subtitle - europa · maria todorova, dg empl [email protected] 16 priority theme 5 ....

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Aim of the webinar

• - to familiarize you with the call for proposals

•

• - to explain the priority themes

• - to provide you technical and administrative support on the submission of proposals

• - to answer all your questions

Who's running the webinar?

Anila,

EACEA

Tatiana,

EACEA

Ildiko,

EACEA

Lieve,

DG EMPL

Maria,

DG EMPL

Martina,

DG EMPL

Agenda of the webinar

Priority theme 5

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VET Teachers and trainers in Work-based learning (WBL) / Apprenticeship

Why this topic? Policy relevance

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1. WBL/apprenticeships high on the policy/reform agenda:

EU MS rethink or introduce WBL/apprenticeship schemes in cooperation with all

relevant stakeholders (business, VET providers etc.)

2. Teachers and trainers are key players in:

• - increasing quality and attractiveness of training

• - higher relevance of learning outcomes

• - higher innovation and productivity in companies

• - better transition from school or unemployment to work

• - modernisation and reforms processes in VET

Priority theme 5

Policy framework

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Priority theme 5

Work at EU level/DG EMPL, Unit E3

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Priority theme 5

Challenges for VET/WBL T&T

1. VET/WBL T&T – part of the bigger policy picture and of the policy agenda: VET reforms, LLL approach, regional development plans

Related themes: Governance frameworks, partnership approaches, enabling environment (legislation, financing)

2. Challenges for WP teaching: relevance, quality, attractiveness

Related themes:

• profiling and professionalisation

• cooperation mechanisms between VET providers and companies

• quality assurance

• systematic approach towards professional development (identify training needs, provide flexible and targeted training provision, assess competences), addressing:

(i) Constantly evolving demands for skills update and upgrade, LM relevance and job

creation

(ii) Call for innovation and excellence in VET

(iii) Dynamic social, technological and digital environment

(iv) New pedagogic paradigm: shift to LO; individualised teaching and facilitating networking and

autonomy

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Priority theme 5

Expected results of the Erasmus+ call

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Priority theme 5

Thank you for the attention!

Questions? Reflections?

Maria Todorova, DG EMPL

[email protected]

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Priority theme 5

Priority theme 6

Implementation of a framework for the assessment of the effectiveness of adult

learning policies

Priority theme 6

Priority theme 2

Employment and skills: validation of informal and non-formal learning

Policy context

The 2012 Recommendation on validation of non- formal and informal learning (VNIL)

o - Validation of non-formal and informal learning is about making visible and value the learning taking place outside formal education and training – at work, during leisure time and in voluntary activities.

• - The Recommendation invites members states to intensify work – and cooperation - in this area.

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Priority theme 2

Date: in 12 pts

The 2012 Recommendation on validation of non-formal and informal learning

Member States agreed to put in place arrangements

for the validation of non-formal and informal

learning (VNFIL) experiences by 2018, enabling

individuals to obtain a qualification (or part of

it) on the basis of their validated experiences.

Priority theme 2

The follow up of the 2012 Recommendation

• Coordination by the European Commission, technical and conceptual support by Cedefop.

• Active involvement of member states and relevant stakeholders EQF Advisory Group

• Further development and implementation of two European supporting tools

– The European Inventory on validation of non-formal and informal learning

– The European Guidelines on validating non-formal and informal learning

Priority theme 2

• OUTPUTS

o 36 reports (covering

33 countries)

o 8 Thematic studies

o 2 case studies

o A survey of projects on validation

o A synthesis of main findings

o An executive summary

1. Early school leavers 2. Multi-level governance 3. Skills audits in the public sector 4. Validation methodologies

5. Guidance and counseling

6. Raising awareness 7. Competence assessment

in the private sector 8. Research themes

2014 European Inventory on validation

Priority theme 2

http://www.cedefop.europa.eu/en/publications-and-resources/publications/3073

A practical tool

- structured according to the themes Rec.

