Report from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions - Report on the follow-up to the Recommendation of the European Parliament and the Council of 10 July 2001 on mobility within the Community of students, persons undergoing training, volunteers and teachers and trainers
Date: 2004-01-23
Institutions: European Commission
Subjects: EU Member State, free movement of persons, student mobility, teacher, vocational training

COMMISSION OF THE EUROPEAN COMMUNITIES

Brussels, 23.01.2004
COM(2004)21 final

REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN
PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND
THE COMMITTEE OF THE REGIONS

Report on the follow-up to the Recommendation of the European Parliament and the
Council of 10 July 2001 on mobility within the Community of students, persons
undergoing training, volunteers and teachers and trainers

EN

  EN

TABLE OF CONTENTS

Introduction .................................................................................................................. 3
1.
Objective of this report................................................................................................. 3
1.1.
1.2.
Policy context............................................................................................................... 4
1.2.1. Mobility and European co-operation ........................................................................... 4
The Lisbon strategy...................................................................................................... 4
1.2.2.
1.2.3.
The Bologna process .................................................................................................... 5
1.2.4. Mobility and the European Research Area .................................................................. 6
The Commission's proposal for the 2004 report on the implementation of “Education
1.2.5.
and Training 2010” ...................................................................................................... 6
Mobility - a key issue for Europe................................................................................. 6
1.3.
Analytical summary ..................................................................................................... 8
2.
Horizontal issues .......................................................................................................... 8
2.1.
2.2.
Progress reported at national level ............................................................................... 9
2.2.1. Broad measures concerning all target groups of the Recommendation....................... 9
Some real improvements for students ........................................................................ 10
2.2.2.
2.2.3. Mobility of persons undergoing training is still lagging behind ................................ 11
2.2.4. Mobility of volunteers: a bottleneck to overcome ..................................................... 11
2.2.5. Mobility of teachers and trainers: a crucial weakness ............................................... 12
2.3.
Progress at European level ......................................................................................... 13
2.3.1. Co-operation............................................................................................................... 13
Information and guidance .......................................................................................... 13
2.3.2.
Transparency of qualifications and competences in VET and higher education ....... 14
2.3.3.
The European Year of Languages and the Language Action Plan ............................ 14
2.3.4.
2.3.5. Community mobility programmes ............................................................................. 15
2.3.6. A study on a “Mobility Card” .................................................................................... 15
Striving forward ......................................................................................................... 16
3.
An integrated approach for mobility in education and training in the Lisbon strategy16
3.1.
Improving the context for mobility............................................................................ 16
3.2.
Setting targets and monitoring mobility flows........................................................... 16
3.2.1.
3.2.2. Reviewing legislation................................................................................................. 16
3.2.3. Opening up to incoming mobility .............................................................................. 17
Financing mobility ..................................................................................................... 17
3.2.4.
3.2.5.
Preparing mobility...................................................................................................... 17
3.2.6. Recognising mobility ................................................................................................. 18
Increasing the mobility for language learning and teaching ...................................... 18
3.2.7.
3.3.
Two priority target groups ......................................................................................... 19
3.3.1. Mobility to increase the quality and the attractiveness of the profession of

teacher/trainer............................................................................................................. 19
Increasing mobility in vocational education and training .......................................... 19
Reporting.................................................................................................................... 19

3.3.2.
3.4.

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1.

INTRODUCTION

Transnational mobility in education, its enhancement and qualitative improvement, is playing
an  increasingly  important  role  in  the  modernisation  of  education  and  training  systems  in
Europe, which in turn is a key element of the strategy to achieve the wider objective set for
Europe to become by 2010 the most competitive knowledge-based economy.

Building an effective European area of knowledge and learning, attractive for its citizens and
the world, remains a big challenge. Transnational mobility for learning and teaching purposes
is one of its  main, if  not  its most concrete and  productive  expression,  contributing  to  better
employment and stronger cohesion in Europe, as well as to European citizenship.

Strong interest of policy makers as well as of stakeholders, combined with significant efforts
deployed  in  most  Member  States  and  at  European  level,  have  led  to  progress  in  many
respects. However, overall the situation has not  improved  enough:  comprehensive  strategies
to facilitate and actively promote mobility are rather the exception than the norm, and results
in many fields, including the removal of administrative and legal obstacles, fall short of what
is actually needed.

This  reflects  in  an  exemplary  way  the  Commission’s  concern  as  recently  expressed  in  its
Communication  “Education  &  Training  2010:  the  success  of  the  Lisbon  strategy  hinges  on
urgent reforms” providing a draft for the interim report on the contribution of education and
training reforms to the Lisbon strategy1. While acknowledging that efforts were “being made
in all the European countries to adapt the  education and training  systems to the knowledge-
driven  society  and  economy”,  the  Commission  concluded  that  the  reforms  undertaken  were
“not  up  to  the  challenges  and  their  current  pace  will  not  enable  the  Union  to  attain  the
objectives set”. Much stronger and more co-ordinated efforts are needed to contribute to the
objectives  set  for  education  and  training  systems,  including  accelerating  and  expanding  the
facilitation of mobility.

1.1.

Objective of this report

The July 2001 Recommendation of the European Parliament and the Council on the mobility
of  students,  persons  undergoing  training,  volunteers  and  teachers  and  trainers2  asked  the
Commission  to  report,  based  on  national  evaluative  reports,  on  the  implementation  of  the
measures  indicated  in  the  Recommendation  itself  and  those  listed  in  the  action  plan  for
mobility (the “toolbox”) endorsed by the Nice European Council in December 20003. Reports
were  produced  by  all  Member  States,  as  well  as  by  Norway,  Iceland,  Poland  and  Hungary.
They  provide  information  and  comments  on  the  efforts  realised  since  2001  –  which  are
summarised in Section 2 below– as well as suggestions for further action, which served as a
basis for Section 3.

1

2

3

"Education & Training 2010 – the success of the Lisbon strategy hinges on urgent reforms", Draft joint
interim report on the implementation of the detailed work programme on the follow-up of the objectives
of education and training systems in Europe, Communication of the Commission, COM(2003)685 of 11
November 2003.
OJ L 215 of 9.8.2001, p. 30.
Resolution of the Council and of the representatives of the governments of the Member States, meeting
within the Council of 14 December 2000 concerning an action plan for mobility (2000/C 371/03), OJ C
371 of 123.12.2000, p. 4.

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This report focuses primarily on actions taken in the last two years, specifically to implement
the  measures  indicated  in  the  Recommendation  or  in  the  Action  Plan  for  Mobility.  It  also
takes  into  account  the  wider  strategy  for  education  and  training  launched  to  implement  the
social  and  economic  goals  set  in  Lisbon  as  well  as  the  measures  and  actions  undertaken  at
national  and  European  level  to  promote  mobility  for  learning  purposes.  Conclusions  on
progress to date are being drawn, and proposals for further action presented.

1.2.

Policy context

1.2.1. Mobility and European co-operation

Mobility  has  become  a  major  part  of  European  co-operation  in  education  and  training  in
particular since the launch of Community funded action programmes in the mid-1980s.

