1. Barcelona – March 2014 S TEERING C OMMITTEE

2. P RESENTATION OF THE INVOLVED PARTNERS  CEC  AECA  ETCHARRY  TRINIJOVE  ESPERANCA  ORCHIS  FISSAAJ – SAS SC-Barcelona March 20142

3. V ALIDATION OF THE MINUTES OF THE KICK OFF MEETING IN B RUSSELS (9, 10, 11 O CTOBER 2013)  T HE MINUTES ARE APPROVED SC-Barcelona March 20143

4. T HE S TATE OF A RT ABOUT THE S CHOOL DROP - OUT IN THE P ARTNER C OUNTRIES B Y M ÉLANIE L ATIERS - O RCHIS SC-Barcelona March 20144

5. 5 Partners needs in response to drop- out Comparison of practices and tools Features of the groups at risk/organizations Factors and causes of dropping out Introduction

6. 6 4 contexts for Atom’s Partners needs in response to drop- out Comparison of practices and tools Features of the groups at risk/organizations Factors and causes of dropping out Introduction

7.  Any strategy to combat school drop-out must rely on a thorough analysis of specific national, regional and local context of this issue.  The compilation of accurate information about this issue allows to better target the measures to be taken, e.g. regarding training  We gathered and compared information on two dimensions. On the one hand we focus on the comparison of local contexts, specifying the causes and extent of drop-out in every region, but also the practices developed in connection with this problem. On the other hand, a focus on the needs of stakeholders in order to organize the future transfer of innovation. 7 Why is it interesting to compare?

8. The comparison focuses on the following data provided by the partners :  Identification of factors and causes of dropping out;  Identification of groups at risk and therefore social, cultural, family and economic contexts of these groups,  Identification of already existing practices and tools to fight the school drop-out,  Identification of the needs of the partner countries in terms of adequate response to drop-out 8 Which data is it necessary to compare?

9. 9 Multiple causes and factors Partners needs in response to drop- out Comparison of practices and tools Features of the groups at risk/organizations Factors and causes of dropping out Introduction

10.  The scientific literature dealing with the issue of drop-out agrees to present it as multidimensional one, with causes described as multiple and interrelated (Robertson & Collerrette, 2005)  In the analysis, we distinguish six types of factors : social, economic, political, geographical, institutional and health factors. 10 Differentiating factors and public (1)

11.  ATOM 's project gathers actors that differ in terms of target audience and type of education : -Spanish and Italian partners : young people between 12 and 18 years, compulsory education -Belgian partners : young people between 15 and 18 years, compulsory education -French partners : young people between 18 and 25 years, engaged in a training process  These differences have an impact in terms of factors and causes of drop-out, especially regarding the difference between people being trained and people at school. 11 Differentiating factors and public (2)

12.  To distinguish the factors mentioned by the different partners, we will indicate the source of each item with the first letter of the partner countries (I for Italy, B for Belgium, Spain and E )  These factors relate to the environment and family situation of young people, their behavior, but also the socio-historical context (habits, especially related to culture and local identity). 12 1. Social factors

13.  For people being trained, French partner insists on three elements : –The people being trained in Etcharry are largely women, who are often alone to raise their child(ren), usually after a long period of inactivity (unemployment, parental leave…). These mothers may then find it difficult to manage a family organization that must adapt to the required availability. –A second element is related to the difficulty of matching the wishes and competencies of people on the one hand, and the perspectives and positions offered by companies on the other. –A third element is the difficulty of reintegration into a training process. For students, this process generates pressure, and there is a risk of drop-out if the difficulties are too big to overcomed. 13 1.1. Social factors for people being trained (F)

14. For young people at school, the factors identified are quite different : The first factor concerns the influence the family context on dropout behavior, for different reasons :  various family difficulties (financial, relational, emotional, professional) (B).  cultural and educational capital of the family (status, level of education) (I) (E).  overall family dynamics, particularly regarding the issues of limits, lifestyle, values and attitudes (E) : representation of school and instruction (e.g. Rom families (E)), importance of new technologies (B); time spent by parents to monitor school career (I) (B). 14 1.2. Social factors for young people at school (1)

15. The second factor focuses on the behavior of young people. Here are pointed :  The difficulty in enduring the stresses of group life and rules in society (B).  The lack of sense given by the young people about education. They focus more on other priorities (e.g. video games) (B).  The orientation choices that are not always right (B).  The " street culture " that exists in some areas, where young people spend most of their time on the street (E). 15 1.2. Social factors for young people at school (2)

16. The third factor focuses on the impact of socio-historical context on the dropout, with several key factors :  The representations conveyed by the media, focusing on success, money, hedonism, the importance of the new technologies (I)  The crisis of the traditional family, which generates a multiple and complex of family configurations (I)  The high rate of unemployment for young people, which reduces the value of education, but also personal and family investment (I)  The organization of working time and school time that do not facilitate a dialogue between school and the family (I) 16 1.2. Social factors for young people at school (3)

