Study explores how to make learning mobility in Europe more balanced and inclusive

Learning mobility gives people the opportunity to study or train abroad, develop new skills and competences and gain experience in different education systems.

The findings of the study will serve as evidence and policy advice on how to better promote balance and inclusivity in the future of mobility.

Scope

The study looks at three types of learning mobility:

• Degree mobility: students who enroll and intend to graduate in a country other than their country of prior education
• Credit mobility: temporary periods of study or traineeship abroad (mainly through Erasmus+) while remaining enrolled at a home institution
• Inclusive mobility: participation by people with fewer opportunities, as defined by Erasmus+ and the “Europe on the Move” Council Recommendation

The study contains:

• an EU-level comparative analysis
• 29 country reports
• case studies on Central European Exchange Program for University Studies (CEEPUS) and “Bienvenue en France” label
• a foresight analysis exploring possible mobility scenarios up to 2030

Main findings

• There is no common definition of balanced mobility. None of the European countries covered in the report has formally defined balanced mobility, particularly with regard to degree mobility. This results in significant data gaps.
• Different national and regional contexts matter. The cost and benefits of degree mobility vary across students, institutions, regions and EU countries. Policy needs to take these factors account when assessing mobility.
• Balance is about more than numbers. Simply having similar numbers of students entering and leaving a country is not enough. Balanced mobility should consider how the benefits and costs of mobility are distributed between students, higher education institutions, regions and countries.
• The need for a shared approach. The study recommends developing a common operational framework for balanced degree mobility. This could include supporting the strategic expansion of joint-degree programmes.
• Inclusion and sustainability are essential. While increasing participation is important, it is equally important to ensure that learning mobility is sustainable and accessible to those with fewer opportunities.