The document outlines EU initiatives focused on lifelong learning, emphasizing the importance of adult education and the role of public libraries in providing access and support for learning across various demographics. It discusses various strategies and action plans aimed at promoting adult learning, addressing barriers to participation, and fostering collaboration between educational institutions and libraries. Additionally, it highlights the ongoing efforts to monitor and improve the quality of adult learning services and the necessity of digital literacy in a rapidly changing educational landscape.

1. ENTITLE kick off: introduction Rob Davies, MDR London 5/6 February 2008

2. Libraries and lifelong learning: a brief overview of EU initiatives and projects

3. Political and strategic initiatives - i-2010 One of major pillars calls for "inclusion, better services for citizens and quality of life" Emphasises enhanced use of ICT for life-long learning and social inclusion Improve quality and effectiveness of EU education and training systems Ensure they are accessible to all Open up education and training to the wider world especially those who, due to their geographical location, socio-economic situation or special needs, do not have easy access to traditional education and training.

4. Some EU communications and reports (there are more…) 2001 EC Communication Making a European Area of Lifelong Learning a Reality traditional systems must be transformed to become more open and flexible learners to have individual learning pathways, suitable to needs/interests take advantage of opportunities throughout their lives 2006 - Joint Interim Report on progress under the "Education and Training 2010" work programme all citizens need to acquire and update their skills throughout life special attention to specific needs of those at risk of social exclusion adult learning ( quantity and quality) is also important for the competence development of medium and high-skilled people

5. 2006 EU Communication Adult Education: it's never too late to learn Countries to promote adult learning in Europe and place it firmly on the political agenda Personal benefits of development and fulfillment Raise skill levels Reduce social exclusion Promote active citizenship Support employability and mobility in the labour market Major challenge: lifting the barriers to participation for all groups, especially the ageing population and migrants European Qualifications Framework (EQF)

6. Action Plan (2007) It’s always a good time to learn – key messages http://ec.europa.eu/education/policies/adult/com558_en.pdf Implement the 5 key messages in the Communication to remove barriers to participation increase quality and efficiency speed up the process of validation and recognition ensure sufficient investment monitor the sector focus on those who are disadvantaged because of low literacy levels, inadequate skills for work and social integration

7. Action Plan: some goals Complexity of sector Reduce labour shortages due to demographic changes Address problem of high number of early school leavers (nearly 7 million in 2006) offer a second chance Increase integration of migrants in society and labour market Increase participation in lifelong learning decreases after the age of 34 adult (age 25-64) participation in lifelong learning is no longer increasing

8. The Action Plan: some specific aims Increase possibilities for adults to go "one step up" to achieve a qualification at least one level higher than before broader notion of individual ‘progression’? Speed up assessment of skills and social competences have them validated and recognised in terms of learning outcomes Improve the monitoring of adult learning sector Member States developing National Qualification Frameworks linked to the European Qualification Framework how to access, progress and transfer 2008 analysis of the implication of national reforms 2009 results of analysis showing trends, achievements and gaps at European and national level Can ENTITLE tie-in?

9. Improve the quality of provision in the adult learning sector Affected by policy, resources, accommodation etc Key factor is the quality of staff involved in delivery Little attention has been paid to the training (initial and continuing), status and payment of adult learning staff crucial in motivating adult learners to participate 2008 results of the study Adult learning professions in Europe to be published identify existing good practice in Member States and formulate recommendations 2009 Development of standards for adult learning professionals, including guidance services, based on existing good practice 2010 Further research on development of quality standards and accreditation of providers will contribute to the monitoring of the sector Can ENTITLE tie in?

10. Speed up assessing and recognizing non-/informal learning for disadvantaged groups Recognition and validation of non-/informal learning many Member States have a legal framework and pilot programmes Assessment and recognition of skills and social competences, regardless of where and how especially important for those who do not have basic qualifications Positive approach to recognition of non/informal learning including that brought by migrants 2008 Identification of good practice in recognition/validation of non/informal learning special focus on social competences, acquired outside formal learning 2009 Peer learning activity at European level exchange of good practice, crossborder exchanges, funded by LLP 2010 First report of results presented and discussed Can ENTITLE tie-in?

