Georgios K. Zarifis
Aristotle University of Thessaloniki
GRUNDTVIG COURSE PROVIDERS IN GREECE
FINAL VERSION
Section 1: General social context
Demographic trends
The population of Greece is 10,934,097 permanent residents, from those 5,413,426 are
men and 5,520,671 are women (census 2001). The demographic trend exhibits a
negative dynamic and according to forecasts, the country’s demographic make-up will
be quite different in the coming decades due to adverse demographic pressures, that is,
a decreasing number of births, influx of migrants, and an expanding ageing population.
According to the forecasts, the structure of population in different age fractions will
alter significantly into the next decades due to unfavourable demographic changes and
tendencies of low birth rate and the ageing of population. More specifically, in 2020 the
age-related group of 0-14 is estimated to face a decrease of 14.9% while the age group
of 65 plus will constitute 21% of total population. This will largely affect the policies
developed for lifelong learning as the trend will gradually shift from in-school and
employment active populous to migrants and seniors 65+.
Education and literacy trends
Greece approaches the European school drop-out benchmark for 2010. In Attica for
instance where 1/3 of secondary school population is located, the school dropout rate is
close to the European mean. According to National Statistical Service-ESYE it is
estimated that 13.3% of people between 18-24 years of age leave school. Male drop-out
rates is at 17.5% and that of women is at 9.2%. The latest data from EUROSTAT show a
need to raise literacy levels among senior adults (65+). Adult illiteracy among seniors
may become a problem especially considering the recent policy decision on extension
of working age. There are no national targets at the moment to reduce adult illiteracy
for this group.
Employment trends
The increase in employment rate in Greece for 2007 was 1.2%, which was a major
development. The decrease in unemployment by 3% from 2000 to 2007 was mainly the
result of the decrease in the number of the young unemployed (15-29), the long-term
unemployed and people who register as unemployed for the first time. Nevertheless, in
2007 the rate of unemployment among people under 25 was still much higher (at
22.9%) than the total unemployment rate (8.3%). There was also a difference between
men and women, with the unemployment rate among women being higher (12.8%)
than among men (5.2%). This has gradually changed however downwards, and
considering the current economic trend in Greece it will escalate even further down.
According to OECD (2010) youth are among the most disadvantaged groups in the
Greek labour market, despite recent improvements. The youth (aged 15-24 years)
unemployment rate stood at 25.3% in the 3rd quarter of 2009, far exceeding the OECD
average, and is expected to rise further in 2010. A gap vis-á-vis the OECD counterparts
also exists in terms of access to employment, length of the unemployment spell and
the duration of transition from school to work and pay. The poor labour market
outcomes of Greek youth may be partly explained by the combination of relatively high
minimum wages, taxes on labour and dismissal costs that discourage employers from
hiring inexperienced youth. Moreover, unemployment benefit is not subject to mutualobligations, and job-search support is limited. According to the OECD Employment
Outlook, total poverty in Greece is 13%, or 2 percentage points higher than the OECD
average and the second highest in the EU. Unemployment is a key driver of poverty and
25% of jobless households in Greece are poor. Although this is a high number, it is well
below the OECD average and in-work poverty appears to be an even more important
challenge for Greece. Nine per cent of individuals living in households with at least one
worker are poor, which is 2 percentage points higher than the OECD average. Groups
with the highest risk of poverty include workers in temporary contracts and part-time
jobs. Importantly, households with children fare worse than their childless counterparts
with comparable employment status. The aim of training is to modify or complete job
seekers’ skills so that they would better respond to the labour market needs, and
therefore, to contribute to finding a job or to the increase in the income of the
employed. According to EUROSTAT (December 2009), unemployment rates have risen
to 10.2% in relation to 9.4% in the EU average for the same month, while employment
rates in 2008 have also risen to 61.9% in relation to 65.9% in the EU average. This
shows that a rising demand for policies to address the issue of skills updating for the
unemployed (especially women) will soon emerge.
Adult education policy framework
Things seem to be moving very slowly or occasionally not seem to be moving at all. The
reasons for this setback or delay are various and not only related to the economy in
terms of lack of substantial funding. Largely the existence of two different Ministries
(Ministry of Education and Ministry of Employment) that overlap in their
responsibilities and actions has caused a great delay in the implementation of the
Action Plan.
Table 1
Percentage of the adult population aged 25 to 64 participating in education and training
European Union
(27 countries)
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
:
:
:
7,1
7,1
7,2
8,5
9,3
9,8
9,7
9,5
9,5
1,3
1
1,2
1,1
2,6
1,8
1,9
1,9
2,1
2,9
0,9
1
Greece
Source: EUROSTAT.
Last update: 19.11.2009
Date of extraction: 18 Apr 2011 01:23:19 MEST
Hyperlink to the table: http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsiem080
Furthermore, the Action Plan was used more as an inspiration rather than a tool for
endorsing certain policies. This is largely because of the fact that lifelong learning is
seen more as a general trend in Greece, a European drift, than a domestic social need.
Developments however are on the way at this very moment. According to the Ministry
of Education, Lifelong Learning and Religious Affairs in February 2010 the Greek
Government, opened a public deliberation process with the aim to get the public’s
views towards a new national LLL strategy. This deliberation process was based on a
document produced by the Minister of Education which outlined the views of the
Government about the current situation regarding LLL in Greece and introduced the
basic tenets of the Government’s strategy. In this policy document the situation of
Greece regarding the LLL indicator on adult participation in E&T as compared to the EU
benchmark (Greece: 2,9%, EU average: 9,5%, 2010 target: 12%), is characterised as
“grave”. The new Government also noticed that since 2004 no progress was made
towards the development of a National Qualifications Framework (NQF) linked to the
European Qualifications Framework (EQF).
