INTRO. Moreover mobility is important to the improvement of networking between institutions and organizations and for their international reputation.

Transcription

1 Yearbook 7-8

2

3 INTRO For many people the Erasmus programme was their first contact with the European ideal. As President Barroso says, Erasmus has become one of Europe s best known and best loved brands. Erasmus has also become a permanent feature of the Flemish educational landscape. Every year close to, students leave their familiar surroundings to spend a couple of months or even a full year studying in another country. If we include other programmes such as the other European programmes supervised by EPOS we find that one in eight graduates have some experience of studying in another country. Indeed these programmes also ensure that not only students experience Europe, but that everybody who takes part in general education, vocational training, or adult education can have access to the European experience. This is good news. Not just for strengthening a sense of a European identity, however important that may be, but also for expanding our personal vision. When we return home we bring knowledge, attitudes, and contacts home with us that enrich both ourselves and our environment. Anybody who has studied or worked in another country for a while is better equipped to survive in an increasingly global labour market, or in the world of research. Moreover mobility is important to the improvement of networking between institutions and organizations and for their international reputation. By looking at it in this way we discover numerous reasons why people should make a stay in another country part of their education. Ultimately greater mobility brings nothing but benefits. In this yearbook EPOS presents the facts and figures for all the programmes of the Lifelong Learning Programme 7 and 8 for the very first time. We hope that it will become a way of setting our sights higher year after year. The Flemish Minister for Work, Education and Training

4 Copyright EPOS I M P R I N T Editor Annemie Dewael Algemeen Directeur EPOS Koning Albert II laan - 7C B- info@epos-vlaanderen.be may 9 Photography Lieve Blancquaert Production Gaga N o p a r t o f t h i s p u b l i c a t i o n m a y b e r e p r o d u c e d a n d / o r m a d e p u b l i c t h r o u g h p r i n t, p h o t o c o p y or otherwise without prior written permission from the publisher. 4

5 p.6 Preface directors p. Preface national authority p. : Europe in the classroom p. Erasmus: To an unified space for higher education p.6 Related programmes higher education p. da Vinci: New competences for better jobs p.4 : It s never too late to learn p.4 Studyvisits p.4 Europass: Show what you can do p.46 Finances p.47 Activities Content

6 EPOS single Lifelong Learning programme in order to achieve more coherence between the various programmes and greater synergies between policy developments in education and lifelong learning. A single new programme... A single new agency January 7 is for countries the start of the third generation of European community programmes for education and training under the name the Lifelong Learning Programme (LLP ). This new and ambitious programme fits in with the Lisbon strategy of making Europe the most competitive and dynamic knowledge-based economy in the world. Education, training and all forms of lifelong learning play a key part in this. The existing Socrates programmes (which name will no longer be used) and da Vinci being taken up into a In order to offer the best guarantees for continuity in the field, the Flemish Socrates agency and the Flemish da Vinci agency have been merged into a single agency with the name of EPOS. EPOS stands for European Programmes for Education, Training and Cooperation. The three institutional providers of education and training, Ministry of Education and Training, the VDAB, and Syntra Vlaanderen are and will continue to be partners of the agency. In view of its federal structure Belgium may designate and establish three agencies. In addition to implementing the European Lifelong Learning Programme, EPOS is also the Flemish coordinating agency for a number of other programmes such as Erasmus Mundus, Tempus, Erasmus Belgica. The National Europass Centre will also fall under EPOS vzw. THE LIFELONG LEARNING PROGRAMME Erasmus da Vinci school education higher education Transversal Programmes - 4 core activities: Policy cooperation and renewal Language education ICT Distribution and use of the results v o c a t i o n a l e d u c a t i o n and training Jean Monnet programme - core activities Jean Monnet action E u r o p e a n i n s t i t u t e s European associations adult education 6

7 In this publication we look back at two years of operations. The reader will find an overview of the functioning of the agency and the results of the various sub-programmes in 7 and 8. It is encouraging to note that the new structure and the field of operations in which it has been deployed have been quick to engage and that there has been a good response in Flanders to the new opportunities presented by the programme. D E C R E E N o.7 / 6 / E G V A N H E T E U R O P E E S P A R L E M E N T E N D E R A A D o f N o v e m b e r 6 e s t a b l i s h i n g a p r o g r a m m e o f action in respect of lifelong learning. Flemish Community: EPOS vzw French Community: l Agence Education Formation-Europe German-speaking Community: Agentur für Europäische Bildungsprogramme Here EPOS owes a considerable debt to the excellent work done by the former da Vinci agency and the Socrates agency. 7 was a year of removals and reorganization, something which sometimes made life rather difficult for our associates. Since 8 we have all been accommodated under one roof on the 7th floor of the Consciencegebouw, which is also the home of Ministry of Education and Training. It is very largely the professionalism and hard work of our associates who cannot be thanked enough that have now put us in a position where we can look forward with confidence to the challenges of 9. Annemie Dewael General Director Stefan Baeyens Director

