://dip21.bundestag.de/dip21/btd/19/048/1904846.pdf
(5) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20)
(6) https://www.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018.pdf... pp 31; 37.
(7) https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2…

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.
A persistent complaint of apprentices is however that they did only hear by chance that learning abroad is possible and supported. In order to strengthen the visibility of information for potential 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 shows how they can find individual access to the Erasmus+ VET mobility, by far the largest programme for VET mobility (2).

Also, 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). Therefore, NA at BIBB will publish in 2019 an information flyer especially for enterprises focussing on the added value of international mobility. NA at BIBB also started in autumn 2018 to present 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.
__________________
(1) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German
(2) http://www.machmehrausdeinerausbildung.de/ only in German.
(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… , S. 24f.
(4) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

The website for apprentices is part of a customer survey once a year. The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not addressed. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another evaluation. This study states different reasons for inactive schools and companies having refrained so far from sending apprentices abroad and provides important indicators for improving information and guidance (1).
In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”, solely focussing on mobilities financed by Erasmus+. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
____________
(1) (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… , S. 24f.
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Information on international mobility in IVET is largely spread via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. To a limited extent enterprises and VET schools are also addressed directly. For example, NA at BIBB and AusbildungWeltweit cooperate since 2015 with employer associations and provide tailor made information and assistance to company representatives in different industrial sectors. Directions are provided via internet, handbooks, e-mail, telephone, life webinars and mobility meetings. Furthermore, NA at BIBB and IBS offer twice a year a special information and guidance event for representatives of the ministries of education in all sixteen German länder.

Germany provides its IVET learners with information on international mobility. The provision system is coordinated countrywide. Initiatives have been taken to improve the existing system, in particular in the form of a new information website that is subject to evaluation through an annual user survey. However, it is unclear whether (and how) guidance, as defined for this review (see note 1 below), is in place. Putting in place in future systematic and complete monitoring / evaluation covering all aspects of the provision system could be considered for further progress. Also, on the target setting side, although it is clearly stated that the target for the information and guidance strand is "to provide information and guidance in order to reach the national mobility benchmark for mobility in IVET", no real policy benchmark in terms of IVET mobility related information and guidance as such has been set out. Setting up such policy benchmarks could be considered as well.
_____________________
1. Guidance refers to the provision of tools and actions that help IVET learners clarify their interests and values, identify their skills, reflect on their experience, understand training and employment systems and the ensuing options available to them, formulate plans, and make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to best prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and make the most of these.

There are several mechanisms to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students at VET-schools): About 35 years ago, the Federal Ministry of Education and Research (BMBF) establisheda service providing transparent information and guidance to IVET-learners on opportunities for learning abroad: The former Information and Guidance Service for International Mobility in VET (IBS) was restructured in 2021 and is now called “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET). This central information service is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector as well as the national funding programme “AusbildungWeltweit” (VETWorldwide).
The new support center takes up and enhances the information and guidance work from IBS, especially by creating and servicing two new central portals: 1. www.meinauslandspraktikum.de was launched in 2021 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 included), a map with regional guidance services, testimonials, as well as personal support via e-mail, telephone, and fairs all over Germany. “MeinAuslandspraktikum” merges the former websites www.machmehrausdeinerausbildung.de (information about Erasmus+ for young apprentices) and www.go-ibs.de (general information on international mobility in VET), and includes the correspondent social media campaign “Mein Auslandspraktikum”, which was started by NA at BIBB and former IBS in 2017 on Instagram and Youtube to directly address young people in IVET (1) (2). 2. A second portal targeting VET institutions and organisations is currently being created, and will be available in early 2023. This service is built to inform especially new and inexperienced institutions about their possibilities to support international apprentice mobility, and the potential thereof.
In order to provide this extensive service, the support team at NA at BIBB closely works with the operating teams of Erasmus+ VET and “AusbildungWeltweit” (VETWorldwide), as well as other scholarship and guidance structures in Germany, e.g. the “Training without Borders”-network, a regional structure of currently more than 50 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (3). “Training without Borders”, which is funded by the Federal Ministry for Economic Affairs and Climate Action (BMWK), practically supports enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is offered in personal meetings, by internet, e-mail and phone.
Twice a year, the NA at BIBB also informs the so called “Erasmus+ VET counsellors” (mobility coaches at VET schools, chambers, and further guidance structures on regional levels) about recent changes in Erasmus+ (VET), AusbildungWeltweit, and other relevant programmes and news (4). Last, but not least, theNA at BIBB also addresses the different ministries of education at Federal Land level to provide them with information about participating in mobility as well as to help them establish support measures. Twice a year, for instance, NA at BIBB conducts special information and guidance events for representatives of the ministries of education of all sixteen German länder.
__________________________
(1) www.instagram.com/meinauslandspraktikum/
(2) www.youtube.com/c/MeinAuslandspraktikum
(3) www.berufsbildung-ohne-grenzen.de/en
(4) www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetslandkarte

