VII. National Recommendations

National Recommendations

1. Peer-to-peer connection should be further supported and encouraged, particularly online through sharing of information on social and professional networks. It is relatively common practice among project coordinators to invite previous mobility project participants to speak to prospective participants in person about their experiences, through open days and information events.

Connecting peers in this way not only allows the authentic voice of the learner to be heard, but is an effective channel for passing on practical advice. Participants are highly receptive to hearing from people who have been through the experience before.

2. Targeted, vocationally oriented language instruction would substantially enhance the experience of participants who have an existing knowledge in the language of their destination country and those who undertake longer mobility placements. The current Erasmus+ Online Linguistic

Support (OLS) system is not fulfilling this function and there is strong demand for tailored language instruction. This should be strongly considered for any future programme.

3. The introduction of a project-based learning element to mobility placements could mitigate the reported disengagement of some participants in the mobility experience. Learners who are not genuinely interested in the placements can be demotivating for others, and can damage the reputation of an organisation with host employers. Working on the practical aspects of arranging mobilities – booking flights, securing accommodation, communicating with host organisations and employers – could help trainees to take more responsibility for themselves and feel more involvement in the project as a whole.

4. Participants would benefit from greater guidance on how to present the value of their mobility experience to employers in CVs and interviews. Some participants struggle to articulate the connection between their work placement and the skills required for the workplace, and may need help in mapping their personal outcomes against employability skills. This may be a resource that Léargas and perhaps other National Agencies, or a group of sending organisations, could develop.

5. Mobility placements could be used more flexibly to meet the needs of different cohorts of learners. The majority of CFEs arrange short-term placements towards the beginning or middle of a participant’s course of learning, which have a profound effect on their cultural and interpersonal competences. This is particularly the case for younger or inexperienced learners. However, older or more experienced learners may be better served by longer-term placements that take place towards the end of study or after graduation. It should be recognised that managing longer-term placements places additional demands on organisations to monitor and support participants, and therefore may not be feasbile for all organisations. However, organisations might consider the benefits of longer-term placements for learners and the possibilities to accommodate these: for example, organisations may operate projects with a mix of durations or even be able to amend durations in consultation with their National Agency.

6. The Irish vocational sector in general, and VET learners in particular, should be made more aware of the opportunities that exist for them under European mobility programmes. The National

Agency could seek to work with high-level stakeholders such as SOLAS and ETB Ireland to develop a joint sustained message on access to these programmes.