Table 2
General framework of LLL provision in Greece.
The overall Government policy on LLL is envisaged to support the creation of a
National Network of LLL. The operation of such a network requires the active
contributions of social partners, something which will ensure the effectiveness of
continuing vocational education and training and the link of E&T to real labour market
needs. Towards the creation of a National Network of LLL social partners and citizens
are called to contribute at all phases, from its design to its evaluation. This effort will be
accompanied by a reform of the National System for Linking Vocational Education and
Training with Employment (ESSEEKA). The basic orientation of the National Network
of LLL is to tackle the problems of E&T dead-ends by linking formal, non-formal and
informal E&T. It will enhance the flexibility of the E&T paths for the individuals through
transparency and inter-connectedness between types of E&T. Finally, it will focus on
learning outcomes within an integrated national framework of evaluation and
certification of skills independently of the ways they were developed. The goals of the
National Network of LLL are the following:
 The development of an integrated national framework of evaluation and
certification of adult E&T services and activities.
 The development of an integrated national framework for the recognition of
skills and certification of knowledge, skills and capacities.
 Systematisation of identification of labour market needs and the professional &
training needs of citizens at national and regional level.
 The lowering of the barriers faced by vulnerable groups to participate in LLL.
Ensuring that all citizens have access to E&T.
 Continuous training of adult trainers.
Figure 1
Approval and implementation of LLL activities in Greece 2003-2007 in millions of euros.
Source: General Secretariat for Lifelong Learning, 2008.
Adult education legal framework
Until recently all LLL activities were legitimated through the seminal Law 3369/2005 on
'Systematisation of Lifelong Learning and Other Regulations'. This Law was intended
to establish an integrated legal framework for more efficient co-ordination and
systemization of the Lifelong Education and Training actions and bodies. All recent
developments however will refer from now on to the legal framework for LLL that is
included in the new Law 3879/2010. Other basic legislation regulating education affairs
that has affected or is affecting adult education is as follows:
 Law 2983/92, Article 27 ‘Hellenic Open University – HOU’.
 Law 2327/1995 stipulates the establishment of the Institute for Continuing and
Adult Education (ΙΔΕΚΕ/IDEKE).
 Law 2525/1997 establishes Second Chance Schools (SDE) attended by adults
who have not completed compulsory education and who are granted a
qualification equivalent to the one obtained after successful completion of
Lower secondary (or primary) Education.
 Ministerial Decision Nr 115911/9-10-2000, Official Journal 1263/Β/18-10-2000
(Trainers Registry – ΕΚΕΠΙΣ/EKEPIS).
 Law 3191/2003 stipulates the establishment of the National System for Linking
Vocational Education and Training with Employment (ΕΣΣΕΕΚΑ/ESSEEKA).
 The Law 3577/2007 defines the decision-making bodies with regards to technical
and developmental works implemented by GSLL.
Table 3
Total funding of LLL activities in Greece 2000-2007 in millions of euros.
Source: General Secretariat for Lifelong Learning, 2008.
Adult education structural framework
Under the supervision of the Ministry of Education, Lifelong Learning and Religious
Affairs (ΥΠΔΜΘ/YPEPTH) and the General Secretariat for Lifelong Learning
(ΓΓΔΜ/GSLL), a Legal Entity of Private Law was set up in 1995 with the title “Institute
for Continuing and Adult Education” (ΙΔΕΚΕ/IDEKE) the purpose of which is to study,
conduct research, provide information and develop activities on matters concerning
adult learning. The General Secretariat for Lifelong Learning (ΓΓΔΜ/GSLL) through the
Institute for Continuing and Adult Education (ΙΔΕΚΕ/IDEKE) supervises the following
structures and the implementation of the relative programmes:
 Second Chance Schools (ΣΔΕ/SCS)
The Ministry of Education has assigned IDEKE to establish Second Chance Schools (58
all around the country) to offer special categories of young and older adults another
opportunity to enter the labour market. This institution concerns people above 18 years
old, who have not completed the nine-year compulsory education, and are therefore at
risk of social exclusion and marginalisation. Curricula are particularly flexible, so that
they respond to the young people’s individual needs. Emphasis is given to the
acquisition of basic qualifications and the development of personal skills.
 Adult Education Centres (KEE/AEC)
A large amount of the above programmes are offered through the Adult Education
Centres (58 all around the country). KEE is a project that has been developed by the
state and aims to provide basic and new basic skills at a local level by creating a network
of centres in all prefectures all around the country. KEE operates under the auspices
and is monitored by IDEKE which is responsible for the administration, funding and
dissemination of the project. It is addressed to everyone who is interested in a basic
skills’ course or ICT as well as a variety other social activities. It is supported by public
law and the local authorities and is co-financed by the European social fund and the
Greek State. Its aims are to promote Lifelong Learning for all through the provision of
programmes that are of an emancipatory character and are also accessible to all
regardless of age, gender and race, religious and social orientation. Adult Education
Centres (KEE) offer courses in which trainees are expected to actively participate. The
use of their own experience and knowledge is considered as a positive aspect in their
education. Therefore trainers encourage as much as possible the participants to bring
in, in their words and way, their experience in learning, feelings and knowledge.
 Parents’ Schools
They offer targeted educational services in the fields of 'Parents’ Counseling’, 'SchoolFamily Relations' and Health Education for socially vulnerable groups’.
