Erasmus+ Social Inclusion. Infoday. 25 April 2017

Transcription

1 Erasmus+ Social Inclusion Infoday 25 April

2 I. POLICY BACKGROUND 2

3 3 White Paper on the Future of Europe "70 years of lasting peace in Europe is a testament to our shared values and mutual understanding " "Human dignity, freedom and democracy were hardearned and can never be relinquished. Even if the attachment to peace is not one that all of today s Europeans can relate to in the same way as their parents or grandparents, these core values continue to bind us together

4 EU facing serious challenges.. Support for EU values enshrined in the Treaty no longer taken for granted Radicalisation leading to violent extremism Rise of populism and extremist political ideologies Youth unemployment Rising poverty and inequalities Migratory pressure How can education help address these?

5 PISA and educational inequalities

6 The Paris Declaration Four pillars: o Ensuring that children and young people acquire social, civic and intercultural competences; o Enhancing critical thinking and media literacy; o Fostering the education of disadvantaged children; o Promoting intercultural dialogue through all forms of learning in cooperation with other relevant policies and stakeholders.

7 Implementing the Paris Declaration at EU level 1. Building evidence 2. Mobilising EU level policies 3. Targeted initiatives 4. Funding under Erasmus+

8 1. Building evidence three reports by NESET 'Education Policies and Practices to foster Tolerance, Respect for Diversity and Civic Responsibility in Children and young People in the EU' 'How to tackle and prevent bullying and school violence' 'Policies and practices for equality and inclusion in and through education Evidence and policy guidance from European research projects funded under FP6 and FP7'

9 2. Mobilising EU level policies (1) Renewed priorities for ET2020 Joint Report (2015) ET 2020 Working Group on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education (2016 Feb-2018 June) Exchange of good practices and peer learning through thematic PLA seminars Development of a policy framework on promoting inclusion and common EU values through education Development of an online compendium of good practices

10 2. Mobilising EU level policies (2) Key policy documents: Communication on the prevention of radicalisation leading to violent extremism (June 2016) Communication on improving and modernising education (December 2016) Council conclusions on critical thinking and media literacy (May 2016) Council conclusions on inclusion in diversity (February 2017)

11 2. Mobilising EU level policies (3) Next steps: Commission proposal for a Council Recommendation on promoting social inclusion and shared values through formal and non-formal learning (by end 2017) Launch of public consultation in April Communications on schools policy and modernisation of higher education (May 2017) Review of Key Competences Recommendation (Autumn 2017) Public consultation open

12 3. Targeted initiatives Education Establishing a network to facilitate direct contacts with positive role models in schools, youth, sport clubs and prisons Extending further etwinning Plus network Developing further the European Toolkit for Schools Promoting the award of student credits for volunteering, and the development of curricula that combine academic content with civic engagement in higher education Alliance of schools for inclusion Youth Enhancing support to youth workers and organisations, particularly by developing a special toolkit - Strengthening the European Voluntary Service Solidarity Corps Launching a feasibility project for Erasmus+ Virtual Exchanges

13 4. Funding under Erasmus + Strategic partnerships (KA2) more than 200M spent on implementation of Paris Declaration in 2016 Policy experimentations (KA3) projects selected related to Paris Declaration Erasmus + dedicated social inclusion call (KA3) 2016: 13M, 35 projects selected, implementation started 2017 : deadline of applications: 22 May

14 Further information on policy context

15 15 II. KEY POLICY OBJECTIVES OF SOCIAL INCLUSION CALL

16 General objectives 1. Disseminating and/or scaling up good practices on inclusive learning initiated in particular at local level. In the context of the present call, scaling up means replicating good practice on a wider scale/transferring it to a different context or implementing it at a higher/systemic level; or 2. Developing and implementing innovative methods and practices to foster inclusive education and/or youth environments in specific contexts.

17 17 Lot 1: Education and training: 8M Lot 2: Youth:2M Each application must address one general objective and one of the specific objectives

18 Lot 1: Education and training Specific objectives The present call aims at paving the way for a future alliance of schools for inclusion by creating/developing learning communities among different actors (educational institutions and learning providers, public authorities, stakeholder and civil society organisations, business, etc.) in the field of inclusive learning. 1. Enhancing the acquisition of social and civic competences, fostering knowledge, understanding and ownership of fundamental values, promoting mutual respect and intercultural dialogue and combating discrimination on all grounds; 2. Promoting inclusive education and training and fostering the education of disadvantaged learners, including through supporting teachers, and educators and leaders of educational institutions in dealing with diversity and reinforcing socio-economic mixity in the learning environment; 3. Enhancing critical thinking and media literacy among learners, parents and educational staff; 4. Supporting the inclusion of newly arrived migrants in good quality education, including by assessing knowledge and validating prior learning.

19 Lot 2: Youth Specific objectives 1. Promoting civic participation of young people by developing the role of volunteering for social inclusion; 2. Preventing radicalisation leading to violent extremism of young people by reaching out to those at risk of marginalisation or social exclusion.

20 Key features (1) Capacity to generate impact not only at the level of the different partner organisations, but also at the systemic level Projects focussing on dissemination/upscaling should primarily build on actions for which solid proof of their effectiveness can be provided and which show potential for being disseminated and/or scaled up Projects focussing on innovative practices should demonstrate their relevance, prospective actions and potential impact by building on previous analysis and evaluation work.

21 Key features (2) Learning communities established under this call should provide a platform for collecting and sharing expertise, disseminating and scaling up good practices as well as developing innovative approaches. Project activities should go beyond exchanging good practices and include concrete activities implemented at local level, preferably for disadvantaged groups Training institutions and learning providers involved in the project should demonstrate their commitment to promote inclusion and fundamental values also beyond the life-cycle of the project, for instance through relevant strategic plans. The commitment of the school leadership and/or responsible authorities is particularly important and should be clearly demonstrated in the application. Projects cutting across sectors and involving non-formal learning are encouraged with a view to creating synergies between education, training, youth, culture and sport.

22 Thank you for your attention! 22