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Nowadays, as high education is getting more and more professionalized, promoting students’ international mobility is critical. The Europass Mobility is a document which allows “any person moving to a European country to learn or acquire a work experience, whatever their age or level of education, to record knowledge and skills acquired in another European country”. It is expected that this tool accompanies the validation and the recognition of skills associated with the international mobility. But is it the reality? In this article, first, we define the link between the international mobility, the learning context and the acquired skills. Then, we propose an analysis of the communication efficiency of the Europass Mobility, based on two qualitative surveys conducted with 8 French firms and 104 students who did an international mobility or who are about to leave.