1 / 17

The future starts here - some strategic questions for National and European Organisations in

The future starts here - some strategic questions for National and European Organisations in Adult Education Alan Smith DG Education & Culture Unit A1: Lifelong Learning Policy Development Coordinator, Socrates-Grundtvig EAEA Conference, Larnaca, 15-16 / 11 / 2003. Overview.

rue
Download Presentation

The future starts here - some strategic questions for National and European Organisations in

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. The future starts here - some strategic questions for National and European Organisations in Adult Education Alan Smith DG Education & Culture Unit A1: Lifelong Learning Policy Development Coordinator, Socrates-Grundtvig EAEA Conference, Larnaca, 15-16 / 11 / 2003

  2. Overview • Brief information on some recent developments in Brussels • Key features of the Grundtvig action in 2003 • Major European, national and regional organisations for adult education – potential for partnership with the European Commission • Towards the new programme generation - Strategic questions

  3. European Lifelong Learning policy:the general political mandate • Treaty of Amsterdam 1997: Lifelong learning enshrined in the preamble to the Treaty • European summits in Lisbon (2000), Stockholm (2001), Barcelona (2002) : Lifelong learning as a key contributor to European competitiveness and social cohesion

  4. Recent European policy initiatives • Common objectives of education systems - Draft Interim Report - Interim reports Working Groups A - H • Lifelong learning policy (Memorandum, Communication) - National reports - Synthesis of these reports • Other recent « EAC » developments - Eurobarometer survey - NGO platform on basic skills and citizenship • Lifelong learning as a dimension of other EU policies - Employment, social policy, information society, research & development, environment, consumer affairs …

  5. Grundtvig 2003 / 2004 • 22.5 million Euro • 42 new multiannual Grundtvig 1 projects (around 150 currently in operation) involving around 300 participating organisations (average 8 partners, average grant 99,000 EUR per project per year) • 243 Learning Partnerships (Grundtvig 2) involving around 1168 organisations (average grant 8,000 EUR per organisation per year) (40% increase in demand compared with 2002) • Several hundred mobility grants (Grundtvig 3) • 17 Networks in operation (Grundtvig 4) (average 14 partners, average grant 122,000 EUR per project per year), including 5 new networks in 2003 • Big increase in 2004 budget (+ 28%) • Increase in Grundtvig 1 demand (pre-proposals) • External evaluation launched (Ecotec)

  6. Organisations participating in Grundtvig 1 European Cooperation Projects (2000-3)

  7. The rôle of major European, nationaland regional organisations 1) Research, analysis and general project involvement • Comparative studies • ‘Action-research’ • Disseminating research results (seminars, publications…) • Database on previous projects and ongoing research • A European network to safeguard the research function of national organisations 2) Further training of adult education staff • Transnational networks to develop and offer training courses (G1) • Opening up national course provision for other Europeans (G3) • Further training for staff members and staff exchanges (G3) • Job shadowing and observation opportunities (sending, receiving) (G3)

  8. 3) Information • Information relay across the entire adult learning spectrum (especially important in the non-formal sector + special interest organisations such as trade unions, hospitals, prisons, cultural institutions, etc. where NAs are less ‘at home’) • Grundtvig Promoters 4) Dissemination of good practice (Grundtvig or other) • Seminars etc. to disseminate good practice • Publications, periodicals and multimedia products

  9. 5) Project support • Advice at pre-proposal and proposal stage • Project monitoring 6) Quality assurance • European network for quality assuring adult education providers • Helpdesk on quality issues and reviews • Development of quality indicators 7) Expertise for the Commission • Experts for selection rounds (if organisation not involved) • Ad hoc consultancy

  10. Adult education in the nextprogramme generation • Types of activity to be supported - Things to be discontinued? - New things to include? - How to involve key national and regional adult education organisations • Overall programme structure • Title and visibility

  11. New programme:Types of activity to be supported • Activities currently supported by Grundtvig • Should any current types of Grundtvig activity (projects, networks, partnerships, mobility) be discontinued? • Grundtvig 1 / Grundtvig 2 • Should we continue the current distinction ? • Should we split Grundtvig 1 into two ? • Larger, needs analysis-based innovation projects (centralised) • Smaller projects for creation / adaptation / dissemination of innovative practice (decentralised?)

  12. Types of activity to be supported • New activities to be included • What types of activity not currently supported by Grundtvig should be included in future? • Would support for mobility of adult learners be feasible? If so, what kind of mobility for what categories of adult learners? • How can the national / regional organisations for adult education be drawn more actively into the programme?

  13. Overall programme structure:some options • Status Quo: One Programme for Education, one for Vocational Training • Complete Integration: Programme for Education + Training, structured by type of activity • Life Stages: [Framework programme for education and training + ] Specific programmes spanning both education and training at each of three stages of a person’s life • Three sectors : [Framework programme for education and training + ] Specific programmes for School education, Higher Education, Vocational training (initial and continuing) plus Adult education • Four sectors : [Framework programme for education and training + ] Specific programmes for School education, Higher Education, Vocational training (initial and continuing), Adult education

  14. Programme structure options • Status Quo : Separation into two programmes • General education (Socrates) • Vocational training (Leonardo) • Complete Integration: Programme for Education + Training, structured by type of activity • Mobility • Cooperation: Projects, Networks, Learning Partnerships • Studies and other Policy-oriented activities, Accompanying Measures • Life Stages: [Framework programme for education and training + ] Specific programmes : • School + Initial Vocational Training (Comenius?) • Higher Education (including advanced level placements) (Erasmus?) • Continuing Vocational Training and General Adult Education (Leonardo?) • Three sectors : [Framework programme for education and training + ] Specific programmes : • General School Education (Comenius?) • Higher Education (Erasmus?) • Initial and ContinuingVocational Training + General Adult Education (Leonardo?) • Four sectors (« German model »): [Framework programme for education and training + ] • General School Education (Comenius?) • Higher education (Erasmus?) • Initial and Continuing Vocational Training (Leonardo?) • General Adult Education (Grundtvig?)

  15. Visibility and title • What’s in a name? • How important is it for the adult education element in the next programme generation to continue to have a « name »? • If it is important, should that name be « Grundtvig », or should some other name be chosen? If so, which?

  16. Comments?

  17. Further ideas and comments • alan.smith@cec.eu.int • http://europa.eu.int/comm/dgs/education_culture/index_en.htm

More Related