Karine Jacques

Today has been both a happy and sad day at Ecorys.  We are saying “Au Revoir” to Karine Jacques Head of the Leonardo Programme. Karine leaves the team to prepare for the birth of her first child, starting a new exciting chapter of her life.

Karine is an intrinsic figure in managing the Lifelong Learning Programme and her dedication and commitment to Leonardo programme is inspirational. For those of you that know her, you will be aware of her passion, enthusiasm and the continual support she gives to projects and the Ecorys team.

The LLP Team would like to wish Karine good luck and we look forward to meeting the new edition to her family due in early March.

Leonardo Mobility gives young apprentices valuable experience with world leading European employers

On 8 February I attended the National Apprenticeship Service (NAS) Seminar comparing international models for apprenticeship schemes, which took place as part of National Apprenticeship Week 2012.

Despite my slightly bleary eyes, as I’d opted to travel to London from Birmingham on the day, I was glad I’d arrived bright and early as it gave me the chance to chat to plenty of people, from organisations such as BT and Pearson Work Based Learning, before the presentations began.  On explaining that the Lifelong Learning Programme had been given the opportunity to run a workshop on the benefits of providing European placements to apprentices, I was met with genuine interest and enthusiasm – definitely a good start to the day!

Learning from international practice

The morning key note speakers provided a mix of experience and expertise on the topic of ‘Excellence in Apprenticeships: an International Perspective’.  The NAS  set the scene, explaining that the third annual seminar was bigger than ever with 12 countries represented by a variety of academics, educationalists, practitioners and employers.  The day would be all about sharing learning and celebrating the renaissance of the apprenticeship.

I was particularly interested to see the parallel that was drawn between low rates of youth unemployment and apprenticeships as NAS highlighted statistics showing that countries with strong apprenticeship traditions such as Germany, Switzerland and Austria have been affected far less by youth unemployment recently.

We were then given information on apprentices by the Swiss Federal Institute for Vocational Education and Training.

Did you know that in Switzerland Vocational Education and Training (VET) is the most popular form of education at upper-secondary level, with about 70% choosing the VET route?

This was followed by presentations from Rolls-Royce and Siemens on the value of apprenticeships for international employers.

Underlining the value of Leonardo Mobility

The afternoon was dedicated to four workshops; and I was grateful to be joined by an experienced Leonardo Mobility project promoter, Chris MacCormac of Morthyng Limited, in explaining the added value of offering apprentices European work experience funded through the Leonardo programme.

I was able to give the audience an overview of how apprenticeships and European mobility are increasingly important within the Lifelong Learning Programme, both at a European and UK level, whilst distributing copies of a paper written by Ecorys. The In Focus briefing paper was a recent outcome of the Thematic Networking Group on ‘Meeting Training and Skills Needs’ (TNG 3). A key finding of this paper ‘Strengthening the provision of training for UK apprentices through European projects’ is that Leonardo Mobility projects report the enormous impact European placements for apprentices has on improving skills vital to UK employers; and this was certainly echoed by Chris MacCormac who has been able to demonstrate (through tracking Mobility project results over the years) that success rates measured through progression and completions were greatly increased as a result of participation in a European work placement.

Delegates were particularly impressed with the impact of European Mobility on the attainment of functional skills, as the placements gave apprentices many naturally occurring instances to hone these skills, for example having to calculate sterling to euro improved mathematical abilities.

Getting ready to apply?

The deadline for submitting an application for a Leonardo Mobility project has just passed, but this means that the delegates have plenty of time to start identifying partners and planning their project ideas in advance of the February 2013 deadline.  I look forward to following up on contacts made during the event. Hopefully I will see their project applications next year!

Tip! View our recent blog post on National Apprenticeship Week.

‘For Learning’ features ideas, reflections and comments on learning policy, in order to stimulate debate and discussion on associated policies and issues. Readers can comment on the articles and viewpoints posted.

Initial posts cover topics such as apprenticeships and youth unemployment from the perspective of Mark Corney, Policy Advisor to the Campaign for Learning.

You can also follow the blog on Twitter or subscribe to the RSS feed on the ‘For Learning’ home page.

Views expressed on the ‘For Learning’ blog are those of the CfL and/or contributing authors.

Please share your own recommended lifelong learning related blogs as comments below.

In the meantime, let me highlight how Leonardo ties in with apprenticeships, for those with an interest in this sector.

