Proposal for a COUNCIL RECOMMENDATION Youth on the move – promoting the learning mobility of young people
Date: 2010-09-15
Institutions: European Commission
Subjects: cooperation in the field of education, education grant, educational exchange, educational guidance, information technology, recognition of studies, student mobility, teaching curriculum













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52010PC0478R(01)

Proposal for a COUNCIL RECOMMENDATION Youth on the move – promoting the learning mobility of young people /* COM/2010/0478 final/2  */









EN
 || EUROPEAN COMMISSION 
Brussels, 1.10.2010
COM(2010) 478 final/2
 
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Proposal for a
COUNCIL RECOMMENDATION
Youth on the move – promoting the learning
mobility of young people
{SEC(2010) 1048}
{SEC(2010) 1049}
{SEC(2010) 1050}

EXPLANATORY MEMORANDUM
1.           CONTEXT OF THE PROPOSAL
The proposed Recommendation is part of Youth
on the Move, which is a flagship EU initiative to support the Europe 2020
Strategy. Youth on the Move aims to "enhance the performance and
international attractiveness of Europe's higher education institutions and
raise the overall quality of all levels of education and training in the EU,
combining both excellence and equity, by promoting student mobility and
trainees' mobility, and improve the employment situation of young people"[1].
One of the key action lines in the Youth on
the Move initiative is to support the development of transnational learning
mobility for young people. Learning mobility is an
important way in which young people can strengthen their future
employability and acquire new professional competences, while enhancing
their development as active citizens. It helps them to access new knowledge and
develop new linguistic and intercultural competences. Europeans
who are mobile as young learners are more likely to be mobile as workers later
in life. Employers recognise and value these benefits.
Learning mobility has also played an important role in making education and
training systems and institutions more open, more European and international,
more accessible and more efficient[2].

The EU has a long and successful track
record of supporting learning mobility through various programmes and
initiatives, of which the best known is the Erasmus Programme[3]. The Structural Funds also
support learning mobility. Youth on the Move will
support the aspiration that, by 2020, all young people
in Europe should have the possibility to spend a part of their educational
pathway abroad, including workplace-based training[4]. 
The Commission’s Green
paper on Learning Mobility (July 2009)[5]
launched a public consultation on how best to tackle obstacles to mobility and
open up more opportunities for learning abroad. This led to over 3,000
responses, including from national and regional Governments and other
stakeholders[6].
These show a widespread wish to boost learning mobility in all parts of the
education system (higher education, schools, vocational education and
training (VET)), but also in non-formal and informal learning settings, such as
volunteering. At the same time, the responses confirm that many obstacles to
mobility remain. This is why, in conjunction with the adoption of the Youth on
the Move Communication[7],
the Commission is proposing a Council Recommendation on Learning Mobility
as a basis for a new concerted campaign among Member States to finally remove
obstacles to mobility. Monitoring of progress will be reflected in a 'Mobility
Scoreboard', which will provide a comparative picture of how Member States
are progressing in dismantling these barriers.
The present Recommendation is a follow-up
to the Recommendation of the European Parliament and of
the Council No 2001/613/EC of 10 July 2001 on mobility within the Community for
students, persons undergoing training, volunteers, teachers and trainers[8]. The Recommendation invited
Member States to take appropriate steps to remove obstacles to the mobility of
these groups. As a result, various instruments have been developed and
political initiatives have been taken since 2001:
·      In December 2004, the European Parliament and the Council adopted a
decision on a single Community framework for the
transparency of qualifications and competences[9]
- the Europass. It can be used by individuals on a
voluntary basis to better communicate and present their qualifications and
competences throughout Europe.
·      Learning mobility can also contribute to the smooth functioning of
the Internal Market by providing young Europeans with better foreign language
and intercultural skills for their professional life. This in turn could
facilitate the recognition of professional qualifications between the Member
States under Directive 2005/36/EC of the European Parliament and of the Council
of 7 September 2005[10].
·      A European Quality Charter for Mobility was proposed in the
Recommendation of the European Parliament and of the Council No 2006/961/EC of
18 December 2006 on transnational mobility within the Community for education
and training purposes[11].

