COMMISSION STAFF WORKING DOCUMENT Citizens' Report Accompanying the document Proposal for a Council Recommendation ‘Europe on the Move’ – learning mobility opportunities for everyone
Date: 2023-11-15
Institutions: Directorate-General for Education, Youth, Sport and Culture, European Commission
Subjects: cooperation in the field of education, education, education policy, educational system, sport, student mobility, vocational training, youth exchange scheme, youth policy

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   EUROPEAN COMMISSION  Brussels, 15.11.2023  SWD(2023) 720 final  COMMISSION STAFF WORKING DOCUMENT Citizens' Report Accompanying the document Proposal for a Council Recommendation ‘Europe on the Move’ – learning mobility opportunities for everyone {COM(2023) 719 final} - {SWD(2023) 719 final}  
 
 
1. 

Introduction ......................................................................................................................... 1 

2.  Citizens’ Report from the European Commission’s Citizens’ panel on learning mobility  2 

2.1. The panel ......................................................................................................................... 2 

2.2. The recommendations ..................................................................................................... 2 

2.3. Next steps ........................................................................................................................ 3 

Annex 1: Final Recommendations of the European Citizens’ Panel on Learning Mobility ...... 5 

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1.  INTRODUCTION 

This  Staff Working Document (SWD) accompanies the  Commission proposal  for a Council 
Recommendation “‘Europe on the Move’ – learning mobility opportunities for everyone” and 
includes  the  Citizens’  Report  from  the  European  Commission’s  Citizens’  panel  on  learning 
mobility. The annex provides the final 21 recommendations put forward by the citizens from 
the work of the citizens’ panel.  

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2.  CITIZENS’  REPORT  FROM  THE  EUROPEAN  COMMISSION’S  CITIZENS’  PANEL  ON 

LEARNING MOBILITY 

Following up on the final recommendations of the Conference on the Future of Europe, in its 
Communication  “Putting  Vision  into  Concrete  Action”  (of  17  June  2022),  the  Commission 
committed  to  enabling  citizens’  panels  to  deliberate  and  make  recommendations  ahead  of 
certain key policy proposals.  

The third panel of this new generation of citizens’ panels1 was organised by the Directorate-
General  for  Education,  Youth,  Sport  and  Culture  together  with  the  Director-General  for 
Employment,  Social  Affairs  and  Inclusion,  and  the  Directorate-General  for  Communication 
between 5 March 2023 and 30 April 2023 on the subject of learning mobility.  

The panel was convened against the background of preparatory work for the proposal for a 
Council Recommendation on learning mobility, to inform the Commission of the citizens’ 
perspective and get their recommendations. 

2.1. The panel 

The panel was composed of 142  randomly selected citizens reflecting the EU’s diversity in 
terms of age, gender, socio-economic background, education and geography (nationality and 
urban/rural  residency).  Citizens  met  over  three  weekends  to  formulate  recommendations  on 
how the European Union can make opportunities for learning mobility a reality for everyone. 

They  were  aided  by  professional  moderators  and  facilitators,  Commission  experts  and  a 
Knowledge Committee including external experts. 

The panel’s deliberations focussed on identifying target groups for learning mobility as well as 
challenges and obstacles to access learning mobility. Citizens exchanged ideas and perspectives 
on how to overcome these obstacles which were consolidated into final recommendations.  

2.2. The recommendations 

Over the course of three sessions in the panel on learning mobility, citizens showed a high level 
of commitment and engagement to develop recommendations on making learning mobility 
opportunities  accessible  to  everyone.  They  raised  dozens  of  questions  in  order  to  better 
understand how the existing learning mobility schemes, in particular the Erasmus+ programme, 
work and what are the key obstacles and enablers to learning mobility – which were addressed 
by  experts.  Between  the  sessions,  many  citizens  further  investigated  the  topic  of  learning 
mobility, including by reaching out to their local communities, schools and other educational 
institutions. 

The  21  recommendations  put  forward  by  the  panel  –  as  listed  in  the  annex  -  take  a 
comprehensive approach on the promotion of learning mobility by the Member States and the 
Commission.  Five  recommendations  highlight  the  importance  of  inclusive  education  and 
training  systems  and  the  need  for  all  actors  concerned  to  play  their  part  in  ensuring  that 
everyone  can  enjoy  the  benefits  of  a  borderless  Europe,  regardless  of  their  age,  level  of 
education, background and financial means. Dedicated inclusion measures are perceived as a 
key  enabler  for  a  more  widespread  and  diverse  participation  in  learning  mobility 
programmes.  