- identifying choices faced by policy makers & practitioners when implementing validation

- builds on the active and systematic input of stakeholders

Online version: links to the European inventory & examples

The European Guidelines on validating non-formal and informal learning

Priority theme 2








Date: in 12 pts

Looking ahead

•2016 – Light update of the European Inventory

•2018 – Update of the European Inventory

•2018 – One-off national reports. Political response to the Council Recommendation

•2019 - Commission's report to the Council Reports on the experience gained and implications for the future, including if necessary a possible review of the Recommendation.

VNFIL

Priority theme 2

What is the Call Priority about ?

Identify, design and test assessment methods & tools for validating informal and non-formal learning, (in particular of transversal skills) across large scale pilots

Transversal skills such as leadership, entrepreneurship and risk taking; communication and collaboration; critical thinking; digital and media competency, which are often acquired through informal and non-formal learning

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Priority theme 2

Aspects that can be considered :

- the process of validation of learning acquired through on-line courses and specially MOOCs and how countries plan to link these courses to the formal qualification systems

- the various stages in the recognition and validation process such as identification, documentation, assessment and certification;

- the outcomes of the validation process and what people do with the validation obtained

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Priority theme 2

Priority theme 2

Aspects that can be considered :

• - increased connection between private and public validation initiatives: the validation occurring in private companies when recruiting or in career assessment are very weakly linked to public validation initiatives that tend to rely on the educational system or on public employment services

• - quality assurance of validation initiatives 40

Priority theme 2

Designing a policy experimentation

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• The objective : which problem do we want to

solve ?

• The hypothesis : measure xyz should allow

to improve ...

• The beneficiaries : who should benefit from

the measure ?

Priority theme 2

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The partnership

1 evaluation body

At least 1 public authority (ministry)

from at least 3 different countries

Relevant stakeholders

z y

x

E

Stakeholders

X

Y

Z

Priority theme 2

The partnership

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• Between

• employment services (public or private)

• guidance and counseling centres

• validation/recognition bodies

• Education & training organsiations

• ….

• Involving stakeholders in all the stages of the project (E&T, empl, social partners, etc.)

Priority theme 2

Thank you

for your attention

DG EMPL-E2: Lieve Van den Brande tel: +32 2 2963425

godelieve.van-den- [email protected]

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Priority theme 2

Technical and administrative support

Questions we have received

- - What is the difference between pre-proposal and full proposal stage?

- - Can I submit the application only at full proposal stage?

- - Can the project last less than 2 years or more than 3 years?

- - If the budget is split between E&T and Youth, is there a competition between Youth and E&T proposals?

Admissibility

- Do I need to send the application by email?

- What happens if my application is submitted after the deadline?

- Can I use several EU languages to fill in the application?

- What if some of the partners are not registered in the Participant’s portal?

Admissibility


Eligibility


• - Are the public authorities at regional level considered as eligible?

• - What does the Ministry need to do if they want to delegate its role in the project to another organisation?

• - Can the Ministry delegate its role in the project to an organisation based in another country?

Eligibility

Eligibility


• - can the evaluation body « researcher » have also a role of a coordinator in the project?

• - how many ministries/ delegated bodies do we need to have in the project?

• - can the « researcher » be the Ministry?

• - could there be more than one researcher in the project?

Eligibility

Eligibility

• - who decides on the appointment of the coordinator of the project?

• - does a coordinator need to provide a proof of a legal existence?

• - are there any documents required from partners to nominate the coordinator of the project?

Eligibility


Eligibility

• - can my partnership change between pre-proposal and full proposal stage?

• - can my title of the project and the budget change between pre-proposal and full proposal stage?

• - what criteria are checked at full proposal stage?


Selection process

Award criteria

Submission process

- how do I submit the application?

• - what contains the application package?

• - at which stage do we need to submit mandate and delegation letters?

• - who signs the mandate and delegation letters?

• - what if some partners don’t have a PIC?


subtitle - europa · maria todorova, dg empl [email protected] 16 priority theme 5 ....

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