(ECTS) and Diploma Supplement (DS) Labels 2009 As - Epos


(ECTS) and Diploma Supplement (DS) Labels 2009 As - Epos

We are pleased to present our EPOS yearbook for 2009.

EPOS is the agency responsible for the implementation in Flanders of the

European Union’s Lifelong Learning Programme (henceforth referred to as LLP).

It is one of forty such agencies operating in countries and regions within the


The purpose of this yearbook is to provide insight into not only the figures,

results and evolutions in respect of the LLP in Flanders, but also the nature of

the underlying EPOS activities.

2009 certainly was a busy year for EPOS.

The LLP encompasses a total of sixty-four actions, divided between four

sectorspecific programmes - Erasmus, Comenius, Leonardo and Grundtvig - and

a Transversal Programme.

As in previous years, the LLP in Flanders has been moving full steam ahead,

as the number of applications for almost all actions continues to rise. Clearly

the trend towards acquiring European experience and exchanging know-how is

gaining further momentum. It is our privilege to assist schools, higher education

institutions, universities, adult education and training centres, teachers and

trainers in organising European learning projects.

2009 also saw the introduction of some notable new actions. The Grundtvig

programme was complemented with workshops, senior volunteering projects

and assistantships, while Comenius was expanded with the Regio Partnership


Some of these new actions got off to a flying start; others will need additional

promotion in the coming years.

In the second half of 2009 – during the Swedish EU presidency – the twomillionth

Erasmus student was symbolically presented with an award.

2009 was also the European Year of Creativity and Innovation. To mark this

(*) Agence Education Formation- Europe, Agence Nationale de la Belgique Francophone

and Agentur für Europäische Bildungsprogramme

Preface Directors

occasion, EPOS lent its support to IKANDA, the first Flemish talent conference for

children, and organised a photography contest under the title “Imagine. Create.


In September, EPOS awarded the European Label for Innovative Projects in

Language Teaching and Learning to three laureates. The theme of this year’s

contest was “Language and Enterprise”.

EPOS also continues to maintain close relationships with the agencies in

Belgium’s other language communities. *

EPOS can only function effectively thanks to the commitment of a dedicated

team. The publication of this yearbook provides us with an opportunity to thank

everyone for their concerted effort. It is their involvement that enables us to

achieve such good results.

On 1 November 2009, Carl Callewaert took over from Stefan Baeyens as the EPOS

Director for training programmes. We would like to thank Stefan wholeheartedly

for his years of dedication and cooperation at the agency. We are delighted

that he continues to make available his expertise as a member of the General

Members’ Meeting of our organisation.

We hope you will enjoy reading this yearbook and wish you much success in

realising your European projects.

Annemie Dewael

Carl Callewaert



Copy right




Annemie Dewael

Algemeen Direc teur


Koning Alber t II laan 15 - 7C

B-1210 Brussel

w w w.epos-vlaanderen.be


June 2010


Lieve Blancquaer t

Carl Callewaer t

Walter Hendrick x

Produc tion


w w w.gaga.be

D/2010/3241/24 0

No par t of this publication may

be reproduced and/or made

public through print, photocopy

or other wise without prior

writ ten permission f rom the





Preface Directors



“Europe in the classroom”

18 Erasmus:

“To an unified space for higher education”


26 Leonardo da Vinci:

“New competences for better jobs”

30 Grundtvig:

“It’s never too late to learn”








Related Programmes Higher Education

Study Visits

38 Europass:

“Show what you can do”

European Year of Creativity and Innovation

European Label for Innovative Projects in Language Teaching and Learning

Thematic networking








In all Member States of the European Union, national agencies are entrusted with

implementing the Lifelong Learning Programme. This programme encompasses

four sub-programmes: Erasmus for higher education, Leonardo da Vinci for

vocational training and education, Comenius for schools, and Grundtvig for adult


Because of its federal state structure, Belgium has three separate agencies for

Lifelong Learning. The Flemish agency is called EPOS, an acronym that stands for

Europese Programma’s voor Onderwijs, Opleiding en Samenwerking (European

programmes for education training and cooperation). The agency is a collaboration

between the three founder members: the Ministry of Education and Training, the


Comenius Erasmus

Leonardo da Vinci

Grundt vig

school education higher education

vocational education

and training

adult education

Transver s al Programmes - 4 core ac tivities: Jean Monnet programme - 3 core ac tivities

Polic y cooperation and renewal

L anguage education


Dis tribution and use of the result s

Flemish public employment and vocational training service VDAB, and Syntra

Flanders (training for the self-employed).

The present programme was launched in 2007 and runs until 2013. In addition

to implementing the European Lifelong Learning Programme, EPOS serves as

the coordinating agency for a number of other European programmes, such as

Erasmus Mundus, Tempus and Erasmus Belgica. The National Europass Centre is

also an integral part of EPOS vzw.

Jean Monnet ac tion

European institutes

European associations

The EPOS team in 2010:

top (left to right): Carl Callewaert, Paul Stevens, Stefaan Logé, Annemie Dewael, Myriam Smeesters, Isabel Laenen, Frederik Van Crombrugge, Xavier Kruth

below (left to right): Jos Verheyden, Renilde Reynders, Marc De Vlieger, Wim Cloots, Ronny Masset, Filip Bellinck, Chantal Nauwelaers, Linda Vercauteren, Karine Van

Impe, Hilde Juchtmans, Noëlla Mathijs, Rigo Darche, Natalie Van Gysegem, Jan Ceulemans




Strategic and Coordinating

Suppor t

Jan Ceulemans

Transver s al


Jan Ceulemans

General Direc tor

Educ ation Programmes

Annemie Dewael


Wim Cloot s

General Member s’ Meeting

Board of Direc tor s


Johan Geentjens

Jos Verheyden

+ Related


EPOS team 2009

Grundt vig

Renilde Reynder s

Leonardo da


Marc de Vlieger

Jos Verheyden

Internal Audit

Company Rivisor

Direc tor

Training Programmes

Carl Callewaer t


Xavier Kruth

Josee Janssens

Financial and

Operational Suppor t

Stefaan Logé




Flemish Ministr y of Education and Training

Ludy Van Buy ten



Eve Heremans


SYNTRA Vlaanderen

Ben Bruyndonck x


Chairman – Flemish Ministr y of Education and Training

Ludy Van Buy ten

Flemish Minis tr y of Education and Training

John De Plecker

Flemish Minis tr y of Education and Training

Noël Vercruysse

Flemish Minis tr y of Education and Training

Nicole Speleer s

VDAB Mireille Gillebeer t

VDAB Stefaan Baeyens

SYNTR A Vlaanderen Luc Neyens

Socius Fred Dhont


Annemie Dewael


Carl Callewaer t

European commission


Natalie Ver s traete


Chairman – Flemish Ministr y of Education and Training Natalie Ver s traete

Flemish Minis tr y of Education and Training Micheline Scheys

Flemish Minis tr y of Work and Social Economy Isabel Van Wiele

Flemish Minis tr y of Culture, Youth, Spor t and Media Marijke Verdoot


Erasmus advisor y commit tee

Leonardo advisor y commit tee

Grundt vig advisor y commit tee

Comenius advisor y commit tee

The various actors involved in the LLP

National authority

The Lifelong Learning Programme is an initiative of the European Commission. The implementation of

the programme in Flanders is entrusted to EPOS. The three founding partners of EPOS are represented

on the organisation’s Board of Directors and in its General Members’ Meeting. The National Authority is

responsible for programme content and finances. In Flanders, this position is held by Natalie Verstraete

of the Ministry of Education and Training. She is assisted by a Steering Group as well as Advisory

Committees for each of the four sub-programmes.




The Comenius programme focuses on all levels of school

education, from nursery and primary to all forms of

secondary education (general, technical, vocational,

and art), primary and secondary special-needs education,

teacher training and in-service teacher training. The

purpose of Comenius is to enhance the European dimension

of school education and to improve its quality through,

among other things, the promotion of international

mobility of pupils and teachers and the creation of

European partnerships between schools.

School Partnerships

Comenius School Partnerships are intended to strengthen the European

dimension of education through international cooperation projects involving

schools, teachers and pupils.

In multilateral school partnerships, at least three schools from different countries

cooperate on a project for two years. The focus is usually on the active participation

of and international cooperation between pupils. Other projects pertain to aspects

of school management and/or educational policy and on the sharing of knowledge

and experiences between teachers, school management and staff. Both types of

project involve international mobility mainly on the part of teachers and school

management. Applications are assessed for content by the National Agency of the

school that coordinates the partnership.

In bilateral school partnerships, two schools from different countries cooperate

on a two-year project. In order to boost pupils’ interest in and knowledge of other

languages, they are required to cooperate internationally on a common topic. In

practice, this involves reciprocal class exchanges. Applications are assessed for

content by the National Agencies of both participating schools.

In 2009, 126 applications were made, including 115 for multilateral school

partnerships (forty-one from primary education, seventy from secondary schools)

“Comenius has enabled the teachers at our school to

break new ground, in both a literal and a figurative

sense. The walls of the classroom have been torn down

and replaced with a window on Europe. The shared

sense of teachership puts you on the same wavelength as

your peers across Europe. What’s more, these exchange

programmes suggest that our educational system is

moving in the right direction and that we teachers are

also on the right track. As for the students, Comenius

has made them aware that schools in different settings

do not always function in the same way, despite all the

similarities. Comenius also encourages them to initiate

communication and not to be afraid to make mistakes

when learning a foreign language.”

Herman Vermeiren – Vrije Basisschool De

Minnestraal, Lebbeke

and eleven for bilateral school partnerships. The number of applications has risen

by over 10% in comparison with 2008. This sharp increase is accounted for largely

by preschool education (from three to eighteen applications or from 3% to

14%) and special-needs education (from ten to twenty applications or

from 9% to 16%). The “Year of the Preschooler”, and the organisation

of two contact seminars for preschool education and one for

special-needs education in 2008 would appear to have had the

desired effect.

As regards the approval of applications, the results are

similar but somewhat less pronounced. Ninety-one

applications were approved: eighty-six multilateral school

partnerships (thirty-five in primary education, fifty-one

in secondary education) and five bilateral partnerships.

Despite the growing number of applications, the number

of approved projects was the same as in 2008 (ninetyone

approvals, including eighty-seven multilateral school

partnerships – twenty-nine in primary education and

fifty-eight in secondary – and four bilateral). This means

that the success rate (72%), while higher than in most other

participating countries, has declined somewhat in comparison

with 2008 (84%). This is undoubtedly due to the marked increase

in the average budget requested per project: much more often than

in 2008, the applications are for the maximum budget (€ 20,000).



Trends in School Par tner ship

projec t applic ations/approved

projec ts 2007-2009




current projec t s* *





approvals for

new projec t s* *







20 07


20 08

20 09*

(*) Situation on 12/31/2009

(**) Up to 2007, the annual applications were for new projects or project extensions.