1 Two other citizens panels took place in 2023, respectively about food waste and virtual worlds. 

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During the deliberations, the citizens stressed the lack of awareness, in particular amongst adult 
learners and disadvantaged learners, about the existing learning mobility opportunities available 
to them. Therefore, the importance of reaching out and providing targeted information at 
the level closest to learners of all ages, including disadvantaged learners, was emphasised in 
five recommendations. Four recommendations also give significant importance to improving 
language learning, including through the use of new technologies, as a key enabling factor for 
learning mobility.    

Three recommendations concern the learning mobility of employees, and the remaining four 
recommendations  address  the  recognition  of  the  role  of  educators  in  organising  learning 
mobility;  deeper  integration  of  vocational  education  and  training  sector  across  the  EU; 
greener  learning  mobility  and  more  balanced  distribution  of  learning  mobility 
destinations. 

2.3. Next steps 

The  Commission’s  proposal  for  a  Council  recommendation  takes  account  of  the 
recommendations of the Citizens’ Panel. The proposal aims to expand the scope of learning 
mobility opportunities to learners, educators and staff of all ages in school education, youth 
exchanges vocational education and training, higher education and adult education and support 
their transition to labour market and work mobility. The proposal also has a strong focus on 
inclusive mobility. Therefore, the proposal is well aligned with the citizens recommendations, 
in  particular  on  expanding  learning  mobility  opportunities  for  people  of  all  ages  and  socio-
economic  backgrounds;  on  promoting  non-discrimination  and  on  assuring  tailored  financial 
support.  While  learning  mobility  opportunities  for  these  groups  and  dedicated  inclusion 
measures  for  people  with  fewer  opportunities  are  already  available  under  the  Erasmus+ 
programme, the Commission’s proposal aims to offer even more opportunities for all learners 
within a broad range of cross-border learning mobility schemes. 

The importance of strengthening language learning at all stages of education and training to 
enable learning mobility opportunities is also emphasised in the Commission’s proposal. This 
way, the citizens’ panel’s recommendation on living multilingually in Europe is addressed. 

The  Commission  also  wishes  to  give  importance  to  the  provision  of  targeted  and  timely 
information  recommended  by  citizens,  including  for  encouraging  Member  States  to  put  in 
place  learning  mobility  promoters.  Therefore  its  proposal  is  well  aligned  with  the  citizens’ 
recommendations  on  information  centres  and  services;  on  ambassadors  for  a  more  mobile 
Europe and on mentors for welcoming in the destination country.  

In line with the citizens’ panel’s recommendation to recognise the role of educators in learning 
mobility, the Commission intends to promote recognition and rewarding the work of staff 
preparing and implementing learning mobility projects. The Commission’s proposal also 
aims  to  make  learning  mobility  more  environmentally  sustainable,  including  through 
encouraging Member States to make travelling with more sustainable means of transport from 
and to learning mobility destinations and during mobility periods an integral part of the learning 
mobility experience. 

Part of the panel’s recommendations are also  at least  already partly  addressed by the 2021-
2027 Erasmus+ and other EU programmes. For example, as regards the recommendation on 
enabling learning mobility for families, some Erasmus+ National Agencies provide a top-up to 
an individual support grant for students with children. Online language support is open to all 
participants  in  mobility  activities  in  Erasmus+  and  European  Solidarity  Corps  Programmes. 

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ALMA,  financed  by  the  European  Social  Fund  Plus,  provides  a  supervised  work-related 
experience in another EU Member State for disadvantaged young people aged 18-29. 

The Commission is planning to hold a feedback event to inform participants of the citizens 
panel about the follow-up to their recommendations at the high-level Education Summit 
on 30 November. 

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ANNEX 1: FINAL RECOMMENDATIONS OF THE EUROPEAN CITIZENS’ PANEL ON LEARNING 

MOBILITY 

Disclaimer:  The  views  presented  in  this  report  are  not  the  views  of  the  European 
Commission  but  of  the  citizens  who  participated  in  the  panel.  It  cannot  in  any 
circumstances be regarded as the official position of the Commission or its services. 

