ERASMUS + A Single Programme for, Training, Youth and Sport (2014-2020) Brussels, XX February 2014 Name Surname European Commission VET DG EAC 1
Erasmus+: Why a new approach? Deep economic crisis and high youth unemployment Vacancies exist, but skills gaps and low employability of graduates Growing requirement for high skilled jobs A global competition for talent: internationalisation of education Extraordinary broadening of learning offer and potential of ICT Complementarity between formal, informal and non-formal learning Need for closer links education - world of work
Erasmus+: The new approach Closer links between programme and policy objectives More synergies and interaction between formal, informal and non-formal learning More cross-sectoral partnerships A streamlined, simpler architecture Stronger focus on EU added value
Erasmus+: Policy link (1) EU2020 strategy headline targets in : Early leavers from education & training (ET):< 10% Tertiary education attainment: > 40%
Erasmus+: Policy link (2) Early childhood education and care: > 95% of children ET2020 strategy and corresponding benchmarks Basic skills : < 15% of 15-year-olds low performers Learning mobility: > 20% of higher education graduates (HE) and > 6% of initial vocational qualification (IVET) Employment rate of graduates: > 82 % Adult participation in lifelong learning: > 15%
Erasmus+: important features The new Programme will promote: The use of ICT tools and the open access to educational materials, documents and media (OER, MOOCs); More synergies through different fields of education, training and youth; Multilingualism; Equity and inclusion; Protection and safety of participants; EU transparency and recognition tools
Erasmus+: a simpler, streamlined structure Previous Programmes Lifelong Learning Programme: Grundtvig Erasmus Leonardo Comenius One integrated Programme International Higher programmes: Erasmus+ 1. Learning mobility of individuals Erasmus Mundus, Tempus, Alfa, Edulink, bilateral programmes 2. Cooperation for innovation and exchange of good practices 3. Support for policy reform Specific Actions: Youth in Action Jean Monnet Sport
3 Key Actions KA1 Learning mobility of individuals Staff mobility, in particular for teachers, trainers, school leaders and youth workers Mobility for higher education students, vocational education and training students Master degree scheme Mobility for higher education for EU and noneu beneficiaries Volunteering and youth Exchanges KA2 Cooperation for innovation and exchange of good practices Strategic partnerships between education/training or youth organisations and other relevant actors Large scale partnerships between education and training establishments and world of work: Knowledge Alliances & Sector Skills alliances IT-Platforms including e-twinning and EPALE Cooperation with third countries and focus on neighbourhood countries KA3 Support for policy reform Open method of Coordination EU tools: valorisation and implementation Policy dialogue with stakeholders, third countries and international Organisations
Who implements the Erasmus+ Program? Overall responsibility for Erasmus+ Manages the budget Sets priorities, targets and criteria on an on-going basis Guides and monitors general implementation, follow-up, evaluation Coordinates National agencies European Commission Implements centralised Actions of Erasmus+ In charge of the complete life-cycle management of projects Launches specific calls of proposals for some Actions EACEA Promote and implement Erasmus+ at national level Act as the link between EC and participating organizations at local, regional and national level Budget implementation tasks Information, selection, monitoring and evaluation, support to project applicants. Dissemination and exploitations of results National Agencies
VOCATIONAL EDUCATION AND TRAINING SECTOR
Erasmus+ contribution to VET General aspects Support the enhanced European cooperation in VET (objectives of Bruges Communiqué) Learning mobility for VET learners and staff Strategic partnerships between VET providers and other players (regional/local & enterprises) as well the new Sector Skills Alliances Increasing the employability and the life skills of VET learners and contributing to the competitiveness of European economic sectors
Erasmus+: VET priorities in 2015 Based on common priorities of the Europe 2020 Strategy and the & Training 2020 framework, in Erasmus+ 2015 priority will be given to projects promoting: Work-based learning in VET Labour-market relevance, reducing skills mismatches & shortages through skills monitoring, alignment with regional strategies and curricula adaptation*
Erasmus+: VET priorities in 2015 Based on common priorities of the Europe 2020 Strategy and the & Training 2020 framework, in Erasmus+ 2015 priority will be given to projects promoting: Transparency & mutual trust through ECVET & EQAVET Continuing VET including for the least likely to participate Skills & competences for teachers & trainers WBL
Key Action 1: Mobility in the VET sector(1) Mobility for VET Learners Aims: To increase training opportunities abroad for VET learners & to provide them with skills needed for the transition from education and training to work Main activities: Traineeships abroad for 2 weeks to 12 months in a company, other workplace (public organisation, NGO, etc.) or in a VET school with periods of workbased learning in a company
Key Action 1: Mobility in the VET sector(2) Mobility for VET Staff Aims To update / acquire knowledge of work practices and/or refresh pedagogical skills of VET professionals (VET teachers, in-company trainers, also non-teaching staff e.g. VET institution leaders, training managers, guidance counsellors) Main Activities Work placement in an enterprise/training/teaching institution Teaching assignment at a partner institution Job shadowing in a teaching/training institution
