Mobility Between European Regions Regional Mobility Systems for the People Mobireg 2 Index

Mobility between European regions Regional mobility systems for the people Mobireg 2 Index

Introduction: . . . . Regional governments and citizen mobility for study and work purposes Gianfranco Simoncini, Assessore regionale, Regione Toscana

1 ...... Criteria for transparency in the quality of the mobility between the Regions of Europe: describers of reception services

2 ...... Quality in inter-regional mobility, Xavier Farriols, Departament d’Educació, Generalitat de Catalunya

3 ...... Examples of regional plans for using ESF for inter-regional co-operation at European level: Regional Government of Tuscany, Giacomo Gambino, Regione Toscana

4 ...... The regional system of trans-national mobility Region of Tuscany- Directorate-General for Cultural and Education policy

5 ...... Catalan Regional Platform for Mobility: Policies for inter-regional cooperation. Planning and management system for inter-regional mobility

6 ...... Mobility for study purposes in Region Västra Götaland

Annexes

1 ...... Memorandum of Understanding between the Regional Government and the Regional Government with regard to developing a programme of mobility in lifelong learning .

2 ...... Programme for stage and exchange activities between the Departament d’Educació i Universitats de la Generalitat de Catalunya and Tuscany Regional Authority concerning professional training .

3 ...... Plan for the implementation of the Bilateral Agreement on mobility signed by Tuscany Regional Authority and the Generalitat de Catalunya .

4 ...... Programme for stage and exchange activities between the Region Västra Götaland and Tuscany Regional Authority concerning professional training .

5 ...... Implementation Plan of the Bilateral agreement on mobility between Regione Toscana and Region Västra Götaland .

Project Mobireg, Regional Mobility, financed by the European Commission- Official Journal 2006/C 194/10 Call for Proposals – DG EAC No 45/06 – Award of grants for the establishment and development of platforms and measures to promote and support the mobility of apprentices and other young people in initial vocational training (IVT) Agreement n . 2006-4509/001-001

Project team: Regione Toscana (coordinatore) Generalitat de Catalunya Region Västra Götaland Giacomo Gambino Xavier Farriols Carina Abreu Elio Satti Àngels Font Ale Municipality Silvia Marconi Antonio Díaz Göran Fock Federica Morandi Marja-Leena Lampinen Elisa Donatini Nunziatina Pagano

Paolo Federighi –Scientific Director

2008 Printed in Goteborg This project has been funded with support from the European Commission . This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein .

3 4 Introduction: Regional governments and citizen mobility for study and work purposes Gianfranco Simoncini, Councillor for education, training and work, Region of Tuscany

1. An individual right and a necessity Firstly, I would like to thank the Committee of the The mobility of workers in Europe is still limited. How- Regions and the President of the EDUC Commission, ever, there is data indicating a positive trend which recall Gerd Harms, for hosting this first seminar promoted by the commitment of public policies: Earlall which aims at developing cooperation between Regions in order to increase the opportunities for our – The steady growth of the number of “mobile” workers citizens to gain study and work experience abroad. – The growth of the propensity to mobility of Euro- Mobility within the European Union is a right of every pean citizens (57% of European citizens consider it a person, but – at the same time – it represents an important positive phenomenon and 5.5% of European citizens complement to economic and social growth for all the claim to be willing to move to another country) European countries. – An increasing number of young people and of qualified workers do jobs which imply the commitment to The free movement of people within the Single Euro- short periods of mobility abroad, and Eurobarometer pean Market is one of the main principles and a strategic has shown that 70% of young people are open to this aim of the European Union, an individual right which prospect. is essential for the creation of an area with no internal boundaries. Up against this reality, the commitment of regional and local governments – within the limits of their institutional At the same time, the mobility of people – for study or competences – should be oriented towards removing work purposes – is a vital tool for the creation of greater every type of barrier which may be an obstacle to the free and better work opportunities as it enhances the efficiency movement of European Union citizens and – for what we of the Single Market, benefits professional growth and the are concerned with here – towards favouring the coopera- meeting of labour supply and demand. tion between Regions so as to promote educational and formative systems which encourage people’s propensity to However, all of this must happen within a picture of mobility. greater protection and safety for people who study or work and for businesses. Guaranteeing quality conditions to mobility schemes is a task which public policies need to 3. The objectives of the cooperation between approach at all levels and in consideration of all aspects the Regions of Europe concerning law, administration, housing, family, insurance The Communication of the Commission takes on the and retirement, language barriers and the recognition of objective of “guaranteeing the political support of mobil- qualifications. ity by all the institutions at all levels” and among these it explicitly includes also regional and local Governments. It is a task which needs to be dealt with by government institutions at all levels (national, regional and local) and The issue does not concern exclusively the role which which requires close cooperation with the social parties. Regions and Municipalities may carry out at a financial level, but more in general the responsibilities which may be Here, our purpose is to focus our attention on how taken on to guarantee “fair mobility”. In this sense regional regional Governments can cooperate in order to increase Governments are committed to applying a support policy the opportunities and the propensity to mobility of our for mobility and to cooperating with each other. citizens so as to allow them to improve their training and competences, as well as take part in work experiences The role which Regions may take up with regard to this, abroad. the added value which a policy created by them concerning mobility can guarantee, regards four main areas.

2. Some elements for evaluation First of all, the Regions and their cooperation at a The Communication of the European Commission of 6th European level may increase the guarantee of safety and December 2007, which defines the working lines for a protection in favour of citizens, in particular with regard “European Job Mobility Action” for the period 2007-2010, to mutual guarantees that Regions can offer citizens in clearly illustrated the need to apply, at all institutional lev- mobility. els, a working plan to reinforce the policies which support the mobility of European citizens. Secondly, a direct commitment of the Regions can

5 ensure a greater quality level of the educational conditions first six months of 2008, 500 secondary school students and in which mobility is carried through. The role performed trainees will take part in mobility projects and this number by regional and local Governments in various European may double during the second semester including even countries allows them to guarantee to guests from other young graduates, researchers and entrepreneurs. Regions higher levels of quality in crucial aspects of mobility such as: the possibility to choose local partners However, this meeting also has another, concrete (training centres, schools, companies) which best satisfy objective. the expectations of people in mobility, supervision of the quality of training in firms which take on people for work A greater political commitment of regional Govern- experience, the guarantee of conditions offered by opera- ments also entails greater attention towards the condition tors specialized in the organization of mobility, and finally in which mobility is carried through and the results which the Regions can open their transfer and support services it can guarantee. including the certification of acquired competences. For this reason some Regions have started working Thirdly, a financial commitment of the Regions can together to guarantee transparency to the quality levels significantly increase the number of citizens which offered. approach this opportunity. The European Parliament has already approved, on Fourthly, the political commitment of Regions can 18th December 2006, a Recommendation concerning guarantee that propensity to mobility is not limited to the adoption of a European Quality Charter for mobility particular categories of the population, but becomes an (2006/961/EC). It is an important instrument and it is opportunity offered to those sectors and to those peo- particularly useful for the organizers of mobility projects ple which have to face the internalization processes of and should inspire individual actions, especially in the the economy. In other terms, the Regions can integrate training area. mobility with respect to regional development policies guaranteeing that the people who face the global market Interregional mobility actually needs a common instru- can be prepared to do so whether they are trainees or small ment which helps to describe and divulgate the conditions entrepreneurs. in which each Region receives its European partners in the different sectors where mobility schemes can be developed: in schools, in apprenticeships, at post-secondary level, for 4. Interregional cooperation for mobility young graduates or for entrepreneurs. The adoption of an We have promoted this seminar because the experience instrument which gives greater transparency to the quality which various Regions have carried through together – levels guaranteed will be very useful for those who are supported and driven also by the General Direction for involved in planning increasing flows of mobility. Education and Culture of the Commission by means of projects such as Prevalet and Mobireg – such experiences For these reasons, today we are taking a route which have made us aware that in order to achieve an increase in will require our commitment during the next few months “fair mobility” we cannot leave alone the actors committed and which we hope will lead to the definition of aQuality to mobility projects. Charter for interregional mobility.

On the contrary, Regions must know how to establish And it is with this spirit that we are ready to learn about communication between their policies and their education the experience of three important Regions like the Balearic and professional training systems, as well as their services Isles and Rhône-Alpes to then gather the points of view for orientation and for work. of Roberto Pella who will intervene on multilingualism, of Ute Haller Block of the European Commission, and In order to achieve this result, various Regions have finally conclude with the presentation of our first trace of started to take on mutual commitments by subscribing to the Quality Charter for interregional mobility. bilateral agreements in favour of interregional mobility. With these agreements, regional Governments define the willingness to cooperate in favour of the mobility of their citizens towards the interested Regions, the formative and working sectors in which it can be carried through, the type of support which will be guaranteed. It is a type of commitment which today involves regions such as Andalusia, Brittany, Catalonia, Wales, the Balearic Isles, the region of Pest, Tuscany, Rhône-Alpes, Västra Götaland. Other agreements are currently being prepared. It is thanks to these agreements that in the Region of Tuscany alone, during the

6 1 . Criteria for transparency in the quality of learners mobility between the regions of Europe

Reciprocal Commitments on Quality The adoption by the Regions of criteria for transparency – The supply of on line Information services (regarding in the quality of mobility for study purposes is aimed at training and work experience opportunities, reception maintaining high standards of learning delivery to the services, on line training, insurance regulations regard- benefit of the citizens concerned. ing the people participating mobility projects) – The supply of a service for theselection of training The choice of an approach which provides a commit- centers and businesses that are qualified, also in terms ment to transparency in quality has the aim of providing of health and safety standards, to receive young for- citizens and project promoters (schools, colleges, training eign citizens and carry out customized learning plans centers, businesses and individuals) with a clear idea of the for mobility citizens and the matching of the supply reception conditions they can expect to find in the host and demand in training and professional experience Region. This means specifying the standards of reception, opportunities regarding the aims, professional content management and certification undertaken in the different and level of specialization of feasible mobility projects regions regarding the various types of mobility (appren- – Support for organising stays tices, students, young graduates and other persons). – Support for definingindividual mobility contracts or training plans and checks on their use by the host These Criteria do not judge the way regional promot- organization involved. ers organize, manage or evaluate mobility projects in the framework of their own training systems and policies for lifelong learning and work. Nor do these Criteria aim The quality of services supplied for to unify the standards in quality adopted by the various the delivery of mobility projects regions of Europe. Instead, it commits the Regions adopt- As for the delivery of mobility projects, the adoption of the ing the Criteria to make transparent the standards for a Criteria for transparency commits the Regions to giving series of common descriptors, to meet these standards, and precise information regarding the types of support services to supply periodically updated information to their partner offered to project promoters and citizens from other Re- regions on achievement of the standards. gions, as follows:

The Criteria for transparency in quality also serves to – The supply of reception and support services on the highlight health and safety requirements, especially regard- arrival of the persons concerned in the host Region. ing work experience abroad and assistance to participants – The supply of tutoring and/or mentoring services in mobility projects if required, and set out minimum within the business concerns where work experience standards that can be expected. and training are to be carried out – The type ofmonitoring to be carried out and the The adoption of the Criteria on quality and safety is of means by which progress information with the institu- a reciprocal nature and concerns mobility projects created tion promoting the mobility project will be shared within the framework of bilateral agreements between – The type of support services available in the case of Regional Governments. The Criteria for transparent particular needs of individuals quality commits Regions to endeavor, to the best of their ability, to maintain the declared conditions, even when the Regions manage mobility projects via state or privately run The quality of services supplied for Intermediary Bodies. The commitment to transparency the certification of mobility projects in the quality and provision of safe conditions covers 10 As for the certification and evaluation of mobility projects, descriptors in support of the preparation, carrying out and the adoption of the Criteria for transparency commits certification of individual and group mobility projects. the Regions to giving precise information regarding the types of support services offered to project promoters and citizens from other Regions, as follows: The quality of services supplied for the preparation of mobility projects – The evaluation and dissemination of the results The adoption of the Criteria for transparency commits achieved by participants in their training and profes- the Regions to giving precise information regarding the sional development during work experience types of support services offered to project promoters and – The type of European and Regionalcertification citizens from other Regions, as follows: issued to participants

7 8 2 . Quality in inter-regional mobility Xavier Farriols, Departament d’Educació, Generalitat de Catalunya

Presentation Although until now, those who have benefited most The aim of this document is to provide support from the from mobility arrangements in Europe have been univer- Ministry of Education of the Generalitat de Catalunya to sity students, especially through ERASMUS programmes, help design and implement a model that will ensure qual- the time has come to boost the participation of students in ity in all actions concerned with inter-regional mobility. IVET, who, in the mid-term, should equal or even out- number the university cohort. The document is divided into the following three sections: Conscious of this need, different stakeholders (the regional government – the Generalitat de Catalunya – to- • The present and future of mobility in initial vocational gether with employer associations, trade unions, and local education and training (IVET). organizations) who have drawn up the Second General Plan • The role of governments and regional authorities in for IVET in Catalonia 2007-20101 have established as one implementing mobility. of its main aims the promotion of transnationality within • Quality in mobility: criteria, process and model. the European qualifications area, with an increase of 50% in the current European exchanges.