The resources from the Community budget earmarked for this purpose have grown steadily.
For instance, the funds available for student mobility within the Erasmus programme passed
from € 70 million in 1995 to € 102 million in 2002; mobility was funded within Leonardo da
Vinci  with  €  44  million  in  1995  and  €  65  million  in  2002;  budget  available  for  youth
exchanges  and  mobility  passed  from  €  19  milli on  in  1995,  within  the  Youth  for  Europe
programme, to € 43 million in 2002, within the  Youth programme (all amounts expressed in
EUR-15 figures). This  allowed increasingly large numbers of  citizens  to  spend  part  of  their
education  or  training  abroad.  In  particular,  more  than  one  million  students  have  already
benefited from the Erasmus programme.

An important earlier milestone was the Commission’s Green Paper “Education – Training –
Research:  The  Obstacles  to  Transnational  Mobility”  (1996)  which  analysed  the  situation
seven  years  ago  and  recommended  nine  action  lines.  These  dealt  with  statutory  issues  (for
mobile trainees and volunteers, researchers, third country nationals), portability of grants and
social protection, the reduction of obstacles (socioeconomic, linguistic and cultural as well as
administrative) and the provision of information.

A  politically  important  move  was  the  opening  up  of  existing  mobility  programmes  to
candidate countries well before their accession as full members of the EU.

1.2.2.

The Lisbon strategy

European co-operation in education and training including mobility entered into a new phase
with  the  Lisbon  European  Council  of  March  2000.  The  new  strategic  goal  of  the  EU  to
become  the  leading  knowledge-based  economy  and  society  in  the  world  by  2010  was
accompanied by the simultaneous acknowledgement that this will require significant changes
in educational and social policies in the Union. The Lisbon European Council also raised the
political profile of mobility on the Community agenda: its conclusion affirmed that mobility
was an essential feature of the knowledge society and for the promotion of lifelong learning
and  stressed  in  particular  the  importance  of  fostering  the  mobility  of  students,  teachers  and
training staff “through greater transparency in the recognition of periods of study and training,
and through specific measures for removing obstacles to the mobility of teachers by 2002”.

In the wake of the Lisbon conclusions, the Action Plan for mobility was endorsed by the Nice
European Council  of December  2000 and the Recommendation  on  mobility  was  adopted  in
July 2001. The European Council at its meetings in Stockholm in 2001 and in Barcelona in
2002 underlined the relevance of mobility for learning purposes in relation to labour mobility
and the achievement of the Lisbon strategy.

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The 2002 Barcelona European Council approved the “Work programme on the objectives of
education  and  training  systems  in  Europe”4  ("Education  and  Training  2010").  It  identifies
three  strategic  goals  (quality,  access  and  openness  to  the  world)  and  13  concrete  objectives
towards which the action of all countries involved should converge. Objective 3.4 of the work
programme specifically addresses the issue of mobility and exchange and a Working  Group
comprised mainly of national experts was set up examine the issue and to identify and work
on priorities. When adopting "Education and Training 2010", the Ministers of Education set
ambitious goals relevant for mobility: by 2010 European education and training systems and
institutions should have become a world reference for quality and relevance, there should be a
sufficient level of compatibility between systems to allow citizens to take advantage of their
diversity  (rather  than  being  constrained  by  it)  and  Europe  should  (again)  be  the  preferred
destination of students, scholars and researchers from other world regions. These goals were
endorsed  by  the  Barcelona  European  Council  of  March  2002.  With  them,  two  main  new
features were introduced in the Union's agenda: convergence of national policies towards the
main European  goals for education and training, and a  greater attention paid to the role and
attractiveness of European education in the world.

At the same time, an Action Plan for Skills and Mobility was launched by the Commission in
20025.  Its  focus  is  the  better  functioning  of  the  European  labour  market  through  concrete
measures  to  facilitate  occupational  mobility,  geographical  mobility  and  information.  A
number  of  actions  converge  with  the  measures  proposed  by  the  2001  Recommendation.  In
parallel  with  this  report  and  ensuring  complementarity  the  Commission  is  adopting  a  first
report on the implementation of the Action Plan for Skills and Mobility.

Another  specific  line  of  action  was  started  in  2002  on  the  basis  of  the  Copenhagen
Declaration of 30 November 20026 and the Council Resolution of 19 December 2002 on the
promotion  of  enhanced  European  co-operation  in  vocational  education  and  training7.  The
need to remove obstacles to occupational and geographic mobility was indicated as one of the
reasons for strengthening European co-operation.  The  proposed  actions  include  measures  to
increase the transparency and recognition of competences and qualifications which build upon
those called for by the 2001 mobility Recommendation (cf. § 2.3.3 below).

1.2.3.

The Bologna process

The  importance  of  mobility  for  “academic  and  cultural  as  well  as  political,  social  and
economic reasons” was also highlighted by Ministers of Education at their meeting in Berlin
in  September  2003  in  the  framework  of  the  Bologna  process.  Ministers  stated  their
determination  to  improve  such  mobility,  particularly  in  relation  to  the  portability  of  grants,
transparency tools and recognition issues8. The need to increase mobility in higher education,
especially  by  improving  the  framework  conditions  within  which  it  takes  place  and  by

4

5

6

7

8

COM(2001)501 final.
Communication from the Commission, COM(2002)72 final of 13 February 2002; Council Resolution of
3 June 2002, OJ C 162, 6 July 2002, p. 1.
Declaration  of  the  European  Ministers  of  Vocational  Education  and  Training,  and  the  European
Commission,  convened  in  Copenhagen  on  29  and  30  November  2002,  on  enhanced  European
cooperation in vocational education and training.
Cf. http://europa.eu.int/comm/education/copenhagen/index_en.html.
OJ C 13 , 18 January 2003, p. 2.
Realising  the  European  Higher  Education  Area,  Communiqué  of  the  Conference  of  Ministers
responsible for higher education, Berlin, 19 September 2003.

5

 
                                                
enhancing  Europe's  attractiveness  in  the  rest  of  world  was  also  underlined  in  the
Commission's Communication on “The role of universities in the Europe of knowledge”9.

1.2.4. Mobility and the European Research Area

In  June  2001  the  Commission  adopted  the  Communication  “A  Mobility  Strategy  for  the
European  Research  Area”10  that  aimed  at  creating  a  more  favourable  environment  for
transnational and intersectorial mobility of researchers throughout their career. The activities
to  be  implemented  include  the  removal  of  obstacles  to  mobility,  the  enhancement  of
information and practical assistance to researchers and further financial incentives to increase
mobility.  In  its  Resolution  of  21  December  2001  the  Council  reaffirmed  the  importance  of
researchers’  mobility  in  making  a  reality  of  the  European  Research  Area11.  A  first
in  February  200312;  a  second
implementation  report  on  activities  was  presented 
implementation report is currently under preparation and will be presented in Spring 2004.

The  importance  and  added  value  of  mobility  was  also  stressed  in  the  Communication13
“Researchers in the ERA: one profession, multiple careers” adopted in July 2003 as well as in
the Council Resolution14 on the profession and the career of researchers within the European
Research Area (ERA) adopted in November 2003.

