Directorate-General for Education and Culture

Socrates European Community action programme in the field of education (2000-06)

Gateway to education

European Commission Gateway to education

Cooperation

The second phase of Socrates, the European education programme started on 1 January 2000 and runs for seven years. It takes over from the programme's first phase, which lasted five years and achieved very successful results. The figures speak for themselves: 500 000 students undertook a period of study in another European university, 10 000 schools took part in European partnerships, and thousands of projects were developed to promote European languages.

The second phase of Socrates will carry on along the same path, while introducing some new features. There will therefore be emphasis on two key ideas: the promotion of lifelong learning and the building of a Europe of knowledge. Opening up access to knowledge, irrespective of age or place, is important for a number of reasons. It makes it easier to get a job in a world in which it is necessary to adapt to increasingly relentless change. It is a way of obtaining recognised qualifications, social skills and personal fulfilment. Lastly, it is a way of discovering other cultures, broadening one's horizons and preparing to exercise active citizenship.

The systems and practices in education vary enormously from one country to another. This is a feature of the Europe in which we live. In this context, European cooperation, whether through mobility, pilot projects, European networks or comparative studies, offers huge advantages. It provides a fertile ground for innovation, the quest for quality, and the implementation of new ideas. Surely we will be more creative if we all pull together!

Socrates takes account of all types of learning — formal and informal — and all levels, from nursery school to university and adult education, which is becoming increasingly important. Socrates is relevant to all those involved in education: teachers, education staff, administrative and management staff, along with the pupils and students, all playing an increasingly active part in European cooperation projects. With Socrates, school can no longer remain confined within four walls. It is opening up to the various components of civil society which are eager to take up the challenges of education: civil servants and decision-makers, local and regional authorities, social partners, associations, the business sector, etc.

Socrates comprises eight actions. The first three correspond to the three stages which constitute milestones of education throughout life: school, university and adult education. The other five are horizontal. All of these actions together have common priorities. The emphasis is on countering social exclusion and under-achievement at school by providing specific support for disadvantaged groups, and promoting equal opportunities for women and men. Special attention is paid to language learning, particularly the languages which are less widely used and taught. There is also emphasis on the importance of studying in a multicultural environment as one of the cornerstones of European citizenship. The new information and communication technologies (ICT) permeate the whole programme, as they have much to offer active teaching methods and contribute to innovation. Lastly, Socrates encourages broad dissemination of information, ideas and good practice, for example through the setting up of networks.

European cooperation opens many doors to education. How wonderful it would be if everyone could take full advantage of this!

Viviane Reding, Member of the European Commission responsible for education and culture

