Annexes to COM(2009)329 - Green Paper - Promoting the learning mobility of young people - Main contents
Please note
This page contains a limited version of this dossier in the EU Monitor.
| dossier | COM(2009)329 - Green Paper - Promoting the learning mobility of young people. |
|---|---|
| document | COM(2009)329  |
| date | July 8, 2009 |
Good practice: Fast visa track for AIESEC trainees in Denmark The Denmark chapter of the international students' association AIESEC agreed with the Danish Ministry of External Affairs on a fast track procedure regarding the visa regulations for AIESEC members from non-EU countries coming to Denmark for a training period. As a result the processing time of visa applications for AIESEC members is reduced from 2-3 months to 3-4 weeks. http://www.aiesec.org |
What more should be done to promote mobility to and from the European Union? How should this be done?
Please provide examples of good practice.
1.7. Preparation of the mobility period and quality assurance issues
It is clear that mobility will work best for young people and they will be more easily persuaded of its value, where there is good preparation and overall management of the experience. Organisers of learning mobility need to set up appropriate mechanisms for selecting participants. Selection should be fair and transparent. Sending and receiving institutions need to cooperate in matching participants and receiving institutions. Preparing participants properly, including in terms of linguistic skills and cultural knowledge, should be part of this phase. A mobility period abroad should fit in as much as possible with the personal learning pathways, skills and motivation of the individual participant, and should develop or supplement them. The European Quality Charter for Mobility can provide guidance on this point as it provides a list of general principles to be taken into account (see Info box below). Other charters have been developed for particular sectors e.g. vocational training (Leonardo da Vinci Mobility Quality Commitment), research (European Charter for Researchers and Code of Conduct[35]) higher education (Erasmus Student Charter[36]), voluntary work (European Voluntary Service Charter[37]) and enterprise (Erasmus for Young Entrepreneurs Commitment[38]). Generally speaking, there should be a clear commitment to quality from both the sending and the host institution/organisation.
It is also advisable to draw up a learning or training agreement, taking account of the level of knowledge and skills and the linguistic preparation of the participant, and to have it agreed by the sending and hosting organisations and the participant. The agreement should outline the objectives and expected learning outcomes, as well as how these can be achieved and implemented and recognised.
Info: European Quality Charter for Mobility The 2006 Recommendation of the European Parliament and Council on transnational mobility within the Community for education and training purposes provides a concise description of the issues surrounding this type of mobility. The European Quality Charter for Mobility, which is part of the recommendation, offers a "check list" of the most important issues to be taken into account in organising learning mobility and can be adapted to different settings, from schools to apprenticeships etc. In particular it describes the need for a "learning plan", to be agreed to by all parties (sending institution, host institution, mobile person). http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00050009.pdf |
Good practice: Ap n’ go Ap ‘n go is a platform where students and apprentices can request a placement abroad, and where companies interested in hosting young people on placements can describe their requirements. The website facilitates a matching between the two. In addition the website provides practical advice and information for students/apprentices and companies, online tools in various languages and allows to share experiences and good practices from apprentices and companies. www.ap-and-go.eu |
What measures can be taken to ensure that the mobility period is of high quality?
Please provide examples of good practice.
1.8. Reaching out to Disadvantaged Groups
There is a need to reach out to groups who tend to be excluded from mobility opportunities. The arguments in favour of learning mobility – coping with globalisation, increasing competitiveness and strengthening social cohesion – apply even more so to disadvantaged groups as these are the most vulnerable. Any measures to increase mobility ought to aim in particular at including those already struggling with specific difficulties, e.g. economically or socially disadvantaged groups, people with special needs, and underprivileged migrant populations. The Lifelong Learning, Youth in Action and Erasmus Mundus Programmes provide specific support to people with special needs. This practice could be widened to other programmes and mobility actions as the beneficial aspect of developing one's personality through learning mobility is particularly important for these groups.
Good practice: Spread the sign
Sign language is an absolutely necessary tool for communication between deaf or hard of hearing people. However, against the common belief, sign language is not a universal language and it has been difficult for deaf students to go abroad and study. "Spread the sign", a web-based sign language dictionary, for the first time gives a visual support to persons concerned on how to express specific terms in other sign languages. It has been developed to support persons in vocational training going abroad for placement. Sign languages from 11 countries are presently available.
www.spreadthesign.com
Which are the most important difficulties encountered by disadvantaged groups with regard to learning mobility?
