8 December 2011Roxana BrandtDG Education and Culture, Unit B.3, European Commission

GrundtvigIn-Service Training (IST):

Professional Development of Adult Education Staff

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Overview

Policy developments In-Service Training (IST)

– Impact of IST courses– Beneficiaries‘ level of satisfaction with IST courses– WoSCoP & ALPINE Studies– Challenges for the future

Grundtvig Staff Mobility Actions: Visits & Exchanges and Assistantships

Erasmus for All (2014-2020)

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Policy Developments

2006 Commission Communication on Adult Learning: It is never too late to learn

2007 Action Plan on Adult Learning – need to improve the quality of provision in the adult learning sector

2009 Strategic framework for European cooperation in education and training (ET 2020)

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Grundtvig Staff Mobility Actions

Formal, non-formal and informal learning Short duration and long duration staff mobility actions

In-Service Training(IST)

Visits &Exchanges

(VIS)

Assistantships(ASS)

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In-Service Training

Target group: teachers and other staff working in adult education

Duration: 5 working days – 6 weeks

Form: in-service training courses in other country than that in which participants normally live or work

Aim: improving practical teaching/coaching/counselling/ management skills & gaining a broader understanding of adult learning in Europe

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Submission of In-Service Training applications (2008-2010)

APPLICATIONS SUBMITTED IN IST

3.978

5.116

6.071

0

1.000

2.000

3.000

4.000

5.000

6.000

7.000

2008 2009 2010

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Selection of In-Service Training applications (2008-2010)

APPLICATIONS SELECTED IN IST

1.513

1.660

1.758

1.350

1.400

1.450

1.500

1.5501.600

1.650

1.700

1.750

1.800

2008 2009 2010

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Impact of IST courses on participants

National Agencies’ assessment

facilitating professional development and adaptability

improving knowledge, skills and competences

increasing the degree of motivation to apply new methods and tools

improving foreign language skills and confidence through contact with peers from European countries

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IST participants’ level of satisfactionNational Agencies’ assessment

High level of satisfaction with:− the quality of the training activities undertaken, methods used,

the course content and the intercultural environment

Low level of satisfaction due to: ─ poor time management of course organisers─ insufficient information received before the course─ low course level below participants’ expectations

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IST participants’ level of satisfaction

Challenges to increase the level of satisfaction:

Forum of discussion on the quality of the IST courses

IST ranking list to assess the courses introduced in the Comenius-Grundtvig database: http://ec.europa.eu/education/trainingdatabase/

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IST participants’ level of satisfaction2011 Grundtvig Study: In-Service Training, WoSCoP (West of Scotland Colleges Partnership)

Higher degree of satisfaction with formal learning activities (IST: 94%) than with non-formal learning activities (job-shadowing, ASS: 86%)

Dissatisfaction with certificates that do not state the amount of work and lack a credit-rated approach

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Role of In-Service Training (IST)2008 ALPINE Study (Adult Learning Professions in Europe) financed by the European Commission - Research voor Beleid & PLATO, University of Leiden

Focus on IST IST: the highest priority in terms of investment

IST activities should be recognised and validated within the national qualification frameworks

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Visits and Exchanges

Target group: present or future teachers and other staff working in adult education

Duration: 1 full working day – 90 days

Form: conference or seminar, job-shadowing, teaching assignments, studying aspects of adult education

Aim: improving practical teaching/coaching/counselling/ management skills and gaining a broader understanding of adult learning in Europe

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Assistantships

Target group: present or future teachers and other staff working in adult education

Duration: 13 – 45 weeks

Form: assistantship in other country than that in which participants normally live or work

Aim: improving practical teaching/coaching/counselling/ management skills & gaining a broader understanding of adult learning in Europe

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Future activities on Professional Development of Adult Education StaffEuropean Commision, the Grundtvig Unit 2012 Study on Assistantships and Visits & Exchanges

Contribution of the two new actions to the professional development of adult education staff

European added value of activities Recognition of the activities carried out in the

home/ host country/institution

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Future activities on Professional Development of Adult Education Staff Grundtvig Unit, European Commision 4th Grundtvig Conference on Professional

Development and Mobility of Adult Education Staff, Florence, 6-9 June 2012

Profile and Competences of Adult Educators

Role of Course Providers

Continuing Professional Development for

Adult Education Staff

Recognition and Validation of Competences

Employment Situation of Adult Education Staff

Lifelong learning instruments for the

development of AE Staff

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Erasmus for All (2014-2020)

Erasmus Higher Education Erasmus Training Erasmus Schools Erasmus Youth Participation

Key Action 1 – Learning Mobility Key Action 2 – Cooperation Key Action 3 – Policy Reform

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Erasmus for All (2014-2020)

Key Action 1 – Learning Mobility– Staff Mobility– Student Mobility– Master Degree mobility (Erasmus Master)– Youth Mobility

Erasmus Training– increase coherence and strengthen the lifelong learning

approach– link the support to formal and non-formal learning– learning mobility for individuals

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Erasmus for All – Next steps

Negotiations in Council and European Parliament

Detailed work on designing implementation

Adoption by mid-2013 at latest

Launch with call for proposals for 2014

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Thank you for your attention!