National Apprenticeship Week 2012

The benefits

Leonardo Mobility funding is perfect for training providers (colleges, employers etc) since it allows them to apply for grants to send apprentices on European work placements as part of their programme. The programme is a natural fit, since the apprenticeship model of ‘learning by doing’ is how Leonardo Mobility works too.

We’ve had plenty of success stories from happy apprentices, employers and training providers, which you can read about in our brochure, co-authored with the National Apprenticeship Service: European work placements for apprentices.

There is also a dedicated web page to give organisations an overview of what Leonardo offers.

So, why is this important?

The Coalition Government has made clear that it would like apprenticeships to be the natural progression pathway for those looking to enter or progress through skilled employment.

‘Apprenticeships are rightly regarded as the best way to learn in work… We want to ensure that all apprenticeships are as good as the best, and that we learn from international practice.’

‘Government response to the Wolf Review of Vocational Education‘, Department for Education,  May 2011

But political will is not enough on its own. The Government and training providers now need to demonstrate to young people and employers that apprenticeships can deliver on their promise of highly competitive, globally recognised accreditation.

In realising the Government’s ambitions for apprenticeships, the Leonardo programme has demonstrated that European work placements:

• Serve as a powerful incentive for anyone considering undertaking an apprenticeship, by providing experience within leading European industries;
• Improve apprentices’ confidence, independence and other ‘soft skills’ through living abroad in an unfamiliar cultural environment;
• Give apprentices a competitive advantage in seeking employment; and
• Give colleges and training providers a competitive advantage in attracting the best people into their programmes.

Deepening links between apprenticeships and Leonardo

Ecorys runs Thematic Networking Groups (TNGs) which bring together policy people, training providers, employers and other stakeholders to ensure that the Lifelong Learning Programme’s focus (including Leonardo) mirrors closely the UK education landscape and political context. One of these groups (TNG3) is focused on ‘meeting training and skills needs’.

The group meets twice a year and as a result of the discussions has produced a report outlining its work so far, its recommendations for the future.

To find out more I highly recommend you read In focus: strengthening the provision of training for UK apprentices through European projects  (also read our blog posts on this topic here).

“By making Apprenticeships a gold standard option for ambitious young people, we are sending a message that technical excellence is as highly valued as academic prowess. And by focusing investment where it is most needed to deliver sustainable growth, we are equipping businesses with the skills they need to rebalance our economy and distribute opportunity more widely.”

Prime Minister David Cameron, 7 February 2012

Find out more and share your views

If you’re an apprenticeship provider please visit our website for more information or call the Leonardo helpline to discuss your ideas on 0845 199 2929.

Alternatively, email us or message us on Twitter (use the hashtag #NAW2012).

You can read out our previous post on the Wolf Report (linked to apprenticeships and vocational training reforms).

Please also share your own experiences of Leonardo work placements for apprenticeships as comments on this post.

Leave us a comment below or tweet @llpUKecorys using the hash tag #studyvisit

We’ll embed your tweets here too…

16 February 2012:  Sharon Thompson, Cohesive Consultancy (Study Visit to the Netherlands)

@llpUKecorys Netherlands study visit was brilliant! Fantastic group we all got on famously, great host and projects!

— Sharon Thompson (@SThompson_JP) February 16, 2012

Volunteering provides people with a unique learning experience and a chance to share their knowledge with others. The conference highlighted how the Grundtvig programme supports these opportunities. 2011 was the European Year of Volunteering and my Thematic Networking Group, Group 4, looked at these benefits and how volunteering can help people with fewer opportunities to access education and training.

I joined more than 120 delegates from 32 different countries at the conference, organised by the Polish National Agency to celebrate the end of the European Year of Volunteering and to discuss how the Grundtvig programme supports adult volunteering across Europe. This was really interesting as I work as a Grundtvig Project Manager. Delegates included representatives from the European Commission, National Agencies and Grundtvig beneficiaries.

Learning for Life

The conference was formally opened by the Director of the Polish LLP National Agency and by Alan Smith, the Grundtvig Coordinator at the European Commission. There were also opening speeches from the General Counsellor at the Polish Ministry of National Education and from Nick Ockenden, Director of the Institute for Volunteering Research in the UK, who talked about the importance of recognising the informal learning benefits that volunteering can offer to adults beyond the classroom.

