Annual report
Leonardo da Vinci
the Netherlands
Colophon
Title
Leonardo da Vinci, Annual report 2009
Composition
Franka van de Wijdeven, NA LLP Leonardo da Vinci the Netherlands
Thanks to
the organisations and beneficiaries of the Leonardo da Vinci projects for making the information
and illustration material available.
Product coordination
Franka van de Wijdeven
NA LLP Leonardo da Vinci the Netherlands
Translation
ACE sprl, Belgium
Design
Maurice Hamilton, ADC
Printing
ADC Repro
Publication
National Agency Lifelong Learning Programme, CINOP - Leonardo da Vinci the Netherlands
P.0. Box 1585
NL-5200 BP ’s-Hertogenbosch
Tel.: +31 (0)73 6800762
na@leonardodavinci.nl
www.leonardodavinci.nl
This publication is co-funded by the European Commission, DG Education and Culture.
CINOP, Nuffic and Europees Platform are designated as NA LLP NL by the Ministry of Education,
Culture and Science. CINOP is ISO 9001-2008 certified for European grant management
“This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein”
© March 2010
2
Preface
In 2009, the work performed by the National Agency LLP was anchored more firmly in the
internationalisation agenda for secondary vocational education and, at the same time, 90% of the
policy budget prepared by the Ministry of Education, Culture and Science related to the European
Leonardo da Vinci programme. With Euroguidance, we have been operational under the projectdirectorate ‘Learning and Working’ since 2009 as well.
The National Agency for the Lifelong Learning Programme (LLP) Leonardo da Vinci - CINOP faces
the challenging mission to act as change agent and to bring closer together policy and practice in
European vocational education, as well as future policies within Europe and a national course from
which we can benefit in the Netherlands.
Learn more about the 150 Leonardo da Vinci projects, Study Visits and Euroguidance activities
under the Lifelong Learning Programme in our Yearbook 2009. These projects explore new
opportunities through peer learning, conduct concrete experiments for practical use and have
provided a learning experience to no less than 3,000 students, instructors and workers throughout
many different European countries.
The yearbook lists all subsidised projects as well as the actions we undertook and the results we
achieved as the National Agency LLP Leonardo da Vinci. We truly hope to inspire our readers.
Mr. Siegfried Willems
Director of the NA LLP Leonardo da Vinci programme, Study Visits and Euroguidance
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Index
1. European Lifelong Learning Programme �������������������������������������������������������������������������������� 7
2. Leonardo da Vinci ���������������������������������������������������������������������������������������������������������������� 9
2.1 The height of internationalisation�������������������������������������������������������������������������������� 11
2.2 Where Leonardo da Vinci projects may take us������������������������������������������������������������� 13
2.3 Events�����������������������������������������������������������������������������������������������������������������������14
3. European year of creativity and innovation���������������������������������������������������������������������������19
4. Transnational mobility���������������������������������������������������������������������������������������������������������21
4.1 Initial Vocational Training - IVT������������������������������������������������������������������������������������23
4.1.1 Approved projects�������������������������������������������������������������������������������������������23
4.1.2 Statistical data������������������������������������������������������������������������������������������������25
4.1.3 Projects in the spotlight���������������������������������������������������������������������������������� 29
4.1.4 Trainees in the spotlight����������������������������������������������������������������������������������31
4.2 Certificate for Mobility – CfM���������������������������������������������������������������������������������������35
4.2.1 Approved projects������������������������������������������������������������������������������������������ 36
4.2.2 Projects in the spotlight�����������������������������������������������������������������������������������37
4.3 Vocational Education and Training PROfessionals - VETPro������������������������������������������� 39
4.3.1 Approved projects������������������������������������������������������������������������������������������ 39
4.3.2 Statistical data����������������������������������������������������������������������������������������������� 40
4.3.3 Project in the spotlight������������������������������������������������������������������������������������41
4.4 People on the Labour Market – PLM���������������������������������������������������������������������������� 42
4.4.1 Approved projects������������������������������������������������������������������������������������������ 42
4.4.2 Statistical data����������������������������������������������������������������������������������������������� 43
4.4.3 Project in the spotlight����������������������������������������������������������������������������������� 44
5. eTwinning���������������������������������������������������������������������������������������������������������������������������47
5.1 Projects eTwinning ��������������������������������������������������������������������������������������������������� 48
6. Preparatory Visits – PV������������������������������������������������������������������������������������������������������� 49
6.1 Approved projects����������������������������������������������������������������������������������������������������� 49
6.2 Statistical data���������������������������������������������������������������������������������������������������������� 50
6.3 Projects in the spotlight���������������������������������������������������������������������������������������������� 51
7. Transfer of Innovation – ToI��������������������������������������������������������������������������������������������������53
7.1 Approved projects������������������������������������������������������������������������������������������������������54
7.2 Statistical data�����������������������������������������������������������������������������������������������������������56
7.3 Project in the spotlight�����������������������������������������������������������������������������������������������57
8. Development of Innovation-DoI��������������������������������������������������������������������������������������������61
9. Partnerships – PS��������������������������������������������������������������������������������������������������������������� 63
9.1 Approved projects����������������������������������������������������������������������������������������������������� 63
9.2 Statistical data���������������������������������������������������������������������������������������������������������� 65
9.3 Project in the spotlight���������������������������������������������������������������������������������������������� 66
10.Study visits – SV����������������������������������������������������������������������������������������������������������������� 69
10.1Approved projects������������������������������������������������������������������������������������������������������70
10.2Statistical data����������������������������������������������������������������������������������������������������������72
10.3Study visits in the spotlight����������������������������������������������������������������������������������������73
11. Europass�����������������������������������������������������������������������������������������������������������������������������77
4
12.Thematic network actions����������������������������������������������������������������������������������������������������81
12.1ECVET������������������������������������������������������������������������������������������������������������������������81
12.2Training for teachers and staff������������������������������������������������������������������������������������ 84
12.3Skills and companies������������������������������������������������������������������������������������������������ 85
12.4Quality / EQARF�������������������������������������������������������������������������������������������������������� 86
12.5Disadvantaged groups���������������������������������������������������������������������������������������������� 88
13. From partner search to impact�������������������������������������������������������������������������������������������� 89
13.1 Strategic course of Transfer of Innovation������������������������������������������������������������������� 89
13.1.1 European and national priorities for 2010�������������������������������������������������������� 90
13.2Strategic course of transnational mobility��������������������������������������������������������������������93
13.2.1 Promoting mobility among young people��������������������������������������������������������� 94
13.2.2 Internationalisation monitor 2008
�����������������������������������95
13.3Impact assessment����������������������������������������������������������������������������������������������������95
14.Databases���������������������������������������������������������������������������������������������������������������������������97
14.1ADAM database���������������������������������������������������������������������������������������������������������97
14.2EST database������������������������������������������������������������������������������������������������������������ 98
14.3EVE database������������������������������������������������������������������������������������������������������������ 98
15. Communication ������������������������������������������������������������������������������������������������������������������ 99
15.1Publications������������������������������������������������������������������������������������������������������������� 99
15.2Events���������������������������������������������������������������������������������������������������������������������104
15.3National promotion�������������������������������������������������������������������������������������������������� 105
15.3.1 Promotional material�������������������������������������������������������������������������������������106
15.3.2 Advertentisements���������������������������������������������������������������������������������������� 107
15.3.3 Press releases�����������������������������������������������������������������������������������������������109
16.Euroguidance���������������������������������������������������������������������������������������������������������������������111
16.1Recent projects�������������������������������������������������������������������������������������������������������� 112
16.2New house style and company logo��������������������������������������������������������������������������� 116
16.3Websites����������������������������������������������������������������������������������������������������������������� 116
16.4Publications������������������������������������������������������������������������������������������������������������ 118
17. Team Leonardo da Vinci the Netherlands���������������������������������������������������������������������������� 121
18.Websites��������������������������������������������������������������������������������������������������������������������������� 127
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1. European Lifelong Learning Programme
Focus on European partnerships and mobility in training and education
The European Lifelong Learning Programme is an umbrella programme for education and learning
under which all European programmes operate throughout all education sectors.
The programme runs from 2007 until 2013.
The programme
• subsidises projects that aim to improve the quality, appeal and accessibility of education in
participating nations through exchange and partnership projects;
• subsidises the mobility of persons such as pupils, students, instructors, professionals and
policy makers;
• helps Europe become an advanced knowledge society with a sustainable economic growth,
more and better jobs, greater social cohesion and care for the environment.
There are options for each stage of the lifelong learning process:
• activities at school;
• activities in vocational education;
• activities in higher education;
• activities in adult education;
• and activities at the workplace.
The programme consists of various sub-programmes, which offer a wide range of possibilities.
The Dutch National Agency (NA) for the European Lifelong Learning Programme (LLP):
Nuffic
CINOP
European Platform
Netherlands organization for
international cooperation in
higher education
Centre for Innovation of
Education and Training
Internationalisation in education
7
The European Commission visits the NA LLP Leonardo da Vinci,
19-21 January 2009, ‘s-Hertogenbosch
The NA LLP Leonardo da Vinci received a monitor’s visit by Paul Tzimas, desk officer at the
European Commission for the Netherlands. Paul Tzimas visited several Leonardo da Vinci projects
to witness the impact of projects in day-to-day activities. He also visited the Ministry of Education,
Culture and Science, where he held a meeting with Peter van Ijsselmuiden from the vocational and
adult education directorate about current and future developments in the field of education in the
Netherlands.
Informal meeting of the National Agency LLP, 30 June 2009, Utrecht
Staff workers of the NA LLP – Nuffic, European Platform and CINOP – meet on an annual basis for
internal training to further concretise their cooperation.
The theme of the meeting was ‘checks and controls’. These primary checks, imposed by the
European Commission, are incorporated by the NA LLP into current projects.
8
2. Leonardo da Vinci
The Leonardo da Vinci programme is part of the European Lifelong Learning Programme.
The programme subsidises:
• international projects for vocational education at mbo-level (secondary vocational education)
(initial training as well as refresher training, continued training and retraining);
• the development of training material and methods for improving the quality and appeal of
vocational education in the whole of Europe.
Overview grant
12.000.000
10.000.000
Preparatory visits
Transfer of innovation
Partnerships
Mobility
8.000.000
6.000.000
4.000.000
2.000.000
2007
2008
2009
2010
2011
2012
2013
Educational establishments, businesses, centres of expertise in vocational education, the
corporate world, authorities, other organisations for vocational education and sectoral
organisations can submit an application for a subsidy under the Leonardo da Vinci programme.
Individuals, on the other hand, cannot submit such an application directly.
The application procedure and the required minimum number of partners will vary depending on
the type of project. For detailed information about the application procedure, please visit:
• www.leonardodavinci.nl (website NA LLP Leonardo da Vinci);
• http://ec.europa.eu/llp (website European Commission).
The Leonardo da Vinci programme consists of various types of projects. More information on each
type of project can be found in the chapters below.
Each year, a Call is organised with deadlines for applications for each project type under the
European Lifelong Learning Programme. This Call is also published in several magazines.
9
Call 2009 – submitted proposals
Types of projects
Number
IVT
35
PLM
9
VETPro
23
ToI
11
Partnerschips
• Dutch coördinators
• Dutch partners
30
91
Granted projects
120
100
80
Partnerships
60
Transfer of Innovation
Mobility
40
20
0
Projects 2007
10
Projects 2008
Projects 2009
2.1 The height of internationalisation
Deltion College has acquired the largest number of assigned projects under the Call 2009. We
asked Herman Zwakenberg of Deltion College about their approach.
Prior to submitting an application, we ensure that these projects receive plenty of internal
support – a prerequisite for the successful implementation of approved projects. We work on the
implementation of these projects within a broad framework. We function as one team: coaches
in vocational practice training, coordinators in internationalisation, the project leader and the
departments of Finance, Insurance, Acquisitions and Marketing & Communication.
Quality education improves through participation in partnership projects
We have partnerships with reliable partner schools in Europe. Internationalisation is a spearhead
of our policy: the ‘Internationalisation and Innovation 2009-2012’ document lists our ambitions,
objectives and projects for that period of time. Deltion personally invests in internationalisation to
increase the mobility of students and instructors. Participation in partnership projects contributes
to the overall quality of our education system. The introduction of bilingual instruction at Deltion
College has led to a substantial increase in traineeships abroad.
Tip for the NA LLP Leonardo da Vinci the Netherlands
We have an agreeable cooperation with our colleagues at the NA LLP Leonardo da Vinci. I would
recommend for the NA to organise a dissemination meeting in April 2011 where colleagues
participating in partnership projects would be given the opportunity to present their results from
the project.
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Projects from Deltion College Call 2009
Types of projects
Project number
Title
VETPro
NL/09/LLP-LdV/VETPro/123005
Deltion College supports teachers in
competence-based learning
IVT
NL/09/LLP-LdV/IVT/123006
Deltion College supports students in
competence- based learning
PLM
NL/09/LLP-LdV/PLM/123007
Deltion College supports People in the Labour
Market in competence- based learning
CERTIFICATE
NL/09/LLP-LdV/MC/Z006
PARTNERSHIP
2009-1-FI1-LEO04-01519 3
Working life oriented learning environment
PARTNERSHIP
2009-1-FI1-LEO04-01521 2
A Multiprofessional Approach for the
Challenges of Special Needs Education
PARTNERSHIP
2009-1-GB2-LEO04-01429 5
The European Guide to Mentoring
Initial meeting for the Peer Mentoring
partnership project in Wales. At Deltion, we
will be introducing a methodology where
students will be able to coach (co)students
in order to increase the success rate of the
overall education process.
Students from Deltion College and Richard-von
Weizsacker Berufskolleg from Ludinghausen
completed a simulator game on 28, 29 and 30
September 2009 in the framework of learning,
careers and citizenship.
I am prepared to advise new project leaders on the application and implementation process of
projects.
Herman Zwakenberg | hzwakenberg@deltion.nl
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2.2 Where Leonardo da Vinci projects may take us
Early October last year, we heard the news that Epke Vogel, programme manager in
Internationalisation for ECABO, was leaving for Italy to work for the European Commission with the
European Training Foundation (ETF) in Turin. Epke is rather well-known in the education sector.
We were keen to find out why she made this decision and what she would be doing there, so we
organised an interview.
What was the reason behind your decision?
My experience with Leonardo da Vinci activities contributed
to my decision. Under the Euro Ast project (http://
www.euroast.eu/?lang=en), I have been working on the
development of a European competence profile for the
European Management Assistant, which is linked to a
mobility programme. References and experience have led
to my new position, which requires substantial knowledge
about the differences and similarities between the many
systems for vocational education in the EU.
What will you be doing at the ETF?
The ETF is an institution of the European Commission. The
ETF formulates advice for all 24 partner countries in the
EU about enhancing their vocational education system
and about achieving the required level in their national
workforce for the labour market to function at its best
potential. More specifically, I will be part of a country team
and a theme team. Our theme team will focus particularly on vocational education, transparency of
qualifications and boosting mobility between the European Union and its partner countries. There
isn’t just one system for vocational education in the EU. Twenty-seven countries means there are
27 different systems. How do we provide consistent support to partner countries when we have to
work with non-uniform vocational education systems? It certainly is a challenge.
Is this the perfect job for you?
It is, actually. Before I started working at ECABO, I had gained extensive experience in international
and development partnerships. During those seven years with ECABO, my focus shifted to the
field of vocational education. I have built networks, compared qualifications between nations, and
increased mobility in Europe through international traineeships. This in-depth knowledge about
vocational education, qualification development and mobility is what I will be relying on when
providing support to other countries. The experience and knowledge I have gained in recent years
fit these job requirements perfectly. In one word: perfect! And of course, being able to stay in Italy
is a great experience in itself.
Any tips for our readers?
One tip is to make sure that the projects and objectives you want to achieve under the Leonardo
da Vinci programme are in line with any initiatives already planned by your organisation, and to
continually monitor the usability and suitability of the project within your own context. Otherwise,
you will end up with vague and useless results.
13
2.3 Events
In 2009, the NA LLP Leonardo da Vinci organised several events for the various programme
elements. A number of these events are described in the chapters about the respective programme
elements.
Below, you will find an overview of events covering several elements of the Leonardo da Vinci
programme.
Kick-off meeting Call 2009, 10 September 2009, Kontakt der Kontinenten
Soesterberg
The kick-off meeting was aimed at sharing knowledge and getting to know one another. Project
leaders of Call 2009 from the programme elements of Transfer of Innovation, Partnerships and
Certificate for Mobility were given the opportunity to present an overview of their project to the
audience. Five Certificates for Mobility were awarded as well during the meeting. These five
selected establishments and project leaders from Certificate for Mobility projects have proven that
they have successfully implemented the concept of internationalisation quality and quantity-wise.
Based on a presentation, they explained to the audience how the quality of the project is returned
to the selected organisations. These organisations invited the audience to contact them for more
advice, as they were happy to share their experience and help other organisations in achieving the
highest level in internationalisation.
Around noon, a plenary discussion was held among the organisations to share knowledge, get
to know one another better, and to hear about the projects of other project leaders. The kick-off
meeting was ended with drinks and appetizers. All Powerpoint presentations are available for
download via our website www.leonardodavinci.nl.
14
Internationalisation works!, 3 November 2009, Engels Conference Centre,
Rotterdam
National conference on European education programmes
More than 390 representatives from all education sectors attended the conference
‘Internationalisation works!’. The conference was organised by the National Agency Lifelong
Learning Programme. Throughout the morning, three prominent speakers were invited to the
stage: Mr. Renk Roborgh, general director from the Ministry of Education, Culture and Science
about the importance of internationalisation in all education sectors; Ms. Hélène Clark, director
of the DG EAC Lifelong Learning Programme and the European Commission policy on investments
in education in times of crisis, and Mr. Rob Veersma, Learning and Development Manager Shell
International about his challenges within an international context.
During the second part of the morning programme, a number of awards were presented: the
eTwinning prize and Mobility awards. Three students, who had travelled abroad under a Leonardo
da Vinci scholarship, summarised their European adventures and the impact these had on their
personal development. After lunch, the participants were invited to cross-sector workshops and
other more specific workshops to gain and exchange information.
15
Information meeting Call 2010, 11 November 2009, Meeting Plaza, Utrecht
The meeting consisted of a morning and afternoon session during which projects on Transfer of
Innovation, Partnerships and Mobility were discussed. Participants to the meeting received all the
information they needed on preparing and submitting a project application. Plenty of time was
allowed for asking questions.
Mobility
This year, to be able to target the queries from participants more adequately, the segment on
Mobility was subdivided into one segment for experienced applicants and another segment for
newcomers.
New applicants received extensive information about the ins and outs of a project during the
preparation and implementation stages. Experienced applicants received more tips and tricks
about continued professionalisation and were given the opportunity to learn from one another.
16
Transfer of Innovation and Partnerships
This session was about providing information on both project types. What are the requirements
for project applications and what does the preparation process entail? There was also room for
exchanging priorities, themes and project topics in smaller groups.
Meet & Match
The programme provided a meeting place where participants could find suitable project partners
for all project types. All day, an advisor was available in the Meet & Match area to address
specific questions. Lunch was combined with a Meet & Match session, during which educational
establishments, businesses or public authorities were able to meet potential Dutch partners.
17
18
3. European year of creativity and innovation
In January 2009, European commissioner Jan Figel declared the year 2009 the year of creativity and
innovation. The overall purpose of this European year was to promote creativity and innovation as
key skills for all people involved in lifelong learning.
