Stakeholders are invited to respond to the consultation by 20 September 2011.The primary aim is to facilitate mobility of EU citizens for professional purposes.
The Commission will organise a high level conference on 7 November 2011. A legislative proposal is foreseen for December 2011.
Internal Market Commissioner Michel Barnier said "Updating the Professional Qualifications Directive is one of the priorities of the Single Market Act and will help make the European economy more competitive while encouraging growth and job creation. We need to make it easier for professionals to go to where job vacancies exist. We will consider a number of important issues during this process including the creation of a professional card for interested professions and improving the training requirements for certain professions."
The Green Paper outlines possible ways forward that build on past achievements while developing new approaches to enhance mobility:
For instance, the introduction of a professional card closely linked to the Internal Market Information System (IMI) could make it considerably easier for professionals to have their qualifications recognised in another Member State. A professional card issued by a competent authority in the professional’s home Member State could then allow the professional to demonstrate his/her credentials (having the necessary qualifications, being authorised to practise) to consumers, employers and relevant authorities in another Member State.
Similarly, stakeholders are invited to give their input about the potential of new common platforms to facilitate the mobility of professionals where there is no automatic recognition by developing sets of commonly agreed criteria for professional qualifications. They could be used to reduce differences in training requirements).
In addition, the minimum training requirements of certain professions (e.g. some health professions and architects) could be reformed. To that end, certain adjustments to the duration and content of training, as well as possibly changing the requisite language skills for health professions, could be necessary. This would also strengthen the legitimacy of automatic recognition of qualifications.
Stakeholders are invited to respond to the consultation by 20 September 2011. The Commission will subsequently organise a high level conference on 7 November 2011. A legislative proposal is foreseen for December 2011.
The Green Paper aims to gather stakeholders’ views on the modernisation of the Professional Qualifications Directive (Directive 2005/36/EC).
The primary aim of this is to facilitate mobility of EU citizens for professional purposes. It is one of the twelve levers for growth proposed in the Commission’s Single Market Act (IP/11/469). The Green Paper follows a report of how the Directive works in practice (IP/10/1367) and a first technical-level public consultation launched in January 2011 (IP/11/14). A final evaluation report, as well as a summary of the responses to the first consultation, will be published by the end of June.
The consultation document can be found here:
See also MEMO/11/438
For further information:
Chantal Hughes (+32 2 296 44 50)
Catherine Bunyan (+32 2 299 65 12)
Carmel Dunne (+32 2 299 88 94)
The European Union has just proposed a multi-annual budget for 2014-2020. Responding to today's concerns and tomorrow's needs it focuses on priority funding at the EU level that provides true added value and includes more funds for Europe’s youth. In order to overcome the fragmentation of current instruments the Commission proposes to create an integrated programme of €15.2 billion for education, training and youth ('Education Europe'), with a clear focus on developing skills and mobility. The Commission's plans also include a new programme for the cultural and creative sector worth €1.6 billion ('Creative Europe').
A simplification of the current structure to one main programme is planned in order to avoid fragmentation, overlapping and/or proliferation of projects lacking the critical mass necessary to a lasting impact. The New Education Europe programme will include three key priorities.
Firstly, it will support trans-national learning mobility. Strict quality conditions for mobility, concentration on key policy objectives where critical mass can be achieved and complemented with other EU programmes will be instrumental in ensuring very high European added value.
Secondly, it will foster co-operation between education institutions and the world of work in order to promote the modernisation of education, innovation and entrepreneurship.
Thirdly, it will provide policy support to gather evidence on the effectiveness of education investments and help Member States to implement effective policies.
Funding through the new programme will be complemented by significant support for education and training through the Structural Funds. For example, in the period 2007-2013 around €72.5 billion is being spent on education and training across Europe's regions, and similar levels of spending can be expected in the future.
The Commission further proposes a common strategic framework in research and development, to be called Horizon 2020, which will have a volume €80 billion for the 2014-2020 period and include the Marie Curie actions for skills, training and career development of researchers and the European Institute for Innovation and Technology.
