Glossaire

 This glossary was suggested by the eMocc team. It is a selection of key words - focusing on the main notions tackled by the EMoCC – mobility (international mobility and not regional or national one),

 Anabin - Database that provides information on the evaluation of foreign qualifications and supports authorities, employers and employees as well as individuals in classifying foreign qualifications in the German education system. Through the use of modern search filters, information from over 180 countries and their educational institutions and qualifications are made easily accessible.

 Assessment/evaluation:

 1- the process of appraising knowledge, know how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification (Cedefop, 2008)

2- the total range of methods (written, oral and practical tests/examinations, projects and portfolios) used to evaluate learners’ achievement of expected learning outcomes  (Cedefop, 2008)

3- the observation and measurement of the effectiveness of a lesson, course or programme of study whose aim includes the development of learners’ intercultural competence as opposed to assessment which is the measurement or systematic description of a learner’s degree of proficiency in intercultural competence (Huber & Reynolds, 2014)

 Formative assessment- a two way reflective process between a teacher/assessor and learner to promote learning (Cedefop, 2002)

 Summative assessment – the process of assessing (or evaluating) a learner’s achievement of specific knowledge, skills and competences at a particular time (Cedefop, 2002)

 Career counselling

 1- advice and information about what type of job someone could do or how they could progress to a better job. Career counselling improves the morale of the workforce because it shows concern for staff. (Cambridge dictionary, 2022)

2- a lifelong process started since birth as a number of factors influence a career development, including  interests, abilities, values, personality, background, and circumstances. The aim is to know and understand oneself and the world of work to make a career, educational. Throughout a life people change, situations change, and people continually have to make career and life decisions. The goal of Career Counseling is to help make decisions and to give the knowledge and skills needed to make a future career and life decisions. (Boise State University,  https://www.boisestate.edu/career/what-is-career-counseling/, 2022)

 Competence-

 1-proven and demonstrated ability to apply knowledge, know-how and associated knowledge in a usual and/or changing work situation (CEDEFOP)

2- combination of knowledge, skills and attitudes appropriate to the context.(EC, 2006)

3- key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.
 (EC, 2006)

Assessment of competences- The sum of methods and processes used to evaluate the attainments (knowledge, know-how and/or competences) of an individual, and typically leading to certification (evaluation is used for assessing training methods or providers) (Cedefop, 2002)

Certification of competence- The process of formally validating knowledge, know-how and/or competences acquired by an individual following a standardised assessment procedure. Certificate results in the issuing of certificates or diplomas by an accredited awarding body. (Cedefop, 2002)

 Recognition of competences- formal recognition by awarding certificates or by granting equivalence, credit units, validation of gained competences differs from social recognition defined by the acknowledgement of the value of competences by economic and social stakeholders. (Cedefop, 2002)

 Brain Circulation- The possibility for developing countries to draw on the skills, know-how and other forms of experience gained by their migrants – whether they have returned (to their country of origin) or not – and members of their diaspora abroad. (Source :  European Migration Network (EMN)

Brain Drain- The loss in human capital suffered by a country of origin as a result of the emigration of a highly qualified person. (Source :  European Migration Network (EMN)
Brain Gain- The benefit in human capital to a country as a result of the immigration of a highly qualified person. (Source : European Migration Network (EMN)
Brain Waste- The non-recognition of the skills (and qualifications) acquired by migrants outside of their country of residence, which prevents them from fully using their potential. (Source :  European Migration Network (EMN)

Codevelopment- 

any action to support development whatever its kind and whatever the domain of activity, to which are involved migrants living in France, what ever its framework. The support for return concerns several hundred of people each year concerne plusieurs centaines de personnes par an ce qui est très marginal ; it is most marginal. (Source : Cour des comptes, Paris, 2005 : http://www.ccomptes.fr/CC/documents/RPA/Rpa2005Integrale.pdf)
cooperation-

The act or practice of cooperating .

