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Mobility Scoreboard

EACEA National Policies Platform: Youthwiki
Scoreboard Indicators in Higher Education
Mobility Scoreboard

Scoreboard Indicators in Higher Education

Key issues for monitoring progress in promoting learning mobility

Higher education indicators

Following up on the 2011 ‘Youth on the Move’ Recommendation, the Mobility Scoreboard provides a framework for monitoring progress made by European countries in promoting, and removing obstacles to, learning mobility. In higher education, six thematic indicators provide the basis of such monitoring in areas specified by the Recommendation. Information is provided by the Eurydice Network.

Below is an overview of the indicators. For more details, you can consult the Eurydice background report.

1. Information and guidance

The indicator on information and guidance examines the extent to which national/top-level authorities make information on outward learning mobility easily and universally accessible, and support the provision of quality personalised guidance to all students across the education system. It specifically looks at top-level information strategies, central web portals, the monitoring of personalised services and the involvement of multipliers.

2. Foreign language preparation

The indicator on foreign language preparation focuses on the duration of compulsory foreign language teaching in full-time education, from pre-primary level until the end of upper secondary education. More specifically, the indicator looks at the length of the period during which (at least) one foreign language is compulsory for all pupils; and the period when (at least) two foreign languages are compulsory simultaneously. The indicator considers educational pathways or tracks giving direct access to higher education, including both general and vocational education.

3. Portability of grants and loans

The indicator on the portability of grants and loans looks at the portability of domestic support, i.e. the possibility for students to take their domestic public grant or loan to another European higher education system. In case of portable domestic support, the indicator examines whether the portability applies only to short-term study abroad (credit mobility) or whether it covers both short-term and long-term (full-degree) studies. Additional portability restrictions (e.g. country limitations) are also considered.

4. Support to disadvantaged learners

The indicator on support to disadvantaged learners focuses on the extent to which support for mobility is targeting disadvantaged learners. It builds on four main aspects of top-level support: quantitative policy objectives on the participation of disadvantaged learners in mobility programmes, the monitoring of mobility flows, financial support, and top-level recommendations or incentives provided to higher education institutions to implement targeted measures supporting the participation of disadvantaged learners in mobility programmes.

5. Recognition of learning outcomes

The indicator on recognition of learning outcomes assesses progress in ensuring that the key principles of the European Credit Transfer and Accumulation System (ECTS) supporting international study mobility are correctly implemented. It specifically focuses on monitoring by external quality assurance agencies of the implementation of learning outcomes and student workload in ECTS, the use of ECTS supporting documents, timely credit recognition and transfer, the existence of appeals procedures on credit recognition, and statistical grade distribution tables.

6. Recognition of qualifications

The objective of the indicator on recognition of qualifications is to assess national level progress in adapting recognition practice to ensure the automatic recognition of qualifications from other European countries. It monitors, on the one hand, the extent to which there is automatic recognition of qualifications within the European Higher Education Area (EHEA), or there are additional procedures in place for the recognition of qualifications. On the other hand, in case there are recognition procedures in education systems for the qualifications issued in other EHEA countries, it examines some of the conditions under which they operate.