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5. Differing policies at a national level can impact on mobility e.g. Sweden has portable grants and loans, which, in theory means there are more opportunities for Swedish students from lower socio-economic status backgrounds to study abroad than for students from other countries. 6. Three key barriers common to all countries were identified: • Language • Finance • Recognition of qualifications and/or admissions procedures 7. Other barriers included: • Cultural/attitudinal barriers. • Concern at an institutional level about quality and standards at institutions in other EU countries. • Different attitudes towards mobility by more and less prestigious institutions. Key Recommendations The project made the following recommendations including possible solutions to the barriers that have been identified: 1. Language – a number of recommendations were made to develop and reinforce language training. Specific recommendations included: • The EU adopting a more comprehensive policy concerning foreign language instruction. • At the national level, promoting the teaching of widely spoken EU languages in secondary education. • At an undergraduate level, EU funding under the Socrates Programme could be used for the development of ‘project-based’ student exchange schemes directly related to the linguistic preparation of outgoing students in the language of the host country. • Instruction of at least some core courses in widely spoken European languages would attract incoming students towards institutions where less widely spoken languages prevail. 2. Finance – Various recommendations were made to increase funding for both student scholarships and mobility of teaching staff including: providing incentives for the private or voluntary sectors to invest in student mobility; differential incentives to encourage lower income and less prestigious institutions to participate; additional funding to encourage students to high cost areas and more scholarships to facilitate mobility among outgoing and incoming students from lower income families. Other specific recommendations included: • Developing a fully portable financial support/loan scheme in the EU for students who wish to take a full course in another EU country. • Consideration of a EU-wide economic compensation scheme for uneven exchange of admissions as happens with the Nordic agreement. 3. Recognition of qualification and/or admissions procedures. Various recommendations were made: • Better explanation to students of the credit transfer system (ECTS) in operation for Socrates Erasmus exchange programme. • Revise the university calendars across European universities so that there are more consistent start and end dates for the academic year/semesters/terms. • Instigate a centralised body for the recognition of modules or courses, with a ‘recognition ombudsman’ at each university. • Give all EU higher education institutions the right to accept all the foreign students they want within the total of allowed students. • Facilitate greater interaction across the EU between those involved in organising exchange programmes and those involved with admissions to ensure greater understanding of issues related to academic standards. • Involve academics on a regular basis with exchange schemes for course recognition and evaluation. • Agencies responsible for quality assurance across the EU need to liase closely with one another. The Sorbonne Declaration provides an ideal context for this to take place. • Develop a common (regional) educational space as found in the Nordic countries. 12
4. Other incentives to improve mobility include a ‘reward’ system for mobility in the careers of teaching staff. The full title of the project is: Higher education admissions and student mobility in the EU. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports). Key Publications Berning, E., “Hochschulzulassung und akademische Mobilität: Ergebnisse einer Studie in fünf Staaten der EU”, Beiträge zur Hochschulforschung, 1-2001. Ericsson, E., “Demands for Intercultural Communicative Competence in Working-life: some experiences of Swedish higher education co-operation with Baltic neighbour Estonia in C.Velde (ed.), International Perspectives on Competence in the Workplace, Kluwer Academic Publishers, the Netherlands, 2000. Lauterbach, H., “Internationalisation in higher education: the conceptual profile in the recent discussion”, Beiträge zur Hochschulforschung, 1-2001. West, A., “HE admissions and student mobility within the EU ADMIT”, World Views, Issue 2, Spring 2000. West, A., Mobility in Higher Education: Life Long Learning in Europe (LLinE), 2001. West, A., Dimitropoulos, A., Hind, A. & Wilkes, J., Reasons for studying abroad: A survey of EU students studying in the UK, Centre for Educational Research, LSE, London, 2000. 13
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Page 7 and 8: Table of Contents Foreword ……
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Briefing Paper 19 Research Institut
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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