European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA

Size: px
Start display at page:

Download "European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA"

Transcription

1 25 February 2003 To : Date : Name : Author: European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA Summary of contents In November 2002, EU Commission - Directorate General for Education and Culture launched a public consultation aiming at involving all those with an interest in EU education, training and youth Programmes in the preparation of the new generation of Programmes to start in In particular, EU Commission was interested in receiving suggestions related to three main topics, articulated in thirteen key questions: A. The type of actions to be supported through European Programmes after 2006; B. The geographical coverage of the new Programmes; C. The design and structure of the new Programmes. E.V.T.A. played a role in this consultation process: an internal consultation took place and part of the meeting of the Operational Group Exemplo of January was dedicated to this topic. In addition to this, written comments, proposals and contributions were collected from those who are in the E.V.T.A. network and have an interest in the matter. Written contributions Written comments and suggestions were sent by the following bodies: AFPA (F), ENAIP (I), IMELS (ES), AIKE International (SF), COLO (NL), VDAB (BNl). Informal contacts Informal consultations were taken in Italy. Contribution to this came from the Italian technical assistance bureau for Leonardo da Vinci (ISFOL) and from the Industrial Association of Veneto (INDUSTRIALI VENETO SIAV). Structure of the document EU Commission has made available on the web a form for answering to the consultation. This form is structured in 13 questions. The following document has the same structure. 1

2 1. What general or specific needs in the fields of education, training youth should be addressed by future European Union Programme action? Generally speaking, there is need to considerate the process of Lifelong learning within the context of a European society based on knowledge. New Programmes should enhance the role of education and training stimulating an impact on structures for initial education and training, developing effective systems for permanent education, improving the quality of continuing learning. A second general task of new Programmes should be the contribution to the establishment of a European identity, based on cultural and social elements rather than on economic convergences. A common core of values regarding education and training should be defined in order to coordinate LLL actions and training intervention for enterprises. Third of all, there is need for a stricter linkage between education, training and research. New Programmes should support co-operation between Institutions, enterprises, Universities and practitioners as to needs analysis and development policies. The enhancement of the links between operators is fundamental for the real possibility of integrate formal, non-formal and informal learning. Social partners should commit themselves and institutions should involve them in more constant and comprehensive way. More in detail, the concept of lifelong learning should be reinforced since it is a EU priority, which can be considered a unifying factor for all Member states. Three kind of needs should be considered: the need for a more comprehensive orientation activity available for all during the whole active life of Europeans; the need for validation of knowledge, which is essential to the recognition and accreditation of skills and competences, thus becoming a base for intra EU mobility; the need for integration of fragile and discriminated citizens in all economic and social environments of the Union; this could be done through a stricter cooperation with enterprises. Some needs already covered by current Programmes should be retained and reinforced. They are: the development of interculturality (through language learning and mobility), the support to quality in education and training;; the complementarity of the different kinds of education and training (initial, continuing, in-enterprise, onthe-job, compulsory, voluntarily.); the analysis of new professions; the attention to family as a place of education; the development of common qualifications and certification practices. As for the last point, there is no need to repeat what is already an objective of the Bruges process: new Programmes task could be the stabilization of systems and clarification of concepts. The experimental character of Programmes should be reinforced. More account should be taken of the opportunities for adults to have access to ICT. Virtual mobility should be considered at the same level as real mobility for students. 2

3 Mainstreaming activities (which are a combination of actions aiming at valorise, disseminate and transfer results into policies at each level) should be central in new Programmes. Good examples of actions in current Programmes and Initiatives (i.g. Leonardo da Vinci I strand for dissemination; Equal s Action 3 ) should be taken into account. In addition, transnational actions should be valorised in a wider way, linking them to quality criteria and securing the possibility of transfer of results in EU and national policies. Finally, mainstreaming actions should effect more visibly the planning and implementation of ESF interventions. 2 Which of the types of action supported by our current Programmes will still be appropriate for the period beyond 2006? Which if any - new ones should be added? Which if any should be dropped? Why? From a general point of view, there is need of an overall simplification of language and style describing actions and allowing access to Programmes. All Europeans should immediately understand what Programmes are about and how to apply. Of course, simplification should involve also procedures. Actions to be retained: 1. grants to support mobility and to reinforce the institutional arrangements underpinning its quality; with the modification that support should be granted also for the virtual mobility by using ICT; 2. support for transnational projects and education for improving language learning and teaching; 3. support for exchange of good practice and networking; 4. support for the process of transnational co-operation on a project basis, leading to products such as new information, training or teaching material; 5. dissemination arrangements for completed projects; Actions to be introduced: 1. Quality support in orientation and guidance; 2. Actions of analysis on social demand; 3. Generation of new employment activities; 4. Actions for knowledge managing and sharing; 5. Actions for developing the rights of European citizenship through social, training and professional experiences. Generally speaking, there is need to secure balance between general education activities and vocational training and higher education actions. Moreover, dissemination activities should promote the knowledge and the use of outputs and products. 3

4 3 How can the Programmes more effectively complement action at national, regional and local levels (e.g. mobility grants), as well as other EU programmes? How can the Programmes harness best practice in different countries, to achieve an outcome greater than the sum of all the parts? From a general point of view, the transfer of good practices is considered vital for the effectiveness of new Programmes. As a matter of fact, there is need to reinforce the potential impact of Programmes re-thinking the approach to mainstream innovation and good practices. Some ways to do this are: involvement of Institutions, national bodies related to education and training, enterprises, practitioners from the beginning of projects and not only in the dissemination phase; clear identification of mainstreaming objectives; preference to innovative actions planning outcomes transfer and re-use of good practices; support to valorisation of durable contributions; prevision of guidance for transfer of good practices. As for mainstreaming activities, the role of the Commission should be reinforced since a central management for dissemination actions seems capable of reaching measurable results in terms of structural innovation. There is need for more information on Programmes and on the impact they aim at. In order to do this, a more direct and strict relationship between the Commission and non institutional actors (like the knowledge networks and social actors) is advisable. More co-ordination between EU bodies is advisable as well (DG Education, Social Affaires, CEDEFOP, ). 4 How can the Programmes better encourage innovation and its transfer into mainstream activity? First of all, before we identify a procedure or a methodology to mainstream innovation, it is necessary to develop a way (schemes, models, approaches) to analyse results and define innovation itself. This with reference to the different situations in Member states and in perspective of the EU enlargement. Some ways to do this are: the implementation of transnational working groups; the preference to projects clearly showing elements of innovation in their plans and objectives; the use of knowledge networks. Support to debate and confrontation on innovation should be secured both via the use of ICT, and through the possibility of meeting and discussing. Second of all, the choice of a more concentrated structure for Programmes (rather than a melting pot conception) could help Programmes to really encourage innovation. Modalities of funding could be a third way: in other words, European funding could be linked to the character of structural innovation of action selected, while national cofunding could add value to innovation at local/national level. Again, a preliminary clarification of what the Commission, Member states and operators mean by innovation is necessary. 4

