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The Integrated Lifelong Learning Programme: 2007-2013 Building the institutional capacity for managing the Program in participating countries ERISEE International.

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Presentation on theme: "The Integrated Lifelong Learning Programme: 2007-2013 Building the institutional capacity for managing the Program in participating countries ERISEE International."— Presentation transcript:

1 The Integrated Lifelong Learning Programme: 2007-2013 Building the institutional capacity for managing the Program in participating countries ERISEE International Workshop Bucharest, 6-7 May 2005 Presentation prepared by Monica Calota, Director of the Romanian National Agency for Community Programs in the Field of Education and Vocational Training (NACPFEVT)

2 The Experience (1) Program Evaluations Interim evaluations of Socrates and LdV: Coverage and focus valuable and appropriate Administrative and financial procedures still horrible for final beneficiaries! Need more synergy and coherence between actions and programs Good results not well disseminated

3 The Experience (2) Program Evaluations Interim evaluations of Socrates and LdV: Stronger links needed between programs and policy Excessive detail in legislation

4 The Experience (3) Public consultation Great enthusiasm for programs… … but much too bureaucratic, inflexible and over- complicated Programs should develop European citizenship, language learning, and regional aspect Decentralised procedures simpler and more user friendly

5 The Conclusions Continuity Integrated Program for lifelong learning More substantial Simplify and make more flexible Concrete document: proposal for a Decision of the European Parliament and of the Council ( proposal adopted by the EC in July 2004)

6 Headline Issues of the Decision An integrated program LLL approach Quantified targets: 1/20 school pupils in Comenius 2007/13 3,000,000 Erasmus students by 2011 150,000 Leonardo placements per year by 2013 25,000 Grundtvig mobilities by 2013

7 Primary objective (Art. 1.2) To contribute through lifelong learning to the development of the Community as an advanced knowledge society, with sustainable economic development, more and better jobs and greater social cohesion …

8 Secondary objective (Art. 1.2) Personal goals - fulfilment, creativity Economic goals - Employability and entrepreneurship Societal goals – cohesion, participation, European citizenship, tolerance and respect Linguistic knowledge and diversity Quality improvement, mutual learning

9 Structure of the Program (Art 2) Integrated Programme Comenius School education Erasmus Higher education & advanced training Leonardo da Vinci Initial and continuing VET Grundtvig Adult education Transversal programme 4 key activities – Policy development; Language learning; ICT; Dissemination Jean Monnet programme 3 key activities – Jean Monnet Action; European Institutions; European Associations

10 The Sectoral Programs Each has its own: Definition of access Objective Actions Budget Implementing measures

11 Community Actions (Art 5) Must cover everything we could want to do: Mobility Bi-or multilateral partnerships Multilateral projects to improve systems Networks Observation and analysis of policies and systems Operating grants Accompanying measures

12 Participation of Third Countries (Art 7) Candidates countries EFTA/EEA Western Balkans Switzerland

13 Tasks of Member States (Art 6) Tasks of Member States (Art 6) (1) Establish or designate and monitor an appropriate structure for the coordinated management… - (NAs) Not a Ministry Adequate resources and background No conflicts of interest Adequate financial guarantees

14 Implementing the programme (Art 9-11) Committee Structure: Formally one Committee only Meets in different formats (one for each specific programme) Always has full powers

15 Implementing the program (Art 9-11) Management Committee procedures for Annual work plan Annual budget, including distribution of funds Internal consistency as between programmes Monitoring and evaluation Social partners party to discussions on VET issues

16 Funding (Art 15, Annex B.8.) Overall budget: 13.620 billion Comenius not less than 10% Erasmus 40% Leonardo 25% Grundtvig 3%

17 Sectoral programs: COMENIUS (1) Addresses the teaching and learning needs of all those in pre- school and school education up to the level of the end of upper secondary and the institutions providing such education education Aims to develop understanding among young people and educational staff of the diversity of European cultures and its value Aims to help young people acquire the basic life-skills and competences necessary for their personal development, for future employment and active European citizenship

