The short version of the 2012 work plan for MaFI approved by the SEEP Network (MaFI is a working group of the SEEP Network). It’s objectives are (i) to inform MaFI members and other key stakeholders about the intentions of MaFI in 2012 and (ii) to promote collaboration and synergies with the initiatives of other members. Additional to the initiatives included here, MaFI will continue to promote its classic initiatives, such as the MaFI Ambassadors, MaFI-licious, the Top Influencer Award, Facebook and Tweeter for listeners, and synthesis documents! Thanks again to the SEEP Network for its continued support to MaFI.
This is a document that proposes a vision and strategies to do a second round of testing to find out a sustainable and efficient model to promote local-global dialogues between MaFI and LLGs all over the world.
This is the working draft of the concept note that describes the Systemic M&E initiative that MaFI is promoting with the support of fhi360 and The SEEP Network. Let MaFI's facilitator know if you have any comments or questions.
The short version of the 2012 work plan for MaFI approved by the SEEP Network (MaFI is a working group of the SEEP Network). It’s objectives are (i) to inform MaFI members and other key stakeholders about the intentions of MaFI in 2012 and (ii) to promote collaboration and synergies with the initiatives of other members. Additional to the initiatives included here, MaFI will continue to promote its classic initiatives, such as the MaFI Ambassadors, MaFI-licious, the Top Influencer Award, Facebook and Tweeter for listeners, and synthesis documents! Thanks again to the SEEP Network for its continued support to MaFI.
This is a document that proposes a vision and strategies to do a second round of testing to find out a sustainable and efficient model to promote local-global dialogues between MaFI and LLGs all over the world.
This is the working draft of the concept note that describes the Systemic M&E initiative that MaFI is promoting with the support of fhi360 and The SEEP Network. Let MaFI's facilitator know if you have any comments or questions.
CIP is developing implementation capability and skills, and attracting foreign investment to stimulate the economic growth that will fuel future development. Know more about CIP...
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
¿Qué podemos aprender de los asociados en el Sur? 4 lecciones de 10 años de controles sobre el terreno la experiencia en ICT4D? Presentación de Stijn Van Der Krogt para el II Encuentro Internacional TIC para la Cooperación al Desarrollo
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.
COPIE Toolkit for inclusive entrepreneurshipOECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
Publishers - Wiztango active learning platform WIZTANGO
A new and unique way for traditional publishers to monetize their content through digital facilitated learning.
check us out at www.wiztango.com
contact us at info@wiztango.com
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.
Unions 4 vet. Project presentation - Claudia Oehl, German Trade Union Confede...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
Techniques for creating remarkable Hybrid Events
Session Description:
When it comes to “Creating the New Connectivity” through
hybrid events,it seems that meeting organizers and attendees
may hail from two entirely different planets. Indeed, the phrase
“going hybrid” is becoming increasingly common in the meetings
& events industry, but meeting professionals and attendees
typically interpret it differently, with conflicting meanings, criteria
and expectations.
To complicate matters, there hasn’t been a data-driven roadmap for the successful development of
hybrid-event strategies, goals and objectives -- until now. The MPI Foundation, in partnership with
Mediasite Events and TNOC, recently completed the most comprehensive study ever conducted on hybrid
meetings.This session will reveal key insights gained from this study; and help participants understand
how the most common obstacles to executing a successful hybrid event are often the result of differing
expectations between organizer and attendee.
Learner Objective 1
Use techniques that organizers and attendees agree make for remarkable hybrid events
Learner Objective 2
Gain insights on types of technology, engagement and event formats that work best for hybrid meetings
Learner Objective 3
Identify a skill set that should be assembled and built into partnerships to ensure hybrid event success
Participant Toolkit = bit.ly/hybridtoolkit
Trainers - Wiztango active learning platformWIZTANGO
A free platform for training professionals to efficiently blend digital with traditional face-to-face training.
check us out at www.wiztango.com or contact us at info@wiztango.com
These slides were used as part of a UK Round Table discussion for the BizMOOC project. They include some content written by members of the BizMOOC project team as well as summaries of the discussion around MOOC in the world of business.
CIP is developing implementation capability and skills, and attracting foreign investment to stimulate the economic growth that will fuel future development. Know more about CIP...