11. Improve monitoring of the adult learning sector Lack of comparable data in the sector a minimum set of core data is required every 2 years Strong relationship with the ongoing development and work on indicators and benchmarks including work done in the Standing Group on Benchmarks and Indicators 2008 Study launched by the Commission leading to proposal on consistent terminology to be agreed by Member States/ stakeholders Study also to propose a set of core data 2009 Collection of core data will start in the Member States who wish to participate 2010 Results published in Joint Progress Report on Education and Training 2010 ENTITLE tie-in?

12. Key funding programmes LLP (Grundtvig, Comenius, Leonardo da Vinci, Erasmus, KAs) KAs are ‘transversal’ Practice to policy ESF/national structural funds These 2 seen as specific to implementation of the Action Plan on Adult Learning IST research programme (cultural heritage applications and technology-enhanced learning) eContentplus EQUAL Interreg National funding programmes

13. Informal learning, technology etc Learning not confined to formal institutions such as schools, colleges and universities Learning occurs increasingly through leisure activities that are mediated by digital technologies part of people's social and cultural lives playing of computer games; use of chat rooms; mobile devices; exploitation of digital media (cameras); digital television etc Young people are immersed in ICT-related activities in their homes and with their friends Young people are getting older…and anyway old people do it too Concept of a wide ‘ecology’ of learning education institutions, homes, families and friends, the workplace, talking to people, leisure activities etc interaction with libraries and other community and cultural organisations all play a role

14. Public libraries and the learning agenda Public libraries in Europe are used by lots of people (180 million ‘members’) Increasingly able to extend multiple learning experiences to visitors from all age groups and sections of society Many calls for greater collaboration between libraries, schools/adult education sector most often takes place at local level, even where a broad national policy framework exists. Interest in informal learning is a more mainstream political concern not assigned sufficient resources or co-ordinated to maximise impact Lots of projects, programmes to develop/promote the role of libraries digital literacy, ICT skills development, provision of digital content e-Learning How big is the impact? Public libraries must offer new and innovative services and activities

15. Some ‘important’ projects to date IST Research Programmes FP4-6 (1998-2005) PubliCA, PULMAN and CALIMERA Oeiras Manifesto compiled under PULMAN, monitored under CALIMERA - disparities Guidelines on public library services (including learning) translated into 30 languages Projects under LLP and predecessors (Grundtvig etc) DILLMULI (public libraries and museums) PULLS Games in libraries (AITMES, Mapps.com) There are more…. EQUAL LearnEast ABSIDE

16. CALIMERA http://www.calimera.org

17. Oeiras Manifesto (2003): 4 strands Democracy and citizenship Economic and social development Cultural diversity Lifelong Learning Focus on the needs of children, and those who care for them, by providing a fun, safe and stimulating environment for school work and leisure, incorporating games and new technologies and by creating partnerships with schools and other educational bodies Develop their role as centres for de-institutionalised and informal learning, offering content, training and support to citizens at all stages of their lives, taking full advantage of the potential of e-learning Contribute to the development of a functionally literate information society by continuing to promote reading, using all means, including the World Wide Web

19. DILLMULI toolkit http://www.dillmuli.feek.pte.hu/tk1.pdf Toolkit intended to assist practitioners and policy makers to identify guidance and best practice across a wide range of aspects concerning the role of museums and libraries in adult education structured according to six main content categories Policies Applied learning: theory and practice Good practice, barriers and problems Staffing Funding programmes Dissemination and advocacy Exhibition included e.g. Inspiring Learning for All and PULMAN

21. Position of international library associations IFLA The Role of Libraries in Lifelong Learning Final report of the project under the Section for Public Libraries, 2004 http://www.ifla.org/VII/s8/proj/Lifelong-LearningReport.pdf Recommendations on library and educational policy, co-operation, need for change in public libraries (working methods, new professional profiles) EBLIDA Statement to the EC Memorandum on Lifelong Learning (June 2001) Role of libraries in lifelong learning libraries have fundamental role to play in development of strategies disappointed that libraries mentioned just once along with shopping malls and bus stations overlooks key function of libraries: active partner offering access, professional guidance and training to global resources in local setting Children actively encouraged to use and evaluate information independently LLL one of 5 stated current priorities for EBLIDA

