Directorate-General for Education and Culture
Brussels, 22/05/2013
B-3/HU/dl – ARES(2013) 1256537
2013/COMMITT LLP/013
(LLP-007-2013)
General information note for the LLP Committee Members
Meeting of 7June 2013
Item6 of the agenda - for information
1.Results of the written consultations
LLP-048-2012First revision of LLP WP 2013
Sent to the LLP Committee on 13 December 2012 for opinion, with deadline for reply by 20 December 2012.The Commission proposal was approved by the LLP Committee.
Contact: Heidi Ulrich (EAC-B3)
2.Documents sent to the Committee for information / requests for contributions
Reference / Subject / Date / TypeLLP/047/2012 / Publication of revised LLP Call Guide 2013 – Part I / 14/12/2012 / For information
LLP/001/2013 / Impact study on Comenius school partnerships / 24/01/2013 / For information
LLP/002/2013 / Reorganisation of DG EAC / 24/01/2012 / For information
LLP/003/2013 / Migration from CIRCA to CIRCABC / 01/02/2013 / For information
LLP/006/2013 / Adoption of First revision of LLP WP 2013 / 05/03/2013 / For information
LLP/010/2013 / Establishment of a European Policy Network of National Literacy Organisations[Open call for proposals EAC/S05/2013] / 08/05/2013 / For information
Contact: Heidi Ulrich (EAC-B3)
3.Selection decisions for centralised actions
LLP/004/2013 / Selection Decision ECET 2012 / Sent to EP and Committee on 28/01/2013Contact: Heidi Ulrich (EAC-B3)
4.European Semester
The Commission adopted on 28 November 2012 the 2013 Annual Growth Survey (AGS), launching the new European Semester. The importance of education, training - and in particular of skills issues – have been pointed out (reflecting the points made in the "Rethinking Education"-package presented on 20 November 2012). Member States have been called on to raise the performance of their education and training systems. They should give priority to public spending on education in the context of fiscal consolidation and investments in education should be "strengthened where possible".
The 2013 March European Council endorsed the point made in the AGS by stating that "Education and training systems need to perform better, ensuring that young people are equipped with the right skill and linking the worlds of work and education more effectively."
Bi-lateral meetings with Member States have been held between 18 March and 12 April 2013 to hear from Member States how they intend to finalise their National Reform Programmes (NRPs) and cross-check the Commission's preliminary findings in key areas.
Member States submitted their National Reform Programmes (and their Stability or Convergence Programmes) by 12 April 2013.
A thematic review of educational reforms (organised by the Employment Committee in cooperation with the Education Committee) has been organised on 24 April 2013.
On this basis, the Commission will adopt draft Country-specific Recommendations and a Communication setting out the overall conclusions on 29 May; the European Council will discuss them and endorse the final version of the Country-specific Recommendations at its meeting of 28 – 29 June 2013.
Contact: Torsten Hubertus ARNDT (EAC-A1)
5.Higher Education policy developments
–High Level Group on the Modernisation of Higher Education
On September 18th 2012, the European Commission launched a High Level Group on the Modernisation of Higher Education. The group is chaired by former President of Ireland Mary McAleese. The high level expertise of the group will inform policymaking on key higher education issues, initially on the theme of quality in teaching and learning, a hitherto under-explored dimension in higher education.The group has a remit of making recommendations to support policy reforms and innovations in practice so that all students can benefit from quality teaching and learning that provides high-level skills, and all institutions can adopt new ways of envisaging and delivering such quality. The recommendations will be published in June 2013.
