YOUTH 2020 - The position of young people in Slovenia

104 Increasing young people’s international mobility is also one of the ob- jectives of the Resolution on the National Youth Programme 2013-2022. In addition to supporting other programmes, the Ministry of Education, Science and Sport aims to encourage Slovenian students to be mobile by implementing the project Mobility of Students from Socially Weaker Backgrounds (see Resolution on the National Youth Programme 2013- 2022). At the same time, Slovenia is a founding member of the CEEPUS programme, which enables equal partnerships between Member States and their university networks, and whose scholarships contribute to the EU’s objective of increasing mobility. For young people seeking to bene- fit from cross-border mobility opportunities in formal education, there are also the Ad Futura international mobility programmes (Ad Futura Education Scholarships) and the Learning Network for transnational mobility actions for disadvantaged young people and young adults (TLN Mobility). In the context of non-formal learning, there are no in- centives or actions by top-level bodies to promote cross-border mobili- ty. However, the Implementation Plan of the Resolution on the National Youth Programme 2013-2022 for 2016 and 2017 in the field of youth work has as a specific objective to promote and strengthen the involvement in international youth work and learning mobility in youth work. Two ac- tions are available to achieve this objective: Erasmus+ Key Action 1 (Mo- bility projects for young people and young workers) and Erasmus+ Key Action 2 (Cooperation for innovation and exchange of good practices). Both actions are funded by Erasmus+. According to the Slovenian Statistical Office (2014), which also carried out a pilot project on youth learning mobility as part of its regular labour force survey, 22% of people aged 18-34 were learning mobile (formal or informal) in 2014. As expected, the majority (86%) of these had short- term learning mobility; in fact, around 10% of respondents stated that they had been on a short-term study exchange or internship abroad as part of their home studies (so-called credit mobility), and close to 2% had followed a full study programme abroad. It should be stressed that learning mobility within the formal education system is usually for ter- tiary students and rarely for secondary students. On the other hand, the