 Prefectural Committees of Popular Education (ΝΕΛΕ/NELE)
NELE constitute a traditional form of educational delivery on regional level.
 Centre of Distant Adult Education & Training (ΚΕΕΕΝΑP)
This centre offers lifelong education services with a dual mode of delivery (face to face
teaching & distance learning) utilizing the modern information technology and
communication systems.
 HERON – “Adult Training in the Acquisition of Basic ICT Skills”
This program was initiated during the educational period 2005-2006 and constitutes
the first large-scale effort of educating citizens in the acquisition of basic skills in the
New Technologies.
 ISIODOS – “Education of Farmers for Undertaking Action in the Secondary and Tertiary
Sector of the Economy”
This program aims to improve the knowledge and skills of farmers and to encourage
them to undertake enterprising activities.
Source: GSLL, 2009-2010 (Provided by the GS’s Office).
Target population 1 __: Population completed participation
Target population 2 __: Available positions for participants (or total target population)
Figure 2
Total participation in LLL activities in Greece 2000-2008.
Source: General Secretariat for Lifelong Learning, 2009.
Section 2: The role of the National Agency (NA)
The National Agency responsible for operating GRUNDTVIG programme1
State Scholarships Foundation (IKY) was founded in 1951 with the aim to offer young
scientists grants for post-graduate studies, initially only abroad and later in Greece too,
in order to broaden their horizons, utilize their skills and offer better services to our
society. Eminent intellectuals of the time have played an important role in the
organization and function of the Foundation.
The organizational structure of the Greek NA.
Source: http://est.iky.gr/IKY/portal/en
I.K.Y. has a long history in contributing to the promotion of education, science,
language and civilization as well as in their emergence in contemporary society, under
the spectrum of the demands imposed by the international settings. In the framework
of its activities, as a State Scholarships Agency, it plans, announces and implements
every year a number of scholarship programmes both in Greece and abroad. Through
these programmes Greek citizens, foreigners of Greek origin, people of different
nationalities, pupils, students, scientists, researchers and artists receive grants in order
to acquire higher diplomas in Greece or abroad and to stand out scientifically and
professionally. Since 1987, I.K.Y. bears the responsibility of administration, coordination, implementation and dissemination of European Union Programmes for
Education (1987 Erasmus, 1990 Lingua, 1995-1999 Socrates I, 2000-2006 Socrates II).
Continuing this tradition, in 2007 I.K.Y. was appointed as National Agency for the new
European Union “Lifelong Learning Programme” (2007-2013). Since 1996, I.K.Y.
implements scholarship programmes funded by the Operational Programme for
1
Information retrieved from IKY’s website http://est.iky.gr/IKY/portal/en (10/2/2011).
Education and Initial Vocational Training (ΕΠΕΑΕΚ) as well as the European Social Fund
(ΕΚΤ). These programmes focus on the encouragement of the scientific population of
our country to deal with cardinal fields of science and technology. The Foundation also
collaborates with European Associations (Academic Cooperation Association – ACA,
Deutscher Akademischer Austauschdienst-DAAD, European Space Agency-ESA) for
the common development of programmes enhancing research mobility as well as
policies in the field of international co-operation. Finally, the Foundation offers its
services electronically to anyone interested, thus contributing to the attempt of
modernizing Public Administration.
The Grundtvig database
Based on the data retrieved from the Grundtvig database, the number of courses
organized in Greece totals 112 with 345 times of implementation for the courses total.
Of those 112 courses 87 (77,67%) was implemented by Greek organizers while 23
(22,33%) was implemented by organizers based in other European Countries.
Table 4
Total number of GRUNDTVIG courses implemented in Greece from 2003 until 2011.
Source: E.S.T http://est.iky.gr:8068/search.php.
Year (of first
entry to the
database)
2003
Number of
courses
implemented
3
2004
2005
2006
1
1
6
2007
17
GRUNDTVIG
Course Code
NO-2003-001
BEN003
DE-2003-071
GR-2004-002
GR-2005-003
GR-2006-005
GR-2006-004
NL-2006-008
GR-2006-007
GR-2006-009
GR-2006-003
CY-2007-030-3
DE-2007-597-2
GR-2007-003
GR-2007-004
GR-2007-006
GR-2007-023-001
GR-2007-024-2
GR-2007-025-001
GR-2007-028-001
GR-2007-029-003
GR-2007-041-002
GR-2007-042-001
Number of times
the course was
implemented
1
1
1
1
1
1
1
1
1
1
1
3
2
1
1
1
1
2
1
1
3
2
1
2008
14
2009
14
2010
33
GR-2007-043-001
GR-2007-044-002
IE-2007-103-004
IT-2007-263-001
NL-2007-006
CY-2008-031-3
CY-2008-035-007
DE-2008-804-001
GR-2008-045-002
GR-2008-046-001
GR-2008-047-004
GR-2008-048-002
GR-2008-049-002
GR-2008-056-001
GR-2008-057-002
GR-2008-058-001
NL-2008-142-001
NL-2008-159-001
PT-2008-029-001
GR-2009-061-002
GR-2009-062-001
GR-2009-063-002
GR-2009-064-002
GR-2009-065-003
GR-2009-066-004
GR-2009-075-002
GR-2009-076-002
GR-2009-077-002
GR-2009-079-002
GR-2009-082-002
GR-2009-083-004
GR-2009-084-002
NL-2009-169-001
BE-2010-128-003
CY-2010-050-001
GR-2010-086-001
GR-2010-087-001
GR-2010-089-006
GR-2010-090-003
GR-2010-091-001
GR-2010-093-003
