Europe in Gear for More Mobility the Magazine SUMMARY

EUROPEAN COMMISSION

Education and training I Culture I Youth I Multilingualism I Citizenship N°30 Europe in gear for more mobility The Magazine SUMMARY

Tempus ﬂies to phase 4 Europe in gear for more mobility of higher education cooperation PG 3 PG 32

Conference on mobility: Hands across the sea Europe’s pivotal role in new opportunities and wider horizons international education PG 7 PG 34

Study visits let’s talk Adult education a growing need PG 13 PG 38

Migration in EU schools: European regions exchange good practice turning challenges into opportunities in school education PG 16 PG 40

Erasmus Mundus Measuring the success of education and train- sets sail towards new horizons ing for individuals and for systems of academic excellence PG 42 PG 18

How good are Europe’s universities Artists on the move and how can you tell? PG 20 PG 46

2008 Boosting cross-border volunteering in Europe The European Year of Intercultural Dialogue PG 23 PG 48

Taking your training qualiﬁcations Mobility for Active European Citizenship abroad with you PG 50 PG 27

Languages and mobility Taken by the hand by turning a dilemma into a virtuous circle European Documentation Centres PG 30 PG 54

EUROPE DIRECT IS A SERVICE TO HELP YOU FIND ANSWERS TO YOUR QUESTIONS ABOUT THE EUROPEAN UNION FREEPHONE NUMBER (*): 00 800 6 7 8 9 10 11 (*)CERTAIN MOBILE TELEPHONE OPERATORS DO NOT ALLOW ACCESS TO 800 NUMBERS OR THESE CALLS MAY BE BILLED. MORE INFORMATION ON THE EUROPEAN UNION IS AVAILABLE ON THE INTERNET ( HTTP://EUROPA.EU). CATALOGUING DATA CAN BE FOUND AT THE END OF THIS PUBLICATION. - LUXEMBOURG: OFFICE FOR OFFICIAL PUBLICATIONS OF THE EUROPEAN COMMUNITIES, 2008 ISSN 1023- 3725 PRINTED IN BELGIUM PRINTED ON WHITE CHLORINE-FREE PAPER and fostering asense ofEUcitizenship to innovative thinking and linguistic ability. Mobility contributes to many important EUpolicy objectives, ranging personal from development change. rapid Europe wants labour for its force. Itis avital advantage in an economy ofknowledge and bring multiple advantages on apersonal level. ofthe Itis flexibility an also important part ǯ ǯ ǯ What’s more, mobility can bring: can mobility more, What’s only guarantees citizens. its Itgoesfurther, and actively promotes movement. Mobility can Everyone who wants to move, has the right to move. That’s one basic principle that the EUnot for more gear in Europe can be seen as a barrier to mobility but they may also also may they but tomobility abarrier as seen be can languages andmobility: language between link a close is There market. single the of functioning the for and also andcitizenship integration European building for both Languages: unique. make us of each that distinctions andthe together bindsEuropeans that ground common the tofind helps cultures different with Interacting citizenship: EU andemployability. skills totheir isaboost consequences obvious the of One situations. innew andcompetences assumptions own their andtest sources, different from learn knowledge, Personal development: it promotes language learning, important important learning, language promotes it it breaks down barriers between people. people. between barriers down breaks it it allows people to acquire new toacquirenew people allows it mobility ǯ ǯ of networks built around the mobility of individuals. of mobility the around built networks of part be can companies smallest andthe regions remote most The proximity. require not does today –andclustering vation inno- for andcapacity competitiveness Europe’s strengthens businesses within ofpeople circulation Increased industry. fashion Paris the or Valley inSilicon occurred has –as ters clus- valuable promoting by benefits deliver can enterprises amongbusinesses: exchanges Efficient life. of quality leadingtoahigher ultimately and patterns, local or innational rigidities easing influences, and global European of range up toawider areopened Institutions things. seeing of ways lished estab- about questions provoking by modernisation thought: Independent oneself. expressing of ways tonew exposure wider by developed andbe totravel, stimulus the provide mobility triggers change and change triggers mobility mobility among among mobility 3 TheMagazine n°30-2008 4 TheMagazine n°30-2008 learning cycle. learning life-long the through right mobility promotes but young, onthe importance particular places It mobility. of merits leads the way in convincing Europe’s citizens of the (DG) General Directorate andCulture Education The society. of range widest the across encouragement deserves that isatrend and this tomove, willing areincreasingly Europeans and educated Young tochange. set looks pattern this But opportunities. new topursue isreluctant workforce its economies, leading has notMobility been Europe’s Compared forte. to other ǯ ǯ ǯ ǯ ǯ development: of personal formin every mobility promotes Culture DG EducationThe and uous learning for adults. for learning uous Grundtvig world; acrossthe andteachers students (UDVPXV0XQGXV popular; is highly Erasmus sector; andtraining education vocational, the Leonardo education; secondary of level the ning at Comenius oversees university student exchanges –and exchanges student university oversees promotes mobility of trainees and trainers in andtrainers trainees of mobility promotes supports mobility, networking ande-twin- networking mobility, supports supports mobility and exchanges incontin- andexchanges mobility supports opens Europe up for higher education education higher upfor Europe opens

In the coming years, the DG intends to expand its work, both both work, its toexpand intends DG the years, coming the In expression. artistic zenship, andfor citi- for competitiveness, Europe’s for learning, for mobility – apurpose with mobility istosupport DG the of work the year.Coordination common on last Culture thread through The of Member States when they launched the Open Method of objective -acentral culture of world inthe mobility improving to itself committed also has DG The Citizens. for Europe of part as Europe across from communities andlocal towns together bringing by citizenship common of asense builds It programme. the future. the manyother suggests teachers and pupils among generated has action and cost-effective simple this excitement The successful. highly been has etwinning.net/ww/en/pub/etwinning/index2006.htm) (http://www. schools between actions e-twinning growing rapidly project’s Comenius the instance, other.each For of click amouse within andorganisations people to bring technology communications from tools new using mobility”, of physically moving to but another of country, “virtual interms just not of thought be must mobility In particular, mobility. of andimpact scope the towiden available economy. techniques New will become knowledge-based intomorrow’s evident increasingly be will Europe and for individuals for mobility of benefits The andvolume. in scope Youth inAction its through abroad service voluntary taking personal development. It supports young people under- people young supports It development. personal and learning of allstages of reach within mobility brings Through schemes such as Erasmus and Comenius, the DG DG the andComenius, Erasmus suchas schemes Through #"3! 2'-, ,"!3*230# '0#!2-0#,#0 *$-0 "'*#3',2', possible applications in applications possible 5 TheMagazine n°30-2008 6 TheMagazine n°30-2008 Mobility within the Lifelong Learning Programme” in Ljubljana lastJune. the Ministry of Education and Sport, with the support of of support the with andSport, Education of Ministry the more than 400 people with an interest in the subject from from subject inthe an interest with people 400 more than together brought event The Commission. European the and CMEPIUS, Agency, National Slovene the by organized was 13 2008, on June place took which conference, The Educa for Commissioner Youth European with Figel’, the European Ján Mr Lifelong Learning and awardees. Slovenia, of Republic the of Sport and Education of Minister Zver, Dr. Milan EU students taking advantage by studying in other Member States? How much has staffmobility Being mobile opens new opportunities for learning and working across Europe. Sohow are far new CONFERENCE ON resources? Answers to some ofthese questions emerged the conference from in on “Quality across the Member States? How many more opportunities could becreated by pooling available been able to improve educational organisations?How easily can qualifications gain recognition MOBILITY MOBILITY opportunities and wider horizons all 31 countries involved in the European Union’s Lifelong Union’s Lifelong European inthe involved countries all 31 of Macedonia. to ready getting countries as well as Programme, Learning join it – at present Croatia and the former Yugoslav Republic Republic Yugoslav former andthe Croatia present –at it join Photographer: Nada Žgank Photographer: tion, Training, Culture and and Culture Training, tion, 7 TheMagazine n°30-2008 ...moving towards a sense of European ... mobility for teaching staff... identity... The conference also focused on mobility for education staff, The conference’s broad agenda took account both of current and on the roles for policy and for individuals. It is important achievements and future prospects. Today, it emphasised, that teachers, trainers, professors and adult education staff many workers, teachers, students and researchers have are given the opportunity to see how teaching and training already left their home country to explore new opportunities are conducted in other countries. That way they can bring – a veritable “mobile force”. Their travels enrich Europe’s new approaches to education and experience back home. labour market. At the same time, this mobility develops open- One of the recommendations from the conference was for a ness, flexibility and understanding among different cultures quality charter that could advance this process, though key across the EU. Over and above the obvious economic bene- mechanisms including: fits, the feeling of belonging to a united Europe may prove to be mobility’s biggest benefit, it was suggested. ǯ integrating staff mobility into the development strategy Studying abroad has become an important asset in of organisations today’s labour market. Each year thousands of students, trainees, pupils and adult learners, as well as teaching ǯ designing courses that meet the needs of participating staff and other professionals, experience new environ- organisations ments and develop language skills by taking part in Life- long Learning Programme actions. The programme dedi- ǯ identifying the impact of mobility on organisations and cates over 70% of its total budget (€7 billion until 2013) on the professional expertise of participants to mobility actions. A good example of its work is the well-known “Erasmus” programme for students. But it ǯ giving official recognition to professional development also organises mobility actions for teachers, trainers and trainees, and its actions frequently offer new possibili- ǯ sharing feedback from participants and publishing ties to marginalised groups. outcomes

ǯ 450,000 young people, of which half were pursuing initial ... behind barriers... vocational training, were awarded Leonardo da Vinci mobility grants in 2000-2007 Having the right to move is one thing. Actually deciding to move is quite another, which depends on a huge range of ǯ 50,000 adult learners and staff, including 7,000 adult factors, many of them intensely personal. Many people, for educators, took part in Learning Partnerships under the instance, come from families or backgrounds that have no Grundtvig programme in 2000-2007 tradition of changing location. Others work in an environment where travel is not encouraged. For many people, finan- ǯ 12,430 schools were involved in Comenius partnerships cial constraints, language problems, or even just reluctance in 2006 alone to deal with unfamiliar administrative procedures are strong disincentives to a change of country. Concerns that previous ǯ 160,000 students and 26,000 teachers go abroad each work experience or qualifications may not be recognised year with the Erasmus programme abroad merely add to the reluctance to contemplate change. n°30-2008 8

Magazine Mrs Odile Quintin, Director General for Education and Culture

The at the plenary session. Photographer: Nada Žgank But these considerations are often a problem of perception Assessing how to go further was part of the agenda of the rather than reality. Many Europeans remain unaware of the high-level group that the Commissioner set up in early support the EU already offers in terms of mobility, and, more 2008. Its focus was on how to boost mobility, in particular importantly, of the work and study opportunities available by targeting specific groups such as young entrepreneurs to them abroad. and artists. Maria Joao Rodriguez, who chaired the Forum, outlined the approach. She highlighted the merits of The conference formulated a number of key recommenda- ǯ multiplying the opportunities for learning mobility tions to address these problems. It underlined the need for a comprehensive strategy that would include: ǯ organising European pathways for mobility ǯ A communication strategy to inform citizens about mobility and its benefits ǯ strengthening the support conditions for learning mobility ǯ More simple and user-friendly programme structures to suit the needs of target groups ...making mobility the norm...

ǯ More funding to encourage mobility among people from The work ahead may seem daunting, but as Odile Quintin, the widest range of socio-economic backgrounds, accom- Director General for Education and Culture, pointed out, panied by more systematic promotion of private sector “Erasmus is an example of how mobility can become the sponsorship and new funding models such as European norm in a training pathway. I would like to see a similar loan schemes for students. development for staff training, vocational training and adult learning.” She underlined the importance of using new …looking beyond the horizon… tools to achieve this goal, going even further than creating schemes for recognising qualifications across borders (such Ján Figel’, European Commissioner for Education, Training, as ECTS and ECVET - see pages 27 and 29 for details). Her Culture and Youth, set out a clear view of where mobility vision extends to partnerships with the EU Member States stands when he addressed the conference: “With only two and cooperation with the European Social Fund and the years left in the ‘Lisbon agenda decade’, this is the perfect European Investment Bank. She also stressed the impor- time to think about the future of its central policies beyond tant role of national agencies in promoting mobility, as they the horizon of 2010”, he said. He insisted on the importance are in direct contact with the public. In short, all resources for European citizens of learning foreign languages. He also available should be mobilised to ensure that, as Mrs Quintin remarked that better recognition of qualifications abroad puts it, “Mobility becomes the norm”. is necessary to further encourage mobility. The European Credit Transfer and Accumulation System and the newly adopted European Qualifications Framework for lifelong learning have been very successful, but it is necessary to go further, the Commissioner underlined. n°30-2008 9 Magazine The

Mr Figel’, European Commissioner for Education, Training, Culture and Youth at the press conference. Photographer: Nada Žgank Winners of the Awards for Quality in Mobility ǯ Lingu@net Europa Plus, a London-based project that guides learners in a choice of over 3,700 online learning 15 imaginative projects from all over the EU have identiﬁed resources some of the real promoters of mobility, and how mobility can broaden horizons, enhance skills and create opportunities. Milan Zver, Minister of Education and Sport of the Republic of Slovenia, and Jan Figel’, European Commissioner for The categories for the competition were Comenius for Education, Training, Culture and Youth, handed out the Euro- school education, Erasmus for higher education, Grundtvig pean Lifelong Learning Awards for Quality in Mobility at the for adult education, Leonardo da Vinci for vocational conference. training, and the transversal programme ‘Languages’. The Detailed descriptions of the projects are available in German, ﬁve projects to claim gold were: English, French and Slovene in the “Mobility creates opportunities-European Success Stories” brochures. ǯ A partnership between a Latvian and a Czech school in Conference website: which pupils translated songs into each other’s language http://www.qim.si/eng/ and rehearsed together Brochures “Mobility creates opportunities”, with detailed ǯ Intensive study programmes organised by the Portu- descriptions of all the award-winning projects: guese Instituto Politécnico de Tomar and its partner http://ec.europa.eu/dgs/education_culture/publ/index_ universities en.html