2 BELGIË ELLAS LUXEMBOURG UNITED KINGDOM LATVIJA (Vlaamse Gemeenschap) IKY Toutes actions Socrates sauf Erasmus et All Socrates actions except Erasmus Academic Programme Agency Vlaams Socrates-agentschap Directorate of Special Programmes and Minerva The Central Bureau for International Valnu Iela 2 H. Consciencegebouw 5C10 International Scholarships Ministère de l’éducation nationale, de la Education and Training LV-1050 Riga Koning Albert II – laan 15 Unit for European Union Programmes formation professionnelle et des sports British Council ෟ (371-7) 22 39 83 B-1210 Brussel Lyssicratous 14 29, rue Aldringen 10, Spring Gardens ∀ (371-7) 82 01 71 ෟ (32-2) 553 95 83 GR-10558 Athens L-2926 Luxembourg London SW1A 2BN @ [email protected] ∀ (32-2) 553 95 65 ෟ (30-10) 372 63 00/323 66 90 ෟ (352) 478 52 10/478 51 90 United Kingdom  http://www.apa.lv @ [email protected] ∀ (30-10) 331 27 59/322 18 63 ∀ (352) 478 51 37 ෟ (44-207) 389 41 57 @ [email protected] @ [email protected] ∀ (44-207) 389 44 26 LIETUVA BELGIQUE [email protected]  http://www.socrates.lu @ [email protected] ES Socrates programos koordinavimo   (communauté française) http://www.iky.gr Erasmus, Minerva http://www.centralbureau.org.uk/socrates paramos fondas Toutes actions Socrates sauf Erasmus Centre de documentation et d’informa- Erasmus (EU Socrates Programme Coordination Ministère de la communauté française ESPAÑA tion pour les études supérieures UK— Socrates Erasmus Council Support Foundation) Cellule Socrates Todas las acciones del programa 280, route de Longwy Research and Development Building Gelezinio Vilko 12 Boulevard Léopold II 44 Sócrates excepto Erasmus L-1940 Luxembourg University of Kent LT-2600 Vilnius B-1080 Bruxelles Agencia Nacional Sócrates ෟ (352) 45 64 64/605 Canterbury ෟ (370-2) 61 05 92 ∀ ෟ (32-2) 413 40 43 Ministerio de Educación y Cultura ∀ (352) 45 45 44 Kent CT2 7PD (370-2) 61 05 92 ∀ a (32-2) 413 40 42 Paseo del Prado, 28 - 8 planta @ [email protected] United Kingdom @ [email protected]  @ [email protected] E-28014 Madrid ෟ (440-1227) 76 27 12 http://www.socrates.lt  http://www.cfwb.be/socrates ෟ (34-91) 506 56 85 NEDERLAND ∀ (440-1227) 76 27 13 ∀ Erasmus (34-91) 506 56 89 Comenius, ARION @ [email protected] MAGYARORSZÁG @ [email protected] Europees Platform voor het Nederlandse  http://www.erasmus.ac.uk Tempus Public Foundation Agence francophone belge Erasmus  Place du Parc 20 www.mec.es/sgpe/socrates Onderwijs Socrates Nemzeti Iroda B-7000 Mons Erasmus Nassauplein 8 ÍSLAND Üllõi út 82 ෟ (32-65) 37 36 60 Agencia Nacional Erasmus 1815 GM Alkmaar Office of International Education/ H-1082 Budapest ∀ (32-65) 37 36 62 Vicesecretaría General del Consejo Nederland Socrates National Agency Postal address: @ [email protected] de Universidades ෟ (31-72) 511 85 02 Neshagi 16 H–1438 Budapest 70 Ciudad Universitaria s/n ∀ (31-72) 515 12 21 IS -107 Reykjavik POB 510 ෟ (36-1) 210 97 00/210 97 10 BELGIEN E-28040 Madrid @ [email protected] ෟ (354) 525 58 51 ∀ (36-1) 210 97 01 (Deutschsprachige Gemeinschaft) ෟ (34-91) 453 98 42  http://www.europeesplatform.nl ∀ (354) 525 58 50 ∀ @ [email protected] EU-Agentur (34-91) 453 98 85 Erasmus @ general: [email protected]  http://www.tpf.iif.hu Ministerium der Deutschsprachigen @ [email protected] Nuffic comenius: [email protected] Gemeinschaft Dutch National Agency for Socrates erasmus 1, Minerva: [email protected] MALTA Hütte 79 (Bk.28) FRANCE Postbus 29777 erasmus 2: [email protected] Socrates Committee European Union B-4700 Eupen Agence Socrates – Leonardo da Vinci 2502 LT Den Haag grundtvig, Lingua: [email protected]  Programmes Unit ෟ (32-87) 56 82 24 Programme Socrates Nederland http://www.ask.hi.is Room 207 ∀ (32-87) 55 77 16 10, place de la Bourse ෟ (31-70) 426 02 57 Administration Building @ [email protected] F-33080 Bordeaux Cedex ∀ (31-70) 426 02 59 LIECHTENSTEIN University of Malta  http://www.dglive.be/chapter ෟ (33-55) 679 44 00 @ [email protected] Sokrates-Büro ∀ Msida MSD 06 (33-55) 679 44 20  http://www.socrates-programma.nl Herrengasse 2 @ [email protected] FL-9490 Vaduz Malta DANMARK Grundtvig, Minerva, Lingua Cirius  http://www.socrates-france.org ෟ (423) 236 67 58 ෟ (356-3) 290 22 04 Europees Platform voor het Nederlandse ∀ Fiolstræde 44 ∀ (423) 236 67 71 (356-2) 132 38 07 Onderwijs, dependance DK-1171 København K IRELAND @ [email protected] @ [email protected] Bezuidenhoutseweg 253 ෟ (45-33) 95 70 00 All Socrates Actions except Erasmus,  www.socrates.li 2594 AM Den Haag @ [email protected] Minerva and ARION POLSKA Nederland  http://www.ciriusonline.dk Léargas — The Exchange Bureau NORGE Fundacja Rozwoju Systemu Edukacji ෟ (31–70) 381 44 48 189 Parnell Street Centre for International University Foundation for the Development of the ∀ (31–70) 383 19 58 Dublin 1 