Recommendation 1  

A vehicular language (lingua franca) as a tool for learning mobility 

English is established as a vehicular language within the EU. English is an easy and common 
means  of  communication.  The  EU  should  therefore  recommend  that  Member  States  teach 
English  as  a  first  foreign  language.  The  EU  should  support  Member  States  in  setting  up, 
subsidising, and funding programmes for those who want to learn English. These programmes 
should  be  supported  both  in  schools  and  out  of  school.  Low-cost  English  courses  should  be 
offered outside school for people of all ages. The programme needs to be well advertised and 
motivate people to learn English. 

Justification 

A common vehicular language facilitates exchanges between nations and cultures. This does not 
contradict  a  multilingual  Europe.  English  is  easy  to  learn  and  is  already  widely  spoken, 
especially by young people.  

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Recommendation 2  

Living multilingually in Europe 

A great characteristic of the EU is its many languages. Learning languages broadens the mind. 
Therefore,  we  recommend  supporting  multinational  and  multilingual  projects.  Not  only  in 
schools but also outside of them. This can be implemented by supporting exchanges, especially 
of teachers and interns. People should be encouraged to go on learning mobility. These projects 
should target exchange participants, specifically teachers and interns who make use of learning 
mobility. One way of motivating people to learn more languages is by providing EU funding. 
Information on existing and possible projects needs to be better advertised and communicated. 

Justification 

Teachers should be  able to  broaden their horizons  through learning mobility experience,  and 
share these experiences once they return to their own schools. Participation in learning mobility 
creates a strong basis for language education. Knowing many languages makes it easier to get 
to  know  different  countries  and  cultures.  This  makes  it  more  likely  that  participants  will 
experience Europe's diversity. Low-cost and easily accessible programmes can help support and 
motivate people of all age groups to learn more languages. 

Strength of 
support 

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Recommendation 3  

Expansion of existing learning mobility programs for people of all ages and socio-economic 
layers 

We recommend that the EU provides a framework for learning mobility schemes that includes 
people of all ages. This  could  be directed at  people or groups who  are interested in  learning 
mobility  but not  part of a formal institution. This  includes, for example,  unemployed or job-
seeking  individuals,  or  people  from  lower  socio-economic  backgrounds.  However,  the 
framework should not be limited to these groups. 

Existing  programs,  for  example  the  European  Solidarity  Corps  or  Discover  EU,  should  be 
extended  to  people  of  all  ages  and  promoted  through  a  platform.  Ideally,  people  going  on 
learning mobility should get the opportunity to stay in private accommodation. This keeps costs 
low and achieves a closer connection and understanding of foreign cultures and languages. All 
EU citizens should be able to apply for this programme. They should be able to apply on a case-
by-case basis, clearly stating their learning objectives.  

Justification 

In this way, the European identity and common norms and values are strengthened through all 
layers of society. Especially people who have received little family or social support due to their 
background  can  experience  intercultural  proximity  and  a  better  intercultural  understanding 
through an extended programme. 

Strength of 
support 

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Recommendation 4 

Promoting deeper integration of the vocational training sector across the EU 

We recommend that the  European Union provides  a better incentive system  for actors in  the 
vocational training sector to promote knowledge of and access to existing opportunities. These 
actors  include  vocational  schools,  trainees,  craft  associations,  and  sectoral  bodies  such  as 
national chambers of commerce and industry. 

To establish a better incentive system, the existing Centres of Vocational Excellence should be 
more  visible  and  promote  learning  mobility  to  a  greater  extent.  The  above-mentioned  actors 
should create a more deeply  integrated network  to  reduce barriers to  access  and improve the 
quality of vocational training. 

Justification 

We would like to improve the quality of European vocational training, particularly in key priority 
areas  such  as  the  green  transformation,  IT  security,  utilities,  and  healthcare.  Moreover,  by 
establishing  a  fixed  and  more  practical  network,  smaller  businesses  would  also  have  better 
access  to  learning  mobility.  Moreover,  it  would  uphold  the  quality  of  vocational  training. 
Furthermore, the implementation of this recommendation would raise the general level of skill 
sets in the EU and create a form of brain gain within the Member States. 

Strength of 
support 

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Recommendation 5 

Enabling learning mobility for families 

We  recommend  that  the  EU  establishes  a  pilot  programme  for  intergenerational  learning 
mobility  that  allows  several  family  members  to  go  on  mobility  together,  thereby  addressing 
family constellations. 

We  recommend  that  a  new  pilot  project  be  launched,  possibly  within  the  framework  of  an 
existing programme, in which persons with children are taken into account. The pilot project 
should be evaluated according to its cost-effectiveness to decide whether it should be expanded. 