22. Position of European education associations European Schoolnet European Association for Adult Education (EAEA)

23. ENTITLE: objectives and workplan

24. What is ENTITLE doing - broadly speaking? Multilateral project under LLP KA4 Dissemination and Exploitation of Results ‘ valorisation’ = getting the most out of things Support and extend progress made to date by Europe’s public libraries in supporting learning for all age groups and sections of society ‘ transversal’ i.e. across education ‘sectors’: school, higher, vocational Disseminating, consolidating, enhancing the work of key existing networks, projects and initiatives Trying to develop ways to measure the impact of learning through (public) libraries Focus on the contribution to be made through informal learning settings (libraries) to lifelong learning , combating digital illiteracy and social exclusion special attention to role of ICT

25. Underlying assumptions Informal learning organisations e.g. libraries have a vital job to do supporting individual learners’ needs providing them with choices and flexibility helping people to continue and return to learning enabling adults to get a job, qualification or skill signposting and inspiring people to take up other courses helping children to learn supporting schools in diversifying children’s experiences Specific case for investment needs to be better and more measurably demonstrated to policy makers and funders Deployment and mainstreaming of innovative activities and services remains inconsistent across EU countries effective co-ordination lacking in some countries

26. ENTITLE: 2 main objectives Identify, describe and disseminate good practice specific services, tools and approaches used for learning in public library settings build on work conducted under different programmes support multiplication and mainstreaming enable fuller understanding of contribution to learning agendas, maximise consensus recommendations to Member States/EU for supporting and extending contribution to lifelong learning policies and actions Provide an evidence-based framework for comparison and exploitation of results within and between countries impact on learners potential for future use in comparative research studies

27. ‘Significant and continuing effect’ Development and assessment of new learning services provided by public libraries Development of fruitful relationships with learning partner organisations ‘ Ripple-effect’ at both policy and practitioner level. Benefit for end users among schools, adult learners and vocationally-oriented learners access and experience of informal/non-formal learning + more seeking access to informal opportunities Sustain a Europe-wide community of practice post-project arrangements for collaborative web environment, at least two years after project

28. Measuring our success: quantitative indicators Public library services of 12 member states account for about 30% of Europe’s estimated 96,000 public libraries about 50,000 staff. 180 million citizens of the EU currently use public libraries Assumption: about 15% of staff have an explicit responsibility for provision of learning services By end of the process initiated by the project about 40% (3000) of these will be aware of the project’s results. Impact assessment framework will be understood by smaller number of more specialist staff management and decision-maker level estimated at about 50% (1500) of the above. Extension of project results to other Member States through web and final conference (policy makers)

29. Can we define and measure learning outcomes? How do how public library services contribute to valid learning outcomes (knowledge, personal development, skills, inclusion etc) Supporting basic skills and competences (reading, numeracy, ICT) Language learning Digital Literacy, creativity and content creation; Strengthening progression to other phases of learning and employment Complementing and enriching formal learning (vocational and business education, homework, course, research and project support, out of school, holiday activities)

30. Libraries need to act Public libraries have natural advantages including strong roots in local communities tradition of partnership with schools and learning-oriented services of various kinds for children increasingly established role as part of Lifelong Learning ‘landscape’ Embed more thoroughly into their policies a learning culture Find ways of measuring/demonstrating their impact on people’s learning Spread awareness of results of successful initiatives across Europe Convince education and cultural policy makers that they have a key role in learning delivery Work out where their major value lies in new learning agendas

31. Outcomes for libraries Build a learning culture which enables and empowers libraries to: provide effective learning opportunities consult and form partnerships with other stakeholders create a learning environment (spaces, equipment, staff support for learners) respond to political initiatives and gain funding promote the organisation as a place to learn evaluate the impact of services on learners and learning

32. ENTITLE: expected results Guidelines and recommendations Establish a web-based dissemination environment Including case studies Promotion innovation and consult via a series of national meetings Establish an impact assessment framework specific contributions of libraries to learning provide a basis for future comparison, experience sharing and assessment of progress Valorise and endorse through Final Conference for policy makers

