The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Bootstrap Business Seminar 5: Creating an Awesome BrandCityStarters
The 5th Seminar in our Bootstrap Business Seminar series looks at how to create an awesome brand with Creative Director at Branding Agency One Ltd, Ben Mumby-Croft.
Presentation on programming which are directly managed by the European Commission for 2014-2020. Insight into the programmatic lines of most interest to local authorities, civil society organizations, research centers and small and medium-sized enterprises in Europe.
The presentation has been shared and publicly discussed during the third event of Euromine project funded by European Commission under the Europe for Citizens program and which was held in Almadén (Spain).
Synergies between ESIF funds, Horizon 2020 and other research programmesParma Couture
Improving linkages between various EU Funds is the best way to enhance the impact of research and innovation (R&I) investments. By coordinating different forms of support, these links help creating competitiveness, jobs and growth in the EU by combining, for example, European Structural and Investment Funds (ESIF), Horizon 2020 and other EU R&I instruments. Such a cross-cutting approach will be beneficial for gaining international quality of R&I projects, particularly in this area, where the EU is competing on the global stage.
To make these linkages a reality, national and regional authorities involved in the implementation of ESIF programmes focusing on research, innovation and competitiveness must seize the opportunity to ensure coordination and complementarities with instruments like Horizon 2020, COSME, Erasmus+, CreativeEurope and the Connecting Europe Facility. This means joint efforts at EU, national and regional levels in boosting the quality of programmes to achieve better results and higher impacts of the investments.
The European Commission has published guidance for policy-makers and implementing bodies on synergies between the different EU programmes investing into research, innovation and competitiveness, providing possible scenarios for their application in practice.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Education, Training, Youth and Sport:
ERASMUS FOR ALL 2014-2020
Erasmus for All would replace seven existing programmes
with one: it brings together the existing Lifelong Learning
Programme (Erasmus, Leonardo da Vinci, Comenius and
Grundtvig), Youth in Action, and five international
cooperation programmes (Erasmus Mundus, Tempus,
Alfa, Edulink and the programme for cooperation with
industrialised countries).
EUrOPA PROMpT
3. ERASMUS FOR ALL 2014-2020
According to COM(2010)2020 Final, 3.3.2010 Education
and training are at the core of Europe 2020 Strategy
for smart, sustainable and inclusive growth, and of the
Integrated guidelines for the economic and employment
policies of the Member States.
Five of the Europe 2020 flagships depend on the
modernization of education and training: Youth on the
Move, Agenda for New Skills and Jobs, as well as the
Digital Agenda, Innovation Union and the Platform
Against Poverty.
EUrOPA PROMpT
4. ERASMUS FOR ALL 2014-2020
General objective of the Programme part 1
The Programme aims to contribute to the objectives of
the Europe 2020 strategy and of the Education and
Training strategic framework 2020 (ET2020),
including the corresponding benchmarks established
in those instruments, to renewed framework for
European Cooperation in the Youth field (2010-
2018), to the sustainable development of third
countries in the field of higher education and to
developing the European dimension in sport.
EUrOPA PROMpT
5. ERASMUS FOR ALL 2014-2020
General objective of the Programme part 2
It particularly aims to contribute to reach the following
Europe 2020 headline targets:
Reduction of early school leaving rates;
Increase of 30-34 years old students having completed
third level of education
EUrOPA PROMpT
6. ERASMUS FOR ALL 2014-2020
specific objective 1
To improve the level of key
competences and skills regarding in
particular their relevance for the
labour market and society, as well as
the participation of young people in
democratic life in Europe, notably
through increased learning mobility
opportunities for young people,
learners, staff and youth workers,
and through and through
strengthened cooperation between
education youth and the world of
labour market.
EUrOPA PROMpT
7. ERASMUS FOR ALL 2014-2020
specific objective 2
To foster quality improvements, innovation excellence
and internationalisation at the level of educational
institutions, as well as in youth work, notably through
enhanced transnational cooperation between
education and training providers/youth
organisations and other stakeholders.
