1. 9th ADULT EDUCATION COLLOQUIUM Education and Learning for Promoting Active Citizenship Ljubljana, 14-15 October 2005

2. Grundtvig – Adult Education in the future EU Integrated Programme for Lifelong Learning Mónika Képe DG Education & Culture, European Commission Grundtvig Team

3. Grundtvig – The Past

4. Grundtvig in Brussels Member States European Council Education Council European Commission TAO (to end 2005) Executive Agency G1 (European Cooperation Projects) G4 (Networks) National Agencies G2 (Learning Partnerships) G3 (In-service training grants) Grundtvig Working Group Ministries, stakeholders, institutions

5. Grundtvig – The Present European cooperation projects and training courses (Grundtvig 1) Learning partnerships (Grundtvig 2) Mobility for further training of adult education staff (Grundtvig 3) Networks and Thematic Seminars (Grundtvig 4)

6. Impacts External evaluation 2003-2004 ▼ ▼ ▼ European dimension of adult education organisations European networks of adult educators Increasing quality through sharing of experience Enhancing training of adult educators Beginnings of impact at system / policy level Assisting in EU enlargement

7. Grundtvig: looking forward… Adult education in Europe: between the rhetoric and hype of LLL policy discourse … … and the reality of budgetary curtailment and penury – Need to redefine / re-position – Relationship between general and vocational – Move to a more learner-centred approach – Need for innovative pedagogy – Need to enhance the professional profile of adult educators – Need for private investment in adult education – Yet need to retain strong sense of public commitment – Need for greater cooperation between all ‘players’

8. The new generation of education and training programmes The Commission Proposal Integrated programme for LLL – structure 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

9. History: adult education in the EU education programmes Increasing importance, reflecting the growing emphasis on LLL throughout Europe: Pre-1995:Non-existent 1995-1999:Sub-Action within Chapter 3 of Socrates I (<3% of total Socrates budget) 2000-2006:Full Action within Socrates II (>7% of total Socrates budget) 2007-2013:Full Sectoral programme within Integrated Programme for Lifelong Learning (>3% of total Integrated Programme budget = ?)

10. Adult education in EU context : some typical unfounded prejudices  Marginality: « Adult education is superfluous or at best marginal, of minor importance »  Overlap: « Adult education is not a discrete educational sector, but is totally intertwined with vocational training for adults »  Irrelevance for EU: « Even if adult education is admitted to be a discrete sector, it is not something the EU should bother about ( ‘ why should Brussels pay for Thai cooking or violin classes for rich pensioners? ’ ) »  Low absorption capacity: « No point allocating large resources to this sector, as it will not be able to use them. »

11. Grundtvig: Objectives I  General: to promote in the sector of adult education, within the overall integrated programme:  Quality, innovation & the European dimension  Accessibility and attractiveness of learning  Personal fulfilment, social cohesion, active citizenship, gender equality, particip.of learners with special needs  Creativity & employability  Increasing learning participation at all ages  Language learning & linguistic diversity  European citizenship, intercultural tolerance  Quality assurance  Dissemination & exchange of good practice

12. Grundtvig: Objectives II  Specific overall objectives of Grundtvig:  Respond to educational challenge of ageing population  Alternative pathways to knowledge and competence  Operational objectives of Grundtvig:  Increase mobility of staff and learners (2013: 25,000)  Increase volume and quality of European cooperation between adult education organisations  Facilitate development and transfer of innovation  Promote alternative learning access routes for socially disadvantaged and reluctant learners  Improve pedagogical approaches and management

13. Programme design: Continuity + Innovation  Continuity  Individual training grants for adult education staff  Learning Partnerships  Multilateral cooperation projects  Thematic Networks  Accompanying measures  Innovation (mostly from 2009)  Individual mobility of adult learners  European assistantships for young adult educators  Teaching visits and exchanges for adult education staff  Large-scale innovation projects  European events within Learning Partnerships  Decentralisation: 60%+ for mobility & partnerships

14. Grundtvig: Features  Simplification  Proportionality  Integration of education and training  Increased imp. of LLL  increased budget?

15. Grundtvig Actions I  Mobility (decentralised)  Adult education staff o Participation in further training courses o Study visits and job-shadowing o Teaching visits o European assistantships in adult education ?  Adult learners o European study circles ? - residential seminars - focusing on topics of common interest - priority: European themes &/or disadvantaged o European adult volunteers scheme ?  Individual ? Via Learning partnerships?

16. Grundtvig Actions II  Grundtvig Learning Partnerships (decentralised)  Basic activities  Exchanges o Staff visits and exchanges o Learner visits and exchanges  European events

17. Grundtvig Actions III  Multilateral Cooperation Projects (centralised)  Cooperation projects (existing Grundtvig 1) o Smaller scale o Adaptation, transfer, dissemination, sharing experience and good practice o Bottom-up o Larger numbers  Innovation projects (new) o Larger-scale (systemic impact) o Europe-wide o Top-down o Limited in number

18. Grundtvig Actions IV  Networks (centralised) o All participating countries o Forum, needs analysis o Dissemination, ‘clustering’  Accompanying measures (centralised) o Varying in scale, mostly small o Activities ineligible under main action lines o Mostly one-off and annual o Conferences and seminars, prizes and awards, publications, small-scale surveys, awareness-raising campaigns etc.

19. Timetable Formal Decision  ?:Decision on Financial Perspectives  Aut.-Winter 2006:Formal decision (Council + Parliament) Implementation  From Oct.2005:Field Consultation: Stakeholder groups  Summer 2006:Completion of Guidelines for Applicants  Autumn 2006:Pre-Committee convened Draft 2007 Call for proposals published  Winter 2006:Committee  1 March 2007:First submission deadline

20. Monika.Kepe@cec.eu.int http://europa.eu.int/comm/dgs/education_culture/index_en.htm