GR-2010-094-002
GR-2010-095-002
GR-2010-096-012
GR-2010-097-001
GR-2010-098-003
GR-2010-099-003
GR-2010-100-003
1
2
4
1
1
3
7
1
2
1
4
2
2
1
2
1
1
1
1
2
1
2
2
3
4
2
2
2
2
2
4
2
1
3
1
1
1
6
3
1
3
2
2
12
1
3
3
3
2011
23
TOTAL
GR-2010-101-003
GR-2010-104-006
GR-2010-105-001
GR-2010-106-009
GR-2010-108-001
GR-2010-109-009
GR-2010-110-009
GR-2010-111-008
GR-2010-112-009
GR-2010-113-008
GR-2010-114-009
GR-2010-115-001
GR-2010-116-001
IT-2010-595-001
NL-2010-195-002
PT-2010-046-001
PT-2010-047-011
SE-2010-125-001
CY-2011-068-008
CY-2011-069-008
GR-2011-117-006
GR-2011-118-003
GR-2011-119-001
GR-2011-121-001
GR-2011-123-001
GR-2011-125-007
GR-2011-127-001
GR-2011-132-001
GR-2011-133-001
GR-2011-134-001
GR-2011-136-010
GR-2011-137-010
GR-2011-138-010
GR-2011-139-010
GR-2011-140-001
GR-2011-141-010
GR-2011-142-010
GR-2011-144-002
GR-2011-145-005
GR-2011-148-003
PT-2011-061-001
112
3
6
1
9
1
9
9
8
9
8
9
1
1
1
2
1
11
1
8
8
6
3
1
1
1
7
1
1
1
1
10
10
10
10
1
10
10
2
5
3
1
345
Implementation of Grundtvig programme
The Grundtvig programme as it is implementd by the Greek NA sponsors activities to
promote European cooperation in quality, innovation and European dimension in all
areas of adult education. It is aimed at any institution, organization, or educational
struvture that is engaged in adult education, whether belonging to the formal, nonformal or informal education sector. It targets teaching and other staff, volunteers and
adult learners as well as adult education providers.
Table 5 below shows the total number of GRUNDTVIG Educational Partnerships
approved for funding by the Greek NA, IKY for the years 2009 and 2010. In total 59
educational partnerships were approved for 2009 and 55 for 2010, with total funding for
both years €1.871.500.
Table 5
Total number of GRUNDTVIG Educational Partnerships approved by the Greek NA (IKY) in 2009 & 2010.
Source: IKY Portal http://est.iky.gr/IKY/portal/gr/default/CMSGRWindow?action=2&uri=/gr/socrates/results/gru-res.html.
Application
Reference Number
2009-1-BE3-GRU06-01127 7
2009-1-BE3-GRU06-01129 6
GRUNDTVIG
Educational partnerships
Ageing Challenges Education
The Stimulation of eLearning - web based
learning and mobile learning - for Life Long
Learning for adults
2009-1-CY1-GRU06-00494 6
2009-1-CY1-GRU06-00499 2
Relational Elements of the Teaching Role
Informal Learning for Adults
2009-1-CY1-GRU06-00513 5
2009-1-CZ1-GRU06-01991 3
2009-1-DE2-GRU06-01778 6
2009-1-DE2-GRU06-01780 3
Audiovisual Languages in Social Inclusion
Programmes for Disadvantaged Young Adults
Books 21 Open Community Adult Learning for
lifelong learning in intercultural society
Church Guide Training
Total funding
in euros
16000
16000
16000
16000
16000
16000
16000
16000
2009-1-DE2-GRU06-01820 7
2009-1-DE2-GRU06-01831 3
RE-CREATION
Europäischer Austausch über die Profilierung
von Multiplikatoren und Trainern zur
Gewinnung und Qualifizierung Ehrenamtlicher
in der Hospizarbeit
Education Landscapes
Gaining a Common Perspective for an
European gendered democratic Policy - GCPEP
Education through Serious Fun
2009-1-DK1-GRU06-00850 3
2009-1-ES1-GRU06-09699 7
Community of Practice for Families
Becoming better through collaboration
16000
16000
2009-1-ES1-GRU06-09703 5
"PARTEA" Parents And Teachers: Partners In
Intercultural Dialogue
16000
2009-1-DE2-GRU06-01797 3
2009-1-DE2-GRU06-01800 5
2009-1-ES1-GRU06-09707 5
2009-1-ES1-GRU06-09719 4
2009-1-FI1-GRU06-01500 1
2009-1-FR1-GRU06-07053 3
2009-1-FR1-GRU06-07079 4
Procedimientos De Acogida Y Seguimiento Del
Alumno En Peligro De Exclusión Social
Teaching in competences. A step towards
inclusion
Immersion of immigrant families into everyday
school life
Tous différents, tous citoyens
TIC, développement durable et écocitoyenneté
16000
16000
16000
16000
16000
16000
25000
25000
16000
2009-1-FR1-GRU06-07090 4
REPERES
16000
2009-1-GB2-GRU06-01645 2
European Storytelling Through Arts
Intercultural Drawing for European Adult
Learning
12000
2009-1-GB2-GRU06-01727 3
2009-1-GR1-GRU06-01871 1
2009-1-GR1-GRU06-01875 1
2009-1-GR1-GRU06-01888 1
Empowering Learning For Social Inclusion
Through Occupation
’Formation des formateurs et conseillers en
Education Prénatale pour le personnel et
éventuellement la clientèle des entreprises’’
16000
16000
16000
16000
2009-1-IT2-GRU06-06392 11
2009-1-IT2-GRU06-06403 5
Harnessing Intercultural Diversity
Adult Multicultural Εducation and Εuropean
Ιdentity
Disabled Adult in Experiential Learning
Programme
Art as the identity of a country and as a
universal pattern which all the European
countries can share
Life After Care
2009-1-IT2-GRU06-06416 6
Get Adults Make Events
16000
2009-1-IT2-GRU06-06423 6
2009-1-IT2-GRU06-06430 4
12000
16000
2009-1-IT2-GRU06-06488 6
RICREDI
Starting with families - Partendo dalle famiglie
CREATIVITY - New Tech In
Intercultural/Multilingual Education
CHANCE
The arts as a means of developing key and soft
skills in disadvantaged adults
Territorial European Cultural Networks for
Citizens
2009-1-GR1-GRU06-01892 1
2009-1-IT2-GRU06-06390 4
2009-1-IT2-GRU06-06438 5
2009-1-IT2-GRU06-06440 7
2009-1-IT2-GRU06-06441 4
16000
16000
16000
12000
16000
16000
16000
16000
2009-1-LT1-GRU06-01392 3
Educate Generation
16000
2009-1-LT1-GRU06-01467 8
Creative Pathways in Adult Education
16000
2009-1-LT1-GRU06-01471 5
“With more eyes we can see better”
16000
2009-1-LT1-GRU06-01581 5
“Challenges In Lifelong Learning – What
Chances Are To Be Educated?