5 5 What types of action in education, training and youth are most relevant for co-operation with third countries (i.e. those beyond the 31 EU, EEA and Candidate countries)? Generally speaking, one should have in mind that co-operation with extra EU countries is finalised to the enhancement of EU s international action (political, cultural, humanitarian, regarding development and markets). As a consequence, it is advisable to keep a wide range of actions. Europe of the 31 should be the most important environment for Programmes. But, it is also advisable to continue co-operating with developed countries (i.e. USA and Canada), from which we can learn and to continue supporting underdeveloped States. Emphasis should be laid on the use of earlier results and experiences. Actions could include the exchange of educators and trainers, the co-operation via the use of ICTs (provided their use is not a barrier for anyone), and the accreditation of skills acquired in Programmes activities in the States of origin of non EU participants. It is also advisable to continue co-operation with third countries, involving underdeveloped countries and realizing experimental actions in their territories. The choice between intra EU and extra EU co-operation is effected also by the consistency of funds and budgets. Again, one possible way to increase that is to improve the coordination between DG EAC, DG Enterprise and DG Development, which, for the present being, is not that effective. 6 Current Programmes reflect the needs of Europe s own citizens or use education to build relations between the EU and third countries, even as a tool for development aid. Do we currently have the balance right between these two types of action? Should the EU promote more links between its own education and training institutions and the rest of the world, or should it concentrate on intra-european links? The answer to this question is linked to the answer to question 5. Extra EU links can be considered as the basis of EU international action. On the other hand, if one thinks about the enlargement process of the EU and the ambitious goals that the Union has set (to create a European area of lifelong learning (European Council of Feira 2000), to create a European area for higher education (Bologna process), to increase cooperation in vocational and educational training (Bruges and Copenhagen processes), it seems advisable for the EU to concentrate new Programmes focus on its objectives paying more attention on the needs of European systems and citizens. But this should not be exclusive and EU could use new Programmes to generalize good practices, providing some means for the transfer of them to the developing countries, choosing topics to be dealt with in function of our and their needs. 5

6 7 Should we retain separate programmes broadly targeting (1) EU, EEA and candidate countries, and (2) the rest of the world? Or should third countries be included in the main education, training and youth programmes? If so, how? From a general point of view, it might be interesting to integrate at least some of the now separate Programmes targeting the countries outside the EU into the main education, training and youth Programmes thus providing financing also to the third countries. But it seems advisable to realize this integration on the basis of the type of action. To be specific, some kinds of actions, like pilot projects in Leonardo da Vinci, could be extended to third countries, avoiding any budget restriction for non EU participants, thus enabling a more complete exchange of competence, of experience, of knowledge. On the other hand, mobility projects should be available only for the 31 countries, limiting the participation to the States primarily interested in the construction of a common European identity. Although targets should not be a cage for new Programmes their choice could be made using a combination of criteria: development, economy, knowledge. Moreover, one of the goals of new Programmes could be the elaboration of a strategy to integrate results of co-operation in our internal policies regarding education, training and youth, since knowledge sharing should not remain a mere formal exchange. 8 Is it better to have separate Programmes for education, training and youth which can reflect the specificity of the areas they deal with; or would it be better to have fewer Programme(s) covering the whole lifelong learning process, within which education, training and youth would each find its place? There are a few basic points regarding the design of new Programmes which seem of fundamental importance for their success. First of all, objectives should be identified very carefully avoiding confusion and overlapping. As a matter of fact, working in the education and training system can be a complex task and in order to activate all interested actors a clarification of general and specific objectives is necessary. Second of all, as a consequence of the clarification process mentioned above, Programmes should be more legible for actors involved and potential users. The increasing of Programmes legibility involves all the steps of their implementation: goals setting, application procedures, selection criteria, funding and implementation procedures, beneficiaries involvement, mainstreaming, Simplification is about the way Programmes work and are used; the starting point is not their number. Having this in mind, a reduction in number is possible, provided that the correlation between Programmes is effective. A way to secure this could be to have some pivotal values for structuring Programmes; examples of these values are: lifelong learning, the concept of European citizenship, knowledge managing and sharing. In order to contribute to the clear perception of goals and aims, Programmes could retain distinction between education, training and youth, but the focus should be on the type of measure and of action, rather than on target groups. 6

7 For instance, one Programme could be focussed on education, focussing on basic education, general secondary education and higher education, creating contribution to the Bologna process in terms of mobility schemes. A second Programme could be focussed on vocational training activities, paying attention to investment in youth and apprenticeship, reinforcing the links to employment of employed and unemployed persons and considering the needs of groups at risk. Finally, even though new Programmes will have separate frameworks for education and training, there is need for integration between education, vocational training and continuing vocational training. 9 What could be the most effective mode of organisation for future Programmes? By type of organisation? By type of activity? By groups of potential beneficiaries? In addition to what already mentioned in point 8, a strict separation of Programmes on the basis of target groups or type of organisation seems to be not advisable. It would be preferable to fund multi - level actions facing multi level problems, activating partnerships for their realisation. This approach has with no doubt some advantages, since it allows to deal with several problems and phenomena at the same time and can count on the contributions of different actors, bringing their specific experiences. Conversely, it can have also serious disadvantages if objectives are not clearly defined in advance, if partnerships are based on the number of partners or on strict eligibility criteria (public private) and not on skills, competence and experience, if innovation and experimentation are not at the centre of funded actions. A way of building up partnerships could be a clusterization of partners based on the problem dealt with and on partner s competence. Finally, the role of Institutions should be more active, as refers to mainstream innovation and good practices. 10 Some of the existing Programme actions are managed de-centrally via National Agencies in the participating countries. Other actions are managed centrally by the European Commission with the help of its Technical Assistance Office. What are the advantages and disadvantages of these two approaches? Can they be improved? Experiences are very different throughout Europe. In some cases, decentralization proved to be effective and to ease the overall management. In other cases, it caused a general slowing down of the implementation process. Moreover, the proximity of lobbies to decisional level negatively influenced the reaching of Programmes objectives. A combination of central and de-central management could be a solution: the Commission should be responsible for the general framework of Programmes (general objectives, strategies relating to EU policies about education, training and youth, European funding, mainstreaming and valorisation of results and outcomes), facilitating a more direct relationship with operators and citizens; while Member states should commit themselves in simplifying the implementation process and in giving a European political context to actions, even if they are realized at national or local level. Such a solution could imply a change in funding modalities. European and national funding could become independent and national funding could be a form of investment on European educational and training policies. In any case, there is a clear 7

