Erasmus+ Education and Culture

Transcription

1 Erasmus+

2 Context EU 27: 5,7 million young people unemployed

3 Issue.but many high qualification jobs unfilled Skills mismatch

4 Vision for 2020 Europe 2020 Strategy: indicators Tertiary level attainment: Early School leaving: Employability: 40% of year olds HE graduates 10% of year olds not enrolled 82% of graduates (20-34 year old) being employed no more than 3 years after they have completed education

5 EU cooperation EU Strategies: Political impulse with concrete measures at country and EU level EU Programme: Efficient financial support

6 Key Messages of the EU Agenda for the Modernisation of Higher : 1. Increasing tertiary attainment levels 2. Improving the quality and relevance of higher education 3. Strengthening quality through mobility and cross-border cooperation 4. Linking higher education, research and business for excellence and regional development 5. Improving governance and funding

7 About 14,7 billion euros for the next 7 years 40% budget increase (+ EU external cooperation funds) Over 4 million people to study, train, volunteer or teach abroad Erasmus+

8 Erasmus+: starting points Show EU added value show it is better to spend a on the European level than at home! Relevance: link policy and programme show systemic impact by putting our money at the service of our policies Sustained impact at different levels: individual, institutional, systemic/policy Simplification, rationalisation Solid basis but adaptation and innovation

9 Towards a single integrated system Leonardo Erasmus Grundtvig 1 Learning Mobility Youth in Action Comenius Erasmus Mundus Erasmus+ 2 Cooperation Tempus Edulink Alfa + Specific activities: Jean Monnet Sport 3 Policy support

10 WHY is student mobility important? 20% student mobility target by 2020

11 WHY is staff mobility important? Improved competences Broader understanding of practices and policies across countries Enhance quality in teaching and learning Trigger changes in the modernisation and international opening of their educational institution Promotion of mobility activities for learners

12 Key Action 1 Learning mobility of individuals Staff mobility, in particular for teachers, trainers, school leaders and youth workers Mobility for higher education student, vocational education and training students Master degree scheme Mobility for higher education between programme and partner countries Volunteering and youth Exchanges MORE mobility 63% of total budget 2 million higher education students 800,000 staff covering all sectors of education and Youth 135,000 student & staff exchanges with partner countries 200,000 Master student loans 25,000 scholarships for Joint Master degree

13 More mobility STUDENTS Credit mobility: studies/traineeships + international mobility Diversity of mobility types Degree mobility: joint Master programmes Degree mobility: Master programme loan Volunteering Intensive programmes Blended & virtual mobility STAFF Short term mobility: teaching/training + international mobility Long term mobility Intensive programmes Joint staff training

14 More mobility International opening of Erasmus No more relevant to differentiate between intra-eu and international mobility Full streamlining of calendar and procedures, management by NAs (Note: in 2014 international mobility will be launched later) Use of same quality instruments. Principles of the Charter will apply. ~ 135,000 student and staff mobility flows expected between Programme and Partner countries Level of grants adapted Priorities of EU external action will apply (separate budget)

15 More mobility More inclusive Better linguistic support for mobile participants Specific support to people with special needs More support to participants from disadvantaged background More support to remote areas Student loan guarantee Better use of new technologies

16 Better mobility 2014 Call Mobility of Individuals Youth: 4 Feb Mobility in al and Training 4 March ERASMUS Mundus Joint Master Large-scale EVS 3 April

17 in other words Student mobility Degree mobility/joint degrees (1) Continuation of Erasmus Mundus action 1 Excellent Joint Master courses offered by universities from Europe and in some cases partner countries attracting best students through high level scholarships Bottom up approach, no limitation on fields covered Centrally managed Expected: 25,000 students over 7 years

18 in other words Student mobility Degree mobility/joint degrees (2) Joint degrees have to be fully developed when applyingfinancial support through scholarships Minimum 3 HEI from 3 programme countries Funding for 3 intakes, then co-funding (catalogue and quality review) Around 80% outside Europe, 20% Europeans Universities from partner countries encouraged to be full partners New Joint Doctorates funded under Marie Skłodowska Curie