Innovative and nontraditional educational
forms and methods in promoting adult health
culture
2009-1-NL1-GRU06-01422 3
Learning Heart
16000
2009-1-PL1-GRU06-05123 2
Pro ALL - Promoting adult learning
Education In Mountains – Mountains In
Education
16000
16000
16000
2009-1-SK1-GRU06-00678 6
Green Terraces Across Europe
Chic and ethic
Guidance and Counselling for Migrants and
Returnees
2009-1-TR1-GRU06-05418 5
2009-1-TR1-GRU06-05419 3
Secure Internet & Secure Generations
Adopt Your Heritage
16000
25000
2009-1-LT1-GRU06-01579 4
2009-1-RO1-GRU06-02997 4
2009-1-RO1-GRU06-03022 2
2009-1-RO1-GRU06-03026 7
16000
16000
16000
16000
2009-1-TR1-GRU06-05430 6
2009-1-TR1-GRU06-05479 6
Adult Motivation With Nature Sports
Dance Of The Creative Hands
16000
25000
2009-1-GR1-GRU06-01949 1
Tool Kit Participation in Adult Education
16.000
2009-1-GB2-GRU06-01469 5
Creative Steps to Social Activation
Best practice in Resettlement Issues Developed
in a Grundtvig European partnership
Multimedia training products across European
countries
16.000
European Whispers
Together Towards Integration - Key
Competences for Adults
16.000
2009-1-GB2-GRU06-01664 6
2009-1-CZ1-GRU06-01986 2
2009-1-NO1-GRU06-00879 6
2009-1-PL1-GRU06-05115 3
2009-1-PL1-GRU06-05137 3
2010-1-LT1-GRU06-02832 7
2010-1-FR1-GRU06-14459 6
2010-1-GR1-GRU06-04006 1
2010-1-SE1-GRU06-04756 5
2010-1-DE2-GRU06-04664 5
2010-1-SE1-GRU06-04745 5
2010-1-CZ1-GRU06-03947 9
2010-1-PL1-GRU06-11432 4
2010-1-ES1-GRU06-20735 2
2010-1-FI1-GRU06-03025 7
2010-1-CZ1-GRU06-03945 6
2010-1-CY1-GRU06-00935 4
2010-1-DE2-GRU06-04693 2
2010-1-FR1-GRU06-14447 5
2010-1-ES1-GRU06-20722 3
2010-1-IT2-GRU06-13914 4
2010-1-GB2-GRU06-03611 2
2010-1-CY1-GRU06-00919 3
2010-1-IT2-GRU06-13865 3
2010-1-FR1-GRU06-14405 6
Conscious Senior e-Citizen
2009 TOTAL
New Educational Journeys For Adults:
Enhancing Family And Intergenerational
Learning Through Photography, Film And
Animation
Time And Carers
Listening To Cultures
Creative Rooms
Multimedia- Innovative Management And
Presentation Of Results In Adult Educational
Projects By Using Multimedia
Mind The Gap
Me(U)Mories
Let's Make Politics Female - Educational
Activities Supporting Women Participation In
Public Life
Scultbord-Spreading Culture On Border
Regions
European Approach - Exploring, Experiencing,
Exchanging
European Cultures And Language Diversity
The Threads That Connect Us
Improving The Environmental Communication
And Awareness Of Migrants And Social
Disadvantaged Citizens
Les Usages Et La Valeur Du Patrimoine Culturel
Russe Dans L'enseignement De La Langue
Russe Pour Adultes En Europe
Safety Food, Healthy Life - A Main Goal For
Europe
Urban Soundscapes _ Arts Practice For An
Ecology Of Human Interaction
Women Understanding Women
Innovative Perspectives In Learning Disabilities
Noprofit Europe
Places2be
16.000
8.000
25.000
8.000
€961.000
25000
16000
16000
12000
16000
16000
16000
16000
16000
25000
25000
12000
16000
16000
16000
16000
16000
12000
16000
12000
2010-1-FR1-GRU06-14460 4
2010-1-FR1-GRU06-14367 2
2010-1-DK1-GRU06-01891 3
2010-1-IT2-GRU06-14026 3
2010-1-ES1-GRU06-20750 6
2010-1-GR1-GRU06-04007 1
2010-1-IT2-GRU06-14756 4
2010-1-FR1-GRU06-14465 3
2010-1-CY1-GRU06-00931 2
2010-1-GB2-GRU06-03531 2
2010-1-ES1-GRU06-20744 7
2010-1-TR1-GRU06-16402 2
2010-1-IT2-GRU06-13978 4
2010-1-ES1-GRU06-20747 6
2010-1-GB2-GRU06-03533 4
2010-1-ES1-GRU06-21182 4
2010-1-ES1-GRU06-20731 4
2010-1-IT2-GRU06-13862 2
2010-1-LV1-GRU06-00907 4
2010-1-DE2-GRU06-05186 4
2010-1-FR1-GRU06-14400 6
2010-1-AT1-GRU06-02841 5
2010-1-DE2-GRU06-04721 3
2010-1-AT1-GRU06-02835 2
2010-1-SI1-GRU06-01541 5
2010-1-PT1-GRU06-05127 3
2010-1-GB2-GRU06-03530 2
2010-1-ES1-GRU06-20700 3
2010-1-IT2-GRU06-14022 5
2010-1-NL1-GRU06-02918 5
2010-1-DE2-GRU06-04690 6
Green Jobs For Disadvantaged People
Effects Of Gender Stereotypes On Human
Activities
Active Ageing And Pre-Retirement Counseling
Emergency Exit: Which Actions For Supporting
Offenders Close To Release?