Justification 

This  measure  encourages  intergenerational  dialogue  across  the  EU  as  part  of  its  mobility 
programmes. Additionally, it facilitates access to mobility for people with young children. This 
solution has the potential to involve school children and parents in mobility: Children could go 
to school and parents could participate in adult education.  

Strength of 
support 

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Recommendation 6 

EU programme to promote hybrid models of learning mobility for employees 

We  recommend  the  development  of  an  EU  programme  to  promote  hybrid  learning  mobility 
models for employees.  

Through the programme, employees can take courses in different areas of study. The courses of 
the  programme  should  be  completed  in  a  maximum  of  six  months.  The  courses  could  be 
specifically  language-related,  but  also  on  subjects  related  to  the  employees’  professions. 
Through  such  courses,  employees  can  achieve  a  higher  level  of  proficiency  in  their  chosen 
profession, including hands-on experiences. Employees can complete part of the training online, 
and the other part abroad. To do this, they go to educational institutions abroad, for example, 
universities, community colleges or vocational training centres (depending on the institutions 
existing in the countries). The employer is obliged to release the employee for the period of the 
experience abroad, and for some time during the online course. In addition, the employee's job 
must be secured upon their return. However, the  employer does not  have  to  keep  paying  the 
employee's salary during this time. Instead, an EU fund must cover the cost of living abroad. 
Health and social security should also be covered. 

Justification 

When  employees  gain  experience  abroad,  it  benefits  all  parties:  the  employee  can  grow 
personally and professionally. The employer gets a more highly qualified employee upon their 
return. In addition, companies benefit from their employees' experiences abroad when they pass 
on their knowledge to colleagues, for example, in the form of training.  

It is crucial to offer hybrid models. People in professional life or with children can often only go 
abroad for a limited time. They need the flexibility of hybrid models. Also, employers need to 
release their employees for a shorter period if they can do part of the learning experience online.  

For  the  purpose  of  this  specific  programme,  we  would  not  recommend  direct  employee 
exchanges  between  EU  companies  because  of  the  risk  of  headhunting  and  brain  drain.  We 
explicitly  want  to  promote  learning  mobility  through  educational  providers  and  not  labour 
mobility. However, exchanges between companies can be valuable in some industries and can 
be facilitated through other learning mobility programmes. 

Strength of 
support 

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Assessment value 

 
 
 
 
 
 
Recommendation 7 

Improving language learning through new technologies 

The European Commission should invest in the use of technological tools (AI) in the framework 
of  learning  mobility  to  complement  language  learning.  The  EU  should  invest  in  digital 
technologies to support learning mobility alongside face-to-face learning. This recommendation 
applies to the preparation for learning mobility and to the mobility period itself. 

Technological tools should be free of charge. New technologies should be used especially in the 
early stages of language learning. New technologies should be used in a way that it reaches all 
citizens undertaking learning mobility (e.g. students, pensioners,...). 

The  European  Commission  should  complement  the  existing  EU  Academy  platform  with  the 
latest AI developments through an app. Specific use of AI could include learning, vocabulary 
reinforcement, synchronised interpretation, and enabling communication between users on the 
app. 

Justification 

The European Commission should take advantage of the latest technologies to improve language 
learning in learning mobility. AI systems can analyse learning success and develop personalised 
learning programmes based on needs and skills more quickly. 

Strength of 
support 

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Recommendation 8 

Advertise and promote language programmes 

The  European  Commission  should  more  intensively  advertise  their  own  existing  language 
programmes and promote existing language programmes at national and regional levels. 

The target group is all those people who wish to undertake learning mobility schemes, and to 
make  use  of  existing  language  programs  in  their  home  and  host  countries  at  a  national  and 
regional level. 

I) Before the stay: 

The EU should advertise their linguistic programmes through email offers, targeted marketing 
in social media, and public relations. 

A mentoring program should be developed. The mentor assigned should provide support on how 
to improve language skills prior to learning mobility stays. 

An  ambassador  programme  should  also  be  developed  with  people  who  have  already  been 
involved in learning mobility. The ambassadors will inform and promote the learning mobility 
in schools, universities, and businesses, and share their experiences of language learning. 

II) During the stay: 

The  mentor  will  provide  local  support  when  arriving  at  the  destination.  The  mentoring 
programme  will  include  cultural  and  language  components  to  help  the  person  on  learning 
mobility. 

Justification 

According to  statistics  (Flashbarometer, 2020), language learning is  one  of the main barriers 
preventing people from participating in mobility schemes for learning purposes. 