All National Agencies LLP Leonardo da Vinci were asked to nominate one or two projects as ‘good
practice’. The European Commission published a brochure titled ‘European Success Stories’ with
a selection of the nominated projects. The top three of these projects were presented with the
“European Award of Lifelong Learning”.
Nominated projects for the Netherlands were:
Horizon College
Virtual Experience
NL/04/B/F/PP/157402
Elzemien Warnink | info@colorez.nl
www.worldenough.net/virtex/
Ministry of Internal Affairs
FIRECOMP
NL/05/B/F/NT/157508
John Damen | Damen@nbbe.nl
www.firecomp.eu
Development project VIRTEX is aimed at education in linguistics
and communication (English and German) in hotel and catering
training with the purpose of targeting today’s international
dimension. Students are often poorly equipped with practical
knowledge and foreign language skills. The project was
completed in 2007.
Project FIRECOMP is aimed at a better exchange within the
network of European and national fire departments and rescue
services. This sector is organised very differently for each nation
and each region. However, the tasks of fire and rescue services
are very similar throughout the EU. The project was completed in
2007.
The Virtual Experience project was selected for
publication in the brochure on ‘European Success
Stories’.
The brochure can be downloaded via http://ec.europa.
eu/dgs/education_culture/publ/educ-training_
en.html#LEONARDO-creativity
(see Creativity and Innovation European Success Stories
– Brochure – 2009)
19
20
4. Transnational mobility
The Leonardo da Vinci programme makes subsidies available for organisations to give individuals
the opportunity to improve their competences, knowledge and skills through traineeships abroad.
The learning process of the person participating in the exchange programme is the focal point.
Organisations submit project applications and coordinate the preparatory stages and the actual
exchange process. No individual grants are available.
The total amount of money made available for subsidies for the mobility Call 2009 was estimated
at EUR 5,180,800 prior to launching the Call. This amount excludes Preparatory Visits (EUR 75,000).
At least 60% of the total amount of subsidies available to NA LLP Leonardo da Vinci must go
towards mobility (Transnational Mobility, Partnerships and Preparatory Visits). In the Netherlands,
21
thispagina
percentage
is 78%.
Granted subsidy Mobility
Number of participant
Granted subsidy
8.000.000
6.000
7.000.000
5.000
6.000.000
4.000
5.000.000
3.000
4.000.000
3.000.000
2.000
2.000.000
1.000
1.000.000
-
Mobility2007
Mobility2008
Mobilit
Mobility2009
Number of participants Mobility
Number of participants
6.000
5.000
4.000
3.000
2.000
1.000
Mobility 2007
Mobility 2008
Mobility 2009
21
Promotional film Lifelong Learning Programme
The promotional film for 2009 was developed by the NA LLP
and promotes the possibilities presented by the Lifelong
Learning Programme. Participants to the Comenius,
Leonardo da Vinci, Erasmus and Grundtvig programmes
play a key role.
Mobi – the mascot for cross-border mobility in the context
of Lifelong Learning – is the common thread throughout
the film. This creative set-up stimulates people to help
shape lifelong learning not only in their own schools but
also in schools, universities or corporations abroad.
This film demonstrates the importance of traineeships abroad and exchange projects in general for
both pupils in basic education, continued education, students in secondary vocational education,
higher vocational education and universities as well as instructors and employees. Pupils,
students, instructors and employees all relate their experiences in this short film.
Use
Coaches, traineeship instructors, coordinators and information officers can use this film to inform
and motivate students about international learning mobility. It contains various chapters, each
one highlighting a particular part of the programme that is relevant to their students. The film is
available for download via the website of the NA Lifelong Learning Programme: www.na-lll.nl or via
the website of the NA LLP Leonardo da Vinci www.leonardodavinci.nl
The making of
22
4.1 Initial Vocational Training - IVT
Action line
Target group
Duration of the exchange
programme
IVT
Students in secondary vocational education
3 weeks to
9 months
The Leonardo da Vinci programme makes grants available for students in secondary vocational
education who wish to gain experience in an international traineeship with a business or institution
in one of the 31 participating European countries.
4.1.1 Approved projects
The IVT projects are subdivided into smaller projects of up to EUR 24,999 and large-scale projects
starting from EUR 25,000. Eight small-scale IVT projects have been declared admissible. Ten
projects have been approved, two of which are large-scale IVT projects approved as small-scale
projects. Twenty-six large-scale IVT projects have been declared admissible, 24 of which have been
approved.
IVT Klein
Project number
Organisation
NL/09/LLP-LdV/IVT/123001
NL/09/LLP-LdV/IVT/123008
NL/09/LLP-LdV/IVT/123009
NL/09/LLP-LdV/IVT/123013
NL/09/LLP-LdV/IVT/123014
NL/09/LLP-LdV/IVT/123039
NL/09/LLP-LdV/IVT/123040
NL/09/LLP-LdV/IVT/123047
NL/09/LLP-LdV/IVT/123053
NL/09/LLP-LdV/IVT/123065
Total:
ROC Flevoland
Scheepvaart & Transport College
ROC Rivor
Scholengemeenschap De Rooi Pannen
Arcus College
Hoornbeeck College
ROC de Leijgraaf
Europrof
Rijn IJssel
Nimeto
Subsidy
24.999,00
24.999,00
24.999,00
24.500,00
22.950,00
24.000,00
24.999,00
14.154,00
24.999,00
24.999,00
€ 235.598,00
Small-scale applications and recurrent applications are assessed for their quality of work with
regard to organising proper international traineeships. This mainly concerns organisations with
little or no support in incorporating internationalisation policies or who choose not to do so but
who have a number of students wanting to experience a traineeship abroad. Sometimes, smallscale applications are the first step towards international operations and after one or two years
they may lead to a large-scale application.
23
Large-scale IVT
Project number
NL/09/LLP-LdV/IVT/123003
NL/09/LLP-LdV/IVT/123004
NL/09/LLP-LdV/IVT/123006
NL/09/LLP-LdV/IVT/123011
NL/09/LLP-LdV/IVT/123016
NL/09/LLP-LdV/IVT/123018
NL/09/LLP-LdV/IVT/123023
NL/09/LLP-LdV/IVT/123024
NL/09/LLP-LdV/IVT/123027
NL/09/LLP-LdV/IVT/123029
NL/09/LLP-LdV/IVT/123031
NL/09/LLP-LdV/IVT/123036
NL/09/LLP-LdV/IVT/123042
NL/09/LLP-LdV/IVT/123043
NL/09/LLP-LdV/IVT/123044
NL/09/LLP-LdV/IVT/123050
NL/09/LLP-LdV/IVT/123052
NL/09/LLP-LdV/IVT/123055
NL/09/LLP-LdV/IVT/123058
NL/09/LLP-LdV/IVT/123060
NL/09/LLP-LdV/IVT/123061
NL/09/LLP-LdV/IVT/123063
NL/09/LLP-LdV/IVT/123066
NL/09/LLP-LdV/IVT/123068
Total
Organisition
AOC Wellantcollege
AOC Helicon Opleidingen
Deltion College*
Horizon College*
ROC Leeuwenborgh
ROC Koning Willem I
Aeres Groep*
ROC Aventus
ROC Nova College
ROC van Amsterdam
ROC Eindhoven
ROC West-Brabant
KC Handel
ROC van Twente
ROC Graafschap College
ROC Gilde Opleidingen
Vacansoleil
ROC Zadkine
ROC Midden Nederland
ROC Nijmegen eo
ROC Ter AA
ROC Noorderpoortcollege
Landstede*
ROC Albeda College*
Subsidy
128.750,00
156.145,00
173.808,00
389.058,00
148.267,00
140.918,00
213.837,00
86.970,00
389.207,00
121.434,00
184.407,00
250.340,00
191.073,00
107.388,00
82.844,00
436.693,00
251.083,00
251.842,00
202.530,00
277.775,00
103.337,00
72.500,00
366.410,00
164.990,00
€ 4.891.606,00
*CfM-projecten
This year, once again, we see certain partnership projects that were launched a few years ago
and that are still ongoing. Most large-scale IVT projects have also submitted an application for a
VETPro project. A number of projects submitted during the previous year under the scheme for
small applications have now taken a leap towards a (very) large application. Two large applications
showed intentions of taking a giant step forward in terms of growth. As the limit no longer applies,
the approval rate is related to the quality of the projects that are to be implemented.
24
pagina 25
4.1.2
Statistical data
Granted subsidy IVT
Number of participants
Granted subsidy
6.000.000
4.500
4.000
5.000.000
3.500
4.000.000
3.000
2.500
3.000.000
2.000
2.000.000
1.500
1.000
1.000.000
500
-
IVT 2007
IVT 2008
IVT 2009
IVT 20
Number of participants IVT
Number of participants
4.500
4.000
3.500
3.000
2.500
2.000
1.500
1.000
500
IVT 2007
IVT 2008
IVT 2009
25
Informal Meeting on Transnational Mobility “Halen en Brengen”, 4 March 2009,
Jaarbeurs Utrecht
From a number of large mobility projects arose the need to exchange experiences and information
in order to achieve the common goal of mobility in a more effective manner. The initial informal
meeting took place in 2007 and was attended by representatives from about nine regional training
centres (rocs) and Agricultural Training Centres (aocs). Because there was a clear need for learning
from one another and for sharing experiences, the NA LLP Leonardo da Vinci organised a follow-up
meeting. The workshop was all about ‘receiving and delivering’ (“Halen & Brengen”).
The next step is about establishing a Learning Community, planned for 2010.
Meeting on Dissemination of Mobility, 21 April 2009, Jaarbeurs Utrecht
What exactly does dissemination mean, and how does it relate to valorisation, impact,
main¬streaming, etc.? Why is dissemination important for mobility projects? How can or should
dissemination benefit pupils, instructors, coaches and traineeship coordinators, departments,
sectors or regional training centres (rocs) and (regional) small and medium-sized businesses?
These issues were addressed during the meeting.
“Dissemination is important as it strengthens the meaning and impact of project results by
spreading information to a wider group of people as opposed to the direct partners only”. Please
refer to the manual on dissemination strategies published by the NA LLP Leonardo da Vinci.
26
Photo competition: Leonardo t-shirts during European traineeships
In 2009, students taking part in a traineeship under the Leonardo da Vinci programme were invited
to participate in a photo competition. They were asked to submit a unique photo including the
Leonardo t-shirt during their traineeship abroad.
Wesley Slagboom from regional training centre (roc) Midden Nederland, Department of Mechanical
Engineering, won a EUR 50 gift voucher with his photo made during his traineeship in Finland last
February.
Mobility Award 2009
All participants who were able to complete a traineeship abroad during the academic year 20082009 with a Dutch Leonardo da Vinci grant had the opportunity to enter this contest. Their report
had to cover personal study or traineeship experiences from the participant during his or her time
abroad.
27
The NA LLP Leonardo da Vinci selected the top eight traineeship reports. The jury selected the
winner of the Mobility Award and the winners of the second and third prize. The finalists held a
presentation during the conference ‘Internationalisation works!’ on 3 November 2009, after which
the prize-giving ceremony took place.
The Mobility Award went to Els Beimers (Europrof), the second prize went to Helen Storm (Koning
Willem I College) and the third prize went to Marloes Elferink (Europrof).
A brochure was published with a selection of the top eight stories.
28
4.1.3 Projects in the spotlight
Small-scale IVT
The NA LLP Leonardo da Vinci was curious to hear about experiences from the Maritime and
Transport College (STC) during their participation in the Leonardo da Vinci programme and decided
to ask Herbert van Wijnen a few questions.
STC Internationale Stage 2009
NL/09/LLP LdV/IVT/123008
Scheepvaart & Transport College Rotterdam
Herbert van Wijnen
Wijnen@stc-r.nl
“Help pupils cross boundaries”
Secretary of State Van Bijsterveld wrote the following in her note on internationalisation: she wants students in
secondary vocational education to gain an international orientation through traineeships abroad, for instance.
In 2010, 0.65 percent of students in secondary vocational education should have studied abroad or should
have completed a traineeship abroad for at least two weeks. How to guide young people through this process?
Visiting a trainee abroad can be time-consuming and costly.
Herbert van Wijnen recognises this problem. He is a staff worker for Innovation and Quality at the international
Maritime and Transport College (STC) in Rotterdam. The Maritime and Transport College in Rotterdam offers
many different types of training in the field of nautical studies, transport and industry. For many years, this
college has been providing an opportunity for students to complete a traineeship abroad. Among other things,
Van Wijnen is in charge of the preparatory stages and the counselling of students in secondary vocational
education who will be completing a traineeship abroad in the transport sector through a Leonardo da
Vinci subsidy. He states the following: “It would be so much easier if all pupils completing a traineeship in
Germany, for instance, would do so at the same location. As an instructor/coach, you would then be able to
visit your pupils all at once, make arrangements about shared accommodation and agree with a local company
that all pupils would be working on the same project together. But we aren’t there yet. At this moment, we
mainly communicate with our pupils via telephone, e-mail and the intranet. On the intranet, our pupils will
find assignments that need to be completed and they are able to share experiences in an online forum.” Van
Wijnen: “This works well; the need for an on-site visit has now been reduced.” So far, no major problems
have occurred during traineeships. Every now and then, there are students who leave the programme due to
homesickness. “We have never had to end a traineeship abroad.”
Van Wijnen shares the following tip for motivating students to embrace the traineeship adventure abroad.
“When you are in a traineeship in a member state from the EC, you are eligible for a subsidy through the
Leonardo da Vinci project; this often helps convince students who might have withheld due to financial
restrictions! It also helps to let pupils who have completed a traineeship abroad tell other pupils about their
experiences. Enthusiasm is contagious.”
The project set up by the Maritime and Transport College concerns traineeships abroad and currently involves
pupils who are training in shipbuilding and logistics.
What did you think about the submission procedure for project proposals?
Submitting a project application is very time-consuming. Even when using existing data. Preparing a
small-scale application takes at least one week. Providing a full description, visit possible businesses for
traineeships, etcetera takes time.
Does your organisation apply for other subsidies as well?
No, but some companies offer a small compensation for the services performed by a trainee. During the
previous year (Call), there were 18 pupils and an amount of EUR 25,000, which totals to approximately EUR 225
per pupil per month. You can’t live off that. The rest of the required funds comes from a contribution from the
receiving businesses and from Dutch education funds.
Did you rely on existing networks or did you establish new contacts for this project?
We use existing contacts but new businesses are added each year.
29
Challenges?
Our challenge lies in preparing a large-scale application for the coming year, and in an application for the
preparatory stages and implementation of ideas for changing the setup of traineeships abroad. Another
challenge will be that more and more pupils are participating in the programme each year, and funding
remains an important factor.
Positive experiences?
It always feels great when the trainees return home satisfied and brimming with experiences!
Negative experiences?
None so far.
Any tips for the National Agency LLP Leonardo da Vinci?
We have an excellent cooperation with the NA LLP Leonardo da Vinci. They are always prepared to help and
think along, if needed. However, a simpler and briefer application process would be nice. One tip would be to
introduce a step-by-step plan for future project leaders.
Large-scale IVT
The following description of the Stimulation of European Labour Mobility project provides more
insight into large-scale IVT projects. We interviewed Ger Reichrath from Leeuwenborg Opleidingen.
Stimulation of European Labour Mobility
NL/09/LLP-LdV/IVT/123016
Leeuwenborgh Opleidingen
Ger Reichrath
g.reichrath@leeuwnet.nl
www.leeuwenborgh.nl
What are your priorities and how do you deal with internationalisation?
Regional training centre (roc) Leeuwenborgh considers these the highest priorities:
• Euregionalisation (Euregion Meuse-Rhine, EMR);
• international vocational practice training for participants;
• staff mobility.
Given the geographical location of the regional training centre (roc)
and the internationalisation of the labour market, it is necessary to
train participants within an international context and to promote
international vocational practice training so that people can be
adequately prepared for entering the Euregional and European
labour markets. It is important that language skills and intercultural
competences among participants and coaches are improved. This policy
together with the opportunity given to participants to complete part of
their curriculum abroad is what sets Leeuwenborgh apart from other
regional training centres (rocs).
Within the Leonardo da Vinci project, there is a noticeable trend
towards a broader type of international vocational practice training
involving more sectors and more training courses. This project spreads towards other courses, which allows
as many participants as possible to complete international vocational practice training. This brings about
innovation and an improvement in the quality of education, as well as professionalisation of employees and
increased language skills among employees and participants. Training courses are gaining more appeal. The
Executive Board has instructed sector management to play a supervisory role to prevent that participants
commence international vocational practice training while being poorly prepared or not prepared at all. roc
acknowledges the importance of internationalisation and international vocational practice training partly
through its membership with The Dutch Alliance, the ‘Stichting Europese Beroepsopleidingen’ (Association for
European vocational training courses) and many other networks.
30
Which European instruments do you use?
All participants completing international vocational practice training with Leeuwenborgh, with or without
a Leonardo da Vinci grant, will receive the Europass Mobility. Participants who travel to German-speaking
or French-speaking regions will have the opportunity to acquire the additional ‘Euregiocompetence’
qualification, which covers language skills, intercultural competences, information competences as well as
international vocational practice training. This qualification is recognised by the social partners within the
Euregion Meuse-Rhine.
What is your internal procedure for Leonardo da Vinci applications?
Each year, after the national meeting of the NA Leonardo da Vinci, information sessions are held within the
regional training centre (roc) for all courses in all sectors. Agreements regarding the submission of relevant
documents are made with the training courses involved to ensure that new IVT and VETPro applications can be
submitted before the February deadline.
•
•
•
•
After the application is accepted, all documents, procedures and information for instructors and
participants are published on the intranet. All training courses know about this internal procedure and
make use of a checklist.
Brief outlines so that the internationalisation coordinator is updated with the latest facts at all times.
We strive to visit each participant at least once during their vocational practice training.
Participants can download the application forms for the grant for the person going abroad as well as the
cancellation form for the annual student pass for public transport (OV-jaarkaart) via the intranet. To gain
maximum benefit from the annual student pass for public transport (OV-jaarkaart) and the grant for the
person going abroad, all training courses try to ensure that traineeships commence at the start of a new
month and finish at the end of a month.
What does your organisation do about dissemination?
Each year, more and more applications are submitted to the regional training centre (roc) for international
vocational practice training, partly because of the results shown in presentations to participants and costudents during Open Days and through publications in the bulletin from the regional training centre, on the
website and the intranet.
Do you organise any other internationalisation activities in addition to the Leonardo da Vinci projects?
• the ICT Lyceum (Economics sector) has joined a Comenius school partnership involving partner courses in
Aachen and Stockholm.
• laboratory courses have joined a Comenius partnership with institutions in Germany, Italy, Hungary and
Greece.
• with regard to the implementation of the ‘Euregiocompetence’ qualification, we have received a subsidy
from the ‘Internationalisation Programme for Vocational Education’ twice. In order to better prepare
participants and instructors within the Euregion Meuse-Rhine for their international vocational practice
training or for their role as a coach, a number of language courses have been offered so that participants
can specialise in German or French at A1 and A2 level. The German language courses are offered through
a partnership with the Goethe Institute in Amsterdam. As “languages of neighbouring countries” is one
of the priorities of the province of Limburg, the province has decided to make a financial contribution
towards this concept.
• as The Dutch Alliance partners, regional training centre Eindhoven and Leeuwenborgh are involved in a
partnership project under the Leonardo da Vinci programme in the field of “Guidance and Counselling”
with consortiums from Berlin and Antalya. This will most likely lead to a Transfer of Innovation project
request by the Chamber of Commerce in Antalya, Turkey.
