Opinion of the European Committee of the Regions – Skills and Talent Mobility (Own-initiative opinion)
Date: 2024-04-18
Institutions: Commission for Social Policy, Education, Employment, Research and Culture, European Committee of the Regions
Subjects: education policy, foreign national, labour mobility, multilingualism, occupational migration, professional qualifications, skilled worker, student mobility, third country, youth exchange scheme




C_202403668EN.000101.fmx.xml












Official Journal of the European Union


EN
C series













C/2024/3668


26.6.2024






Opinion of the European Committee of the Regions – Skills and Talent Mobility
(Own-initiative opinion)
(C/2024/3668)














Rapporteur



:


François DECOSTER (FR/renew E.), Member of the Hauts-de-France Regional Council





Reference documents



:


Proposal for a Council recommendation ‘Europe on the Move’ – learning mobility opportunities for everyone
COM(2023) 719 final
Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions on Skills and Talent Mobility
COM(2023) 715 final
Referral of the Belgian Council Presidency on education








I   RECOMMENDATIONS FOR AMENDMENTS




Proposal for a Council recommendation ‘Europe on the Move’ – learning mobility opportunities for everyone
(COM(2023) 719 final)


Amendment 1

Preamble, recital 24






Text proposed by the European Commission


CoR amendment




To respond to the calls (59) for a more ambitious target than the current 8 % target for learning mobility abroad for VET students, this Recommendation proposes increasing the participation target for VET learners, including apprentices, to 
15
 % by 2030. The target for VET builds on the indicator defined in the Council conclusions on a benchmark for learning mobility (2011/C372/08) (60) and the Council Recommendation on vocational education and training for sustainable Competitiveness, social fairness and resilience. It is measured as the share of learners and apprentices enrolled in vocational upper-secondary and post-secondary level programmes who participated in a mobility period abroad during their studies. It includes participants of flexible mobility opportunities such as under Erasmus+ (for example short-term mobility, group mobility, blended mobility, mobility linked to participation in skills competitions).


To respond to the calls (59) for a more ambitious target than the current 8 % target for learning mobility abroad for VET students, this Recommendation proposes increasing the participation target for VET learners, including apprentices, to 
20
 % by 2030, 
with the mobility of apprentices to be increased to 40 % of VET learners (from today's 19 %)
. The target for VET builds on the indicator defined in the Council conclusions on a benchmark for learning mobility (2011/C372/08) (60) and the Council Recommendation on vocational education and training for sustainable Competitiveness, social fairness and resilience. It is measured as the share of learners and apprentices enrolled in vocational upper-secondary 
programmes, including vocational education and training,
 and post-secondary level 
vocational
 programmes who participated in a mobility period abroad during their studies. It includes participants of flexible mobility opportunities such as under Erasmus+ (for example short-term mobility, group mobility, blended mobility, mobility linked to participation in skills competitions). 
Specific measures should be implemented to track and improve access for underrepresented communities, such as implementing targeted outreach programmes, providing financial support, offering tailored support services, and facilitating cultural adaptation.















Reason

VET mobility deserves more ambitious targets and apprentices' mobility has specific characteristics and hurdles and therefore deserves targeted objectives and measures.

Amendment 2

Preamble, new recital after recital 24






Text proposed by the European Commission


CoR amendment




 




It is furthermore imperative to ensure that people with fewer opportunities, including those facing socio-economic disadvantages, disabilities, cultural barriers, and other marginalised groups, have equal access to mobility programmes The access and the possibility of mobility must be guaranteed for everyone, regardless of the challenges they may encounter.







Reason

The aim is to underscore the importance of inclusivity and equal access to mobility programmes for all individuals, irrespective of their backgrounds or challenges.

Amendment 3

Preamble, recital 26






Text proposed by the European Commission


CoR amendment




For the purposes of this Recommendation and in line with the implementation guidelines for the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy (61)

barriers to
 learning mobility 
include disabilities, health problems, barriers linked to education and training systems, cultural differences, social barriers, economic barriers, barriers linked to discrimination and geographical barriers
.


For the purposes of this Recommendation and in line with the implementation guidelines for the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy (61) learning mobility 
must be barrier-free.











Reason

This phrasing includes a more encompassing term to include all potential barriers to learning mobility.

Amendment 4

Preamble, recital 27






Text proposed by the European Commission


CoR amendment




Developing guidelines for the preparation of action plans referred to in point 12 of this Recommendation as well as drafting an overview report of these plans to support peer learning opportunities and the exchange of good practice.