Cooperation (SIU) Education System DEUTSCHLAND @ [email protected] Erasmus Ireland Norwegian Council for Higher Education ul. Mokotowska 43  http://www.europeesplatform.nl ෟ (353-1) 873 14 11 Box 7800 PL-00-551 Warszawa Deutscher Akademischer Austauschdienst ∀ (DAAD) ∀ (353-1) 873 13 16 N-5020 Bergen ෟ (48-22) 622 34 47/629 25 74 ÖSTERREICH Kennedyallee 50 @ [email protected] ෟ (47-55) 54 67 00 @ [email protected] Büro für Europäische  D-53175 Bonn  http://www.leargas.ie/education ∀ (47-55) 54 67 20/21 http://www.socrates.org.pl Bildungskooperation ෟ (49-228) 88 22 77 Erasmus and Minerva @ [email protected] (Österreichischer Austauschdienst — ÖAD)  ROMÂNIA ∀ (49-228) 88 25 51 Higher Education Authority — Erasmus http://www.siu.no Sokrates-Büro Agentia Nationala Socrates @ [email protected] 3rd floor Schreyvogelgasse 2 ˇ Bld. Schitu Magureanu Nr. 1  http://www.daad.de/info-f-d/foerder- Marine House BALGARIJA A-1010 Wien Etaj 2 — Sector 5 programme/eu_programme/index.html Clanwilliam Court Bulgarian Socrates National Agency ෟ (43-1) 534 08 25 RO-70626 Bucuresti Dublin 2 Human Resources Development Centre Comenius, Lingua (Schulbereich), ARION ∀ (43-1) 534 08 20 ෟ (40-1) 311 35 05/312 11 87 Ireland (HRDC) Pädagogischer Austauschdienst der @ [email protected] ∀ (40-1) 311 35 00 ෟ (353-1) 661 27 48 15, Graf Ignatiev St., 4th floor, Kultusministerkonferenz (PAD)  http://www.sokrates.at @ [email protected] ∀ (353-1) 661 04 92 BG-1000 Sofia Lennéstr. 6  http://www.socrates.ro @ [email protected] ෟ (359-2) 980 13 16/980 07 20 D-53113 Bonn PORTUGAL ∀ [email protected] (359-2) 980 78 90/971 34 57 ෟ (49-228) 50 12 98/2 51 Agência Nacional para os Programas SLOVENIJA ∀  http://www.hea.ie @ [email protected] (49-228) 50 14 20/2 59 Comunitários Sócrates EU Programmes Agency @ [email protected] ARION e Leonardo da Vinci CESKÁ REPUBLIKA Ob zeleznici 16  http://www.kmk.org Department of Education and Science Avenida D. João II, Lote 1.07.2.1 CSVS Socrates Office SL-1000 Ljubljana Marlborough Street Edifício Administrativo da Parque Expo - Comenius (sprachbezogene Aktivitäten U Luzˇického semináre 13 ෟ (386-1) 586 42 40 Dublin 1 Piso I - Ala B ∀ außer an Schulen und an CZ-11801 Praha 1 (386-1) 586 42 31 Ireland P-1990-096 Lisboa Lehrerbildungseinrichtungen); @ [email protected] @ [email protected] ෟ (353-1) 889 20 18 ෟ (351-21) 891 99 32/33  Grundtvig 3 (Mobilität)  http://www.csvs.cz/socrates http://www.cpi.si/EUsluzbe/eusluzbe.htm Carl Duisberg Gesellschaft e.V. @ [email protected] ∀ (351-21) 891 99 29 Erasmus, Comenius, Lingua Rainer Krippendorff @ [email protected] SLOVENSKÁ REPUBLIKA ෟ (420-2) 57 53 05 04/57 53 29 87 Weyerstr. 79-83 ITALIA  http://www.agencianacional-socrates- Slovak Academic Association ∀ (420-2) 57 53 24 07 D-50676 Köln Agenzia nazionale Socrates Italia leonardo.org.pt for International Cooperation (SAAIC) ෟ (49-221) 209 82 92 Indire (ex BDP) Minerva Socrates National Agency ∀ (49-221) 209 81 14 Via Michelangelo Buonarroti, 10 SUOMI/FINLAND ෟ (420-2) 57 53 24 09 Staré Grunty 52 @ [email protected] I-50122 Firenze Centre for International Mobility (CIMO) ∀ (420-2) 57 53 24 36/57 53 26 51 SK-842 44 Bratislava  http://www.cdg.de ෟ (39-055) 23 80 326 Hakaniemenkatu 2/Hagnäsgatan 2 Grundtvig, ARION, other Actions ෟ (421-7) 65 42 43 83/65 41 23 35 /328/338/387/388/389 (PB 343) ෟ (420-2) 57 53 43 33/57 53 43 73 ∀ (421-7) 65 42 44 83 Grundtvig 1 (Projekte), 2 ∀ (Lernpartnerschaften) und 4 (Netzwerke); (39-055) 23 80 330/343/399 FIN-00531 Helsinki ∀ (420-2) 57 53 18 22 @ [email protected] @ [email protected] ෟ (358-9) 77 47 70 33  http://www.saaic.sk/socrates Lingua ∀ (außer an Schulen: siehe PAD oben); [email protected] (358-9) 77 47 70 64 EESTI [email protected] @ [email protected] Foundation Archimedes Minerva; alle sonstigen Aktionen  Bildung für Europa [email protected] http://www.cimo.fi Socrates Estonian National Agency Nationale Agentur beim Bundesinstitut [email protected] Kohtu 6 für Berufsbildung [email protected] SVERIGE EE-10130 Tallinn Hermann-Ehlers-Str. 10 [email protected] Internationella programkontoret ෟ (372-6) 96 24 13 D-53113 Bonn [email protected] Box 220 07 ∀ (372-6) 96 24 26 ෟ (49-228) 107 16 08 [email protected] S-104 22 Stockholm @ [email protected] ∀ (49-228) 107 29 64 [email protected] ෟ (46-8) 453 72 00  http://www.socrates.ee [email protected] ∀ (46-8) 453 72 01 @ [email protected]   http://www.bdp.it @ [email protected] KYPROS http://www.na-bibb.de  Agenzia nazionale Socrates Italia http://www.programkontoret.se Ministry of Education and Culture Sezione Erasmus Socrates Unit Via Montagne Rocciose, 60 Kimonos and Thoukidides Street I-00144 Roma CY-1434 Lefkosia @ [email protected] ෟ (357-2) 80 06 00/649 ∀ (357-2) 42 82 68 @ [email protected]  http://www.moec.gov.cy