1- The association of persons or businesses for common, usually economic, benefit. ((source : The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009..)
2- The action of working or acting together for a common purpose or benefit ;  the combination of persons for purposes of production, purchase, or distribution for their joint benefit ;3. Ecol. mutually beneficial interaction among organisms living in a limited area.(source : Collins English Dictionary – Complete and Unabridged- © HarperCollins Publishers 2003)

Cooperation platform- cooperation platforms aim to bring together representatives of the country or countries concerned with EU Member States, the Commission and international organisations. The idea is to bring together all relevant migration and development actors to exchange information and coordinate some activities in order to avoid overlaps and thus manage migration more effectively.(Source : European Migration Network (EMN)

Expatriation - « living one’s country of origin (in the sense of « patria », land of your ancestors) to settle (in a temporary or permanent perspective) abroad. (Source: Office for International Migrations (OMI) & French portal www.vie-publique.fr ).

Common European Framework for Languages (CEFR) - The Common European Framework of Reference for Languages (CEFR) is a document prepared by the Council of Europe to describe the results of foreign language learners. The Framework provides a method of learning, teaching and assessment applicable to all European languages, with six reference levels used across the continent as a scale of linguistic competence. To make it easier for users to self-assess their language skills, the Europass profile uses the common European Framework of Reference for Languages self-assessment table.

Diversity:

1. all persons who differ from each other by their geographical, socio-cultural or religious origin, their age, their sex, their sexual orientation, etc., and who constitute the national community to which they belong (Larousse 2020 )
2.  a major political-cultural issue with the post-enlargement Union (since 2004) with a need of a common European identity and set of values. The earlier emphasis on “integration” was substituted with the current one on “identity”. The “united in diversity” motto of the European Union and the idea of “forging a common destiny” imply interaction and dialogue between diverse cultures (Blokker, 2006).
3. Since 2007, many charters for diversity adopted all around Europe following the adoption in 2000, of two directives: the Employment Equality Directive prohibited discrimination on the basis of sexual orientation, religious belief, age and disability in the area of employment; the Racial Equality Directive prohibited discrimination on the basis of race or ethnicity in the context of employment, but also in accessing the welfare system and social security, and goods and services (Halba, 2014)

Culture of diversity: a balance achieved which ensures the fair and proper treatment of persons belonging to minorities and avoids any abuse of a dominant position (Council of Europe, 2005).

Diversity in learning- a distinction is made between formal learning (Bologna process, meant to translate all diplomas and certifications in terms of skills since 2000, to allow better mobility of Europeans) and non-formal and informal learning (Copenhagen process, since 2002, insisting on a holistic approach: school, outside school, in the workplace, in voluntary work … (Halba, 2020 )

 Superdiversity

1- Several physical characteristics (disability or age for example), psychological (mental illness or temperament for example) and social (sex and socioeconomic status for example) are used to differentiate people where several differences converge simultaneously (Vertovec, 2007)
2- Other authors speak of "diversity on several levels" - some diversities are part of the individual himself and cannot be changed (innate), and others are linked to elements that have been developed over time. time (acquired). A graphical model of these multi-level diversities has been developed by Gardenswartz & Rowe (1998) and can be used to identify the diversity at play in a given situation.
3- This model identifies four levels of diversity: personality (personal level);the interior dimension;the external dimension;The organizational dimension. The heart of the problem is the level considered intangible or the “minimum minimorum”.(definitions proposed by UNIMI, Migraid project, 2019)

Education

Formal education- education acquired at school or in any official educative Institution with an official curriculum and system of inspection of educational institutions by external bodies (Huber & Reynolds, 2014)
Informal education - education acquired with exchange with friends, parents, colleagues and within actions undertaken alone. Informal learning continues throughout  life (lifelong learning) and adults are more likely to take responsibility for their own learning by seeking new experiences and interactions with people  (Huber & Reynolds, 2014)
Non formal education- activities which focus on the attitudes, knowledge and understanding, skills and actions. The planning is governed by pedagogical traditions which are both general and specific (Huber & Reynolds, 2014)

Intercultural education –“ the use of the world ‘intercultural’ necessarily implies - if the prefix ‘inter’ is given its full meaning – interaction, exchange, breaking down barriers, reciprocity, and objective solidarity. If the term ‘culture’ is given its full force, it also implies recognition of the values, lifestyles, and symbolic representations to which human beings, both individuals and societies, refer in their relations with others and in their world outlook; recognition of their importance, recognition of the way they work and their variety, and recognition of the interactions that take place both between the multiple registers  of a single culture and between the different cultures, in time and space” (Rolandi-Ricci, 1996); “a transnational activity and neither students nor its subject matter could be delimited by familiar borders” (Coulby, 2006)

