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But do the 27 EU member states and other European countries taking part in EU education programmes—confronted with strikingly different mobility realities—share this rosy view of mobility? New research from ACA shows they do so only to a certain extent. While maintaining a very positive view about “mobility” in general, countries have proven significantly more cautious when it comes to adopting extremely ambitious mobility goals at the national level. In general, they are simply less euphoric in this regard, although much seems to depend on the context in which such goals are elaborated. Specifically, national officials are much more “generous” and “enthusiastic” about mobility in the Bologna context (that has many “carrots” and close to no “sticks”), but they become increasingly modest in target-setting at the EU and at the national level, where they can ultimately be held accountable.
Also, very importantly, while student mobility seems to be—in one form or another—a national policy objective across Europe, very few European countries actually have a fully-fledged national policy for mobility in place, i.e. one that clearly articulates specific policy elements, such as differentiated:
These are just some of the main findings of the study European and national policies for academic mobility. Linking rhetoric, practice and mobility trends, just published in the monograph series ACA Papers on International Cooperation in Education. This publication was written by ACA, in collaboration with Nuffic and DAAD, and is the end result of the ENPMOB project, carried out between November 2010 and January 2012 with the financial support of the European Commission (see ACA Newsletter – Education Europe, January 2012).
The publication can be ordered directly from the publisher—Lemmens Verlag.