Strength of 
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Recommendation 9 

Deployment and adaptation of Erasmus+ information centres and services 

We consider the accessibility and harmonisation of information on Erasmus+ as a key element. 
Through a proportional increase and repurposing of the Erasmus+ and Erasmus program budget 
for adult mobility, we propose to use existing infrastructures specific to the member states to set 
up  Erasmus+  offices.  We  refer  to  national  and  local  infrastructures,  specific  to  the  target 
population:  non-working  population,  working  population,  young  people.  We  have  a  specific 
focus on targeting adults where they participate in learning programmes (employment center, 
post office, sports  clubs,  social programs,  local  associations, centres for people with reduced 
mobility for adults, etc.). To coordinate these offices, a national reference structure under the 
umbrella of the European body would be a point of reference for disseminating information on 
the  offered  services  to  local  offices.  To  promote  these  local  offices,  we  recommend  the 
implementation of a structured European communication at the level of local offices, indicating 
the existence of these offices and the services provided, taking into account all communication 
channels. 

Justification 

Given the European patchwork of programs (Eurodesk, Europe Direct, etc.), the issue of 
accessibility and harmonisation of information on Erasmus+ seems to us to be crucial. A wide 
range of services could be offered by these local offices (in coordination with the national 
framework): 

•  Connecting with a network of people available in the host country to provide a link 

from the moment of arrival (language support, administrative information, advice on 
transport, accommodation, healthcare, psychological support, etc.) and throughout the 
stay, according to their specific needs.  

•  Special focus on accommodation: a shared local database providing information about 
available, affordable, and recommended accommodation, with important focus on the 
accessibility of these housing options to all, including for people with disabilities. 
•  Specific financial support related to the specific needs of the person moving: healthcare 

(psychological and physical assistance), help with childcare, and transport.  

•  A language support system before and during the exchange  
•  Creation of a support and information platform on housing and transport accessibility 

for people with special needs to guide and advise them throughout their stay. 

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Recommendation 10 

Assuring tailored financial support for all people going on learning mobility 

We  recommend  an  increase  in  the  global  budget  to  allow  for  a  more  inclusive  and  larger 
distribution  of  resources  to  participants  in  learning  mobility  (including  students,  trainees, 
employees, and workers, but also companies and smaller businesses). All should be offered the 
opportunity  to  receive  financial  support,  and  the  amount  should  depend  on  socio-economic 
factors: cost of living in the host countries, financial capacities of the participants, and special 
needs for physical disabilities and diseases. This should be carried out by the development of 
common European awarding criteria that will focus on individual backgrounds and the socio-
economic needs of the individuals applying for learning mobility (without considering grades). 
Furthermore, financial support will be transferred to the individual participants throughout the 
whole  process.  With  this  increased  budget,  we  also  want  to  encourage  the  exchanges  of 
employees between companies, based on the financial needs of employees, and according to the 
size of the companies. The staff who assess the people going on learning mobility should be 
financially rewarded for their work.  

Justification 

This  will  make  the  education  mobility  system  more  equal,  inclusive,  and  accessible  to  all 
residents of the European Union and from all walks of life, who want to participate in learning 
mobility, and to break down the main financial barriers to participation.  

Strength of 
support 

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Recommendation 11 

Ambassadors for a more mobile Europe 

We recommend creating a programme of ambassadors in each EU country. The ambassadors 
will be responsible for publicising and promoting existing learning mobility programmes. The 
ambassadors  will  promote  mobility  abroad  for  all  types  of  target  groups  (children,  students, 
learners, workers, seniors), and in all types of organisations (schools, universities, companies, 
associations, etc.). It will be a full-time job, and will be paid by the Erasmus National Agencies. 
The budget of these agencies will be reallocated to prioritise the work of the ambassadors. This 
budget will be adapted to the needs of the country (number of inhabitants, number of people who 
are already beneficiaries of mobility programmes, etc.).  

The ambassador will already have experience with mobility to share. They should be an open-
minded person with good communication skills. The ambassadors should reflect the diversity of 
profiles of people who can go abroad, so that each group can identify with them. 

It is possible to be an ambassador for a long time. However, it is encouraged to regularly recruit 
new people who have recently experienced learning mobility. Good communication regarding 
the ambassadors programme will be implemented (social networks, publicity campaigns, etc.).  