8 EPOS General Members Meeting Board of Directors Internal Audit Company Rivisor General Director Education Programmes Annemie Dewael Director Training Programmes Stefan Baeyens Strategic and Coordinating Support Magelie Soenen Wim Cloots Erasmus Johan Geentjens Jos Verheyden + Related Programmes L e o n a r d o d a Vinci Marc de Vlieger Jos Verheyden Europass Xavier Kruth Josee Janssens Transversal Programme Magalie Soenen Renilde Reynders Financial and Operational Support Stefaan Logé 8

9 European commission al VZW EPOS BOARD OF DIRECTORS C h a i r m a n OV representative Ludy Van Buyten Treasurer VDAB representative Eve Heremans Secretary SYNTRA Vl. representative Ben Bruyndonckx GENERAL MEMBERS MEETING Chairman, OV Representative OV representative OV representative OV representative VDAB representative VDAB representative SYNTRA Vl. representative Socius representative GENERAL DIRECTOR Annemie Dewael DIRECTOR Stefan Baeyens Ludy Van Buyten Sonja Van Craeymeersch Noël Vercruysse Nicole Speleers Mireille Gillebeert Carl Callewaert Luc Neyens Fred Dhont NATIONAL AUTHORITY Natalie Verstraete LLP STEERING GROUP Chairman OV representative OV representative WSE representative CJSM representative ADVISORY COMMITTEES Erasmus advisory committee advisory committee advisory committee advisory committee National authority Natalie Verstraete Micheline Scheys Isabel Van Wiele Marijke Verdoodt 9

10 EPOS Although the European Union has no decisionmaking authority in respect of education and training, it can stimulate and encourage cooperation between the member states and it has indeed intensively pursued such measures in recent years. In order to embed cooperation in education in a strategic plan, the European Commission and the member states created an overarching structure for this purpose in. Called the Education and Training -programme it aims at bringing about cooperation between numerous educational themes and formulating a number of ambitious objectives relating to the various levels of education. These objectives are also pursued and articulated in the European Commission s Lifelong Learning Programme (LLP), which is an extension of the of Education and Training and has as its objective the integration of internationalization into all parts of the individual learning career. The programme seeks to bring the political priorities of the Ministers of Education and Training to ordinary people by means of projects and mobility campaigns. This is achieved by establishing thematic and methodological priorities and by giving people a chance to develop international skills and an openness to the outside world by facilitating cooperation. The implementation of the Lifetime Learning programme in each member state is outsourced to a National Agency (NA). In Flanders this is EPOS vzw. Apart from the NA in each member state, there is also a National Authority or NAU. The NAU is the relevant authority,

11 which is left considerable responsibility for finance and programme content by the European Commission. One of the tasks of the NAU is to ensure that the operating programme of the agency is compabible with policy and to provide the co-financing needed to give the LLP programme the required quality. With respect to the policy component, the advisory committees for the various sub-programmes, in which representatives of the educational field, government and EPOS sit, assist the national authority in its task, acting either spontaneously or at their request. A few examples serve to illustrate how the LLP programme supports European educational priorities. The ministers of Education and Training give their approval to a European framework for key competences, which describes the competences which citizens require for their individual personality development, social integration, their sense of citizenship and the degree to which they can be deployed in a knowledge-based society. Here the underlying assumption is that the individual must continue to develop their knowledge and skills to be able go on being capable of participating actively a fast-changing (international) society. A number of the competences described are directly or indirectly acquired by participating in the LLP programme. These include, by way of example, foreign-language acquisition and the improvement of communication in other languages, computer literacy, social skills, and (inter)cultural awareness. Apart from the attention for the learner, the LLP programme also develops actions for use by school authorities, teachers and instructors. These give form to the conclusions of the Council regarding the professionalization of teacher training, which states among other things that the role of this target group is essential to the process of modernizing education and training systems and that changing needs (e.g. caused by technological development, the diversity of the student population, etc.) make huge demands on the adaptability of teachers. Structural investment in the ongoing training and support of this target group, and the form it takes within the LLP programme, is consequently extremely valuable. These are just a few of the many examples that give participation in the LLP programme an added benefit to the Flemish education system. The successful implementation of the Life Long Learning programme in Flanders in 7-8 is primarily the achievement of EPOS vzw. The launch of the programme was extremely demanding on everybody involved. I therefore wish to thank all the persons who made this valuable programme possible in Flanders for their efforts and wish to encourage them to continue their excellent work in the years to come to introduce such improvements as may prove to be necessary. Natalie Verstraete National Authority