11 EN 16 NC-33-00-647-EN-C

A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int).

Luxembourg: Office for Official Publications of the European Communities, 2002

© European Communities, 2002 Reproduction is authorised provided the source is acknowledged. Printed in Belgium

PRINTED ON WHITE CHLORINE-FREE PAPER

OFFICE FOR OFFICIAL PUBLICATIONS OF THE EUROPEAN COMMUNITIES L-2985 Luxembourg Socrates in a nutshell

Aims Duration Socrates

• to strengthen the European dimension of 1 January 2000 to 31 December 2006 was a Greek philosopher education at all levels; who believed in a • to improve knowledge of European languages; Budget • to promote cooperation and mobility humanist vision of the throughout education; EUR 1 850 million over seven years world and rejected • to encourage innovation in education dogmatism. • to promote equal opportunities in all sectors The national agencies His maxim ‘know thyself’ of education. The Socrates programme is largely managed by is a fundamental basis the national agencies in each of the participant for knowledge and countries, which makes it possible to have more respect of self and of direct contact with the public. The details of others, however different these different agencies are given on the last they may be. page of this brochure. The eight actions

1. Comenius: school education 2. Erasmus: higher education Further information is available from: 3. Grundtvig: adult education and other educa- tion pathways • the Socrates national agency in your country; 4. Lingua: learning European languages • European Commission's Socrates website: 5. Minerva: information and communication http://europa.eu.int/comm/education/socra technologies (ICT) in education tes.html; 6. Observation and innovation of education • the Socrates guidelines for applicants, which systems and policies provide full details of the various actions 7. Joint actions with other European pro- and how to take part. These guidelines are grammes available in 11 languages and can be down- 8. Accompanying measures loaded from the Internet (from the site men- tioned above) or can be obtained from the national agencies.