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
¿Qué podemos aprender de los asociados en el Sur? 4 lecciones de 10 años de controles sobre el terreno la experiencia en ICT4D? Presentación de Stijn Van Der Krogt para el II Encuentro Internacional TIC para la Cooperación al Desarrollo
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.
COPIE Toolkit for inclusive entrepreneurshipOECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
Publishers - Wiztango active learning platform WIZTANGO
A new and unique way for traditional publishers to monetize their content through digital facilitated learning.
check us out at www.wiztango.com
contact us at info@wiztango.com
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.
Unions 4 vet. Project presentation - Claudia Oehl, German Trade Union Confede...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
Techniques for creating remarkable Hybrid Events
Session Description:
When it comes to “Creating the New Connectivity” through
hybrid events,it seems that meeting organizers and attendees
may hail from two entirely different planets. Indeed, the phrase
“going hybrid” is becoming increasingly common in the meetings
& events industry, but meeting professionals and attendees
typically interpret it differently, with conflicting meanings, criteria
and expectations.
To complicate matters, there hasn’t been a data-driven roadmap for the successful development of
hybrid-event strategies, goals and objectives -- until now. The MPI Foundation, in partnership with
Mediasite Events and TNOC, recently completed the most comprehensive study ever conducted on hybrid
meetings.This session will reveal key insights gained from this study; and help participants understand
how the most common obstacles to executing a successful hybrid event are often the result of differing
expectations between organizer and attendee.
Learner Objective 1
Use techniques that organizers and attendees agree make for remarkable hybrid events
Learner Objective 2
Gain insights on types of technology, engagement and event formats that work best for hybrid meetings
Learner Objective 3
Identify a skill set that should be assembled and built into partnerships to ensure hybrid event success
Participant Toolkit = bit.ly/hybridtoolkit
Trainers - Wiztango active learning platformWIZTANGO
A free platform for training professionals to efficiently blend digital with traditional face-to-face training.
check us out at www.wiztango.com or contact us at info@wiztango.com
These slides were used as part of a UK Round Table discussion for the BizMOOC project. They include some content written by members of the BizMOOC project team as well as summaries of the discussion around MOOC in the world of business.
Vanochtend is na de kerkdienst in de Noorderkerk de nieuwe website van de PGZ live gegaan en gepresenteerd aan de gemeente. Volgende week zal de Westzijderkerk op de hoogte gesteld worden.
Gemeenteleden werden vanochtend door middel van visitekaartjes met daarop het internetadres van de gloednieuwe website direct gewezen op het feit dat na maanden van keihard werken de lancering een feit was.
Ficha formativa gramatical de Lingua Portuguesa do 8.ºano.
Ficha de exercicios sobre relação entre palavras.
Relação de hierarquia, semelhança, parte-todo, grafia e fonia.
Não contém resolução.
ES COMO SE MANIFEISTA ESTA MAQUINA DE VICIOS Y ADICCIONESS A TRAVES DE LINGAS EN CUANTO A ACCIONES Y SUSTACIAS... LO IMPORTANTE ES ESTAR DESPIERTO Y APROVECHARLAS PARA AYUDAR....
Ficha de exercícios de revisão de matemática do 7º e 8º ano.
Exercícios de decomposição em fatores primos, casos notáveis da multiplicação, máximo divisor comum e mínimo múltiplo comum, equações de 1ºgrau, sistemas de equações, equações de 2ºgrau incompletas, paralelismo e perpendicularidade de retas e planos, funções afim, linear e constante, proporcionalidade direta.
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
Organizations implementing knowledge strategies generally go through five stages: pre-implementation, implementation, reinvigoration, inculcation, and holistic. This presentation details steps ADB took in 2008–2011 to initiate, develop, standardize, optimize, and innovate knowledge management and learning.
Change2020 RIS3 workbook for learning-driven regional developmentBusiness Arena Oy
Download link: http://www.businessarena.fi/wp-content/uploads/2015/03/Change2020-RIS3workbook-learning.pdf
Workbook provides a practical view on how project organizations, regions and project consortiums involved in regional development projects can together meet the smart specialisation requirements of EU programme period 2014-2020 and end with better results by synergy creation. The approaches described in this workbook can be used to orchestrate the regional development activity of a project onrganization, a region or a project consortium.