Developing guidelines for the preparation of action plans referred to in point 12 of this Recommendation as well as drafting an overview report of these plans to support peer learning opportunities and the exchange of good practice. 
Local and regional authorities should be involved in the creation and implementation of these action plans, using the guidelines to develop region-specific strategies and participate in peer learning opportunities. The pivotal role of partnerships between educational, and/or vocational training institutions and local/regional authorities must be recognised. The scope of this role should be extended to cover the drafting of joint plans for the dissemination of the initiatives and actions implemented and their evaluation plans. Initiatives like internships, specific commitment schemes such as European volunteering, and valuing skills acquired outside school hours provide meaningful opportunities to enrich educational experiences and empower communities.







Reason

Due to the competences of LRAs, they need to be actively involved in the 2025-2030 action plans at national and regional level and any action plan must include a dissemination plan for publicising the initiatives and measures included in the action plan and an evaluation plan at various levels that assesses their impact.

Amendment 5

Preamble, recital 31






Text proposed by the European Commission


CoR amendment




Further developing, promoting and providing support through the Erasmus+ programme for 
the use
 of EU tools that support the transparency and validation of outcomes of learning periods abroad and credentials, in particular Youthpass and the Europass platform/Europass Mobility, including through semantic interoperability via the European Learning Model and European Digital Credentials for Learning.


Further developing, promoting and providing support 
to the European Universities alliances
 through the Erasmus+ programme for 
common
, 
consensual collection and analysis
 of EU tools that support the transparency
, monitoring
 and validation of outcomes of learning periods abroad and credentials, in particular Youthpass and the Europass platform/Europass Mobility, including through semantic interoperability via the European Learning Model and European Digital Credentials for Learning. 
The micro
-
credentials model will be enhanced within the framework of the European strategy for lifelong learning and reskilling, to ensure student and professional mobility happens in an open and multidisciplinary educational space, with closer cooperation between educational institutions and businesses, ultimately contributing to greater employability throughout the European Union.







Reason

The aim is both to strengthen the way in which procedures are specifically analysed and to improve transparency by encouraging improvements in processes and their results, while always ensuring a common approach that is coordinated between countries and regions.

Amendment 6

(a)






Text proposed by the European Commission


CoR amendment




promote the seamless movement of learners, educators and staff within the European Education Area, with a view to supporting the development of their skill set across the board
,
 in particular those competencies that are essential for green and digital transitions, building trust and understanding between education and training systems, youth and sport sectors, and promoting active citizenship;


promote the seamless movement of learners, educators and staff within the European Education Area, 
with the active involvement of local and regional authorities and
 with a view to supporting the development of their skill set across the board
. This refers
 in particular 
to
 those competencies that are essential for green and digital transitions, building trust and understanding 
while fostering knowledge
 between 
the different
 education and training systems, 
business sector, social partners, the third sector, as well as the
 youth and sport sectors, and promoting active citizenship;





Reason

Trust is an important element, including with the private sector, which is an essential partner in mobility – in particular for VET/apprentices.

Amendment 7

(b)






Text proposed by the European Commission


CoR amendment




work towards learning mobility schemes that are inclusive, 
environmentally sustainable,
 benefit from the use of digital technologies and promote common EU values;


work towards learning mobility schemes that are inclusive, 
maximise environmental sustainability through low-emission and circular economy practices
, benefit from the use of digital technologies
, fight social inequalities
 and promote common EU values;





Reason

Incorporating practices and principles into mobility programmes by strengthening commitments and preparing leading students to contribute to greener global economies. Supporting learning mobility to address global ecological challenges while not overlooking social inequalities, to achieve maximum youth engagement.

Amendment 8

(c)






Text proposed by the European Commission


CoR amendment










—


in vocational education and training, the share of vocational learners benefiting from a learning mobility abroad should be at least 
15
 %;












—


in vocational education and training, the share of vocational learners benefiting from a learning mobility abroad should be at least 
20
 % 
and the percentage of apprentices among VET learners' mobility should be at least 40 %;











Reason

Boosting the VET/apprentices' mobility should be imperative to ensure a just transition and competitivity of the European economy.

Amendment 9

(d)






Text proposed by the European Commission


CoR amendment




establish structural cooperation with stakeholders in the area of learning mobility in view of the implementation of this Recommendation,


establish structural cooperation with 
private and public
 stakeholders 
and CoVEs, as well as social partners,
 in the area of learning mobility in view of the implementation of this Recommendation, 
including forming partnerships with local and regional authorities to leverage their unique insights and capacities in the practical application of these guidelines
.





Reason

Involving social partners is essential to ensure the comprehensive success of learning mobility initiatives and maximizing their impact.