The European Commission’s latest publication, ‘Adult Volunteering: Learning for Life’, was launched by their representative Geraldine Libreau.  The booklet showcases Grundtvig volunteering projects best practices and will be available on the European Commission’s website soon. We also heard from Kate Glynn, from the Manchester Museum about her experience of running a successful Grundtvig Senior Volunteering project. Kate showed a moving video about the life-changing effect that volunteering can have on those who may have fewer opportunities.

Why volunteer?

During the conference I had the opportunity to take part in three interactive workshops looking at:

• Learning during the preparatory phase of volunteering; (read the group’s conclusions here)
• Learning during volunteering and follow-up; (read the group’s brainstorming and conclusions)
• European support for adult volunteering: The role of Grundtvig and other funding programmes (view the workshop slides and conclusions).

Delegates discussed the motivation and benefits to volunteers who are aged over 50, or ‘senior volunteers.’ Senior volunteers are often driven by the desire to meet others and to contribute to society. Whilst they have lots of knowledge and experience to share, it can take them longer to learn new things and may need more support to adapt to new environments and ways of working.

In his closing speech, Alan Smith highlighted the importance of volunteering as a tool for informal learning. It gives adults a chance to develop their skills and also allows them to boost their self confidence and furthers understanding between different cultures and generations. For those with fewer opportunities, volunteering can help to combat social exclusion, increase self-esteem, and equip them with the skills and confidence to move a step closer to education or employment. He stressed the importance of continued and strengthened support for adult volunteering through the Grundtvig programme and beyond.

Want to find out more?

Do you work with adult volunteers? You can find out more about the funding opportunities available under the Grundtvig Partnerships and Senior Volunteering actions.

Active ageing means giving older adults the opportunity to:

• stay in the workforce and share their experience,
• keep playing an active role in society, and
• live as healthy and fulfilling lives as possible.

We hope to see many of you linking your activities to the year, particularly if you were funded through the Grundtvig programme. It’s a chance to publicise your good work to a Europe-wide audience and to connect with others in the UK.

So… Do you have ideas and suggestions for the European Year? A picture, story or video clip that would illustrate the benefits of active ageing? Is there an interesting initiative or event that you would like to share with others? All you need to do is submit your details on the European Year website and the team will contact you. You can also join the conversation through our new Your Story discussion group on this theme.

There are some really exciting initiatives happening already – like the European Map of Intergenerational Learning (EMIL). EMIL uses the expertise of partner organisations already working in the field to create a learning network for others involved in intergenerational programmes across Europe. Why not contact the organiser and join the network?

Historypin is a way for millions of younger and older people to come together to share small glimpses of the past and to build up the huge story of human history.

Essentially, you visit the online map and pin your own little bit of local history to it, for others to see. The site has amassed an impressive collection of contributions already (73,639 and counting). When you open up the map you will be amazed by the scale of it.

This is just the beginning and there will be many more initiatives to come as the year gets going. We will keep you up to date through our newsletters, Twitter and here on the blog.

Join our new discussion group on the European Year and share your news, ideas and plans!

View the video to find out just how we are getting connected:

Download our Get Connected guidance note for more information.

We’re always interested in finding out about your projects through social media, through our events or through our case studies.   Why not visit our llpUKecorys.hoop.la and leave us a comment on how you connect or leave a comment below about your project?

In the UK, thousands of projects are funded each year and the work that is undertaken is helping to develop the education and training landscape in the UK. We’ve highlighted some of the main successes in four areas related to our Thematic Networking Groups. 

Did you know that:

• 27,000 international mobility experiences have been funded by Ecorys to broaden social skills and improve employability?
• Over 50% of projects funded in 2010 under the Leonardo and Grundtvig programmes aimed to support people with fewer opportunities – in some actions this figure rose to as much as 98%?
• Over 1,000 apprentices were funded to undertake placements in 2011 alone, with over €4 million funding?
• Every year the Leonardo, Grundtvig and Transversal programmes fund around three years of CPD time for FE staff across theUK?
• Since 2007, 24 large scale cooperation projects have been funded in the UK relating to the EQF and ECVET ?

Each Thematic Networking Group consulted with their members to select relevant topic areas and throughout the production. Thank you to everyone who was involved in the process! You can download your copy of the Briefing Papers by clicking on the links below:

TNG 1 – Recognising Skills and Qualifications
A range of European initiatives are being rolled out to help recognise skills and qualifications gained across Europe in different learning environments. In this paper, we examines the LLP’s contribution through national and European cooperation and highlights key recommendations and lessons learnt, including the need for better communication.