18 Sectoral programs: COMENIUS (2) Who can participate? -Pupils in pre-school and school education -Schools, as declared eligible by Member States -Teaching, support and administrative staff within schools -Associations and representatives of those involved in school education -Public and private organisations responsible for the organisation and delivery of education at local regional and national level -Research centres and bodies concerned with lifelong learning issues -Higher education institutions

19 Sectoral programs: COMENIUS (3) Types of activities to be funded: - Mobility of pupils and staff (exchanges, placements, participation at training courses,study and preparatory visits, assistantships) - School partnerships - Multilateral cooperation projects - Networks

20 Sectoral programs: ERASMUS (1) Addresses the teaching and learning needs of all those in formal higher education and vocational education and training at tertiary level, whatever the length of their course and qualification may be and including doctoral studies and the institutions providing or facilitating such education and training Aims to support the achieving of a European Higher Education Area Aims to reinforce the contribution of higher education and advanced vocational education to the process of innovation

21 Sectoral programs: ERASMUS (2) Who can participate? -Students and trainees learning in all forms of higher education and advanced vocational education and training (ISCED levels 5 and 6) -Higher education institutions, as declared eligible by member States -Teaching and administrative staff within those institutions -Associations and representatives of those involved in higher education, including relevant student, university,teacher and trainers associations -Enterprises, social partners and other representatives of working life - Public and private organisations responsible for the organisation and delivery of education at local regional and national level -Research centres and bodies concerned with lifelong learning issues

22 Sectoral programs: ERASMUS (3) Types of activities to be funded - Mobility of students and teachers/trainers (studies, teaching/training activities, placements) - Joint projects - Networks

23 Sectoral programs: LEONARDO DA VINCI (1) Addresses the teaching and learning needs of those involved in vocational education and training including initial and continuing training, other than advanced vocational education and training at tertiary level, as well as the institutions providing and facilitating such education and training Aims to facilitate adaptation to labour market changes and to the evaluation of skills needs

24 Sectoral programs: LEONARDO DA VINCI (2) Who can participate? - Young people learning in all forms of vocational education and training up to the end of upper secondary education (up to ISCED level 3) - Learners in continuing vocational education and training ( ISCED level 4) - People in labour market - Learning providers in the field covered by LdV program - Teaching and administrative staff within those institutions - Associations and representatives of those involved in vocational education and training, including trainees`, parents`, teachers` associations - Enterprises, social partners and other representatives of working life, including chambers of commerce and trade organisations

25 Sectoral programs: LEONARDO DA VINCI (3) Who can participate? - Bodies providing guidance, counselling and information services relating to any aspect of lifelong learning - Persons and bodies responsible for systems and policies concerning any aspect of lifelong learning at local regional and national level - Research centres and bodies concerned with lifelong learning issues - Non profit making organisations, voluntary bodies, NGOs

26 Sectoral programs: LEONARDO DA VINCI (4) Types of activities to be funded - Mobility of individuals (placements, exchanges) -Partnerships -Multilateral projects -Thematic networks

27 Sectoral programs: GRUNDTVIG (1) - Addresses the teaching and learning needs of those in all forms of adult education, as well as the institutions and organisations providing and facilitating such education - Aims to respond to the educational challenge of an ageing population in Europe - Aims to help provide adults with alternative pathways to improve their knowledge and competences

28 Sectoral programs: GRUNDTVIG (2) Who can participate? - Learners in adult education -Learning providers in adult education -Teaching and administrative staff within those learning providers and other organisations involved in adult education -Establishments involved in the initial or further training of adult education staff - Associations and representatives of those involved in adult education including learners` and teachers` associations

29 Sectoral programs: GRUNDTVIG (3) Who can participate? -Bodies providing guidance, counselling and information services relating to any aspect of adult education - Persons and bodies responsible for systems and policies concerning any aspect of adult education at local regional and national level - Research centres and bodies concerned with adult education issues - Non profit making organisations, voluntary bodies, NGOs - Enterprises - Higher education institutions

30 Sectoral programs: GRUNDTVIG (4) Types of activities to be funded -Mobilities of individuals (adult learners and trainers/teachers) such as visits, placements, assistantships, exchanges -Partnerships -Multilateral projects -Thematic networks