19 in other words Student degree mobility Student loan guarantee

20 Key Action 2 Cooperation for innovation and best practices Strategic partnerships between education/training or youth organisations and other relevant actors Large scale structured partnerships between education and training establishments and business: Knowledge Alliances & Sector Skills alliances IT-Platforms incl. e-twinning Cooperation with third countries and focus on neighbourhood countries MORE cooperation for more INNOVATION 28% of total budget 20,000 strategic partnerships 350 Knowledge Alliances & Sector skills alliances 1000 capacity building projects

21 HE Strategic in other words Partnerships 1. Cooperation and exchange of practice either between HEIs or between HEI and actors from other sectors aiming to increase quality in teaching and support services 2. Development and delivery, by partners from different countries, disciplines and both public and private sector, of intensive programmes, common modules, joint study programmes and curricula, in particular targeted to new needs and to implementing innovative teaching approaches 3. Development and implementation of project-based trans-national collaboration between enterprises & students/staff at HEIs 4. Development and use of virtual mobility, open educational resources and ICT 5. Testing and implementation of distance, part-time and modular learning 6. Engagement of HEIs with local/regional authorities + other stakeholders based on a collaborative work in an international setting to promote regional development 7. Cross sectoral cooperation to build bridges and share knowledge between the different formal and informal education and training sectors

22 Strategic in other words Partnerships More cooperation for more innovation Possibility to organise complementary types of mobility if it can support the objectives of the partnership. Cross-sectorality encouraged in all activities. Intensive Programmes Blended mobility of students: less than 2 months physical mobility coupled with virtual mobility Long term teaching staff exchange Short term joint staff training

23 Strategic Partnerships & Knowledge Alliances Strategic partnerships foster intense, structured and long term cooperation among HEIs and with key stakeholders to contribute to achieving the objectives of the HE Modernisation Agenda Minimum 3 organisations from 3 different countries Decentralised management (NAs) Knowledge Alliances promote, develop and implement long-lasting structured partnerships between business and academia to strengthen Europe's innovation capacity, stimulate entrepreneurship stimulate 2-way knowledge exchange between HEIs and enterprises and foster excellence and innovation A least 6 organisations from 3 different countries Minimum 2 HEIs and 2 enterprises Centralised management (EACEA)

24 Strategic Partnership In the field of youth In the field of education In the field of training

25 Horizontal priorities Developing basic and transversal skills Developing new approaches to strengthen education and training Enhancing digital integration in learning, teaching and youth Contributing to the development of European Area of Skills and Qualifications Supporting innovative projects aims to reduce disparities in learning outcomes affecting learners from disadvantaged backgrounds Stimulating the development and use of innovative approaches and tools to assess the efficiency of public expenditure and investment in education, training and youth

26 Field-specific priorities Higher Supporting higher education institutions to implement necessary reforms in the 2011 Eu Modernisation Agenda Support activities that help attune curricula and emerging labour market needs Support activities to develop innovative strategies to boost mobility ICT in HE Strengthen the links between education, research and business Support the implementation of 2013 Communication on Opening Up : promoting the development of new modes of delivery (distance, part-time, modular learning) through new forms of personalized learning, open educational resources, virtual mobility

27 Field-specific priorities VET supporting the development of high quality VET with a strong work-based learning component (including apprenticeships and dual learning models), involving strong partnerships between education and employment (in particular companies and social partners) increasing the labour market relevance of VET provision and reducing skills mismatches and shortages in economic sectors through timely adaptation of curricula and qualifications profiles and establishment of stable partnerships between VET providers and economic actors, including social partners, development agencies, bodies in innovation systems, chamber of commerce increasing transparency and mutual trust between VET systems through streamlined and coherent implementation at national level of ECVET and EQAVET recommendations; fostering the promotion of easily accessible and career oriented continuing VET, including for the least likely to take part in such learning opportunities; promoting the development of skills and competences of teachers and trainers, with a particular focus on work-based teaching, partnerships between school teachers and in company trainers