Please provide examples of good practice of how such difficulties can be overcome.
2. THE STAY ABROAD AND FOLLOW-UP
Sending more young people abroad is only one side of the coin. There also ought to be arrangements in place to receive them properly. The lack of affordable housing, especially in big cities, and of reception facilities (counselling offices, canteens, health services, etc.) continues to be a problem, and may increase if the envisaged boost to mobility figures were to come about.
2.1. Mentoring and Integration
The host organisation (educational establishment, youth organisation, company, etc.) should provide schemes such as mentoring to advise participants and help with their effective integration into the host environment, and act as a contact point for obtaining ongoing assistance.
Can you give some concrete examples of good practice in this area?
2.2. Recognition and Validation
It is vital to record, recognise and validate periods of learning mobility in an appropriate way. The Bologna Process (for higher education), the Copenhagen Process (for vocational education and training) and the European Research Area have helped to improve the transparency and facilitate the recognition of qualifications and credits for educational purposes, which remain a national competence. European instruments now available include:
- the European Credit Transfer and Accumulation System ECTS (for higher education)
- the European Credit System for Vocational Education and Training (ECVET, adopted in 2009)
- the European Qualifications Framework (EQF)
- a single Community framework for the transparency of qualifications and competences, Europass (Decision 2241/2004/EC). It includes the Europass Mobility, a record of mobility experiences, the Diploma Supplement for higher education (developed jointly by UNESCO-CEPES, the Council of Europe and the European Commission), as well as the Certificate Supplement for vocational training
- the Youthpass certificate for youth exchanges and volunteering
- The European Quality Charter for Mobility.
For higher education there is also the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention) which was developed by the Council of Europe and UNESCO in 1997.
The responsibility for the proper implementation of most of these instruments lies with national authorities. Progress in recognition could be sped up if the existing instruments were used to reach recognition agreements at regional and sectoral levels. The ongoing orientation of teaching and training towards learning outcomes[39] and the emergence of qualifications frameworks will make it easier for schools, universities, businesses, youth organisations etc. to formulate agreements for the recognition of mobility periods. Policies to secure recognition are most developed in higher education, but even here problems persist.
However, proper follow-up to mobility can go beyond formal recognition. Not only should the acquired formal knowledge be properly recorded, e.g. in the Europass Mobility, the Youth Pass or the Diploma Supplement, but in the spirit of Lifelong Learning, also non-formal and informal learning should be validated[40].
Info: European Credit Transfer and Accumulation System ECTS ECTS is a tool that enables students to collect credits for learning achieved through higher education. ECTS is a learner-centred system which aims to increase transparency of learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobility. ECTS is widely used in formal higher education and can be applied to other lifelong learning activities. Originally developed within the Erasmus Programme, it has become one of the central tools of the European Higher Education Area (Bologna Process). http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm |
In your experience, is the validation and recognition of both formal and non-formal learning still a significant obstacle to mobility?
Please give concrete examples and your views on what can be done to improve the situation.
3. A NEW PARTNERSHIP FOR MOBILITY
3.1. MOBILISING ACTORS AND RESOURCES
EXTENDING OPPORTUNITIES FOR youth mobility significantly beyond existing programmes cannot be done by any one player. Overcoming the continuing obstacles to mobility requires a concerted approach by all sectors, from language teaching to volunteer services. A new partnership is needed, with public authorities teaming up with partners from the worlds of civil society and business. Professional associations, NGOs and youth organisations could be encouraged to become active in promoting youth mobility. Mobility can be mainstreamed into all relevant policy areas, from education, training and culture to research, enterprise and innovation[41]. Civil society organisations could be encouraged to twin, following the example of town twinning, and to set up dialogue frameworks. This could be stimulated through existing European programmes. European regions have the potential to assume an important role in this new partnership for mobility. Many are already key players in supporting mobility, providing inter alia funding, reception facilities, and counselling on legal problems.