Participating countries

There are a total of 31 countries taking part:

• 15 European Union Member States: Belgium, Germany, Denmark, Greece, Spain, France, Ireland, Italy, Luxembourg, Netherlands, Austria, Portugal, Finland, Sweden, United Kingdom; • Three EFTA countries: Iceland, Liechtenstein, Norway; • 10 associated countries: Bulgaria, Estonia, Hungary, Latvia, Lithuania, Poland, the Czech Republic, Romania, Slovakia, Slovenia; • Cyprus, Malta and, in due course, Turkey.

3 Gateway to education

Comenius: from nursery school to secondary school

Comenius, Comenius comprises • Individual grants for future teachers three major strands. (including assistantships for future language a 17th century Moravian phi- teachers), teachers in service and other cate- losopher, felt that school School partnerships gories involved in formal or informal educa- should be outward-looking. tion (head teachers, inspectors, advisors, The whole point is to broaden There are three types. mediators, etc.). These grants are used to horizons. European coopera- subsidise mobility to undertake practical tion brings a breath of fresh • School projects enable schools (at least three courses or placements in schools or compa- air to schools, along with schools from three participating countries) nies in another country or to take part in new ideas. It thus prompts to work on a theme of common interest. European courses with colleagues from other them to build up new partner- They try to involve as many pupils as possible countries. ships, to work better and and thus work towards closer cooperation, differently. particularly between different subject areas. Encouraging the active participation of the The establishment of Comenius Of Europe's 340 000 schools, pupils is a priority and therefore a limited networks 10 000 took part in the number of pupils are given the opportunity first phase of Comenius from of going to another country to prepare and Networks must be structured around a 1995-99. The aim from 2000 plan the European project in conjunction specific topic, e.g. citizenship, education in onwards is to considerably with the teachers. environmental matters, intercultural education, increase this figure. and involve a wide range of institutions with • Language projects involve two schools from experience of Comenius projects. The Comenius action focuses two European countries and focus on the on the first phase of education, learning of foreign languages. Priority will be In addition, upon completion of a Comenius from nursery and primary to given to the less widely used and taught lan- project, the promoters are often eager secondary school (including guages. The projects entail an exchange to pursue and expand the work they did technical and vocational edu- involving a stay in the partner establishment together. The Comenius networks give them a cation). This concerns all the and a return visit (minimum age of pupils: 14). chance to do so. Many ideas and proposals can players of the education com- thus be more widely shared, including by munity — teachers, education • School development projects involve schools schools which have not yet been able to become staff and pupils — while (at least three schools from three partici- involved in a European partnership. endeavouring also to actively pating countries) as institutions, the idea involve organisations outside being to share their experiences and to The aim of this action is to consolidate, establish the school, such as parents' compare notes on teaching methods, organi- synergy between and spread positive achieve- associations, NGOs, local sation, management or themes of common ments and innovatory practices, to disseminate authorities, the business sector, interest, e.g. combating violence at school, ideas and results, and give the projects a lasting social partners, etc. the problem of integrating pupils from impact. different social and cultural environments. The aim of Comenius is to enhance the quality of teach- ing, strengthen its European Initial and in-service teacher training dimension and promote lan- guage learning. There is also The European Commission can subsidise two emphasis on certain important types of activity: issues: learning in a multicul- tural framework, which is • Multilateral cooperation projects between the cornerstone of European different types of institutions, particularly citizenship, support for disad- establishments providing initial or in-service vantaged groups, countering teacher training. The aim of these projects is under-achievement at school to prepare programmes, courses, strategies or and combating exclusion. teaching material for the training of staff involved in education. In addition to the contribution of these projects to enhancing the quality of training in Europe, the creation of links between colleagues working in this area in different European countries is invaluable.