For more information on the Commission's proposal for a multi-annual budget for 2014-2020:
- The communication is available on the Multiannual Financial Framework website
- MEMO/11/468: Multiannual Financial Framework (MFF): Questions and answers
- MEMO/11/469: Money where it matters – how the EU budget delivers value to you
- MEMO/11/459: Myths about the EU budget and the Multiannual Financial Framework
- SPEECH/11/487: Remarks by President Barroso on the Commission's proposals for the 2014-2020 Multi-Annual Financial Framework
Pierre-Antoine Ullmo, education expert at the European Commission and founder of P.A.U. Education, reflects on mobility in all levels of society. “Mobility allows us to expand our horizons, transform our perceptions and increase our knowledge. Mobility is, above all else, a disposition to go out to meet others in order to share and learn from them. In this sense, mobility has many different dimensions.”
This is the main idea that Ullmo offered during his interview with Educaweb, the portal for professionals, institutions and training centres dedicated to mobility. The following is the complete interview, in which Ullmo discusses the importance of promoting mobility in all levels of society.
The majority of universities offer international mobility programs for faculty, with the goal of allowing participants to enrich their knowledge regarding their field of interest, while acquiring cultural training, international experience and foreign language skills. However, what are the options for primary and secondary teachers?
Teacher mobility at the primary and secondary level is oriented toward praxis, for example, within the framework of collaborative educational projects (Comenius, Leonardo) which allow for short-term exchanges, or within more complex networks oriented towards teacher training (e.g., Comenius networks). The big difference from options at the university level is that the teachers themselves must create their own mobility proposals. Everything depends on their motivation to change how they teach and their interest in discovering new models. In fact, teacher mobility opportunities are frequently under utilised due to a lack of motivation or support within the educational system.
Do teachers from all educational sectors need more mobility? How can we increase mobility on an international level?
What are the arguments against teacher mobility? Mobility expands our horizons, transforms our perceptions and increases our knowledge. Mobility is, above all else, a disposition to go out to meet others in order to share and learn from them. In this sense, mobility has many different dimensions. It can be “limited” to virtual encounters. The European Union project e-twinning brings together tens of thousands of professors who collaborate online in work that is then introduced in the classroom. Reading the compendiums of best practice that the European Union publishes about their mobility programs helps us understand the reach of teach mobility and its innovative role. I invite Educaweb readers to visit the portal www.elearningeuropa.info to learn more about these best practices.
Increasing international mobility also requires evaluating how these experiences enhance the curriculum that teachers develop on their own, establishing a framework for recognising these experiences within training programs, and "freeing" the teachers of some of their teaching duties in order to allow them to spend time developing such time consuming projects.
Do you think that knowing or not knowing multiple languages affects international mobility in Spain?
Nine out of ten Spaniards believe that knowing a foreign language is very important, but 91% of people haven't studied one, nor do they feel hindered in their workplace or degree program even though they don't have this skill (CIS, 2010). These data speak, more than any other study, to the magnitude of the problem we face. Knowledge of foreign languages and, more importantly, the value we place on cultural diversity and its role in promoting exchange are key to enhancing mobility and improving the education system.
Do you believe that we need more government funding to promote teacher mobility? What about student mobility?
Yes and no, given that educational competencies still come from each State – and in Spain, from the Autonomous Communities. An educational system oriented toward mobility would require a modification of teaching training programs, in order to introduce more flexibility in the curriculum so that exchange projects can take place during school hours, and to establish new indicators for evaluating teaching practices...
However, the European Union now regulates different aspects, and appears to use their own programs to counteract the lack of initiative on the state level, where nations suffer from inertia when faced with the task of creating their own mobility plans. We can look with awe at the success of the Erasmus program, while only 27,000 professors benefit from it each year. Regarding students, “Erasmus mobility” represents less than 1% of all the students who benefit from it (it would be 4% if we took into consideration the average duration – 4-5 years – of a student's studies).
The European Union has set ambitious goals that can not be achieved without the involvement of Member States. The initiative "Youth on the Move" http://ec.europa.eu/youthonthemove/ foresees that “by 2020 all young people in Europe will have the opportunity to complete part of their educational careers abroad, including workplace training”. This goal requires a much greater commitment from Member States. However, there is still an inconsistency between defending nationally determined educational material while waiting for Europe to solve – and finance – everything, and this has to be resolved.