ENIC network - The European Network of Information Centres (ENIC) was established by the Council of Europe and UNESCO in 1994. Its purpose was to develop policy and practice for the recognition of qualifications. The ENIC Network fulfils this function by providing information on foreign qualifications, education systems, mobility schemes and recognition of foreign awards. The ENIC Network formed the basis for the development of the LRC. Under the LRC the ENIC Network and has a treaty task to support the implementation of the Convention. The Network consists of the national information centres of the LRC signatory countries. It cooperates closely with the NARIC Network.

NARIC network - The Network of National Academic Recognition Information Centres (NARIC) is an initiative established by the European Commission. The network was created in 1984 to improve the recognition of academic diplomas and periods of study in the Member States of the European Union (EU). It also includes the European Economic Area (EEA) countries and additionally Erasmus+ programme countries. All member countries have designated national centres. The purpose of these national centres is to assist in promoting the mobility of students, teachers and researchers by providing advice and information concerning academic recognition of diplomas and periods of study. The main users of this service include higher education institutions, competent recognition authorities, students and their advisers, parents, teachers and prospective employers.

EURES - European cooperation network of employment services designed to facilitate the free movement of workers within the EU-27 countries plus Switzerland, Iceland, Liechtenstein and Norway. EURES services to jobseekers and employers include ((European Commission, 2022):

•  matching of job vacancies and CVs on the EURES portal information and guidance and other support services for workers and employers
•  access to information on living and working conditions in the EU member states, such as taxation, pensions, health insurance and social security
•  specific support services for frontier workers and employers in cross-border regions
•  support to specific groups in the context of the EURES targeted mobility schemes
•  support to dynamic recruitment events through the European (Online) Job Days platform
•  information on and access to post-recruitment assistance, such as language training and support with integration in the destination country.

EQF – European Qualifications Framework - European reference tool for the description and comparison of qualifications developed at national, international or sectoral level. It consists of eight levels of qualifications, expressed as learning outcomes (knowledge, skills and responsibility and autonomy) with increasing levels of proficiency. They serve as a translation device between different qualifications systems and their levels ((Council of the European Union, 2017)).The purpose of the European Qualifications Framework for lifelong learning (EQF) is to improve the transparency, comparability and portability of qualifications;its eight levels cover the entire span of qualifications from those recognising basic knowledge, skills and competences to those awarded at the highest level of academic, professional and vocational education and training.

Identity:  a person’s sense of who they are and the self-descriptions to which they attribute significance and value. Most people use a range of different identities to describe themselves, including both personal and social identities. Personal identities are based on personal attributes (e.g caring, tolerant, extroverted…), interpersonal relationships and roles (eg mother, friend, colleague…) and autobiographical narratives (e.g born to working class parents, educated at a state school…). Social identities are based on membership of social groups (e.g a nation, an ethnic group, a religious group, a gender group, an age group, an occupational group, a sports team…) (Huber & Reynolds, 2014)

Interculturalism-“a space in which people can be different, marked by a history and a culture, a participate attempt to give meaning to everything. And each unfinished, complementary culture needs to be able to show curiosity about other ways of living in the world, so as to understand others and be able to recognise oneself (Sanchez Miranda, 2001)

Intercultural dialogue: an open and respectful exchange of views between individuals, groups with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect. It operates at all levels- within societies, between the societies of Europe and between Europe and the wider world (Council of Europe, 2008)

Intercultural learning
1-“a discovery and transgression, change and revision, insecurity and uncertainty, openness and curiosity. It is a programme that opposes any limitation of the mind by national, continental, religious, ideological, ethnic, gender or political dogma” (Lauritzen, 1998)
2-“the maximum common denominator between human rights education, anti-racist education, international cooperation and a sense of social justice (Youth Directorate pf the Council of Europe, 2008)
3- “a process of social education aimed at promoting a positive relationship between people and groups from different cultural backgrounds” (Equipo Claves quoted by Rui Gomes & Teresa Cunha, 2000)
4- process“whose purpose is to inflect ethnocentric perspectives, fight prejudices and promote solidarity … to support equality in human dignity and respect for the plurality of cultural identities” (Gomes & Cunha, 2000)
5- “it includes the ability to interact and the capacity to act. It clearly encourages people to fight discrimination, to react to social injustice, to denounce xenophobia and to go beyond their own stereotypes and prejudices (Mosaic for Council of Europe & European Commission, 2010),