1.2.5.

The Commission's proposal for the 2004 report on the implementation of “Education
and Training 2010”

In  November  2003  the  Commission  adopted  a  Communication  on  the  implementation  of
“Education and Training 2010” which provides a draft for the interim report due to the Spring
2004  European  Council.  The  Communication  emphasises  that  the  success  of  the  Lisbon
strategy hinges on urgent reforms, working simultaneously on four essential levers, i.e.15:

–  To concentrate reforms and investment on the most crucial areas in each country,

in view of the situation of each and of the common objectives;

–  To define truly coherent and comprehensive lifelong learning strategies;

–  To  create,  at  last,  a  Europe  of  education  and  training,  particularly  by  means  of
introducing  a  European  framework  of  reference  for  qualifications  in  higher
education and vocational training;

–  To give “Education & Training 2010” its rightful place so that it becomes a more
effective tool for formulating and following up national and Community policies.

1.3.

Mobility - a key issue for Europe

More  and  better  mobility  is  generally  recognised  as  an  important  instrument  for  the
modernisation  of  education  and  training  systems.  Transnational  mobility  for  learning

9

10

11

12

13

14

15

COM(2003)58 of 5 February 2003.
COM(2001)331 final.
Council Resolution concerning the reinforcement of the mobility strategy within the European Research
Area (ERA), OJ C 367 of 21.12.2001, p. 1.
SEC(2003) 146.
COM(2003)436 final of 18 July 2003
2003/C 282/01
COM(2003)685, Section II: The four levers of success.

6

 
                                                
purposes contributes to extending the view of European citizens beyond national frontiers and
cultures, preparing  them for  employment  and  active  participation  in  a  wider  Europe,  and  to
the  internationalisation  of  European  education  and  training  systems.  It  is  thus  an  important
element of the strategy to achieve the 2010 economic and social goals.

Nevertheless,  the  numbers  of  persons  in  education  and  training  systems  participating  in
mobility  are  still  very  limited.  In  EU  Member  States  the  average  share  of  students  with
foreign  citizenship  in  tertiary  education  is  6.2%16.  The  percentage  of  tertiary  education
students coming from other EU/EEA countries as a percentage of all students is slightly above
2%.  Differences  between  countries  are  important,  but  in  only  three  countries  is  this  share
above 5%.

The  number  of  people  benefiting  from  Community  support  for  a  period  of  transnational
mobility  within  their  education  or  training,  or  in  their  capacity  as  teachers  or  trainers,  has
grown  quickly  since  the  start  of  Community  funded  mobility  programmes.  However,
beneficiaries  only  make  up  a  small  share  of  the  whole  target  population.  For  instance,  the
Erasmus  programme  has  supported  in  2002  the  mobility  of  some  115 000  students,  which
means  about  1%  of  the  total  yearly  population  of  higher  education  students  in  Europe.
Considering  that  higher  education  studies  last  on  average  5  years,  this  rate  means  that
approximately 5% of students benefit from a transnational mobility period in the framework
of Erasmus. To reach the target rate of 10% participation specified in the Socrates decision,
Erasmus mobility  would  have to more  than double.  The  Leonardo da  Vinci programme  has
supported  in  2002  the  mobility  of  some  45 000  trainees,  which  falls  well  short  of  1%  of
persons  participating  in  vocational  education  and  training  in  Europe.  The  5 500  mobility
experiences (EUR-30) for training staff supported under Leonardo da Vinci in 2002 included
trainers  and  language  trainers  as  well  as  human  resources  managers  and  guidance  staff.
Within the framework of the Community programmes a very small number of school teachers
(40  000  in  2003)  and  only  a  proportionally  higher  share  of  university  teachers  (16  000  in
2002) have undertaken a mobility activity. Such mobility periods are frequently of very short
duration;  the  great  majority  of  mobile  school  teachers,  for  example,  typically  take  part  in
project meetings of only a few days at a partner school.

The relatively small number of mobile people in education and training is usually explained
with reference  to  a  number  of  ‘obstacles’  that  hinder  or  even  inhibit  transnational  mobility.
The  1996  Green  Paper  aimed  at  identifying  such  obstacles  and  devised  action  lines  to
overcome  them.  In  recent  years,  namely  since  the  2001  Recommendation  and  the  Mobility
Action Plan, the focus has been more often on actively promoting mobility. In fact, there is no
clear  boundary  between  actively  promoting  mobility  and  removing  obstacles  to  it,  and
stressing the former rather than the latter is more a matter of presentation than of substance.

However  if  obstacles  are  understood  in  their  stricter  meaning,  referring  only  to  legal  and
administrative barriers, then some progress (e.g. as regards residence permits or portability of
social  security  benefits)  has  certainly  been  achieved  since  1996,  both  at  national  and  at
European  level17.  But  this  can  not  conceal  the  persistence  of  a  number  of  such  barriers,  in

16

17

Students  with  foreign  citizenship  are,  however,  not  necessarily  mobile  students.  First,  many  tertiary
students with foreign citizenship may have lived all their life in the country where they study. Secondly,
a  growing  number  of  families  live  outside  the  country  of  which  they  are  citizens;  therefore  students
with home citizenship can now also be incoming and thus mobile students.
Relevant information can be found in the Communication on the implementation of the Action Plan for
Skills and Mobility.

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particular as regards social protection, taxation, and in particular recognition for academic and
professional purposes of study periods and diplomas obtained abroad.

Promotion of mobility  means  marketing  its  benefits  as  well  as  providing  adequate  financial
support  and  a  good  organisational  framework,  including  language  and  cultural  preparation.
On  all  these  points  progress  has  taken  place,  as  witnessed  for  example  by  the  growth  and
qualitative improvement of the mobility strands in Community action programmes. However,
the evidence above on the share of actually mobile persons in education and training clearly
indicates that much more still has to be done. People have to be persuaded of the benefits of a
learning  related  mobility  experience,  as  well  as  of  the  advantages  of  such  mobility  for
learning institutions, companies and society at large. Better preparation for mobility certainly
can contribute  to  this  purpose. However,  responding  to  the  growing  demand  for  mobility  is
only meaningful in a context where supply can ensure that demand is satisfied to a reasonable
extent.

Clearly the effective promotion of mobility cannot be done without taking into account all of
these aspects. Addressing only a single aspect of strategy at a time, sector by sector, problem
by  problem,  limits  the  effectiveness  in  extent  and  pace.  The  time  has  arrived  for
comprehensive  and  better  co-ordinated  approaches  at  national  level  supported  by  the
European Union.

2.

ANALYTICAL SUMMARY

This section of the report is divided into three parts. The first lists the main horizontal points
emerging from the reports of national governments. The second, following the structure of the
Recommendation,  summarises measures taken  at national  or  regional  level  in  relation  to  all
categories  of  people  covered  by  the  recommendation  (2.2.1),  students  (2.2.2),  persons
undergoing  training  (2.2.3),  volunteers  (2.2.4)  and  teachers  and  trainers  (2.2.5).  It  is  based
exclusively on the reports received from all Member States, as well as from Norway, Iceland,
Poland and Hungary. It is an analytical summary, focusing on trends and common features of
the varied national reports.