ǯ A staﬀ exchange scheme between a Danish ﬁre services Press release “European Awards for Lifelong Learning recog- provider and its UK counterpart nise outstanding mobility projects” (on RAPID site): http://europa.eu/rapid/ ǯ The Religious Diversity and Anti-Discrimination Training organised by the Centre Européen Juif d’Information in Lifelong Learning Programme (LLP): Brussels http://ec.europa.eu/llp

2008 European Lifelong Learning Awards for Quality in Mobility Photographer: Herta Adam n°30-2008 10 Magazine The THE ERASMUS PROGRAMME: 20 YEARS OF ǯ 270 Erasmus Intensive Language Courses took place last ACHIEVEMENT year in 23 countries

ǯ 18,000 Erasmus students benefited from Erasmus Inten- Established in 1987, Erasmus, the EU’s flagship education sive Language Courses before embarking on their studies and training programme for mobility and cooperation in abroad higher education across Europe, continues to expand. A few figures give a feel for what it has achieved so far: ǯ 270 intensive programmes were organised across Europe for higher education students and teachers ǯ 1.7 million students have benefited from the programme since 1987 ǯ 50 multilateral projects have been funded each year to develop curricula, modernise higher education, and ǯ 3,000 higher education institutions (or 90% of institu- to set up virtual campuses and co-operation between tions in the participating countries) hold the Erasmus universities and enterprises University Charter ǯ 10 Thematic Networks promoted co-operation and inno- ǯ 160,000 students participated last year with another vation in areas of particular importance to European 20,000 following an Erasmus business placement as part higher education of their studies

ǯ 166,000 teachers have been supported to teach abroad since 1997 (university staff can now be supported to train More information: abroad as well) http://ec.europa.eu/education/programmes/llp/ ǯ 26,000 teachers participated last year erasmus/index_en.html n°30-2008 11 Magazine The 12 TheMagazine n°30-2008 KWHHDGHVG \ KYVWDG KEQȩV SDUWLFLSDQWV WRRNDZD\ZLWKWKHP EHQHȩWV WKH DQG YLVLWV WKH E\ DGGUHVVHG WKHPHV WKH ȩYHGD\VWKH\VWXG\DQDVSHFWRIOLIHORQJOHDUQLQJRUSROLF\G into an tool effective for policy cooperation and innovation. Programme and the Lifelong Learning Programme 2007-13. steps These aim to study turn visits visits and aligned their themes with the priorities ofthe Education andTraining 2010 Work LL KHDSHLWH ROZQE[V ǪHGDN@ LOOXVWU >Ǫ)HHGEDFNǫ@ ER[HV IROORZLQJ WKH LQ H[DPSOHV 7KH YLVLW RSPHQWLQDQRWKHUFRXQWU\ Since the start of the EU Lifelong Learning Programme, the Commission has reinforced study study reinforced has Commission the Programme, Learning Lifelong EU the of start the Since learning. mutual from benefit to and experience exchange to QOVV HRWRZDWH DWFSQV HUW UP KLVWX WKHLU IURP OHDUQW SDUWLFLSDQWV WKH ZKDW RI UHSRUWV DQDO\VHV PDNHUVLQHGXFDWLRQDQGYRFDWLRQDOWUDLQLQJ7RJHWKHUIRUWKUH Malmo University, a Swedish university offering a degree in adegree offering university aSwedish University, Malmo 2007) Sweden, and (Denmark Feedback: Guidance in the ofOresund region (DFK\HDU&HGHIRSWKH(8DJHQF\WKDWFRRUGLQDWHVVWXG\YLVLW inMay, the applications for call latest the Following toboth. relevant were others andthe education, general on 121 and training, tries. Seventeen visits focused on vocational education coun- 31 from andtraining ineducation specialists 1,500 of a pilot bringing phase, part as 154 together visits over organised programme the andJune2008, March Between 6WXG\YLVLWVEULQJWRJHWKHUJURXSVRIVSHFLDOLVWVDQGGHF discuss education and training in Europe. haveThey the given people taking the opportunity part theOver past 30years, study visits have provided aforum for specialists and decision makers to TALK LET’S Study Ministry of Science, Technology and Innovation, organised Ministry Danish the within adepartment andCirius, guidance, career 2008-2009. of course the over visits instudy part totake applicants 4,600 the of 2,600 some enabling budget, million €3.65 its allocate will programme visits

LVLRQ HYHO HWR DWH V G\ different stages of its development. ofdifferent stages its allat were they although people, young guiding for system andintegrated effective acoherent, towards working were involved allcountries that discussions the from emerged It further. toexplore ideas new with countries totheir returned participants the approaches, different andcomparing tions ǯ ǯ suchas: policy*, oneducation animpact having figures toinclude tend will they visit, study andtraining education an of case the In participants. the select inturn, which, agencies tonational isproposed visit the of theme The employer organisations. or unions trade administrations, educational local services, guidance as well as training, andteacher training, tional voca- in education, involved becan by hosted institutions visit study andtraining aneducation instance, For sional. profes- any by level local at initiated be can visit A study Setting up astudy visit: who does what? career guidance to young people. After exchanging observa- exchanging After people. toyoung guidance career offering for systems national their covering visit a study trainers; headsof head teachers, centres; andguidance institutions ofeducation directors departments and teacher andteacher departments 13 TheMagazine n°30-2008 14 TheMagazine n°30-2008 support the participation of social partners. social of participation the support to designed agencies national onthe andadvice interest common of themes on seminars including support, specific provides Cedefop programmes. visit instudy involvement their Commissionencourages the reason, this For importance. particular areof businesses with links close where training, roleinvocational adecisive unionsplay andtrade *Employers ǯ ǯ ǯ ǯ ǯ Cedefop, the EU agency that takes care of: care takes that agency EU the Cedefop, of coordination the under them andplaced initiatives visit study separate the merged has it Since2008, programme. CommissionThe then oversees the management of the overall ǯ ǯ ǯ ǯ ǯ ǯ ǯ involves: This country. intheir programme visits study the running for responsible arealso agencies same The ǯ ǯ ǯ developing the programme’s future organisation, andits visit each of outcomes the assessing participants, visit study of list the overseeing visits, study new on proposals for calls coordinating events, of catalogue the preparing in their countries in their visits study the of implementation the monitoring results the andexploiting disseminating organisers tothe andsupport information providing agreements grant the andmanaging beneficiaries selecting procedures, andassessment evaluation organising addressed, themes the for priorities national defining l unions. trade or ofcompanie representatives inspectors; training andvocational educational authorities; and national of regional local, representatives aunching calls for theme proposals and applications, andapplications, proposals theme for aunching calls s, chambers ofcommerce chambers s, had established new contact networks. Most participants participants Most networks. contact new had established they andthat visit, the during themes ofnew aware become edge on the theme of the visit they attended, that they had f ofthem infour three than more and 2006, 2005 In work. their on effect long-term tive aposi- have visit study the acquireduring they and contacts ideas knowledge, the find participants that suggest Surveys profile. enhancing their of benefit increased the with experience learning a positive an official accreditation proces accreditation an official toestablish as far so hadprogressed none countries, their able development were encouraged in of the all schools Participantsenvironmental studies. and development sustainable admitted promoting activity its for cate certifi- anational awarded school Finnish first the school, that secondary upper Muurame of study acase involved It ment. although develop- insustainable ofeducation importance on the focusing visit upastudy set authorities education Finnish The efforts 2008) (Finland, education in certification tional for sustain-Feedback: Sustainable development and institu- as well as that of their organisations. their of that as well as development own their for useful visit study the found also institutions offers visit astudy Hosting partnerships. such as activities tofollow-up lead also can Contacts projects. new developing when subsequently arehelpful andagendas ties madeContacts with foreign institutions with similar priori- generatingoften ideas that can be exploited back home. and abroad, operate systems andtraining education how of aware them making work, totheir related and experience ideas chance the toexchange participants give visits The Impact ofthe programme similar initiatives in their own countries. own intheir initiatives similar in on tobuild tool auseful as sustainability environmental made towards the progress to assess schools by Finish used elt they had acquired new knowl- s. Many viewed the criteria ties generated enthusiasm about future cooperation. future about enthusiasm generated ties dialogue. Fruitful discussions with staff and local authori- andlocal staff with discussions Fruitful dialogue. intercultural towards attitude their andrevised Gymnasium more familiargrew with the environment Russian of Rakvere they presentations, tothe andlistening hosts their with and by discussing lessons, to school were invited Participants country. one within cultures different tointegrate used concept the had seen they time first the was andit eration coop- international of anelement as dialogue intercultural ment. Many participants said they had previously considered in learning students minority onRussian-speaking focused It dialogue. intercultural of tion opened the eyes of its participants to a different interpreta- A study visit organised by the Rakvere Russian Gymnasium Gymnasium Russian Rakvere the by organised visit A study Intercul- cooperation- European Feedback: organisers. totheir support financialand logistic providing from togain stand ities author- Nationalproblems and of regional national interest. and tackle to show off national assets an opportunity offers The experience is also rewarding for the host country, as it andunions. employers with inrelations approaches and new policies, new offers, service or training wider learning, of ways new toservices, approaches new ondeveloping effect marked cooper more international establish andto systems, andtraining education vocational in their andreforms activities new tointroduce visits instudy acquired ideas the used frequently most organisations home, Back tural dialogue (Estonia, 2008) an Estonian-speaking environ- anEstonian-speaking ation. The visits also have a have a also visits ation. The facilities that Austria had implemented in schools as part had part implemented as in schools thatfacilities Austria technology information the introduced visit study This 2008) (Austria, schools secondary upper Feedback: e-learning clusters in Austria’s examples of good practice are available at: areavailable practice good of examples and visits study andtraining education on information More together. closer students European bring and help system education country’s their improve would this dent confi- were participants visit, study the After and software. material teaching electronic anddevelop store would that organization -aninternational highway” “education a joint from benefit would Europe that concluded participants The country. own their in inschools implemented be could that ideas identified participants Many studies. andmedia tobusiness applied e-learning andsaw schools vocational toured They provided. it support IT the andwith project the of structure overall the with impressed were Participants initiative. e-learning its of www.studyvisits.cedefop.europa.eu www.studyvisits.cedefop.europa.eu 15 TheMagazine n°30-2008 16 TheMagazine n°30-2008 They tend to do less well at school than their fellow pupils. pupils. fellow their than school at well less todo tend They systems. intoeducational integrating difficulties are having migrants of children that reveals andMobility Migration on systems. European The Commission’s July 2008 Green Paper Europe’s for education remain-andparticularly challenges and exploited, fully being always isnot opportunity The backgrounds. different of arange from people with dialogue respectful and tolerant tomaintain them allow will that skills cultural EU citizens benefit inanincre And perspectives. from building and viewpoints todifferent exposed being from gain can up early in life the inter- tional to elements Europe’s Students schools. and teachers andeduca- cultural valuable bring can Migration tunity. some countries. In Ireland, Italy and Spain, for instance, the proportion of pupils born abroad abroad born pupils of proportion the instance, for Spain, and Italy Ireland, In countries. some in rapidly growing is trend the And higher, 15%. even at is proportion the schools, primary In 15 school ten of year-old in one EU15 that show the for Figures backgrounds. international from students of numbers increasing have schools EU into challenges turning SCHOOLS EU IN MIGRATION Progress in International Reading Literacy Study confirm confirm Study Literacy Reading inInternational Progress the suchas assessments andinternational data National …challenges… oppor- an also is it But challenge. a respects some in is This …opportunities… later age. Migrant pupils are over-represented invocation- areover-represented pupils Migrant age. later and those education, that do tend to do at so a pre-primary in enrol families migrant from children Fewer trend. this in pupils from other backgrounds. Nearly half half Nearly backgrounds. other from pupils in growth strong particularly a seen have cities Some 2000. since quadrupled even or tripled has students complete studies. students university earlier. rela Inconsequence, will pupils leave school migrant on average, And education. tohigher lead not do typically that schools oriented ally and comes Brussels migrant from families. tively low numbers of migrant migrant of numbers low tively asingly globalised economy, globalised asingly the school population in Rotterdam, Birmingham pupils were born abroad or had foreign parents. parents. foreign had or abroad born were pupils research suggests that in general, more equitable educa- moreequitable ingeneral, that suggests research instance, For studies. their of out most the get pupils migrant help can that arepolicies highlights also paper green the What …getting the most outofstudies… level of education will deteriorate increasingly with time. with increasingly deteriorate will ofeducation level the where schools in“ghetto” achievements poor of spiral inducea can instance, for toanother. Segregation, country of the same perceptibly origin varies one from European pupils inmigrant performance school the as too, a role The picture is not, however, un however, not, is picture The education. on place may communities andmigrant lies of the host country, and the that lower fami- expectations language the inmastering difficulties include factors Other in European most countries. performance school poorer lies in Europe, a characteristic that is sadly consistent with fami- of many migrant background the low socio-economic problems faced by these children. It finds that one factor is factor one that finds It children. these by faced problems the of isaninvestigation paper green the of aspect One communities. migrant of incorporation the tohelp isfailing education that isclear It second. to the pupils migrant of generation first the from worse gets ally actu- situation the that countries some from evidence the is alarming more Even hindered. isalso society a cohesive toform isnecessary that groups different between bonding social The inlife. later work finding migrants young of ofallthese combination The opportunities factors undermines the chances chances the undermines factors iform. Policy appears tohave appears Policy iform.