–U-Multirank launch
On 30-31 January 2013 the European Commissionofficially launched the next phase of U-Multirank at a major conference under the Irish Presidency in Dublin. U-Multirank will differ from existing rankings by rating universities according to a broader range of performance factors, aimed at providing a more realistic and user-friendly guide. U-Multirank will also enable individuals to produce their own, tailor-made rankings. The new multi-dimensional ranking will rate universities in five separate areas: research, teaching and learning, international orientation, knowledge transfer and regional engagement. The first results of the new ranking are due in early 2014 and at least 500 HEIs will participate, both European and non-European institutions. The Commission has selected an independent consortium to carry out the ranking. The Centre for Higher Education (CHE) in Germany and the Center for Higher Education Policy Studies (CHEPS) in the Netherlands, will lead the initiative. The consortium will also work with national ranking partners and stakeholder organisations in compiling accurate data.
–Thematic Working Group on Modernisation of Higher Education
The TWG held two peer learning activities (PLA) – on excellence in higher education teaching, in Berlin in September 2012, hosted by Germany (good practices emerging from the PLA have been used as an input into the HLG on MHE work on quality in teaching and learning); and on tackling dropout and improving completion rates in higher education in Prague in March 2013, hosted by the Czech Republic, which provided useful insights for the preparation of the Council Conclusions on the social dimension of higher education to be adopted by the Council on 16-17 May 2013, which set out actions for improving the access, participation and completion rates of under-represented and disadvantaged groups in higher education.
At its meeting in November 2012 the TWG discussed, inter alia, ways to improve the impact of peer learning on policy making at national and European level. These points were taken up in the meeting of the Directors-General for higher education (DGHE) in Dublin on 22-23 April; the next TWG meeting on 14 May 2013 will take forward the DGHE proposals for improving the synergies between the DGHE and the TWG and PLA.
–European Higher Education Area/Bologna process
For the 2012-2015 phase of the Bologna Process, a more streamlined structure for working groups has been put into place to take forward the commitments made by Ministers in the Bucharest communiqué of April 2012.
The European Commission chairs the ad hoc Working Group on revision of the ECTS users guide, which has the remit to prepare a revised version of the Guide by mid-2014, reflecting on policy development and implementation in the area of ECTS and learning outcomes since the previous revision of the ECTS Users' Guide in 2009.
A Pathfinder Group of countries (BE-fr, BE-fl, DE, DK, EE, LU, NL, PT, SE, and SI) has been set up to explore ways to achieve the long-term goal set by Ministers of automatic recognition of comparable academic degrees, and to report back before the next Ministerial meeting in 2015. The European Commission is facilitating the work of the group.
–Communication on Internationalisation of Higher Education
Internationalisation enhances the quality of European higher education and contributes to innovation and job creation in Europe by attracting internationally mobile students and skilled migrants. By 2020 there will be some 7 million internationally mobile students in the world (compared with 4 million in 2010), mostly from Asia, Latin America or the Middle East.
The Commission will launch a Communication in June 2013 which will underline the importance for European higher education institutions of developing comprehensive national and institutional strategies that include, but go beyond mobility, and involve new types of strategic partnerships with partners outside Europe. It will also explain how the EU intends to contribute to its implementation through the new programmes Erasmus for All and Horizon 2020 including the Marie Skłodowska-Curie Actions and the European Institute of Innovation and Technology (EIT).
Contact: Margie Waters/Vanessa Debiais (EAC-C1)
6.European Alliances for Apprenticeships
The European Alliance for Apprenticeships is an initiative to increase the supply and the quality of apprenticeship placements in the EU. In light of the on-going crisis, the high level of school drop-outs and the high levels of youth unemployment in many Member States, concerted efforts to develop high-quality apprenticeship-type training are essential. Evidence shows that VET-systems with higher levels of work-based learning correlate with lower levels of youth unemployment in Member States.
The European Commission will work together with Member States, social partners, business, chambers of commerce, industry and crafts and other relevant actors.Activities in the Alliance will be based around 3 pillars:
1.Improvement of apprenticeship-type systems across Europe, through a federation of efforts for targeted knowledge transfer (including national partnerships and a thematic working group under the OMC process);
2.Change of mind-sets through a spotlight on the benefits of apprenticeship systems (including cost-benefit analysis, and visibility initiatives);
3.Smart use of EU resources to support apprenticeships, notably through the European Social Fund, the Youth Employment Initiative, Lifelong Learning Programme and Erasmus for All.