Countrywide coordination of the IVET information and guidance mechanism is ensured by the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET – former IBS) at the National Agency at BIBB under the direct supervisory control of the Federal Ministry of Education and Research. As the NA at BIBB administrates the two main IVET scholarship programmes Erasmus+ VET and VETWorldwide (AusbildungWeltweit), and closely works with regional guidance structures like “Training without Borders” (i.a. as member of the advisory board), the “Erasmus+ VET counsellors” (mobility coaches at VET schools, chambers, and further guidance structures on regional levels - see 1.1.1), other scholarship programmes and ministries of education on Federal Land level, a coordinated approach of information and guidance is ensured. The new service portals for young VET learners (MeinAuslandspraktikum.de) and for VET institutions (to be launched in 2023) play a vital role by presenting all the relevant information needed to facilitate international mobility in vocational education and training.

In Germany, diverse stakeholders – federal level, lands, chambers, business associations, employers, trade unions – may influence the goals and the framework of transnational mobility in VET. Lands have sovereignty over their (vocational) schools and may or may not establish different policies regarding information and guidance for IVET mobility. In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (1).
On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021 (2). To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance offers. By creating MeinAuslandspraktikum.de for young VET learners (offering comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding, a map with regional guidance services, testimonials, as well as personal support via e-mail, telephone, and fairs all over Germany - see 1.1.1) and another portal for VET institutions to be launched in 2023, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET – former IBS) at the National Agency at BIBB is already implementing this goal on behalf of the Federal Ministry of Education and Research (BMBF).

The above-mentioned committee also recommends the extension and consolidation of “Training without Borders”, a regional structure of currently more than 50 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce, informing and practically supporting training companies (and partly VET schools) in their districts. This network is funded by the Federal Ministry for Economic Affairs and Climate Action (BMWK). See also 1.1.1 and 1.1.2 for more information about the central support center at NA at BIBB, “Training without Borders” and their respective collaboration.

The current “Alliance for Initial and Further Training 2019-2022” (Allianz für Aus- und Weiterbildung) lead by the Federal Ministry for Economic Affairs and Climate Action (BMWK) and consisting of business community, trade unions, federal government and Länder also intends to support international VET mobility in their respective fields of responsibility (promotion, organisational, financial support). (3) According to the Federal Government’s Skilled Labour Strategy 2022, the Alliance will continue in 2023, and (re)negotiate their goals. (4)

These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance (5), amended in 2009. This reform requires 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.
____________
(1) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(2) www.bundestag.de/dokumente/textarchiv/2021/kw25-pa-enquete-bb-abschluss…
(3) www.aus-und-weiterbildungsallianz.de/AAW/Navigation/EN/Home/home.html
(4) www.bundesregierung.de/breg-en/news/skilled-labour-strategy-2133762
(5) Ausbildereignungsverordnung – AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html

Support to international mobility is expressed in the federal act on VET in §2 and §76 (1). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds eight weeks, a plan agreed with the competent body shall be required.” The minimum duration period abroad requiring additional supervision of the chamber was raised from four to eight weeks during an amendment to the Vocational Training Act in 2019 (in force from 1 January 2020), the “Novelle des Bundesbildungsgesetztes BBiG” (2).
The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (3). The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (4). This political commitment for learning abroad is repeated in the Coalition treaty between CDU/CSU and SPD in 2018 (5). In addition, the fractions CDU/CSU and SPD in the German Parliament asked the German government in 2018 to support lifelong learning and mobility within the framework of Erasmus+; moreover, the CDU/CSU in the EVP fraction in the European Parliament wants to continue the success story of Erasmus+ in the new financial period from 2021 onwards (6). The Coalition treaty between SPD, Bündnis 90/Die Grünen and FDP from 2021 currently intents to strengthen European and international youth work, especially for apprentices (7).
In 2020 the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers participation in international mobilities in order to increase the attractiveness of VET (8).
All these policy targets include the objective of promoting international learning mobility in IVET as a rule and not as an exception.
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(1) http://www.gesetze-im-internet.de/bbig_2005/
(2) https://www.bmbf.de/bmbf/de/home/_documents/die-novellierung-des-berufs…
(3) https://www.kas.de/c/document_library/get_file?uuid=d58641a0-02ab-935a-…
(4) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20 (2014)
(5) https://archiv.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018… pp 31; 37.
(6) https://dserver.bundestag.de/btd/19/048/1904846.pdf
https://www.cducsu.eu/artikel/erasmus-erfolgsgeschichte-neuer-finanzper…
(7) https://cms.gruene.de/uploads/documents/Koalitionsvertrag-SPD-GRUENE-FD… page 98
(8) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…