Conciliation For Equality In The Xxi Century
European Ceramics And Mosaics From
Tradition To Innovation.
Learning In Prison
Alternative Agro-Food Supply Systems
Ancient Cities And Their Reflection To Today's
World
Social Competencies For The Community
Participation Of People With Disabilities
Ecolinguae: A World Of Minority Diversity In A
Globalized Europe.
Beginning Farmers Extension
European Women Interactive Learning
Trails Of Europe: Walk, See, Feel And Do
Engaging The Learner
We Are Different, We Are Similar...We Are
Europeans!
Integrating Adults And The Elderly Towards A
Europe Of Knowledge
Ancient Renovation Techniques
We Can! – Cyberbullying Action Network For
Parents’ Education
Learning From Each Other – Migration And
Refugee Counselling – Challenge And
Opportunities
Network For SSIG
Women Educators In Mentoring
Hands On Help
Improving Communication And Social Skills By
Theatre Education For Single Parents
Volunteering For Social Inclusion
Validate All Learning U (You) Ever Experienced
Transition To Adulthood For People With
Learning Disabilities
Innovation In The Acquisition Of Basic
Competences
Potentiate Integration And Tasks For Adult
Learners Giving Them Opportunities For
Relations All Over Europe
Contributions To The European Heritage
Evaluierung Von Multimedialen, Ikt-Basierten
Und Didaktischen Bildungsmedien Für Die
Erwachsenenbildung - Kriterien Und
16000
16000
16000
16000
16000
25000
16000
25000
25000
16000
16000
2500
16000
16000
16000
16000
16000
16000
16000
16000
16000
16000
16000
16000
25000
12000
16000
8000
16000
16000
16000
2010-1-GB2-GRU06-03613 2
2010-1-ES1-GRU06-20738 3
2010-1-ES1-GRU06-20730 5
2010-1-AT1-GRU06-02852 4
Weiterbildungsangebote
Games Without Frontiers
Training-Learning-Teaching: Behind The Iron
Of Prison
Integración De Las Personas Adultas
Desfavorecidas En Educación De Adultos
Being A Digital Citizen
2010 TOTAL
25000
16000
16000
16000
€910.500
The GRUNDTVIG Learning Partnership is a framework for practical cooperation
activities between institutions of adult education in the broadest sense - formal, nonformal or informal. Compared with multilateral cooperation projects, the partnerships
focus more on process and are designed to promote the participation of smaller
organizations that wish to include European cooperation in educational activities. In a
Learning Partnership Grundtvig, trainers and learners from at least three participating
countries work together on one or more issues of common interest with partners. This
exchange of experiences, practices and methods contributes to an increased awareness
of the varied European cultural, social and economic realities and to better understand
areas of common interest in adult education. One of the participants should act as
coordinator. It is normally advised to indicate -at the request of all partners- who will
voluntarily act as replacement coordinator, if the original coordinator is rejected in the
selection process. The participating organizations are encouraged to monitor and
evaluate their transnational work and the link with the initiatives of the local
community. They are also encouraged to collaborate with agencies and authorities at
national level to ensure a solid basis for the ideas and activities and to open channels of
spread. This will maximize the value of transnational exchange, promote the circulation
of good practices and thus ensure the wider impact of results. Partnerships support the
following activities:
• Partner meetings and seminars between all institutions involved in the Partnership;
• Exchanges of staff and adult learners involved in project activities;
• Exchange experiences and best practices by all appropriate means and in particular
the use of information and communications technology (e.g. websites, email, video
conferencing);
• Creation of technical objects, drawings and art objects that are relevant to the
project;
• Field work and surveys;
• Preparation of theatrical and musical performances;
• Linguistic preparation for persons involved in the Partnership to ensure that they have
the right skills in the language or languages of the Partnership;
• Collaboration with other projects in related disciplines (i.e. partnerships, projects and
networks supported by Grundtvig) and sharing experience with other institutions in the
region, etc., including participation in relevant events;
• Self-evaluation;
• Organizing exhibitions, production and dissemination of information materials and
documentation for cooperative activities;
• Dissemination of experience and results from projects.