17.  The increase of people at school during the year, particularly due to the arrival of children from immigrant families (I)  The education system that does not offer training programs that correspond to the expectations and needs of young people (B) A first observation of social factors shows that the results of the different partners differ. The majority of factors identified by the Spanish partner is related to the influence of the family background. Belgian partners focus more on young people's behavior, while the Italian partners rather centered on the socio- historical factors. 17 1.2. Social factors for young people at school (4)

18.  The elements included in this category relate to -The local economy, particularly in terms of employment and the main local economic sectors, -The financial situation of the actors involved in the issue of drop-out (families, institutions, schools). 18 2. Economic factors

19. The French partner focuses on one main factor :  The type of job (or internship) related to training can be a factor that influences the drop-out behaviors. Etcharry provides training in the area of Personal Services. This sector mostly offers part-time jobs and work on weekends or shift schedule. Students may therefore be in trouble, especially financially, when they have to meet the requirements of the job (e.g. when they have to travel, to take care of their children). 19 2.1. Economic factors for people being trained (F)

20.  The local economic context plays a role (E) ( I) (unemployment, sectors growing). Spanish partners evoke the context Baró de Viver, characterized by a precarious economic situation.  The financial situation of families has an influence both on the school career, choice of schools and school results (I) (E).  The perception of education as a tool providing the ability to get a job is crucial. (B) (I).  The financial situation of the school determines the magnitude of the support to young people in trouble(I). 20 2.2. Economic factors for young people at school

21.  The political choices complicate the support to young people. –On the one hand there is less financial support for drop-out situations and reintegration through a training course. –On the other hand the priorities of the accompaniment change. Supporting young people in their personal project on a global level (social, psychological, vocational and health... ) is gradually abandoned. The focus is more and more on the only professional dimension. –In addition, the lack of funding for the fight against drop-out implies less cooperation between services. Different social workers may then be in touch with the same young people without real collaborative work, or information transmission between them. 21 3.1. Political factors for people being trained (F)

22. Several specificities of national and local policies are highlighted :  In Italy, the financial resources for fight against early school leaving are insufficient. Indeed, budget constraints lead to divestment policies in the fields of education and culture. Funding devoted to the fight against school drop-out become annual, temporary, or related to EU funding, which leads to fragmentation of interventions, a lack of continuity in projects and a difficulty in anticipating new ones. 22 3.2. Political factors for young people at school (1)

23. Several specificities of national and local policies are highlighted :  In Belgium, the lack of appreciation of certain education sectors, including “education in alternation”, is considered as a factor favoring the drop-out. In addition, the lack of sanctions (financial or others) in case of drop-out is an aggravating factor.  In Spain, a 1990 law changed the limit age of compulsory school from 14 to 16 years, which had some consequences on the issue of drop-out. 23 3.2. Political factors for young people at school (2)

24. The French partner describes several factors in the local context (Basque Country) :  The internal Basque country is marked by a strong culture (including a specific language ), which can be an obstacle to the individual psychological and geographical mobility.  The geographical context, with rural valleys and mountains, leads to difficulties in terms of mobility for people being trained (logistical and financial difficulties) 24 4.1. Geographic factors for people being trained (F)

25. Geographic factors are different : - Some areas have few schools, which would be a factor favoring drop-out (I). - The isolation of some areas (from the city) is also a crucial factor, because the marginalization of the population may influence the behaviors of young people. For example, the area of Baró de Viver in Spain, separated from Barcelona by Besos river, makes it an isolated place, which is experienced as such by the inhabitants (E). 25 4.2. Geographic factors for young people at school

26. Two elements that affect young people at school are mentioned by the Italian partner:  The insufficient training of teachers in some fields that are not part of their basic competences. That causes problems to face complex situations experienced by some young people.  The prevalence of summative and not formative evaluation in the educational system prevents a personalized monitoring/support for young people. 26 5. Institutional factors, related to the education system

27.  The partners identify identical elements, even if they occur in different contexts (training or compulsory education). Risk behaviors (addictions and others) and psychological/mental problems are here mentioned as causes of school drop-out. 27 6. Health factors

28. 28 Who are they? Partners needs in response to drop- out Comparison of practices and tools Features of the groups at risk/organizations Factors and causes of dropping out Introduction