What is the position of the European Commission regarding teachers' international mobility?
Within the limits of its powers, the European Commission is committed to teacher mobility. All mobility programs promoted by the European Union include teachers, albeit directly or indirectly. It is clear that the European Commission - within their limits of powers ... and budget - can not promote teachers' international mobility much more than it is doing today. Without the support of Member States, teacher mobility will remain, at a statistical level, a very minority action.
Spain is the top destination for European students who want to carry our their studies or do workplace training while participating in the Erasmus exchange program. It is also the country that sends more students to other Member States. Why do you think that this program is so successful? What options are there for students who have finished their time at the university?
The program's success throughout Europe, and in Spain in particular, is undeniable. There are about 200,000 Europeans students annually who benefit from this framework and more than 2 million from the Erasmus generation since the inception of the program. The cultural awareness that encourages mobility, and its regulated nature – this form of mobility is organised by the University and included in the curriculum - are some arguments that explain the success of Erasmus.
Spain has cultural attractions that can explain that it is one of the most popular destinations, followed by France and Germany. However, Erasmus has had an impact in European student culture and Spain, after Germany and France, is one of the countries with the highest percentage of Erasmus students in relation to their entire university population (after Luxembourg, Liechtenstein, Austria and the Czech Republic).
It still remains to be seen what will happen to youth after having this mobility experience; right now the data on youth unemployment (reaching 45%) are chilling in this regard. In fact, there is a real risk that "Erasmus" mobility will lose its appeal if it fails to generate more employment opportunities. We are facing a challenge: inventing the "post-Erasmus", i.e., finding ways to encourage other forms of less "protected" mobility .
Do you think that more guidance is needed in order to know about all the options for studying and working abroad?
Absolutely. Building a mobility project requires more than a brochure or website. Creating contexts that allow for an exchange of experiences among youth, for example, seems to be one of the conditions that increases mobility among young people. Facilitating dialogue between businesses, the non-profit sector and young people, to generate knowledge about how mobility can help to develop new core competencies for personal and professional development, is also essential.
We organize participatory events for the European Commission which present the initiative "Youth on the Move" to encourage participation and dialogue among and with young people. This dialogue model seems to be something that could also be developed at the national level and we are trying to move in this direction.
According to the HR consulting firm Randstad, in 2010 the profile of the person willing to travel for work is a male, unemployed, immigrant, who is young and has a low educational level. Does this information match the data you work with?
Knowing that almost half of young professionals are unemployed, I question what relevancy this study by Randstad has.
The recent Eurobarometer on youth mobility in Europe shows that for 55% of Spanish young people, the largest difficulty they encounter in the labor market is the inability to find a job in their own city or region. It is interesting to compare this figure with the low mobility of Europeans in general. Unlike people in the U.S., for example, only 18% of Europeans change regions and only 4% have gone to live in another country. We are faced with a trend that transcends differences in age, social class or education level: there is low mobility among all Europeans.
However, 68% of Spanish youth say they want to have the opportunity to work abroad, while only 19% have had the opportunity to go abroad while they were studying or training (Eurobarometer, 2011). How can we respond to this desire for mobility?
Do the current economic conditions favour greater worker mobility?
31.2% of Spanish youth between the ages of 18 and 24 have left school without completing secondary education, according to the latest available data. The European average is at 14.4%. The rejection of higher education in Spain is above the European Union average and one of the the main reasons for this is the fact that higher education doesn't lead to getting better jobs and wages.
According to the E.U., the high dropout rate in Spain and the "imbalance" between a university education and the qualification level on demand in the labour market, are the two main causes that explain the high level of unemployment among young Spanish people.
At the same time, studies show that students who have done part of their studies or training in a different county have a greater chance of finding work. Employers value these students' foreign language skills, and their ability to adapt and relate better to others.
Finally, independently from today's economic situation, do you think we need to be working on mobility for the younger population? How could we achieve this?
