Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility   (Text with EEA relevance)
Date: 2006-12-18
Institutions: Council of the European Union, European Parliament
Subjects: European charter, cooperation policy, education, educational exchange, free movement of persons, student mobility, vocational training

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(Acts whose publication is not obligatory)

EUROPEAN PARLIAMENT AND COUNCIL

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

of 18 December 2006

on transnational mobility within the Community for education and training purposes: European
Quality Charter for Mobility

(2006/961/EC)

(Τext with EEA relevance)

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE
EUROPEAN UNION,

(3)

Having regard to the Treaty establishing the European Commu-
nity, and in particular Article 149(4) and Article 150(4) thereof,

Having regard to the proposal from the Commission,

Intensifying European mobility and exchanges for educa-
tion and training purposes, and events such as the 2006
European Year of Workers' Mobility, have a key role to play
in achieving the Lisbon goal of making Europe the most
innovative and competitive knowledge-based economy by
2010.

Having regard to the Opinion of the European Economic and
Social Committee (1),

(4)

Having regard to the opinion of
Regions (2),

the Committee of

the

Acting in accordance with the procedure laid down in Article 251
of the Treaty (3),

Whereas:

(1) Mobility in education and training is an integral part of the
freedom of movement of persons — a fundamental
freedom protected by the Treaty — and one of the main
objectives of the European Union's action in the field of
education and training, based both on common values and
on respect for diversity. It is an essential tool for creating a
genuine European area of lifelong learning, for promoting
employment and reducing poverty, and for helping to
promote active European citizenship.

(2) Mobility brings citizens closer to one another and improves
mutual understanding. It promotes solidarity, the exchange
of ideas and a better knowledge of the different cultures
which make up Europe; thus, mobility furthers economic,
social and regional cohesion.

(1) OJ C 88, 11.4.2006, p. 20.
(2) OJ C 206, 29.8.2006, p. 40.
(3) Opinion of the European Parliament of 26 September 2006 (not yet
Journal) and Council Decision of

published in the Official
18 December 2006.

Providing a better framework for mobility for education
and training purposes within the EU will help to contribute
towards the achievement of a knowledge-based economy
central to the creation of employment, sustainable devel-
opment, research and innovation in the Member States.

(5)

Increased support from all stakeholders, including public
authorities, for mobility within the EU is needed to improve
the quality and effectiveness of education and training
systems in Europe.

(6) Recommendation 2001/613/EC of the European Parliament
and of the Council of 10 July 2001 on mobility within the
Community for students, persons undergoing training,
volunteers, teachers and trainers (4) was the first recom-
mendation adopted with the aim of facilitating Community
action to encourage mobility.

(7)

The work of the group of experts set up by the Commission
in accordance with point III(a) of that Recommendation,
and the first follow-up report, while showing the progress
made both at national and at European level as regards
mobility for education and training purposes, demonstrate

(4) OJ L 215, 9.8.2001, p. 30.

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(8)

(9)

the need to focus not only on increasing mobility in
quantitative terms but, above all, on improving its quality.

insurance cover in the host country, should be solved
before departure.

This objective may be pursued, inter alia, by adopting, in
the form of a Recommendation, a Quality Charter for
Mobility, laying down a set of principles in this field, to be
implemented on a voluntary basis.

(18) For the period spent abroad, the quality of mobility can be
enhanced by the provision of schemes such as mentoring
for participants.

The European Quality Charter for Mobility (hereinafter
referred to as ‘the Charter’) should also allow for the specific
needs of people with disabilities and for disadvantaged
groups.

(19) A detailed and clear description of any courses or training
followed in the host country, including the duration of the
course or training, should help to facilitate their recognition
on returning to the home country.

(10) The Charter should help increase exchanges, facilitate the
recognition of periods dedicated to education or training,
and the recognition of
titles and qualifications, and
establish mutual trust so as to improve and strengthen
cooperation between the relevant authorities, organisations
and all the stakeholders in mobility. Attention should be
paid to the issue of the portability of loans, grants and
social security benefits.

(11) The Charter is intended to complement, but not replace, the
specific provisions outlined in the Erasmus Student Charter.