The  third  section  informs  on  actions  undertaken  by  the  Commission  to  implement  the
recommendations addressed to it as well as on other related activities at European level.

2.1.

Horizontal issues

All  reports  recognise  the  importance  of  mobility  and  the  need  for  proactive  policies  in  this
respect. However, there are considerable differences between Member States concerning the
degree of mobilisation leading to new measures for implementing such policies.

Only a few Member States have a defined national strategy for overall or sectoral mobility.
Few  countries,  in  addition,  have  comprehensive  (cross-ministerial)  co-ordination  structures,
which  –  while  being  compatible  with  decentralised  as  much  as  with  centralised  national
systems – could contribute to a more efficient approach to mobility issues.

Community action programmes (Socrates, Leonardo da Vinci, Youth), play an important role
everywhere. In some countries they coexist with other actions (bilateral schemes, national or
regional initiatives, etc.), but in a number of countries they seem to be the only instrument for
organised incoming and outgoing mobility.

8

 
Few  reports  specifically  mention  the  issue  of  legal  or  administrative  obstacles  to  mobility,
such as those related to residence permits, social protection, and taxation. However, it should
be noted here that most reports only cover new measures taken since 2001.

The  suggestions  for  further  action  at  European  level  are  very  heterogeneous;  nonetheless
some  issues  (portability  of  grants,  improved  statistical  information,  teachers’  mobility)  are
proposed by several countries.

2.2.

Progress reported at national level

2.2.1.

Broad measures concerning all target groups of the Recommendation

Removing  the  legal  and  administrative  obstacles  to  mobility  (Measure  1a  of  the
Recommendation)  in  the  stricter  sense  is  a  horizontal  issue.  This,  together  with  the  lack  of
clarity  about  the  term  “obstacle”  may  to  some  extent  explain  why  barrier  removal  was  not
given specific attention in most national reports, which chose to highlight proactive measures
instead.  In  fact,  progress  on  the  removal  of  obstacles  either  as  an  issue  in  itself  or  with
reference to particular measures was not at all or only marginally mentioned by most reports.
For the category of students in  higher education,  this  may  reflect  significant  improvements.
For  other  categories,  (trainers,  volunteers,  teachers)  conversely,  lack  of  mention  seems  to
indicate poor progress.

A variety  of  efforts have been made  in  all countries in  the  past  two  years  towards  reducing
linguistic  and  cultural  obstacles  (Measure  1.b).  Some  of  these  have  been  linked  to
European initiatives (preparation for mobility experiences; award of the European label, use
of the European Language Portfolio or the Common European Framework  for Languages18.
There  is  evidence  of  a  trend  towards  the  introduction  of  two  foreign  languages  in  school
education (an established reality in some countries) and the learning of foreign languages in
early years is also becoming more prevalent. In some countries institutions that satisfy certain
linguistic  criteria  may  qualify  as  "European  schools”.  Teaching  or  training  in  a  foreign
language, while still relatively uncommon, is beginning to arouse increasing interest with the
implementation of a growing number of pilot schemes.

Community programmes are the main mobility instrument initiatives in several countries, in
terms of both the  organisational  framework  and  the  financial  support.  Therefore  topping  up
Community  grants  frequently  occurs  among  actions  undertaken  in  relation  to  financing
mobility. Other such actions include a number of bilateral  and regional initiatives, which in
many cases already existed and which in the past two years have been expanded, improved or
simply  continued.  Incoming  mobility  is  also  addressed  in  a  few  cases.  In  relation  to  the
specific points made by the Recommendation (Measure 1.c), improved portability of grants
is sometimes reported, but this is also raised as a controversial issue that needs to be tackled at
European level.

In all countries efforts have been made to promote a European qualification area (Measure
1.d)  through  the  implementation  of  Community  transparency  instruments.  The  use  of  the
Europass-Training  has  gained  ground  in  all  Member  States,  and  issuing  the  Diploma
Supplement is becoming general practice. Work towards establishing Certificate Supplements
is  also  being  undertaken  in  all  countries.  This  area  is  on  the  whole  characterised  by  co-

18

Developed by the Council of Europe.

9

 
                                                
operation and common views on future developments between countries  as well as  between
the national and European levels (cf. § 2.3.3).

Not many efforts have been reported concerning the extension to incoming mobile persons of
the benefits available to resident counterparts (Measure 1.e). Some countries simply declare
this  to  already  be  the  case,  so  that  no  further  action  is  deemed  necessary.  Some  specific
measures are mentioned, such as quotas in student dorms. With respect to outgoing mobility
(Measure  1.g),  specific  new  initiatives  are  not  common;  many  countries  refer  to  applying
Council Regulation 1408/7119, several of them note that financial aid schemes  also apply to
mobile  learners.  Some  improvements  have  been  indicated  in  relation  to  third  country
nationals  (Measure  1.h),  particularly  in  terms  of  simplified  admission  procedures  and
specific financial help.

Information  and  guidance  for  potentially  mobile  persons  –  on  learning  opportunities,
recognition  of  qualifications  and  practical  issues  –  (Measure  1.f)  is  available  throughout
Europe  and  is  supported  by  many  initiatives,  usually  related  to  European  networks  such  as
Euroguidance  or  NARIC.  Internet  portals  now  usually  accompany  more  traditional  means.
For  the  past  two  years,  most  countries  report  extensions  of  and  improvements  to  existing
initiatives rather than the creation of new measures.

2.2.2.

Some real improvements for students

An increasing use of ECTS to facilitate recognition for academic purposes at home (Measure
2.a) was  reported  and is  on the way  to  becoming  general  practice.  In  all  countries  ECTS  is
used  to  facilitate  Erasmus  mobility,  and  the  majority  of  countries  have  introduced  or  are
developing  national  credit  systems  that  are  compatible  with  or  equivalent  to  ECTS.  A  few
countries  have  indeed  adopted  ECTS  as  their  national  credit  system.  National  information
campaigns to promote the use of ECTS are also carried out in several countries.

The issue of other measures  aimed at improving the  framework for  academic  recognition
(Measure 2.b) was raised by several countries, but often only to stress the autonomy of higher
education  institutions,  rather  than  to  indicate  actual  advancements.  Recognition  issues  both
for  foreign  students  and  for  students  returning  home  from  a  period  abroad  are  usually  the
subject of individual decisions by universities, normally with an appeal procedure available to
students. However, some countries have established a national agency that provides assistance
to  universities  on  recognition  matters  and  can  also  play  an  advisory  role  to  national
authorities.

The use of the Diploma supplement to facilitate recognition (Measure 2.c) is increasing and
finds wide political support, as confirmed by the 2003 Berlin ministerial meeting, which set
the  objective  that  all  students  graduating  as  from  2005  should  receive  the  Diploma
Supplement automatically and free of charge, issued in a widely spoken European language20.
Some  countries  have  introduced  legislation  to  make  it  mandatory  for  universities  to  issue  a
Diploma  Supplement  along  with  the  degree  certificate  –  an  option  being  considered  by
several  other  countries.  Others  prefer  to  recommend  and  encourage  the  use  of  the  Diploma

19

20

Regulation  (EEC)  No  1408/71  of  the  Council  of  14  June  1971  on  the  application  of  social  security
schemes to employed persons and their families moving within the Community, OJ L 149 of 5.7.1971,
p.2.
Communiqué of the Conference of European Ministers on  “Realising the European Higher Education
Area”, held in Berlin in September 2003.
Cf. http://www.bologna-berlin2003.de/en/communique_minister/index.htm.