Good practice: Interregional Cooperation The regions of Tuscany, Catalonia, and Västra Götaland have signed bilateral agreements to promote mobility among themselves in the different sectors, i.e. in schools, in apprenticeships, at post-secondary level, for young graduates or for entrepreneurs. These regions have defined a Quality Charter for interregional mobility, to provide greater transparency to quality issues in the planning of mobility flows. http://www.mob-reg.eu |
Schools and universities can jointly develop actions which help prepare pupils to be mobile when they become students, e.g. summer universities for upper secondary school pupils in specific subject fields. Building on the Comenius-Regio initiative[42] and the mobility components within the Youth in Action programme, interaction with other actors from the non formal education sector could be increased.
Info: Comenius Regio Partnerships These partnerships offer funding to support regional cooperation in school education and the exchange of experiences and good practice between regions and municipalities in Europe. Together with schools and other relevant partners from their region or municipality, regional authorities with a role in school education are invited to set up partnerships with other regions and to collaborate on any topic of common interest. To support mobility between the two partner regions and to develop sustainable mobility schemes for pupils can be one of the activities within Comenius Regio Partnerships. The first Comenius Regio Partnerships will start in autumn 2009. http://ec.europa.eu/education/comenius/doc1002_en.htm |
One important aspect of youth mobility is funding. Whilst the availability of finance is not the only – and often not the most significant - barrier to expanding mobility, it is clear that in order to offer mobility opportunities to all groups of young people the funding base has to be broadened considerably, beyond the existing and potential scope of the European mobility programmes. Some regions are already using the European Social Fund to support mobility, most notably in the vocational sector. Under the Marie Curie Actions, a new funding mechanism (COFUND) has been developed to support existing or newly created regional, national or international programmes to boost transnational mobility for training and career development. The Structural Funds may offer other possibilities to support mobility in the future. The European Investment Bank currently supports a number of initiatives at national and regional level for the provision of student lending in the higher education area. Potential exists to use the Bank's resources to expand the funding available for mobility. All these different sources of funding help the EU to play a key role in stimulating learning mobility. However, to meet the ambition of expanding this opportunity to a much wider group, European funding may need to be restructured and the existing instruments reoriented to give these activities more visibility and effectiveness. Nevertheless, European funding will not be sufficient and a much broader financial base will have to be found. European, national and regional authorities need to cooperate with education institutions, civil society bodies and local authorities engaged in mobility to combine their capacities to fund mobility.
How can all actors and resources at national, regional and local levels be better mobilised in the interest of youth mobility?
Can you provide examples of successful territorial partnerships?
Can you provide good examples and innovative ideas on the funding of youth mobility?
3.2. More active involvement from the business world
There is a potential for further strengthening the motivation and engagement of business in youth mobility. Internships, research programmes and collaborative projects, which allow young people to work with or within a company, alone or in interdisciplinary groups, should be encouraged in all disciplines and sectors. Businesses need to be convinced of the value of learning mobility so that they will undertake the extra effort needed to offer more placements to young people. Businesses can also contribute to the funding of youth mobility, in cooperation with European, national and regional authorities[43].
The mobility of young entrepreneurs contributes to enhancing the internationalisation and competitiveness of European enterprises. The European Institute for Innovation and Technology (EIT) will, once fully operational, provide examples of increased mobility of students, academics and researchers in its various fields of activities[44].
Info: Marie Curie Actions
Marie Curie Actions offer a wide range of opportunities for geographical and intersectorial mobility of researchers. For example, Initial Training Networks (ITN) offer early-stage researchers the opportunity to improve their research skills, join established research teams organised in international networks and enhance their career prospects. The networks recruit and employ researchers, and provide specialised training modules and exposure to the private sector. Another example are the Marie Curie Industry-Academia Partnerships and Pathways (IAPP) which can include universities and companies of all shapes and sizes focussing on joint research projects. IAPP aims to boost skills exchange between the commercial and non-commercial sectors through the secondments of staff.
http://ec.europa.eu/mariecurieactions/
Good practice: Go for Europe This joint initiative of chambers of commerce and craft as well as the metal and electrical industries of Baden-Württemberg/Germany aims to support internships of apprentices abroad and to internationalise the training of apprentices to prepare them better for the European labour market. http://www.goforeurope.de/home.html |
How can businesses be motivated to become more strongly involved in youth mobility? Please provide examples of good practice.