Two thirds of young Spaniards believe that the number of immigrants is excessive and that we need to control migration patterns. 14% would vote for a racist political party if the immigration rate continues to increase. (Injuve, 2008)
Only 35% of Spanish youth are involved in activities or sports associations, which is well below the European average. 20% participate in volunteer work. (Eurobarometer, 2011) http://ec.europa.eu/public_opinion/flash/fl_319b_sum_en.pdf
Mobility has a global impact in cultural awareness and dialogue, it expresses an interest in going out to meet others, in search of opportunities.
Speaking another language, engaging in collaborative work, conducting research, creating your own company, participating in an art project, forming part of a social network, looking for a job in another city, region or country – all these activities are examples of mobility .
We should respond to young people's desires for mobility, uncover existing opportunities, create new prospects for training in the workplace, develop skills that businesses need and foster democratic values... In short, we need to rely on youth.
The European Commission and the Polish Presidency of the Council of the European Union are organising a conference on the “Eastern Dimension of Mobility” in Warsaw on 6-7 July 2011. The event is organised as a part of the Eastern Partnership and dedicated to the issue of the mobility of students, teachers, researchers, youth, sport and cultural actors.
The objective of the conference is to reinforce mobility flows in these sectors between the European Union and the Eastern Partnership countries.
One of the most important purposes of the meeting is to have a comprehensive presentation of the existing opportunities to support mobility, both through the EU programs as well as through new initiatives. The presentation of good practices will also take place during the conference. The debates on future possibilities will contribute to the general debate on the shape of the new generation of EU programmes in the New Financial Perspective 2014-2020. The idea behind the conference is to listen to the EaP countries’ expectations. The conference will consist of: plenary sessions, debates, thematic sessions (education, youth, science, culture, sport), information sessions and rich cultural programme (guided tour of the Copernicus Science Centre, presentation of I, Culture Orchestra, artistic events).
A miniaturização das tecnologias, e autêntica revolução ao nível da conectividade, permite-nos ter num equipamento de reduzidas dimensões (PDA, Telemóveis 3G, iPod ...) um conjunto de funcionalidade dos computadores (nomeadamente leitura de ficheiros comuns, execução de programas e acesso à Internet), de dispositivos de captura de imagens e vídeo, comunicações (telemóvel e Internet) e ainda sistemas de localização por sistemas de geoposicionamento global (GPS)...
A par da miniaturização de equipamentos e democratização do acesso aos mesmos (devido à redução de preços), verifica-se um grande incremento na disponibilização de informação e serviços para este tipo de dispositivos quer ao nível da Internet quer das Televisões e dos média em geral.
The three S-ICT conferences in Maastricht (2008), Amsterdam (2009) and The Hague (2010) were attended by more than 75 participants from about fifteen countries. This year the S-ICT conference will be held in Vienna, the first time outside the Netherlands.
Školní výuka Průřezového tématu Environmentální výchova (PT EV) prostřednictvím kombinovaného programu ve škole i mimo školu s využitím multimediálních i mobilních technologií.
Environmentální výchovu lze realizovat prostřednictvím hry
Cílem projektu ENVI GAME je vytvoření vzdělávacích programů pro praktickou realizaci Průřezového tématu Environmentální výchova (PT EV). Výukové programy budou zahrnovat sady her a metodické pomůcky, které budou použitelné v různých předmětech jako je např. zeměpis, přírodopis, dějepis. Výuka PT EV bude kombinací práce dětí v terénu a aktivit ve třídě s možností využití počítače, multifunkčního mobilního telefonu s GPS s tím, že bude možné hrát hru přes internetovou platformu pro zvýšení herní interaktivity. Do projektu bude zapojeno deset žákovských týmů ze základních škol z různých krajů České republiky. Celkem se jedná asi o 250 žáku, kteří budou hry prakticky ověřovat (pilotovat).
Výstupem projektu bude šest výukových programů zaměřených na průřezová témata jako je obec, občan a jeho vztah k okolí. Jednotlivé regiony budou žákovskými týmy mapovány z hlediska biodiverzity druhové i ekosystémové, z pohledu kulturního a historického dědictví, využívání přírodních zdrojů, zdraví a životního stylu. Ve spolupráci s Výzkumným ústavem pedagogickým Praha a s občanským sdružením Klub ekologické výchovy bude vytvořena metodika, jejíž součástí budou praktické příklady výukových programů. Využití vytvořených produktů na dalších školách regionů České republiky bude zajištěno pořádáním krajských vzdělávacích seminářů.