29.  What is their social, cultural, family and economic context ? 29 1. Who are the young people at risk of drop-out?

30. 30 FranceItaly Belgium (Cefa S-L) Belgium (Cefa Mons) Spain Age 12-1715-1715-1612-16 Gender Mainly MF and M F and M F and M but more M Socio economic level Low Often low but not always Medium and lowVery low Number of children Families where one child has to take care of his younger brothers and sisters Often multiple 2-3 Parent/recons tructed/adopt ive/parent families Parents with little time to devote to their children or with insufficient capacity to fulfil their parental role Variable Single- parent/reconstruct ed Mainly single- parent

31. 31 FranceItaly Belgium (Cefa S-L) Belgium (Cefa Mons) Spain Level of education of parents Foreign citizens with diplomas acquired in the country of origin and not recognized in Italy or Italian citizens with low or medium level of education Often low but not always Very low Mother language Foreign citizens Mother language of the country of origin VariableFrenchSpanish Ethnicity Romania, Morocco, Albania, Moldova, Philippines, Ukraine, Pakistan, Bangladesh, China, Tunisia Mainly young spanish people Size of the school Not relevant Little school (+/- 50 students a day) Little school in a larger structure Little school (+/- 420 students) School level High school/College Second year of high school First year of high school Educational sector Not relevant Education in « alternation »/voca tional education People that succeeded in the second year of vocational education or oriented in the third year

32.  Specificities of the organizations : –The number of employees of the organization : from 6 to 9000 –The number of employees engaged in the fight against school drop-out (and training Etcharry) : from 0 to 35 –The (public / private) sector type : 2 private, 7 public, 2 both. –The funding of the organization : mainly regional funding –The type of support (voluntary or compulsory) : mainly voluntary 32 2. Which organizations are working with the target groups?

33. 3 types of profiles emerge from the analysis of the questionnaires:  Professionals in the field of psychosocial support : social workers, educators, counselors in social and family economics, psychologists (Belgium, France and Italy).  Specialists in the field of education in general: teachers, masters in education sciences (Belgium and Spain).  Specialists in specific disciplines : university graduates in biology, chemistry, language for example (Spain). 33 3. Who are the professionals working with the target groups?

34. 34 Individual or collective ? Punctual or continuous? Partners needs in response to drop-out Comparison of practices and tools Features of the groups at risk Factors and causes of dropping out Introduction

35.  We consider as practices the actions/methodologies that are directly implemented for the target groups. We therefore chose practices that were centered on the direct intervention with these young people, and not with other stakeholders (e.g. not the training for professionals, or network initiatives outside the support of young people).  The tools are focused on the understanding and the methodological support related to the issue of school drop-out. They are resources for the support for young people, but are not directly involved in it. Examples include tools such as databases, web sites, documentation on the issue of drop-out. 35 1. Differentiating practices and tools

36. 36 2. Classifying practices : individual vs collective; punctual vs continuous  A quick interpretation of the table hereafter highlights that a majority of practices have an individual rather than a collective character, and that they are also mostly continuous ones.

37. 37 PracticesPunctualContinuous Individual - Individual interviews (F) - Integration of non-EU citizens (I) - Scholarships (I) - « Springboard » (B) - Close collaboration with employers (B) - Working with families (E) - Referee for absenteeism (E) - Referent Persionalized Pedagogical Support (F) - Referent Handicap (F) - Support for young people who have not complied with compulsory education (I) - Project focused on students aged 15 in trouble to get their undergraduate degree (I) - Personalized or small group interventions to support the motivation for school attendance (I) - Tutor IEFP (I) - Support for young people who have not complied with the school or training obligation (I) - Individual Plans PI (E) - Social Network (E) - "Being the only referent (E) - "Individual Plans" (E) Collective - « Prépositionnement SAS et rentrée » (F) - Pedagogical support for professionalization (F) - "Summer in motion" (I) - Communication on Compulsory Education (I) - Training in alternation (F) - Project « Welcome for minors arrived during the year » (I) - « Learning how to grow » (E) - « Learning by doing » (E)

38. 38 Specific needs for each context… Partners needs in response to drop-out Comparison of practices and tools Features of the groups at risk Factors and causes of dropping out Introduction

39.  In the questionnaire sent to all partners, they were asked to identify three priority themes (cf. the 6 themes related to the practices of SAS services) related to their needs in terms of practices/tools offered by SAS. In addition to these three themes, the expected learning effects related to these practices were also asked.  6 questionnaires were collected: France (Etcharry), Italy (Bologna), 2 for Belgium (Cefa Mons & Cefa Saint-Luc) and 2 for Spain (Trinijove and Esperança). Since the 2 Spanish questionnaires join on all points, we consider them as a single response. 39 The questions asked to the partners

40. THEME 1THEME 2THEME 3THEME 4THEME 5THEME 6 France13 2 Belgium (Cefa Mons) 2 1 3 Belgium (Cefa Saint- Luc) X X Italy3 1 2 Spain21 3 40 Table of the chosen themes