Intercultural competence- “a combination of attitude, knowledge, understanding and skills applied through action which enables one, either singly or together with others to: understand and respect people who are perceived to have different cultural affiliations from oneself ; respond appropriately, effectively and respectfully when interacting and communicating with such people ;  establish positive and constructive relationships with such people ; understand oneself and one’s own multiple cultural affiliations though encounters with cultural difference”  (Huber & Reynolds, 2014)

Immigrant - a person who expects to stay in a country other than his/her country of nationality for a certain period of time other than for tourism or for seasonal work.

Immigration Liaison Officer (ILO) - A representative of one of the EU Member States, posted abroad by the immigration service or other competent authorities, in order to establish and maintain contacts with the authorities of the host country with a view to contribute to the prevention and fight of irregular migration, the return of irregular immigrants and the management of legal migration. (Source : European Migration Network (EMN)

Integration - a dynamic, long-term and continuous two-way process of mutual accomodation by all immigrants and residents of the host country (source: manual of Integration for practitioners, European Commission, Brussels, 2005.)

Learning- a process by which an individual assimilates information, ideas and values and thus acquires knowledge, know how , skills and/or competences (Cedefop, 2002)

Formal Learning- learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner's perspective. (Cedefop, 2002)
Informal Learning- learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and does not lead to certification. Informal learning may be intentional or non-intentional (or incidental/random). (Cedefop, 2002
Non formal Learning- learning from activities that are not explicitly designated as learning, but which contain an important learning element (sometimes described as semi-structured learning). It is intentional from the learner's perspective (Cedefop, 2002)

Lifelong Learning- all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. (Cedefop, 2002)

Valuing Learning- the process of recognising participation in and outcomes of (formal, non-formal, informal) learning, so as to raise awareness of its intrinsic worth and to reward learning. (Cedefop, 2002)

 Validation of informal/non formal learning- the process of assessing and recognising a wide range of skills and competences which people develop through their lives and in different contexts, for example through education, work and leisure activities- (CEDEFOP, 2002)

 Transnational mobility - Transnational mobility as an integral part of VET is a preparation not just for a life as a migrant worker and (as the quotation above from “Accomplishing Europe through Education and Training„ - also - implies) that of a European citizen, but has a much broader scope: it imparts skills and attitudes of value to most aspects of adult and working life (Søren Kristensen, Cedefop, 1998).

 Massive Open Online Course (MOOC)-open, large-scale web-based courses designed and delivered by accredited higher education institutions and organisations in which anyone with a smart device and internet connection can participate, regardless of age, gender, geographic location, or education background. (source- https://educationaltechnology.net/massive-open-online-courses-moocs-definitions/ )

1. the third-generation hybrid MOOCs takes a more pragmatic approach by combining a decentralized, learner-centred approach with a teacher-centred teaching and learning; to diversify learning opportunities and to reach a broader audience.
2. online learning environments that allow students to take courses on a wide variety of subjects with no restrictions and the least economic burden.
3. an instructional approach that permits hundreds of thousands of students to access online courses anywhere around the world and free of charge.
4. courses without entrance requirements other than Internet access. - free for the learners and do not set a maximum number of participants.
5. the opportunity to study a variety of courses for a variety of reasons, including personal interest, professional development, and social networking.

Migration- “the permanent movement of individuals or groups from one place to another. Migration is of course a basic fact of human history”.(source- Lain McLean , The Concise Oxford Dictionary of Politics, Oxford University Press, Oxford, 1996.,)

Migration missions- Migration missions aim to develop a dialogue on migration with non-EU country authorities and facilitate a closer cooperation between Member States and the Commission at the local level, and a concrete cooperation with the authorities of this non-EU country. So far, the European Union (Commission, Presidency and interested Member States) has conducted many migration missions to sub-Saharan Africa  and Eastern Europe (Source : European Migration Network (EMN)