12 and experience between teachers, school authorities and administrative staff. In both cases the teachers and the school authorities in particular are expected to travel internationally. The Programme is aimed at all segments of school education: nursery and primary education, all forms of secondary education ASO (General Secondary Education), TSO (Technical Secondary Education), (D)BSO ((part-time) Vocational Secondary Education) and KSO (Art Secondary Education), special education (primary and secondary) and initial and in-service training of teachers. wants to contribute to the strengthening of the European dimension in school education and the improvement of the its quality and the promotion of the international mobility of pupils and teachers and by building European partnerships between schools. Partnerships between schools The School Partnership wants to strengthen the European dimension in education by means of international cooperation between schools, teachers and pupils. In the multilateral projects at least schools from different countries work together. The active involvement of pupils and their international cooperation is a central aspect of such projects. Other projects focus on aspects of school and educational policy and the exchange of knowledge For many people in a borderless Europe and a world which is becoming increasingly our village, international contacts are a daily matter (...). This not only presumes a ready knowledge of foreign languages but also an open mind capable of learning how to deal with other cultures. Such open-mindedness can be fostered at a very early age ( ). An international school project provides the ideal context for such stimulation. Likewise what goes for the pupils also goes for the teachers: an international project widens your vision. Contacts with colleagues from other countries make you take a different view of the way you work, and you can pick up lots of new ideas. Border-crossing projects often turn out to be a route towards educational innovation in the school. from Horizon Gids voor grensoverschrijdende schoolprojecten in het basisonderwijs The bilateral projects entail two schools from different countries working together. To stimulate the interest in and knowledge of other languages the schools are encouraged to work internationally on a single theme. The practical implementation of this entails class exchanges. So far this is the only action in which the international mobility of pupils is a central element. In the -6 period In this period,6 project applications are submitted and

13 ,9 of these are approved (76%). The projects usually last years. The application has to be submitted every year: the first application serves to start the project up, while the two others extend it. The project budgets range from, to 6, (per annum). The proportional participation of primary and secondary education is at respectively 4% and 6% relatively stable. In this period 8.% of all Flemish primary schools take part in a project, while a full % of secondary schools take part. Special education schools are present in 4% of all projects, while the technical and vocational schools are well or very well represented with a figure of %. Only % of projects are carried out in nursery schools. With respect to mobility there are roughly, trips to foreign countries. Of these about % are made by pupils. If we use wider involvement as the measure, rather than just mobility, the numbers are considerably higher. In, a good,8 teachers and, pupils are involved in a project. The figure for 6 is roughly the same. Partner schools in the Scandinavian countries, the United Kingdom and Spain are the most common. The most frequent project themes are culture, Europe and equal opportunity and tolerance.

14 9 9 T r e n d s i n S c h o o l P a r t n e r s h i p project applications/approved projects In 7 EPOS receives 7 applications: 4 for multilateral school partnerships (9 in primary education and in secondary education) and 4 for bilateral school partnerships. The latter are only possible in secondary education. Of these respectively 68, 99 and are approved. 7 7 The budgets for the projects range from, and, (for years). applications approvals The approval percentage is lower than in previous years, particularly for applications for new projects ( of 8 approved or a 4.% approval rate). This is because of a combination of two factors. First of all the number of applications is high because this is the last time that an extension can be requested for current projects. Second the duration (and consequently the budget) of each project is doubled from to years, whereas the total budget receives nowhere near double the funding. current projects With respect to the distribution between the types and levels of education, the 7 results mirror those of the Socrates II period (-6) The most frequent project themes are intercultural education (probably because 8 is the Year of Intercultural Dialogue ), history and social sciences and European citizenship In 8 a total of applications are submitted: 4 for multilateral school partnerships, 4 of which come from primary education and 7 from secondary education, and 7 for bilateral school partnerships. The number of applications is thus considerably lower than the 7 received in 7. This is entirely predictable as the projects approved in 7 are authorized for two years. Applications 4

15 for extensions are no longer possible and are also not required. A more accurate picture is obtained by comparing the number of applications for new projects in 7. The difference (8 applications in 7 and applications in 8) then becomes very small. A comparison of the number of current projects shows that in fact there were more such projects in 8 than in 7. The combination of a smaller number of applications and an increase in the budget (,8, for as a whole, with,4, earmarked for school partnerships) means that no fewer than 9 applications (87 for multilateral, 4 for bilateral school partnerships) can be approved. With this a success rate of 84% is achieved, the highest of all countries for multicultural school partnerships. The success rate for projects coordinated by Flemish schools is even higher: 9%. Approved school partnerships by type of education: comparison -6 with 7 and 8-6 (SOCRATES II) 7 (LLP*) nursery education 8 (%) (%) (%) primary education 49 (4%) 9 (4%) (7%) special primary education 9 (%) 8 (%) (%) s u b t o t a l p r i m a r y education 8 (LLP*) 486 (4%) 68 (4%) 9 (%) Project budgets range from 6, to, (for years). As for the distribution among the various types and levels of education, 8 differs significantly from the previous years. The participation of technical and vocational schools rises from % to close to % and primary education falls back from 4% to %. The share of nursery education (which like technical and vocational schools is a priority target group) increases slightly from % to %. This increase is even more striking if we look only at the share of nursery education in primary education projects, from in every 69 projects or.% in 7, to in 9 or 7% in 8. It is difficult to say whether this means that this is the start of a trend. Even so special education, nursery education, technical secondary education, and (part-time) vocational secondary education will continue to be priority targets in the coming years, both for information activities and for selection. ICT and new technologies leads the field as the most common project theme in 8, followed by European citizenship, environmental and sustainable development in joint second place and foreign languages in third place. Preparatory visits and contact seminars g e n e r a l s e c o n d a r y education t e c h n i c a l a n d v o c a t i o n a l secondary education s p e c i a l s e c o n d a r y education 74 (%) (9%) 7 (%) 46 (%) 4 (%) 8 (%) (9%) 4 (8%) 7 (8%) Schools may apply for a grant (max.,) to visit a potential partner school with or representatives. During the preparatory visit the feasibility of the shared project is investigated and a project proposal can be worked out. s u b t o t a l secondary education 7 (6%) 4 (6%) 6 (68%) general total,9 7 9 (*) Lifelong Learning Programme Contact seminars are usually organized by a National LLP agency. These are a variant form of the preparatory visit. Representatives of schools from different countries come to the seminar and are given information about.

