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IPA - Education and Training 2010: WPRN: WP08-10-02 Topic: Adult - Learning, Teaching - and - Learning

This document discusses the European Union's efforts to support education and training in enlargement countries through 2020. It outlines two groups of beneficiary countries - candidate and potential candidate countries in Southeast Europe and Turkey. The EU uses soft policy tools like sharing best practices, peer learning, and promoting dialogue to influence these countries' education policies and help their education systems adapt to changing needs. This project will make information and expertise available to support policy learning initiatives in beneficiary countries. It will have five main components, such as disseminating information on EU education priorities and embedding debates into countries' reform discussions.

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Maja Vidović
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31 views1 page

IPA - Education and Training 2010: WPRN: WP08-10-02 Topic: Adult - Learning, Teaching - and - Learning

This document discusses the European Union's efforts to support education and training in enlargement countries through 2020. It outlines two groups of beneficiary countries - candidate and potential candidate countries in Southeast Europe and Turkey. The EU uses soft policy tools like sharing best practices, peer learning, and promoting dialogue to influence these countries' education policies and help their education systems adapt to changing needs. This project will make information and expertise available to support policy learning initiatives in beneficiary countries. It will have five main components, such as disseminating information on EU education priorities and embedding debates into countries' reform discussions.

Uploaded by

Maja Vidović
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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IPA - Education And Training 2010

Wprn: WP08-10-02 Topic: Adult_learning,Teaching_and_learning

Enlargement is a high priority for the E !s e"ternal relations policy and for the ET# as an E agency$ E assistance related to enlargement co%ers t&o groups of countries, &hich &ill also 'e the 'eneficiary countries of this pro(ect) * +andidate countries ,+roatia, the former -ugosla% .epu'lic of /acedonia and Tur0ey1 * Potential candidate countries ,Al'ania, 2osnia and 3er4ego%ina, 5oso%o, /ontenegro and 6er'ia1$ 7ue to changing la'our mar0et re8uirements indi%iduals must no&adays 'e in a position to a'sor', select and process larger amounts of information and 0no&ledge$ They must 'e capa'le of using this 0no&ledge to sol%e &or0 pro'lems together &ith others, to learn and ac8uire ne& competences throughout their li%es and apply them in e%er ne& conte"ts$ Education systems respond to these challenges &ith more indi%idualised learning paths, ne& learning offers and arrangements, an optimisation of learning processes and institutions, a ne& focus on learning outcomes, as &ell as an increasing and 'etter use of resources$ A 0ey issue in the transformation of education systems is the e"tent to &hich political actors and strategies can steer and increase the impact of such changes$ 9ne instrument put in place 'y the E in the areas of education and employment policies is the so-called 9pen /ethod of +oordination ,9/+1$ :t uses methods of comparison, progress reporting and policy recommendations ,for employment policy1, the illustration of 'est practice e"amples, as &ell as peer learning as possi'le &ays of influencing national policy goals$ ;o scientific e%idence has 'een gathered to date as to &hether this has had an impact on national policy setting and implementation$ ;ational policies are, as &e 0no&, conte"t-'ound, firmly em'edded in e"isting routines and institutions and the result of &hat could 'e achie%ed at a certain moment in time rather than a straightfor&ard process$ ;e%ertheless, the <softer! policy instrument of promoting dialogue 'et&een rele%ant actors, &hich includes e"pert e"changes, argumentation and negotiation, can ha%e a positi%e impact in terms of changing national policy priorities or informing e"isting ones$ E /em'er 6tates and other participating countries are as0ed to cooperate on E and national policy priorities in education and training in the interests of further European integration$ 6ee Anne"es 1 and 2 for a more detailed presentation of the +openhagen= /aastricht process and the priority areas su'sumed under the Education > Training 2010 agenda$ The main thrust of the ET#!s &or0 has so far 'een put on disseminating information a'out 0ey E policies and instruments in ?ET ,+openhagen= /aastricht process1$ ;ational +openhagen process coordinators &ere appointed &ho managed to esta'lish dissemination structures in some countries$ A series of regional and national e%ents &ere held &hich stimulated de'ates on 0ey reform issues of mutual partner country= E interest$ :n addition, the ET# produced se%eral ne&sletters to 0eep counterparts up-to-date on E policy de%elopments$ #rom 200@ on&ards the ET# has 'een trying to mo%e from a phase of <disseminating information! to em'edding related de'ates into ongoing reform discussions and acti%ities, as &ell as esta'lishing 'etter lin0s &ith E pro(ects and the :PA programming frame&or0 in the countries$ :n this conte"t, in 200@, the ET#!s &or0 shifted to the support gi%en to each indi%idual country in preparing the implementation of specific acti%ities related to E policy de%elopments$ A particular focus &as gi%en to ;A# preparation$ #urthermore, the ET# organised a regional &or0shop on social partnership in ?ET in Turin$ The ET# Wor0 Programme 2008 esta'lishes that the <facilitation of access 'y policyma0ers and sta0eholders in the :PA region to systematic information on the purposes and de%elopments of the E policy priorities su'sumed under the so-called Education B Training 2010 agenda! &ill remain a priority area for the forthcoming years$ This pro(ect &ill ma0e information and e"pertise a%aila'le to support policy learning initiati%es in the 'eneficiary countries 'y accounting for respecti%e e"perts, time, pro(ect and mission 'udget inputs$ :n this conte"t, the pro(ect &ill ha%e fi%e main components as outlined 'elo& under scope of the pro(ect$

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