4.1.4 Trainees in the spotlight
Throughout the entire year, the NA LLP Leonardo da Vinci has remained in touch with a number
of pupils who participated in a traineeship through Leonardo da Vinci. These pupils were closely
monitored. We asked the following questions.
31
Wesley Slagboom, 4th year student in Mechanical Engineering, regional training centre (roc)
Midden Nederland
Traineeship:
Traineeship address: 1 February - 28 February 2009
South Carelia Vocational College Imatra (FI)
Why did you opt for this traineeship?
We had the opportunity to put down our name for a traineeship in Finland. I was interested, as it appeared to
have been a successful programme in previous years. I was really interested in finding out how all this works
in another country and I wanted to grab the opportunity to improve my English.
How did you prepare for your traineeship?
I didn’t really prepare myself in terms of language skills, etc. I did pack some warm clothing including thermal
underwear and a nice warm coat as we were expecting temperatures ranging from -5 to -30 degrees Celsius.
The school also organised an info session where we learnt a few things to keep in mind.
How did you organise an address for your traineeship? Who organised your stay?
The school in Imatra arranged everything. Three of us stayed in an apartment, and myself and one other
student did our traineeship at Stora Enso.
How did you communicate with the organisation over there?
Communication went smoothly. During the first week, we were taken on an introductory tour at the school in
Imatra. We also stayed in touch with one of our contact persons via telephone once a week or through a visit to
our apartment.
Did you get to know some locals during your traineeship?
My traineeship coach stayed in touch via e-mail. He was very keen on improving his Dutch language skills. He
also sent me some photos via e-mail, which he took during our traineeship at Stora Enso.
What are the positives that you experienced during your temporary stay abroad?
Learning how to work and communicate with people who speak a different language. Also living abroad on my
own, doing the shopping, asking for directions, etc.
What are the negatives that you experienced during your temporary stay abroad?
I didn’t really have any negative experiences during my traineeship. Except maybe the fact that I missed the
social life I had left behind in the Netherlands.
Describe in one word what this experience is to you?
Valuable.
32
Leonie Sloos, 1st year student in International Business Studies, Koning Willem I College
Traineeship: Traineeship address: 2 February - 17 April 2009
John Lewis London (UK)
Why did you opt for this traineeship?
Last year, I had already been working abroad in an au pair position for nine months (3 months in London,
6 months in Geneva). That’s when I realised how much I enjoyed getting to know new people who speak a
different language, with a different culture and other values and standards. The course I am doing is called
international business studies, so any experience abroad is a great opportunity.
How did you prepare for your traineeship?
I had already lived in London for three months. The training course I am doing is taught in English. I didn’t
need to prepare a lot really.
How did you organise an address for your traineeship? Who organised your stay?
Only two schools for secondary vocational education can send pupils to John Lewis, and one of them is
regional training centre (roc) Zwolle. They had decided to enter into a cooperation with our school. My
traineeship coordinator asked me whether I would be interested. First, I would have to attend a meeting with
the traineeship coordinator in Zwolle. But after that meeting, I was free to submit my application. I arranged
my own accommodation. I stayed in a hotel/hostel with one room to myself.
How did you communicate with the organisation over there?
There was one man with whom I regularly stayed in touch prior to my traineeship. He also worked at John
Lewis. But during my traineeship, we didn’t really stay in touch anymore.
Apart from that, I made the decision to work at many different departments. No one really kept a close eye on
me during my stay there, which I did miss a little bit, but I have no regrets. I have learned so much.
What are the positives that you experienced during your temporary stay abroad?
That you can just be yourself again for a while. No opinions from others, no parents around or teachers or
friends to offer their opinion about things. About how to lead my life. It is very peaceful.
What are the negatives that you experienced during your temporary stay abroad?
It can get quite lonely. When you talk to your parents at night, and after you hang up you have to go to bed
alone. Those moments are less pleasant. You can’t give your girlfriends a quick call and say, “let’s go to town”,
etc.
What did you learn during your traineeship?
First of all, my English really improved. I also learned to live on my own. I have learned to approach people in
a professional way to help me along. In addition to many other characteristics I have developed over there,
I have also learned that I can do more and that I know much more than I thought. My traineeship abroad
will also look great on my CV, and it has improved my English skills and brought me a lot of life experiences.
Definitely something to remember.
Describe in one word what this experience has meant to you?
Motivation!
33
Els Beimer, 1st year student in hotel and catering studies, Europrof
Traineeship: Traineeship address: 2 March - 10 April 2009
NH Kensington (UK)
Why did you opt for a traineeship abroad?
I opted for a traineeship abroad not only to gain more work experience but also to meet new people, learn new
customs, be part of a different culture and discover the city of London.
How did you prepare for your traineeship?
After 6 years of being taught English at school, my general knowledge of English was quite good. To prepare
myself for my traineeship, I decided to focus on English terminology in and around the kitchen, such as names
for ingredients, recipe instructions, etc. I definitely extended my English vocabulary during my stay.
How did you organise an address for your traineeship? Who organised your stay?
My school arranged accommodation and a traineeship address on my behalf.
How did you communicate with the organisation over there?
Easily. The chefs I worked with were very nice. They were prepared to explain things over and over. The
atmosphere at work was pleasant and friendly which made it truly enjoyable for me.
Did you get to know some locals during your traineeship?
Yes, I met a lot of people through the student accommodation I was staying in. I made two new friends as well.
I also met a lot of people outside the school environment.
What are the positives that you experienced during your temporary stay abroad?
Everything, really! My work, the people, the beautiful city of London with its crazy culture and delicious
muffins.
What are the negatives that you experienced during your temporary stay abroad?
As the entire experience was so fun, new and interesting to me, I soon discovered that six weeks was going
to be quite short. So I would have to say that as a negative, I found it very hard to say goodbye to everyone
and everything after six weeks. But when I think about it, I realise it’s just a sign of how much I truly loved the
experience.
What did you learn during your traineeship?
A lot of practical skills. Also the experience of being part of a team of colleagues. They were fantastic to work
with. My English has improved as well.
What did you gain from your traineeship abroad?
A fantastic experience regarding work, culture, the country itself and the language. But the best part was
meeting all those fun, sweet and interesting people.
Describe in one word what this experience has meant to you?
If I could only use one word to describe my traineeship experience: WOW! Because it allowed me to grow as a
person and because I truly enjoyed it.
34
4.2 Certificate for Mobility – CfM
Action line
Conditions
Duration
CfM
• Applications to be submitted only in combination
with a large-scale IVT application and a VETPro
application.
• Average score of at least 75% for IVT applications
and CfM applications.
• Combination with a PLM application is considered a
plus during the assessment.
4 years
The Leonardo da Vinci Certificate for Mobility is recognition for the potential of the organisation
to implement a mobility project of the utmost quality regarding content (policy, strategies, work
schedule) as well as operational and financial aspects. The Certificate is awarded by the NA LLP
Leonardo da Vinci based on the application. The Certificate makes the organisation eligible for a
simplified subsidy application for future Calls. This year was the first year where applications for a
Certificate for Mobility could be submitted.
35
4.2.1 Approved projects
Eleven projects have been submitted of which five have been approved.
Project number
Organisation
NL/09/LLP-LdV/IVT/123006
NL/09/LLP-LdV/IVT/123011
NL/09/LLP-LdV/IVT/123023
NL/09/LLP-LdV/IVT/123066
NL/09/LLP-LdV/IVT/123068
Total:
Deltion College
Horizon College
Aeres Groep
Landstede
ROC Albeda College
Certificate for Mobility for five projects
36
Subsidy
173.808,00
389.058,00
213.837,00
366.410,00
164.990,00
€ 1.308.103,00
4.2.2 Projects in the spotlight
The following description of two projects that were awarded a Certificate for Mobility gives more
insight into the action line. We asked the following questions.
Student Competence Assignments Learning
Abroad IV (SCALA IV)
NL/09/LLP-LdV/IVT/123023
Aeres Groep
Jan Gundelach
j.gundelach@groenhorstcollege.nl
Harm Holleman
h.r.holleman@groenhorstcollege.nl
Who?
This mobility project is in favour of Vocational
students of the total Aeres institute, graduating
in the fields of food and environment
technology, veterinary nursing, animal care,
production animals and equine studies,
landscaping and floristry, styling and design.
Vocational institutes of Groenhorst who are
involved are Almere, Barneveld, Dronten, Ede,
Emmeloord and Velp.
Innovative needs
Bureau Buitenland has since summer 2007 a
permanent desk in Barneveld. Since then the
number of students improves yearly. Not only
for individual training but also for innovative
group projects in which a practical training
is adapted. Recently we start planning short international courses linked to In-Pact Ldv NL/08/LLP-LdV/
TOI/123013. All in total we speak about an improvement of European practical trainings in all its diversities, we
like to continue with this development! students can registrate their learning-outcomes. The list we created
is easy to handle for trainers from different branches. This year we did a try out some students could do their
‘Final assessment’. The results are satisfying but need more fine tuning.
Aims
In previous mobility projects we created tools for preparing, evaluation and guidance. In this new project we
hope to make these tools sustain. Next to that we will extend a Aeres database with approved companies for
practical training abroad. In this web- site we also provide guidance tools. Next to training for students we will
start with teacher exchanges and a further grow of the BBL trainings. (This will be supported in our PLM and
Vetpro proposals) The teachers can introduce trainingsmethods to partnerorganisations. Next to that we hope
to combine strength in guiding students from a “distance”.
Why?
Student Competences, acquired in their study, will be put into a new international setting. Students learn to
perform in different EU regions with different approaches, and in a different culture. The time of training in
this unknown environment stimulates students’ ability to unlock knowledge when needed in any EU region.
Graduates will therefore be more competent EU professionals, being able to work in any member state.
Where?
Our partnerschip is build on organisations who we have worked with for longer time and most of these
organisations support us with a good help
When?
Project will be from July 01-2009 till June 2011.
37
Foreign Apprenticeships for Skilled Trainees (FAST)
NL/09/LLP-LdV/IVT/123068
ROC Albeda College
Marco Rescigno
m.rescigno@albeda.nl
The FAST project is a continuation of
previous mobility projects implemented in
2005/2006/2007/2008 (ASAP, EMAS, MAAS,
AVIA). Based on the skills acquired, Albeda
wants to offer a select group of students the
opportunity to complete their traineeship
abroad through FAST, a recommended step in
their learning path. As before, all branches of
Albeda are involved and ISB still acts as the
general office for mobility. Foreign partners
for the FAST project are four intermediaries
located in Italy, Spain and Portugal, the
preferred destinations among Albeda
students. These organisations have plenty of
expertise in managing incoming trainees.
Did you expect your project to be awarded with a CfM?
Given our past performance we certainly had a good feeling about this.
Your projects have proven their quality. What is your secret?
Flexibility, creativity, efficient project administration, a good relationship with foreign partners and the NA LLP
Leonardo da Vinci, more than five years of experience.
How did you find the application procedure?
The procedure is clear. The Leopass system works well.
Did you apply for any other subsidies?
Not at this moment but in future years we will look into other options for subsidies, from European and nonEuropean sources.
Did you rely on existing networks or did you establish new contacts for this project?
We always rely on our own network abroad; this includes policy employees and coaches for international
vocational practice training. This time, we also added one new contact.
Challenges?
Sending approximately 200 students abroad each year under the Leonardo da Vinci scheme and welcoming
more incoming students.
Positive experiences and/or negative experiences?
Mobility is going according to plan. The downsides are the complex administrative procedure and the practical
problems abroad regarding logistics, accommodation, food, etcetera.
Can you tell us more about the cooperation with foreign partners and whether the project is running
according to plan and is in line with expectations?
We usually communicate with foreign partners via e-mail and telephone. Every now and them, our coaches for
international vocational practice training will travel to the location of our pupils abroad. Our foreign partners
are reliable, friendly and flexible, like us.
Any tips for the NA LLP Leonardo da Vinci?
Given the changes in subsidy regulations in Europe, it might be practical for the NA LLP Leonardo da Vinci to
stay up-to-date with other NAs LLP.
What would be your advice to new project leaders?
Be flexible, be creative, maintain an efficient project administration, expand the network, and work with a
motivated team.
38
4.3 Vocational Education and Training PROfessionals - VETPro
Action line
Target group
Duration of the exchange
programme
VETPro
Instructors, trainers, coaches or advisers,
management courses or career coaches
1 – 6 weeks
The Leonardo da Vinci programme offers grants to people in secondary vocational education and/
or people involved in training courses within companies. The programme is aimed at exchanging
experiences with colleagues at international level with the purpose of learning from each other and
sharing good practices.
4.3.1 Approved projects
An increase in approved projects is noticeable, despite the fact that it is getting more and more
difficult for a number of training institutes to send instructors/trainers on a traineeship/exchange
programme abroad. This is partly due to the fact that a one-week stay abroad is difficult to
combine with the number of hours required from the instructor.
Twenty-one VETPro projects have been approved.
Project number
NL/09/LLP-LdV/VETPro/123002
NL/09/LLP-LdV/VETPro/123005
NL/09/LLP-LdV/VETPro/123010
NL/09/LLP-LdV/VETPro/123017
NL/09/LLP-LdV/VETPro/123021
NL/09/LLP-LdV/VETPro/123025
NL/09/LLP-LdV/VETPro/123026
NL/09/LLP-LdV/VETPro/123028
NL/09/LLP-LdV/VETPro/123030
NL/09/LLP-LdV/VETPro/123033
NL/09/LLP-LdV/VETPro/123035
NL/09/LLP-LdV/VETPro/123037
NL/09/LLP-LdV/VETPro/123041
NL/09/LLP-LdV/VETPro/123045
NL/09/LLP-LdV/VETPro/123048
NL/09/LLP-LdV/VETPro/123049
NL/09/LLP-LdV/VETPro/123056
NL/09/LLP-LdV/VETPro/123059
NL/09/LLP-LdV/VETPro/123062
NL/09/LLP-LdV/VETPro/123064
NL/09/LLP-LdV/VETPro/123067
Total:
Organisation
Wellantcollege
Deltion College
Horizon College
The Dutch Alliance
Aeres Groep
ROC Aventus
ROC VAN Amsterdam
Nova College
ROC Eindhoven
Koning Willem I College
ROC West Brabant
ROC Zuid - Holland - Zuid
Kenniscentrum Handel
ROC van Twente
EUROPROF
Leeuwenborgh Opleidingen
Kenwerk
ROC Nijmegen
ROC ter AA
Landstede
ROC Albeda College
Subsidy
136.084,00
116.575,00
108.557,00
42.900,00
24.771,00
73.021,00
35.250,00
48.429,00
40.464,00
63.476,00
33.360,00
10.700,00
24.999,00
47.553,00
13.380,00
47.588,00
24.990,00
46.721,00
8.800,00
286.663,00
22.200,00
€ 1.265.481,00
39
4.3.2 Statistical data
pagina 42
Granted
subsidy VETPro
Granted
subsidy
Number of p
1.400.000
1.200
1.200.000
1.000
1.000.000
800
800.000
600
600.000
400
400.000
200
200.000
-
VETPRO 2007
VETPRO 2008
VETPRO 2009
of participants VETPro
NumberNumber
of participants
1.200
1.000
800
600
400
200
VETPRO 2007
40
VETPRO 2008
VETPRO 2009
4.3.3 Project in the spotlight
The following description of the CHIC Consortium project provides more insight into the action
line.
EUCINMOVE teachers 3
NL/09/LLP-LdV/VETPro/123010
CHIC-Consortium
Frans van Schaik
f.w.vanschaik@horizoncollege.nl
Bert Schuilingh
bschuilingh@idcollege.nl
Lex Hendrix
a.hendrix@clusius.nl
The Consortium of regional training centres
Horizon College, IDCollege and Clusius College finds
it equally important for instructors and trainees to
gain experience abroad. Through exchange
programmes in a competence-led education system,
people can learn a lot from others and can be
prevented from reinventing the wheel.
Did you rely on any other subsidies?
The financial framework consists of funding
from the consortium, partnership projects, PIB
projects and Leonardo da Vinci mobility for the
VETPro programme element. The latter option is
easily accessible thanks to the simple setup of
applications but also because of the excellent monitoring of policies and policy implementation by the NA
Leonardo da Vinci.
Preconditions
Apart from finances, network relations here and abroad are other important preconditions for realising
opportunities for the exchange of knowledge, skills and experiences. In addition to the European partner
network EUCINMOVE (/you can move/), we remain alert for upcoming partner opportunities through increased
mobility among participants and instructors.
Challenges?
Secondary vocational education in Europe is constantly on the move. The economic crisis posed new
obstacles. These factors affect our network of contacts in the corporate world and in the world of education,
and therefore our ability to guarantee continuity and quality in internationalisation. For this reason, it is
important to join forces in our search for new ways in Europe to realise our ambitions in the field of mobility.
Positive experiences?
The consortium considers the Certificate for Mobility 2009 as proof of recognition and support in the bid for
long-term plans for the future.
What would be your advice to the NA LLP Leonardo da Vinci?
We would advise them to keep monitoring new and current projects. As mentioned previously, this greatly
influenced our success in mobility projects and in the internal organisation of internationalisation. We would
also recommend to not change any procedures that are obviously running smoothly, as this will put off more
experienced project leaders in particular.
What would be your advice to new project leaders?
It is important to test the support base for internationalisation internally and with consortium partners, in
conjunction with management and the workfloor and with support from the NA LLP Leonardo da Vinci, in
order to create a realistic view on short-term and long-term goals. The support base and the quality of policy
implementation must be checked against annual milestones and need to be adjusted accordingly.
Another tip would be to let VETpros and participants promote international traineeships in order to increase
the level of commitment on the workfloor.
41
4.4 People on the Labour Market – PLM
Action line
Target group
Duration of the exchange
programme
PLM
Persons active on the labour market, such as
workers, job seekers, school leavers and recent
graduates
2 – 26 weeks
The Leonardo da Vinci-programme makes grants available to applicants from the labour market
including recent graduates, job seekers, employees and self-employed people who wish to
continue their training or gain work experience abroad in the framework of vocational education
and/or expert training.
4.4.1 Approved projects
This action line has been brought under the attention of potential applicants, which resulted in
a small increase in applications. Nine project applications have been submitted and each one of
them has been approved.
Project number
Organisation
NL/09/LLP-LdV/PLM/123007
NL/09/LLP-LdV/PLM/123012
Deltion College
Princess Urduja, Foundation of Filipino
Women in the Netherlands
Triodus
Christelijke Hogeschool Nederland
Aeres Groep
ROC Eindhoven
ROC West Brabant
Vacansoleil BV
Bureau Point
NL/09/LLP-LdV/PLM/123015
NL/09/LLP-LdV/PLM/123020
NL/09/LLP-LdV/PLM/123022
NL/09/LLP-LdV/PLM/123032
NL/09/LLP-LdV/PLM/123034
NL/09/LLP-LdV/PLM/123051
NL/09/LLP-LdV/PLM/123054
Total:
42
Subsidy
20.053,00
16.208,00
51.599,00
143.432,00
56.204,00
28.514,00
92.040,00
92.826,00
2.663,00
€ 503.539,00
4.4.2 Statistical data
pagina 45
Granted
subsidy PLM
Granted
subsidy
Number of partic
140
600.000
120
500.000
100
400.000
80
300.000
60
200.000
40
100.000
20
-
PLM 2007
PLM 2008
PL
PLM 2009
Number Number
of participants
of participants PLM
140
120
100
80
60
40
20
PLM 2007
PLM 2008
PLM 2009
43
4.4.3 Project in the spotlight
The following description of the project from regional training centre (roc) Eindhoven gives more
insight into the action line.