(12) The Charter, in the respective languages of the recipients,
should be made readily available by the authorities to all
students and persons undergoing training, organisations
and other stakeholders in mobility in countries of origin
and host countries, and should be treated as a basic
reference framework.

the practical provisions:

(13) The advantages of mobility strongly depend on the quality
of
information, preparation,
support and recognition of the experience and qualifica-
tions acquired by participants during the study and training
periods. The people and organisations
involved can
considerably improve its value by careful planning and
suitable evaluation.

(14) Europass (1) is a particularly useful instrument for devel-
to aid

oping transparency and recognition in order
mobility.

(15)

It is desirable that the principles laid down in the Charter
apply not only to the period of mobility itself but also to
the periods preceding and following it.

(16) A learning plan should be drawn up in advance. General
preparation of the participants is also necessary, taking
the
account of
competent authorities and organisations should provide
assistance.

linguistic preparation.

In this regard,

(17) All administrative and financial questions, such as what
financial support is available, who bears the costs, and

(1) Decision No 2241/2004/EC 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)
(OJ L 390, 31.12.2004, p. 6).

(20) Transparency and good administration call

for a clear
definition of the stakeholders responsible for each stage and
action of the mobility programme.

(21)

In order to ensure the overall quality of mobility,
it is
desirable to ensure freedom of movement for all EU citizens
and to apply as far as possible the principles laid down in
the Charter and the relevant recommendations to all types
learning or professional development
of mobility for
purposes: education or training;
formal or non-formal
learning, including voluntary work and projects; short or
long mobility periods; school, higher education or job-
related learning; measures in connection with lifelong
learning.

(22)

In view of the diversity of the nature and duration of
mobility activities, Member States may adjust the imple-
mentation of
the Charter according to circumstances,
namely to adapt it to specific situations and programmes.
Member States may make some of the points compulsory
and consider others as optional.

the scale and effects of

(23) Since the objectives of this Recommendation cannot be
sufficiently achieved by the Member States and can
therefore, by reason of
this
Recommendation, be better achieved at Community level,
the Community may adopt measures, in accordance with
the principle of subsidiarity as set out in Article 5 of the
Treaty. In accordance with the principle of proportionality,
as set out in that Article, the present Recommendation does
not go beyond what is necessary in order to achieve those
objectives,

HEREBY RECOMMEND THAT THE MEMBER STATES:

1.

2.

adopt and promote the use of the attached Charter as a
means to enhance personal and professional development;

report on their implementation of this Recommendation
and any complementary measures they may choose to take
in favour of mobility, particularly in relation to the quality
aspects thereof,
in their national contributions to the
Education and Training 2010 work programme, as from the
second year following the adoption of this Recommenda-
tion;

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3.

4.

5.

continue to cooperate closely and coordinate their actions
with a view to eliminating obstacles which directly or
indirectly impede the mobility of EU citizens;

provide appropriate support and suitable infrastructures for
mobility for education and training purposes in order to
enhance the education and training levels of their citizens;

relevant

take any necessary steps to promote mobility, to ensure that
all
information is easily understandable and
accessible to all, for instance by means of an introductory
guide to mobility or a list of supporting organisations, and
to improve the conditions for mobility,

HEREBY INVITE THE COMMISSION TO:

1.

2.

encourage the use of the Charter by national agencies and
other organisations working in the field of education and
training and mobility;

continue to cooperate with the Member States and the
social partners, so that useful information and experience

3.

4.

concerning the implementation of the measures advocated
in this Recommendation may be exchanged;

improve or develop in close cooperation with the relevant
authorities gender-specific statistical data on mobility for
education and training purposes;

consider the present Recommendation as forming a whole
with Recommendation 2001/613/EC and therefore to
include the biennial reports requested therein in the general
reports of
the Education and Training 2010 work
programme.

Done at Brussels, 18 December 2006.

For the European Parliament
The President
J. BORRELL FONTELLES

For the Council
The President
J.-E. ENESTAM

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ANNEX

EUROPEAN QUALITY CHARTER FOR MOBILITY

INTRODUCTION

Strengthened by the Mobility Action Plan of 2000 (1) and by Recommendation 2001/613/EC of the European Parliament
and the Council of 10 July 2001 on mobility within the Community for students, persons undergoing training, volunteers,
teachers and trainers (2), mobility has always been of considerable interest to stakeholders. That Recommendation was broad
in scope, addressed a range of important questions associated with mobility and was targeted at anyone who might benefit
from a period of learning abroad (formal and non-formal), including students, teachers, trainers, volunteers and people
undergoing training. Recommendation 2006/961/EC of the European Parliament and the Council of 18 December 2006 on
transnational mobility within the Community for education and training purposes: European Quality Charter for
Mobility (3), of which this Charter constitutes an integral part, has the same scope but focuses on the quality aspects of
mobility, as proposed by an expert group established following the first Recommendation. It should help to ensure that
participants have a positive experience, both in the host country and in their country of origin once they return.