Migration profiles - Migration profiles are reports on the migration situation of a country for the purpose of increasing the evidence-base for a country's own policy development as well as for dialogue with partners. They contain data and analysis on current migration patterns, labour market trends, remittance flows, information on diasporas and other development-related data. They are also intended to be a basis for more coherent migration and development policies. (Source : Glossary developed by the European Migration Network (EMN)

Mobility partnerships- On the basis of political declarations, these cooperation arrangements aim to provide the overall framework for dialogue and practical cooperation between a non-EU country and a number of Member States on a voluntary basis. Cooperation usually covers the main themes of legal migration, irregular migration, migration and development. The first mobility partnerships have been set up in 2008 with Moldova, Cape Verde and in 2009 with Georgia. (Source : Glossary developed by the European Migration Network (EMN)

Circular migration - It can involve third-country nationals settled in the EU, who repeatedly engage in an activity(business, professional, voluntary or other) in their country of origin while retaining their main residence in one of the Member States. Circular migration can also involve persons residing in a non-EU country temporarily moving to the EU for work, study or training, and then returning to the country of origin. Circularity can be enhanced by giving migrants the possibility to retain some form of facilitated or privileged mobility, for example in the form of simplified admission/re-entry procedures. (Source : European Migration Network (EMN)

Paperless- any foreign people living on the national territory without any updated official paper or agreement to stay or work. This expression has appeared at the end of the 80s to anyone being denied the status of asylum seeker or other categories of foreigners unauthorised to stay in France. The “paperless”, might be legally expelled from France. Under specific conditions, they can obtain their regularisation. (source:  Lain McLean , The Concise Oxford Dictionary of Politics, Oxford University Press, Oxford, 1996)

Portfolio- using a mix of methods and instruments employed in consecutive stages to produce a coherent set of documents or work samples showing an individual's skills and competences in different ways (source: Cedefop, European guidelines for validating non formal and informal learning, Luxembourg, 2009.)

Refugee - person livng outside the country of his/her nationality because of the fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion and who is unable or, owing to such fear, unwilling to return to it (Conference of Geneva, July 1951

Regional Protection Programmes- Regional Protection Programmes are a policy tool designed to implement international protection framework and enhance the protection capacity of the regions involved - either being regions of origin, transit or destination (Source : Glossary developed by the European Migration Network (EMN)

Work Ability - The personal resources and skills to fulfill one`s professional tasks can be analysed as a combination of health status, formal and informal competences including work experience, and individual motivation including the linkage between a job and one`s personal values. A fourth variable is the setting in which individuals are working, especially work design, colleagues and leadership. All variables named may be regarded as interrelated steering wheels with which the individual Work Ability can be influenced (either in a positive or in a negative way). A better employability can be seen as a return on HR investments. With a tool named „WAI – Work Ability Index“ it is possible to estimate and assess the individual work ability, with a figure of a maximum of 49 points. These results give a reliable forecast for the ability to remain in your job in orderly health, or the necessity to leave this job. The system has been developed from the FIOH – Finnish Institute of Occupational Health under the guidance of Juhani Ilmarinen.

Employability- The construct „employability“ combines the individual work ability with the chances of one`s profession at the labour market. People can be integrated in the labour market only when there is a demand for their competences and skills – even if they are qualified well, healthy and motivated. In processes of structural change, we often times discover a declining demand for certain professions, and we can take this as a hint for necessary VET enlargement or retraining. With the help of computer programmes, the construct „employability“ allows to assess the closeness or distance of a person towards the labour market, resulting in recommendations for counseling, coaching, and training offers. It could also help to convince advice seekers and also even employers of training necessities due to a decreasing demand for certain professions.  

Psychological work treaty - In addition to a legal work treaty, people feel a stronger or weaker commitment towards their work place and employer. This feeling may be influenced by many variables, among them the respect and fairness shown by colleagues and superiors, the wages as a return on individual efforts, understanding and help in difficult life situations from illnes to responsibility for dependants, and also the options for personal development and growth, questions of work-life balance, and important personal values. Indicators for a disturbed psychological work treaty can be rising absence numbers and certain absence patterns (often times one or two days off), and also – in total – a high number of people leaving the company every year. By talking with colleagues including offering help for challenges within and without their work, it is possible in many cases to heal the psychological work treaty and thus raise the motivation and the commitment of employees towards their firm or their superiors. Under conditions of remote work and home office with digital contacts instead of face-to-face meetings, it is much more difficult to discover signals of discontent and to react in an appropriate way. Mutual trust and solidarity need regular personal contact, to strenghten feelings of emotional closeness and team spirit, although the individual needs for close personal contacts to colleagues seem to vary between different personality types.