16 They receive support in their search for project partners and get help with the preparation of a sound project proposal. Taking part in a contact seminar is the ideal way for schools coming into contact with for the first time to become fully informed. There is a grant to cover the travel and accommodation costs and the registration fees of participants. There are about 8 preparatory visits and/or participations in contact seminars in the -6 period. In 7 a total of schools take part in preparatory visits to schools to 7 different European countries. Representatives from 4 schools take part in 4 contact seminars in other countries. In 8 a total of schools take part in preparatory visits to as many schools in 7 different European countries. Representatives from schools take part in 8 contact seminars in other countries. EPOS also organizes contact seminars itself. It organizes in 7, two for primary education and for technical and vocational secondary education. In 8, three seminars are again organized, two for nursery education and one for special education. Each seminar attracts about 4 participants, of whom are from other countries. The financing is arranged primarily via the cofinancing made available by the Flemish authorities. The budget for grants for preparatory visits and participation in contact seminars abroad come to 4, in 7 and, in 8. In-service training grants for staff in school education Teachers, principals, inspectors, education supervisors, administrative and other personnel may apply for a grant for refresher courses, advanced learning, and improvement of their skills in connection with their job. They may do this by taking part in an international in-service training course, accompanying a colleague in another country (job shadowing) or taking part in an international conference that considers various aspects of school education. In the -6 period 86 grants are issued, representing an average of a year. The great majority of these are for attending courses (often about language teaching methods), occasionally for a conference, and sporadically for job shadowing. There is little change in this respect in 7, although the number of applications rises spectacularly to 44. The anticipated budget of 9, can, as a result of shifts within the budget, be increased to 7,, so that 9 applications can be approved. The number of applications received from teacher training courses (a priority target group) rises sharply. In 8 the number of applications remains relatively stable at 4. The teacher training courses continue to be heavily represented. A further increase in the budget to, means that even more applications can be approved, bringing the total to 6 of 8%. 6

17 Evolution of in-service training grants applied for and approved in the period approvals applications ( ) gave us the opportunity to be actively involved in the identification and exploration of our own requirements and the role as mentor for novice teachers, as well as in the assessment and evaluation of the various strategies and materials which are currently available for providing support in the schools. The meeting resulted in an increase in our knowledge of the qualities, skills and conduct associated with supporting novice teachers. testimonial of a primary school and mini-creche mentor, who took part in a in-service training course in Budapest, Hungary in October 9.

18 (Language) Assistants and host schools for (Language) Assistants This action makes it possible for future teachers to obtain a grant for a period of between months (minimum) and a full school year (maximum) for on-the-job training in a school in another country. The Assistent teaches, assists pupils with their project work and helps with extra-mural activities. They give the teachers, pupils and parents of the host school a chance to sample the country and culture of the assistant s origin. Schools may also apply to receive a Assistant. In 8, a provisional total of grants are granted to Assistants and schools receive a foreign Assistant. Evolution of grant applications and grant approvals for (Language) Assistants * (*) provisional figure, November 8 approvals applications In -6 period (Socrates II) the scheme is limited to Language Assistants, i.e. future language teachers. Every year about Flemish Language Assistants travel abroad, with a sharp increase as of. Furthermore, Flanders receives between and foreign Language assistants every year. Evolution of guest schools for (Language) Assistants * assistants effectively received applications Starting in 7 the target group is extended to all future teachers, regardless of their subject. The name of the action is also changed to (host schools for) Assistants. In that year 4 Flemish Assistants travel abroad for on-the-job training and Flemish schools receive a foreign Assistant. (*) provisional figure, November 8 8

19 9

20 Erasmus In order to organize activities the NA agrees contracts with universities and colleges of higher education, which in return receive an Erasmus University Charter from the European Commission. 7 is a very special year for Erasmus. After all it has been twenty years since the first students set out on Erasmus exchanges. Special events are organized throughout the year as part of the celebrations of years of Erasmus. EPOS takes part in several of these activities, directly with a seminar on 8 December in Ghent, and indirectly by sponsoring Erasmus Student Network activities (in January and June). In 7 and 8 the NA has contracts with establishments (7 universities and colleges of higher education). Two establishments, acting independently, take part in the centralized activities administered by the Education, Audiovisual and Culture Executive Agency (EACEA). These establishments have no contact with the NA. But 7 also sees the dawning of a new period, namely integration into the Lifelong Learning Programme (LLP). As a result the higher education internships of the da Vinci programme are now part of Erasmus. Bologna and Lisbon put great emphasis on cooperation between the world of higher education and that of business and industry. The Agency (NA) is responsible for the budgets of decentralized mobility actions. These actions comprise:.. individual student mobility with the Student Mobility for Study (SMS) and Student Mobility for Placement (SMP) actions.. education employees with the Staff Mobility for Teaching Assignment and Staff Mobility for Staff Training actions.. the intensive programmes (IP) projects. 4. Dutch language courses for incoming Erasmus students with the Erasmus Intensive Language Courses (EILC).