The present and future of mobility in initial In conclusion, it can be claimed that boosting inter- vocational education and training (IVET) regional mobility contributes to the creation of an EU area Practical working experience has been a key part of the of education and training, as well as making a signifi- IVET learning process for a long time now. cant impact on the enrichment of IVET, the creation of employment, the promotion of EU citizenship and mutual The contrast between classroom education and work- understanding and interculturality throughout the Europe- place training enriches students’ learning experience, by an Union; thus favouring its economic, social and regional bringing together and linking the reality of the teaching cohesion. world and that of the working world, together with the ever-changing requirements of the labour market. Glocal dimension of initial vocational This relationship, which is deeply rooted at regional and education and training (IVET) local levels, has become all the more significant in the last few years, since it has been extended to a higher level to include the European Union and its different regions.

European Union Region Locality This has meant taking the decision to boost inter- regional mobility in IVET with the aim of training future generations of technical professionals allowing them access to a trade and enabling them to integrate successfully and develop professionally in a glocal context; that is, a context where a global perspective, especially at a European level, is just as important as a local or regional viewpoint.

The characteristics of a global society and economy The role of governments and regional authorities require training methods that prepare these future profes- in implementing mobility sional technicians with the ability to intervene and operate Over the last thirty years, one of the general trends in the in a labour market ever more internationalized. innovation of European education and training systems For this reason, it would be advisable to include activities has been a growing decentralization and new powers in the and experience in mobility in the educational and training hands of regional and local authorities for organizing the processes and so help students acquire technical, social, systems in their areas. linguistic and cultural competency. The degree of decentralization varies considerably and This tendency has been recognized explicitly by the depends on the power structure of each Member State. European Parliament that has highlighted the importance of mobility and the need for widening its scope to include It ranges from the simple decentralization of the organi- a greater number of students in IVET. zation and implementation of the education and training mechanisms and resources (countries with a centralized 1 II Pla General de Formació Professional a Catalunya 2007-2010: http://www20 .gencat .cat/docs/Educacio/Documents/ARXIUS/IIPGFP .pdf

9 government), to full and general competence, not only in Implementing mobility implies establishing the neces- management and organization but also in determining sary conditions and requirements to enable training es- what they are to be and their content (countries with a tablishments and trainees to carry out workplace practice, confederal, federal or self-governing regional structure). wherever the European host region may be, in the same conditions as those in their own education system. In all cases however, and throughout Europe, the role of regional authorities as intermediaries between local educa- This aspect is elaborated on in the last section of this tional and training establishments and the corresponding document on the quality of inter-regional mobility. central government ministries can be seen, as well as their fundamental relevance in the development and innovation • Thirdly, the effective implementation of the above of the mechanisms that make up the education and train- conditions of quality and safety involves the creation ing systems at regional levels. of a European network of co-operation and exchange between public organizations, training establishments, These authorities may be ministries of a local govern- companies and institutions, to guarantee external ment elected by residents of the region (e.g. the Ministry of transparency in the development of mobility between Education of the Generalitat de Catalunya), or supralocal training establishments and students throughout the bodies with sectorial management powers in a certain terri- European Union. tory (regional bodies, county councils, consortiums, etc.) Regional governments and local authorities are essential In this context, governments and regional authorities for guaranteeing external transparency when carrying out play an essential role as key intermediaries in promoting mobility projects in any area. and carrying out inter-regional mobility actions.

In this sense, three aspects are worthy of mention: Quality in mobility: criteria, process and model The quality of inter-regional mobility can be approached • Firstly, that of publicizing and providing information from three different perspectives: on the programmes, grants and resources devoted to mobility in IVET in the territory, thus guaranteeing n Criteria internal transparency at user-level. n Process n Model Publicizing and providing information on the resources available for mobility requires the effective participation of Criteria the competent public authorities to guarantee widespread The European Quality Charter for Mobility2 constitutes the circulation and strict adherence to the principle of equal quality reference document for student, trainee, volunteer, opportunity. teacher and trainer mobility within the EU framework.

This transparency also involves the proper use and It provides guidance for organizations responsible for evaluation of the human and financial resources invested mobility with the aim of improving the quality, efficiency in mobility, by applying criteria of efficiency, effectiveness, and effectiveness of projects and arrangements for practical and quality. workplace training in the different European regions.

• Secondly, participation in drawing up a reference The guidance is designed to respond to participants’ model for quality that allows the implementation of expectations regarding mobility arrangements as well as educational mobility projects in the best conditions of the legitimate quality requirements of promoting bodies quality and safety. and educational and training establishments in the home and host countries.

Implementing inter-regional mobility

—> Publicizing and providing information —> Guaranteeing internal transparency

—> Reference model for quality —> Guaranteeing conditions and requirements

Role of govern - ments and re - gional authori - ties —> European network of co-operation and exchange —> Guaranteeing external transparency

2 Recommendation (EC) No 2006/961 of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility [Official Journal L 394 of 30 .12 .2006] . http://europa .eu/scadplus/leg/en/cha/c11085 .htm

10 It should help ensure: an integral part of a formal study or training programme, the learning plan must mention this, and par- • the number and depth of educational and training ticipants should be provided with assistance regarding exchanges are stepped up; recognition and certification. For other types of mobil- • the elimination of obstacles to mobility; ity, and particularly those in the context of non-formal • the provision of support and infrastructures to help education and training, certification by an appropriate raise education and training levels; document, such as the Europass, is necessary; • the application of measures to promote mobility by providing easily accessible information. • reintegration and evaluation: on returning to their country of origin, participants should receive guidance This guidance consists of ten principles or criteria imple- on how to make use of the competences acquired dur- mented on a voluntary and flexible basis. ing their stay and, following a long stay, any necessary help with reintegration. Evaluation of the experience These principles or criteria are: acquired should make it possible to assess whether the aims of the learning plan have been achieved; • information and guidance: every candidate should have access to clear and reliable sources of information • commitments and responsibilities: the responsibilities and guidance on mobility and the conditions in which arising from these quality criteria must be agreed and, it can be taken up, including details of the Charter in particular, confirmed in writing by all sides (sending itself and the roles of sending and hosting organiza- and hosting organizations and participants). tions;

• learning plan: a plan is drawn up and signed by the sending and hosting organizations and participants before every stay for education or training purposes. It must describe the objectives and expected outcomes, the means of achieving them, and evaluation, and must also take account of reintegration issues;

• personalization: mobility must fit in with personal learning pathways, skills and motivation of participants, and should develop or supplement them;

• general preparation: before departure, participants should receive general preparation tailored to their specific needs and covering linguistic, pedagogical, legal, cultural or financial aspects;

• linguistic aspects: language skills make for more effective learning, intercultural communication and a better understanding of the host country’s culture. Arrange- ments should therefore include a pre-departure assessment of language skills, the possibility of attending courses in the language of the host country and/or language learning and linguistic support and advice in the host country;

• logistical support: this could include providing participants with information and assistance concerning travel arrangements, insurance, the portability of government grants and loans, residence or work permits, social security and any other practical aspects;

• mentoring : the hosting organization should provide mentoring to advise and help participants throughout their stay, also to ensure their integration;

• recognition : if periods of study or training abroad are

11 Process A second perspective to be covered is the description of The first basic description should be completed with the mobility process. legal references and regulations underlying the process and with the resources to be used for implementing it. This description should include: The next stage, at a deeper level, should cover the outlin- n An overview of the process, level 1, describing inputs ing of procedures and circuits, level 3, that each sub-proc- and anticipated outputs. ess produces. n A view of the sub-processes, level 2, describing the structure of the general process and the different There follows a descriptive diagram of levels 1 and 2. inputs and outputs of each sub-process.

Inter-regional mobility process

Level 1, global process

Mobility project Project evaluation Participation in an Learning plan evaluation Application for inter-regional mobil- Logistic support evaluation (at origin and destination) participating in ity project mobiliy programmes Recognition of acquired knowledge and skills

Level 2, sub-process structure

Mobility project Call for applications Grants awarded for mobility project Application for participating in mobiliy programmes Participants chosen

Preparation Information and guidance received Learning plan drawn up

Knowledge of host background acquired

Linguistic skills evaluated

Logistical support (at origin and destination)

Stay Acquired technical competence

Reinforced linguistic competence

Personal guidance received

New relationships: professional, personal, institutional

Assessment Project evaluation Learning plan evaluation

Logistical support evaluation (at origin and destination)

Recognition of acquired knowledge and skills

12 Model The third perspective is to make progress towards the • the different sub-processes indicated in the preced- setting up of a global model of quality that enables inter- ing section: call for applications, preparation, stay and regional mobility projects and arrangements to develop assessment, following guidelines for excellence. • the details of procedures and circuits in each sub- process; Existing models3, both general and those within the • the corresponding inputs and outputs. education and training field, are an extremely useful reference when working on this perspective. Satisfaction takes into account the following groups, among others: An initial draft should cover four key aspects: • students and trainees; • teachers and trainers; n Politics • educational and training establishments; n Processes • companies and institutions; n Satisfaction • regional and European authorities; n Results • social actors involved in education and business.

Politics takes into account the following factors, among Results takes into account the following factors, among others: others: • leadership: who is in charge of promoting mobility; • the global development of the mobility project; • strategies: including aims and assessable measures; • the improvement in competence and the knowledge • the resources ear-marked; and skills acquired, including technical, linguistic, • strategic planning in its different phases: analysis and cultural, etc.; diagnosis, aims and actions, follow-up and assessment. • the academic recognition of the stay; • the creation of networks of relationship: professional, Processes takes into account the following factors, personal and institutional. among others:

Aspects and factors of quality in inter-regional mobility

Factors Aspects Factors Leadership Leadership

Stategy Stategy Politics Processes Resources Resources

Planning Planning

Leadership Project Strategy Knowledge and skills Resources Satisfaction Results Planning Recognition Resources Planning Networks

3 For example, the European EFQM Excellence Award, the ISO Standards that have been adapted to education and training services, the Baldrige award for excellence in the American educational field, etc .