European mobility for Brainport workforce
NL/09/LLP-LdV/PLM/123032
ROC Eindhoven
Tinus van de Pas
mmwm.vandepas@roceindhoven.nl
Regional training centre (roc) Eindhoven, and also the corporate world,
strongly believes in training high-quality, flexible employees with an
international mindset. For many years, ROC Eindhoven has appealed to
local businesses to participate in international activities. Numerous
students in the BOL and BBL learning paths pupils at ROC Eindhoven have
successfully participated in mobility projects. These projects received
great support from businesses. They were very open to offering their
employees the opportunity to gain experience abroad. Evaluation
meetings held with businesses indicated a great need for BBL students,
but also regular employees, to be given the opportunity to complete a
traineeship abroad.
In actual fact, we want to give twenty employees from participating
companies the opportunity to complete a traineeship with one of their
suppliers/affiliated companies/clients abroad through our very first PLM
project.
Traineeships
• one staff member at DAF Trucks mounts gearboxes underneath trucks on a daily basis. He has no idea about
the manufacturing process of these gearboxes. Through our project, he will be able to work at the factory in
Germany for some weeks to experience what is involved in the manufacturing process.
• a metal worker operating a High Tech CNC machine to produce numerous custom products each day will be
able to see how these machines are built and how they should be serviced. Afterwards, he will probably be
able to service the machine and resolve any interruptions himself. He will be a much more flexible worker
with a greater sense of responsibility in his day-to-day tasks.
• a staff worker at Logistics talks to their supplier in England on a daily basis. He will now have the
opportunity to witness the production process at Leyland Trucks in England, for instance, and experience
first hand why certain things cannot be delivered at times or why some things won’t work as expected.
These experiences are invaluable to these employees. When they are given an opportunity like this, they feel
more committed to the company, which helps them grow and develop further. They will gain more technical
knowledge and become more flexible. This greater employability does not only benefit the business, but also
the people involved because they will gain insight in processes, have an increased sense of responsibility and
therefore an increased sense of wellbeing and enjoyment at the workplace.
How did you find the project application procedure?
The procedure for this project application was clear. As with all other Leonardo da Vinci projects, there are
clear instructions and a set deadline for submitting the application.
We did have to contact the NA LLP Leonardo da Vinci with queries quite a few times as this was the first time
we submitted a PLM.
One of the reasons behind this project application was that we wanted to increase our chances of being
awarded a quality certificate.
Did you apply for any other subsidies?
We did not apply for any other subsidies for this specific project. Of course, the project receives adequate
funding from participating businesses, as the PLM subsidy alone would not suffice.
44
Did you rely on existing networks or did you establish new contacts for this project?
We used existing contacts. These companies ‘know’ the participating businesses abroad through their
business dealings or cooperation. This way, their employees will complete their training in a company they
know.
Did you project lead to any negative experiences?
Due to the current crisis, no employees from the metal industry have actually had the opportunity to go
abroad, simply because there are other priorities at the moment. There will be more mobility in the spring of
2010.
For the reasons stated above, we cannot provide any results or say anything about negative experiences as
yet.
Except for one thing: It is so much harder to implement a PLM as a regular IVT because you are dealing with
multiple partners at the same time.
Any tips for the NA LLP Leonardo da Vinci?
With IVTs, you are working with colleagues and students from your own organisation whereas a PLM requires
you to communicate via third parties. Therefore, my tip would be to increase the monitoring budget for PLMs,
especially as BBL students will no longer be able to rely on this in the next Call.
45
46
5. eTwinning
Action line
Target group
Duration
eTwinning
Teachers and pupils in primary, continued and secondary
vocational education
unlimited
Stay in touch easily with European colleagues online: communicate via thematic groups, discuss
project ideas, chat, share experiences, materials and online project rooms. eTwinning offers
endless possibilities. eTwinning promotes online cooperation between instructors in Europe via its
website www.etwinning.net and provides expert advice and support where needed!
No traffic congestions, no travel time, no accommodation
expenses, but European cooperation instead
eTwinning offers a number of essential elements for the
internationalisation of vocational education:
• contact with colleagues in 32 countries within Europe;
• a project partner;
• inspiration for a project;
• online project room.
eTwinning is free of charge and provides easy access to internationalisation. It also expands on
existing international cooperation.
More information
www.etwinning.net
www.europeesplatform.nl/sf.mcgi?2200
eTwinning registration (free of charge)
Example projects
CompetentCity, 12 October 2009, Reehorst Ede
Internationalisation is an
integral part in the introduction
of competence-led education.
In this framework, Leonardo da
Vinci organised a workshop about
traineeships for instructors.
Experiences were shared with
enthusiasm.
During the workshop, participants
were informed about the
possibilities offered by eTwinning.
47
5.1 Projects eTwinning
Organisation
Region
Alfa-college (Educatie)
Groningen
Alfa-college (Educatie)
Groningen
Clusius College
Noord-Holland
Graafschap College
Gelderland
HG-SIBK
Groningen
Kenniscentrum Handel
Gelderland
Koning Willem 1 college
Noord-Brabant
Lyceum voor Hospitality en Recreatie ROC A12
Gelderland
ROC A12
Gelderland
ROC Albeda College
Zuid-Holland
ROC Amsterdam
Noord-Holland
ROC ASA
Utrecht
ROC Aventus
Overijssel
ROC Da Vinci College
Zuid-Holland
ROC Drenthe College
Drenthe
ROC Flevoland
Flevoland
ROC Friese Poort
Friesland
ROC Graafschap College
Gelderland
ROC Leeuwenborgh Opleidingen
Limburg
ROC Mondriaan
Zuid-Holland
ROC Nijmegen
Gelderland
ROC Rivor
Gelderland
ROC Twente
Overijssel
ROC Westerschelde
Zeeland
ROC Zeeland
Zeeland
Wellantcollege
Zuid-Holland
Zoomvlietcollege
Noord-Holland
48
6. Preparatory Visits – PV
Action line
Target group
Duration of the exchange
programme
PV
Vocational education institutions, businesses,
authorities, social partners, stakeholders in
vocational education
1 week maximum
Proper preparation and finding the right partners are essential aspects of a successful project.
Applications for preparatory visits can also be used for attending contact seminars or other
meetings organised by NAs. The aim of preparatory visits is to help institutions with meeting and
finding suitable partner institutions and/or drawing up a work plan in preparation of a project
application under the Leonardo da Vinci programme.
During the preparatory visit, potential partners have the opportunity to meet and:
• define objectives and working methods for future projects;
• discuss cooperation possibilities;
• define the roles, responsibilities and tasks of partners in future projects;
• develop a work plan for future projects, including methods for monitoring, evaluation and
dissemination;
• complete the application form for a project/partnership.
Applications can be submitted all year round (rolling deadline). We wish to advise you to submit
your application approximately six weeks prior to your planned trip abroad to allow for time for
the approval. If you are in a position where you can only submit your application within a short
timeframe prior to your departure date, then we will not be able to guarantee approval of the
application prior to your departure. For more information, consult the Manual on Preparatory Visits
at www.leonardodavinci.nl.
6.1 Approved projects
There is no deadline for this action line. Applications can be submitted and subsidies are granted
throughout the entire year until subsidy resources are no longer available.
Organisation
Kunstenaars & Co
ECEAT
Alfa College
AOC Terra
Helicon
Atelier Velp
ROC West Brabant
ROC Nijmegen
Voorziening Samenw. Politie Nederland
ROC Rijn IJssel
Project number
NL/09/VB/001
NL/09/VB/002
NL/09/VB/003
NL/09/VB/004
NL/09/VB/006
NL/09/LLP/PV/002
NL/09/LLP/PV/007
NL/09/LLP/PV/008
NL/09/LLP/PV/009
NL/09/LLP/PV/011
Subsidy
1.041,01*
820,00*
2.370,35*
678,57*
820,00*
1.133,55*
1.012,51*
1.487,50
817,47*
1.151,03*
49
De Spinaker
Leeuwenborgh Opleidingen
ROC Ter AA
MBO Raad
ROC Ter AA
VeBON Academie
LVC3
ECEAT
Heliomare Arbeidsintegratie
Drenthe College
Atrium Research & Innovatie
Infra College
Colorez VOF
ROC Aventus
European Educative Projects
HPB Advice & Finance
AOC Friesland
ROC Eindhoven
Landstede
Horizon College
ROC Mondriaan
ROC Zeeland
Leeuwenborgh Opleidingen
NL/09/LLP/PV/012
NL/09/LLP/PV/013
NL/09/LLP/PV/014
NL/09/LLP/PV/015
NL/09/LLP/PV/016
NL/09/LLP/PV/017
NL/09/LLP/PV/019
NL/09/LLP/PV/020
NL/09/LLP/PV/021
NL/09/LLP/PV/022
NL/09/LLP/PV/023
NL/09/LLP/PV/024
NL/09/LLP/PV/025
NL/09/LLP/PV/026
NL/09/LLP/PV/027
NL/09/LLP/PV/028
NL/09/LLP/PV/029
NL/09/LLP/PV/030
NL/09/LLP/PV/031
NL/09/LLP/PV/032
NL/09/LLP/PV/036
NL/09/LLP/PV/037
NL/09/LLP/PV/038
* Final amounts
Overview last updated on 15 December 2009.
6.2 Statistical data
Number of visits
50
45
40
35
30
25
20
15
10
5
0
2007
50
56
2008
2009
2.410,00*
1.005,38*
2.160,00
1.220,00
910,00
370,44*
951,96*
728,63
1.070,00
1.695,00
850,00
465,00
755,00
830,00
792,50
1.540,00
890,00
1.226,00
890,00
1.470,00
onbekend
909,59
onbekend
Number of participants
56
55
54
53
52
51
50
49
48
47
2007
2008
2009
6.3 Projects in the spotlight
The following description of the preparatory visit by labour participation agency (Bureau
Arbeidsparticipatie) De Spinaker provides more insight into this action line.
Bergama Endustri Meslek Lisesi
Period: 12 to 16 August 2009
NL/09/LLP/PV/012
De Spinaker
Bart Schwartz
bartschwartz@planet.nl
Marc Schlötz
m.schlotz@rec4nh.nl Süleyman Hayat
Developing facilities for pupils with behavioural problems in Turkey, the Netherlands and Germany.
Since 2007, contacts have been established between De Spinaker, a continued special education (VSO) /
Cluster 4 school with branches in the province of North Holland, and Bergama Endustri Meslek Lisesi (technical
secondary school) in Turkey. The education system in Turkey for pupils with behavioural and psychiatric
problems is not well structured. Therefore, the Turkish partner has many questions that need to be answered in
regards to establishing an effective approach for that particular target group. In January 2009, representatives
from De Spinaker, employees from LVC 3 and 4, and members from the agencies for advice on education
‘Driehoek’ and ‘Eskwadraat’ visited Bergama with the purpose of drafting and signing a Declaration of Intent
for an international cooperation. This Declaration of Intent resulted in a preparatory visit to Bergama in August
2009.
The visit
From 12 until 17 August 2009, Bart Schwartz, Süleyman Hayat and Marc Schlötz visited the study group and
the school counselling department of Bergama Technical School on behalf of De Spinaker and the department
of the labour participation agency. The purpose of their visit was to establish a concrete project application
in the framework of Transfer of Innovation. The key theme of the ToI project to be submitted was ‘Developing
adequate facilities for pupils with behavioural and psychiatric problems.’
51
Topics for discussion at the meetings during the preparatory visit were:
1. the plans stated in the Declaration of Intent to establish a special education school in Bergama for pupils
with behavioural and/or psychiatric problems. However, it was concluded that these plans are overly
ambitious and not feasible;
2. insights gained during prior visits from the project group from Bergama in relation to special education
facilities in nine European countries;
3. the next few steps towards a ToI project;
4. the joint decision on a key theme;
5. the definition of targets.
It is good custom to visit the mayor and to have your photo taken with him.
Evaluation
Throughout the last two years, it became very clear that setting up the project is time-consuming. The Dutch,
German and Turkish cultures are so different from one another that a lot of time is required to get to know one
another. This must be taken into consideration when assigning funds for the preparatory visits.
The visit definitely met our expectations, partly thanks to past experiences with this partner.
The language barrier was easily overcome thanks to the presence of our Turkish-Dutch colleague Süleyman.
Follow-up
After the preparatory visit, we developed our first Transfer of Innovation project plan based on the results of
our meetings in Turkey.
This project plan has been discussed with a member of the NA LLP Leonardo da Vinci. The meeting was
exceptionally informative and helped us on the right path in regards to the conditions for ToI. Our (concept)
project plan for Transfer of Innovation will serve as the basis for a mini conference held in Chemnitz in January
2010 with all three partners.
Conclusion
We are working on an inspiring project. We will be submitting a final application, which will hopefully be
approved. There are certainly plenty of ideas and the people involved are very motivated by the project. We
can’t wait to get through the next round of procedures!
The entire report of this preparatory visit is available at www.leonardodavinci.nl
52
7. Transfer of Innovation – ToI
Action line
Target group
Duration
ToI
Education institutions, training institutions, businesses,
sectoral or regional organisations, social partners,
authorities and stakeholders in vocational and adult
education
2 years
The purpose of ToI projects is to boost the quality and appeal of secondary vocational education
and other vocational learning opportunities in Europe.
Transfer of Innovation refers to the implementation of existing innovative solutions to problems in
other countries, sectors or among other target groups. These projects deal with a variety of issues
but they are all aimed towards European and/or national priorities. The emphasis is on IMPORTING
know-how.
Transfer of Innovation will only have true impact if the content of the projects is in line with national
developments and needs. In the Netherlands, there is a precondition that ToI projects must
contribute to the Dutch vocational education system. Projects focusing only on exporting Dutch
ideas to countries abroad will not be selected.
National priorities
National priorities have been defined in addition to European priorities. The NA LLP Leonardo
da Vinci drew up an inventory with a number of interesting developments in the field of national
education policies, education institutions and sectors in the labour market.
At European level, European Ministers for Education presented their common goals for vocational
education during the Helsinki Communiqué, on which the priorities for ToI are based. The appeal of
vocational education as well as quality care and transparency are key aspects. European level and
national level must complement one another.
European priorities Call 2008–2010
Priority 1
Priority 2
Priority 3
Priority 4
Priority 5
Priority 6
Developing the skills and competences of VET teachers, trainers and tutors
Developing the quality and attractiveness of VET systems and practices
Transparency and recognition of competences and qualifications
Skills development of adults in the labour market
Raising competence levels of groups at risk
Developing the learning environment
The table below provides an overview of projects contributing to the European priorities and Dutch
themes.
53
1. Developing
the skills and
competences
of VET
teachers,
trainers and
tutors
2. Developing
the quality and
attractiveness
of VET systems
and practices
3.
Transparency
and
recognition of
competences
and
qualifications
4. Skills
development
of adults in the
labour market
5. Raising
competence
levels of
groups at risk
Lean Six Sigma Yellow Belt
Training & EU certification
Einstein4All
APL for youngsters in
(juvenile) prison
International Operation
Agent II
Integrated accompaniment
to and during labour
Business Transfer in SME
C2CC in Connection to Care
and Career
Maritime AIds ‘Development
for Emergency Responses’
National priorities
European priorities
7.1 Approved projects
This year, the NA LLP Leonardo da Vinci received eleven applications and all of them were declared
admissible. The Call 2009 has made a budget of EUR 3,567,000 available for Transfer of Innovation
in the Netherlands. The projects are approved by ranking them based on the above conditions.
This means that eight projects have been selected. No projects are on the stand-by list. The total
amount for TOI Call 2009 is EUR 2,068,671.00. The remaining amount of EUR 1,498,329.00 will be
used for mobility purposes.
54
Project number
Organisation
Title project
2009-1-NL1-LEO05-01599
Gemeente
s-Hertogenbosch
ROC Aventus
Einstein4All
2009-1-NL1-LEO05-01600
2009-1-NL1-LEO05-01601
2009-1-NL1-LEO05-01603
Landstede
2009-1-NL1-LEO05-01623
ROC Noorderpoort
College
Maritiem Instituut
Willem Barentsz
onderdeel van de NHL
Avans Hogeschool
2009-1-NL1-LEO05-01624
2009-1-NL1-LEO05-01625
2009-1-NL1-LEO05-01627
Symbol BV
Heliomare Onderwijs
APL for youngsters in (juvenile)
prison
International Operation Agent II
Lean Six Sigma Yellow Belt Training
& EU Certification
C2CC: Connexion to Care and Career
Subsidy
€ 300.000
€ 136.350
€ 250.538
€ 275.207
€ 267.998
Maritime AIds’ Development for
Emergency Responses
€ 275.105
Business Transfer in SME
€ 296.145
€ 267.329
Integrale begeleiding Naar en
Tijdens Arbeid
For more information on these projects, please download the
Transfer of Innovation 2009 brochure at www.leonardodavinci.nl.
This brochure includes a description of the European dimension
and the expected impact of the project.
55
7.2 Statistical data
Types of organisations
7
6
5
4
3
2
1
0
SM
VET providers
Public administration
Number of granted projects
12
10
8
6
4
2
0
2007
2008
2009
Granted subsidy
€ 3.500.000
€ 3.000.000
€ 2.500.000
€ 2.000.000
€ 1.500.000
€ 1.000.000
€ 500.000
€0
2007
56
2008
2009
7.3 Project in the spotlight
The NA LLP Leonardo da Vinci was keen to find out more about the partnership project with the city
of Den Bosch. We asked Theo van de Veerdonk the following questions.
EINSTEIN4ALL
2009-1-NL1-LE005-01599
Municipality ‘s-Hertogenbosch
Theo van de Veerdonk
t.vandeveerdonk@s-hertogenbosch.nl
On which need is your project based?
The prevention of early school leaving is ranked high in the list of priorities of ’s-Hertogenbosch and the
Koning Willem I secondary school. There are several causes for early school leaving but one of the main
reasons is the poor pedagogic-didactic alignment between continued secondary vocational education (vmbo)
and secondary vocational education (mbo) and the poorly made choices of students in terms of a profession.
We focus on pupils in vmbo who will be moving on to mbo, where they will be introduced to competence-led
learning. Not only do we focus on pupils who are likely to struggle with mbo but we also try to increase the
success rate among vmbo pupils who will be moving on to mbo.
How would you describe the innovation that you are planning to transfer?
As a professional career counselling service, our Austrian partner ‘Steirische Volkswirtschaftliche
Gesellschaft’ has experience in professional choices and advice for youngsters. They strongly focus on
professions as opposed to training courses. First and foremost, their focus lies with general competences and
at a later stage with more profession-specific competences in order to come to a decision on which training
course to take. This career counselling model is what appeals so much to us, as does the role played by the
StVG in regional and national networks of businesses, schools and authorities.
Kick-off meeting at the city hall of Den Bosch
Meeting opened by Mr. Bart Eigeman, city councillor for education and youth affairs, ‘s-Hertogenbosch
57
What are the target groups of your project and what does the project deliver?
The target group of the project consists of vmbo students, from the framework, mixed and theoretic learning
paths. The project provides them with a career development model to guide them based on a competence
profile and to improve their competences in practical and real-life situations. This will give them a better idea
about their options and desires and they will make better decisions in regards to continuing their training. The
working method of this project also allows them to be better prepared for secondary vocational education.
