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Lifelong Learning Programme
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  1. Lifelong Learning Programme Neža Pajnič CMEPIUS

  2. Content • Overview of LLP • Structure of the LLP • Role of the National Agencies (NAs) / Executive Agency (ExAg)

  3. LLP 2007-2013 HISTORY • The Lifelong Learning Programme (LLP) is the successor to the Socrates, Leonardo da Vinci and ICT / Open & Distance Learning (2000-2006) . It supports learning opportunities from childhood to old age in every single life situation.

  4. Lifelong Learning Programme • The European Commission’s Lifelong Learning Programme enables people at all stages of their lives to take part in stimulating learning experiences, as well as helping to develop the education and training sector across Europe. • 2007-2013

  5. LLP 2007-2013 • EU education and training policies have gained impetus since the adoption of the Lisbon Strategy in 2000, • EU Member States and the European Commission strengthened co-operation in 2009 with strategic framework for European cooperation in education and training ("ET 2020") • The approach recognises that high-quality pre-primary, primary, secondary, higher and vocational education and training are fundamental to Europe's success.

  6. LLP 2007-2013 AIMS • With each EU Member State responsible for its own education and training systems, Union- level policies are designed to support national actions and help address common challenges • Aims: • Making lifelong learning and mobility a reality; • Improving the quality and efficiency of education and training; • Promoting equity, social cohesion and active citizenship; • Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

  7. LLP 2007-2013 AIMS • A series of benchmarks are set for 2020: • at least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education; • the share of 15-years olds with insufficient abilities in reading, mathematics and science should be less than 15%; • the share of early leavers from education and training should be less than 10%; • the share of 30-34 year olds with tertiary educational attainment should be at least 40%; • an average of at least 15 % of adults (age group 25-64) should participate in lifelong Learning • EU level activities are being developed to address priority areas in each of the different levels of education and training – early childhood, school, higher, vocational and adult education – based on these overall aims. • Budgetof nearly €7 billion


  9. LLP 2007-2013 TARGETS • Targets have been set for the four sub-programmes: • Comenius should involve at least 3 million pupils in joint educational activities, over the period of the programme; • Erasmus should reach a total of 3 million individual participants in student mobility actions since the programme began; • Leonardo da Vinci should increase placements in enterprises to 80 000 a year by the end of the programme; • Grundtvig should support the mobility of 7 000 individuals involved in adult education a year by 2013.


  11. LLP - COMENIUS • The Comenius programme focuses on the first phase of education, from pre-school and primary to secondary schools. • It is relevant for all members of the education community: pupils, teachers, public authorities, parents’ associations, non-government organisations, teacher training institutes, universities and all other educational staff.

  12. LLP - ERASMUS • It is one of the best-known Community actions and addresses the teaching and learning needs of all those in formal higher education and vocational education and training at tertiary level. • It supports the achievement of a European Higher Education Area (EHEA) and reinforces the contribution of higher education and advanced vocational education to the process of innovation. • The Erasmus programme was launched in June 1987 and in 2012 celebrates its 25th anniversary.

  13. LLP – LEONARDO da VINCI • Leonardo da Vinci focuses on vocational education and training, other than at tertiary level. • It addresses both the learning and teaching needs in the sector, and is therefore aimed at all parties involved, namely trainees in vocational education, teachers and trainers, institutions and educational bodies, enterprises, associations, social partners and bodies relating to either lifelong learning or the labour market.

  14. LLP – Leonardo da Vinci • AIMS • To support participants in training and further training activities in the acquisitionand the use of knowledge, skills and qualifications to facilitate personaldevelopment. • To support improvements in quality and innovation in vocational education andtraining systems, institutions and practices. • To enhance the attractiveness of vocational education and training and mobilityfor employers and individuals and to facilitate the mobility of working trainees.

  15. LLP – Leonardo da Vinci • OPERATIONAL OBJECTIVES • To improve the quality and to increase the volume of mobility throughout Europeof people involved in initial vocational education and training and in continuingtraining, so as to increase placements in enterprises to at least 80.000 per yearby the end of the LLP • To improve the quality and to increase the volume of co-operation betweeninstitutions or organisations providing learning opportunities, enterprises, socialpartners and other relevant bodies throughout Europe • To facilitate the development of innovative practices in the field of vocationaleducation and training other than at tertiary level, and their transfer, includingfrom one participating country to others • To improve the transparency and recognition of qualifications and competences,including those acquired through non-formal and informal learning • To encourage the learning of modern foreign languages • To support the development of innovative ICT-based content, services,pedagogies and practice for lifelong learning.

  16. LLP – Leonardo da Vinci ACTIONS

  17. LLP - GRUNDTVIG • Launched in 2000 and now part of the LLP, Grundtvig aims to provide adults with ways to improve their knowledge and skills, keeping them mentally fit and potentially more employable. • It not only covers learners in adult education, but also the teachers, trainers, education staff and facilities that provide these services. These include relevant associations, counsellingorganisations, information services, policy-making bodies and others involved in lifelong learning and adult education at local, regional and national levels, such as NGOs, enterprises, voluntary groups and research centres.

  18. LLP - Grundtvig • AIMS • To respond to the educational challenge of an ageing population in Europe • To help provide adults with pathways to improving their knowledge andcompetences

  19. LLP - Grundtvig • OPERATIONAL OBJECTIVES • To improve the quality and accessibility of mobility throughout Europe of peopleinvolved in adult education and to increase its volume, so as to support themobility of at least 7.000 of such individuals per year by 2013 • To improve the quality and to increase the volume of co-operation betweenorganisationsinvolved in adult education throughout Europe • To assist people from vulnerable social groups and in marginal social contexts, inparticular older people and those who have left education without basicqualifications, in order to give them alternative opportunities to access adulteducation • To facilitate the development of innovative practices in adult education and theirtransfer, including from one participating country to another • To support the development of innovative ICT-based content, services,pedagogies and practice for lifelong learning • To improve pedagogical approaches and the management of adult educationorganisations

  20. Transversal – KA1 • Policycooperationandinnovation • OBJECTIVES: • to achieve comparative analyses of educational systems in the EU, with a view to ensuring an adequate supply of comparable data, statistics and analysis to underpin lifelong learning policy development, as well as • to monitor progress towards objectives and targets in lifelong learning and to identify areas requiring particular attention.

  21. Transversal – KA2 • Languages • AIM: • to raise awareness of the importance of acquiring linguistic skills, boost access to language- learning resources and develop teaching materials.

  22. Transversal – KA3 • Information and Communication Technology • Actions are not about developing technology itself, but about the use of ICT tools to enhance learning environments and experiences

  23. Transversal – KA4 • DisseminationandExploitationofResults • AIM:topromotethe creation of a framework for the effective exploitation of the results of the Lifelong Learning Programme (LLP), and also previous related programmes, at sectoral, regional, national and European levels. • OPERATIONAL OBJECTIVE:to ensure that the results of the LLP are appropriately recognised, demonstrated and implemented on a wide scale.

  24. Support Measures • EurydiceNetwork on education systems and policies in Europe. • EuropassEnables citizens to present their qualifications and skills in Europe • EuroguidanceGuidance activities and information on mobility. • NARIC networkRecognition of diplomas and periods of study. • eTwinningInternet portal and digital media to promote European school cooperation. • Bologna ExpertsProvide a pool of expertise for higher education reform. • ECTS and Diploma Supplement LabelsAward labels for excellence in applying the European Credit Transfer and Accumulation System and/or the Diploma Su

  25. Thank you!