41. 41 www.action-formation.be

42. T RAINING M ODULE – M AY 2014 - B ELGIUM T HEME 1 T HEME 1 = Collective of youth T HEME 2 T HEME 2 = Individual project T HEME 3 T HEME 3 = Young’network T HEME 4 T HEME 4 = Specific problems T HEME 5 T HEME 5 = Philosophy wich crosses all the SAS in relation to the young = social and educational approach. T HEME 6 T HEME 6 = Others SC-Barcelona March 201442

43. T RAINING M ODULE – M AY 2014 - B ELGIUM N EEDS AND PRIORITIES OF THE PARTNER COUNTRIES : SC-Barcelona March 201443 THEME 1 THEME 1 THEME 2 THEME 3 THEME 4 THEME 5 THEME 6 F RANCE XX X B ELGIUM 2 1 3 I TALY 3 1 2 S PAIN 21 3

44. T RAINING M ODULE – M AY 2014 - B ELGIUM T RAINING MODULE THAT CAN BE OFFERED BY THE SAS TO THE PARTNERS : 5 DAYS MODULE : SC-Barcelona March 201444 Day 1 Immersion in the SAS depending on the chosen theme to be developed by partner(s). Practical presentation of the tool(s) prioritized by the partner: how practical is the chosen theme (or tool) implementing within the SAS? Possible presentation by the (young (s) from the SAS of his pathway. Day 2 Common day with all the partners :  MORNING: how the SAS cross the 6 themes?  AFTERNOON: work in subgroups based on the chosen theme

45. T RAINING M ODULE – M AY 2014 - B ELGIUM Day 3 Immersion in the SAS. Continuation of the training and concrete implementation of the tools. Day 4 Immersion in the SAS. Continuation of the training and concrete implementation of the tools. Day 5 Common day with all the partners : «Implementation logic of the tool within the home structure in connection with the means already developed by the structure»:  MORNING: work in subgroups: how to implement and adapt the tool learned in his country, in its country’s reality ?  AFTERNOON: presentation by ORCHIS of tools (e.g.: grid, indicator...) allowing to promote the implementation and organize the future tutoring of the partners by the SAS. SC-Barcelona March 201445

46. T RAINING M ODULE – M AY 2014 - B ELGIUM W HICH PARTNER FOR WHICH THEME ? SC-Barcelona March 201446COUNTRYTHEMESAS S PAIN Theme 2 - individual project. SAS rebonds + SAS Brabant Wallon F RANCE Theme 1 - ' youth Collective ' and 'institutional pedagogy '. SAS de Mons + SAS HO B ELGIUM I TALY Theme 3 - 'The young’s network' SAS Carrefour + SAS Aux Sources + SAS Emergence

47. T RAINING M ODULE – M AY 2014 - B ELGIUM H OW MUCH TRAINERS BY COUNTRY ? The number of participating trainers is defined below for the good walk of the training. The SAS don’t have the capacity to accommodate, in addition to the young people, a too great number of people.  Spain: max 6  France: max 4  Belgium: max 2  Italy: max 4 SC-Barcelona March 201447

48. T RAINING M ODULE – M AY 2014 - B ELGIUM  D ECISION ABOUT THE NUMBER OF TRAINERS BY PARTNER :  Trinijove = 2  Esperança = 2  Etcharry = 2  Cefa = 2  AECA = 10 SC-Barcelona March 201448

49. T RAINING M ODULE – M AY 2014 - B ELGIUM  D ISTRIBUTION OF E UROPEAN TRAINERS WITHIN THE SAS : proposition 1 : SC-Barcelona March 201449 SASE UROPEAN P ARTNERS N UMBER OF TRAINERS T RANSLATOR T OTAL NUMBER OF PEOPLE IN THE SAS Rebonds + BWSpain = Trinijove + Esperança 2 + 2Monique (CEC) 5 Mons + HOFrance2/2 Aux Sources OR Carrefour OR Emergence Italy + Belgium2 + 2For Italian partners, one of them has to talk French and make the translation 4 Aux Sources OR Carrefour OR Emergence Italy4Eugenia + one Italian partner who can talk in French 5 Aux Sources OR Carrefour OR Emergence Italy4Extern translator5

50. T RAINING M ODULE – M AY 2014 - B ELGIUM  D ISTRIBUTION OF E UROPEAN TRAINERS WITHIN THE SAS : proposition 2 : SC-Barcelona March 201450 SASE UROPEAN P ARTNERS N UMBER OF TRAINERS T RANSLATOR T OTAL NUMBER OF PEOPLE IN THE SAS Rebonds + BWSpain = Trinijove + Esperança 2 + 2Monique (CEC) 5 Mons + HOFrance + Italy2 + 2External translator5 Aux Sources OR Carrefour OR Emergence Italy (1 Italian partner who can speak French and make the translation) + Belgium 2 + 2/4 Aux Sources OR Carrefour OR Emergence Italy3Eugenia + 1 Italian partner who can speak French to help for the translation 4 Aux Sources OR Carrefour OR Emergence Italy3External translator4

