The sending institution must fully recognize the number of ectS points (or equivalents) in Table A if studies abroad do not change and the student succeeds. Any exception to this rule should be clearly stated in an annex of the apprenticeship agreement and agreed upon by all parties. Example of justification for non-recognition: the student has already accumulated the number of credits necessary for his diploma and does not need a part of the credits acquired abroad. The host institution undertakes to provide a copy of the registrations to the original institution and the student within a time frame set by the inter-institutional agreement and, as a rule, beyond five weeks after the publication/proclamation of the student`s results in the host institution. It can be made available electronically or by other means accessible to the student. 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 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.
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. As part of the programme to modernise higher education systems in Europe, the EU has adopted the very ambitious target of reaching 20% of mobile students by 2020.