13 3 . Examples of regional plans for using ESF for inter-regional co-operation at European level: Regional Government of Tuscany Giacomo Gambino, General Director, Regional Department for Education, Training and Employment, Regional Government of Tuscany

Premise Within the framework of the Regional Operational training, entrepreneurial training and professional training Programme (Objective 2 ESF 2007-2013) the Regional on any specific subject. The period of time can be reduced Government of Tuscany has introduced Axis V: Transna- for entrepreneurs. The work-abroad experience is meant tional and Interregional Activities with a financing of 26 to principally involve trainees in activities enhancing their MEURO. professional level. The programme can be articulated in training and work activities, both in the framework of The Axis is entirely managed by the Regional Govern- vocational training centres and enterprises. ment of Tuscany with the following Transnational Priority Issues: Study and work experiences abroad can be promoted by individuals, schools, vocational training centres or by social 1. Boosting individual and organised mobility towards partners and enterprises. EU countries, i.e. promoting study, lifelong learning and working experiences abroad. This field sets principally on the structured cooperation 2. Boosting the transnational dimension of pilot with the other European Regions. This should help us to projects, promoted and financed by the Provinces of enhance the range of opportunities addressed to the inter- Tuscany ested citizens and to guarantee adequate safety and quality 3. Enhancing projects supporting transnational ac- conditions for mobility. We need to develop and launch tivities for the creation of services and initiatives to this policy inside a broader framework within Regions that boost citizens’ mobility, exchange of good practices are capable to support each other by offering study and and transfer of innovation between the actors of the working opportunities to citizens from all European Areas. different EU countries. Projects can be launched also according to proposals of Training Agencies, Companies and Social Partners. Transnationality in Pilot Projects 4. Promoting interinstitutional cooperation between Tuscan Provinces and Areas will be able to promote projects Tuscany and other European Regions starting from according to the ESF priorities as joint actions involving the Earlall Network. more than one Italian Province or Region. This kind of interventions are generally meant to provide an answer to a specific local need or matter, i.e. they can be committed to a Mobility enhancing study common aim, a sector related or area specific issue. In these and work experiences abroad cases the eventually present transnational character of the This mobility boosting activity aims to guarantee to a projects can be supported by regional resources coming from broad group of citizens the possibility to work and study the ESF Regional Operational Programmes within the abroad. According to this plan the Regional Government of framework of the Axis for Transnationality. Tuscany aims to create a regional service for the promotion of relationships with other lifelong learning systems and The aim of these actions is to make use of the experience regions of Europe. In this way we hope to reduce the im- gathered in other European Systems through benchmark- pact of economical and language barriers on young people ing and exchange of good practices. mobility and on the Regional offer of qualified opportunity. The cooperation with other actors from other Regions The activities within this framework are particularly should aim in this field to create an interconnection of ex- related to trainees, schools or tertiary system attendees, periences and to start a common policy learning and policy young graduated researchers and entrepreneurs. transfer path.

Studying and working abroad can be an interesting activity either for individuals or for groups of citizens, who Transnational Services and Initiatives can take part to vocational training programmes abroad Regions will be able to promote initiatives and to enhance lasting not less than 3 weeks for any kind of field: language services boosting transnational activities according to the

14 common needs shared with the vocational training stakeholders, enterprises and social partners.

With one word: interventions have the primary aim of assuring basic services providing continuity, quality and widespread of different transnational cooperation practices throughout different fields.

In this sense we can prepare actions for the creation of services aiming to support projects for mobility, goods exchange and for the mutual enhancement of activities that have the final aim to boost instruments and services for lifelong learning, employment and mobility. Indeed services must also aim to the coordinated experimentation of innovative actions throughout different vocational training and employment policies.

These actions can involve all kinds of target and any kind of subject having adequate qualities.

The cooperation with other Regions in this field must aim to subjects having same goals and interests. This fea- ture is particularly necessary for actions based on projects demanding joint efforts and coordinated investments.

Interinstitutional Cooperation To accomplish the action fields’ aims, we need the commitment in promoting agreements from side of all political institutions involved in the ESF interventions. The Regional Governments must be particularly attentive in assuring the development of cooperation and partnership agreements inside this framework and vouching for its quality.

The coordinated actions of the Regional Governments according to the programmed activities must vouch for the suitability of the aims, of interventions, of resources and of partners. The reciprocity rule and quality that only Region- al Governments can guarantee is based on their action. For this reason the Regional Government of Tuscany together with other Regional Government has already enhanced bilateral and multilateral agreements and will continue its activity in the future. These agreements were signed in the name of the Presidents of the here involved Regions through which the partners are committed to cooperate in order to achieve a series of common goals within the limits of their institutional competences.

The Regional Government of Tuscany has already signed agreements with other 7 Regional Governments and according to their positive achievements we have decided to commit ourselves for the next years too. This kind of initiative goes beyond the borders of the single project activity and assures the existence of a framework of institutional relationships boosting cooperation in all fields and produc- ing added value.

15 4 . The regional system of trans-national mobility Region of Tuscany, Directorate-General Cultural and Education Policy

Introduction The commitment undertaken by Tuscany Regional Union, and especially among the regional authorities Authority is aimed at removing all barriers which stand responsible for lifelong learning policies”. between the freedom of movement of people within the Union and favouring cooperation between Regions to en- This general goal is broken down into the specific goals: able our education and training systems to favour propensity towards the mobility of people. 1. Favouring the international mobility of individual Specifically, Tuscany Regional Authority has the follow- people and the actors involved in the integrated sys- ing goals: tem for both educational and professional purposes and the construction of networks for the exchange of • increase the number of students and apprentices who knowledge, to be achieved through actions such as: could be involved in other regions to gain experience of studying and working abroad; The mobility of students and educators, with the aim of • give new graduates the possibility of gaining qualified increasing the number of subjects involved in mobility work experience abroad with avant-garde companies; projects and improving the formative quality of the trans- • promote cooperation in the field of business training; national mobility of students, teachers and others involved • support the joint planning for education programmes in the schools and education system in Tuscany. This can for distance learning; be done by providing support services and through agree- • strengthen the network between institutions, busi- ments with regional authorities in other countries which nesses and social partners in the regions involved; could guarantee the best conditions of reciprocity and ac- • favour the certification and recognition of training in ceptance. In particular, educators should be provided with mobility. support and accompaniment services, such as information for identifying partners in other European regions, hosting, To achieve these goals, Tuscany Regional Authority has training/work stages abroad, distance learning, valorisa- made the required regulatory and financial tools available tion, monitoring and certification. As regards the students, and signed bilateral agreements with other European re- financial support should be improved, in the form of gions for the trans-national mobility of students, appren- scholarships abroad, which are already partly provided by tices, new graduates, researchers and entrepreneurs. European programmes. In addition to the agreements on mobility, the Regional Authority has promoted the signature of agreements aimed Support to international mobility for professional purposes, at the development of collaboration in terms of employment with the aim of increasing the number of subjects involved policy in the context of the strategic guidelines that the two in mobility projects and increasing the formative quality regions are committed towards achieving through the Eu- of trans-national mobility. This can be done by providing ropean Social Fund. The agreement signed with the Catalan support services and through agreements with regional Regional Authority on 16 July 2008 is an example of this. authorities in other countries which could guarantee the best conditions of reciprocity and acceptance. Interventions 4.1 The regulatory tools available at a aimed at supporting the mobility of Tuscan workers in regional level: the Integrated General other EU countries and EU workers in Tuscany, through Strategies Plan specific exchange projects in the context of EURES, are The strategies for the realisation of international coopera- also part of this framework. In particular, as regards those tion policies, and therefore mobility policies, are defined being trained and interested in work experience abroad, first and foremost in the Integrated General Strategies financial support should be improved, in the form of Plan 2006-2010. The global goal of this Plan is the realisa- scholarships abroad, which are already partly provided by tion of interventions aimed: European programmes, and support services during the “at the development of the international dimension of orientation phase and during the monitoring and certifica- education, instruction, training and employment poli- tion of work experience abroad. cies through cooperation between the actors involved in systems in other countries and the mobility of students, The stipulation of bilateral and multilateral reciprocity workers and entrepreneurs to strengthen the processes agreements between regional Authorities and local authori- for the transfer of innovation among countries in the ties in other European countries concerning the exchange of

16 support services in favour of mobility. The purpose of these Supporting cooperation between Provincial and Local Au- agreements is to ensure suitable hosting conditions and thorities in Tuscany and local Authorities in other European increasing the number of social actors involved in mobil- regions. These actions are aimed at increasing the pos- ity projects. These agreements guarantee the information sibility of direct cooperation between the various levels of required for the creation of partnership networks, distance governance in the system. learning for studying languages and local culture and wel- coming and certification services. 4.2.The regulatory framework at a regional level: the Regional The implementation of information, orientation and welcom- Operational Plan Goal 2 European ing services. The regional network of services for orientation Social Fund (2007–2013) is the tool through which the initial support required for Goal 2 of the Tuscany Regional Authority ROP 2007- students, educators and other involved to access the sup- 2013 promotes trans-national and inter-regional coop- port tools in favour of mobility is provided. This network is eration in the field of lifelong learning and employment, supplemented by the Regional System of Distance Learning pursuant to art. 3.6 of EC Regulation 1081/0. and the offer of distance orientation services and courses on the language and culture of the host country. The services Through a specific priority “trans-nationality and are aimed especially at supporting forms of mobility, such as inter-regionality” focal point, Tuscany Regional Authority work experience, the temporary allocation of young research- intends to favour the realisation and development of initia- ers and the deployment, even temporary, of researchers in the tives and networks on an inter-regional and trans-national public sector with businesses and institutions in other coun- basis, with specific focus on the exchange of best practices. tries. These services can also operate in the field of promoting clusters of enterprises, even on an international scale. The implementation of a specific focal point is aimed at increasing the actions undertaken, and especially coordi- 2. Favouring the involvement of the actors in the in- nating and integrating them, in the context of the ROP tegrated system in trans-national projects linked to and with the other tools involved in lifelong learning poli- the priorities of the Plan and the valorisation of the cies, especially EU planning. results and transfer of innovation to other countries and to Tuscany, to be achieved through action such as: 4% of the total funds of the ROP 2007-2013 will be allocated to this focal point, amounting to approximately 27 Supporting the construction of international partnerships, million Euros. Focal point V “trans-nationality and inter- aimed at supporting initiatives by the various actors in the regionality” is managed entirely by the Regional Author- integrated system to promote pilot trans-national projects; ity, which intends to experiment mobility initiatives, the creation and development of networks and partnerships, Pilot trans-national projects involving the actors in the Tus- the sharing of information, experiences, results and good can system of apprenticeship throughout its entire lifecycle practices, and valorising the experience acquired until now. in the role of promoters or partners; Areas of intervention provided by the trans-nationality focal point: The valorisation of the results of projects and the exchange of the results of the investments made for the innovation of – individual mobility organised for learning purposes and aimed at the subjects present at the different levels policies and educative systems and employment policies; of the education and learning system and in the various types of activities, especially stages; Supporting initiatives aimed at the export and import of the – mobility for professional purposes, aimed at employed best practices implemented in other countries, through action people or those looking for work, both enriching their aimed at favouring the exchange of project results. These ac- level of professionalism and carrying out work experi- tions mainly concern the exchange of products for education ence abroad; and Services for employment, including e-learning products. – the realisation of orientation interventions in support of mobility initiatives . 3. Supporting the active involvement of regional and local Authorities in the construction of a European co- – valorisation, or the transfer of the innovative results of operative governance model, interventions concerning the integrated system, aimed to be achieved through at both the import and export of high quality models action such as: and tools; – involvement in partnerships aimed at the production The development of inter-regional cooperation through of innovations in terms of lifelong learning, employment involvement in the construction of European policies by and research policies; undertaking commitments within Earlall (the European – inter-institutional cooperation between regional and Association of Local and Regional Authorities for lifelong local authorities aimed at thee expansion of joint pro- learning) and through the intensification of relations with grammes in support of actions described above . European institutions.