This Charter offers guidance for mobility undertaken by individual young people or adults, for the purposes of formal and
non-formal
learning and for their personal and professional development. It has been designed as a basic reference
document, which takes account of national situations and respects Member States' competences. Its scope and content may
be adapted to suit the duration of the mobility and the particularities of the various educational, training and youth activities
as well as the needs of the participants. Although primarily addressing mobility for learning purposes, it is felt that this
guidance could also be useful for other types of mobility, such as mobility for work.

1.

Information and guidance

Potential candidates for mobility should have equal access, at all levels, to reliable sources of information and guidance
for mobility and the conditions in which it can be taken up. Among other things, clear information should be
provided on each of the points contained in this Charter, about the role and tasks of the sending and hosting
organisations and about the various education and training systems.

2.

Learning plan

Before undertaking mobility for education or training purposes, a learning plan, taking account of
linguistic
preparation, should be drawn up and agreed by the sending and hosting organisations and the participants. A learning
plan is particularly important in the case of long-term mobility and may also be useful in the case of short-term
mobility. The plan should outline the objectives and expected learning outcomes, as well as how these should be
achieved and implemented. Any significant modification of the learning plan should be agreed by all parties. When
drawing up the learning plan, the issues of reintegration into the home country and evaluation should be borne in
mind.

3.

Personalisation

Mobility undertaken for education or training purposes should fit in as much as possible with the personal learning
pathways, skills and motivation of the participants, and should develop or supplement them.

4.

General preparation

Prior preparation of the participants is advisable, and should be tailored to their specific needs. It should include
linguistic, pedagogical, administrative, legal, personal and cultural aspects, and information on financial aspects, as
necessary.

(1) 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 (OJ C 371, 23.12.2000, p. 4).

(2) OJ L 215, 9.8.2001, p. 30.
(3)

See page 5 of this Official Journal

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5.

Linguistic aspects

Language skills are important for effective learning, intercultural communication and a better understanding of the
host country's culture. Participants, and their sending and hosting organisations, should pay special attention to
appropriate linguistic preparation. Wherever possible, mobility arrangements should include:

— language assessment before departure and an opportunity to follow courses in the language of the host country

and/or the language of instruction, if different;

— in the host country, linguistic support and advice.

6.

Logistical support

Where necessary, adequate logistical support should be provided to the participants. This could include information
and assistance concerning travel arrangements, insurance, residence or work permits, social security, the portability of
government grants and loans from the country of origin to the host country, accommodation, and any other practical
aspects, including safety issues relevant to their stay, as appropriate.

7.

Mentoring

The hosting organisation (educational establishment, youth organisation, company, etc.) should provide schemes such
as mentoring to advise participants and help with their effective integration into the host environment, and should act
as a contact point for obtaining ongoing assistance.

8.

Recognition

If a study or placement period abroad is an integral part of a formal study or training programme, this fact should be
stated in the learning plan, and participants should be provided with assistance to facilitate recognition and
certification, where appropriate. In the learning plan, the sending organisation should undertake to recognise
successful periods of mobility. For other types of mobility, and particularly those in the context of non-formal
education and training, an appropriate document should be issued so that the participant is able to demonstrate his or
her active participation and learning outcomes in a satisfactory and credible way. In this context, the use of the
Europass (1) should be encouraged.

9.

Reintegration and evaluation

On return to the home country, particularly after long-term mobility, participants should be given guidance on how
to make use of competences and skills acquired during the stay. Where necessary, help with reintegration into the
social, educational or professional environment of the home country should be made available to people returning
after long-term mobility. The experience gained should be properly evaluated by participants, together with the
organisations responsible, to assess whether the aims of the learning plan have been met.

10. Commitments and responsibilities

The responsibilities arising from these quality criteria should be agreed by the sending and hosting organisations and
the participants. They should preferably be confirmed in writing, so that responsibilities are clear to all concerned.

(1) Decision No 2241/2004/EC 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) (OJ L 390, 31.12.2004, p. 6).