VI. List of tables and figures

Figure II.13: Frequency of contacting people the participants met during their training/work placement abroad Figure II.14: Frequency of contacting companies/organizations the participants met during their training/work placement abroad

Chapter III

Table III.1: Transferable skills acquired by sending country Table III.2: Learning and working differences by country

Figure III.1: Extent to which the learners have gained or improved competences Figure III.2: (Dis)agreement with the general impact of the mobility Figure III.3: Impact of the mobility on 21st-century skills Figure III.4: Acquisition of practical professional experience by sending country Figure III.5: Acquisition of practical professional experience by duration of the mobility Figure III.6: Acquisition of practical experience by occupational area or field of study Figure III.7: Extent to which the learners gained or improved occupation-specific competences by country Figure III.8: Acquisition of occupation-specific competences by occupational area Figure III.9: Acquisition of occupation-specific competences by setting Figure III.10: Impact on the occupation-specific competences by duration Figure III.11: Enhancing occupation-specific competences by gender Figure III.12: Linguistic competences acquired by sending country Figure III.13: Linguistic competences acquired according to the language of the host country Figure III.14: Linguistic competences acquired according to the duration of the mobility (communicating in a foreign language in a work environment) Figure III.15: Linguistic competences acquired according to occupational area or field of study (communicating in a foreign language in a work environment) Figure III.16: Acquisition of communication and team-working skills by country Figure III.17: Acquisition of communication and team-working skills by occupational area or field of study Figure III.18: Acquisition of communication and team-working skills by duration of the placement Figure III.19: Interpersonal skills acquired by sending country Figure III.20: Acquiring interpersonal skills by gender Figure III.21: Interpersonal skills acquired by duration

Figure III.22: Interpersonal competences acquired by occupational area or field of study Figure III.23: Interpersonal skills gained according to setting Figure III.24: Acquisition of transferable skills by duration Figure III.25: 21st-century skills by occupational area or field of study Figure III.26: Transferable skills acquired according to setting Figure III.27: Ability to work in an international environment by country Figure III.28: Ability to work in an international environment by duration Figure III.29: Ability to work in an international environment by setting Figure III.30: Intercultural differences in working and learning Figure III.31: Differences noticed in learning and working by duration Figure III.32: Differences in working and learning by occupational area or field of study Figure III.33: Differences noticed in working and learning by setting Figure III.34: Sharing knowledge and experience with others by country Figure III.35: Sharing knowledge and experience with others by gender Figure III.36: Impact of the mobility on different skills by duration

Chapter IV

Table IV.1: Sample description. Current education level of survey respondents Table IV.2: Employment status of non-educational respondents Table IV.3: The importance of various factors in searching for a job by country

Figure IV.1: Agreement with the statement: “The subject I am studying or studied is related to the profession I learnt about in my vocational training” Figure IV.2: Agreement with the statement: “My internship/trainee placement abroad influenced my choice of subject to study” Figure IV.3: Agreement with the statement: “My internship/trainee placement abroad positively influenced the grades/marks I received during my vocational studies” Figure IV.4: Agreement with the statement: “Thanks to my internship/trainee placement abroad, I am not afraid to study abroad” Figure IV.5: Agreement with the statement: “Thanks to my internship/trainee placement abroad, I can read materials in a foreign language more easily” Figure IV.6: Agreement with the statement: “I am content with my current professional situation” Figure IV.7: Agreement with the statement: “My current employment or education is related to the field of my internship/trainee placement abroad”

Figure IV.8: Agreement with the statement: “I use the knowledge and competences gained during my internship/trainee placement abroad in my workplace” Figure IV.9: Agreement with the statement: “Thanks to internships/trainee placements abroad young people have easier access to the labour market” Figure IV.10: Agreement with the statement: “Internships/trainee placements abroad have a real impact on future career development” Figure IV.11: Agreement with the statement: “Thanks to internships/trainee placements abroad, it is easier for young people to find work abroad” Figure IV.12: Agreement with the statement: “Thanks to internships/trainee placements abroad, I am not afraid to take up employment abroad” Figure IV.13: Agreement with the statement: “When I was looking for a job, I made the prospective employers aware of my mobility experience abroad” Figure IV.14: Agreement with the statement: “Participation in an internship/ trainee placement abroad helped me to get a job” Figure IV.15: Agreement with the statement: “The certificates from employers obtained through my internship/trainee placement abroad helped me find a job” Figure IV.16: Agreement with the statement: “The Europass Mobility certificate obtained through my internship/trainee placement abroad had a positive impact on my employability” Figure IV.17: Agreement with the statement: “The certificates obtained during my internship/trainee placement abroad are useful in my further professional career” Figure IV.18: Agreement with the statement: “Participation in the internship/ trainee placement abroad resulted in an increase in my wages” Figure IV.19: Agreement with the statement: “I believe that my wages and working conditions are satisfactory” Figure IV.20: Agreement with the statement: “I believe that my wages and working conditions are appropriate to my skills and experience” Figure IV.21: Agreement with statements demonstrating the impact of the mobility experience on the development of participants’ entrepreneurial skills

This report provides the outcomes of transnational tracer study on vocational school graduates with foreign mobility experience. The research was carried out in Austria, Belgium (Flanders), the Czech Republic, Ireland, Latvia, Luxembourg, North Macedonia, Poland, Slovakia and the United Kingdom. The comparison of data gave us the opportunity to better understand the expectations of young mobility participants from different parts of Europe. It also allowed us to establish contact with former interns and trainees to learn more about their feedback on how (and to what extent) their training abroad was relevant not only to their needs but also to the requirements of the contemporary labour market in Europe.

The publication is a part of the series FRSE Research Reports.

Foundation for the Development of the Education System (FRSE) operates since 1993 and is the Polish National Agency of the Erasmus+ Programme implemented in the years 2014–2020 as well as the Polish National Agency of the European Solidarity Corps. FRSE is also responsible for other European educational and information initiatives in Poland, such as eTwinning, Eurodesk, Eurydice, Europass, ECVET and EPALE. The Foundation also supports cooperation with countries in the East via the Polish Lithuanian Youth Exchange Fund, the Polish Ukrainian Council of Youth Exchange, SALTO-EECA Eastern Europe and Caucasus Resource Centre. Since 2014, FRSE has been involved in the implementation of the Operational Programme Knowledge Education Development.