EUrOPA PROMpT
8. ERASMUS FOR ALL 2014-2020
specific objective 3
To promote the emergence of a European lifelong
learning area, trigger policy reforms at national level,
support the modernisation of education and training
systems, including nonformal learning, and support
European cooperation in the youth field, notably
through enhanced policy cooperation, better use of
recognition and transparency tools and the dissemination
of good practices
EUrOPA PROMpT
9. ERASMUS FOR ALL 2014-2020
specific objective 4
To enhance the international dimension of education,
training and youth notably in higher education by
increasing the attractiveness of the Union higher education
institutions and supporting the Union development
objectives through the promotion of mobility and
cooperation between EU and third country higher
education institutions and targeted capacity building in
third countries
EUrOPA PROMpT
10. ERASMUS FOR ALL 2014-2020 specific
objective 5
To improve the teaching and learning of languages and
promote linguistic diversity
EUrOPA PROMpT
11. ERASMUS FOR ALL 2014-2020 specific
objective 6
To promote excellence in teaching and research activities
in European integration through the Jean Monnet activities
worldwide.
EUrOPA PROMpT
12. ERASMUS FOR ALL 2014-2020
specific objective 7
To tackle transnational threats to sport such as doping,
match fixing, violence, racism and intolerance.
EUrOPA PROMpT
13. ERASMUS FOR ALL 2014-2020
specific objective 8
To support good governance in sport and dual careers of
athletes
EUrOPA PROMpT
14. ERASMUS FOR ALL 2014-2020
specific objective 9
To promote social inclusion, equal opportunities and
health-enhancing physical activity through increased
participation in sport.
EUrOPA PROMpT
15. SIMPLIFICATION part 1
Within the context of the Multiannual Financial
Framework (MFF), one of the priority of this
Programme is to emphasise streamlining, simplification
and a performance-based allocation of funds.
The Programme will reduce the number of activities
supported. It will use more flat rate grants to increase
efficiency; successful examples such as the lump sum
grants for Erasmus student mobility will be widely
used for mobility actions. National Agencies will no
longer manage individual mobility and thereby reducing
the administrative workload
EUrOPA PROMpT
16. SIMPLIFICATION part 2
To reach this simplification, the following
measures will be implemented
1. Rationalisation of the programme structure and
actions: drastic reduction of the number of different
actions with different management rules; the back
office should be unified and streamlined across actions
2. For cooperation projects and support to policy reform,
a stronger focus will be put on outputs, allowing
increasing lump sum grants. Where grants will be
based on real costs, the grant contribution will be
essentially to direct costs
EUrOPA PROMpT
17. SIMPLIFICATION part 3
3. The use of lump sum and flat rate grants/grants
based on unit costs will be generalized to a
maximum extent. Grants to individuals for learning
mobility actions will take the form of lump sum grants
without exception. Reporting and control will thus
focus on the realization of the supported activity and
the achieved results rather than on the eligibility of
costs incurred, reducing the workload and scope for
error of both programme participants and managing
bodies
EUrOPA PROMpT
18. SIMPLIFICATION part 4
4. Programme beneficiaries will supply the necessary
management information in their grant application and
their reports. Reporting requirements will be
proportional to the size of the grant, the duration and
complexity of the supported action. Indicators are set in
the legal basis in order to provide a stable basis for the
collection and exploitation of data in view of monitoring
and reporting.
EUrOPA PROMpT
19. SIMPLIFICATION part 5
5. The reduced number of actions will be supported with
electronic forms for application and reporting by
beneficiaries. This will facilitate the collection and
exploitation of data for monitoring and reporting, both at
national and Union level.
EUrOPA PROMpT
20. SIMPLIFICATION part 6
For the minority of actions for which grants may
remain based (in part) on real costs, simplification of
grant management should come in particular from
redefining eligible costs and limiting the Union
contribution to specific types of direct costs, in line
with the recommendations of a DG EAC internal
audit of error rate in direct management.
EUrOPA PROMpT
21. SIMPLIFICATION part 7
The following funding models and simplification
measures for grants are envisaged:
1. Simplified reimbursement of real direct costs;
2. Clear definition of direct personnel costs, for
providing legal certainty to beneficiaries and for
reducing errors
3. Legal certainty with regard to time-recording by
providing a clear and simple set of minimum
conditions in the rules for participation;
4. Abolition of time-recording obligations for staff
working to 100% on the Union project;
EUrOPA PROMpT
22. SIMPLIFICATION part 8
5. The possibility of using unit personnel costs
(average personnel costs) for beneficiaries for
which this is their usual accounting method;
6. One single flat rate covering indirect costs,
applied to the direct personnel costs only.