10

 
                                                
Supplement.  In  many  countries  the  model  of  Diploma  Supplement  developed  at  European
level has been slightly adapted for better use in the national contexts.

A  wide  variety  of  initiatives  have  been  taken  to  promote  mobility  among  students  and
pupils  (Measure  2.d).  They  include  in  particular  new  legislation  by  national  authorities,
related to financial aspects (portable grants, top-up schemes), as well as to wider framework
conditions:  offering  courses  in  foreign  languages,  fostering  and  facilitating  joint  degrees,
facilitating  practical  placements  in  another  country.  Non-  legislative  measures  initiated
include the provision of practical assistance, information and guidance by learning institutions
or by national agencies using European programmes.

Equally  varied  are  the  actions  taken  in  order  to  integrate  students  into  the  host  education
system  (Measure  2.f).  In  many  cases  this  means  that  practical  assistance/services  (in
particular  related  to  accommodation)  is  provided  by  education  institutions,  without  a
reference to wider policy measures. The simplification of procedures for incoming students is
more rarely mentioned. However, several  countries observe  that their  education systems  are
already highly multicultural and integration does not seem to be a problem. Specific attention
to the reintegration in the home institution after the study period abroad is on the other hand
rarely  reported,  and  usually  refers  to  the  use  of  European  schemes  for  recognition  and
transparency.

While  a  few  countries  indicate  that  incoming  students  have  free  use  of  national  health
insurance  systems,  it  does  not  seem  that  specific  action  has  been  taken  recently  to  make  it
easier for students to prove that they have health cover or insurance (Measure 2.e).

2.2.3. Mobility of persons undergoing training is still lagging behind

The use of Europass-Training, which is implemented in all Member States, is often quoted
as the only action taken to increase the status in the home country  of a  mobility experience
abroad  within  vocational  education  and  training  (Measure  3.a).  A  few  other  measures  are
mentioned,  typically  in  relation  to  specific  bilateral  or  regional  mobility  schemes,  but  also
including an example of document specifically created to record training experiences abroad.

Improving the transparency of vocational qualifications (Measure 3.b) is naturally seen as
an issue for European co-operation. Most measures reported concern in fact the preparation of
the  Certificate  Supplement  (or  a  slightly  adapted  equivalent  national  instrument)  and  the
gradual establishment  of  national  reference  points  for  vocational  qualifications.  This  can  be
considered as proof of converging views and of successful co-operation between the different
countries and between the national and the European level.

The  impact  of  mobility  on  the  social  protection  of  persons  undergoing  training  (Measure
3.c) is less clear. Some countries point out that the status of such persons can vary (employed
workers, unpaid  students, etc.)  and  that  therefore  their social  security  coverage  varies.  With
reference to Measure 3.d (making it easier for persons undergoing training abroad to prove
that  they  have  sufficient  resources),  it  should  be  said  that  following  Directive  93/96/EEC
persons undergoing training abroad simply need to declare that they have sufficient resources,
without needing to prove it.

2.2.4. Mobility of volunteers: a bottleneck to overcome

The  advantages  and  benefits  of  voluntary  work  are  generally  appreciated  and  valued,  and
some countries have a long tradition of volunteering, but the specific status of volunteers is

11

 
still  lacking  recognition  in  national  legal  and  administrative  frameworks  (Measure  4.a).
Volunteering  still  mostly  remains  an  informal  activity  with  an  unclear  status  and  is  often
differently  perceived  in  the  various  countries.  The  lack  of  an  internationally  approved
definition  and  recognition  of  volunteering  present  restrictions  and  practical  difficulties  in
obtaining visas and residence permits, seriously hampering the mobility of volunteers.

In  a  number  of  countries,  voluntary  work  is  treated  as  equivalent  to  employment  (in
contradiction to Measure 4.d), especially in the case of long-term volunteering, and therefore
subjected to the same regulations, mainly taxation, because pocket money and other benefits
such as free board and lodging are considered as income. In some countries volunteers need
an  employment  permit.  On  the  other  hand,  where  volunteers  are  considered  as  being  in
employment, this entitles them in principle to social security benefits.

Volunteering  at  European  level  is  mainly  through  the  European  Voluntary  Service  (EVS),
within  the  framework  of  the  YOUTH  programme,  whose  basic  legal  act  also  calls  for  the
removal of obstacles to mobility. The EVS has played a major role in promoting the concept
of  volunteering,  and  especially  the  mobility  of  volunteers,  in  many  Member  States  where
volunteering is considered mainly as a charitable action.

Volunteers  within  EVS  receive  a  certificate  at  the  end  of  their  period  of  volunteering  (not
recognised  as  a  formal  qualification).  This  seems  to  be  the  only  case  of  certification  of
voluntary  activity  abroad  (Measure  4.b);  in  one  country  the  EVS  certificate  has  been  the
basis of a more complete skill record, for which official accreditation is being sought.

Equally,  it  is  only  in  the  case  of  EVS  that  volunteers  are  automatically  insured  (by  the
Commission) when undertaking a period of volunteering abroad (Measure 4.c). The situation
of mobile volunteers in relation to insurance and social benefits is rarely mentioned without
reference to EVS.

2.2.5. Mobility of teachers and trainers: a crucial weakness

Very  little  specific  action  seems  to  have  been  taken  in  relation  to  short-term  mobility  of
teachers  and  trainers  (measure  5.a).  The  Recommendation  specifically  asked  to  take  this
issue  into  account  and  to  encourage  co-operation,  so  that  educational  staff  and  their
institutions  could  be  offered  a  framework  to  develop  appropriate  responses.  While  some
countries  point  out  that  responsibility  in  this  area  rests  with  individual  institutions  in  their
capacity  as  employers  of  teachers  and  trainers,  there  is  a  general  absence  of  framework
policies supporting short-term mobility of staff and enabling institutions to encourage it.

The  national  reports  highlight  some  cases  where  a  national  strategy  on  mobility  exists.  In
other  cases  it  is  clear  that  the  initiatives  are  regional  or  local  reflecting  the  levels  of
responsibility in particular countries. Such initiatives need more encouragement and should be
generalised.

There  are  also  some  exchange  schemes  organised  at  a  bilateral  level  between  countries  or
regions as well as some measures aimed at better recognition of experiences abroad. There is
very  little  evidence  of  initiatives  to  facilitate  incoming  teachers  and  trainers,  other  than  the
opportunity  to  teach  in  languages  other  than  the  national  language  sometimes  offered  to
higher  education  professors.  It  should  be  noted  that  measures  introduced  in  some  Member
States  allowing  access  to  teachers  trained  in  other  countries,  often  arise  from  efforts  to
address  issues  of  teacher  shortage,  rather  than  concerted  policies  to  encourage  mobility
between systems of school education in order to increase its European dimension.

