• Sabine Weger

FRANCE: Professionalisation of mobility coaches

Updated: Nov 2, 2021

Managing learning mobility projects of good quality requires some expertise and know-how. 7 training units were developed to professionalise the work of mobility coaches in training centres.


Responsible organisation

CMA France as member of ATMA working group with National ERASMUS+ NA

What problem or issue has the innovative practice aimed to tackle?


Since 2018, the VET reform in France has created a new dynamic environment for developing learning mobility: training centres in France are encouraged to dedicate specialised staff to organise European and International mobility for apprentices. “Mobility coaches” are one quality criteria required for the “accreditation” of training centres in France and, last but not least, the work of mobility coaches are financeable by the branch supporting organisations called OPCO.


However, managing learning mobility projects are the task of differently qualified staff and very often only a side project in addition to their main responsibilities. In addition, newcomers often lack the experience and training needed to deliver high quality support to participants.


What have been the achievements?


The ATMA group developed:

  1. Guidelines on "the skills of a European and international mobility coach” in an apprentice training centre

  2. A reference framework of activities and associated skills of mobility coaches

  3. A video dedicated to explaining the organisation of international mobility in a training centre

  4. Training KIT: 5 topics are organised in 7 independent, short modules (distance learning via webinars in a synchronous or asynchronous modality):


C1. ORGANISE AND MANAGE A EUROPEAN AND INTERNATIONAL MOBILITY PROJECT

C1.1 - Develop a European and international mobility project

C1.2 - Implement a European or international mobility project


C2.USE THE REGULATORY FRAMEWORKS OF EUROPEAN AND INTERNATIONAL MOBILITY

C3. COMMUNICATE IN A FOREIGN LANGUAGE AND IN AN INTERCULTURAL CONTEXT


C4. ENSURE THE CONSISTENCY OF THE EUROPEAN AND INTERNATIONAL MOBILITY PROJECT WITH THE PEDAGOGICAL PATHWAY

C4.1-Define the educational and pedagogical methods for the European or international mobility

C4.2-Mobilise the appropriate mechanisms for the description, valuation and recognition of learning outcomes


C5. PARTICIPATE ACTIVELY IN THE PROMOTION OF A EUROPEAN AND INTERNATIONAL MOBILITY ACTION


E-learning modules (Quiz, test etc.) were developed to support the training. The training KIT with material and presentations for the trainers and the learners are available incl. description of validation modalities.


Who was involved and how?

Since the end of 2013, the Erasmus Agency France has been coordinating a working group (ATMA) that brings together the main national apprenticeship training providers in France and their experts engaged in the field of European and international learning mobility for apprentices. The objective is to offer a space for exchange and dialogue between institutions and actors involved in the field of international mobility for apprentices and young workers, to make innovative proposals and to produce common resources. A restrictive work group coordinated by the ERASMUS NA with the help of an external expert (Vanessa Duval) and ANFA, AOCDTF, CCCA-BTP and an ECVET expert elaborated the training contents. The training modules were tested in real training situations, evaluated and finalised. The test phase also involved CMA France and MFR. 7 organisations shared the co-financing of the development of the e-learning modules.


Download the fact sheet with contact information here (pdf)

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#mobinnov #ErasmusPlus #EuroApprenticeship

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