Ultimately, it will increase their success rate in secondary vocational education.
Did you rely on existing networks or did you establish new contacts for this project?
For this project, we relied both on our existing network as on new contacts.
Challenges?
The real challenge lies in teaching vmbo schools how to think in terms of (learning) careers as opposed to
certificates. Creating a common sense of responsibility for the career of pupils in vmbo and mbo, but also
through cooperation with businesses and authorities. The actual implementation of the project in existing
organisations is the biggest challenge.
Positive experiences?
The level of commitment from project employees and various participating schools is great. Individual
interests disappear and make room for one common goal. Other regional training centres (rocs) and vmbos
are already interested in the project.
Negative experiences?
The downside is that it is still seen as a mere project among participating schools instead of being
incorporated into the school policies. Other activities in the field of information, vocational training and career
decisions are sometimes running parallel to our objectives or fail to take into account the activities of pupils in
the framework of Einstein4All.
Can you tell us more about your cooperation with foreign partners and whether the project is running
according to plan and is in line with expectations?
Our cooperation with foreign partners are going great. We mostly communicate via e-mail. We also have
a digital workroom available where all partners can place and collect products. Four meetings have been
planned with foreign partners.
Which dissemination activities did you plan?
Dissemination activities such as presentations at various symposiums, as well as meetings upon the request
of interested parties. Plans have also been made for the Open University to not only conduct research but to
also publish a thesis about the project.
What does the National Agency do for you?
The NA LLP Leonardo da Vinci can provide partners through networks.
Any tips for the NA LLP Leonardo da Vinci?
One tip we have is that the NA LLP Leonardo da Vinci could refer projects to other, similar initiatives.
What would be your advice to new project leaders?
New project leaders should formulate and maintain clear targets.
58
Dutch-Flemish Leonardo da Vinci days
‘Impact and sustainability of ToI projects’, 30 November – 1 December 2009,
De Leijhof Oisterwijk
Ever since the start of the Leonardo da Vinci programme, a joint project meeting has been held
each year by the Dutch and Flemish Leonardo da Vinci National Agencies. This year, the meeting
was held in Oisterwijk in the Netherlands. Dutch and Flemish ToI project leaders and project
partners were invited.
The main focus was on the impact and sustainability of ToI project results. By discussing and
exchanging information, projects were challenged to think more deeply about the accessibility of
project results to third parties and about using these results after completion of the projects.
59
60
8. Development of Innovation-DoI
Action line
Target group
Duration
DOI
Education institutions, training institutions, businesses,
sectoral or regional organisations, social partners,
authorities and stakeholders in vocational and adult
education
2 years
Development of Innovation projects establish entirely new solutions to meet the need or solve a
problem of several countries.
These projects are aimed at boosting the quality and appeal of secondary vocational education and
other vocational learning opportunities in Europe. They are implemented by the Executive Agency in
Brussels under the auspices of the European Commission.
No Dutch projects have been approved. Please visit the following link for an overview of the
approved Development of Innovation projects:
http://eacea.ec.europa.eu/llp/funding/2009/documents/selection/call_llp/lmp_selected%20
2009.pdf
61
62
9. Partnerships – PS
Action line
Target group
Duration
PS
Education institutions, training institutions, businesses,
sectoral or regional organisations, social partners,
authorities and stakeholders in vocational and adult
education
2 years
The guiding principle in Partnerships is the fact that participants work together on a common
product or result. The partnership process itself is an important part of the project. With regard to
impact, the main focus lies with anchoring the cooperation process in participating organisations
and with the influence on the learning process and work of those participating in mobility or about
to participate.
9.1 Approved projects
The number of applications practically doubled for Call 2009. Partnership projects are very
popular. In comparison to Call 2008, the number of applications has increased by 65%, partly due
to the high increase in the number of partners. A total of 30 applications have been submitted by
Dutch coordinators. Four projects have been approved.
A total of 110 Dutch project applications have been submitted of which 39 have been selected.
Some organisations have been approved for more than one application. Unfortunately, one
organisation was forced to retract its application. Sixteen organisations were completely new to
the Leonardo da Vinci programme.
Partnership projects with Dutch coordinators
Title
European Providers of Vocational
Education and Training
Practical Nurse on the European labour
market
Partnership for Experimenting with ECVET
in a Practical context
PaperTrain Partnership
Organisation
MBO Raad
Project number
2009-1-NL1-LEO04-01595
Landstede
NL-partners
ROC Friese Poort
ROC Alfa College
Kenniscentrum Handel
NL- partner
Kenwerk
VAPA
2009-1-NL1-LEO04-01597
Organisation
Circus Elleboog
Roemeling Projectleiding
Project number
2009-1-BE2-LEO04-00476 2
2009-1-BG1-LEO04-01591 5
Stichting Pro Work
ROC Aventus
Stichting GOA Infra
Visio
2009-1-BG1-LEO04-01592 8
2009-1-CZ1-LEO04-01960 5
2009-1-DE2-LEO04-01672 5
2009-1-DK1-LEO04-00669 5
2009-1-NL1-LEO04-01597 5
2009-1-NL1-LEO04-01597 6
2009-1-NL1-LEO04-01609
2009-1-NL1-LEO04-01609 9
2009-1-NL1-LEO04-01620
Partnership projects with Dutch partners
Title
Youth and social Circus Training
Evaluation And Recognition of Non-formal
and Informal Learning
TrainFrame
Intrapreneurship in VET
InterCom-e-SWOT
Implementing ICFproVIP
63
Title
Working life oriented learning environment
A Multiprofessional Approach for the
Challenges of Special Needs Education
Career Transitions in times of Economic
Crisis
Build Ecologically with Alternative Material
INNO-VET
One Community - fostering cross-cultural
awareness with particular regard to aiding
the successful integration of foreign
migrant workers
Improving Community Policing
The European Guide to Mentoring
Industrial Engineering Standards in Europe
FESAT Best Practice Exchange Partnership
PART - RTI
MEAT MATTERS - learning from regional
meat branding initiatives
Renewable Energy Solutions
Competence Based Guidance
Wiser
Partnership for valorisation of the best
e-learning practices among teachers and
trainers in Europe
LOVEt
Building Bridges between SME’s, VETs and
(Local) Government
New skills for care workers in learning
disability settings - News
Courses in Vocational Education
Organisation
Deltion College
Deltion College
Project number
2009-1-FI1-LEO04-01519 3
2009-1-FI1-LEO04-01521 2
Bureau Zuidema
ROC Aventus
ROC Aventus
Helicon Opleidingen
AGF (Centrum voor Kennis
& Ontwikkeling)
Quivive BV
Zadkine
2009-1-FR1-LEO04-07312 3
2009-1-FR1-LEO04-07312 7
2009-1-FR1-LEO04-07323 4
2009-1-GB2-LEO04-01255 10
2009-1-GB2-LEO04-01255 3
Politie Brabant Zuid-Oost
Deltion College
VOA Acces
Drugs Infolijn (Trimbos
Instituut)
LSOVD
ECEAT NL
Business Development
Friesland
Koning Willem I College
Noorderpoort College
Roemeling Projectleiding
Startwijzer BV
RayCom BV
Wageningen University
Municipality
‘s-Hertogenbosch
Van der Valle
Interimmanagement &
Consultatie
CINOP Advies BV
For more information on these projects, please download the
Partnerships 2009 brochure at www.leonardodavinci.nl
64
2009-1-GB2-LEO04-01255 9
2009-1-GB2-LEO04-01282 2
2009-1-GB2-LEO04-01381 2
2009-1-GB2-LEO04-01429 5
2009-1-IE1-LEO04-00710 2
2009-1-IE1-LEO04-00711 5
2009-1-IE1-LEO04-00711 8
2009-1-IE1-LEO04-00719 2
2009-1-IE1-LEO04-00725 6
2009-1-IT1-LEO04-00172 8
2009-1-LT1-LEO04-01393 2
2009-1-LV1-LEO04-00226 2
2009-1-LV1-LEO04-00226 3
2009-1-PL1-LEO04-05144 6
2009-1-PL1-LEO04-05146 11
2009-1-SE1-LEO04-01991 6
2009-1-SI1-LEO04-00849 3
2009-1-TR1-LEO04-05412 5
9.2 Statistical data
Number of granted projects
40
35
30
25
20
Dutch coordinators
15
Dutch partners
10
5
0
Projects 2008
Projects 2009
Granted subsidy
700.000
600.000
500.000
400.000
Dutch coordinators
300.000
Dutch partners
200.000
100.000
0
Granted subsidy 2008 Granted subsidy 2009
Types of organisations
15
10
5
on
uc
ati
tio
ns
ed
oc
ia
In
sti
tu
te
sf
or
hi
gh
er
pr
ise
s
As
s
En
te
r
or
iti
es
s
ge
ut
h
ic
a
VE
T
co
lle
Pu
bl
Ce
nt
e
rs
o
fe
xp
e
rti
s
e
0
65
9.3 Project in the spotlight
Three organisations are involved in this project. The NA LLP Leonardo da Vinci asked about their
role in the project and how they feel about the Dutch and European cooperation. The questions
below were directed to Henk Burg, INNO-VET project leader at Helicon Opleidingen.
INNO-VET
2009-1-GB2-LEO04-01255
CKO
C. Schoenmakers
cees@cko-infoplein.nl
Quivive B.V.
R. van den Hoed
r.v.d.hoed@quivive.info
Helicon Opleidingen
H. Burg
h.burg@helicon.nl
What is your role within the project?
The best practice explained in Vaals (the Netherlands) is implemented in one of Helicon’s corporate training
courses and is managed in conjunction with Quivive, our partner. A two-day meeting was organised by the
Centre for Knowledge and Development in conjunction with Quivive (demos) and Helicon (presentations
and discussion). Helicon has positioned itself in a core group of the project, which organises meetings and
promotes mutual exchange.
How do you feel about the Dutch and European cooperation?
The cooperation in the Netherlands is necessary because innovation can only be achieved by joining forces
with other parties. Finding new opportunities and grabbing these opportunities is only possible if you are
prepared to look to the outside, where you are challenged to be more competitive. This also applies within
a European context where you have the added benefit of having to learn how to deal with other languages
and different cultures. Training in general and dealing with a variety in training courses is a prerequisite for
European citizens with regard to communication and finding new opportunities if they wish to create variety
and job types and job locations in today’s expanding and dynamic Europe.
How did you experience working with foreign partners?
The cooperation went smoothly during the initial meeting in Vaals. A number of partners are now taking
the lead when it comes to organisation and communication. They are using a freely available closed social
network on the Internet. Those partners demonstrating best practices in their own country are currently taking
more initiative. At this moment – though the project hasn’t been going for very long yet – it seems that some
partners are not contributing enough to group discussions.
How will the project affect your organisation?
Our professional courses are continually implementing innovations in the framework of competence-led
education. The options of distance learning, coaching and reflection are also available. The use of competence
meters, custom assignments and material that takes into account language skills and the culture of students
pose new challenges of growing importance.
What are the target and results the project will achieve at European level?
At European level, best practices demonstrated by various organisations are recognised, classified and
assessed for transfer value. The results of the report on this issue can be useful for the development of future
training courses. At Helicon, we are currently developing a model by way of contribution to this project in
which best practices and their characteristics can be positioned and compared against one another.
What could the National Agency Leonardo da Vinci mean to you?
We value regular feedback from the NA LLP Leonardo da Vinci to make sure we are on the right track.
66
Any challenges?
Gaining insight and incorporating this by remodelling training courses.
Positive experiences?
A number of partners want to contribute substantially and show initiative, which leads to a better
understanding of the cooperation.
Negative experiences?
Some partners simply want to join the ride and contribute inadequately towards the target of the project.
Can you tell us more about the cooperation with foreign partners and whether the project is running
according to plan and is in line with expectations?
Our plan is going as expected, despite the disappointment of our French partner dropping out, as they would
have balanced out the project more. As it stands, the project partners are mainly from northern Europe. We
have set up a google group for the partnership project. A website will soon be launched and I have been
chatting to and calling with our partner Susan Russam (northern Ireland) about a) the model we will introduce,
and b) the drafting of a uniform questionnaire to complement the partnership meetings.
Any tips for the NA LLP Leonardo da Vinci?
The use of ICT for communication purposes, record-keeping and knowledge creation should not be optional.
What would be your advice to new project leaders?
The objectives are interpreted differently due to cultural differences, differences in legislation (including
education) and individual interests. It is therefore important to stay focused on the project objectives right
from the start.
Partnerships monitoring meeting Call 2009, 27 January 2009, Jaarbeurs Utrecht
Ten project leaders held a meeting to discuss the current state of affairs of their Leonardo da Vinci
partnership projects, which were initiated in autumn 2008. During this meeting, the project leaders
met one other for the first time, and were introduced to each other’s projects and to the advisors of
the NA LLP Leonardo da Vinci.
67
The meeting was all about partnerships and project management. Based on the lifecycle of projects,
the NA LLP Leonardo da Vinci highlighted the procedural side of partnership projects and discussed
dissemination ¬tactics. Based on the Values Priority Comparison Game taken from the Leonardo
publication titled ‘Virtual teamwork’, the participants were offered a methodology for reconciling
cultural dilemmas.
European contact seminar ‘Social Inclusion Europe’,
28 September until 1 October 2009, UK
The Dutch and British NAs LLP organised a 4-day contact seminar called Social Inclusion
Europe ‘Helping disadvantaged groups to play an active role in society and employment’ for the
Leonardo da Vinci and Grundtvig programmes. The seminar offered information and networking
opportunities for policy makers and experts on this topic and for anyone planning on setting up a
Leonardo da Vinci or Grundtvig partnership project within the theme of ‘social inclusion’.
68
10.Study visits – SV
Action line
Target group
Duration
SV
European policy makers in the field of vocational education
and vocational training such as key figures from secondary
vocational education, social partners, ministries,
SenterNovem, umbrella organisations, MBO Council,
COLO, AOC Council, Boards of Directors and managers of
institutions, and coordinating instructors.
3 - 5 days
A study visit is a brief visit of 3 to 5 days between 1 September 2009 – 30 June 2010. 282 study
visits have been planned between those dates. One group consists of ten to fifteen specialists
and policy makers from vocational education and related organisations, umbrella organisations
(stakeholders) from various European countries. Study visits are aimed at developing policies
and setting up partnerships at European level in the framework of Lifelong Learning. Study visits
are linked to a theme in which the guest country usually plays a leading role. The study visits are
coordinated by the NA LLP of the country in question.
Coordination at European level is in the hands of Cedefop (Greece). Since 1985, Cedefop has
been coordinating these study visits on behalf of the European Commission. More than 9,000
participants have been involved in these study visits so far.
In the Netherlands, study visits are coordinated by the NA LLP:
• NA LLP Leonardo Da Vinci for vocational education (mbo)
• European platform for primary schools, continued education, teacher training and adult
education.
69
10.1 Approved projects
The NA LLP Leonardo da Vinci is responsible for study visits aimed at vocational education. The
overview below provides more information on the approved study visits up to and including June
2010.
Period
Country
Theme
Participant
Organisation
2008
09-15-2008
09-18-2008
09-15-2008
09-19-2008
09-22-2008
09-26-2008
10-06-2008
10-10-2008
DE
Measures to prevent school failure and
early school leaving
Quality assurance in education and
vocational training
Presentation of national systems of
education and vocational training
New pedagogical methods to improve
literacy skills
Tamara Schellings
Colo
Derk Koops
alfa-college
Lex van Rooij
IT
Increasing adult participation in
education and training
Frank Vos
GB
Evert Tolhuijs
Lisette van Loon
Colo
CZ
Quality assurance in education and
vocational training
Recognition of formal, non-formal and
informal learning
School management
ROC Midden
Nederland
InProgresz
Arbeidsmarkt­
consultancy
stichting
Vakopleiding
Carrosseriebedrijf
Stichting ATRIUM
10-06-2008
10-10-2008
10-06-2008
10-10-2008
10-06-2008
10-10-2008
10-13-2008
10-17-2008
10-13-2008
10-17-2008
11-03-2008
11-07-2008
11-24-2008
11-28-2008
Peer Brok
PL
Attractiveness of vocational training
Jan Stam
ROC MiddenBrabant
Stam Communicatie
EE
Information and communication
technologies in education and training
Information and communication
technologies in education and training
Ammir Farokhi
Deltion College
Jeroen Lek
AOC Oost
EE
IT
CZ
DK
RO
Arjan te Wierik
2009
02-02-2009
02-06-2009
02-02-2009
02-06-2009
02-02-2009
02-06-2009
03-09-2009
03-13-2009
03-16-2009
03-20-2009
03-16-2009
03-20-2009
03-25-2009
03-27-2009
03-30-2009
04-03-2009
03-30-2009
04-03-2009
70
GR
Lifelong guidance and counselling
Adriaan van Egmond
Aequor
FI
Recognition of formal, non-formal and
informal learning
Recognition of formal, non-formal and
informal learning
The teaching profession, challenges for
teachers and trainers
Presentation of national systems of
education and vocational training
Developing entrepreneurship among
young people and adults
Implementation of European
instruments (EQF, Europass)
Presentation of national systems of
education and vocational training
Measures to prevent school failure and
early school leaving
Lidwien Sturing
Drenthe College
Piet Jan Kuipers
Drenthe College
Marc van Laeken
Open University
Netherlands
Van der Meer &
van Tilburg
SenterNovem
FI
ES
CY
FI
IS
FI
IT
Arjan de Bruin
Tamara van Tienen
Monique Leegte
Inge Greving
Informatie Beheer
Groep
Drenthe College
Nico Hemelaar
ROC Mondriaan
03-30-2009
04-03-2009
04-06-2009
04-09-2009
04-20-2009
04-24-2009
04-20-2009
04-24-2009
04-20-2009
04-24-2009
NO
05-04-2009
05-08-2009
05-18-2009
05-22-2009
TR
05-25-2009
05-29-2009
05-25-2009
05-29-2009
05-25-2009
05-29-2009
05-25-2009
05-29-2009
PL
TR
EE
EE
LV
IT
SE
SE
NO
Developing entrepreneurship among
young people and adults
Presentation of national systems of
education and vocational training
Presentation of national systems of
education and vocational training
Presentation of national systems of
education and vocational training
Strengthening intercultural education
and its contribution to social integration
(European Year 2008)
The role of parents and their
participation in school life
Equal opportunities for disadvantaged
students in education and vocational
training systems
European dimension in education
Jos van Meegen
SenterNovem
Jos van Kollenburg
KLGconsultancy
Theo Herman
ROC
Westerschelde
ROC
Westerschelde
ROC MN
Quality assurance in education and
vocational training
Quality assurance in education and
vocational training
Developing entrepreneurship among
young people and adults
Leonie Verweij
ROC Midden
Nederland
Docenttalent
Elise Luiten
Docenttalent
Elisabeth
Beemsterboer
SenterNovem
Albert Stallaart
Wilhelmina
Smeulders
Hetty Oomens
Lambertus Cornelis
Van Velthooven
Norbert Ruepert
Municipality of
`s-Hertogenbosch
Christelijke
Hogeschool
71
IT
72
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in
10.2 Statistical data
Participants 2008-2009
10
5
0
European dispersal
4
3
2
1
0
CZ
DE
DK
EE
ES
FI
GB
GR
IS
IT
LV
NO
PL
RO
SE
TR
10.3 Study visits in the spotlight
The following description of the study visit by Arjan de Bruin to Cyprus provides more insight into
the study visits programme.