8 perception that the Commission should contribute at a bigger rate to the Programmes realization. No matter the solution regarding management, the simplification process requires an effort to reduce the burocratic approach to Programmes implementation in order to facilitate the access to actions. 11 Are any potential participants in the Programme excluded because of the way it is designed or run? Are all the main stakeholders in education, training and youth suitably involved in the Programmes (at European, national, regional and local levels)? What are the barriers that keep out those who currently do not take part or are under-represented, such as SMEs and the social partners, and how can they be lifted? From a general point of view, two types of subjects seem to have played a lesser role in current Programmes: those who are not public institutions or traditional organizations whose lobbies operate in the decisional level (i.e. small and non profit organizations, non structured group of interest, citizens, ), and SMEs. SMEs have often perceived Programmes as too complicate and too far from labour market needs. In addition to this, the perception of the returns to educational and training activities in enterprises is always confused and benefits for business (if there are any) are foreseen at a too long term. It seems advisable to regulate in a more coherent and transparent way the participation of public bodies to Programmes: in principle, those who operate at the levels of action planning and project selection should be excluded from the implementation phase. Moreover, it must be considered that Institutions massive participation to European funding might be a mere substitution of national funding. To enhance the participation of SMEs measures should be taken to simplify the participation procedure (e.g. administration) and to make more funding available to those enterprises who are willing to participate, possibly using the de-taxation lever. Moreover, there is need for more transparency in the selection and decision process. The Commission should try to link in a clearer way Programmes objectives, results and outcomes of funded actions. Finally, it would be advisable to involve in a comprehensive way Entrepreneurs organizations in the goal setting activity for new Programmes. 12 How to build sufficient flexibility into the Programme design and the definition of its component actions to permit it to respond to the common policy challenges facing European countries in the coming years? A way to build flexibility into Programmes is considered the simplification of procedures for the access to actions and the simplification of their management. Moreover, the clear definition and delimitation of Programmes objectives should avoid the dispersion of resources in such a vast field like education, training and youth actions. In addition to this, a clear definition of responsibilities and roles (including the Commission s and Member states autonomy and European citizens rights) should ease the process. One way to increase Programmes effectiveness is esteemed the enhancement of national technical assistance bodies. Their competence and experience should be valorised. On the other hand, there is no need to create a plethora of institutional technical assistance bodies ; quality criteria, capacity to mainstream best practices 8

9 and innovation could be a basis to secure a useful turnover amongst technical assistance providers. 13 What have been the best and the worst features of the existing Programmes? What elements would you like to see reinforced, what introduced, and what dropped? How can the Programmes be made more user-friendly? If you have not taken part in our Programmes so far, why not? Generally speaking, former and current Programmes have empowered and enlarged the areas for European co-operation linked to education, training and youth, supporting mobility of students, trainees, teachers and trainers. As a consequence, Programmes succeeded in creating the basis for a European system of validation and recognition of educational and training credits, in promoting linguistic diversity and intercultural dialogue, in extending activities to third countries. Moreover, Programmes involved hundreds of thousands of beneficiaries, supporting a European dimension of education and training. As a matter of fact, the transnational co-operation in the Programmes facilitated the exchange of ideas and experiences leading to innovative solutions and enhancing mutual understanding. On the other hand, organizational complexity and limited budget have created significant obstacles for the participation of some target groups. In spite of the outstanding progress realized, it is still impossible to affirm that Programmes made an integrated European policy for education or an integrated European system for training available. In fields like the relationship between education, training, research, enterprises and work, co-operation is still far from having developed its great potential. Some more negative features to mention are: the excessive bureaucracy in the administration of the Programmes; the slow and too detailed monitoring of individual projects leading to a backward payment system that hinders the participation of those who cannot anticipate their own money into the project for a long time; the need for more coherence between EU and national policies on education, training and youth. Finally, the challenge for the education and training sectors is to make all Europeans a winner in their professional life. But making Europeans capable of strengthening constantly their skills and knowledge does not mean that they have to be considered as isolated individuals: one should never forget that they will live, work and operate in organizations. 9

Maastricht Communiqué. on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET)

Maastricht Communiqué. on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) 14 December 2004 Maastricht Communiqué on the Future Priorities of Enhanced European

More information

eunec European Network of Education Councils EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels

eunec European Network of Education Councils EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels eunec @ European Network of Education Councils Introduction EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels EUNEC statements on the recommendations of the study MoVE-iT: Obstacles to

More information

EQF and Learning Outcomes. Italy Report

EQF and Learning Outcomes. Italy Report EQF and Learning Outcomes Italy Report 1. Introduction The aim of establishing a national qualifications and certification framework has been for several years the focus of a wide-ranging reform initiative

More information

Mobility in Europe: Promising practices. Dr. Anastasios Vasiliadis President, Institute of Entrepreneurship Development

Mobility in Europe: Promising practices. Dr. Anastasios Vasiliadis President, Institute of Entrepreneurship Development Mobility in Europe: Promising practices Dr. Anastasios Vasiliadis President, Institute of Entrepreneurship Development The free movement (1) the free movement of EU workers became the first of the four

More information

The European Older People s Platform La Plate-forme européenne des Personnes âgées

The European Older People s Platform La Plate-forme européenne des Personnes âgées EN Lifelong learning - a tool for all ages AGE STATEMENT FOR THE 2007 EUROPEAN YEAR OF EQUAL OPPORTUNITIES FOR ALL The European Older People s Platform La Plate-forme européenne des Personnes âgées The

More information

European Youth Forum Policy Paper Guiding Principles on Common Objectives for Voluntary activities and Greater understanding of young people