31 KA1 – Policy cooperation (1) 1. Mobility: ARION &CEDEFOP study visits 2. Multilateral projects: small scale to test policy proposals and larger projects for development of innovative tools, methods… 3. Networks: Thematic + standing conferences 4. Observation & analysis: Reference material, indicators and stat surveys, Eurydice

32 KA1 – Policy cooperation(2) 5. Support for transparency and recognition of qualifications and competences: includes support for NARICs, Euroguidance, Ploteus, Europass 6. Accompanying measures: conferences, studies…

33 KA2 – Language learning 1. Multilateral projects: a) development of new language learning materials and b) development of tools and courses for language teachers 2. Networks: European networks of key actors + multilingual web portal for language teachers 3. Other: Awareness-raising, conferences, European Label

34 KA3 – Development of ICT-based content, services, pedagogies and practice for LLL 1. Multilateral projects: Quality, pedagogical impact, interoperability, strategic issues (digital literacy, accreditation 2. Networks: Good practice + European stakeholders+ international networks and communities 3. Other: Monitoring & benchmarking, portal

35 KA4 – Dissemination and exploitation of results 1. National projects: completely de- centralised, procedure similar to Mobility 2. Multilateral projects: Thematic projects, seminar, conferences + European conferences, Networks for transfer and exploitation of results 3. Studies: Evaluation studies + Identification and analysis of innovative results in relation to existing and future needs

36 Institutional arrangements: legal basis for participation Basis for the participation of third countries: art. 7-1- c of the Decision mentions : The Integrated Program shall be open to the participation of the countries of the Western Balkans, in accordance with the provisions to be determined with these countries following the establishment of framework agreements concerning their participation in Community programs ; more than that, third countries participating in the ILLLP shall be subject to all obligations and will fulfill all the tasks set out in this Decision in relation with Member States

37 Institutional arrangements: further steps (1) Envisaged timetable for the adoption of the Decision: July 2006 Pending of the adoption on time: launching events foreseen for November-December 2006 Preparation of the new documents to be used (application forms, financial and administrative handbooks, etc): all over the year 2006 Preparation of the National Agencies: 2-nd half of 2006

38 Institutional arrangements: further steps (2) For third countries: after the adoption of the Decision, specific bilateral documents are to be prepared and signed: Decision of the EU-X Association Council adopting the terms and conditions for the participation of X in the ILLLP Community program After signing the Association Decision, the respective Government shall designate the National Coordinating Authority, i.e a relevant ministry or equivalent body, as responsible for the coordination of the program at national level, with respect of the provisions of the Decision concerning the responsibilities of the Member State (art. 6-2)

39 Institutional arrangements: further steps (3) National coordinating Authority shall establish an appropriate structure –National Agency- with the role of managing the implementation of the ILLLP at national level (including budgetary management) Minimum requirements for the NA (see art. 6-2 of the Decision): shall have legal personality (attention: a ministry or department within ministry cannot be designated as NA!!) shall have adequate number of staff, with professional and linguistic capacities appropriate for work in an environment of international cooperation in the field of education and training Shall have appropriate infrastructure, especially as regards ICT

40 Institutional arrangements: further steps (4) shall operate in an administrative context which enables them to carry out their tasks satisfactorily and to avoid conflict of interests Must be in the position to apply the financial management rules and contractual conditions laid down at Community level, acting as financial intermediaries of the EC Must offer adequate financial guarantees, issued by the National coordinating Authority Their management capacity must be appropriate to the level of the Community funds to be managed

41 Main responsibilities of the National Authority before the NA starts work, provide the EC with the assurance as to the existence, relevance and proper operation within it, according to the rules of sound financial management, of the procedures applied, the control systems, the accounting systems and procurement and grant award procedures provide the EC with a declaration of assurance each year as to the reliability of the financial systems and procedures of the NA and the probity of the accounts in case of irregularity, negligence or fraud imputable to to the NA, which gives rise to prejudice of the EC budget, the National Authority is responsible for covering the funds not recovered to designate upon request from the EC the eligible institutions for various Actions