7. For actions managed by the executive agency,
use of audit certificates for grants above a
threshold, by which auditors will certify the
legality and conformity of the financial reports;
EUrOPA PROMpT
23. «Erasmus for all» will include 3
subprogrammes
Education
and
training
Youth
Sport
EUrOPA PROMpT
Jean
Monnet
24. Education and training
Education and training at all levels, in a lifelong
learning perspective, from school education through to
vocational education and training (VET), higher education
and adult education
EUrOPA PROMpT
25. 2 YOUTH
Youth, in particular non-formal and informal learning
EUrOPA PROMpT
27. Loan guarantees for master's degree students
Through Erasmus+, the EU will guarantee loans of up to
€12,000 (for one year) or €18,000 (for two years) to
students who wish to pursue Master degree in another
country. This new system will in no case replace grant or
loan systems that already exist or could be established at
national level, MEPs stressed.
EUrOPA PROMpT
28. General objective of the Education and
training subprogramme part 1
1. To improve the level of key competences and
skills regarding in particular their relevance for the
labour market and society, as well as the participation
of young people in democratic life in Europe, notably
through increased learning mobility opportunities
for young people, learners, staff and youth
workers, and through strengthened cooperation
between education youth and the world of labour
market;
EUrOPA PROMpT
29. Related indicators objective 1
• % of participants who have increased their key
competences and/or their skills relevant for their
employability;
• % of young participants declaring being better
prepared to participate in social and political life
EUrOPA PROMpT
30. General objective of the General objective
of the Education and training part 2
2. To foster quality improvements, innovation excellence
and internationalisation at the level of educational
institutions, as well as in youth work, notably through
enhanced transnational cooperation between
education and training providers/youth
organisations and other stakeholders;
EUrOPA PROMpT
31. Related indicator
% of organisations that have participated in the
Programme and that have developed/adopted
innovative methods
EUrOPA PROMpT
32. General objective of the Education and
training part 3
3. To promote the emergence of a European lifelong
learning area, trigger policy reforms at national level,
support the modernisation of education and training
systems, including non-formal learning, and support
European cooperation in the youth field, notably through
enhanced policy cooperation, better use of recognition and
transparency tools and the dissemination of good practices;
EUrOPA PROMpT
33. Related indicator
Number of Member States making use of the results of the
Open Methods of Coordination in their national policy
developments
EUrOPA PROMpT
34. General objective of the Education and
training part 4
To enhance the international dimension of education,
training and youth notably in higher education by
increasing the attractiveness of the Union higher education
institutions and supporting the Union external action,
including its development objectives through the promotion
of mobility and cooperation between EU and third
country higher education institutions and targeted
capacity building in third countries.
EUrOPA PROMpT
35. Related indicator
Number of non EU higher education institutions involved
in the mobility and cooperation actions
EUrOPA PROMpT
36. General objective of the Education and
training part 5
5.To improve the teaching and learning of languages and
promote linguistic diversity;
Related indicator: % of participants who have increased
their language skills
EUrOPA PROMpT
37. General objective of the Education and
training part 6
6.To promote excellence in teaching and research
activities in European integration through the Jean
Monnet activities worldwide
Related indicator: Number of students receiving
training through Jean Monnet activities
EUrOPA PROMpT
38. Actions of the Education and training
programme
KEY1
Learning
mobility of
individuals
KEY2
Cooperation
for
innovation
and good
practices
KEY3
Support for
policy
reform.
EUrOPA PROMpT
39. Key 1 Education and Training programme
Learning mobility of individuals part 1
Learning mobility of individuals action shall support:
the mobility of higher education students and vocational
education and training students and apprentices
between the participating countries; This mobility may
take the form of studying at a partner institution or
traineeships or apprenticeships abroad.
EUrOPA PROMpT
40. Key 1 Education and Training programme
Learning mobility of individuals part 2
the mobility of staff, within the participating countries. This
mobility may take the form of teaching or taking part in
professional development activities abroad.