Since 2008, extensions are no longer necessary, as project approvals are now automatically for two years, which explains

the decline in the number of applications. An additional comparison between the number of current projects and the

number of approvals for new projects (excluding extensions) therefore provides a more complete and accurate picture.

If we consider the various types of education separately, we notice that basic

education (= nursery and primary school together) and special-needs education

are better represented than they were in 2008 (from respectively 32% and 10%

to respectively 38% and 16%), while secondary education’s share has declined

slightly (from 68% to 62%). This evolution marks a return to the “traditional”

distribution from before 2008.

On closer scrutiny, we notice that the strongest increase was observed in nursery

education (from two to thirteen projects, or from 2% to 14%) and in special-needs

primary education (from two to ten projects, or from 2% to 11%). A strong decline

is noticeable in primary education (from twenty-five to twelve projects or from

27% to 13%), with a smaller decline manifesting itself in special-needs secondary

education (from seven to five projects or from 8% to 5%) and general secondary

education (from twenty-seven to twenty-four projects, or from 30% to 26%).

Technical and special-needs secondary education are, for that matter, roughly

equally well represented as in 2008 (from twenty-eight to twenty-seven projects,

or from 31% to 30%).

Approved school par tner ships by t ype of education: comparison 20 07-20 09 *

Comenius school partnerships 2007 2008 2009*

Basic education multilateral 68 29 35

Secondary education multilateral 99 58 51

Secondary education bilateral 5 4 5

(*) Situation on 12/31/2009

The three most chosen project topics for 2009 were European citizenships,

learning about other European countries (instead of new technologies and ICT)

and foreign languages (instead of environment and sustainable development).

Finally, in terms of funding, the ninety-one approved School Partnerships were

granted a total budget of € 1,628,000 (as compared to roughly € 1,345,000 in


“Comenius has changed not only our way of teaching at the

department, but also our way of life. Collaborating with

European partners is often a unique experience that enhances

your social skills and changes our outlook on interacting with

colleagues, on working collectively and showing mutual respect,

on problem analysis etcetera. As a result, project assignments

become something to look forward to rather than just more work.

With Comenius, pupils become fully aware of how essential

foreign language skills are to gaining an understanding of

other cultures and customs. They quickly acquire a maturity

that will stand them in good stead in their future professional

environments, not only insofar as problem approach and

resolution are concerned, but also in building relationships

with colleagues. Also worth mentioning is the warm family

atmosphere into which the project participants were received and

the many lasting friendships that this has produced.”

Bert Van der Aa - Technische Scholen, Mechelen


Partnerships between school authorities

(introduced in 2009)

In 2009, the first applications could be made for a new type of LLP action, known

as Regio Partnerships.

Comenius Regio Partnerships are bilateral cooperation projects between the

local or regional school authorities of two different countries for a period of two

years. In Flanders, the authority in question may be the city, the municipality, the

province or the VGC (Flemish Community Commission in Brussels), but invariably

in its capacity as an education authority rather than an “organising authority”.

Each of the two authorities participating in these bilateral projects must involve

at least one school and one other relevant local organisation (a sports club, a

parents’ association, a teacher training programme...). As in the case of bilateral

school partnerships, the content of the projects is assessed by the National Agency

of both participating countries.

In 2009, EPOS received two applications, one of which was approved and granted

a budget of approximately € 45,000.

Approved school par tner ships by t ype of education: comparison 20 01-20 06 vs. 20 07, 20 08 en

20 09*

(*) Situation on 12/31/2009









Nursery education 18 (1%) 1 (1%) 2 (2%) 13 (14%)

Primary education 409 (34%) 59 (34%) 25 (27%) 12 (13%)

Special primary education 59 (5%) 8 (5%) 2 (2%) 10 (11%)

SUBTOTAL PRIMARY EDUCATION 486 (40%) 68 (40%) 29 (32%) 35 (38%)

General secondary education 374 (31%) 50 (29%) 27 (30%) 24 (26%)

Technical and vocational secondary


246 (20%) 40 (23%) 28 (31%) 27 (30%)

Special secondary education 113 (9%) 14 (8%) 7 (8%) 5 (5%)

SUBTOTAL SECONDARY EDUCATION 733 (60%) 104 (60%) 62 (68%) 56 (62%)

GENERAL TOTAL 1219 172 91 91




Preparatory visits and contact seminars

Schools or other organisations can apply for a Comenius grant (€ 1,500 max.) to

fund a visit by one or two representatives to a potential partner organisation

abroad. The purpose of a preparatory visit is to explore the feasibility of a joint

Comenius project and, as the case may be, to work out an adequate project


Contact seminars are usually organised by a National LLP Agency. They are a

variant of a preparatory visit. At a contact seminar, representatives of schools/

organisations from different countries receive information from Comenius

and they are assisted in their search for suitable project partners and in the

preparation of a good project proposal. Participating in a contact seminar is ideal

for schools/organisations who are unfamiliar with the Comenius programme. The

Comenius grant covers travel and accommodation costs and registration fees of

the participants.

In 2009, fifty-eight representatives from thirty-nine schools/organisations

participated in preparatory visits in eighteen different European countries.

Representatives of seventeen schools/organisations attended nine contact

seminars abroad.

EPOS usually organises two or three Comenius contact seminars per year. These

normally attract around forty participants, more than thirty of whom usually

come from abroad. In 2009, EPOS organised two contact seminars: one for nursery

and primary education (Bruges), and one for technical and vocational secondary

education (Alden Biesen). The seminar in Bruges was particularly successful,

attracting sixty participants, fifty of whom came from foreign institutions.

The funding comes from the European Union and the Flemish authorities. In 2009,

the overall budget for grants for participation in preparatory visits and contact

seminars abroad amounted to € 65,000 (€ 35,000 co-financing by the Flemish

authorities and € 30,000 from the EU).

Comparison applications/approvals 20 07-20 09*

(*) Situation on 12/31/2009

(**) Preparatory Visits

(***) Contact Seminars

Evolution of approved preparator y visits / contac t seminar s by

t ype of education 20 07-20 09*

(*) Situation on 12/31/2009

2007 2008 2009*

PV** CS*** Total PV** CS*** Total PV** CS*** Total

Applications 32 92 124 25 97 122 43 51 94

Approvals 30 45 75 23 44 67 38 31 69

Comenius school partnerships 2007 2008 2009*

Nursery education 0 19 4

Primary education 23 13 23

Special primary education 0 8 4

General secondary education 21 18 13

Technical and vocational secondary education 27 6 22

Special secondary education 4 3 3

General total 75 67 69

In-service training for teachers and other

education staff

Comenius offers grants for teachers, school principals, inspectors, administrative

personnel and other education staff to enable them to take part in in-service

training activities. These activities may take the form of an international training

course, job-shadowing abroad, or participation in an international conference on

a variety of aspects of school education.

The results for 2009 were even better than those for 2008, which was already a

very good year. 2009 saw a marked increase in both the number of applications

Evolution of in-ser vice training grant s applied for / approved in the period 20 07-20 09

(*) Situation on 12/31/2009

2007 2008 2009*

Applications 144 143 197

Approvals 91 116 140

(from 143 to 197, +38%) and the number of proposals approved (from 116 to

140, +21%). This Comenius action has continued to grow in Flanders since this

the introduction of the LLP.

As regards the type of training, most participants took part in a formal training

course, with far fewer opting to attend a conference and fewer still choosing

for job-shadowing. As for the participants’ professional backgrounds, around

60% worked in primary or secondary education (a slightly smaller proportion

than in 2008). Teachers in initial teacher training are also well represented (from

twenty-five grants or 21% in 2008 to thirty-seven grants or 26% in 2009).

As far as funding is concerned, the 140 approved proposals received a total

budget of almost € 260,000 (compared to € 223,000 in 2008).




“Comenius is not just a European gloss on national initiatives,

because in fact the programme ignores large showcases,

museums, tourist traps and requisite beaches. All attention is

focused on the partner school where local and visiting students

collaborate. This way, you can reach the heart of a community

and get to know its families, the neighbourhood cafés, the village

squares, the culinary surprises and local customs. Europe is

so very similar and yet so very diverse. Comenius demonstrates

what cooperation can lead to if distances and differences between

people are bridged. If tomorrow’s adults are able to build a

truly dynamic Europe, then only because today’s youngsters are

offered a strong foundation by Comenius.”

Guy Hufkens – Katholiek Scholencentrum JOMA,


Comenius Assistants and Host Schools

for Comenius Assistants

This action offers future teachers a grant to spend between three months and

an entire school year abroad to assist in teaching. As a Comenius Assistant, they

are expected to teach and to supervise pupils during project work and extramural

activities. This way, they offer teachers, pupils and parents at their host

school a “taste” of their own country and culture. Schools may apply to be

assigned a Comenius Assistant.

The results for 2009 were slightly better than those for 2008, but they were still

down on figures for 2007). EPOS received sixty-six applications from prospective

Assistants (sixty-one in 2008) and twenty-six potential Host Schools (twentyeight

in 2008). Ultimately, Flanders sent out thirty-five assistants to foreign

institutions (thirty-four in 2008) and Flemish institutions played host to fifteen

foreign Assistants (ten in 2008).

It should be noted that EPOS puts aside a much larger share (approximately 15%) of

the total Comenius budget for this action than the European Commission suggests

it should (just 5%) in order to try and meet demand as adequately as possible.

However, this action’s share in the budget is likely to decline in the future, so that

the expectation is that the number of approved Comenius Assistantships will

stagnate or even decline.

A remark is also in place in relation to the seemingly declining number of Host

Schools: since 2009, adult education institutions are no longer able to apply to

host a Comenius Assistant (they can now host a Grundtvig Assistant instead).

Disregarding the latter type of Host School, one notices that the results for 2009

(fifteen Host Schools) were surpassed only in 2006 (seventeen Host Schools).

As regards funding, the thirty-five Comenius Assistants received a total amount

in grants of € 213,000.

Evolution in number of host schools for Comenius (L anguage) A ssis tant s 20 07-20 09

(*) Situation on 12/31/2009. Since 2009, adult education institutions are no longer able to apply under the Comenius programme

(they must now apply under the Grundtvig programme). Hence the additional (and more accurate) comparison.

Evolution of grant applications and grant approvals for Comenius A ssis tant s 20 07-20 09

(*) Situation on 12/31/2009

2007 2008 2009(*)

Applications 39 28 26

Excluding adult education 21 19 21

Actual number of assistants received 22 10 15

Excluding adult education 14 8 15

2007 2008 2009 (*)

Applications 68 61 66

Approvals 43 34 35



The Erasmus programme has been part of the European

Lifelong Learning Programme since 2007. It has moreover

been expanded, so that it now encompasses student

placements previously subsumed under the Leonardo da

Vinci programme. The purpose of Erasmus has however

remained unchanged: to increase and to improve the

quality of student and teacher mobility across Europe.

It is estimated that, by 2012, over 3 million individuals will have gained a European

exchange experience thanks to Erasmus.

