COM(2009)329 - Green Paper - Promoting the learning mobility of young people
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official title
Green Paper - Promoting the learning mobility of young people| Legal instrument | Green paper |
|---|---|
| reference by COM-number93 | COM(2009)329  |
| Additional COM-numbers | COM(2009)329 |
| CELEX number96 | 52009DC0329 |
| Document | 08-07-2009 |
|---|---|
| Online publication | 08-07-2009 |
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- 1.This Green Paper does not include mobility in the labour market but focuses on mobility for learning purposes.
- 2.For example a study showed that 54% of former Erasmus students believe that the period abroad was helpful in obtaining a first job. See Friedhelm Maiworm and Ulrich Teichler: Study Abroad and Early Career: Experiences of Former Erasmus Students, 2004; annual surveys of the Erasmus Student Network; Final Evaluation of the Community Programmes Socrates II, Leonardo da Vinci II and eLearning; Analysis of the Effects of Leonardo da Vinci Mobility Measures on Young Trainees, Employees and the influence of socio-economic factors, 2007.
- 3.For the higher education sector this systemic benefit has been proved by a study on 'The impact of Erasmus on European higher education: quality, openness and internationalisation', Dec. 2008, ec.europa.eu/education/erasmus/doc/publ also the Interim evaluation of Erasmus Mundus by CSES, June 2007,ec.europa.eu/education/programmes/mundus/doc the area of research, the Marie Curie Actions, by enhancing the mobility of researchers, contribute to a balanced circulation of scientific talents, not only across Europe, but all over the world.
- 4.A European Economic Recovery Plan - COM(2008) 800, 26.11.2008, p. 15.
- 5.Council Resolution of 23 November 2007 on modernising universities for Europe's competitiveness in a global knowledge economy.
- 6.Strategic report on the renewed Lisbon strategy for growth and jobs: launching the new cycle (2008-2010) - COM(2007) 803.
- 7.
- 8.COM(2008) 412.
- 9.Conclusions of the Council and the Representatives of the Governments of the Member states on youth mobility, 20 and 21 November 2008 (OJ C 320, 16.12.2008), www.consilium.europa.eu/ueDocs/cms_Data/docs
- 10.
- 11.Commission Communication 'A shared Commitment for Employment' - COM(2009)257
- 12.They include the following: higher education (Erasmus, Erasmus Mundus, Marie Curie) for students, doctoral candidates and staff; higher education and research (Marie Curie, mobility within Networks of Excellence and Technology Platforms); from higher education to business (placements within Erasmus and Marie Curie); vocational education and apprentices (Leonardo); second level education (Comenius) adult learning and senior volunteering (Grundtvig); the cultural sphere (Culture Programme); youth exchanges and volunteering (Youth in Action); volunteering (European Voluntary Service within the Youth in Action Programme); the civil society (Europe for Citizens Programme) and the preparatory action 'Erasmus for Young Entrepreneurs'.
- 13.Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
- 14.Including the Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research ('Scientific visa').
- 23.
- 26.Multilingualism
- 27.See also Commission Communication 'Better Careers and more Mobility: a European Partnership for Researchers' - COM(2008) 317.
- 28.See Eurydice Report Higher Education 2009: Developments in the Bologna Process.
- 29.Case C-308/89, di Leo, European Court Reports 1990, p. I-4185.
- 30.Joined Cases C-11/06 Morgan and C-12/06 Bucher, European Court Reports 2007, p. I-9161.
- 31.
- 32.Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
- 33.Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research (OJ L 289, 3.11.2005, p. 15).
- 34.
- 35.
- 38.See annex of the Erasmus for Young Entrepreneurs Users' Guide atwww.erasmus-entrepreneurs.eu/upload/H840-290%20Erasmus%20Guide.pdf
- 39.Learning outcome: a statement of what a learner knows, understands and is able to do on completion of a learning process.
- 40.At European level, the following definitions are used: Formal learning is typically provided by education or training institutions, with structured learning objectives, learning time and learning support. It is intentional on the part of the learner and leads to certification. Non-formal learning is not provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support. Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.
- 41.In the area of research a partnership is being implemented, based on the Council Conclusions on better careers and more mobility: a European partnership for researchers of 26 September 2008,
- 42.Comenius Regio Partnerships: new opportunities for regional cooperation in school education, 3.11.2008,
- 43.See also Commission Communication 'A new partnership for the modernisation of universities: the EU Forum for University Business Dialogue' - COM(2009) 158.
- 44.