* the Community programme for employment and social andsocial employment for programme Community the * Funds Structural the * Programme Learning Lifelong the * toof experience the entire class. range abroader offering while self-confidence pupils’ migrant support can teachers curriculum, intothe cultures different byincorporating And classroom. inthe communities different integrating toassist education intercultural fostering begun * Regions for economic change in the Urbact Programme Urbact inthe change economic for Regions * Third-country of Integration the Fundfor European the * integration inmigrant co-operation State Member help bytheCommission to supported oftheprogrammes Some programmes. related supports already ating. European The Commission can help this process.It in interest co-oper- Member have States expressed level, andregional national the at andimplemented are defined integration migrant for strategies although But decision. European, not national, for amatter course, of remains, programs andtraining education of organisation The …cooperation… on teaching havea also focus and leadership. schools Some can be promoted by ensuring qua balance. This socio-economic on a fair depends in part tion also segrega- Preventing toparents. education adult and offering community, the with partnerships mentoring using migrants older upfor set been have schemes Similar children. young for attendance pre-school encouraging does as language, country’s host the learn helpstudents also newcomers for Transition classes integration. lead to better tion systems solidarity, Progress solidarity, Nationals lity standards in schools, with with inschools, standards lity the conclusions in early 2009. 2009. inearly conclusions the andpublish results the analyse Commission will European European Union can do to the support Member States. The the andwhat action of courses best the problems, important most the on views tosharetheir isinvited everyone 2008, of end the Until backgrounds. migrant from children for policy education on aconsultation launched has paper green The situation. this change will years recent incre that maybe It attained. of origin into normal education, has not so far been country their of andculture tongue widely mother the teaching rate the Member States. But the second objective, to incorpo- to their is facilitate integration, across now the widely case workers migrant of children tothe languages official try’s tuition in one should of free states provide thehost coun- that requirement, primary The migration. of context the diminished been has workers migrant of children of education the on Directive 1977 the children is also addressed in the green paper. The impact of of impact paper. The green inthe addressed isalso children migrant of education inthe issues language on debate The policy. of level atthe exchanges accommodate could forum this for framework new the concept, the for support indicates paper green the by opened consultation ifthe And lenges. chal- oncommoneducational States Member between andexchange co-operation for forum another provides andTraining Education for Coordination of Method Open The ased intra-EU mobility over mobility intra-EU ased by wide-ranging changes in changes by wide-ranging 17 TheMagazine n°30-2008 18 TheMagazine n°30-2008 hundred European joint masters programmes across awide ofdisciplines. spectrum professors ofall nationalities. Erasmus Mundus The label has been to attributed more than a programme, it has provided scholarships to more than 6,000 highly talented students and cooperation and mobility across the globe. Modelled on the highly successful flagship Erasmus theOver past four years, the Erasmus Mundus programme has been supporting academic of sets sail towards new horizons MUNDUS ERASMUS eration with universities. third-country worldwide appeal of European higher education, and coop- the promoting excellence, aimat will Mundus Erasmus of to convinceexpected the European Parliament and are Mundus Erasmus of andpopularity success The ...a world ofchange Mundus... for Erasmus to match continuity and innovation. So the second phase phase second the So andinnovation. continuity to match adesire andreflects evaluation aninterim of mendations recom- the follows scope broadened programme’s The countries. developing for sum earmarked this half with years, five next the over andbeyond EU the in andindividuals universities for funding of million €950 backed be bymorethan would objectives ambitious These EU nationals. for scholarships full-study and offering EU, the beyond from more universities involving programmes, doctoral joint supporting Mundus Erasmus envisages sion Commis- the to2013, 2009 from extending programme, the of phase second this For examination. under iscurrently excellence on focus its maintaining while the programme’s offer to 2007diversify July proposal Commission’s European The 2008. of end the before programme the of development afurther toback Council academic excellence academic

institutions outside the European Union to bring beneﬁts the Erasmus Mundus experience to interact with academic the incorporate will Mundus Erasmus form, new its In ...opening acooperation window... months or even three years for training at alllevels. at training for years three even or months for three to travel that allows participants ible framework ﬂex- amore provides also It courses. level post-doctoral as itco as Mundus, Erasmus than scope awider has EMECW Mundus. Erasmus from grown has EMECW Erasmus, of out evolved has Mundus Erasmus as Just Policy. Neighbourhood pean Euro- the by covered andsouth, east toits countries with this years, Inrecent eration. coop- toreinforce needs urgently Union European the where regions on afocus with level, education higher at and skills knowledge ofpeople, promotes exchanges It to allparties. upon built already has EMECW in2006, Launched (EMECW). Window” Cooperation External Mundus “Erasmus

