Sastanak Euroguidance radne grupe za mobilnost, održanog u Beogradu u periodu između 13 i 15 oktobra 2014 godine.

1. Mobility advice (WG Mobility)
Belgrad, 2014 October14th.
Graziana BOSCATO
Directrice de CIO, Chargée de mission Euroguidance
Strasbourg, France
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2. PLAN
Mobility and Guidance: general
information, context
The mobility advice process for the
guidance counselor
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3. Context of the mobility in Europe : main
objectives for education and training
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4. Strategy Europe 2020
• Initiative for a sustainable, smart and inclusive economy
with 5 mains objectives
1. Employment :-75% of the 20-64 year-olds to be employed
2. R&D :3% of the EU's GDP to be invested in R&D
3. Climate change and energy sustainability : greenhouse gas emissions 20% (or
even 30%, if the conditions are right) lower than 1990 ; 20% of energy from renewables ;
20% increase in energy efficiency
4. Education
 Reducing the rates of early school leaving below 10%
 at least 40% of 30-34–year-olds completing third level education
5. Fighting poverty and social exclusion :at least 20 million fewer people in or at
risk of poverty and social exclusion
• http://ec.europa.eu/europe2020
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5. Education and training 2020
• Making lifelong learning and mobility a reality;
• Improving the quality and efficiency of education and
training;
• Promoting equity, social cohesion, and active
citizenship;
• Enhancing creativity and innovation, including
entrepreneurship, at all levels of education and
training.
http://ec.europa.eu/education/policy/strategic-
framework/index_en.htm
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6. Rethinking Education
• A much stronger focus on developing transversal skills and basic skills at all levels.
This applies especially to entrepreneurial and IT skills.
• A new benchmark on foreign language learning: by 2020, at least 50% of 15 year
olds should have knowledge of a first foreign language (up from 42% today) and at
least 75% should study a second foreign language (61% today).
• To improve the recognition of qualifications and skills, including those gained
outside of the formal education and training system.
• Technology, in particular the internet, must be fully exploited. Schools, universities
and vocational and training institutions must increase access to education via open
educational resources.
• These reforms must be supported by well-trained, motivated and entrepreneurial
teachers.
• Debate at both national and EU level is needed on funding for education - especially
in vocational education and higher education.
• Partnership: both public and private funding is necessary to boost innovation and
increase cross-fertilisation between academia and business.
http://europa.eu/rapid/press-release_IP-12-1233_en.htm 6

7. Expected figures regarding
international mobility /Erasmus +
 At least 20 % of the graduates of the higher
education in the EU should have made a period
of studies or training abroad.
 At least more than 6 % of 18-34 years old with
an initial vocational and training diploma should
have made a period of studies or training,
abroad.
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8. Two levels for the mobility
Social level oriented for European citizens
To face the global competition
To develop a European identity
To build an European space adapted to the realities of the
world of work
A tool for social inclusion
A challenge for Europe to build the future skills and the
qualifications
Personal level more oriented
For a new life experience
To gain formal and non formal experiences
To make a break after the school
Free choice for an individual project
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9. What is mobility?
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10. Skills developped during mobility
• Facts: development of formal and informal skills: open-
mindedness, curiosity, capacity of adaptation, maturity,
organization, linguistic skills, intercultural skills …
• Scientific approach :study on the impact of the mobility on
the apprentices and the job-seekers. Comparison 2 groups
Impact of the mobility on the apprentices, led by the CEREQ (research
institution): added value in the training of the apprentices, the positive
exits of the outcomes of the apprenticeship and the added value in the
occupational integration
Impact of the mobility on the job-seekers: faster reintegration and in a
more "qualitative way
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11. Mobility advice for a guidance
counselor
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12. The mobility advice process for the
guidance counselor
Process:
mobility project help, information, design and support activities in
the context of lifelong guidance. (For studying, working, retraining,
etc)
Activities :
advisory interviews, project design, project support, remote advice,
promotion of personal project mobility, awareness session
coordination, etc.
Professional ethic:
mobility advice must be given neutrally and confidentially for the
benefit of the consultant. It must be credible, effective and useful
and take into account any feedback given by the parties involved. In
this context, the guidance professional must use concise and
transparent methodologies.
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13. Counselling and mobility advice
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14. Guidance counselors skills and
knowledge used in mobility advice
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15. Phases of the mobility advice process
• Project analysis
• Project support
• Building the relationship between the mobility
adviser and the recipient
• Project finalisation
• Mentoring during mobility
• Assessment and capitalisation on return
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16. Vocational skills and knowledge necessary
for mobility advice professionals
In order to guarantee a high-quality , mobility advice service the professional must
have a qualification obtained after higher education
• Specialist in advice and personal interviews ( To be able to analyse the request and
the advice-seeker’s motivations. To be familiar with guidance processes, decision-
making processes and group animation methods (SWOT analysis, for example)
• Knowledge of the person and of their cognitive development
• Linguistic skills and at least speak English
• Knowledge of psychotechnical tools: interest questionnaires, tests, etc.
• Familiar with the education and vocational training system, qualification
recognition, grants, European mobility programmes, work placements in Europe
and all mobility tools
• Personal mobility experience
• Intercultural training
• To belong to several reactive networks
• Be flexible and adaptable
• Able to use assessment tools
• Update their knowledge frequently
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17. Working methodologies used by
these professionals
• Theme-based and country-based information sessions
• Workshops: enrolment procedures, techniques for searching for
work placements and employment and for writing a CV in
another language, etc.
• Availability of documentary tools: websites, files, guides, etc.
• ”Peer-to-peer” experience exchange
• Tutoring
• Interviews
• Preparation for an intercultural approach
• Questionnaires
• Language tests
• Detailed plans
• Evaluation of the mobility experience on return and how to
promote this in the person’s career path
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18. Thank you for your attention!
Graziana BOSCATO
euroguidance@ac-strasbourg.fr
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