European Youth Forum Policy Paper Guiding Principles on Common Objectives for Voluntary activities and Greater understanding of young people European Youth Forum Policy Paper Guiding Principles on Common Objectives for Voluntary activities and Greater understanding of young people Adopted by the Council of Members, 21-22 November 2003 Rome

More information

Employment, Social Affairs & Inclusion Programme for Employment and Social Innovation

Employment, Social Affairs & Inclusion Programme for Employment and Social Innovation European Union (EaSI) Work Programme 2015 Annex 1: Description of the calls for proposals to be launched in 2015 Title 1. Call for Proposals on awareness raising, dissemination and outreach activities

More information

ROADMAP. Initial IA screening & planning of further work

ROADMAP. Initial IA screening & planning of further work ROADMAP Title of the initiative: Youth programme post 2013 Type of initiative (CWP/Catalogue/Comitology): CWP Lead DG: DG EAC/E-2, Youth in Action Unit Expected date of adoption of the initiative (month/year):

More information

CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY

CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY THE COUNCIL having regard to 1. The new strategic goal set

More information

The European Qualifications Framework for Lifelong Learning (EQF)

The European Qualifications Framework for Lifelong Learning (EQF) European Qualifications Framework The European Qualifications Framework for Lifelong Learning (EQF) Europe Direct is a service to help you find answers to your questions about the European Union Freephone

More information

LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS STRATEGIC PRIORITIES 2013

LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS STRATEGIC PRIORITIES 2013 LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS 2011-2013 STRATEGIC PRIORITIES 2013 INTRODUCTION...4 1. The general and specific objectives of the Lifelong Learning Programme...4 2. General Policy

More information

For an accessible and useful programme for all local authorities in the period 2014-2020

For an accessible and useful programme for all local authorities in the period 2014-2020 For an accessible and useful programme for all local authorities in the period 2014-2020 CEMR position and amendments proposals for the proposal for a regulation establishing for the period 2014 2020 the

More information

The Bordeaux Communiqué

The Bordeaux Communiqué The Bordeaux Communiqué on enhanced European cooperation in vocational education and training Communiqué of the European Ministers for vocational education and training, the European social partners and

More information

Sustainability & Transferability Plan

Sustainability & Transferability Plan QUALOBSTER SUSTAINABILITY & TRANSFERABILITY PLAN Qualobster Quality Assurance in Learning Organisation in the Banking and Financial Sector in Europe LU/07/LLP-LdV/TOI/156005 Sustainability & Transferability

More information

Response on the Green paper; Promoting the learning mobility of young people

Response on the Green paper; Promoting the learning mobility of young people Response on the Green paper; Promoting the learning mobility of young people Learning by leaving a joint conference for European mobility networks, was arranged in Uppsala on the 19-20 of November 2009,

More information

Erasmus Mundus Programme. For Cooperation and Mobility in Higher Education

Erasmus Mundus Programme. For Cooperation and Mobility in Higher Education For Cooperation and Mobility in Higher Education Background Inspired by the highly successful Erasmus Programme, Erasmus Mundus also offers a framework for valuable exchange and dialogue between cultures.

More information

COMMISSION OF THE EUROPEAN COMMUNITIES

COMMISSION OF THE EUROPEAN COMMUNITIES COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 21.01.2000 COM(1999) 708 final 2000/0021 (COD) Proposal for a RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on mobility within the Community

More information

COUNCIL OF THE EUROPEAN UNION. Brussels, 20 February 2002 6365/02 EDUC 27

COUNCIL OF THE EUROPEAN UNION. Brussels, 20 February 2002 6365/02 EDUC 27 COUNCIL OF THE EUROPEAN UNION Brussels, 20 February 2002 6365/02 EDUC 27 OUTCOME OF PROCEEDINGS of : The Council No prev. doc. : 5828/02 EDUC 17 No. Cion prop. : 11762/01 EDUC 102 - COM (2001) 501 final

More information

DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE

DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE 1 TABLE OF CONTTS EXECUTIVE SUMMARY page 4 1 Introduction page 6 2 Education and training, a key priority

More information

EU Youth programmes

EU Youth programmes EU Youth programmes 1988-2013 This document aims at offering an overview of developments regarding the successive programmes implemented by the European Union in favour of young people. 1. From "Youth

More information

ETUCE Policy Paper on Vocational Education and Training in Europe

ETUCE Policy Paper on Vocational Education and Training in Europe ETUCE Policy Paper on Vocational Education and Training in Europe submitted for adoption by the ETUCE Committee to the ETUCE Conference meeting in Budapest from 26 to 28 November 2012, adopted on 27 November

More information

The Helsinki Communiqué

The Helsinki Communiqué The Helsinki Communiqué on Enhanced European Cooperation in Vocational Education and Training Communiqué of the European Ministers of Vocational Education and Training 1, the European Social partners 2

More information

Let me open this discussion by referring to the second paragraph of the Bologna Declaration. It stated:

Let me open this discussion by referring to the second paragraph of the Bologna Declaration. It stated: THE IMPLEMENTATION OF POLITICAL GOALS IN PRACTICE: FIVE YEARS OF THE BOLOGNA PROCESS Ian McKenna, Chair, Bologna Follow-Up Group Let me open this discussion by referring to the second paragraph of the

More information

OPINION ON GENDER DIMENSION IN THE NEXT PROGRAMMING PERIOD OF THE STRUCTURAL FUNDS 2007-2013

OPINION ON GENDER DIMENSION IN THE NEXT PROGRAMMING PERIOD OF THE STRUCTURAL FUNDS 2007-2013 OPINION ON GENDER DIMENSION IN THE NEXT PROGRAMMING PERIOD OF THE STRUCTURAL FUNDS 2007-2013 Advisory Committee on Equal Opportunities Between Women and Men July 2006 1 Opinion 1 on GENDER DIMENSION IN

More information

Vocational Education and Training (VET)

Vocational Education and Training (VET) BACKGROUND PAPER Vocational Education and Training (VET) Vocational Education and Training (VET) is a valuable, practical education that can help secure a successful transition into the labour market and

More information

Policy Paper on Non-Formal Education: A framework for indicating and assuring quality

Policy Paper on Non-Formal Education: A framework for indicating and assuring quality Policy Paper on Non-Formal Education: A framework for indicating and assuring quality Adopted by the Council of Members/ Extraordinary General Assembly 2-3 May 2008 (Castelldefels, Catalonia - Spain) 0.

