Why Mobility

There is no doubt left that mobility of workers and trainees plays an important role in creating new job opportunities and improving the chances to enter in the European labour market. According to Eurobarometer studies, 59% of people without work who move in another country find a job within 12 months. Of those who remain in their home country, only 33% find a job.

The International mobility experience is now considered as a new non formal education opportunity for people to gain new experience and new personal and professional skills and thus to promote their social and professional career.

After several studies, it is confirmed that most of the people involved in such mobility experiences have added values in terms of skills, open mind, self-confidence etc.

So the International Placement is a concrete, real and enriching experience for young people and for the hosting local community and company, thanks to a reciprocal exchange of expertise, knowledge and experience.

The approach used during the mobility period is the key to its success. All the parties involved are co-responsible for the activities that will be carried out, the objectives and the results. A positive approach, an open communication and a relationship based on trust and respect will be the basic tools for everyone.

Mobility for disadvantaged youngsters is a relatively new phenomenon. The experiences in second chance schools show that these actions are successful. Looking at the success of mobility in higher education, the transfer of success is made to the second chance target group and the NEET- Not in Education, Employment or Training- group with distance to the labour market at risk of social exclusion.

A lack of foreign language skills, problems in finding an appropriate placement and being in contact with a new culture are among the main obstacles of mobility. There are also problems with the quality of the mobility programmes. More than 50% of the students have had bad experiences during EU placements, in particular problems with the pre-departure tutoring as well as work-based experience or practical training provided by the companies, which did not suit their demands and educational backgrounds.

To be involved in a learning path through a mobility experience, it helps that the participants know themselves better, identifying their personal and professional objectives and expectations, developing a sense of responsibility, initiative and entrepreneurship.  

International mobility experiences have a real impact on people, above all if they know how to capitalise on and promote their experience after their return. Key competences acquired through international mobility experiences are very important in our society and they make participants more flexible and proactive in the labour market. They also allow the participants to develop intercultural and communication competences in a more interconnected world.

Ideally, the mobility experience should include:

  1. Learning by doing approach: It’s a way of learning by experiencing directly in the field, putting into practice ideas and overcoming difficulties and challenges. During the mobility experience, it is considered one of the most useful means that emphasises the acquisition of skills through practical activities. It deals with the involvement of the participants using a concrete participatory approach that should be foreseen as a respect for individual knowledge and skills.
  2. Peer education: The participants will have the space to learn from each other through their close collaboration in the development of activities as well as the opportunity to share during the mobility.
  3. Positive and problem solving approach: The trainer should stimulate the participants to develop a positive and constructive approach if problems should arise. A problem solving attitude and positive thinking are important in every kind of situation in order to find the best solution not only focusing on the negative aspects. Sometimes thinking differently is more productive than a linear or logical approach.
  4. Sharing responsibilities: The HO will focus on participants learning path involving them in meetings, specific trainings, evaluation and sharing moments. The HO will make the participants responsible for tasks, deadlines and quality of their work. This could be a great chance for them for developing professional skills employable in the labour market.