V. Conclusions

training fields) and those who had training in the field of administration and services benefited most from their VET mobility training abroad. The given groups of research participants, more often than other learners, claimed they gained more practical professional skills and enhanced their communication, team-working and interpersonal competences. Finally, they claimed they gained more transferable skills and learnt more elements of the profession that they would not have been able to learn at their school or college in their home country.

When looking at the further education and career paths of the participants, many of them acknowledged that they can use the skills gained during their placements abroad in their careers and personal life. This refers, in particular, to their soft skills, such as interpersonal and team-working skills. When discussing the relevance of placements for the current requirements of the labour market, the participants believed that references to their placement enhance their CV and give them advantages over those who do not have similar experiences. Some of the participants provided specific examples of skills that proved to be crucial in the recruitment processes (e.g. teamwork, leadership and adaptability). However, it must be taken into account that many of the research participants are still at the early stage of their careers. Thus, the mobilities’ impact should rather be considered with regard to assessing the relevance of the skills acquired by the participants during their placements in terms of gaining and performing their first jobs.

Putting the job expectations of the participants under scrutiny, it can be observed that the most important aspects are related both to having decent and stable work conditions (a well-paid job with a contract on a legal basis that allows them to keep a work-life balance) and to having a satisfactory job with possibilities of acquiring new knowledge and skills. This means there is a mix of significance given to intrinsic and extrinsic work values, however the approach towards job opportunities looks different in individual countries which, most likely, stems from the specificities of the given national labour markets (i.e. the importance of having a well-paid job was less frequently mentioned in the Western European countries).

When looking at those participants who have continued their education at secondary or tertiary level, it can be concluded that their studies were often undertaken simultaneously with their job. This also reflects the current situation in the European labour market, where many young people study and work at the same time or continue their education after starting a career. Moreover, the participants’ remarks show that most of them are aware that their first job is more or less temporary as it is consistent with other priorities in their lives,

such as the possibility of reconciling work with their studies, the chance to try something new or, simply, to gain their first permanent work experience.

The survey also indicates that – according to participants’ beliefs – their transnational mobility experience reduces the potential barriers to working abroad. Those with a longer mobility experience noticed its positive impact on finding find a job in another country more often. Moreover, the experiences of some research participants show they have already received real job offers from foreign employers. Mostly, such offers were made by their previous host companies.

To meet participants’ needs, the mobility placements need to remain in line with learning curricula undertaken in VET schools. Many interviewees claimed that the traineeships should be closely related to a relevant industry and remain as close as possible to the VET domain in which they were trained at their school. What also needs mentioning is the importance of having tasks that are closely related to future professional duties. Otherwise, it might be difficult for participants to notice any added value from foreign placements when comparing their mobility experience with the training undertaken in their home country. Moreover, the tasks to be performed during the mobility should be challenging enough to make the training attractive for VET learners.

The data show that living and working abroad was an entirely new experience for most of the participants, and it was a big challenge, especially for younger learners. This demonstrates the importance of meticulous selection as to host companies and participants’ living conditions. Appropriate attention in this respect seems of importance as some interviewees gave accounts of problematic experiences that might be avoided if more attention is paid by the mobility’s organizers when planning mobility projects. Therefore, detailed information about where they are going to work and stay should supplement the work programme and should always be delivered to participants in advance. These aspects might also be improved with the support of online communication tools that could be used to get the participants more acquainted with host institutions and mentors before going abroad.

One of the aspects that needs more attention is the sustainability of contacts between former VET mobility participants and their host companies. As contacts with companies and host institutions are particularly low on the one hand and can be institutionalized on the other, a strategy to enhance these contacts could be developed at the school or programme levels. New communication tools could also be employed to increase the number of former participants keeping in touch with social contacts and enterprises they met abroad.

On-site mentoring was also appreciated by the participants and most of them felt well supported while performing their tasks. What was also raised in this respect was the possibility for them to reflect on their own work and practical training with mentors and/or teachers as this helped the participants to focus more on their professional achievements and skills gained during their mobility experience. Therefore, more attention should be paid to the time given to the participants to discuss their reflections made during their traineeships. In addition, with the aim of assisting unaccompanied participants without on-site support, clear procedures (i.e. in the form of a manual) might be worked out so that the trainees know to whom and where to turn in the event of any difficulties that might occur during their placements. Such manuals could also be developed at a national level.

Most of the former participants declared that they shared their knowledge and experience with others. Thus, not only the learners but also their colleagues and teachers at the sending schools benefitted from the transnational mobility. Besides, some participants also shared their knowledge with parents who work in the same trade, while others brought their experiences to foreign colleagues, or even to their mentors in hosting companies. Since this aspect seems of importance to extending the mobility’s impact from an individual to an institutional level, it is worth considering the dissemination of benefits gained by the trainees within (and beyond) the sending school. This might help with knowledge from abroad being passed on to more VET learners who did not have a chance to participate in such training.

List of tables VI. and figures

Chapter I

Table I.1: Research Scope – Mobility Settings’ Comparison Table I.2: Total numbers of survey respondents Table I.3: The scope of quantitative data collection

Figure I.1: Main activities within the research framework

Chapter II

Table II.1: Net Promoter Score Table II.2: Duration of placement and recommendation of internship/trainee placement abroad Table II.3: Environment in which the traineeships took place Table II.4: Industry/occupational area within which the trainee placement was carried out Table II.5: Stage of education at which the training/work placement took place Table II.6: Duration of the mobility period Table II.7: Duration of placement and keeping in touch with social contacts Table II.8: Duration of placement and keeping in touch with enterprises

Figure II.1: Ability to remember the mobility experience well (agreement with the statement: “I remember my time abroad as part of a training/work placement well”) Figure II.2: Sample description. Year of mobility experience Figure II.3: Training/work placement completed in the respondents’ home country Figure II.4: Learning outcomes thanks to participating in the training abroad Figure II.5: Sharing knowledge and experience after participating in a VET mobility Figure II.6: Recommendation of internship/trainee placement abroad and occupational area within which the placement took place Figure II.7: Sample description. Overall amount of mobilities to VET placement destinations Figure II.8: Depiction of where the participants of the online survey went to with Erasmus+ or Leonardo da Vinci Figure II.9: Environment in which the traineeships took place Figure II.10: Industry/occupational area within which the trainee placement was carried out Figure II.11: Stage of education at which the training/work placement took place Figure II.12: Respondents who keep in touch with social contacts and enterprises