Projekt je realizován společností Cross Czech a. s. ve spolupráci se dvěma partnery – Klubem ekologické výchovy, o.s. a Výzkumným ústavem pedagogickým v Praze. Projekt byl zahájen 11. listopadu 2009 a bude trvat 36 měsíců.
Více informací najdete na této webové stránce.
VIRQUAL has prepared a draft version of a guide or handbook. This guide intends to provide a general introduction to the topic of virtual mobility (VM) in Europe, contributing to Higher and Continuing Education Institutions which offer e‐Learning courses to implement Virtual Mobility in the framework of the European Higher Education Area.
The main aim is to help establishing a common understanding on possible organizational, pedagogical and technical approaches to the implementation of Virtual Mobility within the European Qualification Framework.
It intends to be a step‐by‐step guide that may be used by students, course developers or Institutions, to help them to achieve Virtual Mobility in a diversity of scenarios. When referring to Virtual Mobility in the context of the European Qualification Framework, we are aiming at extending the current Erasmus experience by intensive use of ICT. Virtual Mobility lacks several components of the physical mobility, of course, but can offer other dimensions, including different learning pathways, creation of virtual communities, collaborative projects, and international cooperation with a lower investment.
The consortium has collected 13 Case Studies from 8 different countries and that have used the guide and its annexes with real courses offered at present. In general the feedback received from the testers is that the document is useful but some changes and improvements must be done.
If you are interested to have access to this document and test it within your institution, please, contact the project via email to firstname.lastname@example.org and let us know. The more feedback we receive the better the final product will be. VIRQUAL will be accepting this type of contributions until end of September 2011.
Cet article s’achève sur des recommandations sur les façons de tirer le meilleur parti du potentiel de la mobilité virtuelle au cours de la prochaine décennie. Nous devons continuer à nous interroger sur l’importance de la mobilité virtuelle et nous sensibiliser à tout le potentiel inexploité de cette idée, afin de : 1) démocratiser l’accès à une expérience d’apprentissage internationale, transdisciplinaire et multiculturelle aujourd’hui réservée à une minorité relativement restreinte d’étudiants, contribuant ainsi à la cohésion sociale ; 2) produire une collaboration stable entre les équipes d’enseignement et de recherche, de même qu’entre leurs établissements, en s’appuyant sur des spécialisations et des complémentarités reconnues grâce à des activités en réseau ; 3) promouvoir les diplômes communs, à différents niveaux d’étude (programmes de licence, master et doctorat) et sanctionnant diverses modalités d’apprentissage (classes de maître, approche mono-matière, séminaires et ateliers), afin que ces diplômes soient une réalité avant même que la pleine reconnaissance officielle des diplômes universitaires d’autres pays soit en place ; enfin, 4) faire en sorte que les universités et autres établissements d’enseignement supérieur européens établissent des liens entre eux et avec des établissements d’autres régions du monde.
The aim of the project is to increase virtual mobility among academic staff by facilitating development, management and implementation of virtual research and mobility and by improving their virtual mobility competences.
TeaCamp project contributes to the needs to increase virtual mobility among academic staff by facilitating:
- HE institutions to realize necessary steps to be undertaken to ensure full academic virtual exchange and recognition of academic virtual processes, academic staff to prepare, develop and implement virtual mobility, despite their economic, social and other restraints, researchers to implement transnational research,
- institutions and students to benefit from updated and qualitative curriculum, to ensure availability and ccessibility of qualitative curriculum for various LLL target groups.
- Recommendations for institutional regulations for academic staff and student virtual mobility implementation and full academic recognition
- TeaCamp virtual campus with the tools for academic staff to develop curriculum content, to implement virtual mobility, and to evaluate learning results and implement international comparative research
- Curriculum content (based on learning results) developed by each partner institution for international virtual mobility of students, including learning/ teaching scenarios
- Study on virtual mobility for teachers and students based on international comparative research results, using TeaCamp virtual campus tools
- TeaCamp exploitation strategy, based on recommendations and research resultsExtracted from TeaCamp
Extracted from TeaCamp