·      The European Qualifications Framework for lifelong learning[12], introduced by a
Recommendation of the European Parliament and of the Council on 23 April 2008,
is beginning to act as a translation device to make national qualifications
more readable across Europe. 
·      The Commission's Green Paper on Migration and mobility: challenges
and opportunities for EU education systems of July 2008[13] dealt with the question of how
education policies may better address the challenges posed by immigration and
internal EU mobility flows.
·      The Council Resolution of 21 November 2008 on
better integrating lifelong guidance into lifelong learning strategies[14] took note of the potential for
mobility in education and training, as well as in the labour market, and
invited Member States, inter alia, to ensure access to guidance services
for all citizens.
·      The Council Recommendation on the mobility of young volunteers across
the EU of November 2008[15]
recognised that cross-border mobility in Europe can be an important tool to
promote education, employment and regional and social cohesion, and to help
improve mutual understanding and active participation in society. It
recommended that more young people be given the opportunity to volunteer in
another country of the EU.
·      The Bordeaux Communiqué on enhanced European Cooperation in
Vocational Training (Copenhagen Process) of December 2008[16], as well as the related
Council Conclusions[17],
underlined that workers', learners’ and teachers’ mobility, from one training
system to another and from one country to another should be promoted in VET
systems. 
·      The Communiqué of the Conference of European Ministers responsible
for higher education within the European Higher Education Area (Bologna
Process) of April 2009[18]
set the target that, by 2020, at least 20 percent of those graduating in the
European Higher Education Area should have had a study or training period
abroad.
·      The Council Conclusions on the strategic framework for European
cooperation in education and training ("ET 2020") of 12 May 2009[19], set out a strategic objective
that learning abroad should become "the rule rather than the
exception". It invited the Commission to conduct work on proposals for
possible benchmarks, including in the area of mobility, focusing initially on
the field of higher education, as well as studying the possibility of
establishing benchmarks in vocational education and teacher mobility.
·      Promoting mobility was also among the key priorities put forward by
the Commission Communication on employment of June 2009 'EU Shared Commitment
for Employment'[20].
·      The Council Conclusions of November 2009 on the professional
development of teachers and school leaders[21],
invited Member States to promote actively the opportunities offered by exchange
and mobility schemes at both national and international level.
·      The importance of recognising voluntary activities was also stressed
by Council Decision 2010/37/EC of 27 November 2009 on the European Year of
Voluntary Activities Promoting Active Citizenship (2011)[22].
·      Young researchers' mobility must also be encouraged in order to
ensure the EU does not lag behind its competitors in research and innovation.
The Commission Communication of 23 May 2008 on "Better careers and more
mobility: a European partnership for researchers"[23] proposed a set of actions to
ensure that researchers across the EU benefit from the right training,
attractive careers and removal of barriers to their mobility, while the Council
Conclusions of 2 March 2010 on "European Researchers' mobility and
careers"[24]
identified concrete considerations on how to improve researcher mobility and
identified several areas for action.
As a result of these activities, much has
been achieved but much more needs to be done. The Youth on the Move strategy
announces key new actions related to mobility for young people in all
learning contexts at EU and national levels, while reinforcing existing
activities, ensuring the implementation of others and respecting the
subsidiarity principle. It is, however, clear that
EU programmes cannot on their own meet the high ambitions which lie behind the
initiative. For that reason, EU programme support should be complemented by a
mobilisation of the efforts of Member States and other actors in support of
learning mobility. An important element will involve work in identifying and eliminating
barriers to mobility. 
This Council Recommendation provides
specific guidance with regard to administrative, institutional and legal
obstacles to the learning mobility of young people. It complements the wider Europe
2020 Integrated Guidelines, in particular the Employment Guidelines.
2.           RESULTS OF CONSULTATIONS
WITH THE INTERESTED PARTIES AND IMPACT ASSESSMENTS
The European Union has
a long and highly-regarded record in promoting and supporting learning mobility
- a domain of direct and tangible benefit to the European citizen. Initiatives
such as the Erasmus programme have made it possible for more than two million
people to study in another country and to have those studies formally
recognised. Practical tools, including the European Credit Transfer and
Accumulation System (ECTS), have been put in place to facilitate this.
However, for too many
of Europe's young people, learning mobility is still not a realistic
opportunity. Still relatively few young people reap the benefits of a learning
experience abroad and some groups, such as young people from disadvantaged
backgrounds are particularly under-represented. Linguistic, cultural,
financial, legal and administrative obstacles persist, in particular outside
the structured EU mobility programmes. Whilst additional resources at both
national and European levels (via existing programmes) can boost mobility, more
money will not be sufficient alone to realise the vision of mobility as a
realistic opportunity for all. Member States must do more to remove obstacles
which persist at national and regional levels. 
A 2001 Council
Recommendation on mobility within the Community for students, persons
undergoing training, volunteers, teachers and trainers exists, but has fallen
into disuse and is now out of date. There is a pressing need to update, refocus
and revitalise this Recommendation to promote learning mobility as an
'opportunity for all' young people in Europe.
As a first step, the
European Commission published in July 2009 a Green
Paper on Promoting the learning mobility of young people[25]. The aim of the Green
Paper was to launch a broad public consultation to identify the most important
obstacles to mobility and ways to overcome them. A clear consensus in Europe
has emerged at the political level on the objective of expanding mobility
opportunities to young people. The purpose of the Green Paper was to open up
the debate to stakeholders and the wider public on how to achieve these ambitions.
The Green Paper highlighted the benefits of
mobility in supporting acquisition of new knowledge and skills. It also
underlined its contribution to opening up education and training institutions
to a wider world and different audiences of learners and, consequently,
contributing to enhancing the quality of education and training. Other benefits
noted were those of combating isolation, protectionism and xenophobia. 
The public consultation closed on 15
December 2009 and met with a high response. In total 2798 on-line responses,
mainly from young people, and 258 written responses, were received from a wide
range of stakeholders, including Member States authorities, the Committee of
the Regions, the European Economic and Social Committee, regional and local authorities,
European and national associations, social partners, academics and individuals.