17 The resources managed directly by the Regional Author- implemented on the basis of the proposals of learning ity are used for interventions which must be planned in a agencies, businesses and social parties unitary manner, aimed at guaranteeing uniform standards 4. promoting forms of inter-institutional cooperation and achieving the desired results throughout the region, between Tuscany Regional Authority and other re- through a process of territorial concentration. gions in Europe, starting with those which belong to the Earlall network. 4.3. The Agreement protocol with provincial administrations and social parties 4.4.1 Mobility for study purposes and work Ensuring a framework which promotes both the mobility experience abroad of people, for study or work purposes, favouring professional growth and meeting supply and demand in terms Orientation of trans-national cooperation between European systems, Trans-national mobility actions are aimed at supporting is something that must be dealt with at all levels (national, trans-national mobility in businesses or in institutions for regional and local) and requires close cooperation with the training of apprentices, entrepreneurs, workers or the social parties. people on the employment market (including graduates) who undergo a period of training and/or work experi- For this purpose, Tuscany Regional Authority has un- ence abroad with a partner organization/company. Those dertaken to approve Agreements and Protocols with those involved in mobility receive a contribution to cover their operating at an institutional level (social parties and pro- travel and accommodation expenses wherever they are go- vincial administrations) in support of the regional system ing to, in the context of a planned mobility project, man- of mobility and trans-national cooperation. aged and monitored by the actuator. The actuator defines the following in cooperation with its foreign partner: The Agreement protocol with social parties was signed on 18 July 2008 and will ensure a higher level of quality as – the goals, duration and programme of the mobility regards the learning and working conditions in the context project, on the basis of the training and preparative of which mobility is sought. needs of the individuals involved; – the logistical and organisational support for individual The above-mentioned pact “for a regional system for participants (travel, accommodation, insurance, visas); the mobility of people in Tuscany” commits the parties to – monitoring and tutoring; integrate mobility policies in the context of regional de- – dissemination activities. velopment policies in order to promote the involvement of economic actors in the international cooperation networks, Mobility projects, excluding those aimed at entrepre- implementing actions aimed at orienting and increasing neurs, have a minimum duration of two weeks and a the awareness of businesses, workers and learning agen- maximum of 24 weeks. The actuators ensure conditions cies, supporting the capacity of Tuscan businesses to take of reciprocity in taking on subjects from their partner on youngsters and foreign workers for stages and work countries. experience and promoting measures in favour of mobility abroad for study and work purposes for the employed and Mobility projects aimed at entrepreneurs are based on unemployed, thereby supporting concrete action favouring the attendance of training courses, seminars and study equal opportunities and social inclusion. visits abroad. 4.4 Policies Interventions and results on the basis of the On the basis of the regulatory tools outlined, Tuscany targets involved Regional Authority started interventions in the following priority fields in 2007: a. Students The “Regional Project for the International Mobility of 1. supporting individual and group mobility towards Students in level II secondary schools in Tuscany” received other countries in the EU, through the promotion € 300,000 in financing in 2007, and 19 schools in Tuscany of study experience, learning and work experience were involved in exchange projects with schools in other abroad European regions. The project involved 420 students, 2. supporting the trans-national dimension of pilot with stays abroad ranging from 10 to 14 days. The project projects promoted and financed by the Provincial involved the European regions which have signed institu- Authorities in Tuscany tional agreements with Tuscany Regional Authority and 3. projects in support of trans-national activities aimed the regions belonging to the Earlall network. In 2008, at the creation of services and initiatives for expand- Tuscany Regional Authority started a second mobility ing the mobility of people, the exchange of best prac- project for students in secondary schools, with € 500,000 tices and the transfer of innovation among the actors in financing for the purposes of FSE goal 2 2007-2013. in the various countries in the European Union, to be Mobility projects have been financed for third and fourth

18 grade classes in secondary schools, with a minimum dura- c. Apprentices tion of 15 days in European regions, with priority being In this regard, mobility projects are financed for stages and given to regions with which there are mobility agreements work experience abroad aimed at favouring the acquisition and regions in the Earlall network. of professional competences.

The “Roots and Wings Project” was created in 1995 ‘The “Regional Apprentices in Mobility” project started as part of the SOCRATES programme and is based on in 2008 was entirely financed as part of the Leonardo da collaboration between Tuscany Regional Authority, West Vinci Programme. It is a pilot project carried out in col- Wales and Vejle region (Denmark). During the course of laboration with the Generalitat de Catalunya. The project the project, the network has expanded to include 12 Euro- involved 19 apprentices from Arezzo province who went pean countries, and involves 120 schools, 15,000 students abroad to study subjects of interest in their professional and 1,000 teachers. training. This mobility experience lasted one month. b. Young graduates d. Entrepreneurs In this context, scholarships are financed for highly quali- As regards entrepreneurs, there are plans for the joint fied professional experience abroad (specialisation and financing of mobility projects involving the attendance technological updating courses) with foreign companies. of training seminars, study visits, exchanges of experi- The proposing subject defines a mobility project, iden- ences and the promotion and involvement in international tifying the content and duration, destination/business partnerships. involved, and measures for accompaniment and tutoring. In decree 544/2008, Tuscany Regional Authority approved 4.4.2. Pilot projects a tender for an international mobility project for learning The Provincial Authorities and Institutes in Tuscany are purposes for young graduates in Tuscany, financed by the promoting projects connected to the various priorities of funds for ROP goal 3 2000/2006. The project is aimed at the FSE. These projects can be jointly promoted by several people in Tuscany under the age of 35 and involves the al- Provincial Authorities and Regional Authorities in Italy. location of vouchers for a maximum of € 20,000 to attend They are interventions which can be characterised by a highly-skilled training courses abroad (masters, doctorates, sectoral or territorial goal or theme. In these cases, the specialisation courses) with higher education institutes and trans-national component of the projects can be supported universities abroad. 37 vouchers have been financed, for a by regional resources. total of approximately € 110,000.

19 The actions undertaken are aimed at the development of of the “Mobireg” project, through which those involved in trans-national cooperation projects promoted by a part- mobility projects abroad will be given the opportunity, for nership for the realisation of innovative interventions for study and professional training purposes, of recounting and the production of tools and services for the transfer and documenting study and work abroad and the experience adaptation of products and best practices and the coordi- acquired. Furthermore, there is a map of opportunities on nated experimentation of innovative measures affecting the the site which promotes and favours the choice of mobility various fields of learning and employment policies. Projects for those who intend to undertake these experiences. can be presented by bilateral or multilateral partnerships. Distance learning (www.progettotrio.it) 4.4.3. Services and initiatives of a trans- TRIO is the Tuscany Regional Authority web learning national nature system which makes available free learning products and On the basis of the requirements shared with the stake- services, easily accessible and open to everyone. The service holders in the education sector, businesses and social par- uses over 1,200 learning products, including on-line forms, ties, the Regional Authority promotes initiatives and the CD-Rom, e-books and paper guides, an on-line tutoring creation of services in support of trans-national activities. service and 19 remote learning centres located throughout Tuscany, which are aimed at ensuring access to the TRIO The interventions in question have the main goal of system by people, businesses and organizations which have ensuring the basic services required to give continuity, the required technological infrastructures, also providing quality and a means of distribution to the different forms assistance by tutors. of trans-national cooperation in various fields. For the purpose of language and cultural preparation In this regard, actions may be undertaken aimed at for those involved in mobility projects, the Trio system creating support services for the management of mobility provided specific forms in 2007 for students, apprentices projects, projects for the exchange of products, the creation and other beginner users in for stages and work experi- of joint production activities and tools and services for life- ence abroad, aimed at providing them with information long learning and employment, for the coordinated trans- on the culture, territory, services and basic alphabet of the fer and experimentation of innovative measures affecting language used in the area they will be going to. the various fields of education and employment policies. 4.4.6. Trans-national Projects and Thematic Specific actions are aimed at promoting involvement Networks in partnerships based on previous project experience or Tuscany Regional Authority is involved in and promotes constituting the basis for the realisation of future trans- European cooperation projects and networks aimed at the national cooperation projects of common interest to social production of innovative tools and the diffusion and exchange parties and businesses. These projects may involve bilateral of positive experiences concerning lifelong learning, employ- or multilateral partnerships between organizations belong- ment, research, innovation and social inclusion policies. ing to countries in the European Union. The following are some of the projects and networks in 4.4.4. Inter-institutional cooperation which Tuscany Regional Authority is involved: The implementation of that provided in the above fields of intervention is supplemented by the undertaking of prior – Soft Open Method of Coordination (SMOC), the commitments for the promotion of agreements between the goal of which is to favour processes of policy learning political institutions which plan the interventions of the FSE. and policy transfer between regional Authorities in the field of lifelong learning policies 4.4.5. Regional service in support of mobility: – Transnational Network ESF Conet (European Social Tuscany Regional Authority has its own Office for the Fund Cooperation Network), promoted by Trento elaboration and implementation of policies and services Province and aimed at studying the thematics con- within the system. In addition to the management and cerning the European Social Fund administration services, the Office provides the following – “European network for the “Reduction of unemploy- supplementary services: ment among youngsters” promoted by the Greek and Cypriot Employment Ministries Quality management and development – Trans-national protocol for cooperation in the context Assessing and developing the quality of mobility, according of the employment of victims of the traffic of people, to the principles in the Paper for inter-regional mobility. signed on 9 July in Bucharest by the Romanian Em- Furthermore, the monitoring and control of the overall ployment Ministry, the Italian Employment Ministry, performance of the system are also guaranteed. the Equal Opportunities Department of the Prime Minister’s Office and six Italian regional Authorities. Information – European network for the social and work inclusion A website for European mobility has been realised as part of convicts.

20 5 . Catalan Regional Platform for Mobility: Policies for inter-regional cooperation . Planning and management system for inter-regional mobility Ministry of Education, Generalitat de Catalunya

5.1 Policies for inter-regional cooperation

Presentation The aim of this document is to provide information on • Actions prompted by the Generalitat de Catalunya and regional policies for boosting inter-regional mobility economic and social agents within the Strategic agree- promoted by the Ministry of Education of the Catalan ment for the internationalization, quality employment Government (Departament d’Educació. Generalitat de and competitiveness of the Catalan economy. Catalunya) • Actions prompted by the Catalan Council for IVET (Consell Català de la Formació Professional) through the The document consists of the following sections: 2nd Plan for IVET in Catalonia 2007-2010 (II Pla de Formació Professional a Catalunya 2007-2010). • Actions prompted by the Generalitat de Catalunya and, more especially, by the Ministry of Education (Depar- tament d’Educació)

Institutions Actions

Generalitat de Government White Paper for 2007-2010 Catalunya Annual call for mobility grants

Ministry of Participation in Community programmes Education and initiatives (Departament d’Educació) Participation in networks

Bilateral agreements and relations

Generalitat de Catalunya Strategic agreement for the internationalization, quality employment and competitiveness of the Economic and social Catalan economy agents

Catalan Council for IVET Second Plan for IVET in Catalonia 2007-2010

21 Generalitat de Catalunya / Ministry of Education The Government of the Generalitat de Catalunya and, The last two points are an explicit reference to the more especially the Ministry of Education (Departament regional government’s commitment to boost European d’Educació), promotes inter-regional mobility through dif- inter-regional mobility in initial vocational education and ferent lines of action. training.

