![\"Erasmus+](\"https:\/\/sagittertraining.com\/wp-content\/uploads\/2026\/05\/trips_sagitter-1024x683.webp\")
<\/h1>\nWhich skills should be assessed after international mobility?<\/h1>\n
An Erasmus+ or work-based learning experience abroad can develop many different skills.<\/p>\n
Some are immediately visible.<\/p>\n
Others emerge only if the school creates moments of reflection.<\/p>\n
Language skills<\/h2>\n
The first area to assess is language.<\/p>\n
During mobility abroad, students often use a foreign language in real-life situations:<\/p>\n
- \n
- communicating with host families<\/li>\n
- interacting with tutors or companies<\/li>\n
- asking for information<\/li>\n
- taking part in learning activities<\/li>\n
- working in groups with students from other countries<\/li>\n<\/ul>\n
This exposure can increase confidence, fluency and communication skills.<\/p>\n
The school can assess not only language level, but also students\u2019 willingness to use the language in real contexts.<\/p>\n
Personal autonomy<\/h2>\n
One of the most important transformations concerns autonomy.<\/p>\n
Students learn to:<\/p>\n
- \n
- manage time and travel<\/li>\n
- respect rules and schedules<\/li>\n
- organise their own materials<\/li>\n
- deal with small daily problems<\/li>\n
- live in a context different from their usual environment<\/li>\n<\/ul>\n
These skills do not always emerge in the classroom, but they become very visible during an international experience.<\/p>\n
Soft skills<\/h2>\n
Soft skills are often the most valuable outcome of mobility.<\/p>\n
Among the skills to observe are:<\/p>\n
- \n
- communication<\/li>\n
- collaboration<\/li>\n
- adaptability<\/li>\n
- problem solving<\/li>\n
- time management<\/li>\n
- responsibility<\/li>\n
- intercultural openness<\/li>\n
- listening skills<\/li>\n<\/ul>\n
Assessing skills after Erasmus and work-based learning abroad also means recognising that many skills that are essential for the future are not developed only through traditional lessons.<\/p>\n
They are developed through experience.<\/p>\n
Professional and guidance-related skills<\/h2>\n
In the case of work-based learning abroad, the guidance and professional dimension is central.<\/p>\n
The school should ask:<\/p>\n
- \n
- did students better understand a professional sector?<\/li>\n
- did they become more aware of their own strengths and interests?<\/li>\n
- did they discover new areas of interest?<\/li>\n
- did they better understand what they may or may not want to do in the future?<\/li>\n
- did they acquire transferable skills?<\/li>\n<\/ul>\n
The value of work-based learning abroad is not simply \u201cdoing activities\u201d.<\/p>\n
It is helping students understand their future better.<\/p>\n
![\"Erasmus+](\"https:\/\/sagittertraining.com\/wp-content\/uploads\/2026\/03\/Erasmus-e-Regno-Unito-2026-students-1-1024x585.png\")
<\/h1>\nHow to collect feedback from students<\/h1>\n
Feedback is one of the most useful tools for understanding the real impact of mobility.<\/p>\n
The school can collect it in different ways.<\/p>\n
Post-return questionnaire<\/h2>\n
A well-structured questionnaire can help collect information on:<\/p>\n
- \n
- quality of the experience<\/li>\n
- most useful activities<\/li>\n
- difficulties encountered<\/li>\n
- perceived skills developed<\/li>\n
- quality of tutoring<\/li>\n
- logistical organisation<\/li>\n
- suggestions for the future<\/li>\n<\/ul>\n
Questions should be both closed and open.<\/p>\n
Closed questions help compare data.<\/p>\n
Open questions help capture more personal insights.<\/p>\n
Guided reflection<\/h2>\n
In addition to the questionnaire, it is useful to ask students to write a short personal reflection.<\/p>\n
Possible questions include:<\/p>\n
- \n
- what did you learn about yourself?<\/li>\n
- which difficulty did you overcome?<\/li>\n
- which skill do you think you developed the most?<\/li>\n
- what surprised you?<\/li>\n
- how will you use this experience in the future?<\/li>\n<\/ul>\n
This activity helps students turn experience into awareness.<\/p>\n
Group discussion<\/h2>\n
A feedback session can be very useful.<\/p>\n
Students can share:<\/p>\n
- \n
- meaningful moments<\/li>\n
- difficulties<\/li>\n
- results<\/li>\n
- advice for other students<\/li>\n
- ideas to improve the project<\/li>\n<\/ul>\n
This also creates value for the school, because it allows teachers to understand what really worked.<\/p>\n
How to document the experience<\/h1>\n
Properly documenting an Erasmus+ project or work-based learning experience abroad is essential.<\/p>\n
Documentation is useful for:<\/p>\n
- \n
- internal reporting<\/li>\n
- communication with families<\/li>\n
- valorisation of the project<\/li>\n
- guidance and orientation<\/li>\n
- improvement of future activities<\/li>\n
- dissemination of results<\/li>\n<\/ul>\n
The school can collect:<\/p>\n
- \n
- student reports<\/li>\n
- certificates<\/li>\n
- activity records<\/li>\n
- tutor feedback<\/li>\n
- photos and videos<\/li>\n
- testimonials<\/li>\n
- final presentations<\/li>\n
- individual portfolios<\/li>\n
- evaluations from accompanying teachers<\/li>\n<\/ul>\n
For work-based learning abroad, documentation should be aligned with learning objectives and the skills expected.<\/p>\n
For Erasmus+, it is important to connect the experience with project objectives and expected results.<\/p>\n
