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VET, Schools and Adult Education

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Presentation on theme: "VET, Schools and Adult Education"— Presentation transcript:

1 VET, Schools and Adult Education
Erasmus + VET, Schools and Adult Education

2 Content Agency role Sector Skills Alliance (E+ KA2)
National Authorities for Apprenticeship (E+ KA3) EPALE platform(E+ KA2) National Coordinators for Adult Learning Agenda (E+ KA3)

3 Programme implementation
15/04/2017 Policy Programme implementation Directorates B & C Policy and Programmes European Commission Political and budgetary priority-setting; annual work programmes Programme evaluation and information Impact analysis Management of certain programme strands Management of decentralised actions via National Agencies Drawing up guidelines for funding opportunities Evaluating applications, selecting projects and signing grant agreements Financial management Contacts with beneficiaries Monitoring projects and on-site visits Clustering & dissemination Centre for programme management ~400 staff Based in Brussels Managed by EC officials

4 Erasmus+ Creative Europe EU Aid Volunteers
EACEA mandate Erasmus+ Creative Europe Europe for Citizens EU Aid Volunteers

5 Key Actions within Erasmus+
Learning Mobility Staff High education students Vocational and education training students Master students Youth mobility Co-operation for innovation and good practices Knowledge Alliances Sector Skill Alliances Strategic Partnerships IT support platforms E-twinning Capacity building in third countries Support for policy reform Open Method of Coordination EU transparency tools Policy dialogue Key Actions within Erasmus+

6 Unit EACEA – A5 responsibilities in VET and Adult Education
Sector Skills Alliances Comprehensive policy frameworks for CVET National Authorities for Apprenticeships Adult Education EPALE platform National Coordinators Adult Learning Agenda

7 Sector Skills Alliance
Big international cooperation project Sector based Tackling skills gaps Enhancing the responsiveness of VET systems to sector-specific labour market needs with regard to one or more occupational profiles Significant impact

8 Expected Outcomes Evidence on sector skills needs/ competence standards Joint curriculum design Joint curriculum delivery/ Recognition Dissemination/ professional orientation

9 Call 2015 Deadline for submission: 26 February 2015
Available budget: ~ € 7 moi Duration: 2 or 3 years/ Grants: € or up to € Grant for implementation support based on staff unit costs (covering all project expenditure) Eligible sectors: Manufacturing & Engineering Commerce Information and communication technology Environmental technologies (Eco-innovation) Cultural and creative sectors Health care Tourism

10 National Authorities for Apprenticeships
Development of high-quality apprenticeship-type training and excellence in work-based learning in VET through partnerships between National Authorities and relevant stakeholders Partnerships with experts from other MS: In-depth partnerships for policy reform Feasibility studies Strategies for joint training centres for SMEs National policy dialogue Attractiveness campaigns National business forums Testing pilot apprenticeship schemes Evaluating previous pilot apprenticeship schemes with a view to up-scaling Integration of (non-formal) apprenticeships in formal VET Engaging in in-depth partnerships to review proposed new legislation from an expert point of view, identify solutions to specific policy challenges related to a planned or ongoing reform (such as, for example, reviewing design, governance and monitoring of apprenticeship systems, reviewing apprenticeship curricula, improving quality assurance of apprenticeships systems, improving status of apprentices, improving cross-border mobility, expanding to new economic sectors etc); Preparing a feasibility study for extension or set up of a new apprenticeship system by identifying main steps for introducing a new mainstream VET pathway, pre-requisites for a regulatory framework, pros and cons of different institutional scenarios, cost-benefit analysis, securing a first pool of companies to host the first generation of apprentices as well as first pool of in-company trainers; Developing strategies for setting up joint training centres that could be used by a pool of SMEs that would work together to host apprentices; Undertaking a national policy dialogue leading to partnerships, national Alliances and/or legal frameworks for apprenticeship systems between education, employment and economic authorities, social partners, businesses, VET providers, and intermediary organisations (such as chambers of commerce, industry and crafts and professional/sectoral organisations), as appropriate; Undertaking apprenticeship attractiveness campaigns towards parents, learners and securing the engagement of businesses; Organising national business forums that would focus on the role of companies in designing curricula and providing initial training in the form of apprenticeships; Testing pilot apprenticeships schemes; Evaluating previous pilot apprenticeship schemes, including if relevant ESF projects, with a view to up-scaling; Integrating existing (non-formal) apprenticeships in formal VET;

11 Erasmus+ Call for proposals 2014: National Authorities for Apprenticeships
First call for proposals under Erasmus+ (Key Activity 3 – Support for Policy Reform) particularly addressed to National Authorities in charge of apprenticeship systems 10 projects selected- starting as of November 2014 Lead applicants from RO, HU, IT, SK, AL, BE, EL, LV, PT, DK Total budget: € 2,295,509.65 Maximum duration: 24 months – followed by an evaluation to decide on a possible second call for proposals in 2016

12 Erasmus+ Call for proposals 2015: Comprehensive Policy Frameworks for Continuing VET
Key Activity 3 – Support for Policy Reform: addresses also National Authorities in charge of CVET provision Deadline: 30/04/2015 Duration: 1 or 2 years/ Grants: € or up to € Activities supported: feasibility studies, action plans; organisation of business forums; conferences; awareness-raising campaigns; exchanges of good practices

13 EPALE Electronic Platform for Adult Learning in Europe http://ec
EPALE Electronic Platform for Adult Learning in Europe Twitter Facebook LinkedIn

14 Objectives: Target group:
EPALE will contribute to achieving the policy objectives set in ET 2020, the renewed Agenda for Adult Learning, the Re-thinking Education Strategy and the Opening Up Education Communication. Increase participation in Adult Learning, increase quality of the sector. EPALE is designed to become the reference point on adult learning in Europe, and should become essential to any professional in the field. Target group: - Policy-makers - Adult education providers and their staff - European projects' partners - Researchers, teachers, trainers and students in andragogy - Media NOT the adult learners directly

15 A multilingual and interactive platform
Calendar of events and courses E-Library News Social media Info on funding and awards Blog Communities of practice Glossary Partner search

16 Themes Learner support Learning environments Life skills Quality
Policies, strategies and financing

17 KEY PLAYERS: EPALE Steering Committee DG EMPL Political steering
DG EAC General management EACEA Contracts CSS + NSS CSS Development of platform NSSs Promotion and feeding of EPALE There are currently 30 NSSs

18 Implementing the European Agenda for adult learning
Background and objectives ET2020: Raise the level of adult participation in adult learning to 15% by 2020 Council Resolution on a renewed Agenda for adult learning (2011) Resolution provides for the designation of National Coordinators located in National administrations or in other agencies under their responsibilities; financial support to be given In 2014, 27 countries received a grant from the Agency In 2015, 38 countries were invited to submit a proposal

19 Implementing the European Agenda for adult learning
What does it support Awareness raising activities, such as media campaigns or adult learning days; Preparatory work leading to reforms of adult learning policies; Animation /coordination groups to ensure a better coherence between diverse adult learning policies; Meetings and conferences bringing together the different actors (Ministries, social partners business , relevant non-governmental organisations…).

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