Under the first pillar, the Lifelong Learning Programme 2013 will provide support for Thematic Networking by NAs to analyse and exploit the outcomes of LdV and Erasmus projects on work-based learning and apprenticeships. One result of the Networking should be a user-friendly toolbox of guidance and materials on issues such as support for SMEs hosting apprentices, qualification of trainers of apprentices, and improved vocational guidance. The Restricted Call has been published on 30 April 2013, the deadline for submission of proposals being14 June 2013. Activities are expected to start in September.
The Alliance launch event will take place on 3 July 2013 in connection with World Skills Leipzig 2013 with the participation of Commissioners Vassiliou and Andor, the German Minister of Education, Johanna Wanka, and high level representatives from all key stakeholder groups. A political commitment to the Alliance will be signed, pledges made from businesses, testimonials given by earlier apprentices and a new webpage presented. The Commission will also work towards the signature of a tripartite Memorandum by EU social partners, Commission and the EU Presidency.
Contact: Alison Crabb(EAC-B2)
7.school education – evaluation and impact
–Results of the Study on the Feasibility of a Long-Term School Education Staff Mobility Action
Some Member States requested the Commission via the Lifelong Learning Programme Committee to consider launching a scheme promoting long term mobilities of educational staff. This request follows the previous policy discussion at European level, which have all emphasised the strategic importance of teachers to the quality of school education, and have put priority on improving the quality of teacher professional development. In particular, it is important to improve the supply and variety of continuing professional development opportunities; exchanges and placements, and to increase the take-up of these opportunities. Furthermore, the Member States agreed to actively promote the opportunities offered by mobility schemes at both national and international level, and support participation of teachers and school leaders in such schemes.
On this basis the DG EAC launched in 2011 a feasibility study on long-term mobility of school education staff, conducted for the Commission by Ecorys.The interim report with preliminary findings was delivered in July 2012 and the final report, finalised in May 2013, is expected to be published shortly on
The study concluded that there is likely to be strong interest from school education staff to participate in long-term mobility opportunities offered through an EU scheme. The evidence suggests strong interest representing a wide range of countries, institutions, activities and individuals (including head teachers and teachers of various subjects). Among potential benefits of participating in a long-term mobility are namely: establishing long-term relationships with schools in other countries, improved skills, enhanced career progression and learning about new teaching and learning methods. According to the study, any new scheme should adopt an institutional approach, which will deliver a number of benefits compared with individual approach, including flexibility and scope for tailoring the specific needs of the institution and for enhancing the institutional impact of the trans-national activities.
Obstacles mentioned in the study include for example lack of support/information and disruption to pupils. In particular, the study identified significant obstacles linked to financial, administrative, legal and social protection issues. The study recommends to the Commission to engage with national ministries on all the relevant issues (i.e. retention of salaries and legal frameworks for permitting leave of absence) that will need to be dealt with at the national level in order to successfully implement this new action.
–Results of the Study on the impact of eTwinning
The Study of the impact of eTwinning on participating teachers, pupils and schools found that teachers benefit from improved skills, better relations with their pupils and wider participation in professional networks. Their pupils feel more empowered and motivated and get better at team working.
The study also found eTwinning to be a relatively easy and cost-effective way for schools to engage in international cooperation work. According to the authors eTwinning is unique worldwide in its scale and scope and has had an impact through its increasing network of participating schools, teachers and pupils, as well as through its contribution to professional development.
The study, which was conducted for the Commission by Education for Change Ltd, gathered data and evidence over 21 months through a survey among eTwinners, a review of literature, data and documents as well as 24 school case studies in 13 countries. The general survey was conducted in 25 languages and resulted in 6,000 responses from teachers registered for eTwinning.