51. T RAINING M ODULE – M AY 2014 - B ELGIUM  E ACH TRAINER WILL RECEIVE FOR THE 15 TH OF A PRIL 2014 : A LISTING WITH THE PRACTICAL INFORMATIONS FOR THE STAY WITHIN THE SAS AND THE 2 DAYS OF SHARING ; A LISTING WITH THE CONTENT OF THE TRAINING MODULE. We ask to the trainers to read the catalog of good pratices and tools of the SAS before starting the training module. SC-Barcelona March 201451

52. T RAINING M ODULE – M AY 2014 - B ELGIUM  T HE PROPOSITION 1 OR 2 HAS TO BE CHOSEN AND ACCEPTED BY THE SAS. T HOSE PROPOSITIONS WILL BE DISCUSSED WITH THE SAS ON THE 31 TH OF M ARCH. SC-Barcelona March 201452

53. W HICH INDICATORS FOR THE EVALUATION GRID IN THE FUTURE EXPERIMENTATIONS ? 1.End of the Training Module  A kind of « satisfaction grid » about the training : A satisfaction grid for the trainers; A satisfaction grid for the SAS. The French partners also propose a methodology that we can give to the SAS and the trainers, who have followed the training, to refine the needs of each other. This method is interesting because it does not necessarily require a return. SC-Barcelona March 201453

54. W HICH INDICATORS FOR THE EVALUATION GRID IN THE FUTURE EXPERIMENTATIONS ? 2. Development of a « roadmap » for the future tutoring : this document must be able to predict the future transfer of good practices and tools, learned during the training module. This point will be discussed during the last common day of the training module with the external evaluator. If you have this type of document, please can you send it to Mélanie and Maïté. SC-Barcelona March 201454

55. W HICH INDICATORS FOR THE EVALUATION GRID IN THE FUTURE EXPERIMENTATIONS ? 3. The experimentation phase : 2 grids : Trainers, teachers, stakeholders, … All the people who will work with the target group on the transfer of the practices and tools; Target group. Those grids will be based on the « perception ». It will be not a quantitative or qualitative questionnaire because it’s not possible to identify those kind of data for this type of experimentation. All results will be used to develop the recommandations. SC-Barcelona March 201455

56. W EBSITE ATOMS www.projetatoms.eu Password : smota2014 SC-Barcelona March 201456

57. A DMINISTRATIVE AND F INANCIAL Q UESTIONS SC-Barcelona March 201457 Reminder about proof of eligible expenses for the period 1 (01/10/2013 to 31/03/2014) Supporting documents should be classified by budgetary item together with their proof of payment. Copies of supporting documents and proof of payment must be signed and marked with the mention "copy of the original" with the stamp of the association.

58. A DMINISTRATIVE AND F INANCIAL Q UESTIONS S OME INDICATIONS TO COMPLETE THE LDV F ILE SC-Barcelona March 201458 S HEET A.2. ( A + B ) Encode your date in the column corresponding to your number of partner : 0 for FISSAAJ 1 for AECA 2 for AFMR ETCHARRY 3 for TRINIJOVE 4 for ESCOLA ESPERANCA 5 for CEC INCOME SOURCES 1. Grants If you receive other grants than LDV, you have to specify the amount of such income for the period in the lines 5, 6, 8 by making a distinction between national and regional support or other. 2. Other project income: to complete for the period concerned if your contribution is on own funds. IV. INDIRECT COSTS Indicate the total amount of your indirect costs for the period in question based on your statement of indirect costs.

59. A DMINISTRATIVE AND F INANCIAL Q UESTIONS S OME INDICATIONS TO COMPLETE THE LDV F ILE SC-Barcelona March 201459 S HEET A.3. – D ECLARATION OF S TAFF COSTS Fill the table using a line par person et per Work pakage based on your tables "salary slips» and do not forget to mention your partner number. The formula used to calculate the daily cost is as follows: total wage costs/number of worked day s and assimilated days (holidays, public holidays and sick days). The obtained rate should be correspond to rate specified in the approved project

60. A DMINISTRATIVE AND F INANCIAL Q UESTIONS S OME INDICATIONS TO COMPLETE THE LDV F ILE SC-Barcelona March 201460 S HEET A.4. – T RAVEL AND S UBSISTENCE COSTS Encode in this sheet the following expenses: Travel: plane tickets, train, Subsistence expenses: meals, hotel, internal travels (taxis) In the column C “Name of the person”: indicate one person per trip and per line Do not forget to mention your partner number. To complete this table you should refer to your tables "Statement of travel and subsistence costs"