Justification 

In many European countries, people are not even aware of the existing opportunities for learning 
mobility. People are often insecure. They  are afraid  of experiences abroad. It  is  important  to 
create curiosity, and to take away the fear of going abroad. Erasmus+ is very targeted at specific 
groups like students. Students have a good understanding of how Erasmus+ works, but other 
groups (non-higher education students) are a bit excluded from learning mobility opportunities. 
There is a lot of information available, but it is not reaching people. The ambassadors could help 
connect people with what already exists. Having someone to talk to directly, to reassure you, 
and to answer your questions is more efficient than reading a document. 

Strength of 
support 

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Recommendation 12 

Mentors for a better welcome in the destination country 

We recommend that people are welcomed in the destination country on mobility schemes, and 
their integration is facilitated by a network of tutors. A tutor is a person from the destination 
country, who has knowledge of the national culture, and is willing to help the newcomer during 
their  stay.  The  tutor  will  be  in  charge  of  the  person's  pre-departure  support  (information  on 
accommodation, transport, administrative procedures, etc.). The tutor will help the newcomer 
during  the  stay,  especially  with  local  procedures.  The  tutor  will  also  support  the  person  to 
develop his or her social life in the country. These tutors will work on a voluntary basis, but they 
will be reimbursed for some of their expenses. Networks to  support integration already  exist 
(ESN, Erasmus Mundus, Europeers, etc.), but only for students. We propose to strengthen them, 
to bundle them, and to extend them to other groups (children, workers, seniors, learners...). The 
creation of a platform could make it easier for tutors and newcomers to get in touch.  

Justification 

People  can  feel  isolated  during  their  mobility  exchange.  Tutors  could  make  them  feel  more 
secure  and  comfortable.  Having  information  before  going  abroad  would  be  very  useful,  and 
could  reduce  the  fear  of  going  abroad.  People  would  have  all  the  information  about  the 
destination country, and they would know that someone is waiting for them when they arrive. It 
could reassure both the people going abroad and their relatives, especially their parents. Tutors 
would be particularly important for people who experience learning mobility in non-academic 
institutions or in rural areas. 

Strength of 
support 

Recommendation 13 

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For greener learning mobility! 

We recommend that incentives for cheaper access to green transport (while moving to and living 
in a host country) are offered to all participants of learning mobility. These options would also 
give the participants the possibility to have a cheaper eco-friendly lifestyle in the destination 
countries, using eco-friendly travelling options to work, staying in eco-friendly hotels, etc. These 
environmentally  friendly  options  should  be  properly  communicated  by  the  European 
Commission before the participants leave for the destination country.  

Justification 

Because there is a need to encourage learning mobility participants, through the use of economic 
incentives, to use green modes of transportation while going to another country, but also once 
they are in this new country. 

Strength of 
support 

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Recommendation 14 

Recognise the role of educators in learning mobility! 

We recommend that educators who support students with learning mobility programmes should 
be  officially  recognised  as  ‘international  coordinators’.  They  should  be  compensated  for  the 
extra  workload  and  time  spent.  They  should  be  easily  recognisable  in  their  educational 
institution, receive training, and a certification. This should encourage them to advise and help 
students in learning mobility programmes, also with administrative procedures, while conveying 
European values and the European vision. These ‘international coordinators’ should be seen as 
trustworthy. They should organise activities promoting learning mobility throughout the year. 

Justification 

Educators should be valued and recognised for their extra work and providing better and more 
accessible information and guidance on the opportunities available. 

Strength of 
support 

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Recommendation 15 

Financial support for the professional development of employees 

We recommend that the EU provide financial incentives for: 

•  Small and medium-sized enterprises that wish to send their employees abroad to 
participate in training courses, and to bring the knowledge back home to their 
colleagues and partners. 

•  Workers (both unemployed or in insecure employment situations) who go on training 
mobility to a host company to update their skills and advance their careers. The host 
company also receives an official European logo for its website 

The financial support would cover the fixed costs of the workers (e.g. accommodation, transport, 
etc.). The EU, companies, the worker or the job centre can co-finance the learning exchange, so 
that the worker or company takes it seriously. The level of co-financing depends on the type of 
learning  mobility  and  beneficiaries.  These  learning  exchanges  also  take  place  between  the 
private sector (e.g. NGOs, companies, organisations) and the public sector (e.g. institutions, EU, 
etc.), as well as between other types of work areas. Trade unions and workers' associations can 
support the development of these programmes. 

Justification 

In  this  way,  any  company,  regardless  of  its  economic  possibilities,  can  have  its  workers 
participate in exchange programmes to improve their skills. In addition, any company wishing 
to host a worker can do so without having to pay for the worker’s stay or salary. 