The two million mark was hit in 2009, a milestone that was celebrated at a

conference on the future of the Erasmus programme. Like all other participating

countries and regions, Flanders was entitled to delegate one student to this

conference. This honour was bestowed on Stefanie Bakelandt, a twenty-oneyear-old

student at Ghent University who studied philosophy during her Erasmus

stay in Lithuania.

“My Erasmus experience taught me to act independently.

Because of this, I discovered in Vilnius what I was really

interested in. Going abroad showed me more than I

expected, both about my studies, and about myself.”

Stefanie Bakelandt

Thus far, over 200,000 teachers have participated in the Erasmus programme.

The Erasmus programme encompasses centralised and decentralised actions.

The various National Agencies, such as EPOS, are responsible for the latter actions,

of which there are seven types:

1. Student Mobility for Study (SMS)

2. Student Mobility for Placements (SMP)

3. Staff Mobility – teaching assignments by higher education institutions

teaching staff and by invited staff from enterprises (STA)

4. Staff Mobility – training for higher education institution staff at enterprises

and at higher education institutions (STT)

5. Organisation of Mobility (OM)

6. Intensive Programmes (IPs)

7. Erasmus Intensive Language Courses (EILC)

In 2009, EPOS made a call for applications for all these types of actions.

Participation is restricted to institutions holding a Standard Erasmus University

Charter or an Extended Erasmus University Charter.


In 2009, EPOS received thirty applications from higher education

institutions, resulting in the conclusion of as many mobility

contracts (student mobility, staff mobility and the organisation

of mobility). These contracts amounted to a total budget of €

6,581,421. The lion’s share, € 4,686,421, was provided by the

European Commission, with Flanders contributing € 1,895,000.

Student Mobility (SMS and SMP)

Erasmus offers grants to students who wish to spend a study

period of between three and twelve months at a higher education

institution in another European country. The host institution

must however be in a partnership with the home institution,

where the student remains enrolled. Arrangements are in place

regarding the recognition of credits obtained during an Erasmus

study period.

Study grants for Student Mobility for Study (SMS) are funded in

part by the European Union and in part by Flanders. The total

grant is more substantial if the student chooses to spend the

study period in a country where the teaching language is not

English, French, German or Spanish. More generous grants are

also awarded to students who are entitled to a scholarship or

reduced tuition fees in Flanders. Students may be entitled to an

increased grant on both counts.

The Erasmus programme is also open to students studying at a

Flemish university or university college and spending three to

twelve months abroad on a placement (SMP). If the placement

is in one of the thirty countries participating in Erasmus, then the

student may apply for a grant sponsored by the EU.

The following table provides an overview of outward student mobility per home institution for

the 2007-8 and 2008-9 academic years:

2007-8 2008-9

Universities SMS* SMP* Total SM* SMS* SMP* Total SM*

Universiteit Antwerpen (UA) 195 5 200 207 7 214

Vrije Universiteit Brussel 82 82 93 93

HUB - KUBrussel 1 1 0

Universiteit Hasselt 37 37 17 17

Transnationale Universiteit Limburg 1 1 0

Universiteit Gent 482 2 484 509 21 530

Katholieke Universiteit Leuven 577 577 617 4 621

Universities Total 1375 7 1382 1443 32 1475

University Colleges SMS SMP Total SM SMS SMP Total SM

Artesis Hogeschool Antwerpen 99 7 106 103 12 115

Plantijn - Hogeschool Antwerpen 64 19 83 56 41 97

Karel de Grote-Hogeschool 81 23 104 101 20 121

Lessius Hogeschool 64 1 65 69 69

Hogere Zeevaartschool 3 43 46 2 2

Katholieke Hogeschool Brugge-Oostende 40 40 28 54 82

HUB - EHSAL 45 1 46 115 5 120

Hogeschool Sint-Lukas Brussel 9 9 1 1 2

Hogeschool voor Wetenschap & Kunst 143 3 146 83 83

Erasmushogeschool Brussel 31 36 67 54 36 90

Katholieke Hogeschool Kempen 40 39 79 49 69 118

Katholieke Hogeschool Sint-Lieven 82 6 88 94 14 108

Hogeschool Gent 156 7 163 165 23 188

Arteveldehogeschool 97 17 114 96 28 124

Xios Hogeschool Limburg 14 18 32 15 12 27

Katholieke Hogeschool Limburg 43 1 44 48 3 51

Provinciale Hogeschool Limburg 25 19 44 18 13 31

Katholieke Hogeschool Zuid-West-Vlaanderen 83 17 100 65 26 91

Hogeschool West-Vlaanderen 36 24 60 35 49 84

Groep T- Hogeschool Leuven 4 4 9 9

Katholieke Hogeschool Leuven 73 21 94 65 39 104

Katholieke Hogeschool Mechelen 29 20 49 25 27 52

University Colleges Total 1261 322 1583 1296 472 1768

Universities + University Colleges Total 2636 329 2965 2739 504 3243

(*) SMS: Student mobility for study / SMP: Student mobility for placement / SM: Student mobility




Since the 2007-8 academic year, more students from university colleges than from

universities have participated in Erasmus programmes. Students from university

colleges are more likely to take part in mobility for placement.

Estimates from March 2009 for the 2009-10 academic year predict an increase

on the previous year in the number of students participating in SMS (2492) and

SMP (594). The exact figures will only become available after the conclusion of the

current academic year. Over six in ten Flemish Erasmus students opt for exchange

programmes with a Spanish, French, German, Italian or Dutch institution.

Erasmus student mobility from Flanders / Student numbers by host country

2007-8 2008-9

Total SM* SMS* SMP* Total SM* SMS* SMP*

AT 65 62 3 49 40 9

BG 9 9 0 2 2 0

CY 7 6 1 7 5 2

CZ 50 46 4 42 40 2

DE 207 189 18 224 192 32

DK 65 61 4 76 72 4

EE 7 7 0 14 14 0

ES 677 623 54 755 668 87

FI 154 136 18 149 124 25

FL 2 2 0 3 3 0

FR 636 544 92 697 560 137

GB 178 132 46 187 145 42

GR 28 26 2 29 22 7

HU 29 23 6 49 43 6

IE 53 43 10 40 27 13

IS 2 1 1 5 5 0

IT 202 194 8 220 203 17

LT 10 10 0 11 11 0

LU 0 0 0 2 0 2

LV 1 1 0 1 1 0

MT 18 12 6 20 16 4

NL 179 150 29 191 130 61

NO 46 45 1 56 53 3

PL 33 32 1 50 42 8

PT 140 129 11 142 125 17

RO 12 9 3 21 11 10

SE 89 84 5 126 122 4

SI 17 16 1 12 10 2

SK 5 5 0 8 8 0

TR 44 39 5 55 45 10

Totals 2.965 2.636 329 3.243 2.739 504

(*) SMS: Student mobility for study / SMP: Student mobility for placement / SM: Student mobility

The number of visiting Erasmus students at Flemish institutions has increased

substantially in recent years. Moreover, Flanders has received more Erasmus

students than it has sent out. Over half of these visiting students came from Spain,

Poland, Italy, France and Germany.

Incoming Erasmus students by home country Student mobiity 1988-2009

Home country 2007/2008 2008/2009

AT Austria 41 55

DE Germany 207 201

DK Denmark 23 25

ES Spain 661 750

FI Finland 83 111

FR France 205 232

GR Greece 70 96

IE Ireland 26 19

IT Italy 235 287

LU Luxemburg 0 1

NL The Netherlands 145 192

PT Portugal 117 127

SE Sweden 48 31

UK United Kingdom 63 68

BG Bulgary 55 66

CY Cyprus 2 16

CZ Czech Republic 126 145

EE Estonia 11 3

HU Hongary 150 144

LV Latvia 57 66

LT Lituania 103 83

MT Malta 6 13

RO Romania 78 73

PL Poland 429 340

SI Slovenia 22 39

SK Slovak Republic 63 81

TR Turkey 214 166

IS Iceland 6 1

LI Liechtenstein 1 3

NO Norway 13 48

Total 3260 3482


88/89 267

89/90 481

90/91 828

91/92 1.140

92/93 1.427

93/94 1.931

94/95 2.150

95/96 2.370

96/97 2.388

97/98 2.507

98/99 2.694

99/00 2.641

00/01 2.575

01/02 2.728

02/03 2.662

03/04 2.675

04/05 2.728

05/06 2.845

06/07 2.917

07/08 2.965

08/09 3.243

Total 46.162

Staff mobility

Erasmus first and foremost provides opportunities for staff mobility for teaching

assignments. Additionally, three further forms of staff mobility have been


1. teacher training programmes at foreign enterprises or organisations

2. training programmes for administrative staff at a partner university or

university college

3. Flemish universities or university colleges can invite staff from a foreign

enterprise or organisation to introduce students to professional practice.

The traditional teacher mobility programme works very well in Flanders, despite

a limited budget. EPOS also actively encourages participation in the newer forms

of staff mobility.

2007-8 2008-9

STA* STT* Total ST* STA* STT* Total ST*

Universiteit Antwerpen (UA) 24 24 18 2 20

Artesis Hogeschool Antwerpen 24 24 39 39

Plantijn - Hogeschool van de Provincie Antwerpen 14 14 13 3 16

Karel de Grote-Hogeschool Antwerpen 45 6 51 43 3 46

Lessius Hogeschool 23 23 30 4 34

Hogere Zeevaartschool 4 4 5 5

Katholieke Hogeschool Brugge-Oostende 37 37 30 30

Vrije Universiteit Brussel 7 7 2 2

Katholieke Universiteit Brussel 1 1 0

Economische Hogeschool Sint-Aloysius 9 9 23 1 24

Hogeschool Sint-Lukas Brussel 10 10 4 4

Hogeschool voor Wetenschap en Kunst 15 15 20 20

Erasmushogeschool Brussel 14 14 26 26

Universiteit Hasselt 3 3 4 4

transnationale Universiteit Limburg 0 1 1

Katholieke Hogeschool Kempen 42 42 43 2 45

Universiteit Gent 65 65 81 81

Katholieke Hogeschool Sint-Lieven 31 4 35 20 6 26

Hogeschool Gent 14 14 24 24

Arteveldehogeschool 82 82 111 111

Hogeschool Limburg 6 6 12 12

Katholieke Hogeschool Limburg 31 31 16 16

Provinciale Hogeschool Limburg 12 12 11 11

Evangelische Theologische Faculteit 5 5 6 1 7

Katholieke Hogeschool Zuid-West-Vlaanderen 64 19 83 58 19 77

Hogeschool West- Vlaanderen 23 23 25 25

Katholieke Universiteit Leuven 40 40 48 48

Groep T- Hogeschool Leuven 0 1 1

Katholieke Hogeschool Leuven 46 46 60 60

Katholieke Hogeschool Mechelen 25 25 23 4 27

Totals 716 29 745 797 45 842

(*) STA: Staff Mobility Teaching Assignments / STT: Staff Mobility Training / ST: Staff Mobility

Intensive Programmes (IPs)

The Intensive Programmes are restricted in time: they last between two and

six weeks. IPs bring together students and staff of higher education institutions

from at least three countries. They stand to benefit from participating in such

programmes in three distinct ways:

• IPs encourage efficient and multinational teaching of specialist topics that are

otherwise rarely, if ever, offered;

• IPs enable teachers and students to work together in multinational groups,

so that they could benefit from special teaching and learning conditions not

available in a single institution and thus gain new perspectives on the topic

being studied;

• IPs allow teaching staff to exchange views with foreign colleagues on teaching

content and new curricula approaches, and to test new teaching methods in an

international classroom environment.