The technical and vocational education system of Cyprus
2008-SV-01-NL-LLP-07061
16 - 20 March 2009
Theme: Presentation of national systems of education and
vocational training
Van der Meer & van Tilburg
Arjan de Bruin
DeBruin@innovation.nl
The purpose of this study visit was to gain insight in the education system in Cyprus. We approached this
theme from the perspective of policy makers, social partners and professionals directly involved with
education and training.
Did the programme fit in with the theme of the study visit?
Yes, the programme was totally in line with the theme of the study visit. During our visit, we witnessed
first hand how they are trying to get a broad target group involved with the issue of education. It was quite
impressive to see how much attention is being paid to participants in education who would otherwise “fall off
the wagon” as they are less equipped for the traditional way of learning.
Did the visit meet your expectations?
Yes, the study visit made it possible to easily discuss various topics that matter within a European context but
that are often shaped differently due to cultural and historical differences.
We were also impressed with the sense of commitment among policy makers. Their commitment translates
into direct financial support for education and training.
Does this also apply to the companies/institutions you visited?
It does. We saw the same sense of commitment among members of the school management and among
instructors
73
Did you get enough opportunities to discuss things and share experiences among the members of the group?
We had many opportunities to discuss and share experiences. A lot of time was spent on gaining insight into
the education situation in various EU member states. It was interesting to see that European developments
such as the Bologna Treaty have led to unity in many different ways. As the Treaty is no longer a mere reality
on paper, the countries involved are now actually making it happen. Many issues that seemed difficult before
seem to be achieved more easily now. However, seemingly easy topics appear to be difficult to bridge due to
different perceptions.
Did you establish new contacts?
Yes, all contacts were new to me. The study visit also led to the development of a project aimed at industrial
wastewater. Another company in Cyprus, which I met during my trip, is now participating in this project with
12 other European partners. It seems very likely that this EU project will be approved in the next few days. I
was also able to transfer the experiences of the Leonardo da Vinci project ‘ProWat’ (reducing leaks in water
distribution networks) and EuroMaint (maintenance management in Europe) and new initiatives are currently
in the pipeline. In the field of Transfer of Innovation, Italy has now started a project aimed at the maintenance
of water distribution networks.
How did you find the application procedure for a study visit?
I thought the procedure was relatively simple and I wouldn’t know how to simplify it further.
What would your advice be to someone who wants to participate in a study visit?
Prepare yourself well by defining your goals carefully. You are not likely to achieve any goals that have not
been clearly defined beforehand.
Anything else you want to share?
To me, the study visit was very useful and inspiring. The relaxed atmosphere contributed to a unique
experience that I can implement in my activities throughout Europe.
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Incoming study visits
In addition to outgoing study visits, we also receive incoming study visits in the Netherlands.
Study visits in the Netherlands dealt with the following themes:
• 21-24 September 2009: Workplace learning
• 23-26 November 2009: Accreditation of Prior Learning
A study visit under the theme of ‘Early school leaving’ will take place in the Netherlands between
22 and 25 March 2010.
Study visit: Workplace learning, 21-24 September 2009
Throughout the week of 20 September, around ten enthusiastic trainers, employers and policy
workers from several European countries visited the Netherlands. Objective: getting to know the
Dutch approach and ‘good practices’ in the field of workplace learning. And of course, learning
from each other! Together, they completed an intensive programme and visited several businesses
and institutions.
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76
11.Europass
Europass is an initiative from the European Commission (EC) to
facilitate mobility in work and education. Transparent qualifications
and competences are essential to promote mobility between
European countries and among national sectors.
National Europass Consortium (NEC)
At the initiative of the European Commission, Europass was launched in 2005 to promote mobility
among students and employees within the European Union. In the Netherlands, a consortium
has been established consisting of nine Dutch organisations from the field of education and
employment services implemented by Europass in the Netherlands. The consortium consists of:
Colo, European Platform, HBO Council, IB Group, NA LLP Leonardo da Vinci, MBO Council, Nuffic,
VSNU and UWV/WERKbedrijf.
In each member state, a NEC has been established to coordinate the activities around Europass
and to promote these activities nationwide. In the Netherlands, IB Group was appointed as NEC by
the Ministry of Education, Culture and Science in 2005.
The NEC is the first point of contact for every person or organisation wanting to implement Europass or wanting to find out more about it. Other tasks of the NEC include:
• coordinating the management of Europass documents;
• providing info about Europass documents to information and career guidance centres;
• making all Europass documents available (on paper as well);
• acting as national partner in the European network of National Europass Centres;
• providing information about Europass documents;
• setting up and managing the information systems required.
Within the consortium, all partners are considered equal and they take into consideration one
another’s knowledge, skills and responsibilities. Each party contributes to the Europass activities
based on its own specific expertise. IB Group acts as chairman of the network and plays an
important role as the ‘supplier’ of the necessary infrastructure. The consortium joins forces with
Europass centres in other European countries for the development of Europass products.
West European Alliance
In the framework of effective partnerships and the exchange of knowledge, NEC NL took the
initiative in 2007 to establish a cooperation agreement with the NECs in Belgium, Luxemburg
and Germany, due to similar challenges within a more or less similar setting. This resulted in the
establishment of the so-called West European Alliance. Unofficially, this cooperation now also
includes the NEC of the United Kingdom.
77
International congress “Europass and the labour market”,
7-8 October 2009, Amsterdam
An international congress on the integration of Europass in the labour market was held in
Amsterdam. Via this congress, NEC NL wanted to promote cooperation between the various NECs in
Europe to increase the use of Europass templates and thus facilitate mobility within Europe.
Reason for the congress
In 2008, contacts were established with the NECs of northern European countries and Baltic
nations who had already entered in similar cooperation. As the initial meeting between both
alliances appeared to be successful, it was agreed that the process would be continued. During
the meetings held in 2008, it became clear that the implementation of Europass templates within
the labour market brought about challenges in every country involved. Due to this fact and in view
of the importance of mobility within this sector in the framework of the Lisbon strategy, NEC NL
decided to organise a congress on the theme of Europass integration within the labour market.
The congress focused on available solutions and possible examples of expanding on existing
initiatives in the Netherlands, such as the Accreditation of Prior Learning (APL).
Congress programme 7 October 2009
The congress consisted of a two-day programme. The first day had a more strategic character
as the theme was approached and explained from various angles: the importance of European
standards in the Dutch labour market, the functionality of European standards within the EU,
and possible expansion on the labour market through APLs. The list of invitees for the first day
of the congress included directors, managers and employees of the consortium partners who are
working together on the Europass issue in the Netherlands, and managers and coordinators from
the various NECs in the Western and Northern alliances: Belgium, Luxemburg, Germany, the United
Kingdom, Iceland, Norway, Sweden, Finland, Denmark, Estonia and Latvia.
Congress programme 8 October 2009
This day was entirely about the partner NECs and about the practicality of cooperation between the
NECs.
78
Circus Campaign 2009, 26-28 November 2009, CS Utrecht
Circus Campaign is an initiative
from the European Commission. Its
objective is to increase awareness
among the greater general public
about the social politics in Europe,
based on this thought: Do you
know what social Europe can do
for you? The Circus Campaign
was held in various European
countries. The Circus Campaign in
the Netherlands consisted of a tent
with booths set up near the Central
Station in Utrecht. Partners from
Europe explained what they could
do in these times of crisis. Europass, Eures, UWV WERKbedrijf, Enterprise Europe, Europe Direct,
Agentschap SZW and EFRO management authorities were represented at the campaign. The NA LLP
Leonardo da Vinci attended the campaign on 28 November on behalf of the Europass consortium.
Outside the tent, Circus Campaign was
promoted by decorating the seats of bicycles
nearby with a cover with the following print:
‘Vooruit komen?
Verken je kansen in Europa!’
(Getting ahead?
Explore your options in Europe!)
Werk.nl/eures
Eures.europa.eu
Werk.nl/europass
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12.Thematic network actions
The European Commission has entrusted the NA LLPs with the task of creating cooperation
agreements around specific themes in the LLP under the supervision of a coordinating NA LLP.
The end of 2009 was the start of a three-year period from 2010-2012 with the following objectives:
• facilitate networking and mainstreaming of results and outcomes of projects in the education
and training landscape;
• foster discussion on these specific topics in the field amongst experts and stakeholders;
• develop and give recommendations for the target group policy makers, social partners, stake
holders and national authorities;
• develop and give recommendations for project promoters, their partners, National Agencies
as well as the European Commission for increasing the effectiveness and sustainability of their
work.
The NA LLP Leonardo da Vinci is involved with all thematic network actions as a (supporting)
partner. The package of information and contacts accumulated at European level will be followed
up at national level and will be distributed so that it can be examined for relevance and possible
use.
12.1 ECVET
What is ECVET?
ECVET is aimed at enabling people in vocational education or adult education to fully make use of
their learning outcome anywhere in Europe and regardless of whether they achieved these results
through formal, non-formal or informal education. It provides starting points for comparison
and verification at international level of learning outcome and for reaching agreements between
partners, including schools and learning establishments. ECVET is designed as such that it can be
applied throughout all education and qualification systems.
Furthermore, it is based on the same principles as the European Qualifications Framework (EQF).
As with EQF, ECVET looks at people’s learning outcome (what did they learn?) and not at
curriculums (how did they learn it?). Europass, EQF and ECVET are like a complementary set of
instruments developed by the European Commission. The implementation of ECVET does not
require any modifications to existing national systems.
Why ECVET?
ECVET is one of the operational instruments developed by the European Commission to promote
cooperation between member states in the field of vocational education and adult education.
ECVET can be used as a methodology for international mobility.
ECVET objectives
• promoting mobility in vocational education and adult education;
• facilitating the recognition of learning outcome in Lifelong Learning;
• increasing transparency in qualifications;
• boosting trust and promoting cooperation between vocational education and adult education
providers.
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Introducing ECVET
ECVET was developed through innovating projects, which initially dealt with providing a
methodical framework. This resulted in a publication titled ‘Getting to know ECVET better,
Questions and Answers’.
The implementation of ECVET will take place in conjunction with EQARF, EQF and Europass. On the
one hand, it is a political process between and within member states after the adoption of the
‘ECVET Recommendation’ by the European Parliament on 18 July 2009.
At the same time, the implementation of ECVET is also an ongoing bottom-up approach of
experimenting and trying out ECVET (elements) in everyday life. ECVET is currently not yet ready to
be used on the workfloor of internationalisation. End-users will need more practical information
and room for sharing experiences, initiatives and practical dilemmas with one another.
NA LLP Network ECVET
To meet the needs of endusers, the National Agencies
LLP Leonardo da Vinci of
more than ten countries have
established a network. The NA
network will promote ECVET
in the practice of mobility, on
the one hand by providing
practical information and
support, and on the other
hand by providing a Toolbox
for (elements of) ECVET in
addition to the publication.
Abbreviations
EQF
European Qualifications Framework
EQARF European Quality Assurance Reference Framework.
ECVET European Credit System for Vocational Education and Training
ECTS European Credit Transfer and Accumulation System
EQCM European Quality Charter for Mobility
More information
• ECVET page European Commission:
http://ec.europa.eu/education/lifelong-learning-policy/doc50_en.htm
• Getting to know ECVET better, Questions and Answers:
http://www.ecvet-projects.eu/Documents/ECVET%20QA%20Final.pdf
• Examples of projects similar to ECVET:
http://www.ecvet-projects.eu/Documents/LdV_ECVET_Projects.pdf
• The ECVET Recommendation:
www.ecvet-projects.eu/About/Recommendation.aspx
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Meeting NA LLP Network ECVET,
17-18 September 2009,
Amsterdam
The Dutch NA LLP hosted a preliminary
meeting of the NA LLP Network ECVET
in Amsterdam. The network will
complement the activities at European
level. That is why Michel Aribaud
was invited – ‘Mister ECVET’ from the
European Commission. We came to
the conclusion that there is indeed a
need for support at the level of mobility
projects. NAs LLP will be involved in
the European ECVET Network, which
will soon be launched. This broader
network is geared towards all options
for ECVET use and it coordinates the
implementation process in member
states. The NAs LLP are also involved
in the development of an additional
ECVET publication for transnational
mobility. During the meeting, the NAs
LLP completed a small overview of how
ECVET operates in the actual practice
of internationalisation. There are major
differences between some states, but
similarities as well.
ECVET Meeting, 2 December 2009, CINOP Den Bosch
In the Netherlands, a number of organisations have started to experiment with ECVET or with
certain elements thereof. To others, it is all a bit too new. This was also the reason why the Dutch
NA LLP Leonardo da Vinci decided to organise a meeting. The objective of the meeting was to
bring together organisations that have implemented ECVET or are interested in doing so. The
participants shared their experiences and interests. In January 2010, possible activities and
projects will be looked at more closely during a follow-up meeting. The meeting is open for all
interested parties to attend.
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12.2 Training for teachers and staff
Changing role of instructors and trainers in competence-led education
European vocational and adult education is currently progressing towards competence-led
education and training. Each country has its own dynamics and challenges when it comes to
transitions at cultural and system level. At individual level, competence-led education and training
does not only require a turnaround of students in the way they think and act, and of workers who
have been learning throughout their entire life and are now able to continue their training, but not
least of the instructors. To instructors, competence-led education and training not only means that
the curriculum, tests and skill tests must be (or become) based on learning outcome but also that
he or she will need to grow more and more into the role of coach and entrepreneur.
An instructor or trainer must also be able to help students and learners in acquiring and
developing so-called transversal competences, as described in the 2006 Recommendation on key
competences for Lifelong Learning.
Instructor and staff training has been a priority within the Leonardo da Vinci programme for years.
With assistance from VETPRO mobility funds, instructors are given the opportunity to complete
a traineeship at a European partner school and to learn from the experiences of their foreign
colleagues in the field of pedagogics, methodology and policies. Through ToI and Partnership
projects, cross-border innovative cooperation and sharing and transferring good practices can be
defined at organisational level.
National Agencies have good insight into European developments in the field of Teacher Training
within the above context thanks to their position as an intermediary between policies and
implemented (Leonardo da Vinci) projects. That is why a thematic group was established in 2009,
under which 15 National Agencies formed a cooperation, including us as the Dutch National Agency
LLP Leonardo da Vinci.
Objectives of the thematic group
• Identifying and (with the help from experts) selecting suitable Leonardo da Vinci projects
at decentral and central level, which may make a useful contribution to the development of
creative and transferable methods for the training of instructors and trainers.
• Analysing possible lessons learned from these projects and determining potential
transferability of the methods selected.
• Developing and disseminating a ‘toolkit’ that includes the selected methods.
• Drafting recommendations for the European Commission, National Agencies and national
authorities about how to use this toolkit and how to integrate the toolkit into policies and
practice.
More information
More to come in 2010. Also see:
• http://www.cedefop.europa.eu/EN/about-cedefop/projects/vet-teachers-and-trainers/index.
aspx
• http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
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12.3 Skills and companies
Thematic network actions New Skills for New Jobs
Upgrading and matching skills to labour market needs
The knowledge, skills and competences Europe needs to compete successfully in a global
labour market is a major question on the European Union policy agenda today. The EU and other
stakeholders have played an important role in the last decade in stimulating discussion and
action about upgrading the skills of workers in Europe in relation to the overall goal set out in
the Lisbon Agenda in 2000. However, despite substantial progress, the vision of a Europe with
highly-skilled people, a flexible and adaptable workforce with a high degree of social inclusion,
is still far from reality. A 2007 Council Resolution, “New skills for new jobs” stressed the need to
anticipate the skill needs and skill gaps emerging in the European labour market and the 2008
Spring Council called for a comprehensive assessment of skill requirements in Europe up to the
year 2020. As a follow-up to this request, the European Centre for the Development of Vocational
Training (Cedefop) carried out an analysis and a forecast of employment and skill needs across
Europe until 2020 and identified labour market trends publishing a skill supply forecast analysing
possible future labour market imbalances. The latest publication is the “New Skills for New Jobs”
Communication which was published in March 2009.
The overall aim of the NEW SKILLS NETWORK project is to help ensure that the Lifelong Learning
Programme (LLP) support Member States in skills upgrading and matching by mobilising existing
Community policies and its funds by supporting projects aimed at the development of processes,
curricula, education and training provisions and other service tools that will help Europe close
its current skills gap and ensure adequate upgrading of skills to ensure Europe’s continued
growth and competitiveness. The aim is further to impact new policy developments related to
skills upgrading and matching of skills needs and jobs through the creation of recommendations
of how to introduce skills more strongly into the long-term strategic priorities of the EU and LLP
Programme.
Specific aims are to; create a state of play of the New Skills for New Jobs theme; collect, examine
and disseminate best practices on upgrading and matching skills throughout Europe; promote
mainstreaming of project outcomes and results; inspire further policy development with concrete
recommendations; heighten the profile of the LLP Programme; and finally to support networking
between project promoters.
85
12.4 Quality / EQARF
Quality and Attractiveness of Vocational Education and Training (VET)
One of the main priorities in European vocational education is to improve the quality and appeal
of vocational education and to promote transparency in policy developments between member
states. Quality care is an important instrument for the promotion of mutual trust, transparency and
recognition of competences and qualifications. This provides a basis for increased mobility and
accessibility to Lifelong Learning.
What is EQARF?
The European Quality Assurance Reference Framework (EQARF) is a reference instrument to help
support individual member states in promoting and monitoring the ongoing improvement in
quality of vocational education, at system level and at institute level. Its objective is for all nations
of the European Union to use a common concept in the field of quality assurance to gain more
insight in the systems of other countries and to strengthen the feeling of mutual trust. EQARF is
not aimed at replacing existing systems nor does it require the establishment of new structures.
Instead, it expands on existing systems and good practices. All member states are encouraged
to develop a national approach within two years regarding the implementation of EQARF and
regarding the improvement of national quality care systems.
EQARF includes a quality assurance and improvement cycle for the planning, implementation,
evaluation/assessment and review of vocational education and vocational training, supported by
common quality criteria and indicative descriptors and indicators.
Announcement
In March 2010, the National Agency Leonardo da Vinci organised an informal meeting in
conjunction with the MBO Council – network of quality care coordinators on the theme of Quality
Assurance in VET. More information will be provided at a later date.
Why is EQARF important to me?
Continuous improvement is a key element and includes all aspects of vocational education.
Indicators relate to investments made in the training of instructors, participation, the number of
86
pupils completing training, the placement percentage of pupils after their training is completed,
the use of acquired skills in the workplace, the prevalence of vulnerable groups, unemployment
rates, mechanisms to determine the need for trained workers in the labour market, and
programmes to improve the accessibility of vocational training.
Thematic group
The NA LLP Leonardo da Vinci participates as a silent partner in the thematic group on Quality
Assurance in Lifelong Learning with a focus on Vocational Education and Training (VET) and adult
education.
This thematic group is aimed at linking projects and disseminating project results under the theme
of quality care in VET and adult education. From 2001 to 2006, Leonardo da Vinci counted no less
than 60 projects around the theme of quality care. Quality care is an important theme as all other
European initiatives (such as EQF, ECVET) in VET are based on the principles of quality care.
Objectives of the thematic group
• facilitate networks and mainstream project results;
• promote discussion on quality care among experts and stakeholders;
• develop and formulate recommendations to policy makers, social partners and other
stakeholders involved in VET and adult education;
• develop and formulate recommendations to project applicants and their partners, National
Agencies of the European Commission to boost the effectiveness and sustainability of their
projects and work.
