Transcript Folie 1
Grundtvig and adult learning – Reflections on the first decade from the perspective of the European Commission
Alan Smith Grundtvig Coordinator & Deputy Head of Unit EAC.B3 – Adult Education; Grundtvig European Commission
Grundtvig Tenth Anniversary Conference, Helsinki, 4-5 November 2010
Grundtvig – a truly European Programme
Over 700 Grundtvig Cooperation projects and networks with over 4000 organisations Almost 14 000 grants to enable organisations to participate in Grundtvig Learning Partnerships Nearly 15 000 Mobility grants for adult education staff Strong participation of over 30 European countries
Foundations for a European community of adult learning
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Grundtvig budget 2000-2010
GRUNDTVIG BUDGET 2000 - 2010 (in € Mio)
70 60 50 40 30 20 10 0 9,2 15,76 18,2 19,2 29,48 33,49 30,3 2000 2001 2002 2003 2004 2005 2006 Amount 44,41 45,66 60,75 62,04 2007 2008 2009 2010 3
Grundtvig 2010 – Budget
TOTAL: € 62 million (2000: 9 Mio)
Decentralised actions via NA: € 45 Mio (72%) Centralised actions via EACEA: € 16 Mio (26%) Policy activities (Action Plan) : € 1 Mio (2%)
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«Small is not beautiful» – Adult learning in the LLP 2007-2013
Erasmus
≥ 40%
Leonardo de Vinci Comenius
Grundtvig
≥ 25% ≥ 13%
≥ 4%
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Learning Partnerships 2001-10
GRUNDTVIG LEARNING PARTNERSHIPS 2001-2010
4000 3500 3000 2500 2000 1500 1000 500 0 775 478 1363 970 1282 1318 3199 1892 2197 1747 20 01 20 02 20 03 20 04 20 05 20 06 3841 1980 3589 1444 3289 1239 3552 20 07 20 08 20 09 20 10 3824 1456 1550 Approved applications Submitted applications 6
Mobility in Learning Partnerships under the LLP
25.000
20.000
15.000
10.000
5.000
0
MOBILITY IN LEARNING PARTNERSHIPS 2007-2009
19.576
13.167
14.260
2007 2008 2009 7
Grundtvig staff mobility 2001-2010
GRUNDTVIG INDIVIDUAL STAFF MOBILITY 2001-2009
6000 5000 4000 3000 2000 1000 0 661 688 991 1224 1236 1555 2001 2002 2003 2004 2005 2006 3170 1298 3709 1765 2007 2008 2009 5394 2483 Approved applications Submitted applications 8
Ten years on – Has Grundtvig made a difference?
Innovation in adult education practice:
– Changes in adult education organisations – Staff development through European in-service training – European networks of adult education professionals
Stimulation of policy initiatives:
– –
EU level: « No Bologna without Erasmus, no Action Plan for adult learning without Grundtvig » (also direct support through financing of policy-related activities) National level : impact in some countries
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Specific impacts of Grundtvig on adult learning (1)
Helping to raise the status and visibility of adult learning Creation of a culture of European cooperation in ‘fragile’ sector with little previous tradition in this regard Confirmation of the importance of adult learning with the overall lifelong learning spectrum Financing (370 millions injected into adult learning) Relevant design, responding to the sector’s needs, in line with national policy statements for general adult learning Closer and sustained cooperation between organisations
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Specific impacts of Grundtvig on adult learning (2)
More European outlook of adult education staff and organisations Expansion of adult learning to new types of providers Improving teaching practices, curriculum quality, management approaches, intercultural competence Developing sustainable networks of professionals for exchanging experience and improving practice Strong impact in improving learning opportunities for disadvantaged groups Confirmation of the importance of mobility
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Indirect contribution to other policy areas
Social policy Employment policy (competence development) Health, Family and Consumer policy Environment policy Cultural policy and heritage The Citizens’ Europe: Active European citizenship
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Why must adult learning remain a policy and programme priority?
On the surface, a vibrant EU, with:
– Rapid acceleration of skills redundancy – More jobs requiring high skills levels
Beneath the surface:
– 80 million low-skilled workers – High percentage with low literacy skills – Nearly 7 million early school-leavers – Demography – ageing population, migration – Poverty and social exclusion 13
The need to increase participation in LLL
Adult education and training Percentage of population aged 25-64 participating in education and training
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Priorities for the future – messages from the policy debates
General strengthening of adult learning within overall LLL Proactive stimulation of participation and improved access Flexible learning, supported by the new technologies Recognition and validation of non-formal learning Information, Guidance and counselling Innovative pedagogy and support for adult education staff Special emphasis on:
– – –
Lowest qualified, basic skills, literacy & numeracy (« 2 nd chance / 1 step up ») Demography: ageing population and migration (also as potential, opportunity) Active engagement with society Better data, analysis, research, quality assurance (but don’t overdo it…) Better financial support as an investment in the future
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Adult learning and Grundtvig – Key questions for the future
Why is adult learning so important in terms of facing Europe’s social and economic challenges in Europe?
What are the main challenges and obstacles which adult learning itself has to face and overcome in order to be able to play this role in society and the economy?
How can the EU programme for cooperation and mobility in adult learning help to achieve these aims?
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Adult learning and Grundtvig in the future LLP
Strengthening adult learning (AL) in overall programme Prioritisation and clearer definition of objectives Simplifying the programme’s structure Strengthening the Grundtvig contribution to AL policy Better information, communication and project support
Strengthening Adult learning in the overall programme framework
Increased share for general adult learning (Grundtvig) and continuing vocational training in the overall programme (in line with EU policy on lifelong learning) How does adult learning relate to Youth on the Move …?
3 structural options for adult learning:
Status quo (Grundtvig = general AL, LdV = further training) Grundtvig integrated into new LdV programme for VET and AL Grundtvig expands to become prog. for all AL (gen. & vocat.)
Prioritisation and clearer definition of objectives
Need to prioritise and clarify the field addressed by Grundtvig?
What should the main focus be?
2nd chance learning (literacy, numeracy, basic skills) for social inclusion (“1 step up”) Active ageing and intergenerational solidarity Migration and intercultural learning Active citizenship
Simplifying the programme structure
Staff mobility:
Amalgamation of the 3 actions (IST, WS, ASST) into 1?
“Pool mobility” approach?
Workshop model instead of individual applications to NA?
Lump sums
Learning Partnerships (LP):
To cover all learner mobility, incl.Workshops und Senior Volunteering Projects?
Also bilateral LPs?
Simplify selection and contractualisation (host country only)?
Strengthening Grundtvig Contribution to adult learning policy
System-related large-scale innovation projects?
Multilateral cooperation projects:
Development of innovation projects (centralised) and transfer of innovation projects (decentralised): have both types in Grundtvig also?
Or only centralised as at present?
Or only decentralised in future?
New approach to Networks (tender instead of call for proposals)?
Better dissemination and exploitation of results
Better information, communication and project support
Grundtvig promoters / ambassadors Bilateral LPs to make it easier for newcomers?
Community-building support structure (example: e Twinning):
at European level at national level
227 and still active…
Public consultation until 30 November 2010
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http://ec.europa.eu/dgs/education_culture/consult/index_en.html
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