33. Who are we aiming at Policy makers, associations and networks in the cultural and educational sectors • regional, national, and European level • municipality and regional learning departments and decision-makers • library managers and practitioners in the provision of learning services • teachers/practitioners in the school, vocational and adult contexts and frameworks

34. This meeting: Day 1 Libraries and lifelong learning: a brief overview of EU initiatives and projects (Rob Davies) Overview of project objectives and workplan (Rob Davies, MDR) Public libraries, innovation, ICT and adult learning (Anne-Marie Schmidt, Aarhus) Children, schools, libraries and learning (Roger Blamire, European SchoolNet) How can we assess the impact of lifelong learning through libraries: learning from experience (John Dolan, MLA) Progression and accreditation through informal learning: from what to what? (Peter Wilson, NIACE) The ENTITLE website: what does it need to do? (Luc Chase, MDR)

35. Day 2 Key developments in participating countries (tour de table - 10 mins each max) Discussion: what are the main similarities and differences between national approaches? Can we achieve a comparative framework? Project responsibilities, management and finance: how it will work and next steps (Rob Davies, MDR)

36. The ENTITLE consortium 12 country focus Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Hungary, Malta, Portugal, Romania, Slovenia and UK BUT results to be applicable and usable in all countries of Europe. Complementary competences 1 European network – European Schoolnet (+Eblida?) 2 national agencies – MLA (UK) and NUK (Slovenia) - with strategic responsibiity 5 major municipal public library services – Aarhus (Denmark), Cluj (Romania), Helsinki (Finland), Lisbon (Portugal), Veria (Greece) 3 national professional library associations – BVOE (Austria), ULISO (Bulgaria) and Publika (Hungary) 3 NGO/SMEs – CrossCzech (Czech Republic), AcrossLimits (Malta) and Malta (UK) with EC implementation track records and strong ministerial contacts

37. WP 1 kick-off meeting and briefing (leader – MDR) Brief participants on project concepts, workplan, financial and reporting provisions etc Gather preliminary information on policy backgrounds, trends, initiatives Present innovative and stimulating approaches Assess the state of the art in impact assessment in each country D1 Report of kick of meeting (WP1) A report on the initial country-by-country findings on the state of the art and an action plan for the project

38. WP 2 Review of existing results, initiatives and progress (leader – Cross Czech) Structured survey, designed and co-ordinated by MDR Completed for all participating countries identify and document the policy background good practice instances dissemination and exploitation activities Results of available data collection and evaluation activities national and regional/local level impact assessment activities and frameworks Results consolidated and gaps identified presented on web site enable future moderated contributions (WIKI?) baseline for gap analysis and future work D2 Baseline survey results A systematic structured baseline document with data on which to base development of the remaining project work and outputs

39. WP 3 Impact assessment framework design and testing (leader - MLA ) Design a framework for impact assessment build on work to date range of quantitative and qualitative instruments MLA working with MDR and EUN Online document for test completion by 3 countries both institutional and national or regional level data completion 4 month testing period Multi-stakeholder meeting in Slovenia (M10) experts review framework in light of preliminary results Revise and extend framework to all participant countries Review and produce final framework conclusions and gaps in data availability highlighted basis for full scale use in future comparative studies D3 Finalised impact assessment framework A portfolio document providing validated and tested instruments for conducting impact assessment and analysing the data collected

40. WP 4 Guidelines and recommendations (leader - Aarhus) Series of concise guidelines on e.g. effective policy provisions, learning management, use of ICT draw on results of WP2 Define coverage of guidelines link to good practice in service provision (e.g. CALIMERA) working group of 5 partners, editing by EUN and MDR dissemination and contributive comment on Web integrate with impact assessment work Draft recommendations for policy makers and professionals in public libraries and wider related learning communities Assess and review at multi-stakeholder workshop in Slovenia (M10) modify as agreed translate into national languages (nb limited funding) D4 Guidelines with draft recommendations A structured and navigable web tool for online browsing

41. Possible areas for guidelines - l earning management Staff competences and workforce development Funding for the development of learning services; Improving diversity of provision: types of learning services Partnerships with schools, adult learning providers and employers Increasing learner participation re-engaging adult learners, including marginal groups, family and inter-generational learning) Learner support methods Accreditation: availability and demand for learning certification including services currently provided, such as ECDL) Development of an organisational learning and evaluation culture and practices