EUrOPA PROMpT
41. Key 1 Education and Training programme
Learning mobility of individuals part 3
This action will also support the international
mobility of students and staff to and from third
countries as regards higher education, including
mobility organised on the basis of joint, double or
multiple degrees of high quality or joint calls
EUrOPA PROMpT
42. KEY2 Education and Training programme
part 1 Cooperation for innovation and good practices
Cooperation for innovation and good practices action
shall support:
strategic partnerships between organisations and/or
institutions involved in education and training or
other relevant sectors, aimed at developing and
implementing joint initiatives and promoting peer
learning and exchanges of experience
EUrOPA PROMpT
43. Education and Training programme part 2:
Cooperation for innovation and good practices action shall support
Knowledge Alliances between in particular higher
education institutions and the world of work aimed at
promoting creativity, innovation and entrepreneurship by
offering relevant learning opportunities, including
developing new curricula;
EUrOPA PROMpT
44. Education and Training programme part 3
Cooperation for innovation and good practices action shall support
Sector Skills Alliances between education and training
providers and the world of work aimed at promoting
employability, contributing to creating new sector-specific
or cross-sectoral curricula, developing innovative ways of
vocational teaching and training and putting the Union
transparency and recognition tools into practice.
EUrOPA PROMpT
45. Education and Training programme part 4
Cooperation for innovation and good practices action shall support
IT support platforms, including e-Twinning, covering
education and training sectors and allowing peer learning,
virtual mobility and exchanges of best practices, and
opening access for participants from neighbourhood
countries.
EUrOPA PROMpT
46. KEY 3 Education and Training programme
Support for policy reform
Support for policy reform action shall include the act the
implementation of the Union's policy agenda on education and
training, using the Open Method of Coordination, as well as
activities relating to the Bologna and Copenhagen processes the
implementation in participating countries of Union transparency
and recognition tools (EQF, ECTS, ECVET, EQAVET, EQAR,
ENQA) the National Academic Recognition Centres (NARIC),
the Eurydice and Euroguidance, as well as the e-Twinning
National Support Centres, the Europass National Centres, and the
National Information Offices in the neighbourhood countries and
acceding countries, candidate countries and potential candidates
not fully participating in the Programme
EUrOPA PROMpT
47. Jean Monnet activities part 1
Jean Monnet aims are to:
promote teaching and research on European
integration world-wide among specialist academics,
learners and citizens, notably through the creation of
Jean Monnet Chairs and other academic activities, as
well as by providing aid for other knowledge-building
activities at higher education institutions;
EUrOPA PROMpT
48. Jean Monnet activities part 2
support the activities of academic institutions or
associations active in the field of European
integration studies and support a Jean Monnet
label for excellence.
support the following European academic
institutions pursuing an aim of European interest;
the European University Institute of Florence;
the College of Europe (Bruges and Natolin
campuses);
promote policy debate and exchanges between the
academic world and policymakers on Union policy
priorities.
EUrOPA PROMpT
49. Youth subprogramme specific objectives part 1
to improve the level of key competences and skills of
young people, including those with fewer
opportunities, as well as to promote their participation
in democratic life in Europe and the labour market, their
active citizenship, social inclusion and solidarity,
notably through increased learning mobility
opportunities for young people, those active in youth
work or youth organisations and youth leaders, and
through strengthened links between the youth field and
the labour market;
EUrOPA PROMpT
50. Youth subprogramme specific objectives
part 2
to foster quality improvements in youth work,
notably through enhanced cooperation between
organisations in the youth field and/or other
stakeholders;
EUrOPA PROMpT
51. Youth subprograme specific objectives part 3
to support European cooperation and complement
policy reforms at local, regional and national level in
the youth field, the development of knowledge and
evidence-based youth policy and the recognition of
non-formal and informal learning, notably through
enhanced policy cooperation, better use of Union
transparency and recognition tools and the
dissemination of good practices
EUrOPA PROMpT
53. Learning mobility of individuals in Youth
programme
Learning mobility of individuals shall support:
the mobility of young people in non-formal and
informal learning activities between the participating
countries. This mobility may take the form of youth
exchanges and volunteering through the European
Voluntary Service;
the mobility of those active in youth work or youth
organisations and youth leaders. This mobility may
take the form of training and networking activities;
This action will also support the international mobility
of young people, those active in youth work or youth
organisations and youth leaders, to and from third
countries
EUrOPA PROMpT
54. Cooperation for innovation and good practices
shall support in Youth programme
strategic partnerships between organisations involved
in the youth field, aimed at implementing joint
initiatives, including youth initiatives and citizenship
projects, and aimed at developing active citizenship,
participation in democratic life and entrepreneurship,
through peer learning and exchanges of experience;
IT support platforms in the youth field and allowing
peer learning, knowledge-based youth work and
exchanges of best practices
EUrOPA PROMpT
55. Support for policy reform
shall support in Youth programme
activities linked to the implementation of the Union policy
agenda in the youth field, using the Open Method of
Coordination;
implementation in the participating countries of Union
transparency and recognition tools, notably the Youthpass,
and support for EU-wide networks and European youth
NGOs;
policy dialogue with relevant European stakeholders in the
youth field, including the structured dialogue with young
people;
the European Youth Forum, resource centres for the
development of youth work and the Eurodesk network.