More information
• http://ec.europa.eu/education/lifelong-learning-policy/doc1134_en.htm
• http://www.enqavet.eu/
• http://www.cedefop.europa.eu/etv/Projects_Networks/quality/default.asp
Conference on Quality of VET – a key to success,
3-4 December 2009, Stockholm, Sweden
This conference was
organised by ENQAVET
(European Network for Quality
Assurance in Vocational
Education and Training) in
conjunction with the Swedish
ministry of Education, Art
and Culture. Through this
network, representatives
from the ministry and social
partners have been joining
forces in the field of quality
care since 2005.
87
A broad group of representatives from ministries, education institutions, the corporate world, and
other stakeholders were introduced in an inspiring way to several quality aspects of vocational
education during this two-day conference.
The conference marked the end of the work programme of the ENQAVET network. The conference
went one step further than the mere presentation of results from the four study groups in the
network. Presentations, discussions, workshops, market stalls, panel discussion and interviews
provided a programme with great variety that offered proper insight into the quality of vocational
education.
12.5 Disadvantaged groups
INCLUSION
Supporting the participation of Under-Represented Groups in the Lifelong Learning Programme
The application for this Thematic Network Project was approved by the European Commission
in October 2009. The first meeting of the so-called project management took place in December
2009. The activities will be carried out over the next three years. In January 2010, the first meeting
will take place of the entire partnership. In July 2012, a final conference will be held in England. For
these reasons, the description below is quite brief and general. The activities are yet to commence.
Target groups
The target groups are various types of under-represented groups, depending on the specific
circumstances and priorities of participating countries.
This is a broad LLP project (decentralised as well as centralised projects).
The project is coordinated by the NA LLP UK – Ecotec. Fourteen NAs LLP are participating.
Ellen Hanselman and Gerry Spronk from the NA LLP in the Netherlands are participating also.
Why?
The project is necessary because:
• broadening participation in Lifelong Learning is a key priority of the European Commission;
• reports and statistics demonstrate that Social Inclusion does not play a prominent role in most
programmes.
Objectives
• examining the success of the LLP in expanding participation by people from all ages, including
those with special needs and disadvantaged groups.
• defining good practices within the LLP that are specifically aimed at working with underrepresented groups.
• establishing what else can be done to improve accessibility to the programme and to
recommend actions that contribute to broadening participation and inclusion.
Throughout the next few years, you will be regularly informed about the progress and content of
this project.
88
13.From partner search to impact
13.1 Strategic course of Transfer of Innovation
In the Call for Proposals, the European Commission formulates its priorities for Transfer of
Innovation (ToI) projects for Call 2009. In Europe, the Lisbon targets are the guiding principle.
The ambition is to become ‘the most dynamic and competitive knowledge economy in the world
with sustained economic growth, more and better jobs and greater social cohesion’ in 2010. With
regard to vocational education, the Copenhagen Process is the main driver behind European
cooperation. The latest bi-annual follow-up in Helsinki resulted in a number of revised priorities
(Helsinki Communiqué, 2006).
Publication highlighting the Copenhagen Process
Adhering to a common vocational education policy has been one of the goals of European
cooperation from the very beginning. This publication provides an overview of moments that
defined these policies in the past. It also lists the policy results up to this date and it explains
recent developments. Concepts used within a European context are further explained as well.
The LLP acts as a breeding ground and testing ground for innovative solutions regarding the
implementation of European education policies. However, Transfer of Innovation will truly gain
impact only if the projects adequately complement national contexts, developments and needs.
89
13.1.1 European and national priorities for 2010
In the Call for Proposals, the European Commission formulates its priorities for Transfer of
Innovation projects for Call 2010. The ‘European plan for Education and Training 2020’ is currently
being developed. The contribution of vocational education will be in the field of
• lifelong Learning and mobility;
• quality, efficiency and appeal of vocational education;
• equality and active citizenship;
• creativity, innovation and entrepreneurship.
With regard to vocational education, the Copenhagen Process is the main driver behind European
cooperation. The latest bi-annual follow-up in Helsinki resulted in a number of revised priorities
(Bordeaux Communiqué, 2008).
The LLP acts as a breeding ground and testing ground for innovative solutions regarding the
implementation of European education policies. However, Transfer of Innovation will truly gain
impact only if the projects adequately complement national contexts, developments and needs.
National developments are linked to European priorities. For each European priority, a study has
been made to see whether amendments or a more precise definition needs to be made from a
Dutch perspective. There is also one general priority.
Project applicants are invited to contribute to the European and national priorities through their
project proposals. Proposals must lie within the scope of European priorities and are not required
to contribute to a Dutch priority. However, if they do, they will gain extra points nationally.
Consortium
Projects with five or more countries in their consortium are given priority in the Netherlands. The
formal European requirement is a minimum of three countries.
European and Dutch priorities
1. Transparency and recognition of competences and qualifications
Contact persons from the NA LLP Leonardo da Vinci: Anne Potters | Peter Luijten
European priority
Under this priority, projects are intended to support the development of national and sectoral
qualifications systems and frameworks which incorporate common European tools developed
to promote transparency and recognition, such as the Europass portfolio, the ECVET system,
and the European Qualifications Framework (EQF). They should support the testing and
implementing of elements of such frameworks, such as the description of qualifications in
terms of learning outcomes;
mapping VET qualifications onto the eight EQF reference levels via national qualifications
frameworks and systems;
design operational and transferable methods and guidelines for the design of qualifications
in units of learning outcomes with allocation of points, based on the ECVET technical
specifications;
·
·
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of outcome based qualifications – sectoral or trans-sectoral - with associated
· testing
procedures for assessment, transfer and accumulation of learning outcomes achieved in
·
·
formal, informal and non formal contexts;
design of VET programmes with flexible devices for validation, transfer and recognition of
learning outcomes, using ECVET principles;
combining and further developing the European tools and frameworks or their application
in particular sectors.
Dutch priority
• projects which support the implementation of the NQF;
• projects concerning non formal and informal learning, for example in relation to reviewing
of ‘Learning Outcomes’
2. Developing the quality and attractiveness of VET systems and practices
Contact persons from the NA LLP Leonardo da Vinci: Ellen Hanselman | Joop Nafzger
European priority
Under this priority projects should:
develop sustainable and transferable, operational and concrete instruments based on the
European Quality Assurance Reference Framework;
design concrete guides about EQARF for the attention of EQARF users, in particular training
providers;
develop and test quality assurance processes in initial and continuing vocational education
and training based on EQARF and related to the certification process and the European
Credit system for VET;
foster the development of high quality VET pathways leading to smooth transitions to work
and/or progression to further and higher education and promote guidance and counselling
at all levels;
enhance the governance and attractiveness of VET systems through increased cooperation
with social partners and all relevant stakeholders.
·
·
·
·
·
Dutch priority
• support implementation EQARF in the Netherlands;
• Guidance and connection between learning and active life.
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3. Develop Vocational Skills considering the labour market needs
Contact persons from the NA LLP Leonardo da Vinci: Anne Potters | Siegfried Willems
European priority
Under this priority projects should support close links to working life in order to make VET more
responsive to labour market needs. The projects should aim to improve sectoral identification
and anticipation of skill and competence needs and their integration in VET provision. It
implies also promoting integration of learning with working. This priority should support
the implementation of the “New Skills for New Jobs” strategy. Proposals should include the
following:
foster the involvement of the different stakeholders in making VET and qualifications
systems more responsive to the needs of the labour market taking into account systemic
changes such as the shift to learning outcomes and competence-based systems;
develop and test common methods and systems for anticipation of skills needs, including
at sectoral level, and involving companies / sectoral organisations / social partners in VET;
foster the integration of learning with working life by promoting more learningconducive
environments at the workplace, work-placed training and apprenticeship pathways as a
basis for development of vocational skills relevant to the labour market needs.
·
·
·
Dutch priority
• (sectoral) methods and products for learning on the workplace, preferably with a large user
group.
4. Developing the skills and competences of VET teachers, trainers and tutors
Contact persons from the NA LLP Leonardo da Vinci: Marina de Bie | Peter Luijten
European priority
Under this priority projects should take into account the need to develop the skills and
competences of VET and guidance professionals, including their continuous professional
development and their learning of languages. Under this priority projects should:
develop the role of VET professionals in response to systemic changes such as the shift to
learning outcomes and competence-based systems;
strengthen the liaison between VET professionals and working life (enterprises,
occupational sectors, etc.);
develop their pedagogical skills and their involvement in curriculum development;
develop the acquisition of competences which will enable VET professionals to teach
transversal competences such as those set out in the 2006 Recommendation on key
competences for Lifelong learning.
This activity will help Member States in reaching the benchmarks set for education and training
participation by 2010.
·
·
·
·
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Dutch priority
• The new role of the teacher focuses education on Competence based learning:
- specific curriculum development and vocational aptitude based on learning outcomes;
- specific older teachers.
• Models for cooperation (middle) management and teachers.
13.2 Strategic course of transnational mobility
In its policy, the NA LLP Leonardo da Vinci expands on the following European quality aspects:
• prepare participants in terms of language and cultural differences;
• clearly indicate objectives, content and duration of traineeship placements;
• explain the learning plan and the facilities available in terms of counselling;
• validate competences acquired during previous experiences abroad;
• make use of Europass Mobility;
• gain insight in methods for and quality of dissemination and operation (valorisation).
In addition, the NA LLP Leonardo da Vinci has been differentiating between small-scale and largescale projects for a number of years:
• Small-scale projects (maximum subsidy of EUR 24,999)
These include a limited number of participants and a limited subsidy. The application does not
(yet) result from the school’s internationalisation policy, but is (still) a project run by one or several
people from one department. In this case, the emphasis is mainly on traineeships in practice, as
that is what lies at the basis of the proper execution of traineeships. The main goal is to realise
international traineeships. The project needs to meet a number of basic quality requirements.
• Large-scale projects (starting from EUR 25,000)
This policy proved successful in recent years. At this moment, a large number of training
organisations are responsible for or involved with implementing one or more projects. They do
this under a cooperation agreement with other training organisations, or in conjunction with all
training sectors within their organisation, where the development of an international (mobility)
policy is an important aspect. The majority of selected projects (beneficiaries and their partners)
appear to be more than capable of shaping such large-scale projects. The national policy expands
on the European Lifelong Learning Programme.
The following four items co-determine whether or not a project will be selected:
• continuity throughout the application stages;
• dissemination and operation (valorisation);
• impact of the programme;
• anchoring internationalisation into the policy.
The basic quality requirements that apply to small-scale projects also apply to large-scale projects.
In addition, the project deals with a number of other topics. We are talking about an ideal project
profile when all topics are covered (please refer to the Manual on Mobility).
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Quality and Impact Scan
Among other things, QIS is intended to serve as a guideline and it includes
a number of topics on the quality and impact of international mobility.
It serves as an instrument for mapping out the development stages and
progress of the applicant or the cooperation. On the one hand, it discusses
the state of affairs within the organisation and it is verified against the
expectations and goals of the application.
13.2.1 Promoting mobility among young people
More and more young people should be given the opportunity to study abroad
In 2008, the European Commission established a “High Level Expert Forum on Mobility‟ to explore
ways for enhancing and promoting mobility among young people. The forum includes eleven
experts from ten EC member states.
They published a report called “Making Learning Mobility an Opportunity for All”. This report lists
a number of recommendations on how to expand on the success of Erasmus and on how to make
European mobility an opportunity not only for students but for all young people.
On 8 July 2009, the European Commission published a Green Paper on “Promoting the learning
mobility of young people” to initiate a debate about opportunities for young people in Europe to
further develop their knowledge and skills by going abroad. The European Commission launched a
public consultation, which ended on 15 December 2009.
Internationalisation has already been put on the European agenda, so this is not where the
problem lies. Education and training institutions, and more importantly, individual participants
should value the importance of internationalisation.
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13.2.2Internationalisation monitor 2008 In September 2009, Dutch Minister Plasterk from the Ministry of
Education, Culture and Science presented the ‘Internationalisation
monitor of education in the Netherlands 2008’ to Parliament. The
monitor is drawn up every year by Nuffic (the Netherlands organization
for international cooperation in higher education), the European
Platform and CINOP (the centre for expertise in the innovation of
vocational and adult education).
The number of trainees in secondary vocational education completing
their traineeship abroad through the Leonardo da Vinci programme
increased for the second year in a row by 18%.
13.3 Impact assessment
One important task of the NA LLP Leonardo da Vinci 2007-2013 is impact assessment. In recent
years, we noticed a shift in the way of thinking. Previously, the following issues were most
important:
• how to be eligible for subsidies?
• how to be eligible for repeat subsidies?
• keeping proper financial accounts (or the money would have to be returned).
After that, they would look at results. What happened during international traineeships? How good
is the product of a project? Next was dissemination: telling the rest of the world about your results.
But even this is not enough. Now we also want to know:
• who is doing something with the results?
• how will it be implemented?
• how will it be disseminated?
• how will it be valued?
It would be a pity if all we did is conclude that international work experiences are special, without
looking for ways to implement these experiences into one’s career, curriculum, or the school
organisation. It would be sad to waste such a beautiful product instead of using it where solutions
are needed.
The Dutch NA LLP Leonardo da Vinci has developed measures for the several programme segments
to promote the project at special events, at central and at local level. We issue publications that
describe Good Practices while paying attention to the impact and anchoring of internationalisation
in vocational education.
We are developing a communication strategy to demonstrate what Europe means in the field of
vocational education.
Are experiences from their stay abroad useful to participants? What do the participants do with
these experiences, and what does the school or business where they completed their traineeship
do with new experiences acquired by participants?
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14.Databases
14.1 ADAM database
www.adam-europe.eu
The projects and products database for Leonardo da
Vinci
Throughout the years, many innovating training and
education projects have been put into practice that
were developed for direct use within businesses and
education and training institutions.
The ADAM database has been set up to prevent these
results from ‘collecting dust on the shelf’.
The Dutch NA LLP Leonardo da Vinci is involved with
the German-Austrian projects and products database.
Objective
The objective of ADAM is to improve
accessibility and availability of project
data and products. ADAM can be used as a
database but also as a communication tool
(e.g. with the purpose of getting products
‘ready for the market’). The database is used
for all types of projects, such as mobility,
Transfer of Innovation, partnerships,
multilateral projects, etc.
Since 2006, ToI projects have been under
contractual obligation to enter their project
details and mutations into the system.
Practical features
• multilingual support (English, German and French);
• a search function similar to Google;
• up-to-date with news facts, developments as well as calendar events;
• a “homepage” in the native language for every participating NA LLP Leonardo da Vinci;
• etcetera.
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14.2 EST database
Database for LLP partnership projects
All Comenius, Leonardo and Grundtvig partnership
projects must enter their information in this database.
The information contained in this database relates
to the input of data by all contractual beneficiaries
vs. coordinators about the progress and results of
a project. Ninety percent of this information will be
entered via LLP Link. The European Commission has
made it mandatory for all NAs to verify and monitor this
input.
Transfer from EST to EVE
To achieve better dissemination results, the decision was made to integrate information from EST
into EVE. Only ‘star’ projects are now integrated into EVE. In EST, these ‘star’ projects are already
labelled.
14.3 EVE database
Espace Virtuel d’Echange
EVE is a database containing information on
projects and results of programmes subsidised
by DG EAC. It serves as a tool for improving
the accessibility of information and the
dissemination of projects and results.
http://ec.europa.eu/eve
EVE is a partnership tool and offers promotional opportunities to projects.
EVE content
Information on projects financed by the European Commission, including their results such as
classroom material, artistic productions, methodologies, results from research, transnational
experiences, notes on policies and studies, European partnerships, formal and informal networks,
websites and databases can be found in EVE.
EVE operates in conjunction with other databases: multilateral Leonardo da Vinci projects via
the ADAM database; decentralised projects, partnership projects under the Leonardo da Vinci,
Comenius and Grundtvig programmes via the EST database.
Target group
EVE is intended for European citizens, the media, policy makers, project coordinators of EAC
programmes, NAs, the European Commission, assessors and professionals not participating in
EAC programmes.
More information
• http://ec.europa.eu/eve
• EAC-EVE-HELPDESK@ec.europa.eu
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15.Communication
15.1 Publications
This year we have also brought out several publications. A few publications have been issued
this year. Below, you will find an overview of all the available publications, grouped according to
programme segment. You can download our publications via www.leonardodavinci.nl -> resultaat &
impact -> publications.
GENERAL
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PILOT PROJECTS / TRANSFER OF INNOVATION PROJECTS
Transfer of Innovation Projects by Call
Overview of ToI projects by Call. These publications provide more info about the topic, objectives,
target groups, subgroups, European dimension and impact of a project.
SERIE: Handbooks for projects
Guides for projects with information, theory and tips from the practice in the field of evaluation,
implementation, dissemination, development and virtual cooperation.
SERIE: Project results Pilot projects Leonardo da Vinci II (2000-2006)
The results are published per Call. These results vary using of training modules of CD-Rom and
internet, a description of an entirely new European standard on education competencies in a
certain line or a new method of learn and appreciating learn. The results can give you inspiration at
considering good project proposals.
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Project Results
Call 2006 will be
composed in 2010
PARTNERSHIPS
TRANSNATIONAL MOBILITY
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PLM - People on the Labour Market
VETPro - Vocational Education and Training Professionals
PV - Preparatory Visits
Thematic Monitoring
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LEONARDO NEWSFLASHES
January 2009
February 2009
March 2009
April 2009
May 2009
June 2009
August 2009
September 2009
October 2009
November 2009
December 2009
The Leonardo Newsflashes from 2007 and 2008 are downloadable via
www.leonardodavinci.nl -> actueel -> newsflashes
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15.2 Events
In 2009, the NA LLP Leonardo da Vinci organised the following meetings:
4 March 2009
11 March 2009
21 April 2009
10 September 2009
17-18 September 2009
24 September 2009
9 September – 1 October 2009
8 October 2009
12 October 2009
3 November 2009
11 November 2009
19 November 2009
27 November 2009
30 November – 1 December 2009
2 December 2009
2 December 2009
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TOP meeting mobility coordinators
Workshop on International Traineeships, Trade fair on Careers, Regional
training centre (roc) Leiden
Workshop on Mobility Dissemination
Kick-off meeting on projects Call 2009 Partnerships, Transfer of
Innovation and Certificate for Mobility
ECVET NAs LLP meeting
Incoming Study Visit
Contact seminar UK-NL: Social Inclusion Europe
Financial workshop Transfer of Innovation projects Call 2007-2008-2009
Workshop on International Traineehips for Instructors, CompetentCity
‘Internationalisation works!’ conference
Information meeting on the Leonardo da Vinci programme
EU Work Meeting on Education – Labour Market, Amstelveen
Workshop on Results from VETPro research (10 EU member states)
Dutch-Flemish Leonardo da Vinci days
Workshop Resultaten VETPro onderzoek (10 EU-landen)
Informal meeting ECVET
Informeel overleg ECVET
15.3 National promotion
The NA LLP Leonardo da Vinci participates in many promotional activities. Last year, we promoted
the Leonardo da Vinci programme, Euroguidance and Europass at several schools, fairs and
events.