42. Possible areas for guidelines - ICT Creation of networked eLearning environments Personalisation of learning New tools (mobile learning, interactive TV, Web 2.0, computer games-based learning etc) Designing inspiring, safe and accessible learning spaces and virtual environments ALSO Guidelines on Learning Outcomes

43. WP 5 Twelve National Meetings (leader - Veria) Audience policy makers, senior practitioners and partners from other learning sectors to disseminate Discuss and promote adoption of emerging ENTITLE results guidelines, recommendations and impact assessment framework 60-150 people Held in national languages Common core agenda flexibility to incorporate national perspectives and agendas outcomes incorporated in guidelines, recommendations, impact assessment WP 5 Reports from 12 national meetings Compiled as a section within the ENTITLE web environment , structured according to template format for purposes of comparability in national languages with translated versions in English

44. WP6 Web environment (leader - MDR) Basic site available by Month 3, ongoing development Established and maintained by MDR Based on a leading OS Content Management System Integrate moderated contributor access (wiki format?) All content and results disseminated through website guidelines, recommendations and impact assessment framework stakeholder database for distribution RSS newsfeeds newsletter lightweight registration (to receive notifications) Session later to discuss site sections and functionality Cost limitations ! D6 ENTITLE web environment (WP6) An attractive and user friendly interface to project outputs, a news dissemination facility and a means of developing and involving a sustainable community of practice

45. WP7 Final Conference and Report (leader - Publika) Hosted in Hungary (by Publika) Target: up to 150 policy makers and representatives of national and European associations in the learning sector special focus on countries not directly represented in ENTITLE additional, wider opportunity to validate, disseminate and promote exploitation of ENTITLE results high-level political keynote speaker issue a ‘Declaration’ Conference organisation committee ENTITLE Final Report in English editorial support of MDR D7 Final Report and Conference Proceedings A composite report on the ENTITLE’s work, including the proceedings and resolutions of the Final Conference, available via the web environment and also in print format ,in English. Summary translations will be produced in participants’ national languages and encouraged in all major EU languages

46. WP8 Project Management (leader - MDR) Project co-ordination, management and web dissemination infrastructure communication and reporting to the Commission day to day communications between partners effective management of the project’s finances assuring quality of project outputs (peer review, through wiki?) Project decisions will be taken by PMB 6 partners (secretariat support provided by MDR) Meets 5 times (combined with other events) Quality of project outputs Peer review e.g. through wiki WP leaders have high level of responsibility for results

47. Workplan overview PM PM PM PM PM WP8 Project Management FC WP7 Final conference and report WP6 Web environment NM NM NM NM NM NM NM WP5 National meetings MS WP4 Guidelines and recommendations MS WP3 Impact assessment framework design and testing WP2 Review of existing results, initiatives and progress KO WP1 kick-off meeting and briefing M24 M23 M22 M21 M20 M19 M18 M17 M16 M15 M14 M13 M12 M11 M10 M9 M8 M7 M6 M5 M4 M3 M2 M1

48. Summary of meetings Kick-off meeting (UK) Feb 08 2 days Multi-stakeholder workshop (Slovenia) Oct 08 2 days 12 National Meetings Apr-Oct 09 1 day Final Conference Nov 09 1.5 days Four more Project Management Board meetings M6 (June 08) M10 (October 08, Slovenia) M17 (May 09) M22 (Oct 09, Hungary)

49. Funding overview (EUR) Total costs 313,744 Staff costs 218,229 (74.4%) Travel and subsistence 43,990 (15%) Equipment 2,500 (0.85%) Subcontracting Other 28,500 (9.72%) Indirect costs (o’head) 20,525 (7%) LLP contribution (74.8%) 234,680

50. The budget ‘cut’ From 399,276 in proposal to 313,744 in grant agreement 30% of staff costs across all categories Days now reallocated in line with costs Travel costs reduced from 27% to 15% of total