has been particularly relevant relevant particularly been has vers undergraduate as well as undergraduate vers Erasmus Mundus already plays an important role in role animportant plays already Mundus Erasmus ...visibility and solidarity... of Erasmus Mundus, with a similar intention. The Global Global The intention. asimilar with Mundus, Erasmus of phase next the for planned innovation isanother There education. higher pean Euro- of abroad reputation the spreads ultimately which all over the world, from welcomes students programme the EU, the within education excellent promoting as well As destination. astudy as visibility Europe’s raising programmes (such as Asia-Link for Asia, and Alban for Latin Latin for andAlban Asia, for Asia-Link (such as programmes regional Instead of proposinghigher education. diverse in involvement own its of visibility international the boost to EMECW touse intends now Commission European The countries. launched to showcase study opportunities in 32 European been already has (www.study-in-europe.org) portal web aimstoco Project Promotion America), Erasmus Mundus will now bring these efforts efforts these bring now will Mundus Erasmus America), inEurope” “Study The taken. been has step first The able. accessible andavail- easily destination astudy as Europe tion abroad of higher educat consistency. and quality with synonymous brand underasingle together ion by making information on information ion bymaking mplement national promo- national mplement prospects ahead of it, Erasmus Mundus is now on a voyage avoyage on isnow Mundus Erasmus it, of ahead prospects andgreat it behind achievements tangible With their studies. after countries home intheir toadvantage skills their to put students international encourage will it because countries, in ofdevelopment national emerging systems education the help itwill And groups. social vulnerable from students supporting by programme Mundus Erasmus tothe value add will It objectives. andsolidarity sion’s development and solidarity in a uniquely European way. European inauniquely and solidarity excellence marrying andmobility, cooperation academic international for model competitive aglobally to becoming Commis- European the tosupport designed isalso EMECW 19 TheMagazine n°30-2008 20 TheMagazine n°30-2008 this easier forthem. make to hard working are Commission European the and States other. Member each from learn need to travel to meet new audiences, find new sources ofinspiration, exchange experience and Europe’s cultural scene relies heavily on cross-border mobility. andMany cultural artists workers ON THE ARTISTS 1 For example, ‘Study on Impediments to Mobility in the EU Live Performance Sector Sector Performance Live EU the in Mobility to Impediments on ‘Study example, For 1 case of the challenges facing mobility in the EU. inthe mobility facing challenges the of case working across borders. The cultural sector is an extreme isanextreme sector cultural The borders. across working to addsanimpediment peculiarities these of Each at once. both being sometimes and self-employment, employment between vary also may status Their and self-employment. part-time temporary, of rates average than higher with ious, precar- is often of artists status employment The contracts. ofmost nature short-term duetothe and interrupted, dancers, for especially short, areoften sector inthe Careers arrangements. andsocial practical organisational, complicate can mobility of type unusual This days. three or two as little as –often periods brief only for towork stay often workers andcultural Artists ill. fallen has who aperformer for tofillin notice short at abroad infrom called be example, for may, singers andopera Actors sector. performance live the in case the isparticularly This movements. professional their of nature andunpredictable sudden isthe vulnerable larly or students studying abroad. But what makes particu- artists problemsof are these common the need for adaptations to social and tax legislation, and legislation, andtax tosocial adaptations for need the have long stressed sector in the cultural working People for culture...a European strategy –at last... Today, the are they elites. the of privileges considered to be used language aforeign orspeaking anairticket purchasing acar, easier. Owning been never has abroad Travelling ...unusual obstacles... norm. But although it is easier to move around, artists and artists around, tomove iseasier it although But norm. cies on taxes, social security, work permits andvisas permits work security, social ontaxes, cies discrepan- andadministrative areregulatory abroad working when face artists maindifficulties the suggest Studies obstacles. bureaucratic with strewn path challenging a remains abroad working that find may workers cultural and on Possible Solutions’, 2006, Richard Poláček, Performing Arts Employers League EuropeAssociations (PEARLE) Employers Arts Performing Poláček, Richard 2006, Solutions’, Possible on and to workers in other sectors, 1 . Some . Some MOVE also submit a mid-term report on its progress in July 2009. inJuly progress its on report amid-term submit also will It Council. tothe findings its report will group working initiatives between Member States. Every six months, the the months, six Every States. Member between initiatives cooperation andnew progress, evaluating of methods new policies, new propose will It practices. andsharebest tify field of culture. In 2008-2010, the will working group iden- in makers the on to improvingfeedback mobility policy address problems relating to Member States have set up a new working group to provide toprovide group working upanew set have States Member society. civil with dialogue tive Agency for Education, Audiovisual and Culture to andCulture Audiovisual Education, for Agency tive Execu- andthe Commission the by million €400 of budget a given been has 2007-2013 for Programme Culture The of coordination. method coordination” among the Member States and a structured andastructured States Member the among coordination” of method an“open including task, the for developed been in have this of Communication. working methods New objectives sharethe stakeholders society andcivil States Member Commission, The level. EU the at culture for strategy 2007. inMay adopted World, Globalising ina Culture for Agenda aEuropean on Communication the in apriority as it included has Commission andthe subject, the highlighted repeatedly has Parliament European The plan. work 2004 inits mobility included already Council the response, In workers. andcultural artists for mobility trans-national for support about information to better mobility of artists and cultural workers. These will feed into into feed will These workers. andcultural artists of mobility improve to help initiatives own its istaking Commission The ...backed with money... the work of Member States in the context of the new open open new the of context inthe States Member of work the November 2007, Member States set out the first coherent coherent first the out set States 2007, Member November in objectives Communication’s this endorsed they When mobility. It will promote the networking among cultural agencies in the public sector sector public inthe agencies cultural among networking tosupport proposals for called also has project pilot The toact. needs andwho take, should to whether the system should be developed, what form it outside Europe. from apartner with project cooperation an international topromote ispublished proposals for call year, aseparate Every borders. EU beyond mobility encourages 2013 also system and advise the Commission and Member States as as States andMember Commission the andadvise system information aEurope-wide for study afeasibility out carry different Member States. The Culture Programme for 2007- for Programme Culture The States. Member different from artists together bringing orfestivals tours on European of shared culture in Europe. Th asense promote that venues permanent for costs operating of upto80% co-funds also programme The countries. six are eligible for up to €500,000 years, uptofive lasting projects, cooperation multi-annual Larger months. upto24 for endeavour inacultural tries 2 http://ec.europa.eu/culture/our-programmes-and-actions/doc411_en.htm will project The them. insolving succeed may action future for scenarios which toexamine wants Commission the Now documented. well arealready workers andcultural artists by faced problems administrative year. this The later obstacles address regulatory, legal, pr will which mobility, on project inapilot budget) EU 2008 the atEuropean the Parliament end of 2007 an as amendment to the by (voted million €1.5 investing isalso Commission The ...can more mobility fly?... dialogue intercultural andencourage products, of circulation trans-national of cultural encourage the players, mobility trans-national (of €50-200,000), projects must link at least three EU coun- grants for To eligible be projects. cooperation international of costs the uptohalf tocover offers programme new The works and cultural and artistic andartistic andcultural works ocedural, fiscal andfinancial fiscal ocedural, a year if they involve at least atleast involve a yearifthey is may appeal to orchestras toorchestras is mayappeal 2 . cultural area” a reality. areality. area” cultural out national funding sources. sources. funding national out atrecommendations EU for action that level do not crowd andmake initiatives inlocal gaps identify will It Europe. schemes in of mobility which willan provide overview autumn, inthe release duefor mobility, on study anew of results from benefit Commission will The workers. cultural and artists individual of mobility the for financing further improves the So employability. Commission is planning and identity European of asense forge helps also Mobility mobility. improve artists’ to andjointactions ofresults, andsharing exploitation of well methodologies, the as as evaluation practice, best of andexchange networking support will Grants partners. new andfind niches new identify work, own their stimulate Exchan ofmobility. experience and knowledge their of most tomake the society, and civil Member States. They alone can make a common “European “European make acommon can alone They States. Member the handsof inthe lies players cultural of mobility national trans- tobetter key the ultimately but tohelp, is committed tors will occur at unprecedented speeds. Commission The practices among the Member States and cultural opera- andcultural States Member the among practices ofgood andexchange Information area. inthe dynamism new totrigger isset 2007-2013 for Programme Culture The tocome. years inthe tomake adifference promise sides many from efforts the But culture. of ministries national of remit the beyond lie often causes the because least not challenging, be will Tackling and cultural workers for problems artists of mobility ...the curtain II... on rises Act ging information can help can information ging 21 TheMagazine n°30-2008 22 TheMagazine n°30-2008 for cross-border volunteering is now outstripping the supply ofplaces.In response, the EUhas ally more active in youth, societal or political organisations, organisations, or political in youth, societal moreally active gener- hadmadethem it thought four of out three than More better. the for possibilities career their hadchanged scheme in agreed that the (EVS) the European Service Voluntary part hadtaken who people young the of two-thirds Nearly pickupabroad. they skills language duetothe inpart marketplace, international of findingjobsinthe chances their andimproves people, young of development personal inthe asset amajor be can chance tovolunteer. the 15 offered and29tobe between aged millionpeople 96 volunteering. Voluntary engagement in another country in engagement another country volunteering. Voluntary cross-border of case inthe greater areeven benefits The prospects. employment their and improve chance skills toacquire new valuable aparticularly offers often engagement the opportunities, traditional limited and economically.professionally young For with people socially, benefit, also they it: do who people the integrate to local communities. But it does more than It helps that. support andeconomic cultural provides Youth volunteering ...no money, but much to gain... EU’s allthe isfor vision underlying The Europe. across teers volun- young of mobility on Recommendation aCouncil for the European 2 2008 On Commission July adopted a proposal More and more young Europeans are interested in volunteering. Somany, that the in demand fact, VOLUNTEERING Boosting are officially recognised. among EU member countries, and to ensure the ofparticipating benefits in activities voluntary taken anew initiative to promote the mobility ofyoung volunteers, to cooperation strengthen IN EUROPE IN cross-border to close to 5 million people. to5million to close amounts it -but asmallpercentage sound may That abroad. 5% of young EU citizens some years, coming inthe that, estimates Commission The will be interested it. encouraging if there were moreto programmes take part in volunteering 74% like would they said activity, inavoluntary participating were surveyed 16% Europeans young only of offer. Although can programmes existing what beyond in way volunteering helping people in other countries. inother people helping for responsibility of sense agreater them and hadgiven ǯ include: These work. voluntary considering young face people currently obstacles numerous countries, Despite the of popularity volunteering across the EU member ...obstacles ahead... interest indicated States Member inthe survey barometer year. 2007, In past the aEuro- over 17% by grew requests high areinincreasingly nities opportu- volunteering it is much no so to surprise gain, With ...growing interest... and the threat of losing social security benefits (in (in benefits security social losing of threat and the Incomplete coverage healthcare factors: Socio-economic demand. The number of EVS ofEVS number The demand. 23 TheMagazine n°30-2008 24 TheMagazine n°30-2008 by participants during their project. project. their during participants by acquired andcompetencies skills the describing a portfolio has developed the Youthpass certificate. This certificate is certificate This certificate. Youthpass the developed has EU the isrecognised, EVS suchas programmes voluntary in acquired experience learning To non-formal ensurethe ERASMUS. such as programmes EU better-known of recognition brand wide the toachieve yet andhas inscale limited remains it But it. in part taken have who people andthe countries member EU by both regarded andishighly since1996 programmes Union’s youth European the of part anintegral been has EVS people. young of andemployability development personal to the contribute can it that understanding isagrowing there volunteering, for recognition official of lack the Despite ...recognition... ǯ ǯ Lack of visibility: The information available on volun- on available information The visibility: of Lack and tailor-made should address. promotional measures targeted that apoint opportunities, fewer with people young for problematic isespecially This disincentive. areanimportant benefits) unemployment particular employment. to on andthen work voluntary into education from tion transi- asmooth offer help could experience learning non-formal of andrecognition acknowledgement perceptionthat have of a volunteering. negative Proper employers with ajobafterwards ofgetting chances their damage will it fear they because involved becoming from aredeterred Young people recognition: of Lack shouldholders be improved. stake- between andcommunication too, simplified tobe needs opportunities involunteering part to take procedure andbroader. The deeper tobe needs teering benefit from voluntary work in the future. inthe work voluntary from benefit to people young andmore projects more allowing nerships, andpart- agreements andmultilateral bilateral and develop practices good exchange could countries ofwhich basis the on aplatform provide would It them. strengthen countries It schemes. national at replacing The European Commission’s Recommendation does not aim not does Commission’s Recommendation European The youth volunteering. oftool trans-European teers with proof of the skills acquired during their project. their during acquired skills the of proof with teers volun- provide will Youthpass andthe learning non-formal validate helps EQF the work, volunteer for Likewise, qualifications. the compare across establishments tional inanywhere Europe. This wi andeasily clearly andskills qualifications their of proof toprovide them enables which aEuropass, with students For many Member States, EVS is the main – if not the only – only the main–ifnot isthe EVS States, Member many For or to take in them, part even where the exist. opportunities abroad, schemes about out tofind volunteers for easy not is it so schemes, national between interaction islittle There EVS. inrunning only involved state the with organisations, byimplemented completely almost private the play prominent volunteering is role. In others, services Member States’ qualifications systems. It has also equipped equipped also has It systems. qualifications States’ Member the between device atranslation as act will that (EQF) work has recently adopted the European Qualifications Frame- It borders. its across arerecognised citizens EU of tions qualifica- surethe ismaking this of aspect One mobility. citizens’ its hardtopromote works Union European The skills volunteering and qualifications Interpreting oped at national or local level. In some Member States, civil civil atoped In national Member some or States, level. local Volunteering for schemes young devel- are people usually ...reaching across borders... ll help employers andeduca- ll helpemployers the continent understand and understand continent the is designed to help member member help to designed is http://europa.eu/youth EuropeanThe Youth Portal http://ec.europa.eu/youth/youth-in-action-programme/ ǯ ǯ ǯ ǯ development. andprofessional personal their for skills the volunteers offering while ǯ Youth in Action Programme, it supports local communities communities local supports it Programme, Youth inAction of the in EU part another service As country. time voluntary full- out tocarry opportunity the people young gives EVS (EVS) Service European Voluntary doc82_en.htm certificate Youthpass the through recognised outcomes Learning volunteer the for charge of Free months upto12 Duration: to30 18 aged people toyoung Open 31 countries in opportunities volunteering about information Offers chance to develop important chance important todevelop ǯ ǯ ǯ ǯ ǯ ǯ ǯ ǯ What can the EU member countries do? What can the European Commission do? with fewer opportunities, and for youth workers workers youth andfor opportunities, fewer with people young for support cross-border targeted Ensure volunteers young by acquired skills recognise Officially activities volunteering incross-border quality of alevel Ensure volunteers young for opportunities exchange Increase for young people volunteering opportunities andcross-border national on information more Provide demand for opportunities. volunteering and offer tomatch Youth Portal European the Develop mation and experience ofinfor- exchange systematic andcoordinate Organise priorities these inpursuing countries member EU the Support 25 TheMagazine n°30-2008 26 TheMagazine n°30-2008 choose to take advantage ofthe possibilities oftransnational mobility. legibility and accessibility ofcertifications. resultThe will conditions be better for citizens who able to come into operation as from 2012. 2012. from as operation into tocome able should be implemented already mean that ECVET projects pilot The ahead. months inthe approval their ECVET to give arescheduled Council EU andthe Parliament European The and access to mobility transnational lifelong apprenticeship. andpromote support will way, Inthis ECVET into account. andtaken validated be andcan value has contexts different in apprenticeships from acquired experience that admitting to overcome official is reticence It designed solution. about a provide can ECVET life. indaily contexts ininformal even orinnon- abroad astay during apprenticeships have they acquired from tion of experience or validation recogni- identification, formal towant obtain to national qualifications. Like Europass and th and Europass Like qualifications. national to Education and Training, to full it give its name, is anew system aimed at giving EU-wide validity country. People frequently encounter difficulties when they oneEU than andinmore situations varying acquire inwidely they andknow-how competences the of account takes that certification toobtain -want life their of stage any - at who andtrainees atapprentices particularly isaimed ECVET of mobility.experience afirst isoften what for appetite public isasharp there that programmes like Leonardo Da Vinci and Erasmus. It proves proves It and likeErasmus. Da Vinci Leonardo programmes mobility from in interest benefiting havepeople shown young Many Area. Training andEmployment aEuropean of concept the of andtomake areality citizenship, European onof a experience European scale, to develop a sense of sharing the toincrease ofEurope, integration and social to is promote essential the economic mobility Geographical mobility of merits The invaluable be can It training. your is isThat stepping where ECVET in to fill European the gap. The during Credit System for Vocational abroad experience employment. Butif your achievements some do not win any recognition, much oftheir value is lost. get to idea in broadening your deepening contacts, great your knowledge, a and making you more flexible in like sounds It ABROAD WITH YOU training your Taking formal contexts at work, or e European Qualifications Framework, it improves improves it Framework, Qualifications European e qualifications will be invited to implement ECVET as from 2012, on a on 2012, from as ECVET toimplement invited be will an by the European Parliament examination under isnow April last proposal sion's formal Commis- andthe process, consultation and comprehensive anextensive through developed been has It and training. in the field of professionalteachingenhanced co-operation of process Copenhagen so-called the simplifying at aimed beenhas designed over recent years on the basis of work system ECVET The areality. andemployment growth for strategy Lisbon make the help will ECVET learning, long voluntary basis. voluntary boosting inBy citizens' life- and participation mobility orlevel professional sector. the supplement will ECVET compatible. It will apply to all certifications, whatever their their whatever toallcertifications, apply will It compatible. andmore transparent more become will systems training teaching and professional apprenticeships. Certification, during acquired experience the toanother system fication certi- one from transferring for framework common similar a provide will ECVET inEurope. certifications of translation the for grid areference provides andwhich Council, and the adopted by recently the European Parliament Framework, rather than focusing on the duration, teaching method or apprenticeships, from acquired andskills aptitudes edge, covers the knowl- Unlike ECVET more systems, traditional …centred on experience… d the EU Council. Countries Countries Council. EU d the European Qualifications 27 TheMagazine n°30-2008 28 TheMagazine n°30-2008 relevant institutions. the by units experience of andrecognition accumulation procedur down lays legislation new The regulations. or regional line national with sectoral This way, apprenticeship experience can be accumulated in acertification. of component arecognised as validity with context, toanother transferred be then can context one in satisfactory as andevaluated obtained experience The andcertifications. units with ated combined with a quantitative of apprenticeshiption and type validation context, in every evalua- approach, formalised with and descriptive tative type of training. And its certifications are based on aquali- on arebased certifications its And training. of type GRAPH TOCOMPLETE #$*#)$( !!()$$) #') 0) $# %%'#) ( %$#)-) %%'#) ( %$#)-) % )! 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validating experience. ECVET's proposal of 'experience and evaluating for mechanisms andmanydifferent Europe, across systems certification andnumerous divergent are there that problem intothe runs idealscenario This certification Taking account to ofskills obtain will be avoided. experience apprenticeship the of and unduefragmentation ency and integrity of consist- the that guarantee each principles ECVET's time, same certification will the At training. vocational their of part be as mobility rience maintained, of apprenticeship,different types so that students can expe- andin countries indifferent courses training ible individual for combining and accumulating them for a particular certifica- aparticular for them combiningandaccumulating for Certifica- certification. agiven for required and competencies unit of experience consistsAn the knowledge, aptitudes of part systems. between andconfidence comprehension mutual dialogue, allowing certification, of grammar acommon offers experience, of andaccumulation validation points, units', associated with ship contexts andallapproaches ship contexts allapprentice- systems, allcertification with is compatible system unit-based the experience, on isbased it Because regulations. or sectoral regional national, current tion, are fixed by the relevant institutions in accordance with and units, experience the defining for rules the But completion. unit can be obtained independently of location or method of for a experience The or common to several. one certification, toonly specific be may Aunit andcontexts. countries distinct in units necessary the accumulating by obtained be can tion to training. It permits flex- permits It totraining. the related unit. Transfer of a unit will generally transfer the the transfer generally will aunit of Transfer unit. related the to devoted actually time ofthe regardless granted be will points ECVET training. vocational full-time of year one from tion, 60 points will be allocated to the experience gained corresponding points. ECVET conven- By units. constituent its of toeach andthen tion, Points will be assigned in certification. two stages: first to the or unit certifica- to anindividual specific toexperience in relation established. In general, points ECVET will have a value only the relative weight of each of their constituent units to be allow time same the andat acertificate, issueof the permit weight that the apprenticeship to must experience attain more tangible. Points provide information on the overall overall onthe information provide Points tangible. more The use of ECVET points makes apprenticeship experience experience apprenticeship makes points ECVET of use The points ECVET book and tools for users will be compiled. compiled. be will users for andtools book co-operation, experimentation, network, a European ECVET through ECVET, of specifications andtechnical principles the of information and consultative action. In addition, ahand- addition, In action. andconsultative information of andpr apprenticeship mutual andapply adopt States Member help will Commission The ECVET. of use optimum for aframework andprovide confidence, mutual of climate a create help They institutions. andtraining educational of working together for the ameans provide They providers. andservice sectors ners, part- social authorities, institutions, of ships andnetworks Developing and implementing ECVET depends upon partner- upon depends ECVET andimplementing Developing …partnerships… broad range of professional, professional, of range broad omotion, and the launching launching andthe omotion, 29 TheMagazine n°30-2008 30 TheMagazine n°30-2008 Business Forum for Multilingualism since its foundation in 2007. in foundation its since Multilingualism for Forum Business best way to learn languages. This is the dilemma that has repeatedly been examined by the with schools in other countries.” inother schools with andE-twinning partnerships ofexchanges, make most the should curricula andtraining Education abroad. period their improvement of language the as skills foremost benefit of haveranked students Erasmus cultures. other with contact andmaking languages other learning of ways effective most the of isone abroad working or Studying citizens. schemes“mobility should be widely offered to European as major drivers of skills andlanguage mobility identified Communication The 2008. inSeptember adopted was which commitment” andashared Europe for –anasset “Multilingualism cation Communi- strategic inthe andprosperity multilingualism on the main impediment to working abroad. Paradoxically, they quote also living abroad asthe Which comes mobility first, or language skills? EUcitizens say that often language barriers are turning adilemma into a MOBILITY AND LANGUAGES language strategies. It played a part in preparing the chapter chapter the inpreparing apart played It strategies. language better through markets foreign on performance their improve can companies how toexamine Commission the by established was Multilingualism for Forum Business The ...better skills... Short-term ambiguous. ismore situation the people, of movement free for But business. cross-border to encourage shape istaking legislation services, areaof Inthe difficulty. much too without Europe around circulate andcapital Goods implemented. fully been yet have freedoms fundamental allits not but asuccess, been has Market Single The when the Single Market was largely instigated. But the the But instigated. largely was Market Single the when 1990s, early sincethe considerably increased has mobility) andcross-border contacts, business (tourism, mobility Europeans languages. speak different isthat inthis factor central One 2%. as low as today remains of in Europeans another working Member State proportion employability. The text concludes that text The employability. crucial for speed andefficiency.” speed for crucial are mediators cultural as act can who people such teams, In partnerships. strategic or networking through teams, project ininternational out iscarried work muchmore world, competence that comes with mobility. In today’s business cultural isthe more, toemphasize need we Ibelieve What and consideringwith flexicurity all of Europe home base. its pean business needs a diversified workforce, feeling at ease Euro- employability. for arecrucial skills sion: “Language Commis- European the of Vice-President andformer Forum the of chairman Davignon, Etienne toViscount According and languages creates a virtuous circle. circle. avirtuous creates and languages mobility Combining languages. other of knowledge the widen and todeepen andanincentive anopportunity be itself can mobility but tomobility, animpediment be can skills language of Lack coin. same the of sides two like the arelinked They mobility. facilitate skills language time same the At spoken. are they where countries inthe andfaster better learned are languages because learning, language fosters Mobility education. inacademic as well as training invocational integrated be can exchanges andhow people, of categories wider for developed be can toexam underway projects are There employers. their andfor individuals for enriching is which situations, inreal languages foreign to practice opportunity the instance, for offer, They ways. different inmany too, areimportant professionals young ships for andtrainee- experience work Practical students. for just not And abroad. travelling from benefits arewide There ...wide benefits... virtuous circle ine how exchange programmes programmes ine howexchange even basic English”. basic even not skills, language with anybody have didn’t companies the as allwasted was it like toadmit, would they than often More in countries. fairs at different trade them visibility andgiven strategies export with smallcompanies helped ofCommerce have Chambers who atlocal people frustrated to talked have are:“I aspects linguistic the important how stresses Sabina training. vocational ininitial people young and apprentices for project upamobility insetting advice her from benefited has andCulture Education DG ness. busi- their develop them helping sector, craft inthe nies the Business Forum for Multilingualism. Multilingualism. for Forum Business the Sabina Klimek from Po from Klimek Sabina 0XOWLOLQJXDOLVP PHPEHURIWKH%XVLQHVV)RUXPIRU Sabina Klimek She has worked with manysmallcompa- with worked She has land is a member of career opportunities.” career or business new tofind them helped have skills language their that said athird than andmore skills, language said the motivated experience them to improve their programmes education inentrepreneurship part took who She saysnetworking. that more of than people two-thirds and mobility international of anelement has often which of languages in of the entrepreneurship context education, importance the Shestresses inschools. entrepreneurship Enterprise Europe, a network teaching teaching anetwork Europe, Enterprise Jenner, CEO of Junior Achievement Young Achievement Junior Jenner, CEO of “Another member of is the Forum Caroline (QWHUSULVH(XURSH &(2RI-XQLRU$FKLHYHPHQW

