11

ENTITLE kick off: introductionENTITLE kick off: introduction

Rob Davies, MDRRob Davies, MDR

LondonLondon

5/6 February 20085/6 February 2008

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Libraries and lifelong learning: a brief Libraries and lifelong learning: a brief overview of EU initiatives and projects overview of EU initiatives and projects

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Political and strategicPolitical and strategic initiatives - i-initiatives - i-20102010

One of major pillars calls for "inclusion, better services for One of major pillars calls for "inclusion, better services for citizens and quality of life" citizens and quality of life"

Emphasises enhanced use of ICT for life-long learning and Emphasises enhanced use of ICT for life-long learning and social inclusionsocial inclusion

Improve quality and effectiveness of EU education and Improve quality and effectiveness of EU education and training systemstraining systems

Ensure they are accessible to allEnsure they are accessible to all Open up education and training to the wider worldOpen up education and training to the wider world

especially those who, due to their geographical location, socio-especially those who, due to their geographical location, socio-economic situation or special needs, do not have easy access economic situation or special needs, do not have easy access to traditional education and training. to traditional education and training.

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Some EU communications and reports Some EU communications and reports (there are more…)(there are more…)

2001 EC Communication 2001 EC Communication Making a European Area of Lifelong Making a European Area of Lifelong Learning a RealityLearning a Reality traditional systems must be transformed to become more open and traditional systems must be transformed to become more open and

flexibleflexible learners to have individual learning pathways, suitable to learners to have individual learning pathways, suitable to

needs/interestsneeds/interests take advantage of opportunities throughout their livestake advantage of opportunities throughout their lives

2006 - Joint Interim Report on progress under the "Education and 2006 - Joint Interim Report on progress under the "Education and Training 2010" work programmeTraining 2010" work programme all citizens need to acquire and update their skills throughout life all citizens need to acquire and update their skills throughout life special attention to specific needs of those at risk of social exclusion special attention to specific needs of those at risk of social exclusion adult learning ( quantity and quality) is also important for the adult learning ( quantity and quality) is also important for the

competence development of medium and high-skilled peoplecompetence development of medium and high-skilled people

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2006 EU Communication 2006 EU Communication Adult Adult Education: it's never too late to learn Education: it's never too late to learn

Countries to promote adult learning in Europe and place it Countries to promote adult learning in Europe and place it firmly on the political agendafirmly on the political agenda

Personal benefits of development and fulfillmentPersonal benefits of development and fulfillment Raise skill levelsRaise skill levels Reduce social exclusionReduce social exclusion Promote active citizenship Promote active citizenship Support employability and mobility in the labour marketSupport employability and mobility in the labour market Major challenge: lifting the barriers to participation for all Major challenge: lifting the barriers to participation for all

groups, especially the groups, especially the ageing population and migrantsageing population and migrants European Qualifications Framework (EQF)European Qualifications Framework (EQF)

66

Action Plan (2007) Action Plan (2007) It’s always a good It’s always a good time to learntime to learn – key messages – key messages

http://ec.europa.eu/education/policies/adult/com558_en.pdfhttp://ec.europa.eu/education/policies/adult/com558_en.pdf

Implement the 5 key messages in the Communication to remove Implement the 5 key messages in the Communication to remove barriers to participationbarriers to participation

increase quality and efficiencyincrease quality and efficiency speed up the process of validation and recognitionspeed up the process of validation and recognition ensure sufficient investmentensure sufficient investment monitor the sectormonitor the sector focus on those who are disadvantaged because of low literacy levels, focus on those who are disadvantaged because of low literacy levels,

inadequate skills for work and social integrationinadequate skills for work and social integration

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Action Plan: some goalsAction Plan: some goals

Complexity of sectorComplexity of sector Reduce labour shortages due to demographic changesReduce labour shortages due to demographic changes Address problem of high number of early school leavers Address problem of high number of early school leavers

(nearly 7 million in 2006)(nearly 7 million in 2006) offer a second chanceoffer a second chance

Increase integration of migrants in society and labour Increase integration of migrants in society and labour market market

Increase participation in lifelong learningIncrease participation in lifelong learning decreases after the age of 34 decreases after the age of 34 adult (age 25-64) participation in lifelong learning is no longer adult (age 25-64) participation in lifelong learning is no longer

increasingincreasing

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The Action Plan: some specific The Action Plan: some specific aims aims

Increase possibilities for adults to go "one step up" to achieve a qualification at least one level higher than before broader notion of individual ‘progression’?

