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Alan Smith Grundtvig Coordinator & Deputy Head of Unit EAC.B3 – Adult Education; Grundtvig European Commission Grundtvig Tenth Anniversary Conference,

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Presentation on theme: "Alan Smith Grundtvig Coordinator & Deputy Head of Unit EAC.B3 – Adult Education; Grundtvig European Commission Grundtvig Tenth Anniversary Conference,"— Presentation transcript:

1 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 and adult learning – Reflections on the first decade from the perspective of the European Commission

2 2 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

3 3 Grundtvig budget 2000-2010

4 4 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%)

5 5 «Small is not beautiful» – Adult learning in the LLP 2007-2013 Erasmus≥ 40% Leonardo de Vinci≥ 25% Comenius≥ 13% Grundtvig≥ 4%

6 6 Learning Partnerships 2001-10

7 7 Mobility in Learning Partnerships under the LLP

8 8 Grundtvig staff mobility 2001-2010

9 9 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

10 10 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

11 11 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

12 12 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

13 13 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

14 14 The need to increase participation in LLL Adult education and training Percentage of population aged 25-64 participating in education and training

15 15 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

16 16 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?

17 17  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 Adult learning and Grundtvig in the future LLP

18 18  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.) Strengthening Adult learning in the overall programme framework

19 19  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 Prioritisation and clearer definition of objectives

20 20  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)? Simplifying the programme structure

21 21  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 Strengthening Grundtvig Contribution to adult learning policy

22 22  Grundtvig promoters / ambassadors  Bilateral LPs to make it easier for newcomers?  Community-building support structure (example: e- Twinning):  at European level  at national level Better information, communication and project support

23 23 227 and still active…  Public consultation until 30 November 2010 – – 

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