Strength of 
support 

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Recommendation 16 

Information on worker mobility in Europe 

We  recommend  that  the  EU  creates  and  manages  an  information  platform  dedicated  to  the 
learning mobility opportunities for workers in all types of sectors (private, public, etc). The aim 
of the platform is to connect companies and workers, and it should be  universally accessible. 
Each participant registers their portfolio: companies that want to be a host provide information 
about  what  they offer  -  and workers present their contributions  and objectives  for a learning 
experience.  The  platform  will  also  include  information  on  the  different  types  of  funding 
available and link to other related sites. Workers who have participated in a learning mobility 
programme should share their experiences through a report. This platform would help to better 
coordinate  the  exchange  of  workers  and  to  manage  administrative  procedures  in  a  more 
streamlined and harmonised way.  

Justification 

This  platform would allow employers to  exchange information  on opportunities and ways to 
implement  these  exchanges.  In  addition,  it  would  be  a  common  space  for  employees  to 
understand what is available on the market regarding learning mobility opportunities. 

Strength of 
support 

EN 

  EN 

 
 
 
 
 
 
Recommendation 17 

Targeted information campaigns on learning mobility 

We  recommend  smaller,  targeted  information  campaigns  for  two  different  target  groups:  a) 
teenagers/students  and  b)  adults  (professionals,  workers  etc.).  Each  group  needs  a  distinct 
approach.  The  first  instrument  we  could  use  is  ambassadors  with  previous  learning  mobility 
experience, who promote it both to teenagers and adults/professionals by sharing their 'success 
stories'.  This  measure  could  also  be  effective  for  groups  such  as  the  elderly  etc.  These 
ambassadors could be stationed at desks in city halls and visit schools and other venues. A person 
specialised in the technical and practical matters of learning mobility should be included. The 
second instrument, focusing on students and young people, could be hybrid and creative ways 
of  reaching  them,  for  instance  through  social  media  (hashtags,  online  information  etc.)  and 
physical  information  kits  on  learning  mobility.  This  type  of  campaign  could  lead  to  a  wider 
circulation of information and a ‘snowball effect’.  

Justification 

Lack of knowledge about learning mobility makes it impossible for people to get involved in it. 
Access to information will broaden participation. 

Strength of 
support 

EN 

  EN 

 
 
 
 
 
 
Recommendation 18 

Measures and activities to promote non-discrimination in learning mobility 

We distinguish  between  young people in  schools and adults in  workplaces, and we  focus on 
tackling  issues  in  each  of  these  settings.  We  ensure  that  schools  and  workplaces  are  non-
discriminatory spaces for teenagers and professionals with regard to various factors such as age, 
gender,  health,  sexual  orientation,  religion  etc.  In  order  to  achieve  this  goal,  the  European 
Commission needs to allocate funds and resources to the different parties involved: host families 
for teenagers, and companies and NGOs for adults. The following activities are needed: host 
families and companies should be prepared for what it entails to host someone and should be 
trained  by  people  specialised  in  intercultural  matters  (ombudspersons).  This  is  particularly 
important for more vulnerable groups. These activities can help improve the mobility experience 
and  minimise  discrimination.  In  addition,  incentives  should  be  provided  to  families  and 
companies to further support them. 

Justification 

It is important to ensure safety and ‘unity in diversity’ for mobile students and adults. 

Strength of 
support 

EN 

  EN 

 
 
 
 
 
 
Recommendation 19 

Overcoming  prejudices  by  encouraging  a  more  balanced  distribution  of  Erasmus+ 
placements 

In order to encourage citizens to apply for a more diverse range of Erasmus+ destinations, we 
recommend actions at two levels: 

1. At the EU institutional level: we recommend that the Commission formulates principles that 
the  institutions  participating  in  Erasmus+  should  consider  when  deciding  on  and  renewing 
partnership agreements with other educational institutions.  

To complement this, the Commission could also develop an online platform where applicants 
can enter their interests, languages, preferences, etc., and then receive suggestions of destinations 
that would be a good match for them. This 'recommender' system could increase the diversity of 
locations by encouraging people to go to places that they wouldn't otherwise have considered. 

2. At the Member State level: we recommend that Member States take action to increase the 
number of Erasmus+ participants they receive. Member States could encourage their national 
educational institutions to offer more courses in English. 

