In their inter-institutional agreement, a recommended level in the main language of instruction was agreed between the sending and receiving institutions. The sending commission is responsible for supporting its candidates so that they can have the language skills recommended at the beginning of their studies. In all cases, the student will report on the European online survey on the full recognition of his credits obtained abroad by the sending institution, which was agreed on the points agreed in Table B (or Table B until the changes during mobility) and on possible annexes. The apprenticeship agreement should include all the learning gains that the student must obtain during the exchange. Note: Since students are not usually on campus at that time, they can email the learning agreement to the coordinators of the home and host university. A list of UL Erasmus Academic COordinators can be www.ul.ie/international/erasmus/outgoing-students/academic-coordinators. The OLS was designed to help Erasmus students improve their knowledge of the language in which they will study before and during their stay abroad, in order to ensure a better quality of learning mobility. A stronger, safer, more transparent and more flexible OLA will ensure that the same will happen in the years to come. For more information on the changes made by the new OLA, check out the release notes. All students who have completed the OLS erasmus assessment prior to mobility will also be subject to a final assessment at the end of mobility.
With the OLS, other possibilities are available. Please visit erasmusplusols.eu An online tool that allows mobile students to prepare, submit and sign their online learning contracts. Apprenticeship agreements established for this semester as well as apprenticeship agreements for internships are now available via the old OLA platform. As part of the credit mobility organization, students and university staff must enter into trilateral learning agreements that form the basis for the recognition of university qualifications acquired abroad. As indicated by the PRIME survey conducted by the Erasmus 2010-2011 student network, apprenticeship agreements are a cornerstone and at the same time constitute a major obstacle to the proper organisation of credit mobility. Indeed, the interlocutors are not clearly defined, the information necessary to implement the agreements is rarely available online and the possibility for students to change their apprenticeship agreement after their arrival in the receiving higher education institutions is 75%. In the same survey, some national LLP agencies proposed to create an online tool for the preparation, approval and revision of learning agreements in an online environment, and this is what this project intends to do. The UL Erasmus Academic coordinator should be consulted prior to departure to determine the agreed workload for module selection and study requirements. The academic coordinator will generally have details on courses at partner universities and students should discuss courses they should take abroad.
It is important that students know exactly what is expected of them in terms of course types, workloads, credits, results, etc. before leaving Ireland. In a study conducted in late 2019-early 2020, more than 90% of students said they would recommend OLA to their peers. In addition, 93% of IRO believe that all apprenticeship agreements should be concluded online through a user-friendly tool. In recent years, we have seen how digital learning agreements can significantly reduce the administrative burden and provide students with a quality mobility experience.