21 Student Mobility (SMS and SMP) Erasmus grants are awarded to students who wish to spend a few months at a university in another country which is a partner of their own place of learning as part of their course (SMS). They remain registered in their own university. Agreements have been made about the recognition of the course credits that the students acquire in the foreign country. This state of affairs remains in effect under the Lifelong Learning Programme. Apart from this students may during their time in a Flemish university or college of higher education take part in a student placement (SMP) in one of the countries taking part in the LLP. The aim is that by at least three million European students will have taken part in Erasmus all over Europe. In 7 the NA agrees mobility contracts (student mobility, staff mobility, and organization of mobility) for a total budget of 4,8,8. In 8 there are again contracts for a budget of 4,86,76. Number of students in each home country institution code institute name institute B ANTWERP B ANTWERP7 B ANTWERP8 B ANTWERP9 B ANTWERP6 B ANTWERP6 B BRUGGE B BRUSSEL B BRUSSEL B BRUSSEL B BRUSSEL7 B BRUSSEL4 B BRUSSEL46 B DIEPENB B DIEPENB7 B GEEL7 B GENT B GENT6 B GENT B GENT9 B HASSELT B HASSELT B HASSELT B HEVERLE B KORTRIJ B KORTRIJ B LEUVEN B LEUVEN4 B LEUVEN8 B MECHELE4 Universiteit Antwerpen Hogeschool Antwerpen Plantijn Hogeschool Antwerpen Karel de Grote-Hogeschool Antwerpen Lessius Hogeschool Hogere Zeevaartschool Katholieke Hogeschool Brugge-Oostende Vrije Universiteit Brussel Katholieke Universiteit Brussel Europese Hogeschool Brussel (EHSAL) Hogeschool Sint-Lukas Brussel Hogeschool voor Wetenschap en Kunst Erasmushogeschool Brussel Universiteit Hasselt Transnationale Universiteit Limburg Katholieke Hogeschool Kempen Universiteit Gent Katholieke Hogeschool Sint-Lieven Hogeschool Gent Artevelde Hogeschool Xios Hogeschool Katholieke Hogeschool Limburg Provinciale Hogeschool Limburg Evangelische Theologische Faculteit Katholieke Hogeschool Zuid-West-Vlaanderen Hogeschool West- Vlaanderen Katholieke Universiteit Leuven Groep T Hogeschool Leuven Katholieke Hogeschool Leuven Katholieke Hogeschool Mechelen Flemish cofinancing of the Erasmus student mobility for study (SMS) means total,66,67,78,84,97

22 Erasmus Number of students by guest country -7 AT BG CH CY CZ DE DK EE ES FL FR GB GR HU IE IS IT LT LUX LV MT NL NO PL PT RO SE SF SI SK TR total , , ,67 that all participating students receive an additional a month. In the 6-7 academic year there is a significant BAMA effect. During that year, more students travel abroad than in past. This applies primarily to those courses offering a Master s degree in one year , , , ,97 Student mobility /89 89/9 9/9 9/9 9/9 9/94 94/9 9/96 96/97 97/98 98/99 99/ / / / /4 4/ /6 6/7 high schools ,4,66,4,8,4,4,46,48,48,4,4 universities Provisional figures indicate that in 7-8 there are a total of,94 students who take part in Erasmus, where,67 take part in student mobility study (SMS) and 7 in a placement (SMP the former da Vinci internships). The first round of reports ( October 8) for 8-9 refers to those students who set off during the first semester and those who are to depart in the second semester. Jointly this gives a total of,9 students,,744 for SMS and 49 for SMP ,9,6,94,84,4,9,,,8,6,9,47,4, total ,4,47,94,,7,88,7,694,64,7,78,66,67,78,84,97 total 8,,64 9,94

23 Since the number of incoming Erasmus students has risen steadily. There are now more than,6 students who take part in an SMS in a Flemish university or college of higher education. The majority of these students come from Spain (.9%), Poland (.4%), Italy (7.4%), Turkey (6.%), France (6.%), Germany (.%) and the Netherlands (.%). Number of incoming (VL) Erasmus students for each home country Denmark Germany Greece Spain France Ireland Italy Luxembourg The Netherlands Austria Portugal Finland Sweden United Kingdom Bulgaria Czech Republic Estonia Latvia Lituania Hungary Poland Romania Slovenia Slovak Republic Cyprus Malta Turkey Iceland Liechtenstein Norway /4 4/ /6 6/7 7/ , , , , , , , Staff Mobility In addition to the lecturer mobility of the past, the renewed Erasmus programme offers three new kinds of staff mobility:. lecturers can take part in continuing learning in a foreign company or organization. administrative personnel can take part in continuing learning in a partner university or college of higher education. a Flemish university or college of higher education can invite a staff member of a foreign organization (enterprise or organization) so that students can learn about actual practice. Despite the limited budget the traditional lecturer mobility programme in Flanders works extremely well. In teachers participate in Erasmus teacher mobility actions. During the study days the NA chiefly stresses the encouragement of new forms of staff mobility, resulting in good figures for 8. (...) So to make a long story short there can be no doubt about the conclusion: internationalization and Europe s education programmes have had an undeniable impact on my life in education and on those of the hundreds of students that participated. I have been able to give my job a fantastic extra dimension both for myself and all those students I have taught over the years. I have met wonderfully inspired and committed people all over Europe.... Ignace Ingelaere Katholieke Hogeschool Leuven (Coordinator Erasmus 99-7) total,648,69,7,96,8

