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European policy for education and training and the Lifelong Learning Programme. Felix Rohn European Commission DG Education and Culture Brussels, 9 June 2009. Why is the EU active in education & vocational training?. EU Treaty.

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European policy for education and training and the Lifelong Learning Programme

Felix Rohn

European Commission DG Education and Culture

Brussels, 9 June 2009

why is the eu active in education vocational training
Why is the EU active in education & vocational training?

EU Treaty

Article 150To implement a vocational training policy which supports and supplements the action of the Member States.

Article 149To contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action.

commission package on lisbon strategy adopted in december 2008
Commission Package on Lisbon Strategy adopted in December 2008
  • Report on the implementation and future priorities
  • Communication on "An updated strategic framework for European cooperation in Education and Training"
  • Communication on "New skills for new jobs"
Communication on "An updated strategic framework for European cooperation in Education and Training“ – strategic challenges…
  • Making lifelong learning a reality
  • Significantly improving quality and efficiency
  • Promoting equity and active citizenship
  • Enhancing innovation and creativity at all levels of education and training
and some of the priorities for 2009 2010
… and some of the priorities for 2009-2010
  • Expanding learning mobility
  • Developing partnerships between education and training providers and business, research, creative industries;
  • Promoting language learning
  • Expanding professional development of teachers and trainers
  • Key competences: “New skills for new jobs”


Specific policies andprogramme priorities


≥ 4%

≥ 25%

≥ 13%

≥ 40%

budget breakdown 2007 2013
Budget Breakdown 2007-2013
  • Comenius 1,047 mio
  • Erasmus 3,114 mio
  • Leonardo 1,725 mio
  • Grundtvig 358 mio
  • Transversal 369 mio
  • Jean Monnet 170 mio
  • Operational costs 10 mio
participating countries
Participating countries
  • 27 EU member States, incl BG and RO since 2007
  • 3 EEA countries IS, LI, NO
  • Candidate countries: TR (Croatia and FYR of Macedonia preparing participation)
  • Switzerland (depends on signature of bilateral agreement – not clear yet)
  • Countries of Western Balkan (on condition of separate framework agreements with EU)

School education – selected policy issues

  • Recommendation: Key Competences, December 2006
  • Communication: Improving Competences for the 21th Century: an agenda on Cooperation on Schools, July 2008
  • Green Paper on Migration and Mobility: Challenges and Opportunities for EU Education Systems, July 2008

Comenius priorities in centralised actions

  • Motivation for learning and learning to learn skills
  • Teaching and learning transversal competences
  • School management
  • Language learning and linguistic diversity
  • Literacy skills
  • Key competences
  • Pre-primary and early learning provision
  • Entrepreneurship and links with world of work
  • Development of Special Needs Education (SEN) and inclusion of disadvantaged people – NEW PRIORITY
comenius decentralised actions
Comenius decentralised actions
  • School Partnerships (2 years)
  • Assistantships (future teachers up to 45 weeks)
  • In-Service Training (teachers, up to 6 weeks)
  • New in 2009: Regio Partnerships (cooperation between 2 partner regions on common topic)
  • in preparation for 2010: individual mobility of pupils
  • E-twinning

Policy priorities in Higher Education ….

the modernisation agenda for universities:Curricula, governance and funding reform

… to support the Lisbon Strategy

and the Bologna process

Studies and papers


The modernisation agenda for universities

  • Curricular reform: the three cycle system, competence based learning, flexible learning paths, recognition.
  • Governance reform: autonomy, strategic partnerships, cooperation with enterprises, quality assurance.
  • Funding reform: diversified income, promoting equity, access and efficiency, role of tuition fees, grants and loans.