IPs have been decentralised since 2007, so that they now fall within the remit of

the National Agencies. The selection and approval of applications is entrusted to




the National Agency of the country coordinating the IP in question. In 2009, EPOS

received twenty-two applications. A total of fifteen contracts were concluded for

the organisation of an IP. Five of these were new contracts, the others ten were

contract-extensions. The corresponding budget amounted to € 559,513. This

funding was made available by the European Commission.

List of Intensive Programmes (IPs)

Thuisinstelling Titel IP Contactpersoon

Katholieke Hogeschool Kempen Well, MAN ? Karolien Baldewijns

Artesis Hogeschool Antwerpen ART@muse 661

Luc Celis Finland 83

Hogeschool West-Vlaanderen New tools for non-formal educators working on

Intercultural Learning

Johan Bertels

Universiteit Antwerpen NEUROMRI Anne-Marie Van der


Arteveldehogeschool IPTIA Karolien Van der Kelen

Universiteit Antwerpen Laboratory Animal Science Christa Van Ginneken

Plantijn Hogeschool Provincie Antwerpen Implementation of Corporate Social Responsibility in

small and medium sized Enterprises

Luc Broes

Katholieke Hogeschool Kempen ISTAR-DOT Johan Smeuninx

Plantijn Hogeschool Provincie Antwerpen Advertising Campaign Helga Van den Bulck

Katholieke Hogeschool Sint-Lieven CoDiMe Alexandre Van Acker

Arteveldehogeschool IPPE Christine Debosschere

Arteveldehogeschool ICPH Filip Dejonckheere

Universiteit Antwerpen European Law Gracienne Lauwers

Hogeschool voor wetenschap en kunst Abandoned Sacred Places Stijn Cockx

Katholieke Hogeschool Gent Miss Logo Hans Tubbax

Erasmus Intensive Language Courses (EILC)

Language and language acquisition are central to the Lifelong Learning

Programme. The Erasmus Intensive Language Courses (EILCs) are preparatory

courses in less common languages organised in the countries where these

languages are spoken. In practice, all languages are eligible for EILCs, except

English, French, German and Spanish (Castilian). EILCs are intended primarily for

beginners. Courses last up to six weeks and are organised in summer and winter.

Funding is provided by the European Commission and by the Flemish authorities.

In 2009, seven institutions submitted an application with EPOS. In all, € 215,600

was made available for the organisation of thirty-five courses.

Bologna experts

EPOS is also responsible for supervising the team of Bologna experts in Flanders.

This team consists of experts from higher education institutions and it is appointed

by VLIR and VLHORA. It is coordinated by the Higher Education section of the

Department of Education and Training. The focus of its activities is on learning

outcomes, joint degrees and the recognition of foreign diplomas. In 2009, the

Bologna experts were also involved in the assessment of the Flemish applications

for the ECTS and DS labels.

European Credit Transfert and

Accumulation System (ECTS) and Diploma

Supplement (DS) Labels 2009

The European Credit Transfer and Accumulation System (ECTS) and the Diploma

Supplement (DS) are two EU-initiated tools aimed at creating greater transparency

in education and at facilitating the international recognition of study programmes

and qualifications. In June 2009, sixty-five higher education institutions from

sixteen countries were granted such a quality label in recognition of their efforts

and commitment in this area.

Two Flemish universities (Katholieke Universiteit Leuven and Universiteit Gent)

were awarded the ECTS label for 2009-2013. No Flemish institution was awarded

the DS label.

The ECTS label

ECTS makes teaching and learning in higher education more transparent across

Europe. It also simplifies the recognition of formal, non-formal and informal

studies. The system streamlines the accumulation of credits, creating transparency

regarding the various study pathways leading to degrees, as well as in relation to

the transfer of credits for internationally mobile students.

Institutions applying ECTS are required to publish their course catalogues online,

including detailed descriptions of study programmes, units of learning, student

services and university regulations.

Course descriptions must specify learning outcomes, i.e. what students are

expected to know, understand and be able to do. The workload, i.e. the time that

students typically need to achieve these outcomes, is expressed in credits. With

one credit representing between 25 and 30 hours of work, a full academic year

may amount to between 1500 and 1800 hours of work.

A series of key ECTS documents (course catalogues, learning agreements and

transcripts of records) and the diploma supplement facilitate the accumulation

and transfer of credits. At present, the quality label is awarded entirely on the

basis of the correct application of ECTS in the transfer of credits for the benefit of

internationally mobile students.

Criteria for granting the ECTS label include:

• The availability in English of all relevant information for foreign students

(information package, course catalogue…)

• The completeness of individual records of incoming and outgoing students

The DS label

The Diploma Supplement provides a standardised description of the nature, level,

context, content and status of the studies completed by its holder. Anyone who has

successfully completed his or her studies receives the supplement to accompany

their original degree or diploma. The aim is to facilitate the academic and

professional recognition of diplomas, degrees and certificates in an increasingly

internationalised environment.

A Diploma Supplement should be free of value judgements, equivalence

statements and suggestions about recognition. It is conceived as a flexible, nonprescriptive

tool that is adaptable to local needs.

The DS label is granted to institutions that have demonstrated they provide

Diploma Supplements to their students correctly and fairly. The institution

applying for the label must also demonstrate that:

• it produces the supplement in accordance with the DS template;

• all students automatically receive a free copy of the diploma supplement upon


• the diploma supplement is drawn up in a commonly spoken European language

and, if so required, in one other language as well.



Related Higher Education


Erasmus Mundus (EM)

The Bologna Action Plan aims not only at streamlining higher education in Europe,

but also at promoting it globally. That is why in 2003 the European Commission

introduced the Erasmus Mundus (EM) programme, the first period of which ran

from 2004 to 2008. Additional goals of EM include the enhancement of the quality

of higher education in Europe and the promotion of closer cooperation with

countries outside the European Union.

The Erasmus Mundus II programme was launched in 2009. The previous actions

1, 2 and 3 were merged into a single new Action 1: Erasmus Mundus Master

Courses (EMMCs) and Erasmus Mundus Joint Doctorates (EMJD). New aspects

are the scholarships/fellowships for European students enrolled for EMMCs and

the possibility to organise courses with Joint Doctorates, both of which represent

an exciting challenge for the Flemish higher education institutions. On 30 March

2009, EPOS organised an information day on Erasmus Mundus II.

The Flemish higher education institutions have been closely involved in the various

actions of the EM programme from the outset. Several applications are submitted

every year. In the initial EM period, four Flemish universities and one university

college were involved in fifteen EMMCs, either as partners or as coordinators:

Ghent University, VUB, KULeuven, UAntwerpen and Katholieke Hogeschool St.-

Lieven in Ghent. In 2009, five projects were successfully extended and three new

ones were launched. No Flemish Institutions are as yet involved in EMJDs. There

are currently 134 EMMC and fifteen EMJD projects underway across Europe. All

projects under this new Action 1 span five academic years.

There is also a new Action 2, previously known as the Erasmus Mundus External

Cooperation Window (EMECW). The EMECW is a traditional mobility programme in

accordance with the Erasmus model. It is intended for BA, MA, PhD and postdoctoral

students. Unlike under Erasmus, however, student mobility is organised within

consortiums of universities inside and outside Europe; the countries outside

Europe are, moreover, grouped together on the basis of geographical criteria. Both

the EMECW and the new Action 2 have been funded by the Directorate-General for

External Relations of the European Commission since 2006.

Four universities and one university college from Flanders are involved in eighteen

EMECW projects, either as coordinators (7) or as partners (14; some projects

involve more than one Flemish institution). In most cases, they rely on experience

gained in national programmes or under TEMPUS (see infra). Action 2 extends to

regions and countries such as Central Asia, the Middle East, China, India, Latin

America and the Western Balkans. In all, the selection for 2009 includes twelve

lots and thirty-eight projects.

In addition, a number of higher education institutions are involved in Action 3

projects (previously Action 4: Promotion of Higher Education in Europe).


TEMPUS is a transitional programme that facilitates higher education reform.

Established after the fall of the Berlin Wall and the ensuing opening up of Central

and Eastern Europe, the scheme has since been extended by the European

Commission to all countries surrounding the EU. Much attention is focused

on educational reform in non-EU countries in the Balkan that are nonetheless

participating in the Bologna process. These countries are unable to call on funding

under the LLP programme, but can rely instead on support through TEMPUS.

The three TEMPUS regions are:

1. North Africa and the Middle East

2. The Russian Federation, Ukraine, Moldova, the Caucasus and Central Asia

3. The Western Balkans

Flemish higher education institutions are involved in various projects in all of

these regions. In 2009, there were nine projects with Flemish involvement, three

as coordinators and six as partners. Countries not participating in the Bologna

process can call on a Bologna expert from the EU through the TEMPUS scheme.

They can also opt to form a team of experts on higher educational reform



The Atlantis programme aims at enhancing cooperation between higher education

institutions in the EU and the US. It has three components: Transatlantic Degree

Consortia, Policy-Oriented Measures, and Excellence Mobility Projects. In 2009,

two Flemish institutions were involved: one as a coordinator and one as a partner.

EU-Canada Transatlantic Exchange

Partnership (TEP)

One of the principal goals of the EU-Canada cooperation scheme is to enhance the

mobility of students and teachers from Canada and the EU. No Flemish institutions

participated in TEP in 2009.

EU-Australia, EU-New Zealand, EU-Japan,


The purpose of this programme is to develop an international curriculum for

higher education and to promote the mobility of staff and students.

As the programme budget is limited, just five to eight projects are selected

annually. In 2007 and 2008, there was no Flemish involvement. In 2009, a Flemish

partner participated in a project with Japan.

Erasmus Belgica (ERABel)

Erasmus Belgica, an initiative supported by the Prince Philippe Fund, is based on

the same principles as Erasmus, but it aims at domestic cooperation in higher

education between Belgium’s different Communities. By enhancing student

mobility between the francophone, the Flemish and the German-speaking

communities of Belgium, the country’s linguistic and cultural diversity can be

incorporated more actively into education and training. The scheme also offers

students an opportunity to explore a different living and learning environment

within their own country.

ERABel is growing. The number of students from Flemish universities and

university colleges participating in the scheme has increased from eighty-five in

2006-7 to ninety in 2007-8 and to 108 in 2008-9.