24 Erasmus Erasmus outgoing lecturer mobility between / and 6/7 Finland Spain The Netherlands Portugal France Sweden Turkey Italy Poland Germany Denmark United Kingdom Romania Austria Hungary Norway Greece Ireland Czech Republic Estonia Lituania Latvia Slovenia Bulgaria Cyprus Slovak Republic Malta Iceland Luxembourg total Intensive programmes An Intensive Programme (IP) is a short programme of study for the students and employees of higher education establishments in various participating countries. The NA has been responsible for this now decentralized action since 7. As a result the NA now administers the entire project cycle from group to the finalization of accounts. Decentralization has meant that the number of IPs in 4 6/7 //6 4/ /4 / Europe has increased, but that at the same time the transnational character of the available budget has been lost. Consequently Flanders cannot possibly coordinate the same number of IPs (4 in 6) using its own Erasmus budget. Indeed under the IP system, the coordinator receives the entire budget from its NA, including that part intended for the partner establishments. Erasmus and the professionalization of a career Until suddenly there s an opportunity. Erasmus beckons and calls. That s when you start to hop, first just over the border perhaps, or directly to some distant corner of Europe. Meeting people in the same profession, but people who have a totally different view of teaching and content. Never being able to draw a line under the conversation, and as a result talking in to the wee hours, playing with language, saving the world, and eating and breathing cultural diversity... Annemie Van den Dries KATHO (Coordinator Erasmus 987-7) In order to preserve the European dimension of the selection, and to avoid conflicts of interest, the NA works with the Dutch NA (NUFFIC) for the selection. As a result all Flemish and Dutch IP applications are assessed by both a Flemish and a Dutch academic expert. The legacy of a large number of coordinated IPs entitles to two renewals imposes a considerable burden on the available budget. The Commission gives extra support to those NAs with a large number of renewal applications. This means that it is possible to select and help finance numerous IPs in 7 and 8 as well.

25 In 7 there are Intensive Programmes (IP) that receive a contract, representing a total budget of 7,47. In 8 there are Intensive Programmes (IP) that receive a contract, representing a total budget of 76,676. Erasmus Intensive Language Courses (EILC) EILC provides courses for Erasmus students aimed at teaching the Dutch language and culture. These are aimed in part at students who will subsequently be taught primarily in English, and partly at those students who will attend advanced level courses taught in Dutch. In September and January of each year the NA organizes and selects the language centres which are to organize these courses. These language centres in turn select the students they are prepared to admit and determine the level of their knowledge of Dutch. me and virtually nobody else, and I feel I am supported by hundreds of young colleagues all over Europe, all committed to the same goals... Hilde Chantrain Lessius Hogeschool (Coordinator Erasmus 99-7) Bologna Experts EPOS is as Erasmus NA also responsible for supervising the team of Bologna Experts in Flanders. The team is made up of experts active in higher education and appointed by VLIR and VLHORA. It is coordinated by the Universities section of the Department of Education and Training. Its work is centred on Learning Outcomes, joint degrees and the recognition of foreign diplomas. In addition to a European subsidy, these courses are jointly financed by the Flemish authorities. In 7 there are 7 contracts for courses, and 8 students take part in them. The total budget comes to 48,. In 8 there are again 7 contracts for courses, and 46 students attend them. The total budget comes to 8,. Erasmus and its impact on a teaching career Much of the pleasure I ve had in my career in education and which I still have is due to to the enormous amount of energy imparted by the Erasmus programme and the international dimension it gave to our courses. Nowadays it s no longer just

26 Related programmes higher education Courses (EMMC) either as coordinator or as partner. In all there are EMMCs in the EU. Projects which are part of Action are selected for academic year and have automatic access to the funds of Action, namely grants for foreign (non-eu) students. Erasmus Mundus (EM) One of the action lines of the Bologna Action Plan is the external dimension of EU Higher Education. In the Commission introduces the Erasmus Mundus programme for this purpose. The first EM period runs from 4 until 8 inclusive. The purpose of Erasmus Mundus is the advancement of the quality of European Higher Education, its promotion throughout the entire world and the encouragement of cooperation with countries outside the EU. The Erasmus Mundus programme is composed of four different components, which are referred to as actions: Action : Erasmus Mundus masters Action : Grants Action : Partner establishments Action 4: Improvement of attractiveness Since the outset the establishments of higher education in Flanders have been very active in the various actions of Erasmus Mundus. Several applications are submitted every year. For the first period the following were selected the University of Ghent, KULeuven, the University of Antwerp, the Free University of and one college of higher education, namely the Katholieke Hogeschool St.-Lieven in Ghent. They are involved in Erasmus Mundus Master The Flemish EMMCs participate successfully in Action and establish relations with non-european universities in the consortia. Apart from this a number of higher education establishments are involved in Action 4 projects. There is no appeal for EM A projects in 8. The projects that started in 4 enter their final year in the 8-9 academic year. The Erasmus Mundus II programme starts in 9. In this programme Action, and are integrated into a single action. From now on there are also grants for European students who register for an EMMC. So far their participation has not met with much success. They apply for the ordinary Erasmus grants in order to finance their stay with the other partners in the consortium. EM II is also to develop Joint Doctorates and constitutes a major new challenge for Flemish higher education. On 8 December EPOS organizes a first information day about EM II. Erasmus Mundus External Cooperation Windows (EMECW) Since 6 the Commission finances the EM External Cooperation Windows via the budget lines of the General Directorate for External Relations. EMECW is in fact a normal mobility programme in keeping 6