28 Field-specific priorities School strengthening the profile of the teaching professions through attracting the best candidates to the profession and by supporting teachers and leaders to deliver high quality teaching, deal with complex classroom realities and adopt new methods and tools. addressing low achievement in basic skills through more effective teaching methods. In particular, through projects that: foster multidisciplinary and inter-disciplinary approaches; integrate the teaching of basic skills (maths, science and literacy); promote problem-based learning; or foster innovative approaches to teaching technology-rich environment with particular focus on mathematics in technology-rich environment; supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to highest end of academic spectrum, in particular by supporting projects that aims to: improve collaboration internally as well as with parents and other external stakeholders; promote networking of schools and holistic collaborative approaches to teaching; develop methods and create conditions for personalised teaching and learning for pupils; enhancing the quality of early childhood education and care (ECEC) in order to improve the quality of services for better learning outcomes and ensure a good start in education for all, in particular through projects that aim to: develop a holistic and age appropriate pedagogical framework for ECEC; ensure that the benefits of early childhood education are carried through to other school education levels

29 Field-specific priorities Adult Designing and implementing effective strategies for enhancing basic skills (literancy, numeracy, digital skills) providing information on access to adult learning services, such as information on the validation of non-formal and informal learning and career and education guidance; improving and extending the offer of high quality learning opportunities tailored to individual adult learners, including through innovative ways of outreach and delivery; developing adult educators competences to deal with diversified groups of learners, make use of new technologies for better outreach and teaching outcomes; evaluating the effectiveness of adult education policies at national, regional and local levels level.

30 Field-specific priorities Youth promoting high-quality of youth work. Priority will be placed on projects that aim to: foster the inclusion and employability of young people with fewer opportunities; internationalise youth work and open it up to cross-sectoral cooperation; professionalise youth workers, building their competences, setting quality standards, ethical and professional codes; reinforce links between policy, research and practice; promote better knowledge, recognition and validation of youth work and non-formal learning at European, national, regional and local level; promoting empowerment, participation and the active citizenship of young people, through projects that aim to: broaden and deepen political and social participation of young people at local, regional, national, European or global level; enable young people to connect with, express their opinions to and influence elected policy-makers promoting entrepreneurship education and social entrepreneurship among young people. Priority will be placed on projects that allow groups of young people to put entrepreneurial ideas into practice with a view to tackling challenges and problems identified within their communities.

31 What activities are funded? Exchange of practices Development, testing, implementation of innovative practices Recognition and validation of knowledge, skills, competences Activities support learners with disabilities Fostering cooperation between citizens and entrepreneurship

32 Eligibility criteria a higher education institution; a school/institute/educational centre a non-profit organisation, association, NGO; a public or private, a small, medium or large enterprise (including social enterprises); a public body at local, regional or national level; chambers of commerce, industry, craft/professional associations and trade unions; a research institute; a foundation; an inter-company training centre; enterprises providing shared training (collaborative training); a group of young people active in youth work but not necessarily in the context of a youth organisation (i.e. informal group of young people). MINIMUM 3 ORGANISATIONS FROM 3 DIFFERENT COUNTRIES IN THE YOUTH FIELD: 6-36 MONTHS OTHER: MONTHS PER YEAR

33 BUDGET INTELLECTUAL OUTPUTS: Unit cost for staff MULTIPLIER EVENTS: Unit cost per participant EXCEPTIONAL COSTS : Max SPECIAL NEEDS SUPPORT: PROJECT MANAGEMENT AND IMPLEMENTAION: Unit cost TRANSNATIONAL PROJECT MEETINGS: Unit Cost (travelling and per diem)

34 Unit Cost for Cyprus Staff Manager: 164 Teacher/ Trainer/ Researcher / Youth Worker: 137 Technician: 102 Administrative staff: 78

35 KA2: KNOWLEDGE ALLIANCE Knowledge Alliances aim at strengthening Europe's innovation capacity and at fostering innovation in higher education, business and the broader socio-economic environment. They intend to achieve one or more of the following aims: develop new, innovative and multidisciplinary approaches to teaching and learning; stimulate entrepreneurship and entrepreneurial skills of higher education teaching staff and enterprise staff; facilitate the exchange, flow and co-creation of knowledge. Knowledge Alliances are transnational, structured and result-driven projects, notably between higher education and business. Knowledge Alliances are open to any discipline, sector and to cross-sectoral cooperation. The partners share common goals and work together towards mutually beneficial results and outcomes. Knowledge Alliances are meant to have a short and long-term impact on the wide range of stakeholders involved, at individual, organisational and systemic level.