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.
__________________
(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…

The website for apprentices will be included in the yearly customer survey.
The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not addressed. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another evaluation. This study states different reasons for inactive schools and companies having refrained so far from sending apprentices abroad and provides important indicators for improving information and guidance (1).
In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”, solely focussing on mobilities financed by Erasmus+. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
____________
(1) (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…
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Information on international mobility in IVET is largely spread by NA at BIBB via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. The study “Transnational Mobility in Initial Vocational Education and Training” published by NA at BIBB in 2017 had shown “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”. 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 BIBB developed 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. To reinforce the provision of information and assistance to institutions in the future, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) is now developing a portal targeting VET institutions and organisations. This service is built to inform especially new and inexperienced institutions about their possibilities to support international apprentice mobility, and the potential thereof. It will be launched in 2023.
To a limited extent (at least so far) enterprises and VET schools are also addressed directly. For example, the NA at BIBB cooperates since 2015 with employer associations and provides tailor made information and assistance to company representatives in different industrial sectors. Directions are provided via internet, handbooks, e-mail, telephone, life webinars and mobility meetings. Furthermore, NA at BIBB offers twice a year a special information and guidance event for representatives of the ministries of education of all sixteen German länder. Furthermore, the education ministries at länder level provide support structures to foster the transnational mobility of VET learners in their region, for example in North Rhine-Wesphalia (1).
Complementary to nationwide actions from NA at BIBB, the mobility coaches at the chamber network “Training Without Borders” use their regional and personal contacts to training companies – and partly VET schools – in their districts to offer direct advice and practical help on site. (2)
(1) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(2) www.berufsbildung-ohne-grenzen.de/en/about-us/our-network/

Germany provides its IVET learners with information on international mobility. So far, there is no countrywide coordination. But initiatives have been taken to improve the existing system, in particular in the form of two new and extensive information portals serviced at the “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) – one for young VET learners and one for VET institutions (launch in 2023) not yet experienced with international VET mobility (see 1.1.1) . The different scholarship programmes and guidance structures work together more closely (see 1.1.1-1.1.2). However, it is unclear whether (and how) guidance, as defined for this review (see note 1 below), is in place. Putting in place in future systematic and complete monitoring / evaluation covering all aspects of the provision system could be considered for further progress. On the target setting side, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance provision (see 1.1.3).
_____________________
1. Guidance refers to the provision of tools and actions that help IVET learners clarify their interests and values, identify their skills, reflect on their experience, understand training and employment systems and the ensuing options available to them, formulate plans, and make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to best prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and make the most of these.

In Greece, IVET mobility opportunities are provided in the frame of Erasmus+, which inspires mobility actions for all groups of young people. The Programme promotes widespread mobility and encourages networking between the relevant organisations in order to ensure a coordinated approach to motivating young people. In the framework of Erasmus+ there are tools aimed to inform and motivate IVET learners.

The Erasmus+ Hellenic National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects.

Apart from the training providers, IVET learners receive information and guidance for IVET mobility also from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) , which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET Learners receive information, guidance and counselling to make international mobility decisions in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-help tool about international learning mobility opportunities that is distributed to IVET learners and other potential stakeholders.

(1) IKY - The State Scholarships Foundation: https://www.iky.gr/en/
(2) http://www.eoppep.gr/index.php/en/ EOPPEP is an all-encompassing statutory body investing on better quality and more efficient and reliable lifelong learning services in Greece. According to the law 3879/21-09-2010, it operates as the national statutory body representing Greece in European Networks concerning skills, European transparency and mobility topics. EOPPEP is responsible for the National Qualifications Framework, the National Europass Centre and the National Reference Point for Quality Assurance.

to IVET learners is not coordinated in Greece.