Justification 

This recommendation is important for two main reasons: 

If  certain  Member  States/destinations  are  considered  less  desirable,  available  places  in  the 
Erasmus+ programme may be wasted. Certain countries such as Spain are oversubscribed, but 
there would be more places available for people to take part in the Erasmus programme if people 
were encouraged to go to more diverse destinations. 

Secondly, if people go to new places that they haven’t had much information about, or if they 
discover new cultures, then it also increases their understanding of other cultures and helps to 
overcome biases and so on. 

Strength of 
support 

EN 

  EN 

 
 
 
 
 
 
Recommendation 20 

Assessing  the  administrative  barriers  faced  by  employees  and  employers  and  how  to 
overcome them 

We recommend that the European Commission should carry out an assessment of the barriers 
faced  by  employees  in  participating  in  learning  mobility  programmes  (for  example  social 
security contributions, pensions). In its assessment, the Commission should also consider the 
needs  and  motivations  of  employers  to  send  their  employees  abroad.  On  the  basis  of  this 
assessment, the Commission could propose further measures to overcome these barriers. 

Justification 

There is a risk, particularly for workers, that they will not be able to go abroad because there are 
too many administrative barriers, for example, related to social security or their pension. Can 
they  easily  transfer  these  benefits  between  member  states?  Citizens  need  to  be  supported  in 
facing  these  administrative  challenges.  This  is  why  we  recommend  that  the  European 
Commission carries out a study of these challenges, so that they can be addressed effectively. 

Strength of 
support 

EN 

  EN 

 
 
 
 
 
 
Recommendation 21 

Promotion of a targeted communication strategy for Erasmus+ 

We  recommend  that  all  EU  citizens  should  become  aware  of  Erasmus+  within  3  years.  This 
should  be  achieved  through  the  creation  of  an  effective  communication  strategy  targeting 
specific groups that are not aware of and informed about Erasmus+ and the European Solidarity 
Corps.  These  groups  include,  but  are  not  limited  to,  people  with  disabilities,  workers,  the 
unemployed, the financially disadvantaged, people living in rural areas, people without tertiary 
education, and people at risk of social exclusion. 

Justification 

There are many opportunities and programmes for learning mobility, such as the Erasmus+ and 
the European Solidarity Corps. In addition, information hubs such as the Erasmus+ platform and 
the  Erasmus+  app  have  already  been  developed.  However,  this  information  is  not  easily 
accessible and does not reach all relevant groups. Therefore, we recommend setting the goal of 
reaching all EU citizens within 3 years by creating tailored campaigns to reach specific target 
groups who may not be able to access or benefit from the currently available information. 

Assessment of recommendations 

The citizens assessed all recommendations on a scale between 1 – 6. The value 1 meaning “I 
strongly oppose the recommendation” and 6 meaning “I strongly support the recommendation”. 
Abstention was also an option.  

EN 

  EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
nr.   Recommendation  

1.  A vehicular language (lingua franca) as a tool for learning mobility 

2.  Living multilingually in Europe 

Average  

5,0 

4,8 

3.  Expansion of existing learning mobility programs for people of all ages and 

4,8 

socio-economic layers 

4. 

Promoting deeper integration of the vocational training sector across the EU  4,8 

5.  Enabling learning mobility for families 

3,9 

6.  EU  programme  to  promote  hybrid  models  of  learning  mobility  for 

4,8 

employees 

7. 

Improving language learning through new technologies 

8.  Advertise and promote language programmes 

4,4 

4,9 

9.  Deployment and adaptation of Erasmus+ information centres and services 

4,9 

10.  Assuring tailored financial support for all people going on learning mobility  4,7 

11.  Ambassadors for a more mobile Europe 

12.  Mentors for a better welcome in the destination country 

13.  For greener learning mobility! 

14.  Recognise the role of educators in learning mobility! 

15.  Financial support for the professional development of employees 

16.  Information on worker mobility in Europe 

17.  Targeted information campaigns on learning mobility 

4,9 

5,0 

4,5 

4,8 

4,9 

5,1 

5,0 

18.  Measures and activities to promote non-discrimination in learning mobility  4,4 

19.  Overcoming  prejudices  by  encouraging  a  more  balanced  distribution  of 

4,6 

Erasmus+ placements 

20.  Assessing the administrative barriers faced by employees and employers and 

4,8 

how to overcome them 

EN 

  EN 

 
 
 
21.  Promotion of a targeted communication strategy for Erasmus+ 

5,0 

EN 

  EN