36 Activities supported Boosting innovation in higher education, business and in the broader socio-economic environment: Jointly developing and implementing new learning and teaching methods (like new multidisciplinary curricula, learner-centred and real problembased teaching and learning); Organising continuing educational programmes and activities with and within companies; jointlydeveloping solutions for challenging issues, product and process innovation (students, professors and practitioners together).

37 Activities supported (2) Developing entrepreneurship mind-set and skills: Creating schemes of transversal skills learning and application throughout higher education programmes developed in cooperation with enterprises aiming at strengthening employability, creativity and new professional paths; o introducing entrepreneurship education in any discipline to provide students, researchers, staff and educators with the knowledge, skills and motivation to engage in entrepreneurial activities in a variety of settings; openingup new learning opportunities through the practical application of entrepreneurial skills, which can involve and/or lead to the commercialisation of new services, products and prototypes, to the creation of start-ups and spin-offs.

38 Activities Supported (3) Stimulating the flow and exchange of knowledge between higher education and enterprises: Study field related activities in enterprises which are fully embedded in the curriculum, recognised and credited; set-ups to trial and test innovative measures; exchanges of students, researchers, teaching staff and company staff for a limited period; involvement of company staff teaching and research.

39 Essential features Innovation in higher education and innovation through higher education in enterprises and their socio-economic environment: innovation is considered as state-of-the-art project-specific and related to the partnerships context and analysed needs. Sustainability of university-business cooperation. A strong and committed partnership with a balanced participation from enterprises and higher education institutions are pivotal for the success of Knowledge Alliances. The role and contribution of each participating organisation and associate partner have to be specific and complementary. Impact going beyond the project's lifetime and beyond the organisations involved in the Alliance.It is expected that partnership and activities persist. Changes in higher education institutions and enterprises have to be measurable. Results and solutions have to be transferable and accessible to a broader audience.

40 Eligibility criteria a higher education institution; a public or private, small, medium or large enterprise (including social enterprises); a research institute; a public body at local, regional or national level; an organisation active in the field of education, training and youth; an intermediary or association which represents education, training or youth organisations; an intermediary or association which represents enterprises; an accreditation, certification or qualification body. 2 or 3 years

41 Sector Skills Alliances Sector Skills Alliances shall aim at tackling skills gaps, enhancing the responsiveness of initial and continuing VET systems to sector-specific labour market needs and demand for new skills with regard to one or more occupational profiles. This should be achieved by: modernising VET by adapting to skills needs and integrating work based learning and exploiting its potential to drive economic development and innovation, notably at local and regional levels, increasing the competitiveness of the sectors concerned; strengthening the exchange of knowledge and practice between vocational education and training institutions and the labour market integrating workbased learning facilitating labour mobility, mutual trust and increased recognition of qualifications at European level within the sectors concerned.

42 The sectors that will be eligible under this action are sectors with skills imbalances, to which current Commission policies respond: Manufacturing& Engineering Commerce Information and communication technology Environmental technologies (Eco-innovation) Cultural and creative sectors Health care

43 Activities Supported under this action Defining skills and training provision needs in a given specific economic sector: when needed, gathering and interpreting evidence of skills needs on the labour market in a given economic sector, drawing on the EU Skills Panorama and, where relevant, the work of European Sector Skills Councils; identifying needs in terms of training provision, drawing on, where available, the occupational profiles of the classification of European Skills, Competences, Qualifications and Occupations (ESCO). Designing joint curricula: designing EU sector-specific curricula, VET programmes and possibly qualification standards related to common skills needs common in the sector and/or to a European occupational profile, drawing, where available, on ESCO; o integrating skills or occupationalprofiles into curriculum design, VET programmes and possibly qualification standards; the activities described above should apply the learning outcomes approach (e.g. using ECVET,etc.) and be underpinned by quality assurance principles (e.g. EQAVET); integrating innovative approaches to teaching and learning, notably through more strategic and integrated use of ICTs and open educational resources (OER), as well as including opportunities to apply knowledge in practical projects/"real life" workplace situations (work based learning) and to develop entrepreneurial mind-sets.