More information

STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION MAKERS

STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION MAKERS Brussels,. (LLP/NA/DIR/2011/012 Annex) STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION MAKERS PROGRAMME ANNOUNCEMENT FOR STUDY VISITS IN THE 2011-2012 ACADEMIC YEAR Applicants

More information

STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION-MAKERS

STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION-MAKERS Brussels, 31.01.2012 (LLP/NA/DIR/2012/004 Annex-1) STUDY VISITS FOR EDUCATION AND VOCATIONAL TRAINING SPECIALISTS AND DECISION-MAKERS PROGRAMME ANNOUNCEMENT FOR STUDY VISITS IN THE 2012-2013 ACADEMIC YEAR

More information

The EU - opportunities and prospects for young people.

The EU - opportunities and prospects for young people. The EU - opportunities and prospects for young people. The European Union is a politico economic union of 28 member states that are located primarily in Europe. European funds Structural Funds : The European

More information

Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality

Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality Revised Policy Paper on Non-Formal Education: A Framework for indicating and assuring quality ADOPTED BY THE COUNCIL OF MEMBERS ANTWERP, BELGIUM, 6-7 MAY 2011 1 COMEM -FINAL Executive summary Non-Formal

More information

JOINT RECOMMENDATIONS OF THE BELGIAN PRESIDENCY EU YOUTH CONFERENCE ON YOUTH EMPLOYMENT LEUVEN / LOUVAIN-LA-NEUVE, BELGIUM, 2-4 OCTOBER 2010

JOINT RECOMMENDATIONS OF THE BELGIAN PRESIDENCY EU YOUTH CONFERENCE ON YOUTH EMPLOYMENT LEUVEN / LOUVAIN-LA-NEUVE, BELGIUM, 2-4 OCTOBER 2010 JOINT RECOMMENDATIONS OF THE BELGIAN PRESIDENCY EU YOUTH CONFERENCE ON YOUTH EMPLOYMENT LEUVEN / LOUVAIN-LA-NEUVE, BELGIUM, 2-4 OCTOBER 2010 The EU Presidency Trio Spain-Belgium-Hungary together with the

More information

Country Report on Adult Education in CROATIA

Country Report on Adult Education in CROATIA Country Report on Adult Education in CROATIA Helsinki, 2011 Please check our website for the latest version of this country report via the following url or QR-code, or contact us directly at eaea-info[at]eaea.org.

More information

Joint Report on the Evaluation of the Socrates II, Leonardo da Vinci and elearning programmes Executive Summary

Joint Report on the Evaluation of the Socrates II, Leonardo da Vinci and elearning programmes Executive Summary Joint Report on the Evaluation of the Socrates II, Leonardo da Vinci and elearning programmes Executive Summary Joint Report on the Evaluation of the Socrates II, Leonardo da Vinci and elearning programmes

More information

PROMETEUS NEWSLETTER. Institutions, authorities and institutes, Prometeus Events. work in progress. pag 1 PROMETEUS. Dear reader,

PROMETEUS NEWSLETTER. Institutions, authorities and institutes, Prometeus Events. work in progress. pag 1 PROMETEUS. Dear reader, PROMETEUS NEWSLETTER 2 PROMETEUS PROmoting obility Expertise of Teachers of EU Students Dear reader, Welcome to the second newsletter of PROMETEUS, PROmoting Mobility Expertise of Teachers of EU Students

More information

The URBACT III Programme Guide to URBACT Action Planning Networks

The URBACT III Programme Guide to URBACT Action Planning Networks The URBACT III Programme Guide to URBACT Action Planning Networks March 2015 1 FOREWORD The present Guide aims to introduce potential partners into the world of URBACT Action Planning Networks. It will

More information

Realising the European Higher Education Area - Achieving the Goals. Conference of European Higher Education Ministers

Realising the European Higher Education Area - Achieving the Goals. Conference of European Higher Education Ministers EUROPEAN COMMISSION Education and Culture Realising the European Higher Education Area - Achieving the Goals Conference of European Higher Education Ministers Contribution of the European Commission Bergen,

More information

The art of network management is network management an art? Holger Bienzle LLinE conference, Helsinki, January 2008

The art of network management is network management an art? Holger Bienzle LLinE conference, Helsinki, January 2008 The art of network management is network management an art? Holger Bienzle LLinE conference, Helsinki, 17-19 January 2008 Overview What is a network? Characteristics of social networks A special type of

More information

INCREASING AWARENESS OF E-LEARNING IN VOCATIONAL EDUCATION TRAINING LEONARDO DA VINCI PARTNERSHIP PROJECT

INCREASING AWARENESS OF E-LEARNING IN VOCATIONAL EDUCATION TRAINING LEONARDO DA VINCI PARTNERSHIP PROJECT INCREASING AWARENESS OF E-LEARNING IN VOCATIONAL EDUCATION TRAINING LEONARDO DA VINCI PARTNERSHIP PROJECT 26 28 SEPTEMBER 2012 BANSKA BYSTRICA / SLOVAKIA P2 KMEM KOCAELİ PROVINCIAL DIRECTORATE OF NATIONAL

More information

Funding priorities for 2013 Annual Work Plan European Union Programme for Employment and Social Solidarity PROGRESS

Funding priorities for 2013 Annual Work Plan European Union Programme for Employment and Social Solidarity PROGRESS Funding priorities for 2013 Annual Work Plan European Union Programme for Employment and Social Solidarity PROGRESS Committee for the implementation of Progress 2007-13 Table of Contents Table of Contents...