In addition to the
above-mentioned consultation, an impact assessment has been carried out which considered
three options. The need to expand and promote learning mobility by removing
obstacles is common to all three options (for example, through revision of
national legislation to allow for portability of grants and loans, improved
recognition and validation processes for studies undertaken outside the home
country, better guidance services for students and volunteers considering a
period abroad), but the framework for how this should be taken forward varies: 
Option 1: No EU
Action/Status Quo; 
Option 2: A Council
Recommendation: Youth on the Move: Promoting the learning mobility for young
people;
Option 3: A new Open
Method of Co-ordination for the learning mobility of young people.
The impact assessment
reached the conclusion that Option 2 (A Council Recommendation: Youth on the Move: Promoting the learning
mobility for young people) represents the best combination of expected impact,
balanced with cost and administrative burden.
3.           LEGAL ELEMENTS OF THE
PROPOSAL
The proposal fully
respects the principles of subsidiarity and contains no binding legal elements,
but recommendations to Member States on how to remove obstacles to mobility and
increase opportunities for learning mobility for all young people. It is left
to Member States to decide how best to achieve this.
4.           BUDGETARY IMPLICATION
Costs associated with the
implementation of the Recommendation by Member States will include, for
example, adaptation of legislation to make grants and loans more portable and
the provision of more information on mobility opportunities via careers and
study guidance/counselling offices. The administrative burden of the monitoring
progress is expected to be broadly neutral, as it will be carried out in the
framework of the wider Europe 2020 Strategy and the National Reform Programmes,
the existing arrangements for the Strategic Framework for European cooperation
in Education and Training (ET2020) and the EU Youth Strategy.
Proposal for a
COUNCIL RECOMMENDATION
Youth on the move – promoting the learning
mobility of young people
(Text with EEA relevance)
THE COUNCIL OF THE EUROPEAN UNION,
Having regard to the Treaty on the
Functioning of the European Union, and in particular Articles 165 and 166
thereof,
Whereas:
(1)       The Commission Communication
of 3 March 2010 for Europe 2020 – A European strategy for smart, sustainable
and inclusive growth[26]
sets out as one of its priorities to develop an economy based on knowledge and
innovation ("smart growth") and highlights a flagship initiative ("Youth
on the Move") to enhance the performance and international attractiveness
of Europe's higher education institutions and raise the overall quality of all
levels of education and training in the EU, combining both excellence and
equity, by promoting the mobility of young people and improve their employment
situation. This Recommendation forms part of the "Youth on the Move"
initiative.
(2)       Learning mobility, i.e.
transnational mobility for the purpose of acquiring new skills, is one of the
fundamental ways in which young people can strengthen their future
employability, as well as their personal development and active citizenship.
Europeans who are mobile as young learners are more likely to be mobile as
workers later in life. Learning mobility can make education and training
systems and institutions more open, more European and international, more accessible
and more efficient. It can also strengthen Europe's competitiveness by helping
to build a knowledge-intensive society[27].
(3)       The benefits of mobility
were underlined by the Recommendation of the European Parliament and of the
Council No 2001/613/EC of 10 July 2001 on mobility within the Community for
students, persons undergoing training, volunteers, teachers and trainers[28]. The Recommendation invited
Member States to take appropriate steps to remove obstacles to the mobility of
these groups.
(4)       The legal provisions
related to free movement of workers within the European Union were highlighted
in the Commission Communication adopted on 13 July 2010 on "Reaffirming
the free movement of workers: rights and major developments"[29].
(5)       Much
has been achieved in the area of youth mobility since the 2001 Recommendation.
However, not all instruments and tools are used to the full extent and many
obstacles remain. Moreover, the whole context of learning mobility has changed
considerably in the last decade, inter alia, due to globalisation,
technological progress, including Information and
Communication Technologies (ICTs) and stronger emphasis
on employability and on the social dimension. 
(6)       In November 2008, the
Council invited Member States to adopt the objective of gradually making
periods of learning abroad the rule rather than the exception for all young