Salutogenese- This term comes from health science. It was developed by Aaron Antonovsky. He no longer assessed health in a binary mode (being healthy or being sick), but on a continuum between maximum sick and maximum healthy, thus adding to curative remedies to cope with health problems a lot of possibilities to maintain and improve one`s health in a preventive way. (From Latin „salus genere“, what means achieving a better or good health). According to Antonovsky, an important element of holistic well-being is the socalled „sense of coherence“. People who have the impression that they understand the processes going on around them, who know how to influence these processes in a positive way, and who have a strong control conviction, can better cope with criticial life incidents – including impairments, war and even concentration camps. The opposite of this sense of coherence is „learned helplessness“ (a construct developed by Martin E. P. Seligman in the 1960s). Whereas a good sense of coherence is based on experience of success, „learned helplessness“ can be the result of a series of failures and the experience of being unable to change one`s life circumstances in a positive way. This disposition can often times be found among long-term unemployed people, lacking a positive resonance to their applications for jobs. Therefore, working with long-term unemployed often aims at providing them with situations where they can make the experience of success, and see themselves in roles of competence, to strengthen their self-confidence and self-marketing.

Inner team- The picture of an „inner team“ assumes that there are quite a number of psychological managers to steer a person`s life. These managers seem to compete with each other, and when one kind of management (for instance the caring manager, who sets limits to working hours, looks for enough sleep and healthy nutrition, time to recover from work, and space for physical exercise) can play only a very tiny role or is not seen at all anymore, the individual life would come into an imbalance, resulting for instance in a situation close to burnout. When reflecting one`s life situation with professional help, a closer view at the individual inner team can help to identify which voices are strong and why they are so strong, and also why other voices have become so weak. The resulting analyses and understanding could help to bring the weaker inner managers more to the foreground to give them more space in life, and to check regularly in which way it could be achieved to strengthen the caring voices in life – or why this still has not functioned.

Intern drivers- Intern drivers are belief systems and voices which direct our behaviour. In most cases, they have been developed very early in life, with a strong influence of one`s parents, and they are in many cases unconscious. Messages like „work first, leisure later“, „the client is king“ or „good children always help their parents, and never complain“ have often aimed at working hard and behaving in an altruistic way, and may have caused good results in categories like earning money, professional careers, social reputation, or gaining Bourgeois wealth. The negative side of these intern drivers can be that aspects of recovery or healthy lifestyle have been put aside and neglected for a (possibly too) long time. People with that mood and disposition may have lost the sense in their work (and sometimes even in their whole life), their energy has vanished, and they have brought their life into a dead end street – often times even without noticing these bad effects, until serious health problems arise. In burnout therapy, detecting and analysing the individual intern drivers and the reason for the dominance of some of them can help to understand that these drivers may have been helpful for a long time, but now have become counterproductive, and need to be changed or to be understood and tackled in a different manner than before. Having given some of these intern drivers too much space could have led to a weakening of other members of the individual inner team, and in the end to an imbalance in life. To get your life into a better balance again, it is unavoidable to develop a new and different order of the members of the inner team and their importance for the individual life. As a consequence of that, jobs may be given up, elements of a healthier life style may be developed, and hobbys, family aspects and other parts of life besides work may receive more importance. This personal restructuring process often times needs months until years, it is hurtful and it may cause deep fears, as we have to do with the deep grammar of individual life that needs to be changed, and almost nobody would easily give up his or her belief systems and customs. Unfortunately, often times this prize has to be paid to recover from fundamental crises, to win back zest for life, and to redevelop one`s work ability.

Regulated profession- As a general rule, a profession is regulated, if you have to hold a specific degree to access the profession, sit special exams such as state exams and/or register with a professional body before you can practise it. If your profession is regulated in the EU country where you want to practise, you may need to apply to get your professional qualifications officially recognised. Regulated professions differ across the EU. On the regulated professions database you can find out if your profession is regulated in the EU country you are moving to.