Erasmus Belgica – Number of outgoing students per institution (2008-9)

Institution Number of students Number of months

Universiteit Antwerpen 11 61

Hogeschool Antwerpen 10 49

Plantijn-Hogeschool Hogeschool 1 4

Karel De Grote Hogeschool Antwerpen 2 12,5

Lessius Hogeschool 2 8

Vrije Universiteit Brussel 4 25

Economische Hogeschool Sint-Aloysius 1 3

Hogeschool Voor Wetenschap En Kunst 1 10

Erasmushogeschool Brussel 2 8

Transnationale Universiteit Limburg 2 16

Katholieke Hogeschool Kempen 10 32

Universiteit Gent 13 84

Hogeschool Gent 2 10

Arteveldehogeschool 2 6

Katholieke Hogeschool Limburg 7 24

Katholieke Hogeschool Zuid-West-Vlaanderen 1 3

Hogeschool West-Vlaanderen 3 11

Katholieke Universiteit Leuven 18 105,5

Katholieke Hogeschool Leuven 12 45

Katholieke Hogeschool Mechelen 4 35



Leonardo da Vinci

What are the learning needs of persons participating

actively in professional training or vocational

education? And what are the training issues they face?

The Leonardo da Vinci programme is designed to adequately

answer these questions and help develop solutions.

Ultimately, the aim is to attain a more competitive

European labour market. To acquire new skills and

knowledge, to develop competences and to obtain specific

qualifications: those are the challenges facing the

citizens of Europe today.

The Leonardo da Vinci programme strives for the international recognition of

all actions to this end. Quality improvement and the innovation of professional

training systems and practices are central to the scheme. The programme

encompasses four decentralised actions:

1. Preparatory visits

2. Mobility projects

3. Partnership projects

4. Transfer of innovation projects

Preparatory visits

Before embarking on a European project, it can be very useful to get to know

one’s prospective partners and how they operate. That is why Leonardo da Vinci

offers the possibility of participating in prior contact seminars or preparatory

visits. Taking part in such initiatives contributes to the realisation of high-quality


Preparator y visits

Projec t s approved

& number of

grant s


20 07

20 08

20 09

20 07

20 08

20 09

Mobility projects



€ 10,4 02.06


€ 25,869.-

€ 34,656.50

Youngsters from initial vocational training, graduates, job-seekers, employers,

trainers and training supervisors can make use of the Leonardo mobility actions

to gain experience abroad. Under the Leonardo da Vinci programme, personal

mobility has always been regarded as the lever by which individuals can enhance

their personal competences. Applications are to be submitted by organisations,

not by individuals.

Thanks to this action, Europe certainly becomes more tangible in the minds of

pupils in technical and vocational education. It also provides them with a unique

opportunity to gain intercultural experiences and broaden their horizons. Hence,

the Agency notes that, in the eyes of the organisations applying, the impact in

terms of person-related and social skills is at least as important as the technical

competences acquired.

Leonardo mobility projects

Mobility* 2007 2008 2009

IVT Number of projects 34 36 46

Number of student grants 464 541 543

Number of trainer grants 51 63 60

budget € 662,013.- € 905,530.- € 1,068,031.20

PLM Number of projects 16 17 23

Number of grants 181 147 151

budget € 731,570.- € 684,865.44 € 575,796.52

VETPRO Number of projects 7 8 12

Number of grants 50 66 102

budget € 60,055.74 € 98,757.- € 187,161.-

TOTAL Number of projects 57 61 81

Number of grants 746 817 856

budget € 1,453,638.74 € 1,689,152.44 € 1,830,988.72

(*) On the basis of contracts concluded

(**) IVT: Mobility for initial vocational training / PLM: Transnational placement in enterprises or training institutions / VETPRO: Mobility for

professionals in vocational education and training

“I’ve learnt how to deal with customer complaints: always stay friendly.

And my English has improved, because we spoke English every day.

Pity we weren’t able to speak Portuguese, because that would have been

fantastic. I think I’ll find work more quickly now. I’ll also be applying

for a job with hotels here in Brussels. Or perhaps I’ll look for a job

abroad after school. Actually, I’d love that.”

Amina Bandaogo, participant in the “Secret European Mission”

project – KA Emanuel Hiel



Leonardo da Vinci

“I can only be grateful for the opportunities presented and

the confidence that this has given me. It can only stand me

in better stead in the future, because I’m now much more

comfortable expressing my opinion and taking initiatives. So I

think I’ll be able to use the acquired knowledge well. And the

experience gained during my foreign work placement will come

in handy when I apply for a job”

Jelle Cambré, participant in the “2008-9 Work

Experience” project - BAOBAB

Partnership projects

Partnership programmes facilitate the practical and financial aspects of

cooperation in the field of vocational training between partners from different


Of the forty-six applications in 2009, thirty were initially selected, leading to the

conclusion of twenty-nine partnership contracts.

Partnerships clearly satisfy a need in the field of vocational training in Flanders.

The programme is a low-threshold scheme that attracts newcomers to European

cooperation. It also provides an ideal opportunity for participants to engage in

European networking in fairly specialised sectors of industry, such as straw bale

construction, inland navigation and drugs counselling.

Transfer of Innovation projects

The key objective of Transfer of Innovation projects (TOI) is to improve the quality

of the vocational education and professional training systems in Europe. They

build on experiences gained in other projects. Innovative contents and results are

adapted and integrated into the activities of the partners.

In 2009, thirteen applications were submitted, compared to just nine the year

before. Four projects were selected for funding. Unfortunately, available funds

were insufficient to sponsor a fifth project, which had been selected as a substitute.




or not, but during

the European Year of Creativity and

Innovation, an TOI project was approved under the

working title “Tools for making the entrepreneurial class more

creative and the creative class more entrepreneurial”.

The principal goal of the project is to make businesses more

aware of the importance of creative entrepreneurship and to

familiarise companies in the creative sector with essential

entrepreneurial skills.


number of projec t s



number of projec t s




€ 1,112,984.-

b u d g e t

€ 1,298,224.-

€ 1,020,417.65

b u d g e t

Trans fer of Innovation projec t s

b u d g e t




Grundtvig is geared to the educational and training needs of all

adults and all organisations offering possibilities for learning,

irrespective of whether the approach is formal or non-formal. The

programme aims at developing high-quality adult education with

focus on the acquisition of cultural competences, language

proficiency, citizenship skills, learning to learn, literacy...

Grundtvig aspires to make adult education more accessible

in order to enhance the participation of adults in lifelong


In order to achieve that goal, international cooperation

projects and mobility activities are financed and


In 2009, the programme offerings were expanded considerably with the

introduction of Grundtvig Assistantships (AST), Workshops (WS), and Senior

Volunteering Projects (SVP) and a new type of Learning Partnership.

To enhance the visibility of the non-formal professionalisation of adult

education staff, these forms of continuing learning were subsumed under

the ‘Visits and Exchanges’ action rather than the ‘In-Service Training’

action, which henceforth encompasses structured courses only.

Between 2007 and 2009, the European Grundtvig budget for Flanders

increased by 38% to € 582,491 last year, due in part to some internal shifts

within the programme.

Grundtvig Learning Partnerships

Learning Partnerships (LPs) encourage exchanges of information and

experiences in adult education.

The ensuing learning process constitutes the core of the international

As a smallish organisation, it is important to maintain a

broad focus. Our Grundtvig project on ‘Inclusion in Adult

Education’ has certainly opened our window on the world. It

has stimulated us to break new ground. Seeing people in other

countries approach things entirely differently and being equally

or more successful encourages one to think out of the box and

break the mould.”

Koen Deweer, Handicum vzw on the Grundtvig Learning

Partnerships: Inclusion in Adult Education

cooperation projects involving at least three countries.

The funding of learning partnerships depends on the number of mobility activities

undertaken by each of the organisations during the two-year project: € 7,000 for

four mobility activities, increasing to € 11,000 for eight activities and up to a

maximum of € 15,000 for twelve or more activities.

With a view to increasing the mobility of learning adults, 2009 saw the introduction

of a new type of LP whereby a minimum of twenty-four mobility activities can be

applied for, on condition that at least sixteen individuals participate.

Thirty-eight project applications were submitted, a 15% increase compared to

2008. Once again, there were fewer applications from formal than from nonformal

adult education. The lion’s share of the proposals – twenty-eight in all –

concerned learning partnerships involving twelve mobility applications.

“The Learning Partnership has strengthened the degree of

cohesion between the language teachers at our school. There is

a greater interest in what goes on in the classroom of colleagues.

The teachers have also become more open towards establishing

contacts with foreign schools and the notion of visiting an

institution elsewhere in Europe.”

Dorinda Dekeyser, CVO Leuven-Landen on the

Grundtvig Learning Partnerships ”Inter2”

The success rate of the applications was approximately 68%, equalling the figure

for the previous year. In all, twenty-six learning partnership proposals were

approved: fifteen from the non-formal sector and eleven from the formal sector.

The total budget earmarked for learning partnerships in 2009 amounted to

€ 385,000 an increase by 30% compared to 2008. The average grant amounted to

around € 7,400 per year per participating Flemish institution.

Type of Learning Partnership Number of applications Number of approvals

8 mobility activities 5 3

12 mobility activities 28 19

24 mobility activities 4 3

Total 38 26

Contact Seminars and Preparatory Visits

Partnerships require adequate preparation. Grundtvig helps adult education

organisations in the selection of suitable partners by enabling them to attend

international contact seminars. In 2009, twenty-three organisations applied for

such assistance and 90% of the applications were approved.

If - suitable partners have been found at a contact seminar, work can get underway

on the preparation of the application. This consultative process will enhance the

quality of the project proposal and benefit the mutual relationship between the


Grundtvig also provides funding to allow meetings with already familiar

prospective partners in preparation of an application. This type of action is




referred to as a ‘Preparatory Visit’. Contact Seminars and Preparatory Visits usually

take less than a week.

In addition to the twenty-three applications for Contact Seminars, EPOS received

nine applications for Preparatory Visits, an increase by 12% in comparison to 2008.

Funding was provided primarily by the Flemish authorities. In 2009, EPOS also

organised its own Grundtvig contact seminar with a view to creating Senior

Volunteering Projects on Poverty and Social Inclusion. Twenty-three organisations

from eight different countries attended the seminar.

“Information on Grundtvig activities is disseminated regularly

at our school. After all, the importance of international

cooperation is now well-established. The school management and

my colleagues responded very positively when I told them about

the contact seminar, which was entirely relevant considering our

target group. The spoken language was English, which was no

problem. The atmosphere was excellent. The presentation of the

various participants’ ideas went quite smoothly, although some

took slightly longer to select prospective partners. The afterworkshop

activities also provided an opportunity for exchanging

ideas (approaches, target groups, outlook on the work), so that I

found the whole experience quite motivating.

