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EURYDICE Publikation: Towards a Mobility Scoreboard: Conditions for Learning Abroad in Europe

Towards a Mobility Scoreboard: Conditions for Learning Abroad   in Europe
Towards a Mobility Scoreboard: Conditions for Learning Abroad in Europe

Die Studie “Towards a Mobility Scoreboard” beinhaltet eine Reihe von Entwürfen für Indikatoren mit dem Schwerpunkt auf Rahmenbedingungen, die die Mobilität von Lernenden in der Hochschulbildung unterstützen. Basierend auf eine Empfehlung des Europarates (2011) durch die sich Mitgliedstaaten verpflichtet haben, die Mobilität von Lernenden zu fördern und dementsprechende Hindernisse zu beseitigen, verfolgt die Studie das Ziel, einen Rahmen zu erstellen, durch den Fortschritte leicht beobachtet werden können.

Der Bericht deckt verschiedene Themen ab. Diese reichen von Information zu sprachlicher Vorbereitung, die Mitnahme von finanzieller Unterstützung, bis hin zur Anerkennung und Unterstützung für benachteiligte Schüler/innen. Die Indikatoren in diesen Bereichen ermöglichen es, nationale Politik und Praxis klar voneinander zu trennen und machen Fortschritte messbar. Der Bericht deckt 33 Länder ab (alle 28 EU-Mitgliedstaaten sowie Island, Liechtenstein, Norwegen, Schweiz und Türkei) und bezieht sich auf das Jahr 2011/12. Der Bericht wird alle zwei Jahre aktualisiert. (Quelle EHR Update Jänner 2014)

Englische Zusammenfassung

The Mobility Scoreboard focuses on five key factors that influence young people’s motivation and ability to study or train abroad. It reveals that these factors vary significantly between Member States – and that no single country scores highly on all measures of their “mobility environment”.
Key findings

Information and guidance about mobility opportunities: Germany, Belgium, Spain, France and Italy provide the most comprehensive support. Information and guidance structures are least developed in Bulgaria, Greece, Slovenia and Cyprus.

  • Portability of student aid, enabling students to receive public grants and loans in another country on the same terms as when they study at home. Student grants and loans are portable in the Dutch and German-speaking parts of Belgium, Cyprus, Luxembourg, Slovenia, Finland and Sweden. In contrast, student financial support systems are most restrictive in the French-speaking part of Belgium, Bulgaria, the Czech Republic, Greece, Croatia, Lithuania, Romania and Slovakia.
  • Knowledge of foreign languages: This is often an important factor for deciding to study abroad. Cyprus, Luxembourg and the German-speaking part of Belgium place greatest emphasis on language learning in schools. Ireland and, within the United Kingdom, Scotland, have no compulsory foreign language learning in schools.
  • Recognition of studies abroad (use of ECTS and Diploma Supplement): Germany, Belgium and Spain make considerable efforts to monitor the use of European tools which help students gain recognition for their studies abroad through the European Credit Transfer and Accumulation System (ECTS) and Diploma Supplement, but most countries pay comparatively little attention to this issue.
  • Support for students from disadvantaged backgrounds: The Dutch-speaking part of Belgium, Germany, Italy and Austria stand out for having both well-developed financial support for students from disadvantaged backgrounds who wish to study or train abroad and systems to monitor mobility in terms of social background.

 

Quelle:
European Commission, EACEA, und Eurydice. Towards a Mobility Scoreboard: Conditions for Learning Abroad in Europe. Luxembourg: Publications Office of the European Union, 2013. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/162EN_Learner_Mobility.pdf.

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