- 45.New Skills for New Jobs: Anticipating and matching labour market and skills needs - SEC(2008) 3058, ec.europa.eu/education/lifelong-learning-policy
- 46.Council Conclusions in a strategic framework for European cooperation in education and training, register.consilium.europa.eu/pdf/en/09/st09
- 47.This Green Paper does not include mobility in the labour market but focuses on mobility for learning purposes.
- 48.For example a study showed that 54% of former Erasmus students believe that the period abroad was helpful in obtaining a first job. See Friedhelm Maiworm and Ulrich Teichler: Study Abroad and Early Career: Experiences of Former Erasmus Students, 2004; annual surveys of the Erasmus Student Network; Final Evaluation of the Community Programmes Socrates II, Leonardo da Vinci II and eLearning; Analysis of the Effects of Leonardo da Vinci Mobility Measures on Young Trainees, Employees and the influence of socio-economic factors, 2007.
- 49.For the higher education sector this systemic benefit has been proved by a study on 'The impact of Erasmus on European higher education: quality, openness and internationalisation', Dec. 2008, ec.europa.eu/education/erasmus/doc/publ also the Interim evaluation of Erasmus Mundus by CSES, June 2007,ec.europa.eu/education/programmes/mundus/doc the area of research, the Marie Curie Actions, by enhancing the mobility of researchers, contribute to a balanced circulation of scientific talents, not only across Europe, but all over the world.
- 50.A European Economic Recovery Plan - COM(2008) 800, 26.11.2008, p. 15.
- 51.Council Resolution of 23 November 2007 on modernising universities for Europe's competitiveness in a global knowledge economy.
- 52.Strategic report on the renewed Lisbon strategy for growth and jobs: launching the new cycle (2008-2010) - COM(2007) 803.
- 53.
- 54.COM(2008) 412.
- 55.Conclusions of the Council and the Representatives of the Governments of the Member states on youth mobility, 20 and 21 November 2008 (OJ C 320, 16.12.2008), www.consilium.europa.eu/ueDocs/cms_Data/docs
- 56.
- 57.Commission Communication 'A shared Commitment for Employment' - COM(2009)257
- 58.They include the following: higher education (Erasmus, Erasmus Mundus, Marie Curie) for students, doctoral candidates and staff; higher education and research (Marie Curie, mobility within Networks of Excellence and Technology Platforms); from higher education to business (placements within Erasmus and Marie Curie); vocational education and apprentices (Leonardo); second level education (Comenius) adult learning and senior volunteering (Grundtvig); the cultural sphere (Culture Programme); youth exchanges and volunteering (Youth in Action); volunteering (European Voluntary Service within the Youth in Action Programme); the civil society (Europe for Citizens Programme) and the preparatory action 'Erasmus for Young Entrepreneurs'.
- 59.Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
- 60.Including the Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research ('Scientific visa').
- 69.
- 72.Multilingualism
- 73.See also Commission Communication 'Better Careers and more Mobility: a European Partnership for Researchers' - COM(2008) 317.
- 74.See Eurydice Report Higher Education 2009: Developments in the Bologna Process.
- 75.Case C-308/89, di Leo, European Court Reports 1990, p. I-4185.
- 76.Joined Cases C-11/06 Morgan and C-12/06 Bucher, European Court Reports 2007, p. I-9161.
- 77.
- 78.Council Directive 2004/114/EC of 13 December 2004 on the conditions of admission of third-country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service.
- 79.Council Directive 2005/71/EC of 12 October 2005 on a specific procedure for admitting third-country nationals for the purposes of scientific research (OJ L 289, 3.11.2005, p. 15).
- 80.
- 81.
- 84.See annex of the Erasmus for Young Entrepreneurs Users' Guide atwww.erasmus-entrepreneurs.eu/upload/H840-290%20Erasmus%20Guide.pdf
- 85.Learning outcome: a statement of what a learner knows, understands and is able to do on completion of a learning process.
- 86.At European level, the following definitions are used: Formal learning is typically provided by education or training institutions, with structured learning objectives, learning time and learning support. It is intentional on the part of the learner and leads to certification. Non-formal learning is not provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support. Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.
- 87.In the area of research a partnership is being implemented, based on the Council Conclusions on better careers and more mobility: a European partnership for researchers of 26 September 2008,
- 88.Comenius Regio Partnerships: new opportunities for regional cooperation in school education, 3.11.2008,
- 89.See also Commission Communication 'A new partnership for the modernisation of universities: the EU Forum for University Business Dialogue' - COM(2009) 158.
- 90.
- 91.New Skills for New Jobs: Anticipating and matching labour market and skills needs - SEC(2008) 3058, ec.europa.eu/education/lifelong-learning-policy
- 92.Council Conclusions in a strategic framework for European cooperation in education and training, -->