In Grundtvig Learning Partnerships the focus is on the participation of learners.
Trainees should actively participate in the project and their mobility should be
encouraged as much as possible. Partnerships with the class action at least 24
mobilities, "must include mobility for at least 16 different adult learners. Learning
Partnerships focusing on management of adult education and / or methods of
instruction, provide teachers, trainers and other adult education staff the opportunity
to exchange experiences and information to develop methods and approaches that
meet their needs and try and put into practice new organizational and pedagogical
approaches.
In all cases, the projects involve collaboration with local community, such as local
authorities, social services, associations and businesses. Also on the students, take
special care to enable people from disadvantaged social groups wherever possible.
Applications must be submitted by institutions and/or organizations which are legal
entities. All kinds of institutions and organizations working in the field of adult
education, formal, non formal and informal can apply. Applicants should consult the
website of the National Agency for the possibility of national priorities. There are no
European priorities for Grundtvig Learning Partnerships. All applications should be sent
to the relevant National Agency.
Another activity imp0lemented by the Greek NA is approval and funding of
GRUNDTVIG Senior Volunteering Projects. Table 6 below shows the GRUNDTVIG
SVPs approved for funding by the Greek NA, IKY for the years 2009 and 2010. In total 3
SVPs were approved for 2009 and 2 for 2010, with total funding for both years €81.860.
Table 6
Total number of GRUNDTVIG Senior Volunteering Projects approved by the Greek NA (IKY) in 2009 & 2010.
Source: IKY Portal http://est.iky.gr/IKY/portal/gr/default/CMSGRWindow?action=2&uri=/gr/socrates/results/gru-res.html.
Application
Reference Number
2009-1-GR1-GRU14-01979 1
2009-1-CY1-GRU14-00523 2
2009-1-CY1-GRU14-00520 2
2010-1-FR1-GRU14-15533
2010-1-ΙΤ2-GRU14-14744
GRUNDTVIG
Senior Volunteering Project
Protect, Vitalize, Devote
Volunteers for people with special needs
Get to know and like the third age
2009 TOTAL
ECOSENIORS
Good old times! How to enjoy the past thinking
about the future
2010 TOTAL
Total funding
in euros
17.280
16.380
11.120
€44.780
18.540
18.540
€37.080
GRUNDTVIG SVPs maintain bilateral agreements and exchanges of older volunteers
among local agencies located in two countries participating in the Lifelong Learning
Programme (LLP)2. The term "volunteering" refers to all forms of voluntary activity,
whether formal or informal. Volunteering is based on personal free will, choice and
motivation, and is not aimed at financial gain. This benefits the individual volunteer,
communities and society as a whole. It is also a vehicle for individuals and groups to
address human, social or environmental issues and needs, and often offered to support
non-profit organization or community initiative. Therefore, the activities of the
volunteers have added value to society, but not replace professional, paid staff. This
form of mobility fosters cooperation between the agencies that will send players and
will welcome volunteers. It will enable new types of organizations to participate in the
Grundtvig, to enrich their work by sharing best practices and create a sustainable
European cooperation.
The action seeks to achieve the following interrelated and equally important objectives:
1. To enable senior citizens in another European country to volunteer - not speculative
activity in the form of informal (and mutual) learning activity (learning / sharing
knowledge).
2. To create long-term cooperation between the host and origin of the volunteers on a
specific issue or target group, and through the exchange of volunteers.
3. To enable local communities to participate in the exchange of volunteers, to exploit
the potential of senior citizens as a source of knowledge, skills and experience.
The expected results are the following:
• For volunteers: 1) cultivation of personal, linguistic, social and intercultural skills and,
2) contribution to the development and implementation of non-profit sector and
beyond, contributing to the community as active citizens, 3) acquisition / development /
sub-transmission skills (the host institutions will provide formal recognition of
knowledge acquired during the mobility of volunteers, i.e. validation of informal
learning).
• For the sending and receiving and the local communities where volunteers spend their
activities during the period of transnational mobility: 1) exchange and mutual
acquisition of experience, knowledge and good practice, 2) development of European
cooperation around a specific topic , 3) enhanced European perspective.
As these are bilateral and reciprocal cooperation projects they are implemented
between two bodies from two different countries participating in LLP. One of these
countries must be EU Member State each player is expected to send 2-6 volunteers
during the grant period. Two volunteers is the minimal requirement. Organisations may
2
The LLP is designed to offer different types of educational opportunities for people of all ages, in order
to facilitate formal, informal or formal learning. Volunteering is increasingly recognized as a very valuable
informal learning experience for people of all ages. It has been recognized as a way of offering new
learning opportunities for older people in Europe, promoting the process of active participation and
emphasizing the contribution of older people in our societies. Indeed, senior citizens are a rich source of
wisdom and experience, which society should derive far greater benefits than in the past. Therefore, this
action provides a new form of mobility to European senior citizens and allows them to learn, share
knowledge and experience and to "offer" in a European country other than their own.
send or receive more than 6 people, but this will not cause an increase in grant
Grundtvig. The movement of volunteers can be done individually or in groups. If, after a
period of two years of funding, the project received additional grant to continue the
exchange, then people will move should be different from those who have already
moved (every person involved as a volunteer in exchange only once every three years).
Sending and receiving volunteers may be held simultaneously.
About the 'profile' of volunteers, they can be adult citizens aged 50 years and older who
meet the eligibility criteria. Emphasis is given to encouraging the participation of
volunteers from socially disadvantaged groups and ethnic minorities to strengthen
their integration into Europe and to combat racism and xenophobia, and the equal
participation of people of both sexes. Although in many cases the participants need to
be experienced volunteers (which enhances the exchange of experiences between the
host and origin) this should not be considered mandatory. Volunteers may be
individuals who wish to volunteer for the first time.