Speed up assessment of skills and social competences have them validated and recognised in terms of learning

outcomes Improve the monitoring of adult learning sector Member States developing National Qualification

Frameworks linked to the European Qualification Framework

how to access, progress and transfer

2008 analysis of the implication of national reforms 2009 results of analysis showing trends, achievements and

gaps at European and national level Can ENTITLE tie-in?

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Improve the quality of provision in the adult learning sector

Affected by policy, resources, accommodation etc Key factor is the quality of staff involved in delivery Little attention has been paid to the training (initial and

continuing), status and payment of adult learning staff crucial in motivating adult learners to participate

2008 results of the study Adult learning professions in Europe to be published identify existing good practice in Member States and

formulate recommendations 2009 Development of standards for adult learning

professionals, including guidance services, based on existing good practice

2010 Further research on development of quality standards and accreditation of providers

will contribute to the monitoring of the sector Can ENTITLE tie in?

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Speed up assessing and recognizing non-/informal learning for

disadvantaged groups Recognition and validation of non-/informal learning

many Member States have a legal framework and pilot programmes

Assessment and recognition of skills and social competences, regardless of where and how

especially important for those who do not have basic qualifications

Positive approach to recognition of non/informal learning including that brought by migrants

2008 Identification of good practice in recognition/validation of non/informal learning

special focus on social competences, acquired outside formal learning

2009 Peer learning activity at European level exchange of good practice, crossborder exchanges, funded by

LLP 2010 First report of results presented and discussed Can ENTITLE tie-in?

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Improve monitoring of the adult Improve monitoring of the adult learning sectorlearning sector

Lack of comparable data in the sectorLack of comparable data in the sector a a minimum set of core data is required every 2 yearsminimum set of core data is required every 2 years

Strong relationship with the ongoing development and work on Strong relationship with the ongoing development and work on indicators and benchmarksindicators and benchmarks including work done in the Standing Group on Benchmarks and including work done in the Standing Group on Benchmarks and

IndicatorsIndicators

2008 Study launched by the Commission leading to proposal 2008 Study launched by the Commission leading to proposal on consistent terminology to be agreed by Member States/ on consistent terminology to be agreed by Member States/ stakeholdersstakeholders Study also to propose a set of core data Study also to propose a set of core data

2009 Collection of core data will start in the Member States 2009 Collection of core data will start in the Member States who wish to participatewho wish to participate

2010 Results published in 2010 Results published in Joint Progress Report on Education Joint Progress Report on Education and Training 2010and Training 2010

ENTITLE tie-in?ENTITLE tie-in?

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Key funding programmesKey funding programmes

LLP (Grundtvig, Comenius, Leonardo da Vinci, Erasmus, LLP (Grundtvig, Comenius, Leonardo da Vinci, Erasmus, KAs)KAs) KAs are ‘transversal’ KAs are ‘transversal’ Practice to policyPractice to policy

ESF/national structural fundsESF/national structural funds These 2 seen as specific to implementation of the Action These 2 seen as specific to implementation of the Action

Plan on Adult Learning Plan on Adult Learning

IST research programme (cultural heritage applications and IST research programme (cultural heritage applications and technology-enhanced learning)technology-enhanced learning)

eContentpluseContentplus EQUALEQUAL InterregInterreg National funding programmesNational funding programmes