European Grundtvig Project LEADLAB aims to support european NVEA system by developing a new andragogic approach integrating personalization and self-learning methodologies on the basis of the model and practices developed and applied in the partner countries; it also aims to introduce a new professional, a teacher/trainer in possession of the strategic competences to guide and scaffold adult learners, the "Learning Personalization Trainer" (LPT).
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
Similar to Peter Palvolgyi: "Overview of Life Long Learning Programmes 2013" (20)
Profiles of the learners and of their organisationsTELECENTRE EUROPE
A comprehensive study of the e-facilitator’ profiles, working conditions and training needs on a sample of 837 e-facilitators coming from the four countries (Bulgaria, Spain, Italy and France).
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
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
2. New LLP projects of Telecentre-Europe
Unite-IT
• 3-year Key Action 3 Network project aimed at raising
awareness and foster sharing and joint actions to overcome
digital divide, by means of sharing knowledge, exchanging
good practices and developing new strategic partnerships
involving relevant actors.
• T-E as lead + 7 member organizations as partners
Telecentre Multimedia Academy
• 2-year Grundtvig development of innovation project aimed
at providing a learning pathway on media literacy
specifically tailored for adult learners.
• T-E as lead + 7 member organizations + 1 external partner
2
3. Overview of LLP Programmes
SECTORAL PROGRAMMES
• Comenius – school education
• Erasmus – higher education
• Leonardo da Vinci – initial and continuing vocational
education and training
• Grundtvig – adult education
TRANSVERSAL PROGRAMME
• Key Activity 1: Policy cooperation and innovation
• Key Activity 2: Languages
• Key Activity 3: ICT
• Key Activity 4: Dissemination and exploitation of results
3
4. Overview of LLP Sub-Programmes
ACTION CATEGORY SUB-PROGRAMME
MOBILITY Preparatory Visits Preparatory Visits
Visits and Exchanges for
Adult Education Staff
Assistantships
In-Service Training for
Adult Education Staff
Senior Volunteering
Projects
PARTNERSHIPS Partnerships Learning Partnerships
MULTILATERAL PROJECTS Transfer of Innovation Multilateral Projects Multilateral Projects
Development of Innovation
MULTILATERAL NETWORKS Networks Multilateral Networks Multilateral
Networks
ACCOMPANYING MEASURES Accompanying Measures Accompanying Measures
4
5. Programme LIFELONG LEARNING
Sub-programme LEONARDO DA VINCI
Action Category MOBILITY
Action LEONARDO DA VINCI Preparatory Visits
Objectives and To help establish a new Mobility project, Partnership project, Transfer of Innovation
description of the Project, Development of Innovation project, Thematic Network project or
action Accompanying Measure project to get to know suitable partner institutions and
develop a work plan in order to prepare the project/partnership/network
application form. The visit may take either of the following forms:
a visit to a partner institution in another country participating in LLP;
participation in a partner-finding ‘contact seminar’ organised by a NA.
Who can benefit Usually one person per visit, but in exceptional cases two staff from the same
institution can be awarded. Only one visit per potential project/partnership funded.
Priorities No EU proirities. National priorities may apply.
How to apply Decentralised action, application to be sent to the relevant NA for the applicant.
Application deadline Several deadlines specific to each country.
Duration Min. 1 day – max. 5 days (between 1 January 2013 - 30 April 2014)
5
6. Programme LIFELONG LEARNING
Sub-programme LEONARDO DA VINCI
Action Category PARTNERSHIPS
Action LEONARDO DA VINCI Partnerships
Objectives and Framework for small-scale cooperation activities between organisations working in
description of the the field of vocational education and training. The partnership should include
action partners from at least 3 participating countries. Projects can focus more on the
active participation of trainees, while others will concentrate on the cooperation
between teachers, trainers or VET-professionals.
Who can benefit Any organisation in the field of vocational education and training.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Decentralised, application to be sent to the relevant National Agency for the
applicant.
Application deadline 21 February 2013
Duration 2 years
Max. size of grant Funding is based on pre-defined lumpsum amounts that depend on the number
of mobility activities planned by the applicant institutions. Mobility means travel
abroad by staff and/and or trainees to participate in Partnership activities.