3.3. Virtual Networking and eTwinning
Virtual mobility, i.e. the use of the internet and other electronic forms of information and communication, is often a catalyst for embarking on a period of physical mobility. Although not a substitute for physical mobility, it does enable young people to prepare a stay abroad and can create conditions for future physical mobility by facilitating friendships, contacts and social networking etc. It also provides a means to keep in contact with the host country once the mobility period is over. It can also provide an international dimension to those learners who, for different reasons, are not able or willing to go abroad. In that context, ICT can be used for “electronic twinning” and for virtual platforms, for teachers, other "multipliers", interested individuals, interactive communities, open source initiatives etc. Virtual mobility may also be an appropriate and practical form of mobility for young pupils, where travelling abroad may not be an option. Electronic twinning can enhance the quality of mobility initiatives (e.g. through better preparation) and make them more sustainable.
Info: Comenius eTwinning Within the Comenius programme, eTwinning is being developed to mainstream the use of Information and Communication technologies to promote collaborative learning, the European dimension, the sharing of resources and practice and the pedagogical use of ICT in schools Europe-wide. In eTwinning, primary and secondary schools establish an Internet twinning link with a partner school elsewhere in Europe. The main output of eTwinning are the joint pedagogical projects developed by the participating schools using the tools and the Internet spaces made available for them through the European eTwinning portal. The most original feature of eTwinning is that, rather than financing individual projects, it offers support, services, ideas, tools and recognition for facilitating school collaboration. More than 50,000 schools are involved in eTwinning throughout Europe. http://www.etwinning.net/en/pub/index.htm |
Good practice: Virtual Campus for Digital Students This European network of providers of open and distance learning is building a virtual campus for "digital students" aimed at providing open educational sources and tools and to ensure the compatibility of the different eLearning environments used in the partner universities. www.vicadis.net |
How can we best make use of ICTs to provide valuable virtual mobility opportunities to enrich the physical mobility?
Can the eTwinning approach be used in other learning sectors e.g. voluntary service, vocational sector?
3.4. Engaging the "multipliers"
As briefly mentioned in section 1.2, an enthusiastic teacher, trainer or youth worker who has been mobile him or herself, can be an important motivator for young people to undertake a mobility period abroad. Such individuals have the credibility to explain the benefits of and act as an ambassador for youth mobility.
However, being mobile themselves and helping young people to go abroad requires, in most cases, a considerable personal investment on the part of the teachers, trainers and youth workers. Mobility periods of teachers and trainers in school, university and vocational education should be encouraged and recognised as an integral part of their career development, as well as mobility of youth workers in youth organisations.
Likewise, the time and effort of teachers, trainers and youth workers to invest in helping young people to prepare their stay abroad needs to be recognised accordingly in their task descriptions and work plan. All too often mobility opportunities are the result of the personal commitment of a teacher, trainer or youth worker who invests his or her free time and private resources to create these opportunities. This group needs incentives and recognition for the valuable work they do.
This could include the development of mobility opportunities for educators and trainers in all target areas, e.g. reciprocal teacher exchange schemes. Particular attention could be given to the training of trainers in areas of strategic importance and skills shortages identified by the "New Skills for New Jobs Initiative"[45].
Language teachers are a particularly important group of multipliers. However, while it would seem elementary that language teachers should have spent some time in the country whose language they teach, this is by no means the rule everywhere in Europe. Equally, language teachers ought to have the opportunity to teach their mother tongue abroad.
Another pool of people that could be made use of in this context are those who have themselves been mobile, i.e. higher education alumni and various networks of pupils, students and former volunteers.
Good practice: Marie Curie Fellows Association The MCFA is the association of young scientists who were awarded a mobility research training grant by the European Community. It provides information and a discussion forum to young European researchers. http://mcfa.eu Erasmus Student Network The Erasmus Student Network (ESN) is a non-for-profit international student organisation. Its mission is to foster student mobility in Higher Education under the principle of “Students Helping Students”. The network provides services and information to 150.000 students. www.esn.org Erasmus Mundus Alumni Association The mission of the Erasmus Mundus Students and Alumni Association (EMA) is to provide a forum for networking, communication and collaboration and to promote Erasmus Mundus as a European programme of excellence in international education. The EM Alumni have proven to be the most effective ambassadors to promote EM programme in their countries of origin due to their first-hand knowledge of students' needs, problems and language. www.em-a.eu |
Should mobility opportunities for "multipliers" (teachers, trainers, youth workers, etc.) be given additional support and prominence in European programmes?
What do you see as the main obstacles to a stronger engagement of teachers and trainers in promoting mobility?