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Informal learning, technology etc Informal learning, technology etc Learning not confined to formal institutions such as schools, Learning not confined to formal institutions such as schools,

colleges and universitiescolleges and universities Learning occurs increasingly through leisure activities that Learning occurs increasingly through leisure activities that

are mediated by digital technologies are mediated by digital technologies part of people's social and cultural livespart of people's social and cultural lives playing of computer games; use of chat rooms; mobile devices; playing of computer games; use of chat rooms; mobile devices;

exploitation of digital media (cameras); digital television etcexploitation of digital media (cameras); digital television etc Young people are immersed in ICT-related activities in their Young people are immersed in ICT-related activities in their

homes and with their friends homes and with their friends Young people are getting older…and anyway old people do it Young people are getting older…and anyway old people do it

tootoo Concept of a wide ‘ecology’ of learning Concept of a wide ‘ecology’ of learning

education institutions, homes, families and friends, the education institutions, homes, families and friends, the workplace, talking to people, leisure activities etcworkplace, talking to people, leisure activities etc

interaction with libraries and other community and cultural interaction with libraries and other community and cultural organisations all play a role organisations all play a role

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Public libraries and the learning Public libraries and the learning agendaagenda

Public libraries in Europe are used by lots of peoplePublic libraries in Europe are used by lots of people (180 million ‘members’)(180 million ‘members’)

Increasingly able to extend multiple learning experiences to Increasingly able to extend multiple learning experiences to visitorsvisitors from all age groups and sections of societyfrom all age groups and sections of society

Many calls for greater collaboration between libraries, Many calls for greater collaboration between libraries, schools/adult education sector schools/adult education sector most often takes place at local level, even where a broad national most often takes place at local level, even where a broad national

policy framework exists.policy framework exists.

Interest in informal learning is a more mainstream political Interest in informal learning is a more mainstream political concern concern not assigned sufficient resources or co-ordinated to maximise not assigned sufficient resources or co-ordinated to maximise

impactimpact Lots of projects, programmes to develop/promote the role of Lots of projects, programmes to develop/promote the role of

librarieslibraries digital literacy, ICT skills development, provision of digital content digital literacy, ICT skills development, provision of digital content

e-Learning e-Learning How big is the impact?How big is the impact?

Public libraries must offer new and innovative services and Public libraries must offer new and innovative services and activitiesactivities

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Some ‘important’ projects to dateSome ‘important’ projects to date

IST Research Programmes FP4-6 (1998-2005)IST Research Programmes FP4-6 (1998-2005) PubliCA, PULMAN and CALIMERA PubliCA, PULMAN and CALIMERA Oeiras Manifesto compiled under PULMAN, monitored under Oeiras Manifesto compiled under PULMAN, monitored under

CALIMERA - disparities CALIMERA - disparities Guidelines on public library services (including learning) Guidelines on public library services (including learning)

translated into 30 languagestranslated into 30 languages Projects under LLP and predecessors (Grundtvig etc) Projects under LLP and predecessors (Grundtvig etc)

DILLMULI (public libraries and museums)DILLMULI (public libraries and museums) PULLSPULLS Games in libraries (AITMES, Mapps.com)Games in libraries (AITMES, Mapps.com) There are more….There are more….

EQUALEQUAL LearnEastLearnEast ABSIDEABSIDE

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CALIMERACALIMERAhttp://www.calimera.orghttp://www.calimera.org

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Oeiras Manifesto (2003): 4 strands Oeiras Manifesto (2003): 4 strands

Democracy and citizenship Economic and social development Cultural diversity Lifelong Learning

Focus on the needs of children, and those who care for them, by Focus on the needs of children, and those who care for them, by providing a fun, safe and stimulating environment for school work and providing a fun, safe and stimulating environment for school work and leisure, incorporating games and new technologies and by creating leisure, incorporating games and new technologies and by creating partnerships with schools and other educational bodiespartnerships with schools and other educational bodies

Develop their role as centres for de-institutionalised and informal Develop their role as centres for de-institutionalised and informal

learning, offering content, training and support to citizens at all stages learning, offering content, training and support to citizens at all stages of their lives, taking full advantage of the potential of e-learningof their lives, taking full advantage of the potential of e-learning

Contribute to the development of a functionally literate information Contribute to the development of a functionally literate information

society by continuing to promote reading, using all means, including society by continuing to promote reading, using all means, including the World Wide Webthe World Wide Web