12

 
Most of these initiatives also contribute to the introduction of a European dimension in the
working environment of teachers and trainers (measure 5.c). However while there are some
initiatives in relation to new qualifications with an intercultural orientation and the addition of
an international element to existing programmes, there is little evidence of the inclusion of a
European dimension in the initial or in-service training of teachers provided at national level.
Although, exchanges are perceived as the most effective way to contribute to making teaching
and  training  more  European  they  are  far  from  generalised  within  systems  and  involve  only
limited numbers of educational staff. Significant further work is necessary within the teacher
education  and  schools  sector  if  participation  in  exchanges,  and  periods  of  mobility  in  other
European  countries  are  to  be  recognised  and  accredited  as  important  components  of  the
teacher's career.

Within  the  higher  education  sector,  mobility  as  a  standard  part  of  a  teacher’s  career
(measure 5.d) is mentioned by some countries. This is however largely limited to the career
of  university  teaching  staff.  Noteworthy  is  the  absence  of  any  reports  of  the  existence  of
examples that link periods spent  on  teaching  exchanges  or  other  types  of  mobility  to  career
development.

2.3.

Progress at European level

In the last two years the Commission has undertaken several actions aimed at implementing
the specific requests addressed to it by the Recommendation and at taking up the proposals of
the Action Plan.

2.3.1. Co-operation

A specific Working Group dealing with mobility has been set up with a double mandate: it
acts as the group of experts  on  mobility responsible for  monitoring  the  implementation  of
the  2001  Recommendation  and  at  the  same  time  as  the  working  group  contributing  to
objectives 3.4 (Mobility) and 3.5 (European co-operation) of the “Education and  Training
2010” work programme. A first report on its activity has been produced21.

2.3.2.

Information and guidance

As  concerns  the  provision  of  information  and  guidance  on  learning  opportunities,  the  main
achievement  is  the  Ploteus  Internet  portal,  launched  in  March  200322.  Ploteus  provides
citizens with information about learning opportunities throughout Europe, about the structure
of education and training systems, on opportunities for exchanges and on other issues related
to  mobility  for  learning  purposes.  The  information  content  is  largely  provided  by  the
Euroguidance network. Ploteus is also part of the European Job Mobility Portal, the European
labour  market  information  system  that  was  launched  in  September  200323.  The  current
Ploteus portal, which now is consulted on average 1500 times daily, is only the first step, to
be  followed  by  a  service  which  will  offer  citizens  direct  access  to  information  on  learning
opportunities, by making national services inter-operable throughout Europe. After discussion
with the competent national authorities, a tender has been launched and the development work
will start early in 2004.

21

22

23

Cf. http://europa.eu.int/comm/education/policies/2010/doc/mobility_en.pdf.
Cf. http://www.ploteus.net.
Cf. http://europa.eu.int/eures.

13

 
                                                
2.3.3.

Transparency of qualifications and competences in VET and higher education

Transparency  of  qualifications  and  competences  has  proven  to  be  a  rich  area  for  progress
through  European  co-operation.  In  higher  education,  the  use  of  ECTS  and  the  Diploma
Supplement is becoming general practice and the Commission has been actively promoting
and  supporting  the  various  strands  of  the  Bologna  process.  In  2004  the  Commission  will
award  ECTS  Labels  to  institutions  which  apply  ECTS  in  all  first  and  second  cycle  degree
programmes.  In  VET,  transparency  instruments  have  been  boosted  by  the  Copenhagen
declaration.

The work of the European Forum on the transparency of vocational qualifications has resulted
in an agreement on a common structure for a certificate supplement. Such documents, which
explain what a certain qualification means in terms of competences and with reference to the
training system to which it belongs, are now being developed in all Member States following
a common template24.  In order to provide  citizens and  operators with  a  contact point for all
issues concerning qualifications, National Reference  Points  for Vocational  Qualifications
(NRP) have been or are being set up in all Member States25. These achievements implement
in particular measures III.e and 2.b of the Recommendation.

The  European  common  format  for  Curriculum  Vitae,  specifically  called  for  by  the
Conclusions of the 2000 Lisbon Council26, was defined in a Commission Recommendation in
March 200327. Since then it is available on paper as well as on the Internet, particularly on the
website  of  Cedefop  (from  where  more  than  500 000  CVs  had  been  downloaded  until
September 2003) and within the European Job Mobility Portal28.

In the wake of the above mentioned Copenhagen Declaration, the Commission adopted on 17
December 2003 a proposal for  a Decision on  a  single  framework for the  transparency of
qualifications  and  competences  (Europass)29,  which  aims  at  rationalising  the  existing
transparency  instruments  and  the  related  implementation  bodies  and  support  networks,
implementing in particular Measure III.e of the Recommendation. The Europass is organised
around the European CV and includes the MobiliPass (which replaces the Europass-Training),
the Diploma  Supplement,  the  Certificate  Supplement  and  the  European  Language  Portfolio.
The  MobiliPass  will  allow  citizens  to  record  experiences  of  transnational  mobility  in
education  and  training  at  any  level.  Further  documents  may  be  added  in  future,  to  allow  in
particular for a closer focus on specific sectors or skills.

2.3.4.

The European Year of Languages and the Language Action Plan

When  the  European  Year  of  Languages  was  launched  in  2001  the  political  objective  was
already  clear:  all  those  leaving  compulsory  education  should  be  able  to  communicate  in  at
least two European languages in addition to their mother tongue and then be able to build on
that knowledge for the rest of their lives. The wider aim of the European Year of Languages
2001 was to encourage lifelong language learning through stressing the cultural, educational,
economic and personal benefits of learning languages. Throughout that year language policy

24

25

26

27

28

29

Cf. http://www.cedefop.eu.int/transparency/certsupp.asp.
Cf. http://www.cedefop.gr/transparency/refpoint.asp.
Conclusion 26. Cf. http://ue.eu.int/fr/Info/eurocouncil/index.htm.
Commission  Recommendation  of  11  March  2002  on  a  common  European  format  for  curricula  vitae
(CVs), C(2002) 516, OJ L 79 of 22.3.2002 p. 66.
Cf. http://www.cedefop.eu.int/transparency/cv.asp or http://europa.eu.int/eures.
COM(2003)796 final.

14

 
                                                
issues  were  undeniably  brought  under  closer  public  scrutiny.  The  impact  of  the  year  was
particularly strong amongst professionals (teachers and students) and policy makers, leading
to a number of significant political developments.

In  the  light  of  the  success  of  the  European  Year  of  Languages,  a  European  Parliament
Resolution  of  13  December  2001  called  for  measures  to  promote  language  learning  and
linguistic diversity. The Education Council  on  14 February  2002 invited Member  States  to
take  concrete  steps  and  invited  the  European  Commission  to  draw  up  proposals  in  these
fields. The European Commission has responded  to  that  request  by  drawing  up  a  Language
Action Plan, which was adopted by the Commission on 24 July 200330.