27 with the Erasmus model intended for BA, MA, PhD and post doc. students from or arriving in Europe. The difference with Erasmus is that the mobility is based in consortiums of universities outside Europe. These consortiums are divided into geographical lots. One Flemish college of higher education and three universities are involved in five EMECWs. For this purpose they can fall back on their experience with TEMPUS and other programmes, both national and European. The areas concerned are Central Asia, the Middle East, India, Latin America and the Western Balkans. All told there were five lots. The last EMECW Project is submitted in December 8. As of 9 this programme will become part of the new EM II. TEMPUS After the fall of the Berlin Wall and the opening up of Central and Eastern Europe, the Commission developed a programme for the reform of higher education. This cooperation programme has now been extended to all countries on the borders of the EU, from Morocco to Murmansk. An important part of the programme concerns the preparation of those Balkan countries which have not yet joined the EU. These countries are part of the Bologna process but do not have access to the funds of the LLP. Under TEMPUS they are able to do so. The TEMPUS region are:. North Africa and the Middle East. The Russian Federation, Ukraine, Moldavia, the Caucasus and Central Asia. The Western Balkans Higher education establishments in Flanders are involved in a variety of projects in all these countries. Countries which are not part of the Bologna process, can make use of Bologna experts from EU countries via TEMPUS. They are even able to assemble a team of their own experts with a view to reforming higher education. 8: number of projects: 9 EU-ATLANTIS The Atlantis programme aims at improving cooperation in higher education between the EU and the USA. It has three components: Transatlantic Degree Consortia, Policy Oriented Measures, Excellence Mobility Projects. 8: number of projects with Flemish involvement: EU-CANADA One of the main points of action of the EU-Canadian cooperation programme is the promotion of the mobility of students and lecturers from Canada and the EU. 7: number of projects with Flemish involvement: EU-Australia, EU-New Zealand, EU- Japan, EU-Korea This is a programme which is aimed at higher education. The object is the development of a international curriculum and the 7

28 Related programmes higher education promotion of the mobility of students and staff. The budgets available for these programmes are extremely limited. For this reason only to 8 projects are selected every year. No Flemish establishments participated in these projects in 7 and 8. Erasmus Belgica (ERABel) Erasmus Belgica receives the support of the Prince Philippe Fund and is a cooperative project of the Flemish, French and German-speaking Communities. By and large it based on the same principles as the Erasmus programme. The object of the programme is to encourage the mobility of students in higher education between the various language communities of Belgium. It gives university and college students the opportunity to receive part of their training at a university or college of higher education in one of the other communities. In this way they get the chance to effectively integrate themselves into the language and culture of the other community and learn to see the world through the eyes of another environment. The first exchanges are in 4- In students from Flemish universities and colleges of higher education make use of ERABel. According to the interim report there are 94 in 7-8. Erasmus Belgica Student Mobility 4/ by Host Institution and Area of Study c o d e institute name institute total b u s i n e s s management s c i e n c e s e d u c a t i o n, t e a c h e r t r a i n i n g technical psychology l a n g u a g e sciences, a n d technology philology l a w s o c i a l sciences c o m m u n i c a t i o n s a n d i n f o r m a t i o n s c i e n c e s B ARLON8 B BRUXEL B BRUXEL4 B BRUXEL8 B BRUXEL8 B BRUXEL84 B BRUXEL8 B BRUXEL86 B BRUXEL87 B BRUXEL88 B CHAMPIO B HAINEP B LIEGE B LIEGE6 B LIEGE4 B LIEGE4 B LOUVAIN B LOVERVA B MONS B MONS B NAMUR B NAMUR B NAMUR total HAUTE ECOLE CATHOLIQUE DU LUXEMBOURG BLAISE PASCAL FACULTES UNIVERSITAIRES SAINT-LOUIS UNIVERSITE LIBRE DE BRUXELLES HAUTE ECOLE CF BRUXELLES HAUTE ECOLE EPHEC HAUTE ECOLE GALILEE HAUTE ECOLE ILIA PRIGOGINE HAUTE ECOLE GROUPE ICHEC-ISC SAINT LOUIS-ISFSC HAUTE ECOLE LEONARD DE VINCI HAUTE ECOLE LUCIA DE BROUCKERE HAUTE ECOLE NAMUROISE CATHOLIQUE - HENAC HAUTE ECOLE ROI BAUDOUIN UNIVERSITE DE LIEGE HAUTE ECOLE HEMES HAUTE ECOLE DE LA VILLE DE LIEGE HAUTE ECOLE CHARLEMAGNE DE LA C.F. UNIVERSITE CATHOLIQUE DE LOUVAIN HAUTE ECOLE CHARLEROI-EUROPE FACULTE POLYTECHNIQUE DE MONS UNIVERSITE DE MONS-HAINAUT FACULTES UNIVERSITAIRES NOTRE-DAME DE LA PAIX HAUTE ECOLE D ENSEIGNEMENT SUPERIEUR DE NAMUR HAUTE ECOLE DE LA C.F. ALBERT JACQUARD