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DILLMULI toolkitDILLMULI toolkithttp://www.dillmuli.feek.pte.hu/tk1.pdfhttp://www.dillmuli.feek.pte.hu/tk1.pdf

Toolkit Toolkit intended to assist practitioners and policy makers to identify intended to assist practitioners and policy makers to identify

guidance and best practice across a wide range of aspects guidance and best practice across a wide range of aspects concerning the role of museums and libraries in adult concerning the role of museums and libraries in adult educationeducation

structured according to six main content categoriesstructured according to six main content categories PoliciesPolicies Applied learning: theory and practiceApplied learning: theory and practice Good practice, barriers and problemsGood practice, barriers and problems StaffingStaffing Funding programmes Funding programmes Dissemination and advocacyDissemination and advocacy

Exhibition Exhibition included e.g. Inspiring Learning for All and PULMANincluded e.g. Inspiring Learning for All and PULMAN

2020

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Position of international library Position of international library associationsassociations

IFLAIFLA The Role of Libraries in Lifelong Learning Final report of the project The Role of Libraries in Lifelong Learning Final report of the project

under the Section for Public Libraries, 2004 under the Section for Public Libraries, 2004 http://www.ifla.org/VII/s8/proj/Lifelong-LearningReport.pdf

Recommendations on library and educational policy, co-operation, need for change in public libraries (working methods, new professional profiles)

EBLIDA EBLIDA Statement to the EC Memorandum on Lifelong Learning (June Statement to the EC Memorandum on Lifelong Learning (June

2001) Role of libraries in lifelong learning2001) Role of libraries in lifelong learning libraries have fundamental role to play in development of libraries have fundamental role to play in development of

strategies strategies disappointed that libraries mentioned just once along with disappointed that libraries mentioned just once along with

shopping malls and bus stations shopping malls and bus stations overlooks key function of libraries: active partner offering overlooks key function of libraries: active partner offering

access, professional guidance and training to global resources access, professional guidance and training to global resources in local settingin local setting

Children actively encouraged to use and evaluate information Children actively encouraged to use and evaluate information independently independently

LLL one of 5 stated current priorities for EBLIDALLL one of 5 stated current priorities for EBLIDA

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Position of European education Position of European education associationsassociations

European SchoolnetEuropean Schoolnet

European Association for Adult Education (EAEA)

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ENTITLE: objectives and workplanENTITLE: objectives and workplan

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What is ENTITLE doing - broadly What is ENTITLE doing - broadly speaking?speaking?

Multilateral project under LLP KA4 Multilateral project under LLP KA4 Dissemination and Dissemination and Exploitation of ResultsExploitation of Results ‘‘valorisation’ = getting the most out of things valorisation’ = getting the most out of things

Support and extend progress made to date by Europe’s public Support and extend progress made to date by Europe’s public libraries in supporting learninglibraries in supporting learning for all age groups and sections of societyfor all age groups and sections of society ‘‘transversal’ i.e. across education ‘sectors’: school, higher, transversal’ i.e. across education ‘sectors’: school, higher,

vocational vocational Disseminating, consolidating, enhancing the work of key Disseminating, consolidating, enhancing the work of key

existing networks, projects and initiativesexisting networks, projects and initiatives Trying to develop ways to measure the impact of learning Trying to develop ways to measure the impact of learning

through (public) libraries through (public) libraries Focus on the contribution to be made through Focus on the contribution to be made through informal learninginformal learning

settings (libraries) to lifelong learningsettings (libraries) to lifelong learning , , combating digital illiteracy and social exclusioncombating digital illiteracy and social exclusion special attention to role of ICTspecial attention to role of ICT

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Underlying assumptionsUnderlying assumptions Informal learning organisations e.g. libraries have a vital job Informal learning organisations e.g. libraries have a vital job

to do to do supporting individual learners’ needssupporting individual learners’ needs providing them with choices and flexibilityproviding them with choices and flexibility helping people to continue and return to learninghelping people to continue and return to learning enabling adults to get a job, qualification or skillenabling adults to get a job, qualification or skill signposting and inspiring people to take up other coursessignposting and inspiring people to take up other courses helping children to learn helping children to learn supporting schools in diversifying children’s experiencessupporting schools in diversifying children’s experiences