The Language Action Plan sets out the context and the main policy objectives to be pursued
within three broad areas: extending the benefits of life-long language learning to all citizens,
improving language teaching, and creating a more language-friendly environment. It contains
concrete  proposals  for  a  series  of  actions  to  be  taken  at  European  level  with  the  aim  of
supporting  actions  taken  by  local,  regional  and  national  authorities.  These  actions  use
resources  available  in  existing  community  programmes  and  activities.  In  2007  the
Commission will review the actions taken at all levels and report to the European Parliament
and Council.

2.3.5. Community mobility programmes

The  quality  of  mobility  projects  has  been  introduced  as  a  priority  under  the  Leonardo  da
Vinci programme,  through the  call for proposals 2003-2004.  Preference is  given to projects
which  emphasise  the  linguistic  and  cultural  preparation,  provide  clear  indications  on
objectives,  content  and  duration  of  mobility  periods,  as  well  as  on  teaching,  mentoring  and
sponsorship, and look for validation of skills and competencies acquired during the mobility
period.  A  “mobility  quality  action  plan”,  including  i.a.  the  creation  of  a  Leonardo  da  Vinci
“Partnership Charter”, is currently being prepared with a view to the call 2005-2006.

The Erasmus University Charter and the Erasmus Student Charter have been introduced in
2003, to enhance the quality of organisational arrangements for the mobility of students. The
first, which confers  the  right  to  participate in Erasmus, is only  awarded to higher  education
institutions that commit themselves to the fundamental principles of Erasmus and to a set of
quality terms and conditions. The Erasmus Student Charter contains information on the rights
and responsibilities of the students, specifically mentioning among others their entitlement to
free tuition and to the recognition of their studies abroad.

In  the  year  2000-2001  management  of  the  funds  for  Erasmus  teaching  staff  mobility  was
entrusted  to  National  Agencies  and  made  less  demanding  in  terms  of  application
requirements. The significant and steady increase of teaching staff mobility numbers observed
in most countries in the last three years shows the benefits of such change.

2.3.6.

A study on a “Mobility Card”

Further to the recommendation of the Group of Experts on Mobility, a feasibility study on a
'Mobility  Card'  will  be  launched  by  the  Commission  in  April  2004  and  should  result  in  a
report by the end of summer 2004. The purpose of the feasibility study will be to review, prior
to  any  further  decision,  the  currently  existing  youth  mobility  cards  and  of  the  facilities  and
benefits they confer to their holders throughout Europe.

30

COM(2003)449 final.

15

 
                                                
3.

3.1.

STRIVING FORWARD

An  integrated  approach  for  mobility  in  education  and  training  in  the  Lisbon
strategy

The Commission's Communication “Education and Training 2010: the success of the Lisbon
strategy  hinges  on  urgent  reforms”  has  stressed  the  conditions  for  education  and  training
systems to play their full part in achieving the objectives of the Lisbon strategy. It has clearly
defined the areas where urgent  reforms are  needed and has proposed to establish  by 2006 a
fully integrated approach, encompassing all education and training policy actions at European
level, including the promotion of mobility. The suggested reporting would also become fully
comprehensive,  thus  replacing  the  various  (however  often  interlinked)  national  reports
dealing with specific strands relevant to education and training. It thus seems appropriate to
henceforth  pursue  all  future  activities,  be  they  follow-up  measures  or  new  ones,  under  this
perspective of integration.

The following suggestions for further action to implement the Mobility Recommendation and
Action Plan come either directly from Member States and participating EEA countries or are
based on the analysis of their reports. To a very large extent they match those proposed in the
above mentioned Communication.

3.2.

Improving the context for mobility

3.2.1.

Setting targets and monitoring mobility flows

(cid:1)  Within  their  reform  policies  defined  in  order  to  implement  the  Lisbon  strategy,  Member
States  should  set  ambitious  targets  for  outgoing  and  incoming  mobility,  with  a  fixed
timetable, ensure effective overall co-ordination and regularly monitor and report on their
achievement. Quantitative targets should also be set, as appropriate, for instance expressed
as percentages.

(cid:1)  Effective setting of targets  and  monitoring  of  progress  requires  reliable  information.  The
Commission  and  the  Member  States  will  co-operate  to  develop  compatible  statistical
information on mobility including data on flows and trends as well as mobility indicators
compatible with national and Community level statistical collection systems.

3.2.2.

Reviewing legislation

(cid:1)  Member  States  should  review  systematically  overall  and  sector-wise  national  legislation
and practices to eliminate the persisting legal and administrative obstacles to mobility, in
particular as concerns people undergoing training, teachers and trainers and volunteers (cf.
§ 3.3 below).

(cid:1)  A clearer status for volunteers: in its White Paper “A New Impetus for European Youth”31
the Commission identified voluntary activities of young people as priority. This priority is
treated  by  the  open  method  of  co-ordination,  within  the  framework  of  which  the
Commission sent a questionnaire on voluntary activities to the current and future Member
States with the aim of proposing  common  objectives  to  the  Council.  The  Commission  is
aware  that  the  status  of  volunteering  is  lacking  recognition.  Nevertheless,  traditions  and
practices when it comes to voluntary activities vary considerably in the different Member

31

COM(2001)681.

16

 
                                                
States.  Therefore,  when  defining  common  objectives,  the  Commission  and  the  Council
should reflect on how to ensure the legal and social protection of young volunteers.

3.2.3. Opening up to incoming mobility

(cid:1)  The  Commission  has  announced  its  intention  to  develop  by  2005,  in  co-operation  with
Member States, a European framework of reference for qualifications32. Besides fostering
internal  mobility  and  allowing  students  to  better  take  advantage  of  courses  offered
anywhere in the Union, this will increase the readability of European qualifications seen
from abroad.

(cid:1)  A  European  marketing  strategy  should  be  developed  to  ensure  better  world-wide

promotion of European education and training learning opportunities.

3.2.4.

Financing mobility

(cid:1)  The call for substantially increased investments in human resources, issued by the Lisbon
European Council, also clearly applies to mobility for learning purposes, which contributes
to  the  quality  of  education  and  training  systems.  Defining  measures  to  actively  promote
investment in knowledge33, Member States should take into account the need for funding
mobility beyond Community funded programmes, which in some countries seem to be
the only existing scheme.

(cid:1)  Some  Member  States  are  hesitant  about  extending  complete  portability  to  national  grant
and/or  loan  schemes  (i.e.,  enabling  students  to  use  their  grants/loans  while  studying
abroad),  since  they  fear  that  in  so  doing,  they  may  incur  the  obligation,  on  the  basis  of
Community  law,  to  provide  portable  grants/loans  to  all  EU  citizens  having  studied  for  a
shorter or longer period in their country. The Commission believes it would be useful for
the respective roles of home and host countries for financing student mobility abroad to be
further examined at European level.

3.2.5.

Preparing mobility

Resources for educational mobility have to be used in the most effective way, and this implies
in particular an  adequate  preparation of  mobility  experiences,  to  be  pursued  in  co-operation
by  sending  and  host  countries/organisations  to  an  extent  appropriate  to  the  duration  of  the
experience.