Benefits of Erasmus+ for participants in VET mobility Acquire new job-specific competences Gain intercultural skills vital in a globalised world Improve foreign language abilities Obtain that first job after studies and improve overall employability Face new challenges and develop oneself personally in different ways Boost entrepreneurial talents and creativity Gain greater confidence and motivation
Success stories of VET mobility with Leonardo da Vinci (1) "When I go back home I am sure everybody will ask me 'how did it go?' and I ll say I still can t believe it " Initial VET: Víctor López, IES Virgen del Puerto, Spain; working as a mechanic in a garage in France
Success stories of VET mobility with Leonardo da Vinci (2) - staff mobility "Visiting Borders College in Scotland with teachers was a good experience. I have also seen what a working practice can do for students' self-esteem and selfconfidence. I got to practise my English and it was incredibly valuable and useful." VET Staff: Holger Karlsson, Mentor, Special education, Barn & utbildningsförvaltningen i Eskilstuna, Sweden
Success stories of VET mobility with Leonardo da Vinci (3) "In Sweden I found my dream internship as a fashion designer at Camilla Norrback. I was able to improve my knowledge skills, my language skills, and I got to know a new cutural-traditional atmosphere. It was the best experience in my life." Initial VET: Markus Wasinger, Austria
Success stories of VET mobility with Leonardo da Vinci (4) "Thanks to this project I learned new techniques, technologies and methods used in the kitchen. I acquired new professional skills. I was introduced into Italian culture and gastronomy. I feel more self-confident now." Initial VET: Richárd Eperjesi- Károly Róbert Vocational School for Catering, Trade and Tourism, Hungary
Key Action 2: Cooperation for innovation(1) VET Strategic Partnerships Aims: Cooperation between VET providers and local/regional business communities with a view on internationalisation of VET Main activities: Exchanging good practices and innovation in VET provisions, guidance, counselling Developing and delivering of new teaching/ training materials and methods
Key Action 2: Cooperation for innovation(2) VET Strategic Partnerships Main activities: To foster structured and long term cooperation among VET institutions with stakeholders (private enterprises, social partners, local/regional authorities, NGOs) Cross-sector cooperation to build bridges and share knowledge between different formal and informal E&T sectors
Success stories: Leonardo da Vinci projects meeting skills needs http://www.youtube.com/channel/ucookaqbo2585kck TGI_PXTA
Key Action 2: Cooperation for innovation (3) Sector Skills Alliances Aim: To enhance the responsiveness of VET systems to sector-specific labour market needs, contributing to increased economic competitiveness of the concerned sector Main activities: Designing and delivering curricula responding to the needs of labour market and of the learners in economic sectors Promoting work based learning Facilitating transparency & recognition of qualifications at EU level (European core curricula, European competence standards, ECVET, EQAVET)
Lessons learned (1): sector-based Leonardo da Vinci projects meeting skills needs 2008 MEP Maritime Platform: creation of a new online learning platform for college lecturers in the field of maritime law http://mep.stc-r.nl/ 2010 COMPENER - qualification & certification for installers of building integrated biomass stoves &boilers, shallow geothermal energy systems, heat pumps, photovoltaics & solar thermal systems. www.compener.enea.it
Lessons learned (2): Pilot Sector Skills Alliances 2012 Skill Energy BSR: Skill Alliance Energy saving and sustainable Construction in Baltic Sea Region: www.skills-energy.eu EFEC: ECVET for Elderly Care: www.ecvetforec.eu AQUA Knowledge Alliance for Training, Quality and Excellence in Automotive: http://automotive-knowledge-alliance.eu/ Sector Skills Alliance for Tourism and Catering : http://ssatc.eu/
Lessons learned (3): Leonardo da Vinci Sector Skills Alliances 2013 Social partner involvement Quality assurance - EQAVET Learning-outcomes approach - ECVET Qualifications frameworks NQF/EQF
Key action 3: Policy support in VET sector Aims: To support EU policy developments and to respond to several of the specific policy objectives for VET systems Main activities: Peer learning and mutual learning activities through thematic working groups Studies to increase quality and supply of apprenticeships (European Alliance for Apprenticeships) Support to EU tools (ECVET and EQAVET)
ERASMUS+ SOME FIGURES
Targets (2014-2020) Overall budget 14.7 billion Overall mobility opportunities More than 4 million people Higher education Around 2 million students Vocational education and training students Around 650,000 students Staff mobility Around 800,000 lecturers, teachers, trainers, education staff and youth workers Volunteer and youth exchange schemes More than 500,000 young people Master's degree loan guarantee scheme Around 200,000 students Joint Master Degrees More than 25,000 students 30
Targets (2014-2020) Strategic Partnerships Around 25,000 partnerships, linking together 125 000 schools, vocational education and training institutions, higher and adult education institutions, youth organisations and enterprises Knowledge Alliances More than 150 set up by 1500 higher education institutions and enterprises Sector Skills Alliances More than 150 set up by 2000 vocational education and training providers and enterprises Schools More than 200,000 teachers collaborating on line involving more than 100,000 schools through e-twinning 31
Budget allocation 3.4% 1.9% 1.9%1.8% 3.5% and training (77,5%) 10.0% Youth (10%) Student loan facility (3,5%) National agencies (3,4%) Administrative costs (1,9%) Jean Monnet (1,9%) Sport (1,8%) 77.5%
Breakdown of, Training and Youth budget by Key Action and Culture
Breakdown of and Training budget by sectors and Culture
For more information http://ec.europa.eu/programmes/erasmus-plus/index_en.htm