4 Erasmus: breaking down the barriers in higher education

Both students and teaching staff can • Joint preparation of courses. At least three Erasmus is the embodi- benefit from Erasmus activities. establishments (from different countries) ment of the cosmopolitan pool their resources to develop a programme intellectual, so this action Students of study, a module, a curriculum or a master's is aptly named. It was the programme. Erasmus support for joint course preparation is not only for European subjects, first major European pro- Erasmus gives students the opportunity to study but applies in all subject areas. gramme in the area of for a period of 3-12 months at a university or higher education establishment in another higher education. Since it • Intensive programmes. At least three participating country. As a matter of principle, was launched in 1987 it establishments (from different countries) the time spent in the host country must be fully has gone from strength to may come together to organise intensive recognised by the home institution. The courses (e.g. as part of summer university strength and 700 000 stu- European credit transfer system (ECTS) is the programmes) which provide students and dents have been able to major instrument to facilitate academic recogni- teachers with the opportunity of in-depth take advantage of the tion of periods of study in partner establish- study. Such courses must have a European ments. It should be clear that there must mobility arrangements dimension, and offer not only specialist be prior agreement between the universities under Erasmus. Today, knowledge, but also a multicultural approach concerned before a person can benefit from the nearly all European uni- to the subject area. Erasmus scheme. versities are involved. • Thematic networks. University departments What seems not to have To support their mobility — a period of study in or faculties, research centres or professional the host country — students may be entitled to been generally under- associations can form a European network an Erasmus grant in addition to the grants stood, however, is that the around a subject area or a specific topic which they normally receive from other sources action is also intended for as a platform for analysis and discussion. such as their region, state, or university. This The European Commission provides support higher education establish- European grant is intended to help to cover the for these thematic networks on condition ments which are not uni- cost of travelling and the difference in cost that all the participating countries are versities, as well as for of living. represented. post-university education. It should also be noted that the European Each university presents Commission may fund part of students' lan- its full range of Erasmus guage tuition prior to their departure to a activities in a contract foreign establishment. (‘institutional contract’) Reports and surveys agree that a period of study signed with the Commission. in another country is very rewarding in personal, academic and social terms. Contact with another country enables the student to become more adaptable, provides intercultural communication skills, and knowledge of things European. It is also a considerable plus point on the employment market.

Information on Erasmus grants can be obtained from universities' international relations offices.

Teachers

Several Erasmus strands concern teachers directly.

• Teacher exchanges. The European Commission provides support for teachers giving courses, generally short courses, as part of the official curriculum of a partner university in another European country. This type of experience has a positive impact on both teachers and students.

5 Gateway to education

Grundtvig: the third education link

Through Grundtvig, • Learning partnerships are intended for the European Commission supports organisations at local level and provide for four types of activities. smaller scale cooperation. The emphasis is generally on contact between adult learners • Transnational cooperation projects relate to and teachers in different countries on a adult education institutions and organisa- common theme and which can subsequently tions which wish to undertake a tangible lead to more ambitious things. The education project or a joint production through partnerships seek, for instance, to organise European cooperation. An example is the conferences, exhibitions and visits, in order development of systems for accrediting or to exchange experiences, practices and validating skills acquired via the informal methods. The visits and exchanges have an system of education. Another example is important role to play. developing new training modules and new teaching methods and materials. • Training grants are intended for trainers who The cooperation projects may involve mobili- decide to undertake a course in another ty, such as organising meetings between European country for a period of one to four partners, but only to a marginal extent in weeks. This mobility concerns all categories relation to the primary aim of cooperation, of staff involved in adult education: i.e. producing a European education product. teachers, trainers, managers or administrative personnel, advisers, mediators and tutors.

• Lastly, Grundtvig networks provide those involved in adult education with a lasting basis for discussion and permit very broad dissemination of innovatory practices and ideas in this context. There are two types of Education does not only mean school. It is a process which continues throughout networks: thematic networks, which are life, irrespective of age or place. Grundtvig takes its name from a Danish forums for debating key issues, and project educationalist who sought to link education with life in general and open it up to networks, which provide an opportunity for everyone. This action targets adult education and other education pathways. the institutions taking part in a partnership It supplements Comenius (school education) and Erasmus (higher education) by to pursue their work together while passing forming the third link of a single education chain. on the results of their work to a wider range of bodies. Adult education differs from country to country and situations vary enormously. There are various reasons why adults may opt to start learning again. They might want to return to school or university in order to gain new qualifications and find a job more easily. They may want to make good use of their leisure time by investing in their personal and social development. Or they may wish to become more active citizens and play a larger role in the democratic process.

