Learning abroad - Italy

EU programs have enabled over a million students, teachers and trainees to pursue their studies and training in another European country. This form of mobility is nonetheless constrained by the budgets for programs, while in general it is difficult for individuals to spend their own initiative periods of study abroad, the obvious difficulties admission procedures, residence permits and integration of foreign studies in the curricula and exam systems. It is possible in Europe to eliminate barriers to mobility for study purposes, or we will always need special arrangements within specific funding programs? In 1996 the Commission published a Green Paper on the first obstacles to mobility. Now it is clear that the results of EU programs have led to a general desire to encourage international mobility. For example, in the spring of 2000, the education ministers of the G8 countries (Canada, France, Germany, Italy, Japan, Russia, UK and USA) referring to the success of the Erasmus program, we are committed to doubling the mobility of students, teachers, researchers and administrative staff in the education sector by 2010.
In December 2000, the Heads of Government endorsed a European action plan for mobility, containing a series of measures that Member States should take into account the specific situation of each country. Furthermore, in July 2001 the European Parliament and the Council of Ministers issued a recommendation calling for the removal of obstacles to mobility, as regards the period of study and training abroad and periods of voluntary service. E 'was established a working group consisting of representatives of the Member States and chaired by the Commission, responsible for monitoring progress in the implementation of the proposed action plan for mobility. In March 2003, the Commission launched Ploteus, a portal on learning opportunities in the field of learning in Europe.

Through European cooperation programs, the institutions responsible for the training of language teachers intensify professional ties with their counterparts across Europe and develop practical courses of training and teaching tools based on the best experiences obtained in Europe. The courses and tools can focus on initial training or training throughout the career of foreign language teachers and are designed to improve skills.

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