Our ideas resulted in an LP proposal entitled ‘Express and

Connect’. All colleagues were informed of the results of the

contact seminar at the next meeting. A working group was

established to follow up on the project.”

Christel Van Schandevijl, CVO Meise-Jette

Excerpt from a report on the attendance of a contact seminar

on ‘Language Learning in Adult Education’, which took place

in Antalya, Turkey, from 18 to 22 Nov. 2009

Professionalisation adult education staff

1. In-service training abroad

This part of the Grundtvig programme offers an opportunity for directors, teachers,

supervisors, administrative personnel and inspectors from the adult education

sector to improve their job skills by attending international courses abroad.

In 2009, the in-service training grants were popular with formal adult education

staff, particularly from CVOs (adult education centres). They accounted for fiftyone

out of eighty-four applications.

Over six in ten applications were approved. The average grant amounted to

approximately € 1,500.

Not surprisingly considering the preponderance of applications from formal adult

education, this sector accounted for 73% of the approved proposals.

The most popular topics for in-service training were teaching methodology,

language education, educational theory and didactics in adult education, and


Language diversity in this action remains rather limited: in eight in ten courses,

the spoken language was English. Other teaching languages included French,

Spanish, Italian and Greek.

The most popular destination in 2009 was France, followed by Italy and the United

Kingdom. Three-quarters of the beneficiaries were either teachers or educators.

School management, administrative personnel and support staff participated

far less frequently. Together, the latter group represent just 16% of the approved


2. Visits and Exchanges

Adult education staff can enhance their job skills by attending a conference,

conducting a study, or workshadowing.

Since 2009, all such non-formal or informal learning methods have been subsumed

under a separate action, known as Visits & Exchanges.

In 2009, EPOS received thirty-three applications for such non-formal or informal

training activities, compared to just eight the year before.

“The Grundtvig conference was an excellent opportunity to

establish personal contacts with colleagues from European

partner institutions with a view to sharing experiences/

insights and to prepare future collaboration. I presented the

conference programme and content at a management meeting,

which led to the formulation of the following goals within our

centre for adult learning:

• better integration of the European dimension in the

teacher training programme through, among other things, a

workshop devoted specifically to this theme

• integration of the European dimension/opportunities into

the continuing learning programme of colleagues

• recruitment of an internationalisation officer (25%) by the

centre for adult learning

• active exploration of opportunities for European


Mark Verbeke – CVO – Katholiek Instituut voor

Sociale Promotie, Mariakerke. He attended the European

Grundtvig conference on Professional Development of staff in

Adult Education, which took place in Hasselt from 10 to 13

Dec. 2010

Excerpt from a report on the attendance of a conference with

funding through the GRUNDTVIG Visits and Exchanges


This spectacular increase demonstrates very clearly the success of the action’s

enhanced visibility.

Twenty grants were awarded, which corresponds to a success rate of 60%.

Most grants (eighty-seven) went to formal adult education. The overall budget for

this action amounted to € 15,775.

Grundtvig assistantships in adult


2009 saw the introduction of Grundtvig assistantships. This action is analogous to

the Comenius assistantships, but adapted to the needs of adult education.

In other words, assistantships are now available not only to final-year students

or graduates from teacher training courses, but also to teachers already working

with adult learners.

Moreover, no ‘matching’ by the national agencies takes place: it is up to the

prospective assistant and the host institution to organise their mutual contact.

In 2009, Flanders received eight applications for a Grundtvig assistantship, half of

which were approved.

Two concrete examples of Grundtvig assistantships:

• A freshly graduated teacher worked as an assistant in UK training institute

for adults with physical functional impairments;

• A student teacher spent thirteen weeks working as an assistant in adult

education in Portugal.

The total budget for the four Flemish Grundtvig assistants amounted to € 20,688.

It was not known at the time of publication of this yearbook how many Flemish

organisations hosted foreign Grundtvig assistants in 2009.





A programme that strives to promote Lifelong Learning in an international

context and that aims at all sections of education and training must also reach

adult learners. That is why Grundtvig started in 2009 with organising learner

workshops (WS), interactive hands-on sessions lasting between 5 and 10 days.

Flanders received four applications, three of which were approved for subsidising.

The first, entitled “The European Citizens’ Parliament”, was a role-play workshop

for over-50s that explored the functioning of the European parliament. The

second workshop was intended for unemployed adults and the theme was IT

competences for today’s society, including Web 2.0. The third was a week-long

practical workshop on the acquisition of Dutch and the status of the Dutch

language and culture in Flanders and Brussels.

The EU supports the workshops to the tune of € 82,400.

This funding is intended specifically for attracting adult learners from foreign

countries. Flemish funding is provided by EPOS to support the participation of

three Flemish citizens in each workshop.

The number of Flemish participants in workshops abroad is unknown for the time

being. This information shall become available upon publication of the final report

on all workshops in the participating countries.

Grundtvig Senior Volunteering Projects

All LLP countries are experiencing population ageing, a challenge that needs to

be adequately addressed. In order to enhance social cohesion, and to consolidate

the competences, the experience and the skills of senior citizens, the Grundtvig

programme is now also funding Senior Volunteering Projects (SVPs).

SVPs are bilateral projects between two partner organisations from different

countries whereby volunteers aged fifty or over are exchanged. Each participating

organisation sends and hosts between two and six participants. Volunteering

takes place in the host country, in close contact with locals, for a period of three

to eight weeks.

Unfortunately no applications were received in Flanders for this brand-new action.

While interest was expressed, the prospective applicants felt they needed more

time to prepare their proposal. It is hoped that over the next few years Flemish

organisations will be participating in the SVPs.

“I’ve now been in England for a month and it’s getting better by the day. The work is

very interesting. I’m given an opportunity to do so many different things. The centre caters

for people with mental as well as physical impairments. It’s quite impressive to see how

teachers and carers deal with people. The approach is often individualised, in order that

people could learn as much as possible. I assist in a whole range of classes. On Monday

mornings, I take part in the DISNET project, a transnational Grundtvig LP in which

my host organisation collaborates with partners from Greece, France and Estonia. Also on

Mondays, I assist in the arts and craft class. The Spanish teacher appears to have quit, so

I have effectively “taken over” that class, as well as the Italian class on Thursdays. I’m also

very welcome in the ICT class, as most of the participants have mobility impairments.”

Jessa, 5 October 2009

Excerpt from an email from Jessa Vandoorslaer, Flemish Grundtvig assistant in Norwich,




Study Visits

Study visits are short visits to a country participating

in the Lifelong Learning Programme. They are intended

for international groups of ten to fifteen experts and

policymakers from the field of education and vocational

training. The purpose is to study a specific aspect from

education or training in one of the partner countries.

Participants can consult an extensive catalogue to

determine the country and aspect to be studied.

Eligible candidates for taking part in a study visit are representatives of local,

regional and national public authorities, policymakers in primary, secondary

and higher education, inspectors, educational counsellors, representatives

of Chambers of Commerce, employers’ organisations and trade unions, and

managers of small and medium sized enterprises.


Study visits have been part of the Lifelong Learning Programme since 2007.

Previously, there had been two separate concepts: the Arion study visits for

educational experts (since 1978) and Cedefop Study Visits for vocational education

and training. The last time that separate calls were made for vocational and

general topics was during the transitional year of 2007. Since then, joint calls

have been made, with study visits categorised as pertaining to either ‘general

education’, ‘vocational education and training’ or ‘both’. It should however be

noted that participants are not restricted in their choice: they may select from the

entire catalogue, irrespective of their own background.

Flemish participants

For 2008-9, EPOS had at its disposal a total budget of € 63,085 for Flemish

participants in study visits. Of the 104 applications, fifty-four were approved.

Just over half of the visits pertained to general education, while just one in eleven

concerned vocational education and training. Seventeen study visits were of a

combined nature.

The budget for 2009-10 amounted to € 58,648. The number of applications

approved was more or less unchanged (fifty-three compared to fifty-four the

previous year), although noticeably fewer applications were submitted (down

from 104 to eighty-five). The distribution over the three categories was as follows:

twenty-nine study visits for general education, six for vocational education and

training, and eighteen for mixed groups. The average grant for an approved

application was € 1,100.

At the request of the European Commission, Cedefop, the European agency

that provides support to and expertise on vocational education and training,

coordinates the Study Visits programme at the European level.

“My first experience with a study visit has been very positive.

Not only was the visit itself highly instructive, but the

atmosphere within the group was also very pleasant. We learnt

a lot about the Welsh education system and, through informal

conversations, also about those of the other participating


Ludo De Lee, education inspector with the Flemish

authorities and participant in the study visit to Conwy

(Wales) on the theme of “Keeping teaching and training

attractive and improving leadership”


More so than any other initiative under the auspices of the LLP, study visits are

geared to policy recommendations and optimisation, which explains why so much

attention is paid to their impact. Participants in study visits are required to draw

up individual and group reports. The individual reports are published on the EPOS

website, whereas the group reports are posted on the website of Cedefop. This

agency has a team of experts at its disposal who distil ideas and best practices

from the group reports with a view to passing them on to policymakers.

Organisation of a study visit

Every year, Flanders hosts study visits by educational experts from other countries.

Thus far, these have been organised by the Department of Education and Training.

In the 2008-9 school year, five such ‘Flemish’ study visits took place.

The International Relations unit organised three study visits:

• Language teaching

• Equal educational opportunities for disadvantaged students

• Monitoring and evaluating education

The Service for Vocational Training organised two study visits:

• Vocational training: target for youngsters?

• Helping older employees find and keep jobs

In 2009-10, Flanders will again organise five study visits, according to the same


“On 1 and 2 February 2010, Cedefop organised a seminar

on the results of the study visits during the 2008-09 academic

year. The general topic was ‘quality and efficiency of education

and training’. Within this main topic, working groups were

organised at three levels: at the level of the learner, the focus

was on the development of key competences, primarily foreign

language instruction and social and civil competences; at

teacher level, the theme was the training of teachers prior

to and during their professional careers; at the leadership

and management level, the topic of discussion was greater

decentralisation and the growing autonomy of educational


Each of the working groups benefited from presentations on

good practical examples selected by the experts of Cedefop.

Representing Flanders, Lieven Viaene, the coordinating

director of the community of schools OLV Groeninge, gave

a greatly appreciated presentation on our system of school

communities. In such cooperation structures, schools from a

particular region can align and optimise their offerings and

functioning. This can give rise to various kinds of crossschool

projects. At the present moment, most countries are

decentralising their educational policies, as competences are

increasingly devolved to the autonomous local level. The school

communities constitute a network at intermediate level that

has the potential to enhance the success of decentralisation.”




Europass is a European portfolio of documents that

form a blueprint of the holder’s knowledge, skills and


Europass was introduced by the European Commission

for the purpose of presenting the competences and

qualifications of EU citizens in a uniform fashion.

This creates clarity and transparency, and it enhances

those citizens’ mobility across national borders

and throughout the European educational system and

labour market.