The full study (EN), executive summaries (DE, EN, FR) and annexes with 24 case studies are available at
–Results of the Study on the impact of Comenius centralised actions
The "Study of the Impact of Comenius Centralised Actions: Comenius Multilateral Projects and Comenius Multilateral Networks" was conducted for the European Commission by Ellinogermaniki Agogi between December 2010 and December 2012. Results are based on a survey among 145 projects and networks launched between 2006 and 2009, as well as additional interviews and case studies.
More than eight in ten participants of EU-funded projects and networks for innovation in school education say that being involved has had a positive and lasting impact on them. A majority of those surveyed also said that working together with their European partners has had positive long-term effects for their organisation and almost eight in ten said that it would not have been possible to create the same results and impact without European cooperation.
Among the aspects most strongly perceived by those surveyed was a lasting positive impact on individuals involved, including broader views, access to best practice and innovation as well as improved professional skills such as languages, ICT and management skills. Asked about benefits for their institution, respondents most often named opportunities to position themselves in a wider, European context and the incentive to develop new links and synergies, both within the institution and with others.
Although systemic impact is, understandably, less strongly felt, it is nevertheless perceived to exist by a clear majority of those surveyed. The uptake and integration of teacher training modules and content in established courses are referred to as a case in point.
The full study (EN) and executive summaries (DE, EN, FR) are available at
–Study on the impact of Comenius Regio partnerships
The Commission launched a study into the impact of Comenius Regio in November 2012, which will be conducted over 21 months by the Public Policy and Management Institute (Vilnius). Its final report is expected in autumn 2014.
The objective is to assess the impact of the Comenius Regio partnerships on the institutions involved: local and regional authorities, schools and other local partners.
The Commission expects this study to deliver feedback on success factors, possible difficulties and obstacles for this type of EU support for partnerships between local and regional authorities on issues of school education.
Contact: Margarita Lago (EAC-B1)
8.Adult Learning policy developments
–Thematic Working Group on financing
The Thematic Working Group 'Financing adult learning' met five times in Brussels since end of 2011 and held one peer learning activity (PLA) in Luxembourg in February 2013 on "The effects of financial instruments for adult learning on inclusion and active citizenship". The 2012 work-programme included the development of a questionnaire for collecting country specific background data, definition of "benefits" and "wider benefits" and getting an overview of financial systems and instruments implemented in Member States. An additional PLA is planned in 2013 on addressing "Reskilling and Upskilling", social-partner-agreements and financial instruments at enterprise level.
–Thematic Working Group on quality
The Thematic Working Group 'Quality of adult learning' met four times in Brussels in 2012 and held two PLAs in Vienna (February 2013), on systems for accreditation of providers and Timişoara (April 2013) on the professional development of adult learning staff. A third PLA (May 2013 in Malta) will address validation of prior learning, guidance and the use of indicators as quality factors for adult learning. The TWG has developed draft proposals for practical tools such a framework for accreditation of providers, a checklist to assess adult learning quality policies and a core set of competences for adult learning staff.
Proposals and outcomes are being revised for presentation in the final report on the activities of both TWG, expected for October 2013.
The work of these two TWGs will be presented in the joint Commission/UNESCO UIL conference on adult learning organised in the framework of the Lithuanian Presidency in December 2013 in Vilnius.
–National Coordinators (NC)
A meeting of the NCs for implementation of the European Agenda for Adult Learning took place in March 2013. Twenty four countries were represented.
It was confirmed that the nomination of NCs facilitates cooperation and exchange of information between national ministries and stakeholders. Dissemination of the European Agenda on Adult Learning has started at national level. All 29 countries that availed of the Grundtvig-funded grants to promote activities linked to the Agenda are advancing with their work plans and gave a first feedback at the meeting. Basic skills is an important focus of NC’s work, but also the links between adult learning and unemployment and up-skilling the workforce are of high importance for many.