For more than 20 years, the benefits of international mobility for students have been taken for granted. Now, policy makers and educators have started to realize that internationalization and globalization do not magically happen by sending ever higher numbers of students abroad. The quality of international mobility has taken center stage of the debate. This article presents the findings of an evaluation study concerning the effects of international mobility activities in terms of advancements in specific competencies. The results indicate that periods of 3-4 months of study or work abroad are too short to achieve much progress in these competencies for many of the students. Other factors that strongly influence the effectiveness of international student mobility appeared to be student motivation and institutional support. Recommendations are put forward to enhance the potential of international mobility in equipping human resources for an ever more internationally oriented labor market in culturally diverse societies.International mobility slowly emerged in the 1980s as an activity in which mainly bright and/or adventurous students were engaged on an individual basis (cf. Wächter, 2003). With growing demand, as well as growing support through funding, numbers quickly increased. Also, international mobility started to be organized in the context of international networks of institutions. Promotion of student mobility by institutions and policy makers was mainly based on the conviction that it would somehow be good for the future citizens and professionals in an increasingly internationalized society. 292

This paper discusses the findings of an evaluative and interpretive study into the potential of inservice education to improve science education in Swaziland. Short-term and long-term effects of an in-service intervention are evaluated in terms of changes in classroom processes. The teaching approach of participating teachers has been monitored and analysed before, during and 1 year after the in-service intervention, to assess whether changes occurred. The study revealed the subjective interpretations of teachers about those changes, also in relation to contextual factors. Recommendations are put forward to enhance the potential of in-service education in comparable contexts.