Financement UE

Call for proposals: Lifelong Learning Programme - 2012 Call

01.02.2012

Deadline

The main deadlines are as follows:

• Comenius, Grundtvig - in-service training: first deadline: 16 January 2012 - further deadlines 30 April 2012 and 17 September 2012
• Comenius Assistantships: 31 January 2012
• Comenius, Erasmus, Leonardo da Vinci, Grundtvig - multilateral projects, networks and accompanying measures: 2 February 2012
• Leonardo da Vinci - multilateral projects for the Transfer of Innovation: 2 February 2012
• Leonardo da Vinci - Mobility; Erasmus - Intensive Language Courses: 3 February 2012
• Jean Monnet programme: 15 February 2012
• Comenius, Leonardo da Vinci, Grundtvig - partnerships; Comenius - Comenius Regio partnerships; Grundtvig - workshops: 21 February 2012
• Erasmus - intensive programmes, students mobility for studies and placements and staff mobility: 9 March 2012
• Grundtvig - Assistantships, Senior Volunteering Projects: 30 March 2012
• Transversal programme - Key activity 1 - Study visits: first deadline: 30 March 2012 - second deadline: 12 October 2012
• Transversal programme - all other activities: 1 March 2012

Budget line / available budget

The total budget earmarked for this call is estimated at EUR 1 140 million.

Objectives and supported actions in the field of ENAR's work

One of the overall strategic priorities is to promote social inclusion and gender equality in education and training, including the integration of migrants and Roma

Following the 2010 European Year for Combating Poverty and Social Inclusion, the adoption of a headline target under the EU 2020 Strategy on the reduction of early school leaving and the 2010 Council conclusions on the education of migrants and on the social dimension of education and training, projects will be called to promote social inclusion through education. Issues relating to the participation of migrants, groups with fewer opportunities, including Roma, and vulnerable social groups of people with special needs will be particularly important for schools, VET and adult education. Access to adequate guidance for these groups of learners is particularly important.

COMENIUS

1.2.4 Reducing early school leaving, improving the learning of students with migrant background and Roma pupils as well as promoting gender equality and inclusive approaches to learning

Projects should:

• identify and develop both learning strategies and methods that help students at risk of ESL to maintain their motivation and complete their studies, and prepare them for further education and training;
• identify and develop ways to support and motivate students with migrant or Roma backgrounds to fulfil their educational potential;
• identify and develop strategies to tackle gender stereotypes in teaching, learning and career choice;
• support the development of inclusive approaches to teaching and learning that cater for the needs of all students, including those from disadvantaged backgrounds.

ERASMUS

2.2.2 Social dimension of higher education

The major objectives are the widening of the participation and raising completion rates of underrepresented groups (due to the factors such as socio-economic background, disability, ethnic, migrant etc.) and non-traditional learners (part-time students, those with demanding family responsibilities, adult learners etc.), enhancing lifelong learning via the creation of flexible learning paths, developing ways to increase the social responsibility of higher education institutions, and improvement of gender balance on particularly unbalanced fields of study.

Preference will be given to projects focusing on:

• widening access to higher education for underrepresented groups as well as for nontraditional learners, for example by fostering the recognition of prior non-formal and informal learning, by developing or reinforcing the access to guidance and counselling; and by special recruitment proposals to target new students' groups;
• systems to monitor the development of widening access for underrepresented groups;
• developing policies to increase completion rates of higher education, including through strengthening individualised support (financial or other) and guidance for students;
• developing flexible provisions in particular for part-time or personalised study routes (including distance learning), in order to meet their specific needs in higher education.

GRUNDTVIG

4.2.1 Acquisition of key competences through adult education

Projects will focus on aspects such as:

• widening access of adults to basic skills such as literacy, communication in foreign languages, mathematical competence, basic competence in science and technology, digital competence, civic and entrepreneurial competences;
• provision of quality second chance education and training for young adults and adults, including migrants, needing to improve their basic skills. Developing innovative approaches to the teaching and learning of host country languages for immigrants;
• recognising skills acquired through volunteering, community activities and family-related activities.

4.2.2 The role of adult education in strengthening social inclusion and gender equality

• Improving the attractiveness of and access to adult learning, especially for low-skilled adults, disadvantaged and marginalised citizens, migrants and Roma.

KEY ACTIVITY 1

1.2.1 Support for transnational co-operation projects to develop lifelong learning measures for Roma integration

Projects should contribute to the:

• Transfer of innovation in relation to the successful implementation of cultural, linguistic and schooling mediation, while taking into account joined-up educational and social measures for the integration of Roma children and students, especially as regards language and literacy issues;
• Transfer of effective joined-up learning strategies and policies to raise the participation and attainment levels of Roma students.

1.3.2 Support for network activities for awareness-raising of the most successful experiences in the social integration of Roma, including cultural, linguistic and social aspects

Networks should contribute to:

• Increase awareness and reinforce the commitment of all relevant actors for the integration of Roma in and through education and training, as well as culture, combined with other policy measures;
• Increase the dissemination of good practices in integrating Roma children and students and in raising their school attainment levels, including language and literacy issues.

KEY ACTIVITY 2

2.1.4 Strengthening social cohesion, equal opportunities and equity in education, including the integration of migrants and Roma

Projects will develop innovative language learning methods focused on the social inclusion of people with a migrant background. In particular they will support the acquisition of the language of the host country, for immigrants, migrants and Roma.

2.1.5 Promotion of learning of languages of neighbouring countries

Projects between neighbouring countries which will, through joint activities, develop tools enabling the mutual learning of their respective languages.

2.2.1 Networks strengthening social inclusion, equal opportunities and equity in education, including the integration of migrants and Roma

Networks will promote exchanges on good practice enabling immigrants to learn the language of the host country. Promote good practices in language learning and training aiming at social inclusion, such as activities linked to community mediation and counselling, legal interpreting, access to health and social services etc.

2.2.3 Promotion of the learning of languages of neighbouring countries

Networks will encourage networking and exchanges between institutions and organisations in charge of bilateral and/or cross-border agreements and initiatives. They will disseminate information and good practice on initiatives raising the awareness of neighbouring languages.

Applicants

Applicants must be established in one of the following countries:

• the 27 Member States of the European Union,
• the EEA/EFTA countries: Iceland, Liechtenstein, Norway, Switzerland ,
• candidate countries: Croatia, Turkey.

In compliance with Article 14(2) of the Decision establishing the LLP, multilateral projects and networks under Comenius, Erasmus, Leonardo da Vinci, Grundtvig and the key activities of the Transversal Programme are also open to partners from third countries which do not already participate in the Lifelong Learning Programme on the basis of Article 7 of the Decision. Please refer to the LLP Guide 2012 for the details of the actions concerned and the modalities of participation.

Legal basis

Decision No 1720/2006/EC

Community contribution

The level of grants awarded as well as the duration of projects vary depending on factors such as the type of project and the number of countries involved.

Contact

See national agencies

General remarks