A mobility project is normally composed in three big steps:
- implementation of the mobility,
Even if normally the first two are considered the main important steps, the post-mobility represents a key step of a whole mobility project. Indeed, in this phase lasting from few weeks to some months, the participant has to valorise as much as possible the learning experience lived.
Depending on the type of experience, sometimes it isn’t easy to reflect and take all the outcomes acquired thanks to the mobility. Thus, the role of the teachers is crucial for letting the participant capitalize the mobility experience and analyse the competences acquired.
Post-mobility evaluation is a process:
- providing a report of the mobility experience;
- aimed at giving meaning to the change incurred between the beginning of the project and the final state;
- providing opportunity for the participants to recognise their achievements (through certification) supporting reintegration: once back.
It helps participants:
- to think on the competences acquired during the mobility,
- to discover new competencies, they had not thought about,
- to develop a professional project relevant with their mobility experience,
- to think about new opportunities for study and or work.
The aim of this process is to support students in revising their strategies related to their entering or re-entering education or the labour market in the light of the new professional self-awareness acquired abroad. Teachers should be able to support the students in taking stock of their experience in terms of:
- the “income” in terms of learning,
- the “validation/disproval” regarding themselves,
- possible future professional development options.
After the mobility project, the students have to be guided in evaluating their experience in order to assess the impact of international mobility experiences on personal and professional development, employability, autonomy.
Skills evaluation must be focused on:
- operational skills (know-how),
- attitudes (know-how-to be),
and must assess:
- “new” skills the student did not possess before the mobility;
- “enhanced” skills, which the students knew they had and that have developed through the experience abroad.
It also must take into consideration and highlight:
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- difficult situations, in which weaknesses or deficiencies which are evidence of a training need and therefore represent a motivation to engage in further training;
- situation where the student felt inadequate to the assigned tasks or the role it had. Analysis of these situations can be the basis for a specific professional development.
Certification sets the end of the mobility experience.
This is the last point of an assessment and evaluation process starting from the beginning of the project – when planning the learning outcomes, being ongoing all through the mobility and ending with the assessment of progresses and acquires skills.
Certification allows to highlight and value the real participation in the mobility, therefore European policies gave space to the transparency of qualifications and skills as vehicle for recognition of people’ resources, for the transferability of skills and qualifications supporting mobility of citizens.
In this framework, important reference tools have been created and recommended by European institutions in order to promote experiences and to recognise and transfer skills and qualifications. it is important for teacher to understand scope, logic and structure of this set of tools and are able to support students in their use assessing their resources and learning results.URLs: 5Folder: 1