6
7. Programme LIFELONG LEARNING
Sub-programme LEONARDO DA VINCI
Action Category MULTILATERAL PROJECTS
Action LEONARDO DA VINCI Transfer of Innovation
Objectives and To improve the quality and attractiveness of Vocational Education and Training in
description of the the participating countries by transferring existing innovations to new legal,
action systemic, sector, linguistic, socio-cultural and geographic environments through
working with transnational partners. Proposals for an innovation transfer must
clearly present the basis of the transfer and must demonstrate the benefit of the
transfer. A transfer of innovation should plan only little time for development but
largely sufficient time for adaptation, testing, fine-tuning and integration.
Who can benefit Any organisation in the field of vocational education and training.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Decentralised, application to be sent to the relevant National Agency for the
applicant.
Application deadline 31 January 2013
Duration 1-2 years
Max. size of grant 150.000€/year
7
8. Programme LIFELONG LEARNING
Sub-programme LEONARDO DA VINCI
Action Category MULTILATERAL PROJECTS
Action LEONARDO DA VINCI Development of Innovation
Objectives and To improve the quality of training systems through the development of innovative
description of the contents, methods and procedures within Vocational Education and Training.
action Innovation is a matter of doing new things or finding new ways of doing familiar
things. For Development of Innovation projects it means that something innovative
is developed (contents, methods, procedures etc.) as the end result of the project.
In disseminating and exploiting the results of projects, the European dimension
must be enhanced by making vocational training and guidance materials, products,
methods and approaches available, where possible, in the languages of all partners.
Who can benefit Any organisation in the field of vocational education and training.
Open to partner organisation from countries not participating in the LLP.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Centralised, application to be sent to the Executive Agency (EACEA)
Application deadline 31 January 2013
Duration 1-3 years
Max. size of grant 200.000€/year and a maximum of 400.000€ for the whole project duration.
8
9. Programme LIFELONG LEARNING
Sub-programme LEONARDO DA VINCI
Action Category MULTILATERAL NETWORKS
Action LEONARDO DA VINCI Networks
Objectives and To strengthen the link between the various actors involved in vocational training, to
description of the improve the quality, European dimension and visibility of activities or issues of
action common interest in the field of vocational and educational training.
• Projects under this action should assist cooperation between VET actors,
enterprises, economic sectors, social partners and training organisations.
• To identify the trends and skills requirements in this area and improve the
anticipated benefit of vocational training programmes.
• Publish the results of work undertaken by such transnational networks through
the relevant channels so as to promote greater innovation and transnational co-
operation in vocational training.
Who can benefit Any organisation in the field of vocational education and training.
Open to partner organisation from countries not participating in the LLP.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Centralised, application to be sent to the Executive Agency (EACEA).
Application deadline 31 January 2013
Duration 1-3 years
Max. size of grant 200.000€/year 9
10. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MOBILITY
Action GRUNDTVIG Preparatory Visits
Objectives and To help establish a Grundtvig Learning Partnership, Senior Volunteering Project,
description of the Multilateral Cooperation Project, Network or Accompanying measures project to get
action to know suitable partner institutions and develop a work plan in order to prepare
the project/partnership/network application form. The visit may take either of the
following forms:
a visit to a partner institution in another country participating in LLP;
participation in a partner-finding ‘contact seminar’ organised by a NA.
Who can benefit Usually one person per visit, but in exceptional cases two staff from the same
institution can be awarded. Only one visit per potential project/partnership funded.
Priorities No EU proirities. National priorities may apply.
How to apply Decentralised action, application to be sent to the relevant NA for the applicant
Application deadline several deadlines specific to each country
Duration Min. 1 day – Max. 5 days (between 1 January 2013 - 30 April 2014)
10
11. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MOBILITY
Action GRUNDTVIG Visits and Exchanges for Adult Education Staff
Objectives and The objective of this Action is to help improve the quality of adult learning in the
description of the broadest sense - formal, non-formal or informal - by enabling present or future staff
action working in this field to undertake a work-related visit to a country participating in
the LLP other than that in which they normally live or work.
Participants encouraged to improve their practical teaching / coaching / counselling
/ management skills.
Visits may be carried out singly or in small groups. They may be uni-directional or
carried out as part of an exchange between organisations.
One grant may cover visits to several organisations.
Who can benefit Present or future teachers/other staff in adult education.