29 Erasmus Belgica by home institute 4-8 c o d e institute Name home institute 4- students months -6 students months 6-7 students months 7-8 students months B ANTWERP Universiteit Antwerpen (UA) B ANTWERP7 Hogeschool Antwerpen B ANTWERP8 Plantijn-Hogeschool van de Provincie Antwerpen B ANTWERP9 Karel de Grote-Hogeschool - Katholieke Hogeschool Antwerpen B ANTWERP6 Lessius Hogeschool B BRUGGE Katholieke Hogeschool Brugge-Oostende B BRUSSEL Vrije Universiteit Brussel B BRUSSEL Europese Hogeschool Brussel (EHSAL) B BRUSSEL7 Hogeschool Sint-Lukas Brussel B BRUSSEL4 Hogeschool voor Wetenschap en Kunst B BRUSSEL46 Erasmushogeschool Brussel B DIEPENB Limburgs Universitair Centrum B DIEPENB7 transnationale Universiteit Limburg (tul) B GEEL7 Katholieke Hogeschool Kempen B GENT Universiteit Gent B GENT6 Katholieke Hogeschool Sint-Lieven B GENT Hogeschool Gent B GENT9 Artevelde Hogeschool B HASSELT Hogeschool Limburg B HASSELT Katholieke Hogeschool Limburg B HASSELT Provinciale Hogeschool Limburg B KORTRIJ Katholieke Hogeschool Zuid-West-Vlaanderen B KORTRIJ Hogeschool West- Vlaanderen - Vlaamse autonome hogeschool B LEUVEN Katholieke Universiteit Leuven B LEUVEN8 Katholieke Hogeschool Leuven B MECHELE4 Katholieke Hogeschool Mechelen total

30 da Vinci The da Vinci programme aims at the specific needs of all persons involved in vocational education and training. The objective of the programme is the enhancement of competitiveness of the European labour market. To achieve this object it tries to help European citizens to develop their abilities, acquire new skills, improve their knowledge and obtain specific knowledge and qualifications. The da Vinci programme tries to win cross-border recognition for all of these. In order to support and improve vocational training systems and practice, use is made of four decentralized and three centralized actions (Flanders has no responsibility for the latter). Preparatory Visits In the summer of 7, the Preparatory Visits action is added to the da Vinci programme. The figures quoted below are indicative of its success. After all a preparatory visit to a partner or participation in a contact seminar contributes to the development of a mobility project, a partnership project or a transfer of innovation project. Preparatory visits a p p r o v e d p r o j e c t s 7 4 & n u m b e r o f grants 8 8 budget 7, ,66.

31 Mobility projects From the outset mobility has been central to the da Vinci programme. Not just for young persons in initial vocational training, but also for students, graduates, employers, trainers and training managers. All of them receive the opportunity to experience an internship in another country. Initial vocational training approved projects number of grants budget 7 66, ,686 The foreign experience brought us into contact with lots of people and new friends. I also learned to keep my mind open to new things. I can now express myself better in a foreign language and I dare open my mouth. Another thing I learnt was how to cope with a variety of problems and how to solve them. Aleksandra Guiss, participant in the Tourism in Fuerteventura internship Stedelijke Handelsschool Turnhout The annual budget for mobility is systematically increased in the -6 period in order to stress the importance of such mobility. This allows the number of participants to increase year after year. The growth can be clearly seen from the table on p.. The number of participants rises from 49 in to 94 in 6. The budget achieved and allocated by Flanders rises from 774,864 in to,86,44 in 6. The start of the Lifelong Learning Programme (LLP) brings the internships for students in higher education into the Erasmus programme. For the da Vinci programme this means that the available budgets fall. Nonetheless we see that the increase for the Young Persons in Initial Vocational Training (IVT) continues, which is apparent from the table above. Partnership Projects In 8 the idea of uniting partners from various different countries around a specific theme is born. The partnership projects are created to make this feasible both in practical and financial terms. They provide a context for small-scale cooperation between organizations from different countries around a common vocational training theme. Here Flanders certainly does well. No fewer than 4 of the applications receive an allocation. With a 7.7% selection rating, Flanders leads the field. Only one organization decides not to continue, so that on 8 August 8, Flemish organizations start their two-year project (total allocation: 6,). The themes of the projects are highly diverse. For example the recognition of competences in the graphic industry (compatible with ECVET developments) but also the training of persons with functional limitations to work as call centre employees. Apart from establishing a knowledge centre for entrepreneurship, intercultural competences for social sector workers are also considered. A project is developed