However, the provision of information for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency. The Erasmus+ Hellenic NA helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities by increasing the number of national information resources that citizens can directly access, for example through web portals and other web services and by supporting the beneficiaries with all the information and counselling services needed through events and conferences that take place at national level.

The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries.

The country has a multi-facetted set of initiatives to internationalise vocational education and training. However, there are no specific policy actions aimed to improve the information and guidance provision on international leaning mobility for IVET learners. It is expected that the new strategic framework for VET that is currently underway will include specific guidelines on this subject.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ Hellenic National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.

Erasmus+ Hellenic National Agency offers information and assistance that draws on the management of such projects and the experience of all life cycle of projects, as well as the contacts that it has with the world of work and potential beneficiaries and stakeholders, for instance through thematic seminars.

Among the actions taken by The Hellenic NA to provide information and assistance are the following:
- Info Days and seminars all over Greece, from the city centres to the islands, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility;
- Monitoring visits in the frame of mobility projects that are in course of implementation;
- Synergies between stakeholders and social partners to encourage involvement in IVET mobility and apprenticeships.

Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ Hellenic National Agency. In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. Although the information provision for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency, there is no mechanism to coordinate all the IVET mobility related information and guidance mechanisms that may exist across the country. Although Greece has taken a set of initiatives for the internationalisation of VET, the country has not taken specific policy actions aimed to improve the provision of information and guidance on IVET mobility for learners. In the future, it could be considered putting in place an evaluated improvement plan to ensure that IVET learners receive substantial information and guidance on IVET mobility; and coordinating countrywide the overall provision of information and guidance.

In Greece, IVET mobility opportunities are provided in the frame of Erasmus+, which inspires mobility actions for all groups of young people. The Programme promotes widespread mobility and encourages networking between the relevant organisations in order to ensure a coordinated approach to motivating young people. In the framework of Erasmus+ there are tools aimed to inform and motivate IVET learners.

The Erasmus+ Hellenic National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects.

Apart from the training providers, IVET learners receive information and guidance for IVET mobility also from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) , which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET Learners receive information, guidance and counselling to make international mobility decisions in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-help tool about international learning mobility opportunities that is distributed to IVET learners and other potential stakeholders.

(1) IKY - The State Scholarships Foundation: https://www.iky.gr/en/
(2) http://www.eoppep.gr/index.php/en/ EOPPEP is an all-encompassing statutory body investing on better quality and more efficient and reliable lifelong learning services in Greece. According to the law 3879/21-09-2010, it operates as the national statutory body representing Greece in European Networks concerning skills, European transparency and mobility topics. EOPPEP is responsible for the National Qualifications Framework, the National Europass Centre and the National Reference Point for Quality Assurance.

The provision of information and guidance on international mobility to IVET learners is not coordinated in Greece.

However, the provision of information for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency. The Erasmus+ Hellenic National Agency helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities by increasing the number of national information resources that citizens can directly access, for example through web portals and other web services and by supporting the beneficiaries with all the information and counselling services needed through events and conferences that take place at national level.

No policy targets, but plans for developing some. The Ministry of Education, Research and Religious has, recently, elaborated the "National Strategic Plan for the Upgrading of VET & Apprenticeship" (April 2016). According to this Strategic Plan, a Working Group for the strengthening of cross-border mobility of learners and teachers has been recently created, and therefore will organize the relevant process. More specifically one of the main objectives of the Working Group will be to further improving the way of disseminating relevant information on educational units (VET providers and Vocational Schools) in order to increase the number of participants.

However, the State Scholarships Foundation (IKY), follows a process of providing information and guidance for VET Learners. Through the management experience regarding the funding and realization of mobility action, the National Agency organizes Info Days, workshops, seminars covering geographically many regions in Greece, in order to provide guidance and counseling. In this light, there has been a network of cooperation among all the stakeholders which fund the mobility projects and this is obvious, since many joint events are organized in order to inform potential beneficiaries and participants (e.g. Youth on the Move).

The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries.

The country has a multi-facetted set of initiatives to internationalise vocational education and training. However, there are no specific policy actions aimed to improve the information and guidance provision on international leaning mobility for IVET learners. It is expected that the new strategic framework for VET that is currently underway will include specific guidelines on this subject.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ Hellenic National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.

Erasmus+ Hellenic National Agency offers information and assistance that draws on the management of such projects and the experience of all life cycle of projects, as well as the contacts that it has with the world of work and potential beneficiaries and stakeholders, for instance through thematic seminars.