Priorities No European priorities in 2013.
How to apply Decentralised, application to be sent to the relevant National Agency for the
applicant.
Application deadline From 1 to 90 day. Activities start by 30 April 2014.
Duration Several deadlines specific to each country.
11
12. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MOBILITY
Action GRUNDTVIG Assistantships
Objectives and Present or future staff involved in adult education - formal, non-formal
description of the or informal - to spend a longer period as a Grundtvig Assistant at an adult
action education organisation in another country participating in LLP. Assistants should be
fully integrated into the host organisation's life. The Assistant may either:
• play a mainly ancillary role at the host organisation, assisting in various teaching
or management activities;
• take full responsibility for one or more courses or a particular aspect of
management at the host organisation (called Expert Assistantships).
Prior to submitting application applicants must have identified the host
organisation at which they wish to carry out the Assistantship.
Who can benefit Present or future teachers/other staff in adult education.
Priorities No EU proirities. National priorities may apply.
How to apply Decentralised, application to be sent to the relevant National Agency for the
applicant.
Application deadline 28 March 2013
Duration 13 full weeks (91 calendar days) - 45 weeks (315 calendar days)
All activities must end by 31 July 2014 12
13. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MOBILITY
Action GRUNDTVIG In-Service Training for Adult Education Staff
Objectives and Enabling persons working in the field of adult learning, in the broadest sense, to
description of the undertake a training course in another country. Participants are encouraged to
action improve their practical teaching / coaching / counselling / management skills.
Training must relate to the candidate’s professional activities in adult learning:
• Content and delivery of adult education, course content, teaching methodology;
• Accessibility of learning opportunities for adults, disadvantaged social groups;
• Management of adult learning, administration, quality assurance, support
services;
• The system/policy-related aspects of adult education.
Who can benefit Teachers and other staff working in adult education.
Priorities Preference to attending training events resulting from previous Socrates projects or
LLP Multilateral Projects and Networks
How to apply Applications should be sent to the National Agency of the country where the
applicant lives or works.
Application deadline 16 January 2013, 30 April 2013, 17 September 2013
Duration 5 working days – 6 weeks
13
14. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MOBILITY
Action GRUNDTVIG Senior Volunteering Projects
Objectives and Support bilateral partnerships and exchanges of senior volunteers between local
description of the organisations located in two countries participating in LLP. Volunteering is
action increasingly recognised as a very valuable informal learning experience, in
particular, it has been recognised as a way of offering new learning opportunities to
senior citizens in Europe. The term "volunteering" refers to all forms of voluntary
activity, whether formal or informal.
Fosters collaboration between the organisations which will send and host
volunteers. Projects should involve two organisations. Each organisation will be
expected to send 2-6 volunteers and to host 2-6 volunteers during the grant period.
Who can benefit Adult citizens aged 50 and above.
Priorities No EU proirities. National priorities may apply.
How to apply Decentralised, application to be sent to the relevant National Agency for the
applicant.
Application deadline 28 March 2013
Duration Project: 2 years. Volunteering activities: 3-8 weeks. All activities between 1/8/2013
and 31/7/2015.
Max. size of grant Lump-sum based on pre-defined flat rate amounts which depend on the number of 14
volunteers to be sent and received, duration of mobility periods, countries involved.
15. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category PARTNERSHIPS
Action GRUNDTVIG Learning Partnerships
Objectives and Framework for practical co-operation activities between organisations working in
description of the the field of adult learning in the broadest sense. Partnerships focus more on
action process, and aim to broaden in particular the participation of smaller organisations
wishing to include European cooperation in their education activities.
Trainers and learners from at least three participating countries work together on
one or more topics of common interest. Partnerships may be focused on learner
participation or management of adult education and/or teaching methods.
Who can benefit Staff and learners of participating institutions and organisations as well as the local
community.
Priorities No EU proirities. National priorities may apply.
How to apply This is a decentralised action and applications have to be sent to the relevant
National Agency.
Application deadline 21 February 2013
Duration 2 years
Max. size of grant Funding is based on pre-defined lump sum that depend on the countries involved
and the number of "mobilities" planned. The term "mobility" refers to travel abroad
by staff and learners to participate in partnership activities. 15
16. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MULTILATERAL PROJECTS
Action GRUNDTVIG Multilateral Projects
Objectives and Undertaken by institutions/organisations from different participating countries
description of the working together, pooling knowledge and experience, in order to achieve
action concrete and innovative results/products, such as courses.