Europeans. The Council invited the Commission to establish
a work plan to include cross-border mobility measures in all European
programmes and support Member States in their efforts to promote mobility[30].
(7)       The Commission published
the Green Paper on "promoting the learning mobility of young people" in
July 2009[31]
which launched a public consultation on a number of questions, such as: how
best to boost mobility opportunities for young Europeans, what obstacles to
mobility still need to be overcome and how all players involved can join forces
in a new partnership for learning mobility. The feedback to this consultation
has provided important input to this Recommendation, as have opinions received
from the European Economic and Social Committee and the Committee of the
Regions.
(8)       Young researchers'
mobility must also be encouraged in order to ensure the EU does not lag behind
its competitors in research and innovation. The Commission Communication of 23
May 2008 on "Better careers and more mobility: a European partnership for
researchers"[32]
proposed a set of actions to ensure that researchers across the EU benefit from
the right training, attractive careers and removal of barriers to their
mobility, while the Council Conclusions of 2 March 2010 on "European
Researchers' mobility and careers"[33]
identified concrete considerations on how to improve researcher mobility and
identified several areas for action.
(9)       This Recommendation refers to young people in all learning and
training contexts, i.e. at school, in vocational training (school-based or
apprenticeships) and within university studies (at bachelor, master and
doctoral levels), as well as in youth exchanges, voluntary activities or internships,
inside or outside the European Union. The main age cohort envisaged would be
16-35 year olds. Learning mobility is seen as relevant to all disciplines and
areas, such as culture, science, technology, arts and sports, and also for young
entrepreneurs and researchers. Within the meaning of this Recommendation, learning
covers formal, informal and non-formal learning. 
(10)     This Recommendation seeks
to encourage Member States to promote the learning mobility of young people and
remove obstacles which are impeding progress in this area. At the same time, it
fully respects their responsibilities within the framework of their national
legislation.
(11)     It also encourages them to
use the full potential of existing instruments to facilitate mobility, in
particular the Quality Charter for Mobility, Europass, Diploma Supplement, Youthpass,
European Qualifications Framework, European Credit Transfer and Accumulation
System, European Credit System for Vocational Education and Training.
(12)     EU programmes, in addition
to providing substantial support to mobility, have enabled the development at
EU level of good practice and tools, which aim to facilitate the mobility of
young people in all learning and training contexts. 
(13)     This Council Recommendation
provides specific guidance with regard to administrative, institutional and
legal obstacles to the learning mobility of young people. It complements the
wider Europe 2020 Integrated Guidelines, in particular the Employment
Guidelines.
HEREBY RECOMMENDS THAT MEMBER
STATES: 
(1) Information and guidance on
mobility opportunities 
a)           Improve the quality of
information and guidance on national and regional mobility opportunities and
grant availability, targeting it to specific groups of learners, both within
and outside the EU. Member States should make use of new, creative and
interactive ways to disseminate information, communicate and exchange with
young people, including using ICTs and social networks.
b)           Make information easily accessible
to all young people interested in learning mobility, for example through
centralised web portals, support centres (such as "European offices")
and counselling services at institutional level. The use of internet-based
services can also be helpful. It is recommended to use the Euroguidance network[34] in this context. 
c)           Cooperate with the Commission to
further develop the PLOTEUS portal on learning opportunities, namely by
increasing the number of national information resources that citizens can
directly access through the multilingual PLOTEUS interface.
d)           Encourage national and regional agencies
to ensure that their work is integrated with that of stakeholders in learning
mobility to ensure a clear, coherent and simple flow of information. 
(2) Motivation to participate in
transnational mobility activities 
a)           Highlight the added value of
learning mobility in terms of the development of professional and intercultural
skills and future employability, in particular in the context of an
increasingly global labour market. 
b)           Encourage networking between