More information

LEAP Local Employment Access Project: Low Cost Innovative Solutions to unemployment at a local level

LEAP Local Employment Access Project: Low Cost Innovative Solutions to unemployment at a local level LEAP Local Employment Access Project: Low Cost Innovative Solutions to unemployment at a local level Preliminary project outline for the RE-BLOCK Partnership Budapest, February 2015 1 Background The current

More information

INTERREG. MED Programme

INTERREG. MED Programme INTERREG MED Programme 2014-2020 Summary and extracts of the Cooperation Programme submitted to the European Commission in September 2014 NOTA BENE This summary has been produced in order to provide an

More information

Strengthening the Research Effort means Strengthening the Role of Universities

Strengthening the Research Effort means Strengthening the Role of Universities EUA Response to the EC Communication: Science and technology, the key to Europe s future Guidelines for future European Union policy to support research. I. The policy context 1. The 7 th Framework Programme

More information

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 12.10.2004 COM(2004) 642 final 2004/0239 (COD) Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT on further European cooperation

More information

Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010

Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010 Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010 Youth Employment is the common theme of the three EU Youth Conferences

More information

LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS UPDATE 2010 STRATEGIC PRIORITIES

LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS UPDATE 2010 STRATEGIC PRIORITIES LIFELONG LEARNING PROGRAMME GENERAL CALL FOR PROPOSALS 2008-2010 UPDATE 2010 STRATEGIC PRIORITIES CONTENTS INTRODUCTION... 3 1. How to use this document... 3 2. General Policy Context... 4 3. The general

More information

Position paper. Response to the Social Investment Package

Position paper. Response to the Social Investment Package Position paper S Response to the Social Investment Package TABLE OF CONTENTS INTRODUCTION.. 3 KEY MESSAGES 4 I. OPPORTUNITIES FOR PARTNERSHIP 5 II. WAYS OF IMPLEMENTING THE SIP. 5 The Structural and Innovation

More information

Progress The EU programme for employment and social solidarity 2007-2013

Progress The EU programme for employment and social solidarity 2007-2013 Progress The EU programme for employment and social solidarity 2007-2013 Ensuring the Community can play its part to support Member States commitments to create more and better jobs and offer equal opportunities

More information

A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR

A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR 1 THE NEED FOR CHANGE The Sport and Active Leisure sector has the potential to make a huge impact on the economy, the health of a nation

More information

SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary

SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary Lifelong learning needs to support a social justice agenda by promoting access by the most marginalised groups in society, through appropriate support

More information

Skills for employability and competitiveness

Skills for employability and competitiveness EUROPEAN COMMISSION CONTRIBUTION TO MINISTERIAL MEETING IN RIGA ON 22 JUNE 2015 Skills for employability and competitiveness The economic crisis led to a massive destruction of jobs - many of them filled

More information

Guidelines on the practical implementation of ECVET learner mobility

Guidelines on the practical implementation of ECVET learner mobility www.euvetsupport.eu The EQF and ECVET support portal Guidelines on the practical implementation of ECVET learner mobility www.euvetsupport.eu INDEX euvetsupport Newsletter EQF and ECVET application in

More information

URBACT III OPERATIONAL PROGRAMME (2014-2020) CALL FOR PROPOSALS FOR THE CREATION OF 20 ACTION-PLANNING NETWORKS

URBACT III OPERATIONAL PROGRAMME (2014-2020) CALL FOR PROPOSALS FOR THE CREATION OF 20 ACTION-PLANNING NETWORKS URBACT III OPERATIONAL PROGRAMME (2014-2020) CALL FOR PROPOSALS FOR THE CREATION OF 20 ACTION-PLANNING NETWORKS Open 30 March 2015 16 June 2015 1 TABLE OF CONTENT INTRODUCTION... 3 SECTION 1 - ABOUT URBACT

More information

Delegations will find attached the text of the above conclusions as adopted at the Education, Youth and Culture Council on 21 November 2008.

Delegations will find attached the text of the above conclusions as adopted at the Education, Youth and Culture Council on 21 November 2008. COU CIL OF THE EUROPEA U IO Brussels, 5 December 2008 16459/08 EDUC 278 SOC 736 MI 499 OUTCOME OF PROCEEDI GS of : Council (Education, Youth and Culture) No. prev. doc. : 13593/08 EDUC 220 SOC 544 MI 334

More information

Work Programme Funding priorities for 2015. European Union Programme for Employment and Social Innovation (EaSI)

Work Programme Funding priorities for 2015. European Union Programme for Employment and Social Innovation (EaSI) Work Programme Funding priorities for 2015 European Union Programme for Employment and Social Innovation (EaSI) Table of Contents 1. Introduction... 3 2. Policy context in employment, social and working

More information

SOUTH EAST EUROPE TRANSNATIONAL CO-OPERATION PROGRAMME. Terms of reference Policy Learning Mechanisms in Support of Cluster Development

SOUTH EAST EUROPE TRANSNATIONAL CO-OPERATION PROGRAMME. Terms of reference Policy Learning Mechanisms in Support of Cluster Development SOUTH EAST EUROPE TRANSNATIONAL CO-OPERATION PROGRAMME 3 rd Call for Proposals Terms of reference Policy Learning Mechanisms in Support of Cluster Development March 2011 1. Background Networking activities

More information

Youth in Action makes a difference!

Youth in Action makes a difference! Youth in Action makes a difference! youth in action Youth in Action (YiA) is a programme of the European Union supporting European youth projects. YiA fosters participation, active citizenship and competence

More information

WELCOME AND TAKING CHARGE

WELCOME AND TAKING CHARGE WELCOME AND TAKING CHARGE In this preliminary phase, you will be fully informed by the information point that will be indicated to you by your Region the contents and services provided by the Programme

More information

As of 2010, an estimated 61 million students of primary school age 9% of the world total - are out of school vi.

As of 2010, an estimated 61 million students of primary school age 9% of the world total - are out of school vi. YOUTH AND EDUCATION HIGHLIGHTS 10.6% of the world s youth (15-24 years old) are non-literate i. Data from 2011 indicates that in developing countries, the percentage of non-literate youth is 12.1%, with

More information

VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions

VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions VET4EU2 Declaration on the medium-term deliverables of the Riga Conclusions Preamble We, the European Associations of VET providers EfVET, EUCEN, EUproVET, EVBB and EVTA (participants of the platform VET4EU2

More information

Final report summary

Final report summary Final report summary The evaluation research on the status of preparation of local government units to apply for funding from the Regional Operational Program (ROP) for Lower Silesia Voivodship 2007 2013

More information

National Occupational Standards. National Occupational Standards for Youth Work

National Occupational Standards. National Occupational Standards for Youth Work National Occupational Standards National Occupational Standards for Youth Work Contents Introduction 5 Section 1 S1.1.1 Enable young people to use their learning to enhance their future development 6 S1.1.2

More information

Cedefop invites applications for the drawing up of a reserve list for the position of: Temporary post A*6 1 F/M

Cedefop invites applications for the drawing up of a reserve list for the position of: Temporary post A*6 1 F/M European Centre for the Development of Vocational Training NOTICE OF VACANCY REF.: 4312/13/2006 Cedefop invites applications for the drawing up of a reserve list for the position of: PROJECT MANAGER IN

