Welcome to our webinar

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1 Subtitle Title

2 Welcome to our webinar Configure your audio using the Audio Setup Wizard Check whether you can see and hear everything. If so, please display a green checkmark

3 Audio Features Emoticons (approval etc.) Set status to Away Raise your hand Polling (tick or cross / multiple choice) Chatting

4 Asking for the floor To ask for the floor: Raise your hand Wait for the moderator's approval When you have the floor Click on "Talk" before you start At the end Click on "Talk" after you end Lower your hand

5 Want to try? Raise your hand

6 Want to try? Lower your hand

7 Aim of the webinar - to familiarize you with the call for proposals - to explain the priority themes - to provide you technical and administrative support on the submission of proposals - to answer all your questions

8 Who's running the webinar? Maria, DG EMPL Martina, DG EMPL Lieve, DG EMPL Anila, EACEA Tatiana, EACEA Ildiko, EACEA

9 Agenda of the webinar

10 Priority theme 5 VET Teachers and trainers in Work-based learning (WBL) / Apprenticeship 10

11 Priority theme 5 Why this topic? Policy relevance 1. WBL/apprenticeships high on the policy/reform agenda: EU MS rethink or introduce WBL/apprenticeship schemes in cooperation with all relevant stakeholders (business, VET providers etc.) 2. Teachers and trainers are key players in: - increasing quality and attractiveness of training - higher relevance of learning outcomes - higher innovation and productivity in companies - better transition from school or unemployment to work - modernisation and reforms processes in VET 11

12 Priority theme 5 Policy framework

13 Priority theme 5 Work at EU level/dg EMPL, Unit E3 13

14 Priority theme 5 Challenges for VET/WBL T&T 1. VET/WBL T&T part of the bigger policy picture and of the policy agenda: VET reforms, LLL approach, regional development plans Related themes: Governance frameworks, partnership approaches, enabling environment (legislation, financing) 2. Challenges for WP teaching: relevance, quality, attractiveness Related themes: profiling and professionalisation cooperation mechanisms between VET providers and companies quality assurance systematic approach towards professional development (identify training needs, provide flexible and targeted training provision, assess competences), addressing: (i) Constantly evolving demands for skills update and upgrade, LM relevance and job creation (ii) Call for innovation and excellence in VET (iii) Dynamic social, technological and digital environment (iv) New pedagogic paradigm: shift to LO; individualised teaching and facilitating networking and autonomy 14

15 Priority theme 5 Expected results of the Erasmus+ call 15

16 Priority theme 5 Thank you for the attention! Questions? Reflections? Maria Todorova, DG EMPL maria.todorova@ec.europa.eu 16

17 Priority theme 6 Implementation of a framework for the assessment of the effectiveness of adult learning policies

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30 Priority theme 2 Employment and skills: validation of informal and non-formal learning

31 Priority theme 2 Policy context The 2012 Recommendation on validation of nonformal and informal learning (VNIL) o - Validation of non-formal and informal learning is about making visible and value the learning taking place outside formal education and training at work, during leisure time and in voluntary activities. - The Recommendation invites members states to intensify work and cooperation - in this area. 31

32 Priority theme 2 The 2012 Recommendation on validation of non-formal and informal learning Member States agreed to put in place arrangements for the validation of non-formal and informal learning (VNFIL) experiences by 2018, enabling individuals to obtain a qualification (or part of it) on the basis of their validated experiences. Date: in 12 pts

33 Priority theme 2 The follow up of the 2012 Recommendation Coordination by the European Commission, technical and conceptual support by Cedefop. Active involvement of member states and relevant stakeholders EQF Advisory Group Further development and implementation of two European supporting tools The European Inventory on validation of nonformal and informal learning The European Guidelines on validating nonformal and informal learning

34 Priority theme European Inventory on validation OUTPUTS o 36 reports (covering 33 countries) o 8 Thematic studies o 2 case studies o A survey of projects on validation o A synthesis of main findings o An executive summary 1. Early school leavers 5. Guidance and 2. Multi-level governance counseling 3. Skills audits in the public sector 6. Raising awareness 4. Validation methodologies 7. Competence assessment in the private sector 8. Research themes