agencies, regional and local authorities, public employment services, institutions,
youth organisations, researchers, teachers, trainers and youth workers, policy
makers, employers and young people to ensure a coordinated approach to
motivating young people. 
c)           Encourage "peer
exchange" between mobile and not yet mobile learners to improve motivation.
Open days at institutions where mobility is promoted can provide a forum for
such peer exchanges.
d)           Promote the value of learning
mobility to learners, their families and employers by integrating mobility into
the curriculum or training programme, wherever appropriate. Providing
opportunities for short mobility periods may also help to persuade more young
people to be mobile. 
(3) Preparation of mobility
opportunities, particularly regarding foreign language skills
a)           Acknowledge the importance of
language learning at early stages of education. Linguistic and cultural
preparation for mobility should become a core part of curricula, both in
general and vocational education. 
b)           Use more creative methods for the
delivery of language learning, including ICTs. Particular attention should be
given to disadvantaged learners and their specific needs.
c)           Foster the acquisition of basic
e-skills (digital competences) by young people to ensure that they can prepare
their mobility in optimal conditions.
d)           Encourage the development of
partnerships and exchanges between education institutions to better prepare
periods of mobility.
(4) Legal and institutional obstacles
relating to the learning period abroad
a)           Address legal issues that create
difficulties in obtaining visas and residency permits for non-EU residents who
wish to pursue a learning opportunity in a Member State.
b)           Address issues resulting from different
legal rules across the European Union with regard to minors taking part in
mobility schemes. 
c)           Define clear systems for
apprentices to engage in mobility periods. To foster the mobility of
apprentices and also of young researchers and to remove uncertainties, Member
States should ensure appropriate levels of protection in terms of insurance,
labour standards, health and safety requirements and tax, social security and
pension arrangements.
d)           Actively encourage jointly
developed and delivered education and training programmes with institutions in
other countries. Member States should ensure that national laws do not impede joint
programmes and degrees in education and training, such as those specifying that
the programmes have to be delivered and assessed in the national language.
e)           Reduce administrative and legal
burdens in order to promote learning mobility to and from the European Union.
Greater cooperation and partnerships with third countries, agreements between the
relevant authorities across Member States and bilateral agreements between
institutions would facilitate learning mobility between the EU and other parts
of the world.
(5) Portability of grants and loans
a)           Ensure the portability of grants,
loans and access to benefits to promote the learning mobility of young people.
(6) Quality of mobility
a)           Use existing quality charters,
such as the European Quality Charter for Mobility, to ensure mobility is of
high quality, and consider the introduction of quality assurance procedures for
each aspect of mobility. 
b)           Encourage continuous dialogue and
clear arrangements between the sending and the hosting institutions, for
example by using learning agreements. Encourage transparent selection
procedures, peer exchange and structured learner support. 
c)           Organise regular reporting,
stocktaking and feedback mechanisms to ensure the high quality of the mobility
experience.
d)           Encourage mentoring and peer
learning schemes to ensure the integration of mobile learners in the host
country/institution.
e)           Encourage the provision of convenient
and affordable facilities for mobile learners.
f)            Provide guidance to mobile learners
after their return on how to make use of the competences acquired during their
stay abroad. Provide help with reintegration after a long stay abroad.
(7) Recognition of learning outcomes
a)           Ensure the implementation and use
of existing EU instruments which facilitate the transfer and validation of the
learning outcomes of mobility experiences between Member States (such as Europass
Mobility, Youthpass, ECTS, ECVET and the EQF as well as the future European
Skills Passport). These instruments should also be better promoted, especially
among employers.
b)           Improve procedures and guidelines
for the validation and recognition of both informal and non-formal learning in
order to facilitate more mobility (for example in volunteering and youth work).