EUrOPA PROMpT
56. Sport suprogramme:Specific Objectives
In line with the general objective and with the Union work plan
for sport, the Programme shall mainly focus on grassroots
sport and shall pursue the following specific objectives in the
field of sport:
to tackle cross-border threats to sport such as doping, match
fixing, violence, racism and intolerance;
to promote and support good governance in sport and dual
careers of athletes;
to promote voluntary activities in sport, as well as social
inclusion, equal opportunities and health-enhancing
physical activity through increased participation in sport
EUrOPA PROMpT
57. Provisional budget part 1
The financial envelope for the implementation of this
Programme as from 1 January 2014 is set at EUR 17 299
000 000.
EUR 16 741 738 000 for actions in the field of education,
training and youth
EUR 318 435 000 for the Jean Monnet activities
EUR 238 827 000 for actions relating to Sport
EUrOPA PROMpT
58. Provisional budget part 2
An indicative amount of EUR 1 812 100 00029 from the
different external instruments (Development Cooperation
Instrument, European Neighbourhood Instrument,
Instrument for Preaccession Assistance, Partnership
Instrument and the European development Fund), will be
allocated to actions of learning mobility to or from
countries other than those as referred to in Eligible
countries and to cooperation and policy dialogue with
authorities/institutions/organisations from these
countries
EUrOPA PROMpT
59. Provisional budget part 3
The EUR 17 299 000 000 will be indicatively divided as
follows:
[65%] of this amount is allocated to learning mobility of
individuals;
[26%] of this amount is allocated to cooperation for
innovation and good practices;
[4%] of this amount is allocated to support for policy
reform.
[3%] of this amount will cover operating grants to National
Agencies
[2%] of this amount will cover administrative expenditures.
EUrOPA PROMpT
60. Eligible countries part 1
the Member States;
the acceding countries, candidate countries and potential
candidates benefiting from a pre-accession strategy, in
accordance with the general principles and general terms and
conditions for the participation of those countries in Union
programmes established in the respective Framework
Agreements, Association Council Decisions or similar
agreements;
EUrOPA PROMpT
61. Eligible countries part 2
the EFTA States that are party to the EEA Agreement, in
accordance with the provisions of that Agreement;
the Swiss Confederation, provided that a bilateral agreement
foreseeing its participation is concluded with that country
The Programme shall support the cooperation with partners
from third countries, notably partners from neighbourhood
countries
EUrOPA PROMpT
62. Possible synergy with other relevant instruments
Erasmus for all is not the only Union programme involved
in education and youth fields. Structural Funds and the
future Horizon 2020 Research and Innovation
Programme are also strongly committed to Union 2020
strategy and its related headlines targets on higher
education and early school leaving in particular.
EUrOPA PROMpT
63. Possible synergy with other relevant instruments
The synergy between the instruments will be ensured through a
clear distinction in the types of investments/ target groups
supported: education infrastructure will be supported by
ERDF, people on labour market training and adult
learners' mobility by ESF, researchers' mobility by Horizon
2020. Furthermore, Erasmus for all supports only transnational
projects, whereas focus of structural funds is within a national
or regional dimension.
Complementarity with Horizon 2020 will be of high relevance
for Higher Education, including its international dimension
where excellence and research in universities will be
reinforced.
EUrOPA PROMpT