TNG 2 – CPD in Further Education
CPD increases the quality of teaching and services offered by learning professionals. The LLP offers invaluable opportunities to up-skill staff at all levels. In this paper we explore the benefits of European mobility at an individual and organisation level and beyond.

TNG 3 – Training Provision for UK Apprentices

Leonardo offers apprentices from large and small organisations the opportunity to learn their trade abroad. We celebrate the contribution the programme has made to the work based learning agenda.

TNG 4 – The Benefits of European Mobility for People with Fewer Opportunities

The LLP offers a unique opportunity for those with fewer opportunities to have international experience. We reflect on how the LLP complements current policy by empowering local communities, providing funding to meet their needs and helping individuals to develop and improve their employability.

 
Next steps:

Throughout 2012 we’ll be distributing the Briefing Papers to relevant stakeholders for each subject area. Do you have a LLP project? If so, you can use the Briefing Papers in your dissemination to show how your project fits within a European context!

Ieva Mais, Project Manager, Transversal

As Project Manager for the Transversal programme, Ieva Mais speaks to hundreds of Study Visits applicants every year. However, with workloads being what they are, she’s never actually been on a visit herself… until now.

Ieva spent a week on a Study Visit in Nottingham on the theme of improving continuous professional development within vocational education and training. The event was hosted by EMFEC (East Midlands Further Education Council), a membership body which provides advice and support to the further education sector. Helpfully she wrote everything down to give you a full account of her experience. I hope this gives you an idea of what to expect, should you decide to attend or host a Study Visit yourself!

Transversal Study Visits are aimed at senior education and training professionals (so anyone involved in senior management positions or in the design or planning of learning provision).

How does a Study Visit work?

Study Visits focus on a specific theme within lifelong learning.

In this case, we were looking at how schools and colleges in England evaluate and assess education and training provision.

EMFEC, the host organisation, presented the English model to senior training specialists from nine European countries, and the visiting participants  compared this with their national models. It was a good way for the hosts and participants to reflect on their systems and practices and to consider where improvements might be made.

The RAC national training base at Ashfield School trains Level 1&2 students alongside apprentices for Hyundai, Kia, Renault and RAC.

What were the main highlights?

The visit was extremely well organised, offering a mixture of presentations and visits to secondary and further education providers.

A trip to Ashfield School was especially memorable since the group had an opportunity to learn about and see a very unusual and innovative partnership between the school and businesses based on the school’s campus, including an RAC (roadside assistance) national training centre, where students often work alongside apprentices and adults in a state of the art workshop.

In addition to the school visit, it was interesting to compare how college-based learning is different from learning at a work-based learning provider. It seemed that “work-based learning” was a new concept for the majority of participants in the group. Finally, learning about a peer review process for  self-assessment among professionals in the further education sector was very interesting too. This involves teachers ‘sitting in’ on colleagues classes, providing feedback and making suggestions.

What did you learn during the week?

Since I am not an expert in this area, I learned a lot about evaluation.  The presentations by Ofsted inspectors were particularly beneficial to me since I didn’t realise how wide Ofsted’s remit is (Ofsted is the Office for Standards in Education). I always associated this body with schools without taking into consideration quality assessment in colleges or prison education.

It was also interesting for me to learn that Ofsted is an independent and impartial body reporting directly to Parliament. This is not the case in other European countries. In fact, according to fellow participants, not all European countries have such rigorous quality assessment processes coordinated and managed by one inspectorate.

During this week I was struck with high level of learning facilities offered by schools and colleges in the East Midlands. I understand that we were shown examples of best practice, but I feel that some European countries, especially those in Central and Eastern Europe, will need another 15 years to achieve this level of provision.

For example, a participant from Latvia shared her experience about construction, machinery and carpentry college teachers going to scrap yards looking for teaching materials for their students since college budgets could not allocate any money for this. This example together with other experiences shared by the group made the organisers think that, in fact, schools and colleges in England should be proud of what they can offer to their learners.

What was it like representing Ecorys on a Study Visit for the first time?

I’m pleased to say that everyone (participants and hosts) knew what was required of them so our advice and guidelines must be doing the trick! It was really interesting to experience Study Visits from the other side and I feel I’ve added an extra dimension of understanding to my role at Ecorys.

More information:

300+ Transversal Study Visits take place throughout Europe each year.

You can find out how to host or participate in a Study Visit at www.transversal.org.uk