c)           Address the issue of validation
and recognition of knowledge, skills and competences acquired during mobility
periods abroad (such as foreign language skills).
d)           Establish visible contact points where
individuals can have their qualifications recognised and certified after their
return from abroad.
(8) Disadvantaged learners
a)           Provide disadvantaged learners
with targeted information on programmes and support tailored to their specific
needs. 
b)           Develop a "mobility culture",
i.e., mainstreaming mobility opportunities into all learning contexts,
involving teachers, trainers and youth workers etc. This will benefit all learners
and in particular disadvantaged groups who may feel excluded from mobility
opportunities. 
(9) Partnerships and funding
a)           Encourage mobility partnerships
with both public and private actors operating at local level. Chambers of
commerce, business associations and NGOs can be valuable partners in this
context. In addition, networks of schools and universities exchanging
information, news and experience should be fostered.
b)           Encourage regional authorities to
play an increasing role in promoting mobility through building on existing
networks and creating new partnerships. 
c)           Stimulate active cooperation and communication (including awareness-raising and
advocacy about the value of mobility) between the education and the business
sector, as the involvement of businesses is an
important factor in strengthening youth mobility, for example by providing work
placements. Provide incentives, such as special grants to businesses, in
conformity with EU law, to encourage their engagement in providing places for
traineeships, internships and apprenticeships. 
d)           Ensure the coherence and
complementarity of national and European programmes, to create synergies and
improve the efficiency of mobility programmes. 
(10) Role of multipliers
a)           Encourage the use of ‘multipliers’ such as teachers, trainers, youth workers and young
people who previously participated in a mobility experience to inspire and
motivate young people to become mobile. Encourage employers in the field of education
to recognise and reward teachers', trainers’ and youth workers' commitment to
learning mobility. Promote and support the mobility of teachers, trainers and
youth workers as an opportunity for professional advancement.
b)           Promote mobility as a component
of the training of teachers, trainers and youth workers.
(11) Monitoring progress –
'Mobility Scoreboard'
a)           Report to the Commission on
progress in removing obstacles to mobility in the
wider framework of the Europe 2020 Strategy and the National Reform Programmes,
the existing arrangements for the Strategic Framework for European cooperation
in Education and Training (ET2020) and the EU Youth Strategy. This will
serve as a basis for a biennial assessment of progress across Member States in
the format of a 'Mobility Scoreboard'.
b)           Improve the availability and
quality of the national statistical sources on the transnational mobility of
young people. 
HEREBY
TAKE NOTE OF THE COMMISSION'S INTENTION TO:
(1)          Harness and strengthen the EU's education,
training and youth programmes, such as, Erasmus, Erasmus Mundus, Leonardo,
Comenius, Grundtvig, Youth in Action, Tempus and Marie Curie, as well as the
Structural Funds and in particular the European Social Fund, in order to extend
and broaden learning opportunities to young people as a
whole. Stimulate active involvement of young people in society and improve
their employment situation. 
(2)          Contribute to Member States'
efforts to support learning mobility by undertaking a coordinated review of
existing programmes with a view to developing an integrated approach under
the next Financial Framework (2014-2020) to underpin the Youth on the Move
strategy. 
(3)          Provide guidance to public
authorities and stakeholders in the Member States on the case law established
by the European Court of Justice on issues such as access to educational
institutions, recognition of diplomas, the portability of grants and loans and
other rights of mobile learners in the host country or in the country of
origin.
(4)          Improve the statistical framework
to measure and monitor progress in removing mobility obstacles.
(5)          Evaluate progress in removing
mobility obstacles after the first four years of implementation of the
Recommendation (by end 2014).
Done at Brussels,
                                                                       For
the Council
                                                                       The
President
[1]               COM(2010) 2020, 3.3.2010.
[2]               See COM(2009)
329 for references to studies and research.
[3]               They include the following: higher
education (Erasmus, Erasmus Mundus, Marie Curie) for students, doctoral
candidates and staff; higher education and research (Marie Curie, mobility
within Networks of Excellence and Technology Platforms); from higher education
to business (placements within Erasmus and Marie Curie); vocational education
and apprentices (Leonardo); second level education (Comenius) adult learning
and senior volunteering (Grundtvig); the cultural sphere (Culture Programme); youth
exchanges and volunteering (Youth in Action); volunteering (European Voluntary
Service within the Youth in Action Programme); the civil society (Europe for
Citizens Programme) and the preparatory action "Erasmus for Young
Entrepreneurs". 
[4]               http://ec.europa.eu/commission_2010-2014/president/about/political/index_en.htm
[5]               COM(2009) 329.
[6]               See Commission Staff Working Paper SEC(2010) 1048 for
an analysis of the responses received.
[7]               COM(2010)
477.
[8]               OJ L 215, 9.8.2001, p. 30-37.
[9]               OJ L 390,
31.12.2004, p. 6-20.
[10]             OJ L 255, 30.9.2005, p. 22–142.
[11]             OJ L 394, 31.12.2006, p. 5-9.
[12]             OJ C111, 6.5.2008, p.1-7.
[13]             COM(2008) 423.
[14]             OJ C 319, 13.12.2008, p. 4-7.
[15]             OJ C 319, 13.12.2008, p. 8-10.
[16]             http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bordeaux_en.pdf,

