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Site: Euroguidance Latvia Academy
Course: Resource library on mobility guidance
Book: Optional additional material
Printed by: Guest user
Date: Wednesday, 30 October 2024, 7:23 PM

Table of contents

1. Module 1: Optional additional material

  • Hidden Competences is a research project carried out in cooperation with the Nordic think tank Demos Helsinki. The Hidden Competences report was published based on the results of a survey carried out in the project, after which the Recognise Your International Competences tools and materials were developed on the basis of the report.
  • The ILO has prepared a set of Recommendations on strengthening skills recognition systems, as countries seek strategies to enhance the employability of workers and the productivity of enterprises. The ILO conducted extensive research and case study analysis of the potential. It guides the reader through the processes: conducting a needs analysis; securing stakeholder support; making the system work; raising awareness; and measuring output and impact. It highlights key challenges, expectations of users and financing among other important issues.
  • For an overview of the benefits to skills, employability and learning gained through Erasmus+ Higher education mobility see the Erasmus+ Higher Education Impact Study
  • The OECD’s Observer deals with skills development in times of rapid globalisation. This has put new demands on education and training systems around the world, because in this new wave of globalisation, education and skills will be key, in particular those skills that emphasise flexibility and the ability to cope with change.
  • A few years ago, the Nordic/Baltic Euroguidance network published the booklet Open the door to the world - Views on Mobility Guidance from up North. It gives a good overview over different aspects of guidance for mobility and serves as a first introduction to the concept.
  • OECD Skills Outlook 2017: Skills and Global Value Chains. This publication shows that by investing in the skills of their populations, countries can help ensure that their participation in global markets translates into better economic and social outcomes.
  • Norwegian Erasmus + promotional video featuring four teachers from different education sectors. They emphasise how the Erasmus + programme facilitates exploring, sharing experiences, learning from each other, and solving global challenges together. (In Norwegian and English with English subtitles): 


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2. Module 2: Optional additional material

Mobility and internationalisation (Eurydice report, EACEA website):
  • The European Health Insurance Card is a free card that gives access to medically necessary, state-provided healthcare during a temporary stay in any of the 27 EU countries, Iceland, Liechtenstein, Norway, Switzerland and the United Kingdom, under the same conditions and at the same cost (free in some countries) as people insured in that country.
  • MapAbility is an interactive website developed by the student organisation Erasmus Student Network to inform about the degree of accessibility at various European universities around Europe.
  • NORDPLUS: How to apply: A step by step introduction to the application process.
  • Spread the sign is an international dictionary for sign languages where characters from different sign languages around the world are collected.
  • The European Commission has developed recommendations for universities participating in Erasmus + regarding the inclusion of people with disabilities.
  • Erasmus+ generation: Jyrki Katainen. This video celebrates the 30th anniversary of the Erasmus program. Jyrki Katainen, EU Vice-President in charge of Jobs, Growth, Investment and Competitiveness talks about his Erasmus experience at the University of Leicester. 

  • Let's talk about Erasmus+ with Commissioner Margrethe Vestager. This video celebrates the 30th anniversary of the Erasmus programme. Margrethe Vestager, Commissioner in charge of Competition, meets with Erasmus+ participants 

  • Sanna Larke "I will never forget this experience" Video produced by Anni Koponen. Special needs grants are intended to enable international mobility in circumstances when a special need causes such additional costs as are not covered by other sources. (In Finnish with English subtitles) 
  • Katja Minkkinen “Don’t give up on your dreams” Video produced by: Anni Koponen. Special needs grants are intended to enable international mobility in circumstances when a special need causes such additional costs as are not covered by other sources. (In Finnish with English subtitles)
  • Winner Video of the yearly competition for Danish VET students who have been abroad. The winner was a Danish furniture carpenter who went to Norway! (In Danish with English subtitles)

  • A Danish Zookeeper-student, working in Rotterdam (In Danish with English CC subtitles)

  • A Spanish agriculture-student, living in Denmark and returning to Madrid (In Danish with English CC subtitles)

  • Hilda studied in Ireland and works in the municipality with climate related tasks (In Swedish with English subtitles)

  • Finnish Rap Video with English subtitles about Erasmus+ Mobility (In Finnish with English subtitles)

  • Sofia went on an exchange to South Africa and works as a nurse (In Swedish with English subtitles) 

3. Module 3: Optional additional material

National "Toolboxes for mobility guidance":
  • Returning From Abroad: A Comparative Review, Denver W. Miller, SIT Graduate Institute, 2016
  • International Mobility of Finnish Higher Education. International mobility period here refers to a period of study or traineeship abroad that is recognised as part of student’s ongoing studies at a home institution (credit mobility). Statistics include only periods lasting 3 months or more. Mobility in the framework of exchange programmes and organised by the students themselves (free movers) are both included. Data source: Vipunen - Education Statistics Finland.
  • International mobility of VET students. Finnish National Agency for Education collects and publishes annually statistics on mobility of students and staff in vocational education. Data collection concerns all students and staff who study or work among vocational upper secondary qualification. Data collection of mobility in VET has been ongoing since 2008.
  • Erasmus+ students from the University of Sheffield. Study Abroad and Erasmus - Student Experiences - University of Sheffield 

  • Adler, P.S. (1972). Culture shock and the cross-cultural learning experience. In D.S. Hoopes (Ed.), Readings in intercultural communication, Volume 2, 6-21. Pittsburgh, PA: Regional Council on International Education.
  • Black, J. and M. Mendenhall (1991). "The U-Curve Adjustment Hypothesis Revisited: A Review and Theoretical Framework." Journal of International Business Studies 22: 225-247.
  • Lysgaard, S. (1955).  Adjustment in a foreign society: Norwegian Fulbright grantees visiting the United States.  International Social Science Bulletin, 7, 45-51.(Black and Mendenhall 1991)
  • Bennett, Janet M. 1977. “Transition Shock: Putting Culture Shock in Perspective.” International and Intercultural Communication Annual 4:45–52.

4. Module 4: Optional additional material