61. A DMINISTRATIVE AND F INANCIAL Q UESTIONS S OME INDICATIONS TO COMPLETE THE LDV F ILE SC-Barcelona March 201461 S HEET A.6. – O THER C OSTS Encode in this table the following expenses: Host expenses for seminars (printing, office supplies, coffee - break in the seminars). The cost of translation and interpreters

62. S CHEDULE – M ODIFICATIONS SC-Barcelona March 201462 Training module – Belgium = 12 to 16 May 2014 SC – Etcharry = 22 to 23 September 2014 Seminar – Bologna = January 2015  9 February 2015 = SC – Bologna  10 February 2015 = seminar – Bologna SAS tutoring – ES/IT/BE/FR = 1 to 5 December 2014 CAR + dissemination of the first results – Each country = April to June 2015 Final seminar – Brussels = juin 2015  24 September 2015 = SC – Brussels  25 September 2015 = final seminar – Brussels End of the project = 30 September 2015 Submission of the final report = 30 November 2015

63. P ROGRAM E RASMUS + SC-Barcelona March 201463

64. Erasmus+ 2014-2020 Proposal of Budget:14,7billion €

65. Growing requirement for high skill jobs Unemployment among young people Europa 2020 targets: - Raising higher education attainment from 32% to 40% - Reduction the number of early school leavers from 14% to less than 10% Erasmus+: challenges to be addressed

66. Erasmus+ Current Programmes Grundtvig Erasmus Leonardo Comenius International higher Education programmes: Erasmus Mundus, Tempus, Alfa, Edulink, bilateral Programmes Youth in Action Erasmus + Specific Actions: Jean Monnet Sport One integrated Programme

67. 3 main types of actions Learning mobility of individuals  Staff mobility, in particular for teachers, trainers, school leaders and youth workers  Mobility for higher education student, vocational education and training students  Master degree scheme  Mobility for higher education for EU and non-EU beneficiaries  Volunteering and youth Exchanges Cooperation for innovation and best practices  Strategic partnerships between youth organisations and other relevant actors  Large-scale partnerships between education and training establishments and business  IT-Platforms incl. e_twinning  Cooperation with third countries and focus on neighbourhood countries Support for policy reform  Open method of Coordination  EU tools: valorisation and implementation  Policy dialogue with stakeholders, third countries and international Organisations Budget : 9,26 billion € Budget : 4,11 billion € Budget : 588 million €

68. 4 sectors involved in Erasmus+ 1. SCHOOL EDUCATION SECTOR 2. HIGHER EDUCATION 3. ADULT EDUCATION SECTOR 4. VOCATIONAL EDUCATION AND TRAINING SECTOR

69. 1. SCHOOL EDUCATION SECTOR Key Actions Reduction early school living Improving attainment in basic skills Reinfocing quality in early childhood education

70. General aspects on E4A contribution to SE  learning mobility for school staff  strategic partnerships for cooperation between schools, local / regional authorities and teacher training institutions  eTwinning for services to teachers, pupils and school leaders, teacher educators and student teachers

71. Key Action 1: Mobility of staff in the SE Aims: - school staff knowledge - skills and competences (languages, ICT) - professional development opportunities abroad Main activities: - participation in structured courses / training events abroad - work placements/ job shadowing in an enterprise, teaching/training institution or other organisations abroad Expected impact: 190.000 participants

72. Key action 2: Strategic partnerships (1) Aims: - schools, local/ regional authorities, teacher training institutions and departments and other types of organizations in different countries to develop, transfer and implement innovative practices Main activities: - partnerships between schools and other organizations to curriculum development, reinforcing basic skills, combating violence in schools - local consortia between local/ regional authorities and schools to improve the educational offer for young people

73. - class and individual pupil exchanges in order to reinforce linguistic skills and inter-cultural awareness - eTwinning for online workshops and professional development of teachers, student teachers, teacher educators Expected impact: - 35.000 schools participating in 9.000 partnerships - 5000 local/ regional authorities - 200.000-300.000 teachers/ staff and 1.500-2000 local/regional authorities in eTwinning Key Action 2: Strategic partnerships (2)

74. Aims: - peer learning between high level policy makers, practitioners, participating organisations, researchers and stakeholders groups - development of national policies and European dialogue Main activities: - in-service teacher training and professional development - transnational experimentation with innovative policy measures and transfer to other systems Expected impact: directly on school systems Key action 3: Policy support