15 January 2009
NEL BVE Conferentie, Ede
21 January 2009
Traineeship market, Regional training centre (roc)
Eindhoven, ‘Zorg & Welzijn’ sector
23-24 January 2009
Trade fair on education and training, West Nederland,
Apeldoorn
5 February 2009
Labour market day in Brabant, Tilburg
6 February 2009
Information market, Utrecht library
11 March 2009
Trade fair on Careers, Regional training centre (roc)
Leiden
18 March 2009
Europe Day, Regional training centre (roc) Flevoland
30 March 2009
Regional training centre (roc) Eindhoven, Information
night for trainees
16 April 2009
Traineeship market, Regional training centre (roc)
Eindhoven, sector ‘Technique’
22 April 2009
Media Coaches Congress
10 September 2009
Deltion Official Opening
30 September 2009
International traineeship market, Regional training
centre (roc) Rijn IJssel
12 October 2009
CompetentCity Arnhem
4 November 2009
Traineeship market, Regional training centre (roc)
Eindhoven, sector ‘Health & Care’
27 November 2009
Circus Campaign Utrecht
3 December 2009
Meeting on internationalisation, Albeda College
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15.3.1 Promotional material
The following material has been made available to promote the Leonardo da Vinci programme.
Brochures, posters and gadgets are available free of charge and can be used for the promotion of
Leonardo da Vinci within your organisation. The same applies to promotional brochures for the
various programme segments.
Flags, stands, etcetera, are available for hire as well.
Gadgets
Hiring promotional material
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15.3.2 Advertentisements
We have bought newspaper space in several illustrated magazines to promote the Leonardo da
Vinci programme.
Stagekrant 2009
March 2009
Edition: 100.000
Promotion IVT & PLM
Public Service Review: EU 17
April 2009
Webbased publication
Connecting policies and actors
Public Service Review: EU 18
July 2009
Webbased publication
Governance 2.0
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Magazine Opleiding en
Ontwikkeling - 5
May 2009
Edition: 1.960
WEB 2.0 applications
PIB Magazine GoAbroad
June 2009
Edition: 4.000
PIB and the Lifelong Learning programme
Daily newspaper Volkskrant
24 October 2009
Edition: 3.530.742
Call for proposals 2010
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15.3.3 Press releases
The NA LLP Leonardo da Vinci issued three press releases this year. These press releases are
available for download via www.leonardodavinci.nl -> actueel -> persberichten.
New: Certificate of proven
quality awarded to European
mobility projects
Great demand for subsidised
European partnerships in
training and education, and
traineeships abroad
European policy workers learn
from Dutch combination: learn
and work
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16.Euroguidance
Career counselling in a European dimension
After the unification of Europe, people have been able to study and work in other European
countries. Nevertheless, this opportunity is not always used to its potential. Euroguidance centres
try to promote mobility in study and work by emphasising the European dimension behind career
counselling.
In the Netherlands, the Euroguidance support centre is coordinated by CINOP.
We offer advice in the field of career counselling, inform interested parties about possible study
visits, promote good practices and organise CH-Q career training and events about current career
themes.
Euroguidance objectives
• promote the European dimension in career activities;
• provide quality information with the purpose of promoting transnational mobility in education
and training within the EU.
All the activities of the Dutch Euroguidance centre are in line with these objectives. A network of
knowledge and information about career counselling and mobility is formed together with other
Euroguidance centres in Europe.
What is the target group of Euroguidance?
Euroguidance is mainly involved with (career) counselling in the broader sense of the word: in
education, on the labour market, for job seekers, in specific target groups and in their relationship
with one another. Our target group consists of career coaches in all these areas, professionals,
managers or policy makers who are involved with career counselling in one way or another. We are
always looking for projects, organisations and persons involved with career counselling to carry
out our activities and to exchange ideas, put your project in the spotlight whether it be in Europe or
in the Netherlands, or to help you get in touch with colleagues or organisations throughout Europe.
Ploteus
One of the joint activities of Euroguidance centres is Ploteus, a European portal (http://ec.europa.
eu/ploteus) with more than 60,000 websites containing information aimed at anyone considering
studying abroad in Europe. Visitors to the Ploteus portal may click on the links to the websites of
institutions for higher education and secondary vocational education.
Activities
The Dutch Euroguidance centre is a point of contact for information about new developments in
(career) counselling nationally and abroad.
Activities include:
• study visits from European countries to the Netherlands and vice versa;
• portal loopbaan.lerenenwerken.nl;
• Ploteus portal;
• organise seminars, conferences about career counselling themes;
• raise awareness about career policies (Euroguidance is a member of the European Lifelong
Guidance Policy Network or ELGPN);
• Euroguidance initiated an informal national network on career counselling;
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• contribute by means of training courses. Career instrument CH-Q is one of our spearheads in
this context;
• close cooperation with Euroguidance centres in European countries within the European
Euroguidance network; Euroguidance is able to address your special requests for information
on policies, frameworks, instruments, training and quality care with regard to careers in other
countries and international contacts.
16.1 Recent projects
Career landscape board game ‘Op Weg Wijzer©’
The career landscape board game called ‘Op Weg Wijzer©’ was developed to introduce players to
several areas on which they should focus in their career development process.
More info on www.opwegwijzerspel.nl or http://loopbaan.lerenenwerken.nl/op-weg-wijzer.
One of the players said: ‘Funny how this game tells you a lot about yourself. You also get useful
feedback from other players.’
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CH-Q training for Lithuania and Euroguidance employees
CH-Q is aimed at enhancing career path competences. During one or two group training sessions,
the methodology was taught to foreign career coaches and Euroguidance colleagues.
More info http://ch-q.nl/ and http://www.loopbaan.lerenenwerken.nl/materialen-evenementen
One of the participants: ‘The training did meet my expectations to learn new methods in career
planning, to know more about myself and others. I had a wonderful time for my brain, my soul and
body. It was the most exciting and useful training I have ever had’.
Informal career counselling network
In October 2009, an initial meeting was held in conjunction with the project-directorate ‘Learning
and Working’ and Annemarie Oomen from APS. Career expert John
McCarthy approached the Dutch career counselling system from an international perspective.
All participants were actively involved with sharing ideas and viewpoints and with conducting a
SWOT analysis. For more info, please visit the website www.netwerklob.nl.
Response from one of the participants: ‘I am very inspired, particularly by John McCarthy but also
by the ideas and thoughts exchanged throughout the afternoon. Thank you!’
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Event ‘(International) good practices in career counselling’
In October 2009, Euroguidance organised an information day for career coaches about
developments in the Netherlands and other European countries. Participants received more
information from guest speakers from Italy and England through an interactive presentation.
More info: http://loopbaan.lerenenwerken.nl
Response from a participant: ‘Very enthusiastic and very interactive presentation’.
Regional meetings ‘working with young people across borders’
18 June 2009-Eindhoven, 14 May 2009-Den Haag, 15 October 2009-Assen
Last year, CINOP – Leonardo da Vinci and Euroguidance, Nuffic, the European Platform and
the Dutch Youth Institute – Youth in Action and Eurodesk organised three regional meetings.
Throughout these meetings, the added value of internationalisation remained a key topic. Through
the plenary interactive programme, participants were introduced to one another and to the
international activities of others. Two workshop rounds provided the opportunity to look more
closely at several aspects of internationalisation. The day ended with an information market where
attending organisations were asked more direct questions.
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Do you want to work internationally?
We are happy to share these golden tips from participants:
• Internationalisation starts nationally (through cooperation between sectors, within the field of
education, within schools, outside schools).
• Do not try to reinvent the wheel. Instead, make full use of experiences and knowledge of
others. Not only does this apply to fundraising but also to everything related to international
projects.
• Create an adequate support base within your own organisation by actively involving your
colleagues in your project and by sharing your results.
• Provide insight into what you have gained from internationalisation.
• Establish a regional network of ‘ambassadors’ together with experienced colleagues from your
region: a network of people with experience in the field of internationalisation, people who are
motivated by it, and others who start from scratch and who may become motivated.
• Know your partners and take the opportunity to conduct a preparatory visit or to complete a
training course.
• Contact the National Agency for advice.
• To get young people interested in Europe, you must address their perception and experience of
European topics/themes (and the differences between European countries).
• Leisure time is an important link in European activities (it is what binds intercultural contact
between young people).
• To inform young people and organisations about European activities, you must draw on
experiences from the past (from young people and from organisations).
• Take your boss with you during a traineeship.
• Involve businesses by using international contacts from the Dutch corporate world.
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Publication on Career Learning - Research and Practice in Education
Euroguidance had one of its publications translated in view of the career
conference held by the body of teachers at the Haagse Hogeschool in
2008.
More info: loopbaan.lerenenwerken.nl
Response from a European expert: ‘I just had a look on your
Euroguidance website and wanted to congratulate you on the excellent
overview of your publications, structured by article. Well done! Your
latest publication on career learning was equally impressive!’
16.2 New house style and company logo
The logo and house style of Euroguidance were modified in May last year to fit in more with the
European dimension. Below, you will find a number of images that represent our new visual
identity.
16.3 Websites
The Dutch Euroguidance centre
http://www.loopbaan.lerenenwerken.nl/
Target group: professionals in the Netherlands
The project-directorate ‘Learning and Working’ has
agreed with CINOP to align the Euroguidance task
with the approach from PLW. Therefore, information
from Euroguidance and from the website www.
loopbaanwereld.nl can also be found on the website
www.lerenenwerken.nl.
• (Inter)national developments in career counselling;
• Career counselling in education, the corporate
world, for job seekers, specific target groups,
etcetera.
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Ploteus
www.ec.europa.eu/ploteus
Target group: the greater general public
•
•
overview of all training options in Europe;
more information about Ploteus has been
incorporated in the European Portals.
European Euroguidance centres
www.euroguidance.net/
Target group: professionals in Europe
•
•
•
•
•
guidance systems;
extensive overview of all projects completed under
the Euroguidance flag;
events;
international guidance networks;
etcetera.
CH-Q
www.ch-q.nl / www.ch-q.ch
•
•
website of the Dutch/Belgian CH-Q association;
Swiss qualification programme for career
counselling.
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16.4 Publications
Euroguidance Newsletters
September 2008
May 2009
September 2009
December 2009
Career Learning,
research and practice in
Dutch education
(English version)
Career Guidance in the
Netherlands 2007
(English version)
Career Guidance in the
Netherlands 2006
(English version)
Loopbaanbegeleiding
in de Europese Publieke
Arbeids­voorzienings­
organisatie
(Dutch version)
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Wegwijs in Europa:
Information on subsidy
for education and youth
matters
(Dutch version)
Ploteus
‘Portal on Learning
Opportunities Throughout
the European Space’
(Dutch version)
Euroguidance
General Euroguidance
folder
(Dutch version)
Study trip Manchester
oktober 2009
(Dutch version)
De beleidslijnen en systemen voor levenslange
begeleiding verbeteren met behulp van
gemeenschappelijke Europese referentieinstrumenten
(Dutch version)
SERIE Good practices in vocational guidance
Vocational guidance in a
new perspective
(English version)
Career guidance in the
construction sector
(English version)
De Europese dimensie in
de loopbaan­begeleiding
(Dutch version)
Over veranderingen:
Guidance op de werkplek
(Dutch version)
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SERIE Projects within the Leonardo da Vinci-programme in relation to guidance and counseling
Guidance and
counselling for adults
(English version)
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Improving access
to guidance and
counselling
(English version)
Improving the systems
that support guidance
and counselling
(English version)
Guidance and
counselling for young
people
(English version)
17.Team Leonardo da Vinci the Netherlands
You will learn more about our team on the following pages. Alongside each employee, a number
of specific themes and/or activities are listed in which he or she specialises. All advisors are
available to assist you on the various programme segments.
Siegfried Willems
Head
• Themes: upgrading and matching skills to labour market needs,
ECVET
T: +31(0)6-53749283
E: willems@leonardodavinci.nl
Anne Potters
Coordinating consultant ToI/Partnerships
• Themes: ECVET, Learning Outcomes, Skills, EVC
• Advice concerning dissemination and exploitation
• Contacts with Croatia
T: +31(0)6-13672039
E: potters@leonardodavinci.nl
Marina de Bie
Coordinating consultant Mobility/preparatory visits
• Europass
• Themes: Health care
T: +31(0)6-10970933
E: bie@leonardodavinci.nl
Gerry Spronk
Senior Consultant
• Agricultural education
• Themes: people with special needs and disadvantaged groups
T: +31(0)6-10015880
E: spronk@leonardodavinci.nl
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Joop Nafzger
Consultant
• ICT
• Study visits (mbo)
T: +31(0)6-10015881
E: nafzger@leonardodavinci.nl
Peter Luijten
Consultant
• Themes: ECVET, training for teachers and staff
• Learning Community
T: +31(0)6-12235156
E: luijten@leonardodavinci.nl
Ellen Hanselman
Consultant
• Euroguidance
• Themes: Quality Assurance, guidance, disadvantaged groups
T: +31(0)6-20611328
E: hanselman@leonardodavinci.nl
Peter van Deursen
Consultant
• Euroguidance
T: +31(0)6-10825185
E: deursen@leonardodavinci.nl
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Anita van Doorn
Finance
• MultiPass, LLP link
T: +31(0)6-51521227
E: doorn@leonardodavinci.nl
Antoine van der Putten
Finance
T: +31(0)73 6800 785
E: putten@leonardodavinci.nl
Franka van de Wijdeven
Communication
•
•
•
•
•
•
Webmaster www.leonardodavinci.nl
Leonardo Newsflash
International events
eTwinning
Mobility award election
Europass
T: +31(0)6-23923649
E: wijdeven@leonardodavinci.nl
communicatie@leonardodavinci.nl
Marjolein Wouters
Communication
•
•
•
•
Webmaster www.loopbaan.lerenenwerken.nl/
Webmaster www.na-lll.nl
Euroguidance Newsflash
International events
T: +31(0)6-10250628
E: w
outers@leonardodavinci.nl
communicatie@leonardodavinci.nl
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Natasja Buitenhuis
Secretary
• Transfer of Innovation projects
• Partnership projects
T: +31(0)73 6800 730
E: buitenhuis@leonardodavinci.nl
na@leonardodavinci.nl
Mariëlle Leerintveld
Secretary
•
•
•
•
•
Mobility
Preparatory Visits
Euroguidance
Study visits
Support Leopass
T: +31(0)73 6800 762
E: leerintveld@leonardodavinci.nl
na@leonardodavinci.nl
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Organigram
In 2009, the NA LLP Leonardo da Vinci team adopted a new organisational method to perform
its tasks even better. Our team addresses the issues of subsidy management, knowledge
management and all communication regarding the LLP.
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Subsidy
management
• project records
• project life cycle
• tools
• procedure description
• EU & national policies and project content
Knowledge
management
• themes, sectors, target groups
• content-related documents and contacts
• impact
• contribution to websites, newsletters, publications,
Communication
meetings
• people in words and pictures
• alignment with user actions
In addition to a designated point of contact (advisor), applicants and project leaders were also
introduced to more rigid regulations for the timely submission of reports of acceptable quality. In
the field of knowledge management, a start has been made with national thematic groups to bring
together stakeholders, experts and practical projects under one theme. International mobility
is one of those, and will be aimed at the national follow-up on advice from the High Level Expert
Forum on Mobility with regard to secondary vocational education and the internationalisation
agenda for secondary vocational education from the Ministry of Education, Culture and Science.
Skills for companies, learning within businesses and sectors, is the second theme.
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18.Websites
An overview of the websites mentioned in this publication is provided below:
ADAM project database
CH-Q
Develop of Innovation projects Call 2009
ECVET – European Commission
ECVET - Getting to know better, Questions
and Answers
ECVET – project examples
ECVET Recommendation
Euroguidance - Informal career counselling
network meeting LOB
Europass the Netherlands
Europass portal
Europass - European Commission DG
Education and Culture
eTwinning
Euro Ast Leonardo da Vinci project
European Lifelong Guidance Policy Network
European Qualifications Framework (EQF)
European Success Stories
Europese Commission – DOI projects
European Commission – Lifelong Learning
Programme
European Euroguidance centers
EVE
FIRECOMP Leonardo da Vinci project
International career guidance
Career landscape board game ‘Op Weg
Wijzer’
Ploteus
Quality Assurance - European Network
Quality Assurance
Quality Assurance Reference framework
Recommendation of the European Parliament
and of the Council on key competences for
lifelong learning
Stimulation of European Labour Mobility
Leonardo da Vinci project
Study visits
Teachers and trainers
VIRTEX Leonardo da Vinci project
www.adam-europe.eu
www.ch-q.nl / www.ch-q.ch
http://eacea.ec.europa.eu/llp/funding/2009/documents/
selection/call_llp/lmp_selected%202009.pdf
http://ec.europa.eu/education/lifelong-learning-policy/
doc50_en.htm
http://www.ecvet-projects.eu/Documents/
ECVET%20QA%20Final.pdf
http://www.ecvet-projects.eu/Documents/
LdV_ECVET_Projects.pdf
www.ecvet-projects.eu/About/Recommendation.aspx
www.netwerklob.nl
www.europass.nl
http://europass.cedefop.europa.eu
http://ec.europa.eu/education/programmes/europass/
index_en.html
www.etwinning.net
http://www.euroast.eu/?lang=en
http://ktl.jyu.fi/ktl/elg pn
http://ec.europa.eu/education/policies/educ/eqf/
index_en.html
http://ec.europa.eu/dgs/education_culture/publ/
educ-training_en.html#LEONARDO-creativity
http://eacea.ec.europa.eu/llp/funding/2009/documents/
selection/call_llp/lmp_selected%202009.pdf
http://ec.europa.eu/llp
www.euroguidance.net/
http://ec.europa.eu/eve
www.firecomp.eu
www.loopbaanwereld.nl
www.opwegwijzerspel.nl
www.ec.europa.eu/ploteus
http://www.enqavet.eu/
http://www.cedefop.europa.eu/etv/Projects_Networks/
quality/default.asp
http://ec.europa.eu/education/lifelong-learning-policy/
doc1134_en.htm
http://eur-lex.europa.eu/LexUriServ/
LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
http://www.leeuwenborgh.nl/default.aspx?id=119
www.cedefop.europa.eu/
http://www.cedefop.europa.eu/EN/about-cedefop/projects/
vet-teachers-and-trainers/index.aspx
www.worldenough.net/virtex/
127
Websites National Agencies LLP-Leonardo da Vinci
Austria
Belgian Flemish community
Belgian French community
Belgian German community
Bulgaria
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Latvia
Liechtenstein
Lithuania
Luxembourg
Malta
Norway
Poland
Portugal
Romania
Slovakia
Slovenia
Spain
Sweden
Switzerland (as from 2011)
the Netherlands
Turkey
United kingdom
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www.lebenslanges-lernen.at
www.epos-vlaanderen.be/
www.llp.cfwb.be
www.dglive.be/agentur
www.hrdc.bg
www.llp.org.cy/
www.naep.cz/
www.ciriusonline.dk/
www.archimedes.ee/hkk
www.leonardodavinci.fi /
www.europe-education-formation.fr
www.na-bibb.de
www.iky.gr/IKY/portal/en
www.tka.hu
www.tpf.hu
www.studyinhungary.hu
www.lme.is
www.llp.ie
www.programmaleonardo.net/llp/index.asp
www.viaa.gov.lv
www.aiba.llv.li
www.smpf.lt/webukas/index.php?id=58
www.anefore.lu
www.leonardomalta.com/index.htm
www.siu.no/llp
www.frse.org.pl
www.proalv.pt
www.anpcdefp.ro
www.saaic.sk/llp
www.cmepius.si/
www.oapee.es
www.programkontoret.se/
www.echanges.ch/de/nationale¬_agentur/eu_programme.
php
www.na-lll.nl
www.ua.gov.tr
www.leonardo.org.uk