Page 20 - Euroguidance-Insight-Magazine-2023

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Inclusive mobility and the role of guidance

What are the different, yet complementary, perspectives from Iceland, Sweden and the Netherlands on
inclusive mobility?

Taking part in a mobility program gives students a students from a VE 3 or 4 program go abroad than
chance to develop themselves both personally and students from a VE 1 or 2 program.
professionally. Unfortunately, many students still
experience barriers that prevent them from partici- The recent study by Nuffic (Favier et.al, 2022)
pating in mobility programmes. Guidance can play an shows that a disability is not a barrier for students
important role in making this happen, but what com- to go abroad for short mobilities.
petencies do guidance professionals need to be able
to provide high-quality, mobility-oriented guidance? Furthermore, the number of young people with a
disability or small health problems that go on a
Metrics about mobilities in VET mobility is low.
Studies show that, specifically for Vocational Educa- It is also notable that 42% of students with dis-
tion (VE), the step abroad is highly dependent on the
sector of the program. For example, 45% of vocational abilities indicated that they needed additional
education students within the tourism sector have support due to health in order to be able to go
been abroad, but only 2.5% of the mobility and vehi- abroad for a long study or internship.
cles courses and 3.5% of Finance & Business students. The importance of inclusive mobility is also em-
phasised in the new Erasmus+ program. In the
Furthermore, the qualification level of Vocational Ed- program for 2021-2027, the budget has tripled.
ucation is a distinguishing factor: significantly more

Euroguidance Insight Magazine Issue 1/2023