In 2005, the European Commission decided to combine five existing

documents into a single portfolio of personal competences and

qualifications. The purpose of the scheme was to create maximum

transparency regarding individuals’ skills in order to enhance their mobility.

After all, if people’s skills are insufficiently recognised, their opportunities

for studying or finding employment in another member state can be

seriously restricted.

The harmonisation of degrees and educational systems and the recognition

of qualifications in other member states is beyond the remit of the European

Commission. With Europass, it can compensate its limited scope for action by

striving for maximum visibility and recognisability of citizens’ competences

and qualifications. Hence, Europass is a convenient tool for the Commission to

nonetheless enhance the mobility of individuals within the EU.

In other words, Europass serves two closely related purposes:

• To maximise the transparency of qualifications and competences in Europe

• To enhance personal mobility in the labour market and in education

The five Europass documents

1. The Europass CV

he Europass CV is a curriculum vitae that is standardised across the European

Union. It has a uniform structure and is available in all languages of the Union.

Anyone can create a Europass CV at the Europass website of Cedefop: www.

europass.cedefop.europa.eu. The website now attracts around 624,000 visitors

per month. In 2009, no fewer than 2,688,329 CVs were created online, including

795,617 in English and 14,670 in Dutch.

2. The Europass Language Passport

The Europass Language Passport is designed to help individuals specify and

document their language skills. Like the Europass CV, it can be created online at

the Cedefop website (see supra). In 2009, a total of 51,333 language passports

were created, including 20,554 in English and 1,767 in Dutch.

Total number of Europass- C Vs made on the Cedefop website

20 06

20 07 1,415,243

20 08

20 09




3. The Europass Mobility

The Europass Mobility provides a record of organised learning experiences in

other EU member states, including exchange programmes, work placements and

volunteer work. It is used mainly by participants in Leonardo mobility projects,

but the Flemish NEC also receives Europass Mobility applications for other actions

of the Lifelong Learning Programmes, such as Erasmus, Comenius and Grundtvig.

Number of Europass Mobilit y document s issued







The NEC issued 545 Europass Mobility documents in 2008 and 700 in 2009.

4. The Europass Certificate Supplement

The Europass Certificate Supplement provides additional information about

the skills and knowledge that the holder has acquired in vocational education

or training. In Flanders, such documents have been issued since 2008 as

a supplement to the so-called Certificate of Professional Competences, a

procedure of recognition of acquired competences in which a person proves

his competences in a test. We also have Europass Certificate Supplements for






certificates issued by the Flemish public service for employment and vocational

training VDAB. We intend to provide Europass Certificate Supplements for all

qualifications recognised under the Flemish Qualifications Structure, which is in

turn aligned to the European Qualifications Framework (EQF). In other words,

supplements can be drawn for all qualification certificates issued by recognised

providers of education and training.

At the start of 2010, fifty-five different Flemish Europass Certificate Supplements

were available online for the Certificate of Experience and for various VDAB

training programmes in the construction and logistics industries. They are

downloadable from www.europass-vlaanderen.be/cs.

5. The Europass Diploma Supplement

The final document in the Europass portfolio provides information about the

holder’s higher education degrees. It contains details about curriculum contents

and clarifies the educational system in the country in question. This facilitates

comparison between degrees acquired in different countries. In Flanders, diploma

supplements are already issued for all higher education degrees. NARIC Flanders,

which is also responsible for the recognition of foreign degrees, coordinates the

content of the diploma supplements issued in Flanders.

Promotion of Europass

The NEC not only ensures the proper administration of all Europass documents

in Flanders. It also promotes the new tool. To this end, it has launched a website

(www.europass-vlaanderen.be) and it distributes information through various

other means at job fairs and career expos, as well as through a network of related

organisations. NEC also organises frequent presentations on the Europass scheme

and an annual information day aimed at specific target groups. In 2008 the

audience consisted in employers and labour market experts, while in 2009 the

information day was aimed at European education and training coordinators.

The Europass team in 2010: Josee Janssens, Anneke Vanden Bulcke, Wendy Hannes



Studyvisits European Year of

Creativity and Innovation

2009 was the European Year of Creativity and Innovation (EYCI),

organised under the motto “Imagine. Create. Innovate.” Much

emphasis was placed on the contribution of creativity and

innovation to the generation of wealth as well as to social and

individual well-being. It speaks for itself that education plays

an important role in this process. Recognising and stimulating

talent as early as possible enhances the likelihood of a successful

injection of creativity into the economy and society. The theme

of EYCI 2009 tied in wonderfully well with the main objective of

the European Union’s Lisbon Strategy, namely to turn Europe into

the most competitive and dynamic knowledge-based economy in the


In Flanders, EYCI 2009 was concluded on 17 November in Leuven with the IKANDA congress for

children. The purpose of the event, in which EPOS participated, was to give sixth-grade pupils

an opportunity to explore their own talents. Also at this event, the Flemish Minister of

Education and Training Pascal Smet announced the winners of the photography

contest organised by EPOS as a part of EYCI 2009.

From the thirty entrants to the contest, three laureates were awarded

a money prize. The winning photograph was “Red-Yellow-Red”,

submitted by the Comenius team of the primary school De Brug

in Beringen. The photograph is a reference to the Comenius

project “When I Travel” and its colour pattern is reminiscent

of the Spanish flag. The jury lauded the entry for its element

of surprise. The photograph portrays three girls from the

Flemish school’s partner school in Ceuta, a Spanish enclave

in Morocco. The unusual composition wrong-foots the

viewers by focusing their initial attention on the girl to

the left, who does not return their gaze, while the two

other girls do. The red and yellow tones add warmth to the


The two other laureates were:

• “Closed Friendships”, submitted by Sint-Eduardusinstituut from Merksem

(Comenius school project “Get moving, towards an active lifestyle in the European


• “Duet of hands”, submitted by Handicum from Assenede (Grundtvig Learning

Partnership “Inclusion in Adult Education”)

A Flemish project in the European spotlight

The “Innovative Technologies” project of the Municipal Secondary

School of Munsterbilzen was selected alongside just four Comenius

projects from other countries for inclusion in the brochure “Creativity

and Innovation. Best Practices from EU Programmes”. It was

also one of the ten LLP projects (from the twenty featured in the

brochure) to be presented at an international conference of the same

name as the brochure on 2 and 3 March 2009 in Brussels.

The “Innovative Technologies” project involved teachers and students

of six technical colleges from Belgium, Germany, Italy, Poland, the

Czech Republic and Norway. They combined their own creativity

and competences to design and produce a PLC-operated machine

for testing, packaging and stacking CDs. The project assignment

was divided into as many subprojects as there were partner schools.

At the end of the project period (2005–2008), the subprojects

were integrated into a single project. The purpose was to initiate

the students in cutting-edge industrial techniques and to allow

them to work against a deadline at a professional level. At the

same time, the students were able to demonstrate and enhance their

technological, teamwork and leadership skills. The final product,

the PLC-operated machine, has been presented to the general public

on several occasions and is now used for educational purposes at the

school. School inspectors and professionals from the world of industry

have praised the innovative and creative concept of the “Innovative

Technologies” project.



European Label for Innovative Projects in

Language Teaching and Learning

EPOS is responsible in Flanders for awarding the European

Label for Innovative Projects in Language Teaching

and Learning (ELIT), which was created by the European

Commission to enhance foreign language education in the


On 25 September 2009, the platform for the European Day of Languages and EPOS

organised a conference on “Creative and Innovative Language Policy in Flanders.

What can we learn from Europe?”.

On the occasion of the conference, a competition was held under the title

“Language and Enterprise”. Three laureates were selected from six entries. Each

received a money prize and earned the right to bear the ELIT label for two years.

First Prize: the language policy plan of the IRIS hospitals

Effective communication is essential to the quality of reception and care at any

hospital. IRIS, an organisation representing five public hospitals in bilingual

Brussels, is fully aware of this and has therefore been committed to an integrated

language policy since 2006. The purpose is to promote bilingualism and, in the

second instance, multilingualism among the hospitals’ 9000 staff members by

offering them a range of training opportunities.

IRIS has made substantial efforts to improve the hospitals’ general functioning

by enhancing the language skills of staff. One of the most striking innovations

included in the language policy plan is the recruitment of internal language

trainers whose job it is to implement the programme step by step. Six language

coaches and a language policy coordinator work on a daily basis on the integration

of an inclusive language policy into the corporate culture of the public hospitals.

The language policy programme of IRIS is typically training-based. The attainment

goals of the subprogrammes are derived from the Common European Framework

of Reference for Languages, which lays down a European standard for levels of

language proficiency. IRIS is involved in partnerships with the House of Dutch

in Brussels, the management and language coordinators of private hospitals in

Brussels, and with care homes, the University of Antwerp and numerous Brussels

language schools.

Organisation: Interhospitalenkoepel van de

Regio voor Infrastructurele Samenwerking (Iris)

Project leaders: Katrien De Troyer, Language

Policy Coordinator; Freddy Iemants, Human

Resources Director

Website: www.iris-ziekenhuizen.be

Second Prize: EuroCatering Language Training (ECLT)

ECLT is a freely accessible online foreign languages package designed specifically

for employees and trainees in the restaurant and catering industry. The emphasis

is on oral language skills, as communicative competence in foreign languages

can significantly improve individuals’ employment chances. ECLT is intended

for professionals and for students in vocational education and job training

programmes. The emphasis is on the acquisition of a specialised vocabulary in a

simple way. Due attention is also paid to the specific communication cultures that

exist in kitchens and restaurants in different countries.

The languages covered are English, French, Spanish, Galician, Dutch, Norwegian

and Slovenian. GUIDEA, the knowledge centre for tourism and catering in Flanders,

is involved in the project, as are a number of partners from Wallonia and various

European countries. The project receives funding from the European Commission’s

Leonardo da Vinci programme.

Organisation: University of Antwerp – LINGUAPOLIS, Institute for Language and

Communication, Antwerp

Project supervisor: Margret Oberhofer. Also involved in the project: partners from BE,


Website: www.eurocatering.org

Third prize: ZORGkabiNED

The ZORGkabiNED project of the Flemish public employment and vocational

training service VDAB provides language training for foreign speakers with a view

to preparing them for professional training and work experience programmes.

The innovative aspect of the new concept lies in the fact that existing language

learning programmes are adapted to the needs of individual course participants.

By focusing on the professional aspirations and preferred study methods of

individuals, the project optimises the alignment of training and employment


In order to succeed in such an individualisation, the programme has abandoned

the traditional classroom-based approach to language teaching. Instead,

ZORGkabiNED combines supervised group sessions with autonomous learning

and self-study in a flexible way. Moreover, the need for continuous evaluation

was a consideration from the initial design, so that tools to this end have been

duly incorporated. Also, a portfolio and individual consultations are intended

to enhance the sense of independence and personal responsibility of course

participants. This way, the training approach serves a twofold purpose: not only

are individuals’ language skills improved, but so too are other key competences for

a successful training and working career.