There follows a description of the main lines of action Ministry of Education grouped under the following headings: The Ministry of Education of the Generalitat de Catalunya considers the following aims in its policy for boosting Generalitat de Catalunya: inter-regional mobility: • Government White Paper for 2007-2010. • encourage students to do part of their workplace practice Ministry of Education: credit abroad; • Annual call for mobility grant applications. • add value to their training by working for a period in a • Participation in EU programmes. company or institution in another country; • Participation in networks. • improve students’ linguistic competence (the host coun- • Bilateral agreements and relations. try language or English); • contribute to the European image of educational es- Generalitat de Catalunya tablishments registered with the Directorate-General of Vocational, Artistic, and Specialist Training, of the Government White Paper for 2007-2010 Ministry of Education of the Generalitat de Catalunya; • establish stable cooperative links with training bodies in The Government White Paper for 2007-2010 drawn up by the other EU countries to encourage the exchange of experi- Generalitat de Catalunya4 is a public service tool that pro- ences; vides an overview of the regional government’s main lines • participate actively in EU educational mobility projects. of action and a description of the aims of each of them. To this end, the following actions have been undertaken. The main lines of action set out in the white paper are: Annual call for mobility grant applications 1. strengthen the Welfare State to achieve a fairer and more cohesive society; • The Ministry of Education of the Generalitat de Cat- 2. increase democracy and efficiency in governments and alunya lends its support to projects for inter-regional institutions; mobility (projects for stays or exchanges to carry out 3. boost a robust and dynamic economy in a sustainable workplace practice in companies or institutions) by territory. awarding annual grants and participating in EU programmes specifically designed to promote mobility. In the first main line of action, there is a section on Education (1.2) that includes a chapter on Consolidat- • The grants are awarded through educational establishing Ivet And Lifelong Learning (1.2.3). ments that provide post-compulsory education (intermediate or advanced levels of vocational education or The following challenges and aims are included: upper secondary school) and programmes for unqualified over-sixteens in Catalonia. They are never awarded to in- • draw up a model for IVET that is adaptable, flexible, dividuals; i.e. students cannot apply direct, only through and that takes into account the social and economic the school or college where they are studying, which needs of the territory; will then apply for a grant by presenting an educational • make further progress in a Catalan model for VET mobility project. based on lifelong learning that includes different on- site and distance-learning possibilities; • There is an annual call5, usually in April, for grant ap- • put into place integration projects in the different plications for workplace practice abroad to finance stays VET subsystems (IVET and job-centred training); taking place between 1st January and 15th December of • develop a competence accreditation system; the year in which the call is made. Applications may also • update training curricula; be made for grants directly connected with EU pro- • update educational facilities in IVET establishments; grammes or projects subsidized by the European Union. • consolidate the European IVET area in combination with university studies; Participation in Community initiatives and programmes • foment and extend mobility programmes that enable IVET students to complete their technical training in The Ministry of Education of the Generalitat de Cat- a European environment. alunya maintains a policy of active participation in EU 4 http://www .gencat .net/pladegovern/cas/index htm,. 5https://www .gencat net/diari/4865/07101109. .htm

22 initiatives and programmes designed to encourage inter- Bilateral agreements and relations regional mobility. Specific bilateral agreements exist with the following As a result, the Ministry of Education participates in: regions:

• Community initiative INTERREG IIIA Spain-France. • Midi-Pyrénées, Cross-border cooperation projects: • Rhône-Alpes, – “La Formation Professionnelle Transfrontalière” / Cross- • Toscana, border IVET (2001-2004), • Wales. – “La Formation Professionnelle et la Mobilité Transfron- talière” / IVET and cross-border mobility (2005-2008). As a result of shared participation in different projects, there are special bilateral relations with the following • Community initiative INTERREG IIIC South. regions: Project for transregional cooperation: – “La Formation Professionnelle Transrégionale Occidentale” • Aquitaine, / Western transregional IVET (2003-2005). • Languedoc-Roussillon.

• Community initiative EQUAL. Projects linked to the fight against discrimination and Generalitat de Catalunya / Economic and inequality in the labour market: social agents – Igualbaix (2002-2004), In early 2004, the Government of the Generalitat de – Hinterland (2005-2007). Catalunya, trade unions and business organizations initi- ated a process of consensus and agreement with the aim • Leonardo da Vinci programme. of strengthening the foundations of the competitiveness Mobility projects for professional guidance counsellors: and sustainability of the Catalan economy. This process – FOP meetings (2001-2002), concluded with the signing of the document: Strategic – REPERE (2002-2003), agreement for the internationalization, quality employment – VALOR (2003-2004), and competitiveness of the Catalan economy10. – CODIS (2004-2005), – IVET and the environment (2005-2006), The agreement is a response to the new challenges facing – Academia (2005-2008). Catalan society in the 21st century, taking into account globalization and the regional nature of Catalonia, with • Pilot projects. the aim of placing the country in a leading position on Projects related to innovation and the transfer of good both an international and regional scale. practices: – IVOLVE (2000-2006), This response is based on the diagnosis shared by the – Against abandon (2004-2005), Government of the Generalitat de Catalunya and the social – DROA (2003-2006). and economic participants in the agreement as to the main challenges to be faced, the appropriate economic focus and • Cross-border cooperation programme Spain-France- the specific measures to be carried out to attain a leading Andorra (2007-2013). position. • Lifelong Learning Programme (2007-2013). Intermediate and advanced student mobility projects. The agreement is structured in three main lines of action:

Participation in networks • improving the basic conditions of competitiveness; • internationalization; The Ministry of Education of the Generalitat de Catalun- • improving the quality of employment and social cohe- ya maintains a policy of active participation in Community sion. networks for transnational and transregional cooperation in IVET. At the same time, each of the main lines is structured in As a result, the Ministry of Education participates in: groups of measures related to:

• European Association of Regional and Local Authorities • Improving the basic conditions of competitiveness: for Lifelong Learning (EARLALL)6, – research, development and innovation; • Pyrenean Working Community (CTP)7, – sufficiency of human resources; • Four Motors for Europe8, – transport and mobility infrastructures; • European Regional Foundation for Research into – energy and environmental infrastructures; 9 Education and Training (FREREF) . – telecommunication infrastructures and policy; 6 http://www .earlall .eu/page asp?n=home. 9 http://www .freref eu/?lang=en. 7 http://www .ctp .org/ 10 http://www .acordestrategic cat/. 8 http://www .4motors .eu/

23 – funding business activities; and guidance; – other measures to encourage competitiveness. • receive information on proposals for cooperation between departments concerned with IVET issues, as • Internationalization: well as those responsible for resources. – attracting investment; • propose measures to encourage cooperation between – promoting exports and international standing. business organizations and trade unions with regard to workplace practice; • Improving the quality of employment and social cohesion: • propose criteria for adapting the range of possibili- – active employment policies; ties for workplace practice to the requirements of the – labour relations; labour market and those of the country generally; – promoting social cohesion. • propose criteria for the territorial and sectorial distribution of IVET in Catalonia; The section on Sufficient Human Resources, in- • draw up proposals for IVET programmes that respond cludes 15 measures on: to the labour market insertion needs of students who have left the education system without the corre- • school drop-out; sponding school-leaving certificate; • improved training; • any other function related to IVET that is coherent • post-compulsory education and training; with the nature and aims of the Council. • university teaching. The Second General Plan for IVET in Catalonia 2007- Among the measures proposed, in Post-compulsory 201012 was drawn up towards the end of 2007 by the education and training and University teaching Catalan Council for IVET. respectively, measure 15 focuses on mobility to increase post-compulsory attendance, especially in IVET; and The Second Plan is seen as a road map to help achieve the measure 21 focuses on the internationalization of universi- final aim of a quality IVET system that is competitive and ties, encouraging mobility among Catalan students and adapted to present and future requirements of individuals, increasing the presence of foreign students. companies and territories.

During the process of monitoring and improving the At the same time, the Second Plan establishes the bases agreement, begun in 2007, new measures are proposed for for better compliance with the 2007–2010 White Paper boosting and extending inter-regional mobility in IVET. drawn up by the Generalitat de Catalunya, which envisages IVET in Catalonia as an integrated and coherent system linked directly to the needs of the world of work. Catalan Council for IVET The Catalan Council for IVET (Consell Català de la For- In conclusion, the mission of the Second Plan is to mació Professional)11 is a body integrating the Generalitat improve both the professional competence of individuals de Catalunya (with representatives of the Ministry of throughout their lives and the human capital of companies. Education, the Ministry of Labour, and other ministries) It aims at being a global response, adapted to the need for together with representatives of business organizations, competitiveness on the part of the economic fabric, as well trade unions, and chambers of commerce as well as mem- as to the requirements of social and territorial cohesion. bers representing local bodies. Based on a previous analysis and diagnostic, the Second The functions of the Catalan Council for IVET are to: Plan is structured in three lines of intervention:

• propose criteria and present reports on the drawing up • adapt and innovate IVET means and resources to the of the General Plan for IVET in Catalonia; new requirements of the Catalan economy; • propose studies for detecting the requirements of • consolidate the integrated system of qualifications and IVET; IVET; • analyse or propose modifications to professional • promote public recognition and social acceptance of qualifications, diplomas and certificates, as well as their IVET. correspondence or recognition in other systems; • encourage cooperation with the Catalan Council for Each one of these lines has its own aims, each with its Employment, Economy and Social Issues (Consell de corresponding indication of anticipated results, as well as Treball, Econòmic i Social de Catalunya) and the Cata- key actions to achieve the goals. lan School Council (Consell Escolar de Catalunya) as well as similar organizations; In all, the Second Plan consists of three lines of inter- • promote cooperation with companies, especially with vention, ten goals, and 38 key actions. regard to workplace practice and career information 11 http://www10 .gencat .net/sac/AppJava/organisme_fitxa .jsp?codi=10187 12 http://www20 gencat. .cat/docs/Educacio/Documents/ARXIUS/IIPGFP .pdf

24 Goal 3, which can be seen below, focuses on mobility. The document is made up of the following sections:

GOAL 3: • Aims associated with mobility. Boost transnationality within the framework of a Euro- • General criteria. pean area of qualifications. • Participating stakeholders. Participation in the EU programme ECVET is an op- • Regulatory process for mobility. portunity to promote exchanges between trainer countries • Tools and resources for mobility. and users, and the mutual recognition of qualifications. It is an incentive to extend professional competence and es- Aims associated with mobility tablish useful relationships to internationalize the Catalan The Catalan Ministry of Education’s policy for encourag- economy. It is essential that all stakeholders, from the edu- ing inter-regional mobility includes the following aims: cational establishments to the host companies as well as the users themselves become fully involved in the process. • encourage students to follow part of the vocational Anticipated result: credit “Workplace practice” (FCT)13 in a company Increase European exchanges by 50%. abroad. Key actions: • give added value to their training by means of a short 3.1. Promote the involvement of educational establish- stay in a company or institution abroad. ments and companies in the exchange of trainers and • improve students’ linguistic competence (the language trainees at all levels of IVET. of the host country, or English). 3.2. Promote the establishment of networks to encourage • promote the European image of educational estab- transnationality. lishments registered with the Directorate-General of Vocational, Artistic, and Specialist Training14, of the Outline diagram Ministry of Education of the Generalitat de Catalunya. • establish stable ties of cooperation between training establishments in other EU countries to foster the exchange of experiences. Strategic Second General Plan • participate actively in EU projects agreement for for IVET 2007–2010 for educational mobility. internationalization General criteria • The Ministry of Education of the Generalitat de Catalunya supports inter-regional mobility projects by awarding annual grants and participating in EU programmes promot- Support policies ing mobility specifically. for inter-regional mobility • The end-beneficiaries of the grants towards mobility (projects for stays or exchanges15 to carry out workplace practice in companies or Generalitat de Catalunya White Paper for 2007–2010 institutions abroad) are groups of students in post-compulsory education (intermediate or advanced levels of vocational education or upper secondary school) and programmes for unqualified over-sixteens in 5.2 Planning and management system for secondary schools in Catalonia. inter-regional mobility Students who participate in mobility projects must pro- Presentation vide proof of linguistic competence at conversational level The aim of this document is to provide information on the in either the language of the host country, or English. planning and management system for inter-regional mobility used by the Ministry of Education of the Generalitat • There is an annual call, usually in April, for grant de Catalunya. applications for workplace practice abroad to finance stays taking place between 1st January and 15th De- cember of the year in which the call is made.