ǯ ǯ ǯ ǯ ǯ ǯ ǯ ǯ include: will focus new This countries. inpartner reforms education higher on impact which have a greater on to projects focus modified been has scope its But activities. programme current and consolidate achievements its on tobuild continue will programme The 2007-2013. period the Tempus covering of phase fourth Neighbourhood Policy. In consequence,Neighbourhood it launchedthe has European inthe element animportant as programme the of success the of Conscious phase… fourth …the Mundus External Cooperation Window. Cooperation External Mundus Erasmus the by provided arenow these staff; academic and students individual for grants mobility eliminating level; or system institutional at education higher on impact aclear strate andtodemon- countries partner of needs the address to Measures andStructural Projects Joint both focusing and onsustainability; information ondisseminating requirements reinforcing more stakeholders in higher education; toinclude organisations eligible of range the enlarging Measures; and Structural Projects Joint both for grants of recipients principal be to them andpermitting countries inpartner institutions education higher from directly applications admitting institutions; education higher five toatleast required ofpartners number the increasing projects; ofthe impact the increase to €1,500,000, of uptoamaximum grant each boosting and society; education andhigher reform, governance reform, ulum -curric- education higher modernising for EU’s agenda the of maincomponents the around priorities structuring Tempus, the Commission sees Commissionsees the Tempus, conferences and studies. thematic andorganise results, disseminate mation, measures Accompanying keep them in touch with EU developments. and systems these of efficiency the toimproving contribute can They institutions. education andreform help develop to education of andtoministries institutions education Projects Structural market. labour andthe research with links their as well as insociety play institutions education higher that role the strengthen can They institutions. education higher mana the modernise and help assurance quality of aculture promote often Projects Joint andmaterials. teachingmethods curricula, new instance, for in, countries, partner andinthe EU inthe institutions Joint Projects three categories. The activities of the Tempus programme will now fall into into fall now will Tempus programme the of activities The Three categories www.ec.europa.eu/tempus sion’s website: Commis- the on appear toapply how on andcriteria tions out shared istobe €51 million 2008. inApril concluded Tempus of phase new inthis proposals for call first The What is to come? The next call will be made towards the end of 2008. Condi- 2008. of end the madetowards be will call next The 2008/9. year academic in the starting project atwo-to-three-year tofund million and €1.5 €0.5 between receiving each with participants, the among transfer knowledge between higher education education higher between knowledge transfer provide support to networks of higher are designed tospreadinfor- are designed gement and governance of andgovernance gement 33 TheMagazine n°30-2008 EAC ENVOIE UNE AUTRE PHOTO n°30-2008 34 Magazine The EDUCATION advancing international education - in particular the Bologna Bologna the -inparticular education international advancing headed by Jan Figel’, EU Commissioner for Education, Training, Culture and Youth. and Culture Training, Education, for Commissioner EU Figel’, Jan by headed process, the Erasmus Mundus programme, and the EU-US EU-US andthe programme, Mundus Erasmus the process, Europe's role in stressed Impact", Commissioner Figel' and Trends, Challenges Programmes, Mobility: Scholar inWashington, Educators International of Association the of conference 60th the at tospeak invited was and Youth, situation for better", he said. Commissioner Figel' recalled recalled Commissioner Figel' hesaid. better", for situation "isaninvitati challenges of the Discussion and openness", audience. the hetold dialogue cultural andpromote diversity, andcultural culture, education, inandvalue toinvest have we but century, abetter be andshould better be could century 21st "The he said. integration", European for "success produced stories has Europe within cooperation education of Promotion Atlantis. programme cooperation and Student "International on session inthe Taking part education. inhigher andcooperation networking for forum leadingworld inthis part totake invited been hadever sioner inDC, May. the This was first time that a European Commis- Training, Culture Education, for Commissioner EU Figel', Jan integration. international in education of role the out spells Figel' oration. collab- educational ininternational prominentfigures other and US officials senior with contacts Commissioner's the and ineducation, collaboration tointernational relevance special with programmes EU the exhibition, international inthe presence EU the conference, tothe background the speech, Commissioner's the highlights report special This links with education professionals around from EU delegation the world.The to the meeting was EU strengthening for opportunity an and mobility, educational on programmes European for A major international conference on education inWashington DCin May provided ashowcase INTERNATIONAL in role Europe’s pivotal Hands across the sea on to act so as to change the the tochange as so on toact together the advanced education systems in America and inAmerica systems education advanced the together closely more bring could that anddiplomas degrees pean Euro- of recognition wider for allowing degrees, and joint programmes study joint on tocollaborate also but Europe, to tocome andstudents professors university for only - not to Bangkok or Bologna Boston, from students and talented Mundus and Atlantis programmes. studentsAmerican to study in Europe through the Erasmus for opportunities the tohighlight opportunity the offered also session The education", hesaid. of world international Europe. Joint debate "may be a contribution to a better invitation an also was US the in presence His years. coming the over opportunities education ininternational ments openness to both qualitativ amounted to European a of signal strong His intervention andpeoples." nations among anddialogue understanding mutual andadvance prejudice tofight ways best the among is education international Promoting globe. the across way half– andinterests skills their for match best the for look bright for common isnow "It that noted Commissioner The diversity". value and andmake understand them unites people education hommes", des "international unissons addingthat nous Etats, des pas n'unissons "Nous statement Monnet's Jean Read the full speech at the following link: link: atthefollowing speech thefull Read http://www.eurunion.org/eu/index.php?option=com_co ntent&task=view&id=1764&Itemid=26 e and quantitative improve- e andquantitative 35 TheMagazine n°30-2008 36 TheMagazine n°30-2008 tion. 16 The projects will be launched in October 2008. The Educa- of USDepartment andthe andCulture Audiovisual tion officials the from European Commission, for Educa- the Agency by conference NAFSA the during selected were which 2008, for projects Atlantis of round new the through exchanged be will scholars and200 students andAmerican European 700 Some Korea. andSouth Zealand New Japan, Australia, Canada, suchas systems education advanced highly with countries other with cooperation for amodel as isused It degrees. joint/dualfor transatlantic standards andissetting andtraining, education higher on agreement EU-US eight-year new the from stems programme balanc -with ment ofEducation US Depart- andthe Commission European -the authorities public two by funded jointly kind its of program only is the sioner Figel. "Moreover, Atlantis blazed a trail," he added. "It "It headded. atrail," blazed Atlantis "Moreover, Figel. sioner Commis- said programmes, andstudy structures their grate tointe- auniqueopportunity and USuniversities EU given one semester of study on the other side of the Atlantic. It has has It Atlantic. the sideof other the on study of semester one tospend typically since2005, programme Atlantis the used an European 4,000 than More Atlantis 25 to from DC inWashington, andExpo Conference Annual isthe Educators, International of Association the NAFSA, What is NAFSA? tion in 1948 as the National Association of Foreign Student Student Foreign of Association National the in1948 as tion incep- since its changed has association nameofthe The programmes. mobility and networking degrees, anddual joint trends, education higher inglobal interested educators international for must a become has it years the Over world. inthe educators tional interna- of gathering largest the it -making countries 100 30 May 2008, with more than over delegates 9,000 from 60th its hosted It andscholars. ofstudents exchange tional promoting the interna- leading organisation professional international education andexchange. education international of allaspects into role expanding its reflects Educators, International of Association name, current The Advisers. d American students have students d American ed flows of students." The for two years.for Altogether two institutions 44 16 from EU countries that will run projects oriented policy and two projects mobility degrees. joint-dual transatlantic to relate years, four for duetorun each projects, Eight US. the amount in US will comeand an terms dollar equivalent from million €4.5 iscontributing EU time, Bulgaria, the Czech Republic andSlovakia. Republic Czech the Bulgaria, time, first the for -including, projects chosen inthe are represented the UK and Italy were particularly prominent. particularly were and Italy UK the Germany, France, Spain, inEurope. to study students foreign for opportunities presented mobility andstudent education international promoting andorganisations institutions tion educa- higher other universities, European 117 exhibitors. US),with the (after group largest second hadthe Union pean Euro- The world. the allround from exhibitors 400 than more atConvention the Washington Center,Expo showcasing with the EU in Delegation Washington, giving visi- DC, together astand, hosted also andCulture Education of General Commission's Directorate European The Education conference anInternational included NAFSA The EUpresenceThe at NAFSA Workshops and sessions at NAFSA presented European European presented NAFSA at andsessions Workshops process Bologna the of perceptions International of the Commission could also be presented. be also could Commission the of parts other from initiatives European of range awide which and national tothe connected pavilion, Commission aEuropean exploring worth be may it Angeles inLos Conference Annual NAFSA year's next For May. Tuesday on 27 stand the EC visited Commissionertion inFigel' education. Commissioninadvanc pean Euro- the of role the anddemonstrating programmes, andAtlantis Mundus Erasmus tothe particularly bility scholars from other continents. other from scholars and students andfor Europeans for attractive and more competitive more andcomparable, compatible more tion theirparticular, with aim of making European higher educa- in reforms Bologna andthe ingeneral education higher