Amendment 10

New after (d)






Text proposed by the European Commission


CoR amendment




 




create formalised cross-border macro-regions for VET and apprentices in collaboration with LRAs and CoVEs, based on sectoral ecosystems;







Reason

A different approach needs to be put in place to boost VET/apprentices' mobility.

Amendment 11

Point (2)(a)






Text proposed by the European Commission


CoR amendment




strengthening language learning at all stages of education and training and in youth and sport systems, including by delivering part of curricula in other EU languages than the national language(s) to boost learning mobility options and opportunities;


strengthening language learning at all stages of education and training and in youth and sport systems, including by delivering part of curricula in other EU languages than the national language(s) to boost learning mobility options and opportunities. 
Additionally, local and regional authorities, especially in cross-border regions, should promote language learning that reflects the linguistic diversity of neighbouring regions, from a lifelong learning perspective and facilitating cross-border linguistic and cultural exchange and cooperation, including as part of fostering mobility on macro-regional level. Finally, particular attention should be paid to ensure the inclusion of the also less-used languages;







Reason

Highlights the importance of focusing on cross- border regions, linguistic diversity and lesser-used languages in the EU.

Amendment 12

Point (2)(b)






Text proposed by the European Commission


CoR amendment




facilitating access to language education and learning, including for the adult population, to improve multilingual competences and enable citizens to take full advantage of learning mobility, the European Education Area and employment opportunities.


facilitating access to language education and learning, including for the adult population, 
focusing especially on the inclusiveness and affordability of these programmes,
 to improve multilingual competences and enable citizens to take full advantage of learning mobility, the European Education Area and employment opportunities.





Reason

Affordability is a key factor to be taken into account in language learning.

Amendment 13

Point (4)(a)






Text proposed by the European Commission


CoR amendment




putting in place learning mobility promoters – coordinators, contact points, ambassadors or dedicated learning mobility information centres – at regional or local level to share their expertise with regional and local education and training providers, civil society organisations and private bodies, support engagement in learning mobility activities, and encourage these coordinators to network at national and intra-EU level;


putting in place learning mobility promoters – coordinators, contact points, ambassadors or dedicated learning mobility information centres – at regional or local level to share their expertise with regional and local education and training providers, civil society organisations and private bodies, support engagement in learning mobility activities, and encourage these coordinators to network at national and intra-EU level. 
Calls on the European Network of regional and local Councillors to have an adequate role in the dissemination of information on learning mobility, as they are already strongly present in the territories and close to the citizens;







Reason

Involving participants of the European Councillors' Scheme in promoting mobility should be part of the solution.

Amendment 14

Point (4)(b)






Text proposed by the European Commission


CoR amendment




offering learners targeted information on learning mobility opportunities throughout the lifelong learning cycle, including in schools and youth centres, among vocational education and training and adult education providers, youth work and volunteering providers, higher education institutions and employers, by building on learning mobility promoters and integrating information on learning mobility opportunities into study and career guidance;


offering learners targeted information on learning mobility opportunities throughout the lifelong learning cycle, 
strongly encouraging the education providers to make information sessions on suitable mobility schemes mandatory parts of the respective programmes,
 including in schools and youth centres, among vocational education, and training and adult education providers, youth work and volunteering providers, higher education institutions and employers, by building on learning mobility promoters and integrating information on learning mobility opportunities into study and career guidance
. Measures to promote mobility opportunities should be included in regional and national plans for the training of teachers, educators and trainers
;





Reason

Training schemes, particularly regional ones, aimed at teachers and educators in education and training institutions and centres are a crucial element in promoting mobility opportunities.

Amendment 15

Point (4)(g)






Text proposed by the European Commission


CoR amendment




 




Pooling evaluation and monitoring systems for the models applied to the different types of mobility, ensuring a digital system that sets up a tool for automatic recognition of qualifications, joint evaluation and analysis of systems for monitoring mobility, so that the efforts deployed in the process present a common purpose and utility.







Reason

Accurate tools need to be developed and implemented, both for monitoring and for evaluating learning mobility outcomes.

Amendment 16

Point (5)(c)






Text proposed by the European Commission


CoR amendment




encouraging education and training institutions to keep a record of decisions on the recognition of learning outcomes to ensure consistency and transparency of decision-making over time and between the different organisational structures of institutions and understanding of the concept and definition of automatic recognition;


encouraging education and training institutions to keep a record of decisions on the recognition of learning outcomes to ensure consistency and transparency of decision-making over time
, providing a reliable record acknowledging the learning outcomes for the participants,
 and between the different organisational structures of institutions and understanding of the concept and definition of automatic recognition 
by entering data in a common consultation system that allows all systems to be compared and improved, while at all times heeding data protection rules;







Reason

Worries about the non-recognition of accomplishments achieved in the framework of a mobility scheme should not hold possible participants back.