75. 2. HIGHER EDUCATION

76.  Credit learning mobility of students (short cycles/Bachelor/Master/Doctorate) + HE staff Mobility NEW: Erasmus open to the whole world in both directions for studies, traineeships, staff teaching and training  ex action 2 of Erasmus Mundus  For non-EU mobility: external policy priorities will apply 1.Credit mobility: International opening of Erasmus, more mobility of students and staff between EU – non EU in both directions 2.Degree mobility: Joint Master courses of excellent quality offered by consortium of EU/non EU universities to attract the very best students worldwide 3.Student loan guarantee: to boost degree mobility within Europe KA1 Learning mobility of individuals - Higher Education-  Grants for Joint Master Courses Continuity: Erasmus Mundus Action 1  Master Student Loan Guarantee NEW – 200.000 students

77. Improving the Erasmus quality framework – One Erasmus Charter for Higher Education with new/stronger provisions – Monitoring of the implementation of the Charter (Mobility Tool) – Reinforced inter-institutional agreements (new template to be published in June/July) – Reinforced learning agreements to ensure recognition – More flexible and cost efficient support for language preparation – Reduced paper work: scanned signatures / exchanges by emails

78. KA2 Cooperation for innovation - Higher Education- 1.Erasmus Strategic Partnerships: more intense cooperation between institutions. 2.Knowlegde Alliances: structure partnerships between HEI and businesses 3. Specific support with neighbourhood countries: Capacity building through partnerships between EU and ENP universities with a mobility component. 4. Rest of the world: Capacity building between universities in the EU and Asia, Latin America & Africa.  HE Strategic Partnerships Raise HEIs capacity to modernise  Knowledge Alliances University-business cooperation for more innovation  Support to Neighbourhood countries (ENP) Partnerships between HEIs from EU and ENP Curriculum development, modernisation, modern teaching and teaching, upgrading of facilities, improve HEIs governance, stronger links with the world of work,... + INTEGRATED MOBILITY of student and staff  Cooperation with Asia, Latin America and Africa Mobility limited to HEI staff to achieve projects’ objectives

79. Strategic Partnerships  Sectoral and cross-sectoral structured cooperation (education, training and youth + other relevant stakeholders) to implement innovative practices leading to high quality teaching, training and learning and youth work, institutional modernisation and social innovation  Activities ranging from small scale projects (i.e. allowing access for newcomers) to more ambitious, larger scale projects  Fully decentralised management to enable better consideration of the national context and achieve maximum impact

80. Strategic Partnerships in Higher Education Large flexibility, as long as activities are linked to the objectives of the Action and most appropriate to reach the specific objectives of the project. Develop, test, adapt and implement innovative practices: 1. Joint study programmes & joint curricula, IPs & common modules – including e- modules 2. Project-based trans-national collaboration between enterprises & students/staff at HEIs 3. Pedagogical approaches and methodologies, including through a better exploitation of ICTs – especially aimed at delivering transversal competences, entrepreneurial mind-set and creative thinking 4. Integration of a greater variety of study modes (distance, part-time, modular learning), notably through new forms of learning and strategic use of ICT, open educational resources and virtual mobility 5. Cooperation and exchange of practice between staff responsible for support services (guidance counselling; coaching methods and tools; etc.) or those involved in student support services

81. Erasmus+ & Entrepreneurship - Traineeships for students in enterprises - Inviting staff from enterprise to teach at HEIs - Training of academic staff in enterprises Strategic partnerships - strengthen cooperation between HE and the labour market - real life projects - blended mobility - long term staff mobility Knowledge Alliances towards more innovation

82. 3. ADULT EDUCATION SECTOR General aspects on E4A contribution to AE  - learning mobility of staff  - strategic partnerships for cooperation between adult learning providers and other players like local / regional authorities and social partners  - establishing links in formal education and training with other sectors

83. Though presented under three different "key actions", the activities supported may focus on certain common priorities which are related to Europe 2020 Strategy and to Education & Training 2020 framework: - validation of non-formal / informal education - guidance systems - quality assurance

84. Aims: - To develop and broaden the knowledge, skills and competences Main activities: - participation in structured courses / training abroad - work placements/ job shadowing in an adult education or other sector relevant to the organisation abroad Expected impact: 48.000 beneficiaries Key Action 1: Mobility of staff in the AE

85. Key Action 2: Strategic partnerships (1) Aims: - To provide quality teaching and learning opportunities for adults with different needs and interests and to strengthen the learning offer of AE providers (focus on basic skills, active citizenship & key competences for employability) Main activities: - Exchanging experiences and best practices between AE organizations and other organizations - Developing, testing and validating of new curricula, teaching methods or innovative pedagogical approaches

86. Key Action 2: Strategic partnerships (2) - Developing regional strategies - Implementing the EU policy objectives in particular for acquiring basic skills (literacy, numeracy and ICT) and for providing a second chance opportunities and learning in later life Expected impact: - 3500 small scale partnerships involving 17.500 AE organizations - 560 large scale partnerships involving 3.350 AE organizations