(up from €3.8 million in 2007) millionin2007) €3.8 (up from regional European stands, in stands, European regional ing international coopera- ing international There are also six four-year four-year six arealso There subject of "Educating Our Youth to Compete in Tomorrow's inTomorrow's Youth toCompete Our "Educating of subject isneeded. outcomes andlearning quality on information higher is to education debate, central and the that policy reliable international Atlantis and Erasmus Mundus programmes. programmes. Mundus andErasmus Atlantis international European Institute of Technology and the evolution of the the as well as andtraining, education vocational for process andCopenhagen education higher for process Bologna in the Economy". developments recent policy He described the Fundon Marshall German the at anevent at spoke Figel’ Commissioner meeting, NAFSA the at hewas While Fund Marshall German the at Figel' Commissioner cooperation.industry also They shared the view that quality in anduniversity- outs, drop early of problem students, traditional andnon traditional both for outcomes learning of assessment and US, andinthe inEurope degrees dual or joint for appetite tion of degrees and qualifications. They recognised the recogni- growing facilitating for also but andstaff, faculty students, for only not isimportant andtraining ineducation mobility people Assistant Jones, Auer Diane with talks held Figel Commissioner forAssistant Education Secretary Commissioner Diane Figel' meets Jones, US American Most inEurope. place taking changes inthe regions world andother America North from interest andgrowing large isa There created. been has agencies assurance quality worthy trust- of andaregister web the on put arebeing reviews Quality rapidly. isincreasing number andtheir inEnglish are offered programmes master of Thousands attractive. andmore visible more education higher madeEuropean have reforms Bologna The common interests such as pro such as common interests on dialogue open USfor andinthe inEurope scope vast the agreed They that[PHOTO transatlantic AVAILABLE?]. people-to- at the US Department Secretary 2010. by Area Education Higher European asingle place (such tools transparency Bologna the of use consistent towards speed varying at areprogressing states member EU Meanwhile, programme. toamaster admission for basis an acceptable universities now consider the European three-year bachelor as as ECTS and the Diploma Supplement) designed to help put in in put tohelp designed Supplement) Diploma andthe ECTS as motion of Life Long Learning, motion of Long Life Learning, of Education, on 28 May. on28May. ofEducation, Dr. Goodman can be heard on heard be can Dr. Goodman http://web.gmfus.org/mp3s/20080528Figel.mp3 A podcast interview with Commissioner Figel and Figel Commissioner with interview A podcast century". inthis andlive work to knowledge andthe skills the people teach you how of tion Europe is doing and the way Europe is approaching the ques- what from alot learn could "We remarked: Goodman Dr world". multicultural inthe living wearefor moreready the know, we languages more "The skills: tolinguistic are linked skills intercultural because least not alllevels, on education of part Commissioner, be the said should, This cooperation". of cultural or protagonists culture operators some for just -"not citizen every anissuefor be should hesaid, dialogue, andnottofe others understand to toknow, isaninvitation "it insize anddiversity, rapidly grown has that inaEurope Particularly learning". lifelong for competences key the of part important isavery expression cultural awareness, cultural "So andvalues. communities, countries, defines that hesaid, isculture, It culture. roleof tary complemen- essential the underlined also Commissioner The andinnovation", hesaid. creativity topromote as so business, and research education, between connection onthe focusing as access, quality and relevance of education. "We are also arealso "We education. of andrelevance quality access, as priorities guiding EU's the identified Commissioner Figel' countries." developing andwith world industrialised the in partners with externally, also but internally only not Union, European Also, level. we can do much more as the European at bycollaboration helped be can ofknowledge recognition and practises ofbest exchange mobility, modernisation, the but states, member of responsibility arethe education of content andthe system The issues. priority become education people's employ toincrease want we Commissioner. "If the said empowerment", and societal individual towards mechanisms key isoneofthe "Education process. Bologna the of scene world the on influence strong the noted -who Education International of Institute the and CEO of He also took part in a debate with Dr Allan Goodman, President President Goodman, Allan Dr with debate a in part took also He approaches. and elastic egalitarian and toreconcile efficiency, with equity tobalance need the on insisted He el threatened". Intercultural ability, quality and access to andaccess to quality ability, 37 TheMagazine n°30-2008 38 TheMagazine n°30-2008 Commission is rising to this challenge. Following Following challenge. this to rising is Commission European The mobility. worker promoting from and qualifications, acquire chance to second a is the solution. situation The would benefit giving from socially disadvantaged young people Europe has an ageing workforce and is increasingly confronted with shortfalls in skills. Training skills. in shortfalls with confronted increasingly is and workforce ageing an has Europe Adult participation in lifelong learning has never been more urgently needed than it is today. a growing ADULT learning institutions. Programme will offer exciting new opportunities to adult learners, adult education staffand policy conclusions on the subject. From 2009, the branch Grundtvig ofthe Lifelong Learning years,the the past two Council ofEducation ministers has recently also adopted asetofnew ǯ from 2009. as staff education adult for opportunities new two offer will programme Grundtvig the todate, success its Following networks. help consolidate professional andactivities expand training these andmanagement, counselling teaching, in skills practical their improve staff education to helping addition In jobshadowing. suchas competences, building of in-service form inthe Teaching isprovided skills. work their develop training to State Member inanother weeks uptosix spending of courses, possibility the educators European offered has It in 2001. or launch sinceits less programme Grundtvig the of heart the at formal been has staff education adult among mobility Encouraging methods of ...staff mobility… EDUCATION people training for a position in adult education, or who who or education, inadult a position for training people to areoffered These Programme. Learning Lifelong the in participating country inanother organisation tion educa- anadult at months uptoten tospend grants mobility individual award will Assistantships Grundtvig need its twin Communications on adult learning over over learning adult on Communications twin its …mobility ofadult learners… at the centre” of the programme: the of centre” the at themselves – consistent with the need to “place the learner learners toadult offered being arealso opportunities New With these new possibilities, the Grundtvig programme will will programme Grundtvig the possibilities, new these With ǯ of people working in adultof working education. people needs allthe addressing activities mobility encompass now sharing visits to adult education establishments. establishments. education toadult visits sharing experience- of forms andother assignments teaching cover these activities, totraining-related addition In inadulteducation. andexchanges” to promote “visits months uptothree of periods for grants offer will Staff Education Adult for andExchanges Visits Grundtvig staff. of profile qualifications the ening strength- by inEurope education adult of quality the istoimprove goal Their childcare. or retirement, tions, occupa- other from education adult into coming people to extend also They aqualification. completed just have

tries participating in the Lifelong Learning Programme. Programme. Learning Lifelong inthe participating tries coun- two from volunteering organisations local together bring will partnerships The Partnerships. Volunteering new tosupport grants award will programme The inhttp://ec.europa. active!” “Still project See ǯ able European collaboration. able European and practice, ofgood exchange the through work their enrich programme, Grundtvig the tojoin organisations of types new allow will GIVE eight weeks. six volunteers aged 50 or above, for periods of three to Each organisation is expected to send and host two to ǯ Expanding the Grundtvig Learning Partnerships. Many Many Partnerships. Learning Grundtvig the Expanding en.html#Grundtvig-success eu/dgs/education_culture/publ/educ-training_ society. toEuropean seniors of contribution the recognise help and ageing active promote will actions its time, same the At inEurope. opportunities learning toincrease this of advantage take will GIVE learning. informal citizens senior tooffering issuited volunteering transnational that ,confirmed Learning Lifelong for awards European 2007 the of winner one including projects, former of Anumber experience. learning informal avaluable as for inEurope Volunteering on Initiative Grundtvig increased. considerably be will Partnerships inthe participate can who learners of number the 2009, of As partners. international with tocooperate opportunity first upthe opens Partnership aLearning which for institutions aresmalllocal tion educa- adult of field inthe working organisations the of Seniors (GIVE). Volunteering is increasingly recognised recognised Volunteering isincreasingly (GIVE). Seniors become involved insustain- involved become to them. learners able tohelppotential will be avail- ofor approved workshops theme. A catalogue subject any on organised be andmay days toten five last will Workshops others. with andinsights competences needs. Learners will also be encouraged to share their andlearning development personal totheir relevant ence experi- learning multinational aninnovative for countries several from learners will together bring workshop Each mobility. Grundtvig of acentre-piece tobecome isexpected mobility learner of adult this time, form new completely dimension. Over mobilit adult learner increased stimulating of isameans model Workshops Grundtvig The Workshops… …Grundtvig identify an event of interest interest of anevent identify y with a genuine European European agenuine y with 39 TheMagazine n°30-2008 European regions exchange good practice in school education COMENIUS REGIO

In 2009, the European Commission will start to promote joint projects for school children across Europe. The Comenius Regio Partnerships will involve education authorities, schools and other providers of learning in the EU’s Lifelong Learning Programme devoted to school education. The purpose is to oﬀer children a wider picture of education in diﬀerent countries, by taking cooperation beyond the classroom.

…Regional cooperation… Project idea: Cross-border cooperation Regional cooperation in education is nothing new. Schools Secondary level students will be offered the chance to n°30-2008 along Europe’s borders have long developed common activi- learn about the possibilities for work and study in their 40 ties and exchanges of teachers and pupils. The same is neighbouring region, just by crossing the border. Schools, true for more distant regions working together in frame- career services, local employers, universities and voca- works such as twinned towns. These pioneering initiatives tional training centres will cooperate under the guidance in regional educational cooperation have until now been of the local educational authorities. They will hold infor- limited in scale, but their success has convinced the Euro- mation days and provide direct contacts with representa- pean Commission of their potential. tives of various local industries and businesses, linguistic Magazine preparation and short-term internships. Students are also The …Non-formal and informal learning for encouraged to visit information sessions at universities and children… technical colleges and to meet students from the partner country. Local authorities may apply for Comenius Regio Children learn everywhere, not only in schools. Sports and grant assistance for meetings with institutions involved, to youth activities often have a positive influence on their finance promotional material, implement initial activities school life, and help them integrate into the school commu- and assess progress and results. nity and develop an interest in school activities. Coop- eration between schools and independent local learning …how the programme works… providers such as youth clubs, cultural institutions or non- governmental organisations can make everyday school-life Comenius Regio Partnerships bring together partners more stimulating for pupils and improve their learning expe- from two countries participating in the Lifelong Learning rience. This is why Comenius Regio Partnerships will involve Programme, of which at least one is an EU Member State. these non-formal or informal learning providers. To be eligible, educational authorities in each region tion. Within the Comenius Regio Partnership, the part- the Partnership, Regio Comenius the Within tion. implementing new methods and of coopera- structures of ways to explore createtion networks authorities local theatres. Together with school their educa- partners, andyouth clubs sports organisations, and community associations and cooperate parents’ with background, pupil’s the ethnic from teachers teaching involving tandem provide They backgrounds. migrant with pupils integrate to ways new on collaborate regions participating The grounds back- migrant with pupils of Integration idea: Project organised. be will regions allparticipating among experience to exchange opportunities And proposals. the projects to will help be formulate provided Support in on education their school impact region. sustainable andensurethat each region in activities the coordinate will authorities Local tors. administra- andeducation pupils toteachers, riences expe- learning European andoffer education in school tion across the borders, European strengthen dimension coopera- upsustainable set education, inschool issues critical to approaches new tackle develop practices, good end of the project. the of end the beyond work joint tocontinue structure a permanent up set also They andjob-shadowing. seminars training orga compareners practices, exchange can regions The ishuge. projects of possible in children’s involved range organisation The education. one cooperate at with and school must least one local cooperation results havea results cooperation nise study visits, teacher visits, study nise http://ec.europa.eu/education/programmes/llp/ more information. for country intheir programme theComenius for agencies thenational arewelcome to contact regions Interested children. school for education improve partners part to interest common of be discussions within the regions. and developments should be to related current projects or awareness raising campaigns. themes The for these summerschools, andworkshops, seminars conferences, sessions, training andcommon activities learning peer andsmallstudies, research staff, ofschool exchanges include could These considered. activities joint of range the on limits few impose Partnerships Regio Comenius The activities… & …themes comenius/index_en.html ner regions and should help all help andshould regions ner In essence, projects should In essence, projects 41 TheMagazine n°30-2008 42 TheMagazine n°30-2008 benchmarks in May 2003, setting measurable objectives in objectives measurable setting 2003, inMay benchmarks five adopted Council EU the programme, work Training 2010 and Education the for guidance strategic toproviding view a at With European level. policymaking evidence-based andallow andweaknesses, strengths identify that tools process for boosting the EU’s competitiveness. are These Lisbon the of aspect isacentral andbenchmarks indicators using andprogress performance of monitoring Regular personal potential. But measuring the success ofsystems can make education and training Education and training is essentially about people -about helping individuals achieve their for individuals and for systems of education and training SUCCESS THE MEASURING Since 2004 performance and progress in these fields in these and progress Since 2004 performance come thedata from Where ǯ ǯ ǯ ǯ ǯ are: They 2010. by progress clear tosee expected it where areas policy the being met. citizens. This is why the EU and usestargets benchmarks, and monitors how closely they are more efficient, bothin meeting policy objectives, and in giving wider opportunities to individual lifelong learning. lifelong in participate should population adult the 12.5% of imbalance; gender inthe decrease asimultaneous with (MST), andtechnology science inmathematics, graduates oftertiary number 15% inthe ofatleast increase An education; secondary upper 85% of young least At should people have completed leavers; school 10% early than more No inreading literacy; pupils achieving low- of percentage 20% inthe least at of A decrease stagnated since 2005. stagnated has performance learning lifelong In 2010. by goals the will attainment secondary upper and leavers on school on early accordingly. Progress deteriorated has andperformance since 2000 increased has inreading achievers low of number 100%). The as in2010 (set benchmarks toreachthe required progress the with far so achieved progress illustrates graph The growth. andeconomic cohesion social for areessential - which benchmarks level school the toreach competences and key education leaving, completionschool of upper secondary on early are required efforts greater far.so Significantly made been has progress enough has graduates technology science and ofmathematics, number the inincreasing Only challenge. aserious poses still benchmarks these Meeting …still achallenge… OECD PISA study. percentage of low achievers the is from via measured data the while isEurostat, source data the benchmarks the to corresponding indicators 2006/07. five the of four For 2000- period the for available arecurrently progress toring reports of the Commission and the Council. Data for moni- for Data Council. andthe Commission the of reports of the Commission joint bi-annual and via report progress inanannual indicators corresponding via is monitored