13 From now on FCT (Formació en Centres de Treball) . 15 By stay, it is meant that there is no reciprocity on the part of the receiv- 14 From now on DGEPAE (Direcció General d’Ensenyaments Professionals, ing country; that is, Catalan students go there for workplace practice, but Artístics i Especialitzats) . students from that country do not come to Catalonia In the case of an exchange, there is reciprocity, and students from the receiving country do come to Catalonia for workplace practice . 25 • There are three kinds of mobility projects, depending on the period of time:

– short – between 15 and 21 days: usually undertaken by schools and colleges that have had no previous experience and are mostly concerned with organi- zational aspects. The main aim, apart from that mentioned, is to carry out a portion of the statutory hours dedicated to FCT.

– medium – between 22 and 60 days: schools and colleges have had previous experience, they know how to organize the stay, and the staff and students are able to be away for the whole period. As in the previous case, the main objective is to carry out part of the statuary time of the FCT module.

– long – over 60 days: usually the main aim of the stay is to complete the entire FCT module abroad. The schools and colleges have a lot of experience in mobility projects and provide their students the possibility of including in their CV the added value of having had workplace training in foreign companies, and having their FCT module officially recognized by the education authorities in Catalonia.

• At the same time, the Ministry of Education of the Generalitat de Catalunya participates in transnational projects linked to the creation of common training modules, which often means periods abroad in the respective regions. Training in technology is especially relevant in these cases.

• Most mobility projects are usually carried out in Sep- tember, October and November. The results of the call are usually made public the following June or July, when the awards are granted. • Students from other countries or regions are welcome at any time of the year, provided their stay does not Once the experience has been completed, the report coincide with school holidays (Easter period, summer on the results of the mobility project must be handed in and Christmas). within the calendar year of the awarding of the grant. • The stays and exchanges are structured in two stages: Applications may also be made for grants directly connected with EU programmes or projects subsidized by the – a period for adapting to their surroundings: techno- European Union. logical visits, visits to centres, cultural activities (first week); and • The grants are awarded through teaching establishments in Catalonia that provide post-compulsory edu- – a training stage: workplace practice in the compa- cation and programmes for unqualified over-sixteens. nies or institutions (the following weeks). They are never awarded to individuals; i.e. students cannot apply direct, only through the school or college Criteria framework where they are studying. Mobility Schools and Policies grants for groups Schools apply for grants by presenting an educational colleges with for encouraging of students and the project for groups of students who wish to carry out work- an educationaL mobility accompanying mobility project place practice in companies or institutions abroad; and for teachers the teachers who will accompany them.

26 Participating stakeholders The following diagram reflects the participation of the different stakeholders in the funding, organization, running, implementation, monitoring and assessment of inter- regional mobility projects:

Other Catalonia EU-regions

Ministry of Education Post-compulsory educational Regional Companies and of the establishments and programmes educational institutions Generalitat de Catalunya for unqualified 16+’s bodies

Directorate-General Board of the Organizing Post-compulsary of Vocational, Artistics educational commitees educational and Specialist Training establishment involved esatblishments

Subdirectorate General Secretariat Tutor in the Companies of Programmes of the company or and and Resources establishment institution institutions

International Programmes School/College Department for Council Vocational Training

Project coordinator + monitoring tutor

Participating students

• It should be pointed out that the Ministry of Edu- – to implement and monitor cooperative activities cation of the Generalitat de Catalunya has a spe- aimed at vocational education and training carried out cific department, the Department for International by national and regional governments. Programmes for Vocational Education and Training16, – to propose conditions for a public call for grant appli- with a staff of six (department head, three technical cations to enable students to get workplace practice in and two secretarial members). companies or bodies abroad, either as a stay or as part of an exchange programme. • The Department’s functions are: – to organize and monitor the transnational mobility of students and teachers in vocational education and – to develop and implement transnational coopera- training. tion projects carried out within the framework of EU – to design appropriate instruments and materials for programmes and initiatives as well as that of other organizing and carrying out transnational projects for international bodies. vocational education and training. 16 From now on SPIFP (Servei de Programes Internacionals de Formació Professional) .

27 • The SPIFP acts as a regional platform to encourage n The student stays or exchanges should be at least two the mobility of over-sixteens in vocational education weeks long, although at intermediate and advanced and training with the support of the following instru- IVET levels, longer stays are given preference. ments: In general, stays of at least three weeks are recommend- – the participation of the Ministry of Education of the ed, in groups of not more than twelve students. Generalitat de Catalunya in EU programmes, particularly within the framework of the Lifelong Learning With regard to receiving groups of students from Programme and in activities included in the transna- abroad, it is not considered viable to set up training tional cooperation lines of the European Social Fund periods, including workplace practice in companies, of and the ERDF. under three weeks, especially when the groups are very – the participation in networks of regional governments large. Should this be the case, it is better to organize stays aimed at vocational education and training. focussed on technical visits to companies and institutions. – the establishment of bilateral cooperation agreements between regional governments to promote mobility. On the other hand, in general terms, when the foreign group is large and the stay is over four weeks, it may be The development of these three elements in combination possible to divide the group into smaller groups, which are is a key factor for ensuring the implementation of mobility then taken in by different educational establishments. projects in proper conditions and with due guarantee of quality, since it provides, among other aspects, a connecting In any case, the Ministry of Education of the Generalitat link between educational establishments in the different de Catalunya does not provide the companies directly, but regions interested in carrying out projects. does so through selected educational establishments, who have their own networks of collaborating companies. In this sense, the SPIFP receives requests from foreign educational establishments, directly or through regional n The schools and colleges must account for their mo- platforms, to set up mobility projects and put them in bility projects before 15th December of the calendar touch with Catalan establishments who may wish to coop- year of the stay abroad. erate with them on a mutual basis. At the same time, the SPIFP also receives requests from Catalan establishments looking for partners in other countries. Grant application procedure

Regulatory process for mobility n Applications, signed by the head of the educational This section deals with the following aspects: establishment, should be addressed to Direcció General de Formació Professional i Educació Permanent (DGF- • Specific requirements. PEP)17 del Departament d’Educació de la Generalitat • Grant application procedure. de Catalunya and handed in to Subdirecció General de • Grant awarding decision procedure. Programes i Recursos (SGPR)18. • Monitoring and accounting procedure. n The establishments must present an application for each mobility project. Specific requirements n Accompanying documents: n The stays or exchanges must be organized between • The official details of the educational establishment. groups of students from the sending schools and • The educational project with the aims of the stay or colleges and the host educational establishments, exchange and the programme of activities to be car- companies or institutions abroad offering training in ried out, together with, at least, the following points: the fields for which the students are studying. – A brief reference to the kind of establishment applying for the grant, its educational project, n The possibility of individual stays or exchanges is and the social and economic characteristics of its anticipated, should the characteristics of the school/ catchment area. college or the area justify it, and in the event that the – The treatment given to foreign languages in the educational establishment is prepared to draw up, school or college, especially those to be used dur- present and monitor an educationally sound project. ing the stay or exchange. – The specific aims and content of the stay or ex- n The receiving educational establishments must com- change abroad within the general programme for mit themselves to taking in the students and facilitat- the academic year, as well as the results anticipated. ing the companies or institutions where the workplace – The educational programme for Catalan students practice is to be carried out. who will be going abroad, with details of the 17 From now on DGFPEP . 18 From now on SGPR .

28 activities aimed at preparing them for the realities n On awarding a grant, the following criteria are taken of the country to be visited. into consideration: – Schedule of activities to be carried out in the host • the quality of the educational project, bearing in country. mind the learning requirements of the students and – The method used for monitoring and evaluating the characteristics of the educational establishment. the stay or exchange, indicating criteria, activities, • a reciprocal project with an exchange of students is tools and documentation to be used (workplace preferred. practice abroad notebook, agreements, Europass- • the most economic type of lodging in the circum- Mobility documents, etc.) stances. – Description of the host establishment. • the use of Europass-Mobility documents. – In the case of reciprocity and exchange with • the socioeconomic background of the school or col- a partner establishment, the foreign students’ lege. programme of activities in Catalonia, with details • the use of the most economic means of travel in the of the companies where they will carry out their circumstances. workplace practice, the monitoring system and the • carrying out the workplace practice abroad project method and materials used to prepare information in teaching establishments in EU regions that have to help them contextualize their stay in Catalonia. partnership agreements with the Generalitat de Cat- alunya. • A document stating the: – criteria for choosing the students who participate n The DGFPEP, or its delegates, awards the mobility in the mobility project. grants within a maximum period of six months as – information material prepared. from the day after the deadline for applications men- – reinforcement classes for the corresponding for- tioned in the corresponding call for grant applications. eign language. – timetable of linguistic and cultural activities aimed n The grants awarded will be communicated to the at preparing the students for their stay abroad. interested parties through the winning educational es- – Head’s commitment to carry out the activities tablishments, and published in the official gazette, the centred on the mobility project. Diari Oficial de la Generalitat de Catalunya (DOGC)19. – commitment of the head of the foreign school/ college, company or establishment to carry out the activities related to taking in the students and the Monitoring and accounting procedure organization of the programme to be implemented. – personal details of the accompanying teachers and n The establishments awarded a grant must present the subjects they give. within the fortnight following the corresponding notification: • A cost estimate for the stay or exchange, which shall • the final schedule for carrying out the stay or ex- include: change. – students’ travel expenses. • a fully documented list of participating students. – accompanying teachers’ travel expenses. (They will • tax and bank details of the educational establishment. monitor and evaluate the workplace practice.) • the name and official address of the foreign com- – board and lodging expenses. panies in which the students are to carry out their – expenses due to host country activities as de- workplace practice; or the host educational establish- scribed in the educational project. ment’s formal commitment to provide the relevant – a plan for covering the expenses due to travel, details, before the project takes place. board, lodging and host country activities. • in the case of reciprocity, a definite list of the com- – the amount received as an EU grant, if the group panies in Catalonia, with their names and official of students is part of an EU programme or project. addresses, in which the foreign students will do their – a certificate made out by the educational es- workplace practice. tablishment stating that the workplace practice • in the case of minors, an authorization signed by the abroad project has been authorized by the School mother, father, or tutor. Council. • document accrediting the taking out of accident insurance that covers the group during the journey and the stay abroad, and a policy covering public liability Grant awarding procedure and property for the period covering their workplace practice abroad. n The projects presented are assessed by a selection Failure to provide these requisites implies the loss of any committee drawn up by the DGFPEP of the Ministry grants awarded. of Education of the Generalitat de Catalunya. 19 From now on DOGC .