Modernisation agenda and ERASMUS

Main activities in 2009

  • Studies:
    • Higher education mobility developments
    • Progress in higher education reforms
  • Green Paper on mobility (covering all education and training areas)

The ERASMUS programme

Priorities for centralised actions

  • Multilateral Cooperation projects
    • curriculum development
    • cooperation between HE and enterprises
    • modernisation of universities
    • virtual campus
  • Academic and structural Networks
erasmus decentralised actions
Erasmus decentralised actions
  • Student mobility (between universities)
  • Student placements (in enterprises)
  • Teaching Assignments (up to 6 weeks)
  • Training for HE staff at Enterprises and other HEI (up to 6 weeks)
  • Intensive language courses (up to 6 weeks)
  • Intensive Programmes (students and staff up to 6 weeks)

Vocational Education and Training (VET) – selected policy issues- Copenhagen Process

The 4 priorities of the Bordeaux Communiqué (2008)

  • Implement tools for VET cooperation and recognition of competences
  • Improve quality and attractiveness of VET systems
  • Improving links VET / labour market
  • Strengthen European cooperation, including with OECD, UNESCO, ILO, etc.

Lisbon Strategy



Maastricht Communiqué






Copenhagen Process


Bordeaux Communiqué


Helsinki Communiqué


LdV Objectives
  • Support participants in training and further training activities in the acquisition and the use of knowledge, skills and qualifications to facilitate personal development, employability and participation in the European labour market;
LdV Objectives
  • Support improvements in quality and innovation in vocational education and training systems, institutions and practices;
  • Enhance the attractiveness of vocational education and training and mobility for employers and individuals and facilitate the mobility of working trainees.

Leonardo da Vinci priorities

Centralised actions

  • Multilateral projects on development of innovation
    • Transparency and recognition of qualifications
    • Quality and attractiveness of VET systems and practices
    • Training of VET teachers, trainers and tutors
    • Meeting of vocational skills with the labour market needs
    • Raising competence levels of groups at risk
  • Networks
    • ECVET Networks
    • Stakeholder Networks
decentralised actions in leonardo da vinci
Decentralised actions in Leonardo da Vinci
  • Mobility in initial vocational training (up to 39 weeks)
  • Mobility for persons on the labour market (up to 26 weeks)
  • Mobility for trainers and teachers (up to 6 weeks)
  • Partnerships (2 years)
  • Transfer of Innovation projects (up to 2 years)
  • Priorities:
  • mobility in initial vocational training, incl apprentices
  • cooperation with SME

Leonardo da Vinci Progamme

  • 2000-2006: LdV II
    • 1800 innovative transnational projects
    • 10.000 partner organisations involved
    • 20.000 mobility projects (more than 350.000 participants)
  • 2007-2013: LLP-LdV - since 2007
    • more than 600 projects on Transfer of Innovation started
    • 60 Development of Innovation projects started
    • Around 6500 mobility projects (around 150.000 participants)
    • 160 partnerships (started 2008)
adult learning selected policy issues
Adult learning – selected policy issues

Adult Learning Action Plan – Sept 2007

  • Analyse impacts of reforms in other educational sectors on AE
  • Improve quality of provision
  • Better possibilities to achieve at least one higher level qualification
  • Recognition of non-formal & informal learning for disadvantaged
  • Better monitoring of AE sector

Grundtvig priorities for centralised actions

  • Key competences
  • Quality of adult education
  • Attractiveness of and access to adult education – NEW PRIORITY
  • Validation of non-formal and informal learning
  • Adult education for marginalised and disadvantaged citizens and migrants
  • Teaching and learning in later life; inter-generational and family learning
  • Language learning in adult learning
  • Academic and stakeholder networking in adult education
  • Validation and Certification – NEW PRIORITY
grundtvig decentralised actions
Grundtvig decentralised actions
  • Learning Partnerships
  • Exchanges for Adult Education staff (up to 6 weeks)
  • Assistantships (for present or future staff, up to 45 weeks)
  • In-Service Training (for staff, up to 6 weeks)
  • Workshops (learners from several countries, up to 10 days)
  • NEW in 2009: Senior volunteering projects (up to 8 weeks)
transversal and jean monnet programmes
Transversal and Jean Monnet Programmes
  • Transversal Programme
  • 4 Key Activities:
    • Policy cooperation and innovation
    • Language learning
    • Information and Communication Technologies (ICT)
    • Dissemination and exploitation of results

Jean MonnetProgramme: European Integration Studies


To find out more about

    • the policy framework in education and training and
    • the Lifelong Learning Programme
  • please visit:
  • Thank you for your attention!