[17]             http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/council08_en.pdf

[18]             http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Leuven_Louvain-la-Neuve_Communiqué_April_2009.pdf

[19]             http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/107622.pdf 
[20]             COM(2009) 275
[21]             OJ C 302, 12.12.2009, p. 6-9.
[22]             OJ L 17, 22.1.2010, p. 43-49.
[23]             COM(2008) 317.
[24]             http://www.consilium.europa.eu/uedocs/cms_Data/docs/pressdata/en/intm/113121.pdf

[25]             COM(2009)
329.
[26]             COM(2010) 2020.
[27]             For evidence on the benefits of mobility to individuals
see e.g. F. Maiworm and U. Teichler: Study Abroad and Early Career: Experiences
of Former Erasmus Students, 2004; annual surveys of the Erasmus Student
Network; Final Evaluation of the Community Programmes Socrates II, Leonardo da
Vinci II and eLearning; Analysis of the Effects of Leonardo da Vinci Mobility
Measures on Young Trainees, Employees and the influence of socio-economic
factors, 2007. Regarding the systemic benefit of mobility, it has been proved
for higher education by a study on "The impact of Erasmus on European
higher education: quality, openness and internationalisation", Dec. 2008,           
http://ec.europa.eu/education/erasmus/doc/publ/impact08.pdf
See also the Interim evaluation of Erasmus Mundus by CSES, June 2007,             
http://ec.europa.eu/education/programmes/mundus/doc/evalreport_en.pdf.
[28]             OJ L 215, 9.8.2001, p. 30-37.
[29]             COM(2010) 373.
[30]             Council Conclusions of 21 November 2008 on youth
mobility (2008/C 320/03).
[31]             COM(2009) 329.
[32]             COM(2008) 317.
[33]             Council Conclusions of 2 March 2010
on European Researchers' mobility and careers.
[34]             http://www.euroguidance.net