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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 grants to enable organisations to participate in Grundtvig Learning Partnerships  Nearly 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

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 Erasmus≥ 40% Leonardo de Vinci≥ 25% Comenius≥ 13% Grundtvig≥ 4%

6 6 Learning Partnerships

7 7 Mobility in Learning Partnerships under the LLP

8 8 Grundtvig staff mobility

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 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 and still active…  Public consultation until 30 November 2010 –http://ec.europa.eu/dgs/education_culture/consult/index_en.htmlhttp://ec.europa.eu/dgs/education_culture/consult/index_en.html 


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