1. 8 December 2011 Roxana Brandt DG Education and Culture, Unit B.3, European Commission Grundtvig In-Service Training (IST): Professional Development of Adult Education Staff

2. 2 Overview  Policy developments  In-Service Training (IST) –Impact of IST courses –Beneficiaries‘ level of satisfaction with IST courses –WoSCoP & ALPINE Studies –Challenges for the future  Grundtvig Staff Mobility Actions: Visits & Exchanges and Assistantships  Erasmus for All (2014-2020)

3. 3 Policy Developments  2006 Commission Communication on Adult Learning: It is never too late to learn  2007 Action Plan on Adult Learning – need to improve the quality of provision in the adult learning sector  2009 Strategic framework for European cooperation in education and training (ET 2020)

4. 4 Grundtvig Staff Mobility Actions  Formal, non-formal and informal learning  Short duration and long duration staff mobility actions In-Service Training (IST) Visits & Exchanges (VIS) Assistantships (ASS)

5. 5 In-Service Training  Target group: teachers and other staff working in adult education  Duration: 5 working days – 6 weeks  Form: in-service training courses in other country than that in which participants normally live or work  Aim: improving practical teaching/coaching/counselling/ management skills & gaining a broader understanding of adult learning in Europe

6. 6 Submission of In-Service Training applications (2008-2010)

7. 7 Selection of In-Service Training applications (2008-2010)

8. 8 Impact of IST courses on participants National Agencies’ assessment  facilitating professional development and adaptability  improving knowledge, skills and competences  increasing the degree of motivation to apply new methods and tools  improving foreign language skills and confidence through contact with peers from European countries

9. 9 IST participants’ level of satisfaction National Agencies’ assessment  High level of satisfaction with: −the quality of the training activities undertaken, methods used, the course content and the intercultural environment  Low level of satisfaction due to: ─poor time management of course organisers ─insufficient information received before the course ─low course level below participants’ expectations

10. 10 IST participants’ level of satisfaction Challenges to increase the level of satisfaction:  Forum of discussion on the quality of the IST courses  IST ranking list to assess the courses introduced in the Comenius- Grundtvig database: http://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/

11. 11 IST participants’ level of satisfaction 2011 Grundtvig Study: In-Service Training, WoSCoP (West of Scotland Colleges Partnership)  Higher degree of satisfaction with formal learning activities (IST: 94%) than with non-formal learning activities (job-shadowing, ASS: 86%)  Dissatisfaction with certificates that do not state the amount of work and lack a credit-rated approach

12. 12 Role of In-Service Training (IST) 2008 ALPINE Study (Adult Learning Professions in Europe) financed by the European Commission - Research voor Beleid & PLATO, University of Leiden  Focus on IST  IST: the highest priority in terms of investment  IST activities should be recognised and validated within the national qualification frameworks

13. 13 Visits and Exchanges  Target group: present or future teachers and other staff working in adult education  Duration: 1 full working day – 90 days  Form: conference or seminar, job-shadowing, teaching assignments, studying aspects of adult education  Aim: improving practical teaching/coaching/counselling/ management skills and gaining a broader understanding of adult learning in Europe

14. 14 Assistantships  Target group: present or future teachers and other staff working in adult education  Duration: 13 – 45 weeks  Form: assistantship in other country than that in which participants normally live or work  Aim: improving practical teaching/coaching/counselling/ management skills & gaining a broader understanding of adult learning in Europe

15. 15 Future activities on Professional Development of Adult Education Staff European Commision, the Grundtvig Unit 2012 Study on Assistantships and Visits & Exchanges  Contribution of the two new actions to the professional development of adult education staff  European added value of activities  Recognition of the activities carried out in the home/ host country/institution

16. 16 Future activities on Professional Development of Adult Education Staff  Grundtvig Unit, European Commision  4th Grundtvig Conference on Professional Development and Mobility of Adult Education Staff, Florence, 6-9 June 2012 Profile and Competences of Adult Educators Role of Course Providers Continuing Professional Development for Adult Education Staff Recognition and Validation of Competences Employment Situation of Adult Education Staff Lifelong learning instruments for the development of AE Staff

17. 17 Erasmus for All (2014-2020)  Erasmus Higher Education  Erasmus Training  Erasmus Schools  Erasmus Youth Participation  Key Action 1 – Learning Mobility  Key Action 2 – Cooperation  Key Action 3 – Policy Reform

18. 18 Erasmus for All (2014-2020)  Key Action 1 – Learning Mobility –Staff Mobility –Student Mobility –Master Degree mobility (Erasmus Master) –Youth Mobility  Erasmus Training –increase coherence and strengthen the lifelong learning approach –link the support to formal and non-formal learning –learning mobility for individuals

19. 19 Erasmus for All – Next steps  Negotiations in Council and European Parliament  Detailed work on designing implementation  Adoption by mid-2013 at latest  Launch with call for proposals for 2014

20. 20 Thank you for your attention!