Mobility Scoreboard

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Transnational mobility for learning and training is often a major experience in the life of individuals. It helps people grow professionally and academically, broadens their social networks, and develops
intercultural and linguistic skills, all of which have positive repercussions on their employability (European Commission, 2014). Students' mobility also impacts on education systems and individual
educational institutions, pushing them to have a more international outlook, widening their reach, and improving their quality overall.
Despite the added value of learner mobility (and the opportunities available), the path towards free movement of students, researchers and trainees is still obstructed by several obstacles, including issues related to the portability of grants and loans, the recognition of qualifications and credits, the accessibility and relevance of information and guidance, or linguistic skills. These call for a structural systemic reform to ease participation in, and access to, mobility.
The European Commission addressed these issues in the Communication 'Youth on the Move' (European Commission, 2010). It called for action and, among other initiatives, proposed the creation
of a methodological framework known as 'Mobility Scoreboard' to monitor progress in this area. Following up on this Communication, the Council of the European Union adopted a Recommendation (1) to Member States and the European Commission aimed at promoting, and removing obstacles to learner mobility and, additionally, to supporting work by the European Commission to create such a methodological framework. Moreover, in November 2011, Member States agreed on a benchmark of at least 20 % of higher education graduates having had a period of study or training abroad, and 6 % for vocational education and training students, both to be reached by 2020 (2). The Eurydice Network was charged with developing options for the Mobility Scoreboard in higher education, while Cedefop has been undertaking a similar exercise concerning vocational education and training. The preparatory study for a higher education Mobility Scoreboard was published in 2013 (European Commission/EACEA/Eurydice, 2013). This study identified, through a thorough consultation process involving experts from Member States as well as the European Commission, five thematic areas for monitoring: information and guidance, foreign language preparation, portability of grants and loans, support provided to students with low socio-economic background, and recognition of learning outcomes. These areas allow a multi-level analysis of the Recommendation and the display of composite indicators. This report follows the path laid by the feasibility study and is the first edition that allows progress in these areas to be monitored.