(cid:1)  What  makes  a  good  quality  experience  has  to  be  defined  in  operational  terms.  The
Commission and the Member States will develop by the end of 2004 a European quality
charter  for  mobility.  This  should  define  a  common  European  set  of  principles,  to  be
implemented on a voluntary basis, offering the opportunity to build mutual trust between
all  parties  and  providing  Member  States  with  a  European  context  for  defining  their  own
policies34.

(cid:1)  One  of  the  quality  criteria  will  concern  linguistic  preparation.  This  is  clearly  a  field
where  considerable  progress  can  be  achieved  in  both  sending  and  host  countries.  More

32

33

34

COM(2003)685, § 2.3.1.
Cf. COM(2003)685, § 2.1.2.
COM(2003)685, § 2.2.3.

17

 
                                                
systematic preparation before departure should be complemented by initiatives in the host
country when the duration of the mobility experiences justifies it.

(cid:1)  Persons receiving mobility grants under the Socrates and Leonardo da Vinci programmes
are  able  to  receive  funding  for  training  in  the  language  of  the  host  country  before  their
learning  period  abroad.  The  Commission,  through  its  Action  Plan  for  Languages,  will
encourage a greater degree of take-up of this possibility.

3.2.6.

Recognising mobility

(cid:1)  Lacking  or  uncertain  recognition  of  a  learning  period  abroad,  including  in  particular  any
qualification  obtained,  discourages  mobile  and  potentially  mobile  citizens.  Much  work
remains to be done at legal level, and Member States are asked to specifically identify all
persisting  recognition  problems  in  the  framework  of  the  review  of  legislation
recommended above in § 3.2.2.

(cid:1)  As  part  of  the  action  towards  achieving  the  2010  education  and  training  objectives,  the
Commission and Member states should make all necessary efforts to establish a “common
framework”  for  the  development  of  quality  assurance  and  a  credit  transfer  system  in
vocational training35. Work should continue on a credit transfer system along the lines of
ECTS  for  all  levels  of  education  and  for  vocational  education  and  training  (within  the
follow-up to  the  Copenhagen  Declaration),  and  on  the  creation  of  a  platform  for  quality
assurance or accreditation in higher education (in conjunction with the Bologna process).

(cid:1)  Member  States  are  also  asked  to  contribute  to  the  rapid  adoption,  and  to  prepare  for  an
adequate  implementation,  of  the  proposal  for  a  decision  on  a  single  framework  for  the
transparency of qualification and competences (the new Europass) mentioned above in §
2.3.3.

3.2.7.

Increasing the mobility for language learning and teaching

A number of the measures set out in the Commission's Action Plan for Languages 2004-2006
relate to increasing the mobility of both language learners and language teachers.

The  Commission  services  and  National  Agencies  shall  undertake  targeted  campaigns  to
disseminate  information  about  the  Socrates  and  Leonardo  da  Vinci  programmes’  mobility
schemes for language teachers and their trainers, with a view to increasing take-up of these
actions. Increased take-up of the Language Assistantship action will also be encouraged, in
particular  to  support  language  teaching  at  primary  level.  The  Commission  also  intends  to
encourage  extended  exchanges  of  teachers  between  partner  schools  wishing  to  introduce  a
Content  and  Language  Integrated  Learning  approach.  The  Socrates  programme's  Arion
mobility scheme will support study visits by language inspectors.

A slight increase has been observed in the number of foreign languages learned per pupil in
secondary education, the figure having risen from 1.2 foreign languages per pupil at the start
of the 1990s to an  average of 1.5 in 2000. Nevertheless,  this  result  is  still  well  short  of  the
objective set by the Barcelona European Council 2002. If the target figure of at least 2 foreign
languages per pupil/student is to be guaranteed, there remains much work to be done.

35

COM(2003)685, § 2.3.1.

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3.3.

Two priority target groups

3.3.1. Mobility  to  increase  the  quality  and  the  attractiveness  of  the  profession  of

teacher/trainer

Mobility  adds  to  the  attractiveness  of  the  teaching  profession,  enhances  the  quality  of  the
work of teachers and trainers, and contributes to a positive attitude towards mobility among
their  students,  pupils  and  trainees.  Mobility  of  education  staff  is  also  a  major  factor  in
consolidating  the  European  dimension  of  education.  Therefore,  in  defining  and  putting  in
place  by  2005  their  action  plan  on  continuing  training  for  educational  and  training  staff36,
Member States should clearly recognise mobility as an integral part of the career development
of  teachers  and  trainers  and  take  all  necessary  measures  to  ensure  its  promotion  and
implementation37.

At  European  and  national  level,  efforts  are  necessary  to  diversify  the  opportunities  for
mobility  offered  to  educational  and  training  staff:  from  participation  in  seminars  to
placements in industry and to longer periods of exchanges.

3.3.2.

Increasing mobility in vocational education and training

It  is  necessary  to  significantly  increase  the  number  of  persons  who  benefit  from  a  mobility
experience within their vocational education and  training.  The Commission will continue to
work  towards  improved  quality  assurance  for  the  mobility  actions  within  the  Leonardo  da
Vinci  programme  (cf.  §  1.1.2  above);  within  the  framework  of  the  new  generation  of
programmes, it will propose a further  expansion of such actions. However,  adequate  efforts
must be deployed in  all  Member  States,  so  that  further  opportunities  are  available  over  and
above  Community-funded  action.  All  stakeholders  should  be  involved  to  define  ways  to
increase the resources,  improve the organisational  framework  and  raise the  attractiveness of
mobility.  In  particular,  the  needs  of  SMEs  both  as  sending  and  host  bodies  should  be
addressed. To this purpose, the Commission and Member States should co-operate to reduce
the administrative burden put on sending and host bodies and to develop incentives for SMEs
and their staff to participate in mobility schemes.

3.4.

Reporting

All  policies  and  reforms  contributing  to  the  shared  objectives  set  out  in  "Education  and
Training 2010" need to be integrated into a single, comprehensive approach. Given the crucial
importance of education and training for the Europe of knowledge, this is important not only
for  the  attainment  of  these  educational  objectives,  but  indeed  for  the  success  of  the  Lisbon
strategy as a whole. Mobility, as a fundamental dimension of the European Union and a core
constituent of its education and training agenda, has of course to be included in this integrated
approach.

In its Communication concerning the draft interim report on “Education and Training 2010”
due to the Spring 2004 European Council, the Commission called for the consolidation of all
specific reports dealing with education and training required from Member States into a single
one.  The  2001  Recommendation  on  mobility  provided  for  national  evaluative  reports  to  be
submitted  to  the  Commission  every  two  years.  The  Commission  recommends  that  in  future
years no separate reports on the implementation of the recommendation on mobility should be

36

37

As proposed in COM(2003)685, § 2.1.3.
COM(2003)685, § 2.3.2.

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requested from Member States; rather, quantitative and qualitative progress made by Member
States  with  respect  to  mobility  should  be  included  in  their  comprehensive  reports,  an
analytical  summary  of  which  will  be  submitted  by  the  Commission  to  the  European
Parliament, the Council, the European Economic and Social Committee and the Committee of
Regions.

20