3.5. Mobility Targets
Ministers in the Education Council of November 2008 indicated their broad support for a new mobilisation to increase mobility; efforts should now focus on turning this broad support into precise objectives. Concrete targets to be achieved in a specific area can be a powerful tool to encourage Member States, regional authorities, institutions and organisations to focus their strategy. Targets currently exist within the education and training area as part of the Lisbon Strategy, but so far they do not include mobility. The existing targets have proved to be a useful tool within the Open Method of Coordination, particularly to motivate stakeholders to reach new goals. Specific mobility targets are presently being discussed in the context of the renewed Education and Training Strategy. A significant breakthrough was achieved in April 2009 when a mobility target in higher education was adopted in the context of the Bologna Process. This stipulates that by 2020, at least 20% of those graduating in the European Higher Education Area should have a study or a training period abroad (see footnote 10). On the foot of this, in May 2009, the European Council invited the Commission to study the possibility of extending such a benchmark to include vocational education and training and teacher mobility[46].
In addition to European and national benchmarks, it might also be useful for regions, universities, schools, businesses and associations to set strategic benchmarks of their own, in line with their own education and skills strategies. This develops a sense of ownership and motivation to reach the benchmarks.
Good practice: national and organisational mobility targets in higher education A newly developed "Strategy for the Internationalisation of Higher Education Institutions in Finland 2009-2015" sets mobility goals for 2015: thus the outgoing student and trainee mobility in universities is to reach 6% (2007:3.8%) and in polytechnics 8% (2007: 6.1%). The Austrian Government has set the objective that 50% of graduates should have a mobility experience relevant to their studies by 2020. Targets exist not only at governmental level: The German Academic Exchange Service DAAD also calls for at least 50% of graduates to have a mobility experience "in the medium term". |
Do you consider targets a useful tool in defining a mobility strategy and if so, at what level (European, national, institutional, sectoral, etc.)?
Please provide examples of good practice.
CONCLUSIONS
This Green Paper is being put forward with a view to raising a wide number of issues linked to the learning mobility of young Europeans in all disciplines and contexts.
The European Commission is now calling upon all stakeholders, from governments to individuals, to support its efforts to make youth mobility the rule rather than the exception. While recognising that this is a challenging objective in the current economic context, learning mobility is a key element in the overall strategy to equip Europe with the skills needed for the future.
This Green Paper highlights a number of areas where further efforts are required. Many of these efforts imply action at national, regional and institutional level, as well as the active involvement of civil society, business and other stakeholders.
Suggestions of possible courses of action which could be explored at different levels are put forward. These are intended to stimulate feedback and are not meant to be exhaustive. All interested parties are welcome to contribute to this debate and put forward their options for the future. The Commission will carefully evaluate the feedback to the consultation and prepare a proposal for the practical follow-up.
How to take part in the consultation
Responses to this Green Paper will be collected at two levels.
First, the Commission invites stakeholders to provide responses to the open questions raised in the text, as well as further reflections and examples of good practice.
All data concerning individuals will remain anonymous. If you are responding on behalf of an organisation, please indicate the name and nature of the entity you represent. Professional organisations are invited to register in the Commission's Register for Interest Representatives. (http://ec.europa.eu/transparency/regrin).
You can send your contributions via e-mail to
EAC-GREEN-PAPER-MOBILITY@ec.europa.eu.
or via mail to:
EAC GREEN PAPER MOBILITY
DG EAC/B3
MADO 11/14
European Commission
B-1049 Brussels
Second, there is an on-line multiple-choice questionnaire, tailored to the wider public, at:
http://ec.europa.eu/dgs/education_culture/consult/index_en.html
The public consultation period for consultations at both levels ends on 15 December 2009 .
[1] This Green Paper does not include mobility in the labour market but focuses on mobility for learning purposes.
[2] For example a study showed that 54% of former Erasmus students believe that the period abroad was helpful in obtaining a first job. See Friedhelm Maiworm and Ulrich 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.
[3] For the higher education sector this systemic benefit has been proved 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.pdfSee also the Interim evaluation of Erasmus Mundus by CSES, June 2007,http://ec.europa.eu/education/programmes/mundus/doc/evalreport_en.pdf.In the area of research, the Marie Curie Actions, by enhancing the mobility of researchers, contribute to a balanced circulation of scientific talents, not only across Europe, but all over the world.