have to be faster to reach reach to faster be to have 43 TheMagazine n°30-2008 44 TheMagazine n°30-2008 the PISA reading literacy scale. literacy reading PISA the of with pupils level reading 1 proficiency or lower in literacy for lifelong learning. The benchmark is measuring the share the ismeasuring benchmark The learning. lifelong for and society knowledge the of challenges the for prepared inadequately tobe considered be therefore can lower) 1 or level 2(reaching only level toreach fail who Pupils 2006). (PISA it tounderstand knowledge outside some using and means atext of part defined awell what out working information, making low-level at 2 level are able to straightforward locating performing edge and potential and to participate in society.” Pupils Pupils in society.” andtoparticipate andpotential edge one’s knowl- to develop one’s goals, todevelop goal, one’s toachieve inorder texts, written on and reflecting using “understanding, gas literacy reading defines which years, three every since2000 out andcarried OECD the by administrated survey PISA the from taken data on based is benchmark inthis progress measuring for indicator The 2000. year tothe compared 20%, least byat inreadingliteracy 15-year-olds low-achieving of percentage the by2010 istodecrease reached tobe mark A specific benchmark relates to reading literacy. The bench- The literacy. toreading relates benchmark A specific …reading… Graph towards 1: Progress meeting the five benchmarks for 2010 average) (EU Source: DG Education and Training and Education DG Source: 2010 benchmarks = 100 100 120 130 140 110 -80 -70 -60 -50 -40 -30 -20 -10 10 20 30 40 50 60 70 80 90 0 0020 0220 0420 0620 0820 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 getting worse) getting perfomers ( below 0= ( below inferences of various types, types, inferences ofvarious only 4.8% low achievers, while in Bulgaria and Romania low low andRomania inBulgaria while achievers, low 4.8% only . 50% 15 olds of year over represent achievers with State Member performing best isthe Finland Poland. was significantly improved performance average where onlyEU EU and level country in many The Member States. an on since2000 deteriorated performance benchmark The are Slovenia, Poland, Slovakia and the Czech Republic, all of allof Republic, Czech andthe Slovakia Poland, are Slovenia, countries bestwithout The performing additional efforts. 2010 by attained be not will leavers school 10% early than more no of benchmark the but progress, upward constant 2.8 percentage lower points than inbeen has 2000. There EU-27, the for 14.8% was training) or ineducation and not attainment only with lower 18-24 secondary aged people young as (defined leavers school early shareof the 2007 In since 2000. progress good show countries two these although Portugal, and inMalta arefound rates highest The benchmark. EU the which have fewer than 7.5% earl MST graduates 181 …early leavers… …early Low achievers in reading achievers Low Upper secondary completion Early school leavers Early Lifelong learning participation y school leavers - well below required Progress upper secondary qualification. secondary upper an attain learners additional these allof not but training and areineducation people young more that implies This increased. has secondary upper with share ofyoung people the than in2000-2007 quickly more slightly fallen has leavers while andSlovenia, Slovakia Republic, Czech the Poland, 90%) areagain over of rates attainment secondary (upper performers best the leavers: school early for figures the points. 5percentage more than by males outperform andfemales is78.1%, 20-24 aged tion Portugal showed the strongest annual growth, while Ireland, Ireland, while growth, annual strongest the showed Portugal and Slovakia Poland, achieved. been have disciplines these in graduates ofover180,000 andanincrease rates growth year. muchhigher per But graduates 10,000 -or 2010 by ates gradu- 100,000 ofsome increase anabsolute 15% implies of growth target the graduates), 000 686, were there (when Taking 1999/2000 abase the yearas academic graduates. 870,000 about reaching total the with in2006, slightly ated deceler- increase The growth. for benchmark the exceed to EU-27 the allowed has 4% of since2000 year rate per agrowth andtechnology, science inmaths, graduates For technology… …graduates in maths, science and school early shareof The catch-up. rapid some with again although performance, lowest the show andPortugal Malta popula- the for average 2007 and2007. The 2000 between points) percentage 1.5 (by slightly only improved education of young completing 20-24 aged people upper-secondary share The challenge. asignificant poses still benchmark This attainment… secondary …upper There is an evident link with with link isanevident There lifelong learning. lifelong and leavers school 12 million in more participating adults early fewer 3million nearly qualifications, secondary upper 3mill in2000, in readingthan achievers low fewer 1million have would EU the mean would tion and training in Europe. Achieving the benchmarks educa- improving for important remain goals underlying the andRomania Greece Bulgaria, but 20%, over of rates tion The EU is not yet on track to achieve all the benchmarks, but but benchmarks, allthe toachieve track on yet isnot EU The lower thanshow of 2%. participation levels participa- with performers best arethe UK andthe countries as in the EU. inthe as andis since 2000 it quintupled emerging economies is growing even more quickly. In China in graduates of number the Meanwhile, growth. the of 40% about for accounting andtechnology, science maths, in graduates of number the toboost helped has degrees) The ‘Bologna 31.3% toonly in2000 in2006. 30.8% from increasing ates the gender imbalance, with th effect’ in addressing progress less been has young There people. 1,000 per graduates of interms lead andLithuania France (the strong growth in university five Member States exceeded the benchmark. The Nordic Nordic The benchmark. the exceeded States Member five Only 2010. for 12.5% of benchmark the of -short learning In 2007, in of 9.7% 25-64 lifelong year olds participated breaks in statistical series. In of aconsequence ispartly this but since2000, progressed tohave appears andtraining ineducation participation Adult learning… …lifelong recent years progress stalled. stalled. progress years recent e proportion of female gradu- e proportion now more than twice as high high as twice than more now ion more young people with with people young ion more 45 TheMagazine n°30-2008 46 TheMagazine n°30-2008 To gain a clearer view of higher education across the EU, the the EU, the across education higher of view To aclearer gain to. adhere can everyone istodevise difficulty Another making it hard to perceive what precisely each of them does. borders, across vary can andschools institutes academies, colleges, universities, suchas terms of usage the Even of identifying institutions carrying out comparable work. difficulty isthe obstacle One matter. acomplicated be can countries indifferent institutions academic Comparing activities. university on system information statistical of 2008 to assess the feasibility end the before tender for acall launch will ofrepresentatives, an integrated European initiatives through EU action programmes in education and in education programmes EU action through initiatives andsupported own its of initiatives taken has Commission EUROSTATcooperation with DG EAC, and stakeholders’ each one is doing, let alone how well they do it. Butinformation is ofthis ofvital interest sort to moreWith than higher 4,000 education institutions in Europe, it is hard keeping work track of what and Europe’s universities are GOOD HOW from varying response rates. In consequence, DG RTD, in RTD, DG Inconsequence, rates. response varying from suffer typically which surveys, areadhoc makers to policy available kind this of data only The are. tasks or missions their orwhat institutions, individual of performance into the insights few -provide education on network information EU’s main -the byEurydice surveys the even present, At need for…a transparency… information on university performance in education, research and innovation. and research education, in performance university on information with level European the at databases national these enhancing envisages Commission the Now state already has extensive information higher own on its education institutions and programmes. students, parents, employers, policy makers and university managers across the EU. Each member how can you tell? comparison standards that that standards comparison ǯ bytheCommission: supported New transparency instruments institutions. comparing of process the simplify to andprojects registers andother universities, about tion the profileidentify of institutions, a database of informa- tohelp system aclassification include They universities. citizens and makers policy may compare better Europe’s which from point avantage offer will efforts These research. ǯ The European Quality Assurance Register in Higher inHigher Register Assurance Quality European The accessible. openly work their making site, its on institutions education higher of ties activi- the on andsummaries reviews quality to upload agencies external invites It Accreditation. for Consortia European bythe launched isadatabase Qrossroads and Guidelines for Quality Assurance adopted by the bythe adopted Assurance Quality for and Guidelines Standards European the with comply that agencies tion andaccredita- assurance quality lists (EQAR) Education back the Register. the back education inhigher assurance inquality cooperation further for Recommendation EU subsequent and the Ministers Bologna the Both in2005. Ministers Bologna ǯ ǯ ǯ for EU higher education qualifications. The Tuning The qualifications. education higher EU for table equivalence recognised anofficially established recently Learning Lifelong for Frameworks Qualifications European andthe education higher for Framework Bologna The participants. their offer they competences and outcomes learning the of interms Europe across courses education higher of quality the assesses Project inEurope Structures Tuning Educational The Turkey, Ukraine, Russia and Latin-America. andLatin-America. Russia Turkey, Ukraine, Balkans, Western inthe tocourses scope its expanding is it support, Commission With andmathematics. nursing history, as diverse as areas subject categorised already has Tuning project The label. ECTS the for eligible being courses best the with catalogues, course in their outcomes learning intended the toinclude encouraged arebeing Universities assurance. andquality recognition teachi design, curriculum for language acommon provide chosen points reference The qualifications. toassess used previously descriptors level the down breaking work, this on builds now Project intensive. This scheme will help create profiles of insti- of profiles create help will scheme This intensive. orresearch arebusiness-oriented they whether ates, doctor- or degrees masters’ degrees, bachelors’ teach they whether do, they towhat according institutions Educa- Higher of “Assessment the on study A feasibility Institute of the University of Twente, aims to categorise aimstocategorise Twente, of University the of Institute Research CHEPS bythe led Project, Classification The Tuning andthe project. frameworks qualifications its from outcomes learning with gained it experience the offering by exercise tothis contribute can EU The inTokyo. meeting Ministers anOECD at January, this light green the given was (AHELO) Outcomes” Learning tion ng, learning, assessment, assessment, ng, learning, more closely to the needs of users. users. of needs tothe closely more and corresponds education, higher European of diversity the sion believes this what interactive approach reflects better Commis- The priorities. own her hisor toset reader the allows concept ‘myranking’ the CHE, Institute Research German the by Developed approach. user-defined sophisticated amore on based aranking on project apilot supporting Commissionis the programme, Erasmus the Through acceptedmore widely methodologies. and relevant on robust, based rankings multi-dimensional of development the backs Commission the reason this For social sciences, or outreach offered to work the community. ofteachi quality the such as performance, ofuniversity aspects crucial other to ignore and hardsciences inthe onresearch tofocus tend ment, Supple- Education Higher Times andthe Tong University Jiao the Shanghai from famously most versions, Existing but it recognises their rankings, also limitations.sity univer- around debate the Commissionencourages The …are rankings best?... involved in the same activities. fairer comparisontutions, permitting among those ng, research in humanities and inhumanities ng, research 47 TheMagazine n°30-2008 48 TheMagazine n°30-2008 initiatives in its own neighbourhood. Short films screened screened films Short neighbourhood. own inits initiatives dialogue intercultural onsuccessful spotlight the to turn Member new the of first the Slovenia, dialogue. intercultural They Janša. Janez Minister Prime andSlovenian Türk Danilo President Slovenian Pöttering, sioner Jan Figel’, European than 500 stakeholders together with European Commis- more brought inLjubljana, inJanuary Dialogue, cultural European Commission, it analyses the many different ways ofthe onbehalf institute research byERICarts Conducted Dialogue. Year Intercultural of European the of keystones National Approaches Diversity: “Sharing of thetation study presen- first the for occasion the also was EYID of launch The homepage ( official event’s the on available arenow conference the at to holdStates the the enjoyed EU opportunity Presidency, conference inaugural The of the EuropeanYear of Inter- policy. and audiovisual field inthe initiatives together toin approach” cross-sectoral and a“sustainable andYouth urged Education Culture, awaren cultural and developing skills, andcivil social learning languages, foreign speaking include These environment. cultural diverse our of out most the get inEurope everyone helping -skills competences” discussions focused on strengthening “intercultural year, the of half policy first the During Dialogue. cultural has gone from strength to strength, with to activities strength, gone strength has both from at national and European level. Following the launch ofthe European Year ofIntercultural Dialogue in January, the programme Dialogue Intercultural of EuropeanThe Year 2008 to Intercultural Dialogue in Europe”. Dialogue to Intercultural is one of the study This have been at of the the heart action in this Year of Inter- dialogue intercultural topromote efforts states’ Member ...off to start... agreat www.dialogue2008.eu Parliament President Hans-Gert Hans-Gert President Parliament tercultural dialogue, bringing bringing dialogue, tercultural s of culture, education, youth youth education, s ofculture, shared their experience of ess. In May, Ministers of of May, Ministers In ess. ). a “Dialogue Tour” in partnership with ORF, the Austrian ORF, Austrian with the inpartnership Tour” a “Dialogue organised has instance, for Austria, atic national project. one emblem- In each the supported member EU state, also eu/culture/key-documents/doc1351_en.htm ( activists andtograssroots policymakers andEuropean national toregional, 50recommendations lists also study The approaches. effective most the highlights and dialogue, intercultural promote States Member that round the world” is entertaining Malta, introducing children children introducing Malta, isentertaining world” the round goes “Teddy event theatre The corporation. broadcasting * “Diversidad! Promoting Dialogue and Exchange through through andExchange Dialogue Promoting * “Diversidad! include: These borders. our across dialogue intercultural topromote projects cultural flagship Year of Intercultural Dialogue In addition to with work member its states, the European country?”. inmy happening “What’s section inthe website Dialogue rooms that are increasingly in areincreasingly that rooms teachers to help equip them with the tools needed in class- for amanual published has Ireland countries. different of traditions andmusical cultures tothe parents and their these projects appearthese projects on the European Year of Intercultural including graffiti workshops and DJ contests. contests. andDJ workshops graffiti including competition, football Euro2008 the during events culture ( single ahip-hop toproduce platform a digital on together artists brought has project this Office, Music European the by Culture”: Coordinated Urban European www.diversidad2008.eu ). It also organised urban urban organised also ). It selected seven trans-European tercultural. Updates onall Updates tercultural. http://ec.europa. ). * “iyouwe –SHARE THE WORLD”: Coordinated by the Interna- the by Coordinated WORLD”: THE –SHARE * “iyouwe website. available on the European Year are debate each from andreports highlights Video media. the of role andthe education, dialogue, and intercultural place. This work- inthe dialogue intercultural of meaning real and the autumn will citizenship, and active dialogue interreligious dialogue, see debatestion and integration, the role of the in artist intercultural on multilingualism migra- on –including anddebate discussion provoke keynote speakers from Centre. Snappy presentations in Diversity” “Together national activities, Alongside ...across the EU... Cultural European the by Coordinated * “Stranger”: European Network Against Racism Against orEuropean the European Network Policy the suchas associations inexpert debates bring monthly These dialogue. intercultural andorganising planning on toshareideas forum apopular isproviding Debates” Europe. A series of Commission-organised “Brussels across dialogue onintercultural attention focused has tional Yehudi Menuhin Foundation, this project supports supports project this Yehudi Foundation, tional Menuhin loaded on ( backgrounds disadvantaged from many children, school primary with world animaginary sharing and musicians artists visual tellers, story between work interactive down- be can work Their inAmsterdam. Festival Stranger moviemakers across from Europe will in gather July at the 250 young movies. short own their making by other” “the young to of people share their encourages view project Foundation in with 18 partners Member States, this http://www.iyouwesharetheworld.eu/ http://www.strangerfestival.com/ of Intercultural Dialogue ). . the programme lined up for the next half of 2008. of half next the upfor lined programme the where website, event’s the on Year” the of “Partners up as havesigned andindividuals organisations 1,000 than More makers. policy for recommendations isdeveloping dation, Paolo Coelho, Jordi Savall and Abd Al Malik are among the the areamong Malik Al andAbd Savall Jordi Coelho, Paolo their exhibited work throughout Europe. see andwill autumn this andfilm-makers photographers of ajury by selected be will winners The neighbourhood. their in dialogue intercultural of vision their andcapture a camera topickup isinvited inEurope Everyone street-cultures.eu/). and 300,000 website visits so far. Now it looks forward to forward looks it far. Now so visits website and 300,000 reports press 3,000 over with public, and the media the both of attention the caught have events Its tostrength. strength from isgoing Dialogue Year Intercultural of European The dialogue. tointercultural committed allthose for tool networking intoasustainable ontogrow togo hopes then it But Dialogue. Year the Intercultural for of conference closing the of part as results its present will Platform Rainbow year, this of end the At andevents. initiatives their of news andpublish partnerships cooperation new for look can they of Culture Europe Action and the European Cultural Foun- “Rainbow Platform”, launched...contributions in civil from society... 2006 as a joint initiative through joint creation ( creation joint through dialogue intercultural tocelebrate September this sels of Intercultural Dialogue. will They come together in Brus- Year the of goals the supporting Ambassadors” “European (http://www. Street” My on “Cultures entitled competition photo aEurope-wide launched also has Commission The www.dialogue2008.eu ). 49 TheMagazine n°30-2008 50 TheMagazine n°30-2008 union - below the affairs as demonstrate. examples concepts for developing a European in perspective trade toinnovative town-twinning, suchas practices traditional the continued of evolution towns, different from people among meetings from ranging of initiative, types different numerous through realised be can effects The follow-up. of impact, when they involve long ahuge have can mobility of periods short Even effect. plier multi- high its of because awareness-raising and inboosting incommunication andisstrong people, of numbers large touching directly by reaching far but isinexpensive, which standing – are all advanced by mobility. It is an instrument isaninstrument It bymobility. –arealladvanced standing under- mutual as well as project, European the of ownership and belonging of asense identity, European participation, citizens’ –fostering Citizens” for “Europe aims of The the Lisbon agenda for employability and competitiveness, and citizenship. these areIn fact the depends strongly on mobility. Itis mobility that is at the intersection crucial oftwo dynamics - citizenship, European active foster to aims which programme, Citizens" for "Europe the in Success European Active for MOBILITY dynamics that underlie the activities ofthe Directorate General for Education and Culture asa whole. er of and periods preparation Citizenship ence, opinions andvalues”. opinions ence, experi- toshareandexchange acrossEurope communities local from people together “bringing of objective specific the meets it how of andademonstration programme, the of impact isthe This andfollow-up. preparation and related estimated 675,000 citizens altogether, in functions support have manymorewill participants, andregions. municipalities diverse to travel actually will who number isthe That meetings. oncitizens’ programme twinning town new tothe thanks citizensSome 71,000 are to move expected across Europe project. the of andimplementation planning inthe community local the involving by instance -for level local at participation civic active andtopromote people, between and friendship understanding mutual tofoster integration, to European aimsaretoreinforc triple The citizens. between relations personal strong of development the also but authorities local between partnership of sense the only not boosting towns, twinned from groups citizens’ and citizens of range awide together bring These ings. meet- citizens’ twinning town promoting for facility is the programme Citizens for Europe the of aspects new the of One people… …touching e the participants’ commitment commitment participants’ e the been mobilized – in fact an –infact mobilized been But in addition to mobile tomobile inaddition But 51 TheMagazine n°30-2008 52 TheMagazine n°30-2008 ǯ ǯ ǯ ǯ ǯ ǯ ǯ ǯ ǯ that: showed Commission’s survey The mobility. further for appetite andagreater solidarity of sense agreater with European, more being of feelings ingenerating results reveals in2007 meetings ning citizens’ twin- town of phase first the of assessment A Commission exercise. the of quality tothe as available arealready tions The results are more than a matter of quantity. Indica- ofquantity. amatter aremorethan results The theoutcomes Measuring likely to learn another European language. European another tolearn likely more were they that reported respondents of 69% And European. more felt respondents of 78% in other European countries. lives people’s about more hadlearnt respondents of 98% Union. European the about more hadlearnt respondents 93% of European. being of sense participants’ of development a by accompanied was solidarity of sense greater This disaster. ornatural crisis economic suchas difficulties unexpected faced ifit town twinned intheir to people support toprovide likely more were respondents of 78% home. intheir country European another from avisitor tohost likely more were respondents of 85% future. inthe tain main- actively would they that country European another from people with hadmade friendships they ment, involve- this of aresult as that, felt respondents of 90% country). European another in living or holidays, work, studies, it (be Europe across experience mobility another tohave likely more alot or likely more were they that reported respondents of 78% As CEMR itself says, “Twinning is first and foremost about about andforemost isfirst “Twinning says, itself CEMR As anddemocracy. government self andregional local on isbased that Europe aunited topromote works It ities. author- andregional local 100,000 some represent countries municip oftowns, associations ipation in the European process. construction 50 Its national partic- authorities’ local upin1951 topromote set was CEMR twinning. of promotion the through mainly citizenship, European collaboration with the European Commission to strengthen inclose working been has CEMR 20years For towns. 20,000 some of toanetwork extending andnow (CEMR) Regions and Municipalities European of Council the by founded Town-twinning in Europe is a long-established practice, twinning… of tradition evolving …the With the support of DG Education and Culture, CEMR will coordinators. twinning national of support the through partner ideal their tofind Europe across from municipalities help can which network twinning a offers CEMR members, its Through experts. among work shared through together solutions andfind andtry issues mobility current address specifically twinnings the of Some counterparts. European their tomeet places tonew travel onexchanges, isbased twinning Since orinschools. associations, local of members tives, representa- elected -whether citizens” between mobility running by the end of 2008. of end the by running upand tobe isscheduled It andfunding. contacts twinning, in EU the of role the on information multilingual hensive benefit of other municipalities. will be translated advertisement -andthe tongue into mother inits call its tise more than twenty toadver- partner languages atwinning seeking municipality European for the isreachingwebsite that near soon also provide an improved with service its twinning completion. This will allow any completion. This alities and regions from 37 37 from andregions alities It will also feature compre- it encourages people to people itencourages of the European Trade Union Confederation (ETUC) decided decided (ETUC) Trade Confederation Union European the of aremembers that organisations union trade fourteen The trade…a union Erasmus… –andDG EU the that believes it And CEMR. says mobility, isan ofexperience Exchange the involvement of non-governmental organisations. non-governmental of involvement the social in partners building the European social model with the of role the about insociety debate of basis the on built national or European European level. citizenship can be sectoral, regional, local, at actions union alltrade of sion dimen- European tothe emphasis new give would network resulting The movement. union trade European the of future the for partnerships andbuild debate informed stimulate prejudicies, overcome help should internships the during with an intercultural experience perspective. The acquired relations and social appreciate the problems of industrial leaders union trade future these isthat hope ETUC The level. local andat life ineveryday initiatives ofdeveloping citizens capable union trade European of anetwork create should dimension aEuropean with action union trade considering for capacity the Promote contexts. indifferent operating organisations indifferent unionculture trade of anunderstanding with participants aimsatproviding Citizens programme, for Europe the from funding obtained has which project, The organisations. member their among officials union trade full-time often apilotexchange organised they level, sity prog Erasmus bythe Inspired at national level. diversity political andits history social traditions, Europe’s for respect the with Europe about consciousness tolink was idea The movement. union trade the of leaders future for they should develop their European own training courses schemes. andexchange secondment innovative schemes, people’s across mobility Europe abroader –has in particular programme Citizens for Europe andthe andCulture Education ramme of exchanges atuniver- ofexchanges ramme important tool to promote topromote tool important European-level trade union trade European-level , through people-to-people people-to-people , through role to play in promoting inpromoting role toplay can become a “task force” within the ETUC, giving a new anew giving ETUC, the within force” a“task become can network new This EU. the of institutions other the with links direct its via legislation EU on exerts it influence the through contributes to the of ETUC construction socialThe Europe union movement and national organisations. skills acquired to by participants benefit the European trade new the of deployment the andsecuring project, the of ation continu- long-term the ensuring include future the for lenges union movement to share opin trade the across distribution wider for and anewsletter project; inthe part taking andorganisations individual the for uniquely access with site web adedicated with nology, tech- information of use the include factors success Critical downstream, in its implementation. inits downstream, and legislation, new of upstream -both level national the at toimpact movement union trade wider tothe impetus ions and experiences. Chal- ions andexperiences. 53 TheMagazine n°30-2008 TAKEN BY THE HAND by European Documentation Centres