87. Key action 3: Policy support Aims: - to organize peer learning activities between high level policy makers, practitioners, relevant organisations, researchers and stakeholders groups (to contribute to the development of national policies and European dialogue on AE systems and practices) Main activities: - support to national capability for policy reform (building national networks & coalitions of interested groups) - support to awareness campaigns promoting the benefits of learning both for individuals, the economy and society - Expected impact: directly on AE systems, policy initiatives

88. 4. VOCATIONAL EDUCATION AND TRAINING SECTOR General aspects contribution on E4A VET  - learning mobility for VET students and staff  - strategic partnerships between VET providers and other players (regional/local & enterprises) as well the new Sector Skills Alliances  - increasing the employability and the life skills of VET learners and to contributing to the competitiveness of European economic sector

89. Though presented under three different "key actions", the activities supported may focus on certain common priorities which are related to Europe 2020 Strategy and to Education & Training 2020 framework: - links between VET and the world of work - VET’s contribution to regional economic development - quality assurance !!! !

90. 1.1. Mobility for VET Students Aims: - To increase training opportunities of VET students & to provide them with skills needed for the transition from education and training to work Main activities: - Traineeships abroad in a company, other workplace (public organization, NGO, etc) or in a VET school with periods of work-based learning in a company Expected impact: 750.000 VET students in trainings Key Action 1: Mobility in the VET sector(1)

91. Key Action 1: Mobility in the VET sector (2) 1.1. Mobility for VET Staff Aims: - To update / acquire knowledge of work practices and/or refresh pedagogical skills of VET professionals (VET teachers, in-company trainers, also non-teaching staff e.g. VET institution leaders, training managers, guidance counsellors) Main activities: - Structured courses or training events abroad - Work placement in an enterprise /training /teaching institution - Teaching assignment at a partner institution - Job shadowing in a teaching/training institution Expected impact: - 125 000 VET professionals are expected to undertake training or teaching abroad

92. Key Action 2: Strategic partnerships (1) 2.1. VET strategic partnerships Aims: - To foster structured and long term cooperation among VET institutions with stakeholders (private enterprises, social partners, local/regional authorities) Main activities: - Exchanging good practices and innovation in VET provisions, guidance, counselling - Developing and delivering of new VET teaching/ training materials and methods

93. Key Action 2: Strategic partnerships (2) - Cooperation between VET providers and local/regional business communities - Cross sector cooperation to build bridges and share knowledge between different formal and informal E&T sectors Expected impact: 600-700 projects are expected to be supported each year

94. Key Action 2: Strategic partnerships (3) 2.2. Sector Skills Alliances (SSAs) Aims: - To enhance the responsiveness of VET systems to specific labour market needs by delivering updated curricula and qualifications, contributing to increased economic competitiveness of the concerned sector Main activities: - Designing and delivering curricula which respond to the needs of labour market and to the needs of the learners and of the sector

95. Key Action 2: Strategic partnerships (4) - Alliance partners must include VET providers, partners with sector-specific in knowledge such as skills bodies or sector associations and partners involved in VET decision-making Expected impact: 200 SSAs

96. Key Action 3 : Policy support in Vet sector Aims: - to support EU policy developments and to respond to several of the specific policy objectives for VET systems Main activities: - support for policy dialogue with VET stakeholders - support for networking of the national bodies and support for studies and other means of improving the quality of data available for policy making in VET at European level - Expected impact: directly to progress towards the Strategic goals in VET sector (Bruges Communique goals)

97. WHAT ARE THE FUNDING RULES ?

98. MOBILITY ACTIVITIES

100. The amounts depend on the country where the activity takes place. Each National Agency will define -on the basis of objective and transparent criteria -the amounts applicable to projects submitted in their country. These amounts will be set within the minimum and maximum ranges provided in the table below. The exact amounts will be published on the website of each National Agency.

101. STRATEGIC PARTNERSHIPS

103. AMOUNTS IN EURO PER DAY This funding can only be used for staff costs of organisations participating in the project for the production of Intellectual outputs. The amounts depend on: a) profile of staff involved in the project and b) the country of the participating organisation whose staff is involved.

104. SECTOR SKILLS ALLIANCE

105. AMOUNTS IN EURO PER DAY The amounts depend on: a) profile of staff involved in the project and b) the country of the participating organisation whose staff is involved.

106. Thank you for your attention. Eric DEGIMBE Comité Européen de Coordination Chée de Boondael, 6 bte 14 1050 Ixelles Tel : +32/2.649.14.13 Email : cecedbe@gmail.comcecedbe@gmail.com Site internet : www.cecasbl.be