51. Project responsibilities, management and finance: how it will work and next steps (Rob Davies, MDR)

52. Contract Agency implements LLP and other education/culture programmes on behalf of Commission Commission does strategy, programme development, high level monitoring MDR contract with the Agency circulated See Annex III (URL) for the latest on admin, financial management and reporting ttp://eacea.ec.europa.eu/static/en/llp/reporting/

53. LLP project lifecycle Signature of Agreement First pre-financing payment Progress Report and 2 nd pre-financing payment Final report and balance payment/recovery Amendments Possible audit within 5 years: keep all docs

54. Management roles MDR co-ordinator WP leaders – QA and progress on their MDR Cross Czech MLA Aarhus Veria MDR Publika MDR

55. Partner involvement WP 1 – all partners WP 2 – all partners WP 3 (expanded) – MLA, MDR, Across Limits, BVOE, Cluj, NUK, ULISO, Veria, EUN NUK will host multi-stakeholder workshop WP 4 (expanded) – all partners WP5 – all partners (except EUN) WP6 – MDR WP7 – Publika, MDR, Cross Czech, EUN (Helsinki, Lisbon) WP8 – PMB (proposed): MDR, Aarhus, Helsinki, NUK, Lisbon, Veria, EUN

56. Funding overview (EUR) Total costs 313,744 Staff costs 218,229 (74.4%) Travel and subsistence 43,990 (15%) Equipment 2,500 (0.85%) Subcontracting Other 28,500 (9.72%) Indirect costs (o’head) 20,525 (7%) LLP contribution (74.8%) 234,680

57. ‘ Other’ Costs (EUR) Venue & catering for national meetings 750 X 12 = 9000 Venue & catering for final conference = 6000 Printing and publishing of publicity, final report = 2500 Translation costs ex English (avg 1K per partner) = 12000

58. The budget ‘cut’ From 399,276 in proposal to 313,744 in grant agreement 30% of staff costs across all categories Days now reallocated in line with costs Travel costs reduced from 27% to 15% of total

59. Cost claim and payment procedures First advance (40% minus partner share of costs of kick off meeting) Cost claim after 12 months followed by second advance (project receives 40%) 70% of original advance must be spent Last 20% after final report Cost reporting is in summary form Timesheets needed MDR will send you forms when EACEA produces them

60. Claiming costs Claim actual expenditure but within budget Note ceilings personnel rates per country (EACEA has request in to derogate rtes for Bulgaria, Romania maybe others to higher 2008 rates) per staff category Travel and subsistence rates per city (actuals or per diems are ok)

61. Some rules In effect there are no fixed total partner budgets! management of overall budget is co-ordinator responsibility regard partner personnel budgets as a fixed ceiling (n.b. days have been recalculated to match budget) travel, accommodation, ‘other costs’ depend on actual expenditure on that activity across all partners – within ceilings contract between partners and MDR voluntary EACEA is going to provide a template

62. Eligible costs Reasonable, justified and necessary Directly connected with the project Generated during project lifetime Actually incurred and duly recorded in accounts, identifiable and verifiable Staff costs to be reported on a real basis Indirect costs, flat rate fixed at 7% Subcontracting no more than 30% Equipment depreciation governed by national rules Profit not allowed: all sources of income to be declared Money remains property of Commission until final payment Interest generated must be reported EC contribution may be reduced if someone else pays over 25%

63. Supporting documentation Timesheets for staff costs (salary plus social charges) Same documents as those required by national accounting rules Currency: apply infoeuro rate on 1 st day of eligibility period http://ec.europa.eu/busget/infoeuro/

64. Changes Must be requested before they take effect Not close to end of project Should never substantially modify the project Depending on type of change – amendment signed by both parties (MDR and Agency) or simple exchange of letter Appropriate forms published on Agency website Budget transfers between cost categories up to 10% of recipient category Accepted only if justified and a consequence of change in workprogramme Within cost categories up to consortium/co-ordinator

65. Next steps WP 1 MDR reports on kick off meeting (27 Feb): leave or send your slides WP 6 Website launched (20 March) WP 2 MDR circulates survey (21 March) WP 3 Impact working group begins work (21 March); three countries for initial testing identified FIX DATES FOR OCTOBER MEETING More detailed timetable