Specific case for investment needs to be better and more Specific case for investment needs to be better and more measurably demonstrated to policy makers and funders measurably demonstrated to policy makers and funders

Deployment and mainstreaming of innovative activities and Deployment and mainstreaming of innovative activities and services remains inconsistent across EU countriesservices remains inconsistent across EU countries effective co-ordination lacking in some countries effective co-ordination lacking in some countries

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ENTITLE: 2 main objectives ENTITLE: 2 main objectives

Identify, describe and disseminate good practiceIdentify, describe and disseminate good practice specific services, tools and approaches used for learning in specific services, tools and approaches used for learning in

public library settingspublic library settings build on work conducted under different programmesbuild on work conducted under different programmes support support multiplication multiplication and and mainstreamingmainstreaming enable fuller understanding of contribution to learning enable fuller understanding of contribution to learning

agendas, maximise consensusagendas, maximise consensus recommendations to Member States/EU for supporting and recommendations to Member States/EU for supporting and

extending contribution to lifelong learning policies and actionsextending contribution to lifelong learning policies and actions

Provide an evidence-based framework for comparison and Provide an evidence-based framework for comparison and exploitation of results within and between countriesexploitation of results within and between countries impact on learnersimpact on learners potential for future use in comparative research studies potential for future use in comparative research studies

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‘‘Significant and continuing effect’Significant and continuing effect’

Development and assessment of new learning services Development and assessment of new learning services provided by public libraries provided by public libraries

Development of fruitful relationships with learning partner Development of fruitful relationships with learning partner organisations organisations

‘‘Ripple-effect’ at both policy and practitioner level. Ripple-effect’ at both policy and practitioner level. Benefit for end usersBenefit for end users

among schools, adult learners and vocationally-oriented learners among schools, adult learners and vocationally-oriented learners access and experience of informal/non-formal learningaccess and experience of informal/non-formal learning + more seeking access to informal opportunities + more seeking access to informal opportunities

Sustain a Europe-wide community of practice Sustain a Europe-wide community of practice post-project arrangements for collaborative web environment, at post-project arrangements for collaborative web environment, at

least two years after project least two years after project

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Measuring our success: Measuring our success: quantitative indicatorsquantitative indicators

Public library services of 12 member states Public library services of 12 member states account for about 30% of Europe’s estimated 96,000 public account for about 30% of Europe’s estimated 96,000 public

librarieslibraries about 50,000 staff.about 50,000 staff. 180 million citizens of the EU currently use public libraries180 million citizens of the EU currently use public libraries

Assumption: about 15% of staff have an explicit Assumption: about 15% of staff have an explicit responsibility for provision of learning services responsibility for provision of learning services

By end of the process initiated by the project about 40% By end of the process initiated by the project about 40% (3000) of these will be aware of the project’s results. (3000) of these will be aware of the project’s results.

Impact assessment framework will be understood by Impact assessment framework will be understood by smaller number of more specialist staff smaller number of more specialist staff management and decision-maker level management and decision-maker level estimated at about 50% (1500) of the above. estimated at about 50% (1500) of the above.

Extension of project results to other Member States through Extension of project results to other Member States through web and final conference (policy makers)web and final conference (policy makers)

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Can we define and measure Can we define and measure learning outcomes?learning outcomes?