The players involved in adult education are formal (schools, colleges, universities) or non-formal institutions (adult education centres, associations, libraries, museums, parents' organisations, etc.).

Grundtvig targets all adults, while at the same time taking care to encourage those who experience special difficulties in meeting their educational needs, either because they live in disadvantaged or isolated areas, because they are hampered by precarious social circumstances or have an inadequate knowledge base. There is a compelling case for giving adults (irrespective of age) excluded from the school system a second chance by helping them to acquire basic skills, restoring their confidence and acknowledging certain skills or competences obtained outside the school context.

6 Lingua: getting people to speak another language On average, nearly 50% Support is available from the The development of tools of Europeans are incapable European Commission for two of carrying on a conversa- categories of projects. • The aim of this second part of Lingua is to tion in a language other ensure the presence on the market of an than their own, and even The promotion of language learning appropriate range of language learning tools. The transnational projects supported by the when they can, it is usually • Encouraging people to learn another language European Commission must be clearly posi- in one of the 'big three', entails getting them interested in doing so, tioned in areas which are ill-catered for by i.e. English, French or familiarising them with the different oppor- this market. They must also support innova- German. tunities that exist, and providing access to tion. This could for instance embrace a new the places and channels of learning. The method for learning Finnish, the develop- Commission accordingly supports a wide ment of an Internet-carried test for distance Knowing other languages range of transnational projects which are all assessment of proficiency in Spanish, or the brings a better under- important steps in the learning of foreign design of a video for students wishing to standing of other cultures languages. study in Germany. in a Europe characterised by diversity. It is a factor • Firstly, there is awareness raising: partner- • Projects submitted under one of these Lingua of personal development ships, for instance, can be organised to strands must meet a number of conditions. conduct campaigns through the mass media. They must be based on a partnership of and fulfilment and can Second, there is motivation. Third, we have establishments/bodies from at least three enhance employability. information: where and how to find a participating countries. They must demon- method of learning which is suited to one's strate added value for Europe and, impor- The teaching and learning requirements? What is new and what is the tantly, they must not have any profit motive. of languages — the 11 best practice in this field? Lastly, there is the matter of access to language resources: how • Lingua also places emphasis on encouraging Community languages plus can they be networked so as to make them the learning of the less widely used and Irish and Luxembourgish — more readily available? taught languages in the European Union. is a feature of all the Socrates actions, be it Comenius, Erasmus or Grundtvig. Lingua itself operates ‘horizontally’ by focusing on certain key issues in order to encour- age proficiency in lan- guages, whether these are taught at school or out- side the school context.

7 Gateway to education

Minerva: new technologies supporting education

Through Minerva the European • Projects intended to network and encourage Commission provides support for four the exchange of ideas and experience major types of activities which are connected with ODL and the use of ICT in education. Cooperation is encouraged ‘horizontal’ in Socrates. between designers, users and those in posi- tions of responsibility in education and • Projects to better understand and support training. innovation. These are research actions, targeted studies and comparative analyses in ICT is present in the various actions of the order to improve understanding of the Socrates programme, but with Minerva they are of ICT and ODL m impact odels on the organi- the very essence of the projects. The Minerva- sation of teaching and on the learning supported activities are intended to reach a process. critical mass and are on a larger scale than in the other actions. They must relate to themes of • Projects to design new teaching methods European interest, demonstrate a genuine and resources for the development of inno- multiplier effect and substantiate high spin-off vatory environments in learning. potential.

• Activities intended to communicate and to In addition, the Minerva action attaches provide access to the results of projects in particular importance to transnational projects order to increase their dissemination and based on partnerships which include a wide share best practice. range of players: schools and universities, the multimedia business sector and the ICT sector, publishers, ministries, associations and experts from outside the school context. Experience shows that integrated projects like these Things have changed so incredibly quickly in the space of a few years. Not so very generate the most innovatory and lasting long ago teachers had to be convinced of the need for information and results. communication technology (ICT). Later, schools needed to be equipped and there was a shortage of educational multimedia products.

Today, many schools in Europe are online. And with relentless technological innovation and the exponential expansion of Internet, ICT is becoming increasingly common in all learning arenas: school, home and anywhere else.