Amendment 17

New paragraph after point (7)(c)






Text proposed by the European Commission


CoR amendment




 




ensuring the accessibility of learning mobility to individuals of all genders requires the establishment of comprehensive support structures aimed at addressing concerns related to discrimination, including but not limited to sexism, homophobia, and transphobia, thus fostering an inclusive and welcoming environment for all participants;







Reason

Concerns regarding sexism, homophobia and transphobia should not hold possible participants back.


II   POLICY RECOMMENDATIONS

THE EUROPEAN COMMITTEE OF THE REGIONS (CoR),






1.


welcomes the Skills and Mobility Package, appreciating its role in enhancing the EU’s appeal to global talent and promoting internal mobility. Emphasises the significance for local and regional authorities, as talent and skills mobility fosters economic growth, creates regional hubs of excellence and enhances overall EU competitiveness. These efforts align with the development of VET and Centres of Vocational Excellence (CoVE) and the introduction of the EU Talent Pool;










2.


appreciates the ongoing importance of skills on the European agenda post the European Year of Skills. This is crucial in an era where challenges such as climate change, digital transformation, demographic change and global health crises necessitate collaborative solutions and with only one year remaining until the European Education Area (EEA) and European Skills Agenda objectives are to be achieved;










3.


highlights that cities and regions play a crucial role beyond integrating mobile learners. They actively contribute to subnational achievement of the EEA (1), promote local learning cultures, establish effective frameworks for sending and hosting learners, invest in information sharing and infrastructure development and create education /training ecosystems (2). Various flexible, effective mechanisms for coordination and communication between educational institutions, training centres, local and regional authorities and local businesses will need to be defined and clearly established;










4.


urges investment in building capacity for LRAs, emphasising their crucial role in promoting, implementing and spreading mobility programmes, especially in the context of digital and green transformations, as well as demographic challenges. Strong institutional frameworks, skills recognition and funding are essential, but the shortage of capacity in local public administrations poses a tangible obstacle to the exchange, especially of VET and apprentices. This investment should encompass comprehensive training programmes, knowledge-sharing platforms, a large-scale communication plan and technical assistance aimed at empowering LRAs to effectively engage in and support mobility initiatives, thereby ensuring equitable access to opportunities for all individuals within their jurisdictions;










5.


asks, in this context, the Member States and the European Commission to build on the network of European Councillors as a useful community to increase the awareness of learning mobility opportunities on the ground;










6.


calls the EP, European Commission and the Member States to launch a pilot project on Erasmus Green Cities through the networks of the 100 Green Cities and the 100 Climate-Neutral Cities Mission, following the example of the US Climate Corps programmes, offering young people Erasmus+ funded traineeships to empower them with the skills needed for the green transition and to concretely engage them in local community green projects;





Macro-regions – boosting mobility







7.


welcomes the progress achieved since 2011 on learners’ mobility and the fact that the scheme is being expanded to all learners, educators and staff. Is, however, concerned with the low ambition and combining of the targets for VET and apprentices’ mobility. The conditions and hurdles for the mobility are not comparable, calls therefore for ambitious targets to be set separately for VET and apprentices;










8.


urges the establishment of a ‘Europe of learner mobility’, drawing on existing best practices (3), especially in cross-border regions where mobility is common. This initiative will ensure that mobility opportunities are accessible to individuals from diverse socio-economic, cultural, and geographical backgrounds. Specifically calls for the creation of formalised cross-border macro-regions for VET and apprentices in collaboration with LRAs and CoVEs, which should place a strong emphasis on promoting social cohesion and intercultural understanding among learners. This initiative aims to enhance information accessibility, build trust, simplify learner pathways through European VET training pathways and ultimately scale up learner mobility;










9.


urges the establishment and expansion of macro-regions of mobility, emphasising the involvement and collaboration of LRAs, CoVEs, social partners and SMEs where feasible. Emphasises the importance of a community approach for building trust, boosting motivation and tailoring programmes to the unique needs of each macro-region. The goal is to structure networks around specific vocational fields or industrial sectors, ensuring high-quality training closely aligned with local ecosystems, including businesses;










10.


believes it is important for each VET provider and CoVE to have dedicated staff for international mobility;





MULTILINGUALISM – part of the problem, part of the solution







11.