44 Essential aspects Innovation in vocational education and training, in different economic sectors and related (where available ESCO: profiles;. Impact going beyond the project's lifetime and beyond the organisations involved in the Alliance. It is expected that partnership and activities persist. Changes in VET organisations and in different economic sectors/occupational profiles have to be measurable. Results and solutions have to be transferable and accessible to a broader audience. The results of Sector Skills Alliances should

45 Eligibility criteria a higher education institution; a public or private, small, medium or large enterprise (including social enterprises); a research institute; a public body at local, regional or national level; an organisation active in the field of education, training and youth; an intermediary or association which represents education, training or youth organisations; an intermediary or association which represents enterprises; an accreditation, certification or qualification body. 2 or 3 years

46 Capacity Building 2 types of projects with Neighbouring and Enlargement countries, Russia, Asia, Latin America, Africa, Caribbean, Pacific (ACP) 1. Joint projects: New curricula & degrees, learning and teaching methodologies, staff development, quality assurance, governance, Bologna tools 2. Structural projects: Reforms at national level with support of authorities in Partner Countries (policy modernisation, Bologna policies, governance and management of higher education systems ) + Additional mobility component for ENP and Enlargement countries

47 Key Action 3 Support for policy reform Open method of Coordination EU tools: valorisation and implementation Policy dialogue with stakeholders, non-eu countries and international organisations Large scale prospective initiatives * TWG on modernisation of higher education peer learning Peer review Policy experimentation * ECTS guide review ECTS labels * NARIC network cooperation Sustaining projects, EAR manual * Bologna process 4% of total budget * Ranking initiative, QA, Studies Large scale projects with partners - governance, tracking, autonomy(ex-eca) * Policy dialogue with selected world partners

48 Budget allocation 10,0% and training (77,5%) Youth (10%) Student loan facility (3,5%) 3,5% 3,4% 1,9% 1,9% 1,8% National agencies (3,4%) Administrative costs (1,9%) Jean Monnet (1,9%) Sport (1,8%) 77,5%

49 Key Action Key 1 Action 1 Mobility of individuals in the field of 4 February 2015 Mobility of individuals in the field of youth 4 February 2015 Mobility of individuals in the field of education and training 4 March 2015 Mobility of Mobility individuals of individuals in the in the field field of of education youth and training 30 April 4 March Mobility of Mobility individuals of individuals the in the field field of of youth 1 October 30 April Mobility of Erasmus individuals Mundus in Joint the Master field Degrees of youth 4 March 1 October Large-scale European voluntary service events 3 April 2015 Erasmus Mundus Joint Master Degrees 4 March 2015 Key Action 2 Large-scale Strategic European partnerships voluntary in the field service of youth events 4 February 3 April Key Action Strategic 2 partnerships in the field of education, training and youth (all) 30 April 2015 Strategic Strategic partnerships partnerships in the in the field field of of youth 1 October 4 February Knowledge alliances, sector skills alliances 26 February 2015 Strategic Capacity partnerships building in in the the field field of higher of education, education training and youth 31 March February 2015 (all) Strategic partnerships in the field of youth 1 October 2015 Knowledge alliances, sector skills alliances 26 February 2015 Capacity building in the field of higher education 10 February 2015 Capacity building in the field of youth 3 April September 2015 Key Action 3 Meeting between young people and decision-makers in the field of 4 February 2015 youth 30 April October 2015 Jean Monnet actions Chairs, modules, centres of excellence, support to institutions and 26 February 2015 associations, networks, projects Sport actions Collaborative partnerships in the sport field related to the European 22 January 2015 Week of Sport 2015 only Collaborative partnerships in the sport field not related to the 14 May 2015 European Week of Sport 2015 Not-for-profit European sport events related to the European Week of 22 January 2015 Sport 2015 only Capacity building in the field of youth 3 April September 2015 Key Action 3 Meeting between young people and decision-makers in the field of 4 February 2015 youth 30 April October 2015 Jean Monnet actions Chairs, modules, centres of excellence, support to institutions and 26 February 2015 associations, networks, projects Sport actions Collaborative partnerships in the sport field related to the 22 January 2015 European Week of Sport 2015 only Not-for-profit European sport events not related to the European Week of Sport 2015 Collaborative partnerships in the sport field not related to the European Week of Sport 2015 Not-for-profit European sport events related to the European Week of Sport 2015 only Not-for-profit European sport events not related to the European Week of Sport May May January May 2015

50 Comments? Questions?