42 Institutional building: Romanian experience (1) 1996-1997: I-st phase of Socrates and LdV programs: following the Association Decision, the Ministry of Education has been designated as National Authority; for the beginning, two separated departments have been established within the Ministry, for preparing and starting the implementation of the programs in Romania 1998- National Socrates Agency and National Centre LdV have been established through Governmental decisions, as implementing institutions with legal personality, with their own budgets and subordinated to the Ministry of Education; then, the Ministry of Education designated two coordination bodies, the National Councils, for Socrates, respective LdV program; the role of each Council has been set by delegation of tasks by the Ministry: mainly to establish the national priorities within the annual Call for proposal and to take the final decisions concerning the selection round each year (which projects are to be funded, on the reserve list or rejected)

43 Institutional building: Romanian experience (2) 1998-2000-the two NA -s employed around 20 people each, implemented a budget of 3 000 000 Euro-Socrates and 2 000 000 LdV and managed an average of 200 (Socrates) and 80 (LdV) contracts with beneficiaries –institutions or individuals 2000-Romania signed the Association Decision with the EU for the participation in the 2-nd phase of Socrates and Leonardo da Vinci programs (2000-2006); the two NA s have been reconfirmed as implementing agencies through new Governmental Decisions 2002: the Socrates agency applied to the EC for obtaining additional PHARE funds in order to complement the students mobility grants; starting by 2002, the agency acted as implementing agency also for Phare end user support program 2004: the two agencies employed around 28 people each, implemented a budget of 9 000 000 Euro-Socrates+Phare and 4 000 000 Euro LdV and managed an average of 1200 (Socrates) and 150 (LdV) contracts with beneficiaries

44 Institutional building: Romanian experience (3) 4-th quarter of 2004: following the proposal of the EC regarding the ILLLP, the Ministry of Education and the two agencies have started the preparation of the merger ; Socrates agency has obtained the certification ISO-9001-2000 for implementing a quality management system February 2005: a new institution has been established through Governmental Decision, by merging the two previous agencies, to the purpose to ensure more effectiveness, transparency and synergy in the management of Socrates and LdV Accordingly, the Ministry designated a new coordination body, more flexible, a single National Council with the same role as the previous ones In the present, the NA employs 58 people, is structured following the structure of the ILLLP and the requirements of the Quality Management System

45 Diagram of the NA

46 Institutional building: Romanian experience (4) What is needed in order to be certified by the EC as complying to the minimum requirements set out in the Decision: 1. To have an internal control environment, properly documented, concentrated on: Procedures manual, segregation of tasks and existence of the internal audit 2. To have evaluation and selection procedures of the applications, documented in detail, based on the following principles; competition, formalization and documentation, no conflict of interests 3. To have a documented system of monitoring, control and audit of the projects 4. To use an accounting and reporting system (software) which avoids as much as possible manual inputs and allows a proper audit trail and the irreversibility of the transactions 5. To be put in place by the National Authority an adequate system of monitoring, control and audit of the NA

47 Institutional building: Romanian experience (5) Present situation of the NA in terms of resources managed: -Financial resources: 11 000 000 Euro/year for the projects under Socrates and LdV (financed through the annual entry ticket paid 50% from the national budget and 50% from Phare funds) - 4 000 000 Euro/year for Phare end user support projects - 1 100 000 euro/year for the functioning of the NA (50% national budget, 50% EC funds) -Infrastructure: 15 offices and a conference room covering an entire floor in a central located building; 55 PC-s connected in internal network, with high speed internet connexion allowing rapid and good quality communication with the EC, the network of all the NAs and beneficiaries; appropriate equipment for printing, copying, etc.

48 Institutional building: Romanian experience (6) -Human resources: the large majority of the staff (92%) graduated university studies in various fields: sociology, languages, philosophy, mathematics, educational sciences, economic, engineering;72% of them have graduated or are enrolled in master courses, mainly in project management or public policies fields; 10% of them have finished or are enrolled in doctoral programs; all of them speak fluency at least English or French; most of them speak and/or understand both ! The policy of the NA has been to encourage professional development, including by using the operational budget for training purposes: language courses, one week study visits to NA of the Member States, training seminars on different topics organized using professional trainers (from our own staff or external expertise);

49 Institutional building: Romanian experience (7) WHATs NEXT? The NA established as the main objective in the short future to obtain the ISO certification 9001 – 2000 for the newly merged institution until October 2005 Promotion of the new Integrated Program all over the year 2006


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