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9th ADULT EDUCATION COLLOQUIUM
Education and Learning for Promoting Active Citizenship
Ljubljana, 14-15 October 2005
Grundtvig – Adult Education in the future EU Integrated Programme for
Lifelong Learning
Mónika KépeDG Education & Culture, European Commission
Grundtvig Team
Grundtvig – The Past
Grundtvig in Brussels
Member States
European CouncilEducation 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
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)
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
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’
The new generation of educationand training programmes
The Commission ProposalIntegrated programme for LLL – structure
Integrated Programme
ComeniusSchool education
ErasmusHigher education
& advanced training
Leonardo da Vinci
Initial and continuing VET
GrundtvigAdult education
Transversal programme4 key activities – Policy development; Language learning; ICT; Dissemination
Jean Monnet programme3 key activities – Jean Monnet Action; European Institutions; European
Associations
History: adult education in the EUeducation 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 IntegratedProgramme for Lifelong Learning(>3% of total Integrated Programme budget = ?)
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. »
Grundtvig: Objectives I
General: to promote in the sector of adult education, within the overall integrated programme:
Quality, innovation & the European dimensionAccessibility and attractiveness of learningPersonal fulfilment, social cohesion, active citizenship,
gender equality, particip.of learners with special needsCreativity & employabilityIncreasing learning participation at all agesLanguage learning & linguistic diversityEuropean citizenship, intercultural toleranceQuality assuranceDissemination & exchange of good practice
Grundtvig: Objectives II
Specific overall objectives of Grundtvig:Respond to educational challenge of ageing populationAlternative 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 organisationsFacilitate development and transfer of innovationPromote alternative learning access routes
for socially disadvantaged and reluctant learnersImprove pedagogical approaches and management
Programme design:Continuity + Innovation
ContinuityIndividual training grants for adult education staffLearning PartnershipsMultilateral cooperation projectsThematic NetworksAccompanying measures
Innovation (mostly from 2009) Individual mobility of adult learnersEuropean assistantships for young adult educatorsTeaching visits and exchanges for adult education staffLarge-scale innovation projectsEuropean events within Learning Partnerships
Decentralisation: 60%+ for mobility & partnerships
Grundtvig: Features
Simplification
Proportionality
Integration of education and training
Increased imp. of LLL increased budget?
Grundtvig Actions I
Mobility (decentralised)Adult education staff
o Participation in further training courseso Study visits and job-shadowingo Teaching visitso European assistantships in adult education ?
Adult learnerso European study circles ?
- residential seminars
- focusing on topics of common interest
- priority: European themes &/or disadvantagedo European adult volunteers scheme ?
Individual ? Via Learning partnerships?
Grundtvig Actions II
Grundtvig Learning Partnerships (decentralised)
Basic activitiesExchanges
o Staff visits and exchangeso Learner visits and exchanges
European events
Grundtvig Actions III
Multilateral Cooperation Projects (centralised)
Cooperation projects (existing Grundtvig 1)o Smaller scaleo Adaptation, transfer, dissemination, sharing experience and good practiceoBottom-upo Larger numbers
Innovation projects (new)o Larger-scale (systemic impact)o Europe-wideo Top-downo Limited in number
Grundtvig Actions IV
Networks (centralised)o All participating countrieso Forum, needs analysiso Dissemination, ‘clustering’
Accompanying measures (centralised)o Varying in scale, mostly smallo Activities ineligible under main action lineso Mostly one-off and annualo Conferences and seminars, prizes and awards, publications, small-scale surveys,
awareness-raising campaigns etc.
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