highlights linguistic barriers as a major mobility obstacle. Expresses concern about the decreasing availability of free language courses for students in and out of mobility in Europe (4). Calls on the European Commission and Member States to invest more in promoting multilingualism and the provision of accessible and digital resources, particularly for lesser-used languages and also advocates for teaching at least two languages in addition to the main language(s) and mandatory language learning in VET programmes;










12.


urges Member States and the European Commission to support local projects for multilingualism including as part of life-long learning for all EU citizens, in particular young people. Although many language acquisition programmes exist at local level, they are mainly project-based and are often targeting newcomers in the community (5);





MOBILITY with non-EU countries







13.


points out that the recent CoR opinion on Legal Migration (6) reflects the position of LRAs on attracting skills and talent from third countries. Updates its position by calling on Member States to involve LRAs in providing data to the EU Talent Pool about living conditions in their communities. Additionally, urges Member States to include LRAs in national adjustments to the list of EU-wide shortage occupations, recognising their valuable insights into skills and talent supply and demand;










14.


reiterates the fact that the EU Talent Pool is a purely economic tool aimed at matching job and skills demand and supply and put at the disposal of Member States on a voluntary basis;





EDUCATION STAFF – shortage and mobility







15.


is alarmed that the educational profession has experienced a decline in its appeal across the EU and calls therefore for placing training and mobility of teaching staff at the core of the EEA;










16.


warns of the imbalance in teacher shortage between urban and rural or isolated areas and calls for targeted measures for attracting and redistributing teachers equally throughout the territories;










17.


calls on Member States to favour mobility as an option to develop soft skills, making it an essential part of teachers’ continuous professional path. Points to the fact that good examples (7) exist at regional level that could serve as motivation;










18.


calls on the European Commission and Member States to identify soft skills for the different categories of educational staff, favour cross-border partnerships between education institutions and ensure the recognition of skills and qualifications obtained through mobility;










19.


calls on the Commission and the Member States to ensure that the common European classification standards for skills and qualifications are implemented rapidly and well;










20.


welcomes the European Commission proposal for an ‘Action Plan on labour and skills shortages in the EU (8)’; is, however, perplexed that the Communication is addressing only Member States and the social partners, completely neglecting the role of local and regional authorities in increasing labour market participation of underrepresented groups, ending long-term unemployment, integrating migrants into the labour market, intra-EU mobility of learners and workers and, last but not least, the data collection on labour and skills shortages;










21.


calls in this regard the European Commission to fully include LRAs and the CoR, as the institution representing them, in the setting-up and implementation of new sectoral and regional skills partnerships under the Pact for Skills and the Skills Academies;










22.


demands to be included in the adoption of the new declaration on vocation education and training (VET) planned for 2025;










23.


calls on Member States to include LRAs in the development of tailor-made skills strategies, that need to go beyond the national specificities, but rather aim to create place-based subnational strategies;










24.


welcomes the announced promotion of apprentice mobility through the European Alliance for Apprenticeships and the Toolkit for apprentice mobility, as well as the Erasmus+ transnational experimentation projects. Calls in this regard to integrate the cross regional mobility clusters, as proposed in this CoR opinion.






Brussels, 18 April 2024.


The President


of the European Committee of the Regions

Vasco ALVES CORDEIRO
               





(59)  Including the European Parliament resolution on the Council Recommendation for sustainable competitiveness, social fairness and resilience.

(59)  Including the European Parliament resolution on the Council Recommendation for sustainable competitiveness, social fairness and resilience.

(60)  
            
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2011.372.01.0031.01.ENG&toc=OJ:C:2011:372:TOC



(60)  
            
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2011.372.01.0031.01.ENG&toc=OJ:C:2011:372:TOC
.

(61)  Implementation guidelines for Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy, link: 
https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy



(61)  Implementation guidelines for Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy, link: 
https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy



(1)  CoR study, The Role of Local and Regional Authorities in Achieving a European Education Area by 2025, 2021.

(2)  Such as the example of the Municipality of Plovdiv or the Internationalisation of Tartu Vocational Education Centre.

(3)  For example, transnational apprenticeship schemes of the region of Carinthia, Austria.

(4)  According to Bologna With Student Eyes, 2020, page 64.

(5)  CoR study The Role of Local and Regional Authorities in Achieving a European Education Area by 2025, page 65.

(6)  Opinion of the European Committee of the Regions on legal migration: Attracting skills and talent to the EU (OJ C 79, 2.3.2023, p. 59).

(7)  Murcia sets the establishment of teachers' incentives for mobility as one of the objectives within its regional strategy for professional training and permanent learning.

(8)  COM(2024) 0131.


ELI: http://data.europa.eu/eli/C/2024/3668/oj
ISSN 1977-091X (electronic edition)