Promoting the Learning Mobility of Young People Green Paper, July 2009 DG Education and Culture

Structure I. Introduction II. Preparing for a mobility period III. Being abroad and follow-up after return IV. New partnership for mobility V. Conclusions VI. How to take part in the consultation

I. What do we mean by Learning Mobility (LM)? «  Transnational mobility for the purpose of acquiring new skills »

I. Why is LM important? Strengthens employability and personal development Can prepare for mobility in working life Makes E&T systems more open, more European and more international Enhances Europe's competitiveness (Lisbon Strategy)‏ Helps combat isolationism and xenophobia

I. Why a Green Paper? 2007: 20th anniversary of ERASMUS programme June 2008: High Level Expert Forum on Mobility July 2008: Renewed Social Agenda (“5th freedom”)‏ Nov. 2008: Council requests LM for all young people April 2009: Leuven Conference (“20% by 2020”)‏ June 2009: Employment Communication (stress on M) Consensus on objectives, need for strategies: Open debate with stakeholders

I. What kind of mobility? M of young people in all sectors (schools, HE, VET, volunteers, youth exchanges...)‏ Organised M, linked to learning outcomes Mainly within Europe, but also beyond Not only like-to-like M, but also cross-sector M Primarily physical M, but virtual M can play important role Concentrates on young people ( around 16-35 y)‏

I. Where do we stand? Numerous European programmes: Lifelong Learning Programme, Marie Curie, Culture, Youth in Action, Europe for citizens... European tools: ECTS, ECVET, Europass, EQF, Diploma Supplement, Youth Pass, EURAXESS... BUT: in 2006 only 310,000 of 16-29 y olds profited from EU programmes (= 0.3%)‏ Clearly much more could be done to boost LM

II. Information and Guidance Funding opportunities (EU, national, regional...)‏ Learning opportunities (portals like PLOTEUS, study in Europe, etc.) Practical guidance on housing, living costs, etc. Q: How can the availability of info and guidance be improved?

II. Promotion and Motivation Various factors can prevent LM: time pressure to finish E&T programme, jobs, lack of funding, lack of linguistic skills, etc. Need for guaranteed positive outcome of LM, mainly in form of recognition Q: How can young people be better informed about benefits of LM?

II. Languages and Culture Two key competences to be acquired through LM: foreign languages and intercultural skills Barcelona objective 2002: mother tongue + 2 languages for all Linguistic obstacles to LM prevail Q: How can these obstacles best be addressed?

II. Legal issues Legal status of young people undertaking LM is not always clear (e.g. for young professionals)‏ Legal regulations in some MS inhibit LM, especially in schools and VET Unclear status of doctoral students/young researchers: students or employees? Q: What are the main legal obstacles to LM? How can they be overcome?

II. Portability of grants and loans Social benefits and loans from home country are not always portable, often in contravention of Community law. Guidance to public authorities and stakeholders in MS on the existing case law might be helpful Q: What obstacles have you encountered regarding the portability of grants and loans?

II. Mobility to and from the EU EU Directives on visa for students and researchers facilitate incoming M Visa problems exist in with regard to volunteers, pupil exchange and unremunerated training Q: What more should be done to promote mobility to and from the EU?

II. Preparing the stay abroad LM needs to be of high quality, therefore: Careful and transparent selection procedures Careful matching with host instititution/ organisation Good linguistic preparation Stay abroad should fit into personal learning path European Quality Charter for M can help Q: What measures can be taken to ensure the high quality of the stay abroad?

II. Reaching out to disadvantaged groups Economically or socially disadvantaged, people with special needs, underprivileged migrants Advantages of LM apply to them in particular: coping with globalisation, increased competitiveness, social cohesion LLP, Erasmus Mundus and Youth in Action provide specific support – to be widened to other programmes Q: What are the most important difficulties in this area and how can they be overcome?

III. Mentoring and Integration The host institution/organisation should provide mentoring and integration schemes to help the mobile person to settle into the new surroundings Q: Can you give examples of good practice?

III. Recognition and Validation Bologna Process, Copenhagen Process and European Research Area have improved conditions for educational recognition European tools: ECTS, EVET, EQF, etc. In the spirit of LLL, also non-formal and informal learning should be validated Q: Is the validation and recognition of learning still an obstacle to LM?

IV. New partnership for M: Mobilising Actors and Resources Extending opportunites for LM requires concerted action of all players: public authorities, civil society, business Cooperation should be strengthened, among regions, schools and universities, NGOs, ... Various EU sources for funding of LM exist, but a much broader basis is needed Q: How can all actors be better mobilised in the interest of LM?

IV. More active involvement from the business world Internships, research programmes and collaborative projects with businesses should be encouraged in all disciplines and sectors Businesses can also contribute to the funding of LM LM of young entrepreneurs enhances internatio- nalisation and competitiveness of Europe's businesses Q: How can businesses be motivated to be more strongly involved in LM?

IV. Virtual Networking and eTwinning Use of ITCs can help young people to prepare a stay abroad and to keep in touch afterwards It can also provide an international dimension to the non-mobile learners Virtual networking/eTwinning can help interactive communities, interested individuals, etc. to improve the quality of LM and make it more sustainable Q: How can we best make use of ICTs to enrich physical mobility?

IV. Engaging the Multipliers Teachers, trainers and youth wokers who have been mobile themselves can be important motivators But being mobile oneself and helping young people to become mobile requires considerable commitment which needs to be recognised Language teachers and formerly mobile people (alumni etc.) are also important groups of multipliers Q: What are the main obstacles to a stronger engagement of teachers and trainers in promoting LM?

IV. Mobility Targets Targets can be useful tools in motivating stakeholders to reach new objectives Leuven Conference (Aptil 09, Bologna Process) set the target of 20% of HE graduates to have a mobility experience by 2020 Q: Do you consider targets useful in defining a mobility strategy, and if so, at what level (European, national, regional, institutional)?

V. Conclusions The Commission calls upon all stakeholders, from governments to individuals, to support its efforts to make LM the rule rather than the exception Many issues imply action at national, regional and institutional level, plus the active involvement of civil society, business and other stakeholders The Commission will carefully evaluate the feedback to the consultation and prepare a proposal for the practical follow-up

How to take part in the consultation? Responses by interested parties via mail or to EAC-GREEN-PAPER-MOBILITY@ec.europa.eu Online multiple-choice questionnaire, tailored to the wider public: http://ec.europa.eu/dgs/education_culture/consult/ Consultation open until 15 December 2009 – in 2010 the Commission will provide proposals for follow-up