Among the actions taken by The Hellenic NA to provide information and assistance are the following:
- Info Days and seminars all over Greece, from the city centres to the islands, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility;
- Monitoring visits in the frame of mobility projects that are in course of implementation;
- Synergies between stakeholders and social partners to encourage involvement in IVET mobility and apprenticeships.

Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ Hellenic National Agency. In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. Although the information provision for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency, there is no mechanism to coordinate all the IVET mobility related information and guidance mechanisms that may exist across the country. Although Greece has taken a set of initiatives for the internationalisation of VET, the country has not taken specific policy actions aimed to improve the provision of information and guidance on IVET mobility for learners. Policy targets for this thematic area are also lacking. In future, it could be considered (a) setting up specific policy targets in terms of IVET mobility related information and guidance; (b) putting in place an evaluated improvement plan to ensure that IVET learners receive substantial information and guidance on IVET mobility; and (c) coordinating countrywide the overall provision of information and guidance.

In Greece, IVET mobility opportunities are provided in the frame of Erasmus+, which inspires mobility actions for all groups of young people. The Programme promotes widespread mobility and encourages networking between the relevant organisations in order to ensure a coordinated approach to motivating young people. In the framework of Erasmus+ there are tools aimed to inform and motivate IVET learners.

The Erasmus+ Hellenic National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects.

Apart from the training providers, IVET learners receive information and guidance for IVET mobility also from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) , which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET Learners receive information, guidance and counselling to make international mobility decisions in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-help tool about international learning mobility opportunities that is distributed to IVET learners and other potential stakeholders.

(1) IKY - The State Scholarships Foundation: https://www.iky.gr/en/
(2) http://www.eoppep.gr/index.php/en/ EOPPEP is an all-encompassing statutory body investing on better quality and more efficient and reliable lifelong learning services in Greece. According to the law 3879/21-09-2010, it operates as the national statutory body representing Greece in European Networks concerning skills, European transparency and mobility topics. EOPPEP is responsible for the National Qualifications Framework, the National Europass Centre and the National Reference Point for Quality Assurance.

The provision of information and guidance on international mobility to IVET learners is not coordinated in Greece.

However, the provision of information for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency. The Erasmus+ Hellenic National Agency helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities by increasing the number of national information resources that citizens can directly access, for example through web portals and other web services and by supporting the beneficiaries with all the information and counselling services needed through events and conferences that take place at national level.

No policy targets, but plans for developing some. The Ministry of Education, Research and Religious has, recently, elaborated the "National Strategic Plan for the Upgrading of VET & Apprenticeship" (April 2016). According to this Strategic Plan, a Working Group for the strengthening of cross-border mobility of learners and teachers has been recently created, and therefore will organize the relevant process. More specifically one of the main objectives of the Working Group will be to further improving the way of disseminating relevant information on educational units (VET providers and Vocational Schools) in order to increase the number of participants.

However, the State Scholarships Foundation (IKY), follows a process of providing information and guidance for VET Learners. Through the management experience regarding the funding and realization of mobility action, the National Agency organizes Info Days, workshops, seminars covering geographically many regions in Greece, in order to provide guidance and counseling. In this light, there has been a network of cooperation among all the stakeholders which fund the mobility projects and this is obvious, since many joint events are organized in order to inform potential beneficiaries and participants (e.g. Youth on the Move).

The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries.

The country has a multi-facetted set of initiatives to internationalise vocational education and training. However, there are no specific policy actions aimed to improve the information and guidance provision on international leaning mobility for IVET learners. It is expected that the new strategic framework for VET that is currently underway will include specific guidelines on this subject.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ Hellenic National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.

Erasmus+ Hellenic National Agency offers information and assistance that draws on the management of such projects and the experience of all life cycle of projects, as well as the contacts that it has with the world of work and potential beneficiaries and stakeholders, for instance through thematic seminars.

Among the actions taken by The Hellenic NA to provide information and assistance are the following:
- Info Days and seminars all over Greece, from the city centres to the islands, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility;
- Monitoring visits in the frame of mobility projects that are in course of implementation;
- Synergies between stakeholders and social partners to encourage involvement in IVET mobility and apprenticeships.

Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ Hellenic National Agency. In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. Although the information provision for mobility opportunities within Erasmus+ is coordinated by the Erasmus+ Hellenic National Agency, there is no mechanism to coordinate all the IVET mobility related information and guidance mechanisms that may exist across the country. Although Greece has taken a set of initiatives for the internationalisation of VET, the country has not taken specific policy actions aimed to improve the provision of information and guidance on IVET mobility for learners. Policy targets for this thematic area are also lacking. In future, it could be considered (a) setting up specific policy targets in terms of IVET mobility related information and guidance; (b) putting in place an evaluated improvement plan to ensure that IVET learners receive substantial information and guidance on IVET mobility; and (c) coordinating countrywide the overall provision of information and guidance.

In the framework of Erasmus+, there are tools aimed to inform and motivate IVET learners. The Erasmus+ National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects. It also organizes information days open to young people, Erasmus+ beneficiaries and youth group representatives.
IVET learners also receive information and guidance for mobility from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance), which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET learners receive information, guidance and counselling to make decision about international mobility in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-assisting tool about international learning mobility opportunities.
EOPPEP also hosts the National Europass Centre which provides individuals and education providers with information about the tools that can be used to document periods of mobility, while also providing aid for recognition of learning. This information is provided through face to face interviews, websites, and various national and local events.
An additional channel is that of career guidance counsellors appointed by the Ministry of Education, Research and Religion. They provide guidance on IVET mobility opportunities and disseminate information to students in the classrooms. These counsellors are trained (skilled) educators which are furthermore updated regularly by EOPPEP services on relevant issues.

The Greek Erasmus+ National Agency (IKY) acts as coordinator for the provision of information and guidance on international mobility to IVET learners. IKY helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities. It increases the number of national information resources that citizens can directly access, for example through web services, events and conferences that take place at national level.
At policy level, for the development of specific policies for information and guidance provision, the Ministry of Education, Research and Religion supervises both IKY and EOPPEP, and ensures overall cooperation and coordination.

No policy targets have been set, but plans for developing some have been initiated. The Ministry of Education, Research and Religion has elaborated the "National Strategic Plan for the Upgrading of VET & Apprenticeship" (April 2016). According to this Strategic Plan, the Working Group for the strengthening of cross-border mobility of learners and teachers potentially could further improve the the information mechanism in order to increase the number of mobility participants.

Legal provisions in Greece contain the objective of promoting international learning mobility in IVET. The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries.

There are no specific policy actions aimed to improve the information and guidance provision on international learning mobility for IVET learners.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof. However, the Erasmus+ National Agency gathers feedback from participants during guidance and information sessions. It also reports on a regular basis to the Ministry of Education, Research and Religion, as well as to the European Commission.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.
Regular information and assistance activities carried out by IKY include:
- Info Days and seminars all over Greece, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility; and
- Monitoring visits in the frame of mobility projects that are in the course of implementation.
Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education. This includes website access, distribution of promotional and information material, organizing and attending events and acting as contact points addressing relevant questions.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ National Agency (IKY). In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. The Erasmus+ National Agency coordinates all the IVET mobility related information and guidance mechanisms that may exist across the country. On policy level, coordination is ensured by the Ministry of Education, Research and Religion. However, Greece lacks a regular mechanism/process targeted at improving over time the provision of information and guidance on international mobility for IVET learners. Policy targets for this thematic area are also lacking. In future, it could be considered (a) setting up specific policy targets in terms of IVET mobility related information and guidance; and (b) putting in place a regular and evaluated improvement process for the provision of information and guidance on IVET mobility.

In the framework of Erasmus+, there are tools aimed to inform and motivate IVET learners. The Erasmus+ National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects. It also organizes information days open to young people, Erasmus+ beneficiaries and youth group representatives.

IVET learners also receive information and guidance for mobility from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance), which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET learners receive information, guidance and counselling to make decision about international mobility in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-assisting tool about international learning mobility opportunities.
EOPPEP also hosts the National Europass Centre which provides individuals and education providers with information about the tools that can be used to document periods of mobility, while also providing aid for recognition of learning. This information is provided through face to face interviews, websites, and various national and local events.
An additional channel is that of career guidance counsellors appointed by the Ministry of Education and Religion. They provide guidance on IVET mobility opportunities and disseminate information to students in the classrooms. These counsellors are trained (skilled) educators which are furthermore updated regularly by EOPPEP services on relevant issues.

The Greek Erasmus+ National Agency (IKY) acts as coordinator for the provision of information and guidance on international mobility to IVET learners. IKY helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities. It increases the number of national information resources that citizens can directly access, for example through web services, events and conferences that take place at national level.
At policy level, for the development of specific policies for information and guidance provision, the Ministry of Education and Religion supervises both IKY and EOPPEP, and ensures overall cooperation and coordination.

