This variant clarifies the purpose (goals and learning experiences) and roles (tutor, learner, peer, etc.). In addition, it allows parties to gain a sense of ownership of the entire process, which in itself is a strong motivation to participate in future collaborative activities. It also paves the way for the development of a number of key skills that are transferable; such as communication, personal efficiency, thinking, etc. Apprenticeship contracts have gained popularity as a result of the shift in the trend from tutor evaluation methods to more student-centred approaches. It also reflects the step towards more self-reliant learning. Knight (2002b) describes how there are many alternative conditions for apprenticeship contracts, including “apprenticeship agreements” and “negotiable apprenticeship agreements.” The objective of the project is to enable students to prepare their learning agreements under an online system that will allow them to contact the detachment and hospitality coordinators of higher education institutions to finalize, approve and sign the document online. This process therefore transfers a paper workflow, which depends on timely mailings for signature purposes, into an online system that allows students to save a lot of time in preparing for their studies abroad and to create an increased degree of flexibility and efficiency in revising the learning agreement. The online software will also allow higher education institutions to integrate learning agreement management processes to improve the efficiency of the licensing and management process, giving staff time to work on other activities in international relations or improve the quality of credit mobility. The first draft e-learning agreement was launched in 2015-17, a second one has been launched until 2019 and a third project is underway. For more information, see www.learning-agreement.eu/start/. The apprenticeship agreement should include all the learning gains that the student must obtain during the exchange.
An apprenticeship contract is an agreement negotiated between a learner and a supervisor to ensure that certain activities are carried out in order to achieve an undified learning objective. 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. In this process, the learner must explicitly define his or her learning intentions (and agree) on achievable goals. And be able to justify their own plans by “x” [x being the curriculum or agreed learning achievements]. An apprenticeship contract usually has a written record of: The three parties who sign the apprenticeship agreement agree to respect all agreed agreements and thus ensure that the student will obtain recognition for studies or internships carried out abroad without any other requirements.