This is a historical turning point. The aim must now be to capitalise on this by structuring the learning environments and using ICT to introduce education engineering. There are two priority objectives. First and foremost, ICT must bring new learning opportunities based on teaching innovation: encouraging new interaction between teachers and learners, customising learning, and encouraging multidisciplinary approaches. This must be backed up by a provision of services which fully cater for the requirements of teachers and learners alike, something which presupposes the development and promotion of quality products, at the same time avoiding a flood on to the market of mediocre products with little educational value.

The Minerva action is a response to this challenge. It focuses on open and distance learning (ODL), multimedia and the use of ICT in education — the idea being to stress that the whole point of using ICT is precisely to improve knowledge, skills and competences.

8 Observation and innovation: how we can learn from each other

Europe has a vast and varied wealth of tradi- tions, practices and education systems.

The challenge facing countries which are natu- rally inclined to focus on their own specific situations is to take an interest in what happens elsewhere. The point of observing other educa- tion contexts is not to copy them mechanically, but to look at the different approaches as a basis for perhaps doing things differently. The diversity of Europe in this way becomes a seedbed for innovation and for improving the quality of education.

This is what the 'Observation and innovation' action is all about. Its aim is to introduce tangi- ble instruments to put this diversity to good use. The European Commission will accordingly support a range of initiatives and operations:

• provision of reliable and comparable infor- mation on national education policies and education systems through the network of information on education in Europe (Eurydice);

• field visits to allow decision-makers and Knowing is one thing, spreading the message is another. New ideas, those responsible for education policy to acquire direct experience of education sys- studies and debates must not remain within the confined forum of tems and reforms in other countries (Arion); experts. The 'Observation and innovation' action under Socrates will therefore endeavour to instigate a fruitful dialogue around key issues • use of the Naric network of national centres with the whole of the education community and with the different for the academic recognition of qualifications; members of civil society concerned (decision-makers, social partners, • pilot projects, e.g. on the evaluation of quali- associations, etc.). ty in education; In order to give the programme flexibility, support may also be provided • initiatives to promote exchanges of experi- to transnational projects and studies catering for new requirements ence and the transfer of good practice which will emerge as the programme progresses. at European level with regard to certain particularly innovative topics, e.g. the rela- tionship between education and employment, teaching quality indicators, or more prospec- tive debates concerning tomorrow’s educa- tion (general observations and analysis).

9 Gateway to education

Joint actions: an integrated approach

Education is the typical exam- Synergy will be pursued in two ways: Whatever the pillar chosen, synergy will be ple of an area which can fully sought as a matter of priority between the three attain its objectives only • through calls for proposals for joint projects programmes of education, vocational training by creative interaction with common to the different programmes. These and youth affairs. Subsequently, however, other neighbouring areas. projects must cover at least two of the three this cooperation should be expanded to cover These include vocational areas in order to be eligible; culture and sport as well as other European pro- training policy, youth policy grammes, e.g. those concerning employment and research policy. The • through projects which meet the criteria of and social affairs, in order to address problems Socrates programme must one programme but relate to themes defined such as the fight against drug abuse or racism. therefore work more closely in common across the different programmes. Synergy will also be sought with research and with other Community pro- An example is action to counter social exclu- with programmes relating to the information grammes and actions. This is sion. In this case there is no joint call in the society. the idea behind joint actions, strict sense, but once selected, projects in which are an explicit feature this second category will develop links with of the three programmes others in the other programmes. Socrates, Leonardo da Vinci and Youth, designed to thus encourage an integrated approach to training, educa- tion and youth policy.

Accompanying measures: bringing more flexibility

For obvious reasons of consis- The support measures To be selected, projects must be conducted tency and transparency, any cover a wide range of activities: transnationally by a wide range of partners, programme as ambitious as cover a theme of European interest and demon- Socrates needs to be struc- • awareness-raising activities to promote strate an impact. tured around clearly-defined cooperation in education (conferences and actions and pre-established seminars); criteria. These measures will provide Community support • the dissemination of project results; for activities which are not formally part of any of the • improving programme implementation by Socrates actions but which providing training in project management or are nevertheless relevant to in tackling obstacles; the attainment of the pro- gramme's objectives. • supporting synergy between the different actions of the programme;

• ‘horizontal’ priorities such as the promotion of equal opportunities and intercultural edu- cation.

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