New policy targets set up by the recent law of the Ministry of Education and Religious Affairs (Law 4763/2020)(1)which strengthens the extroversion of the VET and LLL system as a whole and by Guidance actions to enhance students mobility.
_______________
(1) https://www.e-nomothesia.gr/kat-ekpaideuse/nomos-4763-2020-phek-254a-21…

Legal provisions in Greece contain the objective of promoting international learning mobility in IVET. The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries.

There are no specific policy actions aimed to improve the information and guidance provision on international learning mobility for IVET learners.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof. However, the Erasmus+ National Agency gathers feedback from participants during guidance and information sessions. It also reports on a regular basis to the Ministry of Education and Religion as well as to the European Commission.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.
Regular information and assistance activities carried out by IKY include:
- Info Days and seminars all over Greece, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility; and
- Monitoring visits in the frame of mobility projects that are in the course of implementation.
Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education. This includes website access, distribution of promotional and information material, organizing and attending events and acting as contact points addressing relevant questions.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ National Agency (IKY). The law 4763/2020 strengthens the role of guidance through life time. In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. The Erasmus+ National Agency coordinates all the IVET mobility related information and guidance mechanisms that may exist across the country. On policy level, coordination is ensured by the Ministry of Education, Research and Religion. However, Greece lacks a regular mechanism/process targeted at improving over time the provision of information and guidance on international mobility for IVET learners. Policy targets for this thematic area are also lacking. In future, it could be considered (a) setting up specific policy targets in terms of IVET mobility related information and guidance; and (b) putting in place a regular and evaluated improvement process for the provision of information and guidance on IVET mobility.

In the framework of Erasmus+, there are tools aimed to inform and motivate IVET learners. The Erasmus+ National Agency provides information to IVET learners indirectly, via the schools and vocational training centers that implement mobility projects. It also organises information days open to young people, Erasmus+ beneficiaries and youth group representatives.

IVET learners also receive information and guidance for mobility from EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance), which hosts the National Euroguidance Center and is responsible for vocational guidance in Greece. In this framework, IVET learners receive information, guidance and counselling to make decision about international mobility in relation to their careers. The Euroguidance Center within EOPPEP has also published the “Mobility Guide to Europe for students, youth and anyone looking for opportunities to study and work”, a self-assisting tool about international learning mobility opportunities.

EOPPEP also hosts the National Europass Centre which provides individuals and education providers with information about the tools that can be used to document periods of mobility, while also providing aid for recognition of learning. This information is provided through face-to-face interviews, websites, and various national and local events.
An additional channel is that of career guidance counsellors appointed by the Ministry of Education and Religion. They provide guidance on IVET mobility opportunities and disseminate information to students in the classrooms. These counsellors are trained (skilled) educators which are furthermore updated regularly by EOPPEP services on relevant issues.
Moreover EOPPEP is providing the following services:
1. the National Life Long Guidance Portal e-stadiodromia (https://e-stadiodromia.eoppep.gr/) that provides guidance and information on studing and working abroad
2. the National Portal on Learning Opportunities "Ploigos" connected to the Europass "Search a Course" webpage and providing information on learning oppotunities http://ploigos.eoppep.gr/ekep/external/index.html;jsessionid=E406D76F35…
3. the National Europass Mobility Application which permits the issuing of Europass Mobility Documents. The Strategic Development Plan (April 2021) of the State Scholarship Foundation desribes the measures for broadening outward mobility.

The Greek Erasmus+ National Agency (IKY) acts as coordinator for the provision of information and guidance on international mobility to IVET learners. IKY helps VET organisations to integrate their work with that of stakeholders in learning mobility in order to ensure a clear, coherent and simple flow of information. It cooperates with the European Commission to further develop learning mobility opportunities. It increases the number of national information resources that citizens can directly access, for example through web services, events and conferences that take place at national level.
At policy level, for the development of specific policies for information and guidance provision, the Ministry of Education and Religion supervises both IKY and EOPPEP, and ensures overall cooperation and coordination.