[4] A European Economic Recovery Plan - COM(2008) 800, 26.11.2008, p. 15.
[5] Council Resolution of 23 November 2007 on modernising universities for Europe's competitiveness in a global knowledge economy.
[6] Strategic report on the renewed Lisbon strategy for growth and jobs: launching the new cycle (2008-2010) - COM(2007) 803.
[7] Report of the High Level Expert Forum on Mobility, June 2008,http://ec.europa.eu/education/doc/2008/mobilityreport_en.pdf
[8] COM(2008) 412.
[9] Conclusions of the Council and the Representatives of the Governments of the Member states on youth mobility, 20 and 21 November 2008 (OJ C 320, 16.12.2008), http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104249.pdf
[10] http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Leuven_Louvain-la-Neuve_Communiqué_April_2009.pdf
[11] Commission Communication "A shared Commitment for Employment" - COM(2009)257
[12] 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".
[13] Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
[14] Including the Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research ('Scientific visa').
[15] http://ec.europa.eu/ploteus/home.jsp?language=en
[16] http://europa.eu/youth/index.cfm?l_id=en
[17] http://www.study-in-europe.org/
[18] http://ec.europa.eu/euraxess
[19] http://ec.europa.eu/mariecurieactions/
[20] http://ec.europa.eu/youreurope/index_en.html
[21] http://www.euroguidance.net/
[22] http://ec.europa.eu/eures
[23] http://www.eurodesk.org
[24] http://www.erasmus-entrepreneurs.eu
[25] http://ec.europa.eu/enterprise/entrepreneurship/craft/craft-skills_training/skills_training_main_en.htm
[26] Multilingualism – An asset for Europe and a shared commitment - COM(2008) 566.
[27] See also Commission Communication "Better Careers and more Mobility: a European Partnership for Researchers" - COM(2008) 317.
[28] See Eurydice Report Higher Education 2009: Developments in the Bologna Process.
[29] Case C-308/89, di Leo, European Court Reports 1990, p. I-4185.
[30] Joined Cases C-11/06 Morgan and C-12/06 Bucher, European Court Reports 2007, p. I-9161.
[31] Interim evaluation of Erasmus Mundus by CSES, June 2007http://ec.europa.eu/education/programmes/mundus/doc/evalreport_en.pdf
[32] Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
[33] Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research (OJ L 289, 3.11.2005, p. 15).
[34] http://ec.europa.eu/euraxess/index_en.cfm?l1=17&l2=0&l3=1&CFID=88944&CFTOKEN=69293189
[35] http://ec.europa.eu/euraxess/index_en.cfm?l1=0&l2=3
[36] http://ec.europa.eu/education/archive/million/charter_en.html
[37] http://ec.europa.eu/youth/pdf/doc716_en.pdf
[38] See annex of the Erasmus for Young Entrepreneurs Users' Guide athttp://www.erasmus-entrepreneurs.eu/upload/H840-290%20Erasmus%20Guide.pdf
[39] Learning outcome: a statement of what a learner knows, understands and is able to do on completion of a learning process.
[40] At European level, the following definitions are used: Formal learning is typically provided by education or training institutions, with structured learning objectives, learning time and learning support. It is intentional on the part of the learner and leads to certification. Non-formal learning is not provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support. Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.
[41] In the area of research a partnership is being implemented, based on the Council Conclusions on better careers and more mobility: a European partnership for researchers of 26 September 2008,
http://register.consilium.europa.eu/pdf/en/08/st13/st13671.en08.pdf
[42] Comenius Regio Partnerships: new opportunities for regional cooperation in school education, 3.11.2008, http://europa.eu/rapid/pressReleasesAction.do?reference=IP/08/1621&format=HTML&aged=0&language=EN&guiLanguage=fr
[43] See also Commission Communication "A new partnership for the modernisation of universities: the EU Forum for University Business Dialogue" - COM(2009) 158.
[44] http://eit.europa.eu/
[45] New Skills for New Jobs: Anticipating and matching labour market and skills needs - SEC(2008) 3058, http://ec.europa.eu/education/lifelong-learning-policy/doc/com868_en.pdf
[46] Council Conclusions in a strategic framework for European cooperation in education and training, http://register.consilium.europa.eu/pdf/en/09/st09/st09845.en09.pdf