Organisation: VDAB (Flemish public employment and vocational training service)

Project supervisors: Evelyne Ketels and Mariet Schiepers

Website: www.vdab.be





In 2009, the European Commission launched a call for

proposals for Thematic Networking activities from all LLP

National Agencies. They were encouraged to actively assist

in generating broader attention for the results and

practices of these networks and to enhance the profile of

this programme in the participating countries. Greater

interaction and frequent contacts between the various

projects were also deemed necessary.

EPOS participates in three thematic networking groups: CityM, New Skills Network

and Ginco

CityM (Creative, Innovative and

Transferable Methods in the Training of

Teachers and Training Staff (Formal and

Non-formal Education)

CityM is a thematic network coordinated by the Romanian National Agency. Apart

from EPOS vzw, the partner NAs are Austria, Cyprus, Denmark, Germany (PAAD),

Lithuania, the Netherlands, Norway, Poland, Spain, Sweden and the United

Kingdom. The main objective of CityM is to establish an inventory of centralised

and decentralised Comenius, Leonardo and Grundtvig projects dealing with the

education and training of teachers and training staff.

Together with the other partners, EPOS wishes to identify from this inventory a

set of best practices and to establish how these can be disseminated as effectively

as possible to teachers and in-service training centres. The purpose is to help in

teachers’ continuing professional development and to make the project results as

widely available as possible. On the basis of conclusions drawn from the projects,

policy recommendations are formulated at the local, national and European levels.

New Skills Network

The New Skills Network is coordinated

by the Icelandic National Agency and

it involves fifteen partner National

Agencies. As the name suggests, this thematic network ties in with the New Skills

for New Jobs agenda of the European Commission and hence also with the Europe

2020 Strategy. Best practices within the LLP and the European Social Fund will be

disseminated more broadly. The partners will select a number of sectors for more

in-depth analysis and they will organise national and transnational seminars on

the theme.


The Grundtvig International Network of

Course Organisers (GINCO) was approved by

the European Commission in mid-2009. This

Grundtvig Multilateral Network is coordinated by

Landcommanderij Alden Biesen and it consists in a consortium of twenty-one

partners from nineteen countries, including three National Agencies: EPOS vzw

and our colleagues from ECOTEC (UK) and ANPCDEFP (Romania).

GINCO aims at enhancing the professionalism of adult education by providing a

forum for organisations presently running (non-formal) adult education courses

or willing to do so in the future. The aim is to share experience and expertise,

to enhance communication and cooperation, and to engage in networking.

GINCO intends to launch a website, to disseminate examples of good practice,

to organize international conferences, etc.




European Cooperation in Teacher


The monthly EPOS newsletter

Yearbook for 2007-2008

Education and Culture DG

Lifelong Learning Programme

Jaarboek EPOS Yearbook 2007-2008



Presenting my skills with the

Europass CV (A4 information file)

Learning or working in Europe? Europass

helps you on your way (folder)


The Europass Certificate Supplement: An asset in

the labour market (A4 information file)

Horizon: A guide for the organisation of cross-border school

projects in secondary education


Belgica info

Compendium of Grundtvig Learning Partnerships:

multilateral projects and networks in 2009

Compendium of Grundtvig Learning

Partnerships: multilateral projects in 2008

Erasmus Mobility


Compendium Leonardo da Vinci Transfer of

Innovation Flanders

Compendium Comenius School Partnerships

Flanders 2009

Analysis of the reports by Flemish

Erasmus students

Compendium of Leonardo da Vinci

Learning Partnerships




The following sums indicate the subsidies by the EC and the Flemish Government for the cof inancing of projec t s and thus do not include the grant s given for the operating costs by both the

European and Flemish Authorities.

European Commission 2007 2008 2009

Comenius € 1,668,685.- € 1,760,191.- € 2,242,947.47

Erasmus € 5,180,076.- € 5,741,238.- € 5,443,364.42

Leonardo da Vinci € 2,898,085.- € 3,158,411.- € 3,311,830.66

Grundtvig € 386,928.- € 369,422.- € 582,928.41

Transversal Programme € 43,653.- € 63,086.- € 58,648.42

Europass € 35,000.-* € 35,000.-* € 37,000.-*

Bologna Experts € 18,453.- € 15,403.- € 31,156.-

Total € 10,230,880.- € 11,142,751.- € 11,707,875.38

Flemish financing 2007 2008 2009

Comenius € 47,500.- € 40,000.- € 35,000.-

Erasmus € 605,000.- € 2,055,000.- € 1,895,000.-

Leonardo da Vinci € 0.- € 0.- € 0.-

Grundtvig € 13,500.- 21,000.- € 34,000.-

Transversal Programme € 0.- € 0.- € 2,000.-

Europass € 75,000.-* € 75,000.-* € 75,000.-*

Bologna Experts € 13,417.- € 15,770.- € 24,969.-

Total € 754,417.- € 2,206,770.- € 2,065,969.-

(*) Including the operating costs

2009 *

Month Date Programme Description Location

Jan 7 Comenius Information session IST grants for participants in continuing education Brussel

Jan 7 Grundtvig European Working Group: Grundtvig and Multilingualism Brussel

Jan 14 Comenius Return Day contact seminars

Jan 16 Grundtvig EACEA information day Brussel

Jan 27 Grundtvig Information session for women’s organisations (in association with Amazone) Brussel

Feb 5 Erasmus Tempus information session (afternoon) Univ. Hasselt

Feb 11 Comenius “Induction Meeting” for foreign Comenius Assistants Brussel

(*) This list is not e xhaustive


Feb 19 Erasmus Erasmus information day KH Brugge-Oostende

Feb 26 Grundtvig Grundtvig information session with special focus on workshops and volunteering projects Genk

Mar 11 Grundtvig Grundtvig information session Gent

Mar 13 Erasmus Bologna seminar VLIR-VLHORA, Brussel

Mar 18 Grundtvig Grundtvig information session, in association with the Catholic School Network Brussel

Mar 23 Comenius Information session on internationalisation for secondary education Alden Biesen

Mar 25 Comenius Information session on internationalisation for pre-school and primary education Alden Biesen

Mar 30 Erasmus Erasmus Mundus information day KULeuven

Mar 31 Leonardo Information session on mobility Koksijde

Apr 16 Grundtvig European Working Group: COMENIUS & GRUNDTVIG continuing education Brussel

Apr 24 Comenius Information session on internationalisation for pre-school and primary education Gent

Apr 30 Grundtvig Information session on Grundtvig Senior Volunteering projects in association with Jint Brussel

May 6 Comenius Monitoring day for School Partnerships, followed by a thematic study day (thematic monitoring: ICT-use in projects) Alden Biesen

May 12 Comenius Information afternoon internationalisation for secondary education Gent

May 12 Grundtvig Grundtvig information session on formal and non-formal adult education Alden Biesen

May 13 Grundtvig Flemish Grundtvig Advisory Committee Brussel

May 18 Erasmus Erasmus Committee

May 18 Leonardo Monitoring day: 2008 Partnerships Mechelen

May 28 Comenius Monitoring day for School Partnerships, followed by a thematic study day (thematic monitoring on ICT, the Environment and Entrepreneurship) Brugge

Jun 3 Erasmus Seminar: Bologna experts Brussel

Jun 17 Grundtvig Monitoring day: 2007 and 2008 Learning Partnerships Brussel

Jun 18 Erasmus Erasmus meeting with grant holders Leuven

Jun 19 Grundtvig Monitoring day: 2007 and 2008 Learning Partnerships Brussel

Aug 13 Grundtvig Goodbye session for Flemish Grundtvig assistants Brussel

Sep 7-8 Leonardo Informal NA meeting on Leonardo da Vinci partnerships Mechelen

Sep 16 Grundtvig Monitoring afternoon on approved applications for GRU contact seminars Brussel

Sep 17 Comenius Information session for outgoing Comenius Assistants Brussel

Sep 18 Study Visits Monitoring afternoon for selected applicants

Sep 22 Grundtvig Kickoff meeting for 2009 Grundtvig Learning Partnerships Brussel





Month Date Programme Description Location

Sep 25 EPOS European Day of Languages, with granting of the European Label for Innovative Projects in Language Teaching and Learning Brussel

Oct 2 Comenius Information session on Comenius Regional Partnerships Brussel

Oct 12 Grundtvig Monitoring afternoon on approved applications for GRU contact seminars Brussel

Oct 14-18 Grundtvig Grundtvig contact seminar with special focus on Senior Volunteering Projects Bilzen

Oct 20 Grundtvig Thematic monitoring on ICT for LPs, followed by Grundtvig fair Bilzen

Oct 15 EPOS Participation in Go Strange fair, organised by Jint Kortrijk

Oct 21 Comenius Monitoring day for School Partnerships Alden Biesen

Oct 22 Grundtvig Grundtvig information session with special focus on workshops and volunteering projects Gent

Oct 28 Grundtvig GINCO kickoff meeting (Grundtvig Network) Bilzen

Nov 3 Leonardo Impact and dissemination of Transfer of innovation Oisterwijk

Nov 12 Comenius Monitoring day for School Partnerships Brugge

Nov 17 EPOS Ikanda, the first children’s congress on talent in Flanders (organised on the occasion of the European Year of Creativity and Innovation) Leuven

Nov 17 LLP Information session on LLP for initial teacher training Vorselaar

Nov 17 Leonardo Quality of transnational work placements in the hotel and catering industry Antwerpen

Nov 18 Comenius Contact seminar for pre-school and primary education (up to 22 Nov.) Brugge

Nov 25 Grundtvig Flemish Grundtvig Advisory Committee Brussel

Nov 26 Grundtvig Grundtvig information session for social and cultural work, in association with SoCius Brussel

Nov 26 Europass en Leonardo Information day: Mobility in Europe for Vocational Training. Europass, Euroguidance and Leonardo da Vinci: three tools for finding your way. Brussel

Nov 20 Leonardo Participation in VOV fair (Association for Training and Development Professionals) Leuven

Nov 27 Leonardo Leonardo da Vinci information day Brussel

Dec 1 Leonardo Impact and valorisation of Transfer of Innovation Oisterwijk

Dec 2 Comenius Contact seminar for secondary technical, vocational and arts education (up to 6 Dec.) Alden Biesen

Dec 9 Grundtvig Grundtvig information session for teachers and educational organisations from part-time arts education Hasselt

Dec 10-13 Grundtvig 3rd European Grundtvig Conference: Professional Development of staff in Adult Education Hasselt

Dec 16 Grundtvig Grundtvig Dissemination Conference on Prison Education Brussel

Dec 17 Grundtvig Visit to Hasselt prison with foreign guest speakers and Flemish teachers Hasselt

Dec 16 Comenius Information session for Flemish host schools for foreign Comenius Assistants Brussel

Dec 16 Erasmus ECTS / Diploma Supplement label session + Erasmus Seminar on “The Future of Mobility” HUB-EHSAL Brussel

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