New policy targets set up by the recent law of the Ministry of Education and Religious Affairs (Law 4763/2020)(1)which strengthens the extroversion of the VET and LLL system as a whole and by Guidance actions to enhance students mobility.
_______________
(1) https://www.e-nomothesia.gr/kat-ekpaideuse/nomos-4763-2020-phek-254a-21…

Legal provisions in Greece contain the objective of promoting international learning mobility in IVET. The Official Government Gazette 2769/2-12-2011 refers to young people in Europe in all learning and training contexts, at school and in vocational training (school-based or apprenticeships). This document includes the objective of promoting international learning mobility in IVET. In addition, based on law 4186/17-09-2013, IVET curricula can link learning outcomes with credits, in implementation of the National Qualifications Framework and ECVET. The acquisition of credits allows both the equivalence of qualifications and mobility between different educational systems and the various European Union countries. Also according to article 26 of Law 4673/2020 Institutes of Vocational Training can organise foreign language classes in order to accept international students.

There are no specific policy actions aimed to improve the information and guidance provision on international learning mobility for IVET learners.

As there are no specific policy actions to improve the information and guidance provision on international leaning mobility for IVET learners, there is no evaluation thereof. However, the Erasmus+ National Agency gathers feedback from participants during guidance and information sessions. It also reports on a regular basis to the Ministry of Education and Religion as well as to the European Commission.

Information and assistance on IVET mobility is provided to companies and IVET institutions by the Erasmus+ National Agency. IVET providers, host companies, and coordinating organisations (from the sending and host countries) are informed through thematic and technical meetings and conferences, and publications that bring together the know-how and experience of organisations that have worked together as partners in projects.
Regular information and assistance activities carried out by IKY include:
- Info Days and seminars all over Greece, with the aim of informing and engaging the local community about the opportunities and the benefits of Erasmus+ programmes on IVET learning mobility; and
- Monitoring visits in the frame of mobility projects that are in the course of implementation.
Information and assistance to IVET providers and companies is also provided by other organisations such as EOPPEP, and through Erasmus+ promoters appointed by the Regional Directorates of Education. This includes website access, distribution of promotional and information material, organising and attending events and acting as contact points addressing relevant questions.

In Greece, IVET learners receive information and guidance on international learning mobility opportunities through their schools and training providers, who in turn receive information and assistance from the Erasmus+ National Agency (IKY). The law 4763/2020 strengthens the role of guidance through life time. In addition, the Euroguidance Center within EOPPEP (the National Organisation for the Certification of Qualifications and Vocational Guidance) also provides career-oriented information, guidance and counselling on mobility to students. Also, the Article 155 puts in force the certification of career councelors. The strategy and initiatives explain the tools, networks and specific documents that promote mobility, the process for functioning and issuing such information and tools such as the Europass Mobility Document that supports the ducumentation and transparency of learning and employment mobility experiences from Greece to another EU country. The Strategic Development Plan (April 2021) of the State Scholarship Foundation desribes the measures for broadening outward mobility. The Erasmus+ National Agency coordinates all the IVET mobility related information and guidance mechanisms that may exist across the country. On policy level, coordination is ensured by the Ministry of Education, Research and Religion. However, Greece lacks a regular mechanism/process targeted at improving over time the provision of information and guidance on international mobility for IVET learners. Policy targets for this thematic area are also lacking. In future, it could be considered (a) setting up specific policy targets in terms of IVET mobility related information and guidance; and (b) putting in place a regular and evaluated improvement process for the provision of information and guidance on IVET mobility.

A significant part of IVET mobility is organised within the framework of the Erasmus+ programme. The Erasmus+ programme itself is supervised by the Hungarian National Authority (Ministry of Human Resources, responsible for school education and higher education) in cooperation with the Ministry of National Economy (responsible for IVET and CVET). The National Agency for the Erasmus+ Programme is the Tempus Public Foundation (TPF). TPF is a non-profit organization established in 1996 by the Hungarian Government; its main task is to manage international cooperation programmes and special projects in the field of education, training and EU-related issues. TPF is coordinating 4 fields of the Erasmus+ Programme (i.e. school education, VET, higher education and adult learning. The Youth and sport sector is run by another national agency). It supports initiatives aiming at the modernization and quality improvement of education, training and human resources development; encouraging international cooperation and mobility; and strengthening the European dimension in the fields above.

The Erasmus+ programme serves as a mechanism for information on and assistance in IVET mobility. The National Agency’s primary target groups are VET schools, organisations active in the field of VET and companies. For IVET learners, TPF organises “mobility classes” targeted at secondary school students. In parallel, the National Europass Centre holds annual consultation sessions for the same target group. In addition, the NA participates in education and job fairs, and publishes online guidelines for IVET learners that contain practical information on the most important aspects of the mobility experience.