• Improving the content and delivery of adult education
• Improving adult education at a system/policy level
• Improving the accessibility of learning opportunities for adults
• Improving the management of adult education
Projects are encouraged to involve adult learners in their activities, and must
include plans for the evaluation and dissemination of project results.
Who can benefit Any organisation in the field of adult learning, whether formal, non-formal or
informal. This Action is open to partner organisation from countries not
participating in the Lifelong Learning Programme.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Centralised, application to be sent to the Executive Agency (EACEA).
Application deadline 31 January 2013
Duration 1 - 3 years
Max. size of grant 150.000/year, maximum EU contribution to project: 300.000€, max. EU grant: 75%
16
17. Programme LIFELONG LEARNING
Sub-programme GRUNDTVIG
Action Category MULTILATERAL NETWORKS
Action GRUNDTVIG Multilateral Networks
Objectives and Strengthen the link between the various ‘actors’ involved in adult education in the
description of the broadest sense, to improve the quality, European dimension and visibility of
action activities or issues in the field of adult learning and to help make lifelong learning
more widely known and available to citizens.
Large-scale networks providing a forum or a common platform for discussion and
exchange of information on key issues, policy shaping and/or research. Each GN
addresses one particular thematic area, sector or set of key issues chosen from the
broad field of adult learning as a whole, therefore each GN should become a key
player in the promotion of European co-operation in its specific area of adult
learning.
Who can benefit Any organisation concerned with adult learning, whether formal, non-formal or
informal. Minimum number of participating countries: 10 LLP countries. Third
countries can also be participating.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities - 2013.
How to apply Centralised, application to be sent to the Executive Agency (EACEA).
Application deadline 31 January 2013
Duration 3 years
17
Max. size of grant 150.000/year, maximum EU grant: 75%
18. Programme LIFELONG LEARNING
Sub-programme Key Action 3 ICT
Action Category MULTILATERAL PROJECTS
Action KA3 MULTILATERAL PROJECTS
Objectives and Support the development of innovative ICT-based content, services,
description of the pedagogies and practices for lifelong learning. They complement ICT enhanced
action learning activities and projects under other sectoral programmes.
Projects should develop innovative practices or services. They should have a clear
multiplier effect and result in greater knowledge about ICT enhanced learning.
Activities to be supported:
• activities reinforcing digital competences, bridging the worlds of education and
work;
• activities focused on innovative pedagogy and assessment methods for diverse
learning pathways.
Who can benefit Any organisation concerned with adult learning (formal, non-formal or informal).
Open to partner organisation from countries not participating in the LLP.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Centralised, application to be sent to the Executive Agency.
Application deadline 28 February 2013
Duration 3 years
Max. size of grant 200.000/year. The maximum EU contribution to projects can be 400.000€.
18
19. Programme LIFELONG LEARNING
Sub-programme Key Action 3 ICT
Action Category MULTILATERAL NETWORKS
Action KA3 MULTILATERAL NETWORKS
Objectives and Support the building of partnerships and the networking of learning
description of the communities with a view to exchanging ideas and experiences related to ICT for
action learning. Networks should support knowledge sharing, increase the visibility and
awareness of the benefits and impacts of ICT for learning, and contribute to its
uptake and efficient use.
Activities might also include the organisation of conferences, workshops, fora,
summer universities, etc. designed to attain the objectives and disseminate results:
• European-wide stakeholders' communities promoting digital competence and
other key transversal competences for life and employability;
• European-wide stakeholders' communities tackling the socio-economic digital
divide.
Who can benefit Any organisation concerned with adult learning (formal, non-formal or informal).
Open to partner organisation from countries not participating in the LLP.
Priorities LLP General Call for Proposals 2011-2013 – Strategic Priorities 2013
How to apply Centralised, application to be sent to the Executive Agency
Application deadline 28 February 2013
Duration 3 years
Max. size of grant 150.000/year
19
20. Generating project ideas for
cooperation
• Propose and collect project ideas
• Discuss ideas at the roundtables
• Share discussion with all participants
20