With the advent of the Internet, the way people study has changed. Students of the ‘Google generation’ rely less on books and other printed sources, and more on information obtained online. Online information is remarkable, but it has to be selected, evaluated and interpreted with care. The European Documentation Centres (EDCs) may help with these tasks.

EDCs aim to provide guided access to EU information for access, training, and networking. They are also part of the students and academics. There are some 380 centres in the EUROPE DIRECT network which aims to bring the EU closer to 27 Member States, located in the libraries of universities and people through local actions. research institutes. EDC staﬀ are experts trained in sourcing EU information. They help with enquiries ranging from Recent evaluation of the EDC network has suggested that straightforward document searches to in-depth research on users are very satisﬁed with the quality of assistance European topics. The majority of them also organise courses provided. This educational resource deserves to be better for students on how to trace EU information online. known and more widely used by students today.

The network was launched in 1963 to promote education For a list of EDCs see: and research on European integration at higher education http://ec.europa.eu/europedirect/visit_us/directory/ level and to encourage the academic community to engage index_en.htm in the debate on Europe. The EDCs receive support from the Commission, including selected free publications, intranet n°30-2008 54 Magazine The

Researchers at the European Documentation Centre in Debrecen, Hungary, demonstrate that printed sources still have a shelf life... LATEST NEWS September 2008 10 July 2008 Košice and Marseille to be the European Making Learning Mobility an Opportunity for All Capitals of Culture in 2013. The High Level Expert Forum on Mobility, a group of experts called together Košice in Slovakia and Marseille in France will be the by the European Commission from various sectors, presented in July a set of European Capitals of Culture in 2013. This is the recommendation made by recommendations on how to build on the success of the Erasmus programme the international juries in charge of assessing the bids for this title. The and make learning mobility an opportunity not only for students but for all European capital of culture is a golden opportunity to promote two distinct young people. In their final report the experts shed new light on how to break cities and towns every year as well as to show off Europe’s cultural richness down administrative barriers and offer – as well as fund – more and better and diversity.. Following a previous decision France and Slovakia are the opportunities for mobility. The Forum’s vision does not stop at EU borders, two EU Member States eligible to showcase a European Capital of Culture but envisages a mobile Europe increasingly open to the world. in 2013. This title is the first one to follow new arrangements established in 2006, under which there are two selection phases. In a pre-selection phase a shortlist of applicant cities is drawn up, and the final selection is made 4 July 2008 nine months later. The two cities selected are then officially appointed by the More than 3 million Europass CVs created Council of the European Union. The Slovak and French bids were examined online international juries of thirteen members, six of whom are appointed by More than 3 million people generated their CVs with the help the Member State concerned, whilst the other seven are appointed by the of the Europass website till June 2008. Europass provides a coordinated European Institutions portfolio of documents helping people to describe what they know and can do in a way that is clearly and easily understood throughout Europe. A recent evaluation of the initiative has found that Europass is a cost-efficient tool that 4 - 6 September 2008 is relevant to citizens. Since the launch in 2005 the Europass web portal has ‘’European Civic Days” have strengthened civil had more than 12 million visitors, a clear proof of its success. dialogue in Europe The European Commission has launched a new series of events concentrating on European citizenship. The first event, under the name of “European Civic Days”, May/June 2008 took place in La Rochelle, France, from 4 to 6 September 2008. More than 1,500 Erasmus programme receives two awards people participated in this event to discuss the issues of European citizenship The Erasmus programme has received two awards in 2008. In May, the Prince and civil dialogue in Europe. The meeting brought together a wide range of of Asturias handed over the “Prize for Excellence in integrating young people interested parties from associations and non-governmental organisations, into the workforce” on behalf of the NoviaSalcedo Foundation of Spain. The officials from local, regional, national and European institutions as well as Erasmus programme received this prize in the category of public bodies specialists on European citizenship. Focussing on mobility, the programme for its exemplary action in promoting the professional integration of young included exchanges, discussions, workshops and examples of concrete people. In June, the University of Valladolid, Spain’s oldest, awarded its initiatives and best practices. “Chemical Engineering Medal” to the Community programme as a recognition of its contribution to academic and professional performance. The chemical engineering section sends almost 80 % of its students abroad on an Erasmus 22 July 2008 exchange. Golden Stars awards to 12 citizenship projects In July 2008 the European Commission selected 12 civic participation projects that encourage action and debate on EU issues at the grass-roots level. In November these projects will be awarded the “Golden Stars of active European citizenship” in a prize ceremony in Brussels, hosted by Commissioner Ján Figel’. The 2008 Golden Stars are awarded as part of the Europe for Citizens programme, and give official recognition to initiatives that showcase cooperation, effective working methods and tangible results in the area of civic participation. The winning projects involve participants from 22 EU Member States.

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Europe in Gear for More Mobility the Magazine  SUMMARY

Europe in Gear for More Mobility the Magazine SUMMARY