More information

Report on the public consultation on the New SME Policy

Report on the public consultation on the New SME Policy Report on the public consultation on the New SME Policy 1. Introduction In September 2014, the European Commission launched a public consultation to gather feed-back and ideas on how the Small Business

More information

EUROPEAN COMMISSION. CALL - EAC/A05/2014 Erasmus+ Vocational Education and Training Mobility Charter 2015-2020

EUROPEAN COMMISSION. CALL - EAC/A05/2014 Erasmus+ Vocational Education and Training Mobility Charter 2015-2020 EUROPEAN COMMISSION CALL - EAC/A05/2014 Erasmus+ Vocational Education and Training Mobility Charter 2015-2020 1. Introduction This specific Call is based on Regulation (EU) No 1288/2013 of the European

More information

Towards a European Credit System for Vocational Education and Training

Towards a European Credit System for Vocational Education and Training Towards a European Credit System for Vocational Education and Training Background Paper January 2007 1 Contents 1 Introduction 2 Background 3 Consultation 4 Timetable 5 Summary of ECVET proposals Purpose

More information

ANALYSIS OF THE STAKEHOLDER CONSULTATION ON

ANALYSIS OF THE STAKEHOLDER CONSULTATION ON ANALYSIS OF THE STAKEHOLDER CONSULTATION ON Science and Technology, the key to Europe s future: guidelines for future European policy to support research COM(353)2004 DG Research, European Commission,

More information

RAGUSA DECLARATION on Youth, Migration and Development

RAGUSA DECLARATION on Youth, Migration and Development RAGUSA DECLARATION on Youth, Migration and Development A Euro-Arab youth contribution to intercultural dialogue and global solidarity for the International Year of Youth Euro-Arab Youth Conference Tunis

More information

QF2TEACH Qualified to TEACH

QF2TEACH Qualified to TEACH Qualified to TEACH Final Report Public Part 504172-LLP-1-2009-1-DE-LEONARDO-LMP Project information Project acronym: Project title: Project number: QF2TEACH Qualified to Teach 504172-LLP-1-2009-1-DE-LEONARDO-LMP

More information

Study Visits for Education and Vocational Training Specialists. Information and Application Procedures Meeting

Study Visits for Education and Vocational Training Specialists. Information and Application Procedures Meeting Study Visits for Education and Vocational Training Specialists Information and Application Procedures Meeting Wednesday 12 th September 2012 14.30-16.00 Ivanna D Arcy Study Visits Coordinator idarcy@leargas.ie

More information

The Bologna Process 2020 - The European Higher Education Area in the new decade

The Bologna Process 2020 - The European Higher Education Area in the new decade The Bologna Process 2020 - The European Higher Education Area in the new decade Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April

More information

Adopted October 2014. Recommendations for Implementing Education for Sustainable Development in Sweden

Adopted October 2014. Recommendations for Implementing Education for Sustainable Development in Sweden Adopted October 2014 Recommendations for Implementing Education for Sustainable Development in Sweden Layout SWEDESD Photo Cathy Xiao Chen Font Koushiki Sans by Koushiki, Geosans by Manfred Klein Paper

More information

Background information

Background information 2. why mainstream disability in development? Mainstreaming disability into international development policy and local development plans in order to define inclusive policies at local level has become a

More information

Mobility for Better Learning

Mobility for Better Learning Mobility for Better Learning Mobility strategy 2020 for the European Higher Education Area (EHEA) I. Mobility aims and targets Promoting high quality mobility of students, early stage researchers, teachers

More information

The Danish Ministry of Education. GGuidance in Education. a new guidance system in Denmark

The Danish Ministry of Education. GGuidance in Education. a new guidance system in Denmark 12067 UM -nyt omslag3 21/12/04 11:54 Side 21 The Danish Ministry of Education 15 GGuidance u i d a ninceducation e in Education a new guidance system in Denmark FACTS & FIGURES Population: 5.4 million;

More information

Addressing youth unemployment in the EU

Addressing youth unemployment in the EU Addressing youth unemployment in the EU Youth employment is a priority for the European Union. The situation varies a lot across Europe. While there is no single solution to address this challenge, there

More information

STATEMENT OF STRATEGY 2015-2017 AN ROINN OIDEACHAIS AGUS SCILEANNA DEPARTMENT OF EDUCATION AND SKILLS DEPARTMENT OF EDUCATION AND SKILLS 2015-2017

STATEMENT OF STRATEGY 2015-2017 AN ROINN OIDEACHAIS AGUS SCILEANNA DEPARTMENT OF EDUCATION AND SKILLS DEPARTMENT OF EDUCATION AND SKILLS 2015-2017 STATEMENT OF STRATEGY 2015-2017 AN ROINN OIDEACHAIS AGUS SCILEANNA DEPARTMENT OF EDUCATION AND SKILLS Foreword by the Minister I welcome the publication of the Statement of Strategy which sets out the

More information

Training of Trainers as a part of the quality assurance procedure

Training of Trainers as a part of the quality assurance procedure This report presents the results of a Peer Learning Activity, which has been prepared by the independent expert named on the cover. The report is based on a peer learning activity where policymakers and

More information

Screening report Turkey

Screening report Turkey 13 February 2006 Screening report Turkey Chapter 26 Education and Culture Date of screening meetings: Explanatory meeting: 26 October 2005 Bilateral meeting: 16 November 2005 1 I. CHAPTER CONTENT The areas

More information

Wellington, New Zealand. IAEVG Conference. November 2009. Carla Tønder Jessing - ctj@viauc.dk

Wellington, New Zealand. IAEVG Conference. November 2009. Carla Tønder Jessing - ctj@viauc.dk IAEVG Conference Wellington, New Zealand November 2009 Career Guidance of Low Skilled Adults as part of an Educational Campaign in Small and Medium Size Enterprises (SMEs) evaluation of guidance activities

More information

DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION

DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION Ghent, Belgium, 7-10 July 2010 Declaration of the 1 st European Youth Work Convention Preamble The 1 st European Youth Work Convention took place under

More information

COMMISSION IMPLEMENTING DECISION. of 26.11.2012

COMMISSION IMPLEMENTING DECISION. of 26.11.2012 EUROPEAN COMMISSION Brussels, 26.11.2012 C(2012) 8548 final COMMISSION IMPLEMENTING DECISION of 26.11.2012 Implementing Regulation (EU) No 492/2011 of the European Parliament and of the Council as regards