Any organization can send and host volunteers, provided they can demonstrate that it
has the infrastructure to make the exchange effective manner. It should be noted
however that:
- Activities involving volunteers must be non-profit basis and provide real learning
opportunities - whether formal, non-formal or (more often) informal education.
Volunteers must not only observe but to participate actively in the activities of partner
organizations.
- The sending and hosting organizations participating in the project should develop a
long-standing collaboration around a specific theme / activity / target group, through
the exchange of volunteers. It should be of similar or complementary profiles and
activation. For the same reason, the volunteers should be sent and hosted by
organizations that are members of the project.
The volunteer in another country is carried out in a continuous period of 3-8 weeks, not
including the necessary preparation and the corresponding period for the information,
dissemination and evaluation of results. The duration of the exchange should not be
less than 3 weeks and the volunteers have the opportunity to stay at the host institution
for more than 8 weeks without, however, a similar increase in funding Grundtvig.
Both the preparation and review and analysis should be clearly described in the
application form.
Table 7
Total number of GRUNDTVIG Workshops approved by the Greek NA (IKY) in 2009 & 2010.
Source: IKY Portal http://est.iky.gr/IKY/portal/gr/default/CMSGRWindow?action=2&uri=/gr/socrates/results/gru-res.html.
Application
Reference Number
2009-1-GR1-GRU13-01843
2009-1-GR1-GRU13-01862
2009-1-GR1-GRU13-01868
GRUNDTVIG
Workshop Title
Innovative Language Learning Methods For
Adults
Self Commitment
Crash Test Revise
Total funding
in euros
36200
36200
24200
2009-1-GR1-GRU13-01845
2010-1-GR1-GRU13-03877
2010-1-GR1-GRU13-03899
2010-1-GR1-GRU13-03902
2010-1-GR1-GRU13-03922
European Environmental Friendly Tourist
Activities
2009 TOTAL
Innovative Language Teaching methods in
Greek Language
Creative interpersonal relations
Women crossing the borders of
entrepreneurship - developing their skills
Collaborative Learning and Sharing about
Politics: Digital Storytelling and Web2.0 Tools
to Enrich EU Citizenship and Activate
Engagement and Dialogue
2010 TOTAL
29736
€126.336
32.600
24.984
20.389
27.482
€105.455
Last but not least he Greek NA approves GRUNDTVIG Workshops. Table 7 above shows
the GRUNDTVIG Workshops approved for funding by the Greek NA, IKY for the years
2009 and 2010. In total 4 Workshops were approved for 2009 and 4 for 2010, with total
funding for both years €231.791.
The purpose of this action is to involve adult learners in Workshops (learning activities
and seminars) taking place in another European country participating in LLP.
This is a new type of mobility offered to adult learners through the Sectoral Programme
Grundtvig. The workshops bring together individuals or small groups of trainees from
different countries to experience an innovative cross-cultural learning experience
directly linked to their personal development and learning needs. Students are also
encouraged to actively share with other participants the skills, knowledge and opinions.
Each workshop will accommodate 10 to 20 trainees (with funding from Grundtvig, who
should come from at least three countries other than the one at which the Laboratory.
Also, people from the same country cannot exceed 1/3 of the participants. People from
the same country as that of conducting the workshop are eligible to participate but will
not be funded by the Grundtvig and should not exceed 1/3 of the total number of
participants in the workshop.
Any topic of interest related to the objectives of the Grundtvig program can be adopted
to organize a workshop. It is expected that the following topics can be chosen by the
organizers:
- Visual arts, music, creativity, numeracy, mathematics, science and other subjects
which are not completely necessary proficiency in foreign languages;
- Learning languages, especially for people who wish to acquire basic skills (or improve
such skills in specialized areas) in the language of the state held in the laboratory,
especially for less widely spoken and used language;
- Discussion groups on issues of common European interest, to create more interest in
European issues in the adult population;
- Active citizenship and intercultural dialogue.
It should, however, be made clear that requests for workshops with several of the
above topics are also welcome. Instead it is ineligible to propose training or educational
training for adult educators. A list of approved workshops that will be held from
1/9/2010 to 31/8/2011 is already available to stakeholders to identify learning
opportunities that interest them. However, the organizers of the Workshops should
advertise them widely in order to ensure an adequate number of trainees.
The action is open to all institutions interested in organizing activities for adult learners.
Applications for funding will be submitted to the NA of the country where the host
organization of the Laboratory and the Laboratory will be in the same country.
Grundtvig funding covers the organization of the Workshop itself is desirable, and the
costs of participation of applicants including travel and subsistence. The adult learners
wishing to participate in a workshop (either individually or in small groups) apply
directly to the organizer, who is required to arrange for accommodation and to cover
travel and subsistence. Local adult education offices can help learners with their
applications.
The Workshop participants are selected according to criteria set by the application.
Particular attention should be paid to the participation of people from disadvantaged
social groups wherever possible.
Workshops can be hosted by any organization that is interested in providing relevant
learning opportunities for adults. Participants can be any adult person from countries
participating in the program, subject to the conditions described in "Specific eligibility
criteria". All applications must be submitted directly to the organizer of the Workshop,
according to the deadline they set, and a copy of the application must be submitted to
the NA of the participant’s country of residence and the NA of the country in which the
Workshop will be held. Citizens or residents of the country in which the Workshop will
be held can participate, but they are not eligible for funding.