35 Priority theme 2 The European Guidelines on validating non-formal and informal learning n/publications-andresources/publications/3073 A practical tool - structured according to the themes Rec. - identifying choices faced by policy makers & practitioners when implementing validation - builds on the active and systematic input of stakeholders Online version: links to the European inventory & examples

36 Priority theme 2 Looking ahead 2016 Light update of the European Inventory 2018 Update of the European Inventory 2018 One-off national reports. Political response to the Council Recommendation Commission's report to the Council Reports on the experience gained and implications for the future, including if necessary a possible review of the Recommendation. VNFIL Date: in 12 pts

37 Priority theme 2 What is the Call Priority about? Identify, design and test assessment methods & tools for validating informal and non-formal learning, (in particular of transversal skills) across large scale pilots Transversal skills such as leadership, entrepreneurship and risk taking; communication and collaboration; critical thinking; digital and media competency, which are often acquired through informal and non-formal learning 37

38 Priority theme 2 Aspects that can be considered : - the process of validation of learning acquired through on-line courses and specially MOOCs and how countries plan to link these courses to the formal qualification systems - the various stages in the recognition and validation process such as identification, documentation, assessment and certification; - the outcomes of the validation process and what people do with the validation obtained 38

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40 Priority theme 2 Aspects that can be considered : - increased connection between private and public validation initiatives: the validation occurring in private companies when recruiting or in career assessment are very weakly linked to public validation initiatives that tend to rely on the educational system or on public employment services - quality assurance of validation initiatives 40

41 Priority theme 2 Designing a policy experimentation The objective : which problem do we want to solve? The hypothesis : measure xyz should allow to improve... The beneficiaries : who should benefit from the measure? 41

42 Priority theme 2 The partnership At least 1 public authority (ministry) from at least 3 different countries X x Y Z z y E 1 evaluation body Stakeholders Relevant stakeholders 42

43 Priority theme 2 The partnership Between employment services (public or private) guidance and counseling centres validation/recognition bodies Education & training organsiations. Involving stakeholders in all the stages of the project (E&T, empl, social partners, etc.) 43

44 Priority theme 2 Thank you for your attention DG EMPL-E2: Lieve Van den Brande tel: godelieve.van-den- brande@ec.europa.eu 44

45 Technical and administrative support

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47 Questions we have received - - What is the difference between pre-proposal and full proposal stage? - - Can I submit the application only at full proposal stage? - - Can the project last less than 2 years or more than 3 years? - - If the budget is split between E&T and Youth, is there a competition between Youth and E&T proposals?

48 Admissibility

49 Admissibility Questions we have received - Do I need to send the application by ? - What happens if my application is submitted after the deadline? - Can I use several EU languages to fill in the application? - What if some of the partners are not registered in the Participant s portal?

50 Eligibility

51 Eligibility Questions we have received - Are the public authorities at regional level considered as eligible? - What does the Ministry need to do if they want to delegate its role in the project to another organisation? - Can the Ministry delegate its role in the project to an organisation based in another country?

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54 Eligibility Questions we have received - can the evaluation body «researcher» have also a role of a coordinator in the project? - how many ministries/ delegated bodies do we need to have in the project? - can the «researcher» be the Ministry? - could there be more than one researcher in the project?

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56 Eligibility Questions we have received - who decides on the appointment of the coordinator of the project? - does a coordinator need to provide a proof of a legal existence? - are there any documents required from partners to nominate the coordinator of the project?

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59 Selection process Questions we have received - can my partnership change between preproposal and full proposal stage? - can my title of the project and the budget change between pre-proposal and full proposal stage? - what criteria are checked at full proposal stage?

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62 Submission process Questions we have received - how do I submit the application? - what contains the application package? - at which stage do we need to submit mandate and delegation letters? - who signs the mandate and delegation letters? - what if some partners don t have a PIC?

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