More information

Company Profile 2012 Education and Training for co-operative development

Company Profile 2012 Education and Training for co-operative development Company Profile 2012 Education and Training for co-operative development Curriculum and presentation of corporate activities 1. Notes Identifiers Name Irecoop Emilia-Romagna VAT Number 04191010372 Legal

More information

Call for the expression of interest. Towards European Strategic Cluster Partnerships for smart specialisation investments

Call for the expression of interest. Towards European Strategic Cluster Partnerships for smart specialisation investments EUROPEAN COMMISSION Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs Innovation and Advanced Manufacturing Clusters, Social Economy and Entrepreneurship Call for the expression

More information

EU-Learning Networks under the 2007-2013 ESF

EU-Learning Networks under the 2007-2013 ESF DG Employment, Social Affairs and Equal Opportunities EU-Learning Networks under the 2007-2013 ESF Kick-off meeting ESF Learning Network Ex-Offender CoP Bremen, 28 May 2009 Luca PIROZZI DG Employment Social

More information

1.1. Do the outputs of the Network and Centres contribute to enhancing mobility and awareness of the European dimension in guidance and counselling?

1.1. Do the outputs of the Network and Centres contribute to enhancing mobility and awareness of the European dimension in guidance and counselling? EXECUTIVE SUMMARY 1. Evaluation task and methods The external evaluation of the Euroguidance Network (National Resource Centres for Vocational Guidance, NRCVG) had a two-fold task: 1) to assess the performance

More information

CALL FOR PROPOSALS VP/2014/009 Open to partners having signed Framework Partnership Agreements for the period 2014-2017

CALL FOR PROPOSALS VP/2014/009 Open to partners having signed Framework Partnership Agreements for the period 2014-2017 EU PROGRAMME FOR EMPLOYMENT AND SOCIAL INNOVATION CALL FOR PROPOSALS VP/2014/009 Open to partners having signed Framework Partnership Agreements for the period 2014-2017 EU-LEVEL NGOs NETWORKS ACTIVE IN

More information

Consultation Response on Funding Reform for Apprenticeships in England

Consultation Response on Funding Reform for Apprenticeships in England Consultation Response on Funding Reform for Apprenticeships in England October 2013 Introduction The Institute for Learning (IfL) is the independent professional body for teaching and training professionals

More information

Structural Funds: Investing in Roma inclusion at the local and regional level

Structural Funds: Investing in Roma inclusion at the local and regional level Structural Funds: Investing in Roma inclusion at the local and regional level Transnational Seminar Rome, Italy 25/26 February 2010 Social Inclusion Working Group - EURoma Network 1 1. EURoma NETWORK EURoma

More information

EQF and Learning Outcomes. Spain Report

EQF and Learning Outcomes. Spain Report EQF and Learning Outcomes Spain Report 1. Introduction Spain is currently developing an NQF for lifelong learning (Spanish qualifications framework, MECU), based on learning outcomes. It will link and

More information

Member States experience with simplification: Italy. Cristina Colombo, ESF Managing Authority in Lombardy Region Dublin, 27th January 2014

Member States experience with simplification: Italy. Cristina Colombo, ESF Managing Authority in Lombardy Region Dublin, 27th January 2014 Member States experience with simplification: Italy Cristina Colombo, ESF Managing Authority in Lombardy Region Dublin, 27th January 2014 Lombardy Region Facts & Figures [1/2] Fourth-largest Region in

More information

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING Copyright 2008 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes,

More information

LIFELONG LEARNING STRATEGY - G20 MEETING

LIFELONG LEARNING STRATEGY - G20 MEETING LIFELONG LEARNING STRATEGY - G20 MEETING MARCH 2010 CONTENTS EXECUTIVE SUMMARY BUSINESS STRATEGY ON LIFELONG LEARNING... i INTRODUCTION... 1 ACCESS TO QUALITY EDUCATION AND VOCATIONAL TRAINING FOR ALL...

More information

Report of a Peer Learning Activity held in Copenhagen / Malmö, 7 11 October 2007 Relationships between Teacher Education Institutions and schools

Report of a Peer Learning Activity held in Copenhagen / Malmö, 7 11 October 2007 Relationships between Teacher Education Institutions and schools EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: policy and programmes School Education; Comenius Education and Training 2010 programme Cluster 'Teachers and Trainers'

More information

Report Form. Call: 2013/2014. Leonardo da Vinci Mobility

Report Form. Call: 2013/2014. Leonardo da Vinci Mobility GENERAL INFORMATION [IF INTERIM REPORT] Please send this report duly completed and signed to your National Agency. Once this report and the supporting documents are submitted and approved, the National

More information

Development of the Lifelong Learning Concept at the University of Montenegro

Development of the Lifelong Learning Concept at the University of Montenegro Development of the Lifelong Learning Concept at the Background and Aim of the Project Recognition of formal education degrees for the continuation of studies or employment purposes in Montenegro so far,

More information

Joining forces in policy issues in open, online and flexible education

Joining forces in policy issues in open, online and flexible education Joining forces in policy issues in open, online and flexible education Local seminar Finnish Online UAS 30 November - Jyväskylä Joining forces in open, online and flexible education Characteristics of

More information

Executive Agency, Education, Audiovisual and Culture Vocational Training on Sustainable Buildings Maintenance and Refurbishment

Executive Agency, Education, Audiovisual and Culture Vocational Training on Sustainable Buildings Maintenance and Refurbishment Executive Agency, Education, Audiovisual and Culture Vocational Training on Sustainable Buildings Maintenance and Refurbishment Progress Report Public Part 539465-LLP-1-2013-1-PT-LEONARDO-LMP Project information

More information

EUROPEAN COMMISSION Employment, Social Affairs and Equal Opportunities DG COMMUNITY PROGRAMME FOR EMPLOYMENT AND SOCIAL SOLIDARITY (PROGRESS)

EUROPEAN COMMISSION Employment, Social Affairs and Equal Opportunities DG COMMUNITY PROGRAMME FOR EMPLOYMENT AND SOCIAL SOLIDARITY (PROGRESS) EUROPEAN COMMISSION Employment, Social Affairs and Equal Opportunities DG Directorate-General General Coordination, Interinstitutional Relations Brussels, 21 December 2006 01/FB D(2006) PROGRESS/003/2006

More information

The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training

The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training Belgian Presidency Education & Training 7 December 2010 The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020 Communiqué of the European Ministers

More information