![\"Erasmus](\"https:\/\/sagittertraining.com\/wp-content\/uploads\/2025\/10\/Liceo-Marone-1-gruppo104-min-1024x766.jpg\")
<\/h1>\nHow to value students\u2019 skills<\/h1>\n
Once feedback and documentation have been collected, the school should value the experience.<\/p>\n
This means making it visible, useful and recognisable.<\/p>\n
Student portfolio<\/h2>\n
Each student can build a small portfolio of the experience, including:<\/p>\n
- \n
- activities carried out<\/li>\n
- skills developed<\/li>\n
- personal reflections<\/li>\n
- evidence of work completed<\/li>\n
- feedback received<\/li>\n
- future objectives<\/li>\n<\/ul>\n
The portfolio helps students explain the experience more effectively in future contexts, such as interviews, university applications, guidance activities or their CV.<\/p>\n
Presentation to the class or school<\/h2>\n
Students can present what they experienced to other classmates.<\/p>\n
This has two benefits:<\/p>\n
- \n
- it strengthens the awareness of students who participated<\/li>\n
- it motivates other students to take part in future mobility experiences<\/li>\n<\/ul>\n
Connection with guidance and orientation<\/h2>\n
International mobility can become a very powerful guidance tool.<\/p>\n
The school can use the return phase to help students reflect on:<\/p>\n
- \n
- personal interests<\/li>\n
- stronger skills<\/li>\n
- areas for improvement<\/li>\n
- possible university pathways<\/li>\n
- possible professional sectors<\/li>\n<\/ul>\n
In this way, the experience abroad does not remain isolated.<\/p>\n
It becomes part of the student\u2019s growth path.<\/p>\n
Dissemination: how to communicate results<\/h1>\n
Dissemination is a very important part of international projects.<\/p>\n
Communicating results does not simply mean publishing a few photos.<\/p>\n
It means showing the educational value of the experience.<\/p>\n
The school can value mobility through:<\/p>\n
- \n
- school website<\/li>\n
- social media<\/li>\n
- newsletters<\/li>\n
- open days<\/li>\n
- events with families<\/li>\n
- meetings with younger students<\/li>\n
- internal presentations<\/li>\n
- articles or press releases<\/li>\n
- video testimonials<\/li>\n<\/ul>\n
Good dissemination helps the school to:<\/p>\n
- \n
- show the impact of the project<\/li>\n
- strengthen its image<\/li>\n
- involve families and the local community<\/li>\n
- encourage future participation<\/li>\n
- value the work of teachers<\/li>\n<\/ul>\n
Assessing skills after Erasmus and work-based learning abroad also means knowing how to tell the story of what has been achieved.<\/p>\n
![\"UK](\"https:\/\/sagittertraining.com\/wp-content\/uploads\/2025\/07\/erasmus-plus-2025-1024x683.jpg\")
<\/h1>\nThe role of teachers after return<\/h1>\n
Teachers play a fundamental role.<\/p>\n
They do not simply accompany students abroad.<\/p>\n
They help students make sense of the experience.<\/p>\n
After return, teachers can:<\/p>\n
- \n
- guide individual reflections<\/li>\n
- collect feedback<\/li>\n
- observe changes<\/li>\n
- connect the experience with school subjects<\/li>\n
- support skills assessment<\/li>\n
- involve the class council or teaching team<\/li>\n
- help students present what they have learned<\/li>\n<\/ul>\n
The post-return phase is also an opportunity for the school to improve future planning.<\/p>\n
Every mobility experience should teach something to the institution as well.<\/p>\n
Mistakes to avoid after Erasmus+ and work-based learning abroad<\/h1>\n
1. Not collecting feedback<\/h2>\n
Without feedback, the school loses valuable information.<\/p>\n
2. Limiting communication to photos<\/h2>\n
Images are useful, but they are not enough to show educational value.<\/p>\n
3. Not connecting the experience to skills<\/h2>\n
The risk is that mobility remains an isolated episode.<\/p>\n
4. Not involving students in the return phase<\/h2>\n
Students should remain protagonists even after they return.<\/p>\n
5. Not using the experience for guidance<\/h2>\n
Every mobility experience can help students understand themselves better.<\/p>\n
6. Not documenting properly<\/h2>\n
Without documentation, it becomes more difficult to value and improve the project.<\/p>\n
Post-return checklist for Erasmus+ and work-based learning abroad<\/h1>\n
After return, the school should check:<\/p>\n
Feedback<\/h2>\n
- \n
- student questionnaire completed<\/li>\n
- teacher feedback collected<\/li>\n
- partner feedback received, where applicable<\/li>\n
- critical issues noted<\/li>\n<\/ul>\n
Skills<\/h2>\n
- \n
- language skills observed<\/li>\n
- soft skills identified<\/li>\n
- guidance-related skills analysed<\/li>\n
- professional or transversal skills documented<\/li>\n<\/ul>\n
Documentation<\/h2>\n
- \n
- certificates collected<\/li>\n
- student reports completed<\/li>\n
- activity records or work-based learning evidence updated<\/li>\n
- photos and videos selected<\/li>\n
- final documents archived<\/li>\n<\/ul>\n
Dissemination<\/h2>\n
- \n
- article on the school website<\/li>\n
- social media posts<\/li>\n
- student feedback session<\/li>\n
- communication to families<\/li>\n
- internal presentation or event<\/li>\n<\/ul>\n
Guidance and orientation<\/h2>\n
![\"PCTO](\"https:\/\/sagittertraining.com\/wp-content\/uploads\/2026\/01\/IMG_0639-1-1024x683.jpg\")
<\/h1>\n