29 n Once the Ministry of Education of the Generalitat de Tools and resources for mobility Catalunya has received the documentation, they will forward 85% of the grant awarded for the stay or ex- n The Ministry of Education of the Generalitat de Cat- change abroad. The educational establishment usually alunya, through the SPIFP, makes a series of practical has the amount at its disposal in September. tools available to educational establishments to help them organize and accompany mobility projects based n Once the stay or exchange is over, the educational on workplace practice abroad at all stages of the pro- establishment shall send the following documents to cedure: defining, information, selection, organization, the DGFPEP: preparation, monitoring, certification, evaluation, and • an educational report (maximum 25 pages) summa- validation. rizing and evaluating the workplace practice and the activities carried out during the stay or exchange. n The tools available to schools and colleges are: • a certificate signed by the head of the school or col- • template for drawing up the educational project. lege approving the accounts, stating the total amount • agreements for workplace practice: one version in granted, and the proper use of the monies to the end Catalan/French/English, and another in Catalan/ for which they were awarded, and declaring that the Spanish/English. amount received and the expenses incurred have been • activity plans (list of possible tasks to be carried out in duly entered in the establishment’s accounts. companies) available in Catalan, French and English. • All of which must be accounted for by the presenta- • insurance policies covering personal accident and tion of bills or receipts, originals, for the expenses public liability and property are available to public included in the estimate presented according to the educational establishments in Catalonia. conditions of the call. • Monitoring Notebook for Work Experience in Europe to keep track of workplace practice in the European Union. n Once the expenditure of the grant has been accounted • models of certificates for the host educational estab- for, the Ministry of Education of the Generalitat de lishments, companies or institutions to give to the Catalunya will hand over to the school or college the students. outstanding 15% of the grant awarded. • Europass-Mobility document.

They are all available on the SPIFP website www.xtec.es/ fp (international programmes)20.

n The SPIFP also carries out actions in Catalan schools Mobility regulating process and colleges to promote transnational experiences with workplace practice in companies, as well as Educational establishment’s others dedicated to helping in the organization and mobility project preparation of stays and exchanges. The SPIFP gives assistance on both sending groups abroad and receiving foreign groups either over the phone or by visiting Procedure educational establishments, teachers, students, and for applying companies and institutions. schools and colleges. for grants n Lastly, with the double aim of promoting mobil- Awarding of ity and recognizing the task carried out by mobility grants project coordinators and accompanying teachers, the following actions are taken: • provide a stand-in teacher while the usual teacher ac- Implementation companies the group of students, as long as they stay of the stay or at least fifteen consecutive days in the host country. exchange • give mobility project coordinators a certificate for participating in innovative educational activities.

Procedure for • award grants, by means of a public call for applications monitoring and in the DOGC, to teachers and other personnel in ed- accounting ucational establishments administered by the Ministry of Education of the Generalitat de Catalunya, who carry out student assistance and have participated in Mobility project carried out educational activities with students outside the school and evaluated or college in the corresponding academic year.

20 Some of these tools are also used by many foreign partners during their stay in Catalonia .

30 6 . Mobility for study purposes in Region Västra Götaland Göran Fock, General Director, Department for Knowledge and Competence Development, Region Västra Götaland

Introduction competence and knowledge, can be related to the objec- The European and international work within Region tives and approaches of the project Mobireg. Västra Götaland is an important part of the regional development strategy. The strategy firmly states that the region should establish networks with the surrounding world via Mobireg – the present and future of mobility international organizations and bilateral contacts. Moreo- Although Region Västra Götaland not yet has established ver, the strategy focuses on strengthening the region’s own a regional mobility platform, the Mobireg project, with its organization concerning international knowledge and objectives of bilateral mobility strategies, inter-institutional competences by learning from other regions’ experiences. cooperation and stable partnerships, is well in line with International work should permeate all activities within Region Västra Götalands’ long-term policy strategies the region’s areas of competence. regarding Lifelong Learning and learning from other regions’ experiences.

Vision Västra Götaland During the project period of Mobireg the municipality International work and interaction with other European of Ale was coordinator of the project within Region Västra regions is a prerequisite for involving future learners Götaland. This involved building a platform for admin- and institutions in interregional projects. Vision Västra istrative and economic decisions as well as guaranteeing Götaland, a regional policy platform for the development process quality. Throughout this process Carina Abreu was of Region Västra Götaland, defines its central elements as responsible for planning, administration and carrying out follows: the project within the Göteborg Region Association of Local Authorities (GR). Work and experiences made in Vision Västra Götaland – A good life the municipality of Ale will naturally be taken into account • Good health when Region Västra Götaland sets up its own strategies on • Work and education opportunities mobility. • Safety, fellowship and participation in community life • A good environment protecting the renewable systems Moreover, Region Västra Götaland will benefit from • Meeting the needs of children and the young mobility systems already developed and implemented by • Sustainable growth, generating resources for everyone, Tuscany and Catalonia. This means that Region Västra and a rich cultural life Götaland will be able to learn from and build its mobility model on processes and experiences from the two Four general perspectives run through all the develop- other regions. This will further strengthen interregional ment work of Vision Västra Götaland; a cohesive Västra cooperation and long-term networking and pave the way Götaland, equality, integration and internationalisation. for a regional guideline in the field of mobility. In this Internationalisation includes foreign trade, international respect it is worth mentioning that all three project regions communication and the capacity to develop alliances and are members of EARLALL (European Association of partnerships to gain a hearing for its interests in Euro- Regional & Local Authorities for Lifelong Learning). This pean affairs. It is of vital importance that citizens are well further ensures long-term policy cooperation and commit- prepared for international activities. ments among regions at the EU level.

Vision Västra Götaland also has five focus areas of prior- Currently, Region Västra Götaland together with its ity in a long-term process to boost development in the four regional associations of local authorities has set up a region. One of these five focus areas is a leading position network in order to discuss strategies for mobility. Before in competence and knowledge development. Regions with agreeing on a regional policy document on mobility these well-educated populations are attractive to investment discussions must be finished. and develop faster. A rapid development and change in working life as well as technology requires a fast pace in competence and knowledge development. Schools need to be able to respond to demands from the working life, and produce students who are well-equipped for a future professional life and lifelong learning. In this sense, Vision Västra Götaland, with its focus on internationalisation and

31 Annexes 1.Memorandum of Understanding between the Regional Government of ...... and the Regional Government of ...... with regard to developing a programme of mobility in lifelong learning

We, the undersigned DECLARE: 1. That their respective Regions (together ‘the Participants’) have already engaged in successful collaboration within the framework of the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL). 2. That the Participants believe it is of particular value to carry out specific collaborative projects with fellow EARLALL regions in the area of education, vocational training and youth policies. 3. To this end the Participants wish to formalise their intention to continue this collaboration with this Memorandum of Understanding. PROVISIONS 1: OBJECTIVES In so far as it is within their powers to do so, the Participants will seek to co-operate with one another to achieve the following objectives: a) To promote the exchange of students and apprentices in vocational education and training and lifelong learning, between relevant institutions in the respective Regions. b) To promote opportunities for students and apprentices involved in on-the-job training as part of their study programme, to take up similar training placements in the other Region. c) To promote the formal recognition, within a student’s or apprentice’s own course of study, of the period of study or on- the-job training placement in the other Region. d) To promote on-the-job training and exchanges for teachers of vocational training courses, to include teaching activities as well as teacher training programmes. e) To promote collaboration between education and training institutions. f ) To facilitate the learning of European languages. g) To develop awareness of European citizenship. h) To promote an exchange of information and experiences regarding the content of vocational education and training and vocational / professional qualifications and lifelong learning more widely. i) To develop other actions of common interest in the fields of vocational education and training and other lifelong learning.

2: DISSEMINATION AND PROMOTION The Participants will draw this Memorandum of Understanding to the attention of education and training institutions in their region and will ensure that the outcomes and experiences resulting from any collaborative activity are evaluated and disseminated.

3: JOINT COMMITTEE The Participants will establish a joint committee of no more than two representatives from each region to promote the objectives of this Memorandum of Understanding. The committee will meet to monitor progress against planned activity on a 6 monthly basis. Members of the committee will be nominated by the Participants.

4: VALIDITY This Memorandum of Understanding will come into immediate effect once signed.

5: SUSPENSION OR TERMINATION OF THE MEMORANDUM This Memorandum of Understanding will be reviewed after a period of three years from the date of signing. Before that date it may be suspended or terminated at any time for one of the following reasons: a) by arrangement between the Participants; b) by one Participant, providing at least two months written notice is given to the other Participant; or c) by either Participant, where unforeseen circumstances make it impossible to adhere to the above provisions.

This Memorandum of Understanding is not intended to create legally binding or financial obligations between the Par- ticipants. This document is signed in duplicate by the Participants in the …. languages, each text having equal status.

32 2. Programme for stages and exchanges between the Departament d’Educació i Universitats de la Generalitat de Catalunya and Tuscany Regional Authority concerning professional training

Barcelona, 31 May 2006

THE FOLLOWING WERE PRESENT On One hand, Joan Manuel del Pozo i Alvarez in representation of the Departament d’Educació i Universitats de la Gen- eralitat de Catalunya and on the other, Gianfranco Simoncini representing Tuscany Regional Authority.

Within the scope of their respective attributions, the parties hereby state that they have the powers of legal representation required for this deed and

HEREBY DECLARE 1. That the Departament d’Educació i Universitats de la Generalitat de Catalunya and Tuscany Regional Authority have already collaborated successfully in the past in the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL)

2. That the two parties believe it to be particularly pertinent to undertake a specific project concerning professional training, in the context of learning, professional training and youngsters policies

3. For this purpose, the two parties hereby formalise this plan of activities, which will be governed by the following

CLAUSES ONE. Subject

The goals of this Plan of stage and exchange activities between the Departament d’Educació i Universitats de la Generalitat de Catalunya and Tuscany Regional Authority are as follows: a) Promote the exchange of students and apprentices through professional training courses held by training institutes. b) Favour the involvement of students and apprentices involved in professional training and stages concerning their own study curriculum held in other learning institutes. c) Favour the involvement of students and apprentices involved in professional training in learning activities in other institutes and ensuring that this learning is recognised in academic terms. d) Promoting stages and exchanges for teachers involved in professional training courses, aimed at both the realisation of teaching activities and the training of the teachers themselves. e) Promoting collaboration between learning institutes. f ) Facilitating the learning of European languages. g) Increasing awareness among the European people. h) Favouring the exchange of information and experience in terms of the contents of professional training and qualifica- tion courses. i) Developing other common interests in terms of professional training.

TWO. Diffusion and promotion The Departament d’Educació i Universitats de la Generalitat de Catalunya and Tuscany Regional Authority are hereby bound to distribute this Plan of activities to the learning institutes in their respective territories and to favour participation in the activities involved.

THREE. Joint commission The signatories are hereby bound to create a joint commission for the promotion of the goals of this Plan. The joint commission will be formed by a maximum of two representatives of each party. The commission will supervise the correct implementation of this Plan and will meet to establish the plan of activities required for its application. The members of the commission will be appointed by the signatories of this Plan.

33 FOUR. Validity This Plan will be valid from the moment of signature and will have a duration of five years.

FIVE. Withdrawal Despite the above clause, this Plan may be suspended at any time due to one of the following reasons:

a) By agreement between the two parties. b) Unilaterally, with prior written notification to the other party with at least two months notice. c) Due to the impossibility of fulfilling the above clauses.

SIX: Conferment As of 2007, at the beginning of each financial business year, the two parties will sign an addendum, to be attached to this document, which will indicate the financial resources allocated annually. This document is hereby handed over as minutes for the Plan in two copies signed by the parties in question, as proof of conformity and with a sole purpose, at the location and on the date indicated in the heading.

For the Departament d’Educació i Universitats For Tuscany Regional Authority de la Generalitat de Catalunya

......

Joan Manuel del Pozo i Àlvarez Gianfranco Simoncini

34 3. Plan for the implementation of the Bilateral Agreement on mobility signed by Tuscany Regional Authority and the Generalitat de Catalunya

1. Beneficiaries The plan involves the following types of beneficiary: Students over the age of 16 Teachers and any experts in learning systems interested

2. Students

a. The regional authorities will define the priority learning areas and identify the centres, schools and agencies involved in the mobility plan by common agreement b. The two regional authorities guarantee the economic support required and integration with other European financing for mobility projects c. The two regional authorities are bound to draft a feasibility plan for the realisation of a Portal to ensure that basic language courses in Catalan and Italian and courses in Italian and Catalan culture and other useful information for the centres, schools and agencies involved in the implementation of the Plan is provided on the web, using the Tuscany Re- gional Council distance learning system d. The two regional authorities undertake the commitment to monitor and assess the implementation of the Plan e. The Plan will be implemented through bilateral agreements between the centres, schools and agencies involved and identified by the two regional authorities f. All participants will have their own individual learning plans, which will be defined by the centre, school or agency to which they belong g. The minimum duration of each mobility project will be 15 days h. The goal for 2007-2008 is to achieve mobility for at least 3 groups/classes, with the involvement of at least 15 people i. The first semester of 2007 will be dedicated to preparatory work, and the activities provided in this agreement will begin in Autumn 2007

3. Teachers and experts

a. The Regional Authorities are bound to identify the person responsible and referee for each mobility plan for the Part- ner regional council b. The Regional Authorities are bound to facilitate the relationship between persons responsible and referees for each project and the possibility of the Referees to supervise the implementation of the Project in question

Barcelona, 18 January 2007

......

Xavier Farriols Sender Giacomo Gambino Subdirector general de Programmes i Recursos Istruzione, Responsabile Area di Coordinamento Orientamento,

Departament d’Educació Formazione, Lavoro, Ricerca

Generalitat de Catalunya Tuscany Regional Council

35 4. Programme for stages and exchanges between Västra Götalandsregionen and Tuscany Regional Authority concerning professional training

Gothenburg, 7 June 2006

THE FOLLOWING WERE PRESENT On One hand, Regionrådet Kent Johansson for Västra Götalandsregionen and on the other, Gianfranco Simoncini representing Tuscany Regional Authority.

Within the scope of their respective attributions, the parties hereby state that they have the powers of legal representation required for this deed and

HEREBY DECLARE 1. That Västra Götalandsregionen and Tuscany Regional Authority have already collaborated successfully in the past in the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL)

3. For this purpose, the two parties hereby formalise this plan of activities, which will be governed by the following

CLAUSES

ONE. Subject The goals of this Plan of stage and exchange activities between Västra Götalandsregionen and Tuscany Regional Authority are as follows: a) Promote the exchange of students and apprentices through professional training courses held by training institutes. b) Favour the involvement of students and apprentices involved in professional training and stages concerning their own study curriculum held in other learning institutes. c) Favour the involvement of students and apprentices involved in professional training in learning activities in other institutes and ensuring that this learning is recognised in academic terms. d) Promoting stages and exchanges for teachers involved in professional training courses, aimed at both the realisation of teaching activities and the training of the teachers themselves. e) Promoting collaboration between learning institutes. f ) Facilitating the learning of European languages. g) Increasing awareness among the European people. h) Favouring the exchange of information and experience in terms of the contents of professional training and qualifica- tion courses. i) Developing other common interests in terms of professional training.

TWO. Diffusion and promotion Västra Götalandsregionen and Tuscany Regional Authority are hereby bound to distribute this Plan of activities to the learning institutes in their respective territories and to favour participation in the activities involved.

FOUR. Validity This Plan will be valid from the moment of signature and will have a duration of five years.

36 FIVE. Withdrawal Despite the above clause, this Plan may be suspended at any time due to one of the following reasons:

......

Regionråd, Kent Johansson Assessor, Gianfranco Simoncini Västra Götalandregion Tuscany Regional Council Sweden Italy

37 5. Implementation Plan of the Bilateral agreement on mobility between Regione Toscana and Region Västra Götaland

1. Sectorial actions

The Plan will concerns the following sectorial actions: – students 15/19 enrolled in high school; – apprentices till 29 years old; – young trainees (till 32 year old and within 2 years from the final examina at University) in the field of research and innovation; – operators of adult learning working in the field of study circle

2. Students

a. the Plan will be implemented trough bilateral agreements between twinning schools b. both Regions will define the schools involved c. both Regions will guarantee an economical support and will promote cooperation and integration with European LLP grants for mobility d. both Region will cooperate to offer to schools and students a distance learning Portal delivering distance learning courses about Swedish and Italian languages and modules about Swedish and Italian culture e. Both Regions take the commitment to monitoring and evaluate each single project of mobility f. Each participant will receive an official certification in the host country g. the target for the year 2007-2008 is to implement a mobility of 5 groups/classes h. the first semester 2007 will be devoted to the preparatory work, the activity foreseen by this agreement will start with the year 2007-2008

3. Apprentices

a. the Plan will be implemented trough regional institutions playing the role of support services b. Both Regions will define their own demand of work experiences needed and take the commitment to find the best placement c. Both Regions will guarantee an economical support and will promote a cooperation and integration with European grants for mobility d. Both Region will cooperate to offer to apprentices a distance learning Portal delivering distance learning courses about Swedish and Italian languages and modules about Swedish and Italian culture e. Both Regions take the commitment to monitoring and evaluate each single project of mobility f. each apprentices will have is own learning plan defined by the sending institution and Both Regions take the commitment to implement this plan and to deliver an official certification g. the duration of each individual mobility project will be from a minimum of one to a maximum of 3 months h. the target for 2007-2008 is to implement at least 15 individual mobility projects i. the first semester 2007 will be devoted to the preparatory work, the activity foreseen by this agreement will start with the year 2007-2008

4. Young trainees

a. The Plan will be implemented trough regional institutions playing the role of support services b. Both Regions will define the supply of placements offered by firms and institutions acting in the region and will select the trainees included in the Mobility Plan c. both Regions will guarantee an economical support to the respective trainees and will promote a cooperation and integration with European grants for mobility d. Both Region will cooperate to offer to the trainees a distance learning Portal delivering distance learning courses about Swedish and Italian languages and modules about Swedish and Italian culture e. Both Regions will facilitate the contact and the access to the information concerning the firm where the work experi-

38 ence will take place, to make possible a preliminary definition of a working project f. Both Regions take the commitment to monitoring and evaluate each single project of mobility g. Each trainee will have is own research project defined according to the hosting firm and the firm will deliver to the trainee an official certification h. the duration of the individual mobility project have to be at least 3 months i. the target for 2007-2008 is to implement 10 individual mobility projects j. the first semester 2007 will be devoted to the preparatory work, the activity foreseen by this agreement will start with the year 2007-2008

5. Operators of adult learning

The action Västra Götaland and the Tuscany region decide to promote a project of mobility for adults in the field of liberal adult education which means exchange of experience and knowledge, between representatives.

Swedish partners Europahuset Västra Götaland (Europe House of Västra Götaland) is the leading Swedish partner. The regional branches of the independent study associations Vuxenskolan (Adult School) and Arbetarnas Bildningsförbund (Workers Educational Association) of Västra Götaland is the Swedish cooperative partners. The participants in the project (individuals) represent the regional and local activities of the study associations.

Italian partners Tuscany Region will appoint the partners involved in this project.

Aim To establish an arena/meeting point between regional and local representatives of Swedish and Italian partners in order to exchange experiences of regional and local liberal adult education. The Swedish representatives will bring in their experiences and knowledge of liberal education, particularly the study circle as a method, the pedagogic required and the administrative/technical factors/rules which the study circle is based on. Italian representatives will bring in their experiences and knowledge of local and regional work in order to carry through, support and develop different actions of independent education and cultural activities targeted to adults living in Tuscany. The cooperation and the project described will contribute to the development of the study circle as a method and tool for individuals and their role as citizens.

Participants The Swedish participants in the project are active as study-circle leaders, organisers of education and administrators of regional and local liberal education. At least one representative of Regional/Local governments will take part in the project. There will be a group of preliminary ten participants per Region in order to guarantee representation of the three different categories.

Content of the project One common conference (exchange of experiences) will be organized respectively in Tuscany and in Västra Götaland during 2007. Activities during 2008 is, preliminary, carried through on the same model as 2007 but give a possibility to deepen respectively subject. There should be room to evaluate and revise the actions on certain stages of the project. We propose that the Swedish delegation first of all present and explain the following activities: a) Study circles aiming to strengthen the individual (art, language etc) b) Study circles aiming to develop the society and democracy (political science, knowledge of developing NGO’s, development off rural areas etc) c) Activities aiming to mirror/reflect/develop culture and the meeting between professionals and amateurs in the field of culture. The activities are presented from the view of age-, gender- and ethnic perspective. The background of the two study associations, their background and their base in the liberal, independent movements will be described. The historical development of liberal adult education is observed and analyse of the present work and future challenges for the study circle will be presented. The Italian partner/participants contribute to the project with their knowledge of the present conditions observed in the field of adult education and culture which cover the free and independent sector as well as the formal sector and which can

39 contribute to an increased value of liberal education in Sweden. The Italian partner is responsible for the details of this part of the project. It will be possible to discuss and test ICT as a tool and method for common and continued relations between partners. Tuscany Region make available for that purpose the regional distance learning system TRIO. The project should be stimulated to develop ideas of future common projects/activities together with a third country in the framework of European Union programme for education and culture. The project take in account all EU financed Socrates/Grundtvig carried through by partners from Västra Götaland and Tuscany.

Schedule The project is planned for two years (2007-2008) and a possibility of renewal (2009). Two common conferences will take place during 2007, the first in springtime 2007 and the second in autumn 2007.

Declaració final The Region Västra Götaland agree about the previous points 1, 2, 3 and 5, about point 4 the commitment of the Region Västra Götaland has to be confirmed within January 2007.

The Tuscany Region agree about all 5 points.

40 41 42 43 EARLALL is a European association of regional & local authorities for lifelong learning. EARLALL believes that lifelong learning is crucial to the development of modern society and to achieving the Lisbon agenda goals. It is our firm belief that these goals cannot be reached without the active engagement of regional and local authorities.

EARLALL aims to reach a high degree of cooperation among its members in the field of Lifelong Learning policies. Transregional exchange of experiences, transfer of best practice and promoting mobility are key issues in the organisa- tion.

The Mobireg project is a good example of this work. It seeks to implement transregional policy guidelines for mobility to facilitate for people to work and study abroad for learning purposes. It is of great importance that the results and outcomes of the Mobireg project are disseminated in regions for further mobility planning.

Kent Johansson

EARLALL President and member of the Committee of the Regions