How do how public library services contribute to valid How do how public library services contribute to valid learning outcomes (knowledge, personal development, learning outcomes (knowledge, personal development, skills, inclusion etc)skills, inclusion etc)

Supporting basic skills and competences (reading, numeracy, Supporting basic skills and competences (reading, numeracy, ICT)ICT)

Language learningLanguage learning Digital Literacy, creativity and content creation; Digital Literacy, creativity and content creation; Strengthening progression to other phases of learning and Strengthening progression to other phases of learning and

employmentemployment Complementing and enriching formal learning (vocational and Complementing and enriching formal learning (vocational and

business education, homework, course, research and project business education, homework, course, research and project support, out of school, holiday activities)support, out of school, holiday activities)

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Libraries need to actLibraries need to act

Public libraries have natural advantages includingPublic libraries have natural advantages including strong roots in local communitiesstrong roots in local communities tradition of partnership with schools and learning-oriented services tradition of partnership with schools and learning-oriented services

of various kinds for childrenof various kinds for children increasingly established role as part of Lifelong Learning increasingly established role as part of Lifelong Learning

‘landscape’‘landscape’ Embed more thoroughly into their policies a learning cultureEmbed more thoroughly into their policies a learning culture Find ways of measuring/demonstrating their impact on Find ways of measuring/demonstrating their impact on

people’s learning people’s learning Spread awareness of results of successful initiatives across Spread awareness of results of successful initiatives across

Europe Europe Convince education and cultural policy makers that they have Convince education and cultural policy makers that they have

a key role in learning deliverya key role in learning delivery Work out where their major value lies in new learning agendas Work out where their major value lies in new learning agendas

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Outcomes for librariesOutcomes for libraries

Build a learning culture which enables and Build a learning culture which enables and empowers libraries to:empowers libraries to:

provide effective learning opportunitiesprovide effective learning opportunities consult and form partnerships with other stakeholders consult and form partnerships with other stakeholders create a learning environment (spaces, equipment, staff create a learning environment (spaces, equipment, staff

support for learners)support for learners) respond to political initiatives and gain fundingrespond to political initiatives and gain funding promote the organisation as a place to learnpromote the organisation as a place to learn evaluate the impact of services on learners and learningevaluate the impact of services on learners and learning

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ENTITLE: expected resultsENTITLE: expected results

Guidelines and recommendationsGuidelines and recommendations

Establish a web-based dissemination environment Establish a web-based dissemination environment Including case studiesIncluding case studies

Promotion innovation and consult via a series of national Promotion innovation and consult via a series of national meetingsmeetings

Establish an impact assessment frameworkEstablish an impact assessment framework specific contributions of libraries to learningspecific contributions of libraries to learning provide a basis for future comparison, experience sharing and provide a basis for future comparison, experience sharing and

assessment of progressassessment of progress

Valorise and endorse through Final Conference for policy Valorise and endorse through Final Conference for policy makersmakers

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Who are we aiming atWho are we aiming at Policy makers, associations and networks in the Policy makers, associations and networks in the

cultural and educational sectorscultural and educational sectors

• • regional, national, and European levelregional, national, and European level

•• municipality and regional learning departments and municipality and regional learning departments and decision-makers decision-makers

•• library managers and practitioners in the provision of library managers and practitioners in the provision of learning serviceslearning services

•• teachers/practitioners in the school, vocational and adult teachers/practitioners in the school, vocational and adult contexts and frameworkscontexts and frameworks

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This meeting: Day 1This meeting: Day 1

Libraries and lifelong learning: a brief overview of EU initiatives Libraries and lifelong learning: a brief overview of EU initiatives and projects (Rob Davies)and projects (Rob Davies)

Overview of project objectives and workplan (Rob Davies, MDR)Overview of project objectives and workplan (Rob Davies, MDR) Public libraries, innovation, ICT and adult learning (Anne-Marie Public libraries, innovation, ICT and adult learning (Anne-Marie

Schmidt, Aarhus)Schmidt, Aarhus) Children, schools, libraries and learning (Roger Blamire, Children, schools, libraries and learning (Roger Blamire,

European SchoolNet)European SchoolNet) How can we assess the impact of lifelong learning through How can we assess the impact of lifelong learning through

libraries: learning from experience (John Dolan, MLA)libraries: learning from experience (John Dolan, MLA) Progression and accreditation through informal learning: from Progression and accreditation through informal learning: from

what to what? (Peter Wilson, NIACE)what to what? (Peter Wilson, NIACE) The ENTITLE website: what does it need to do? (Luc Chase, MDR)The ENTITLE website: what does it need to do? (Luc Chase, MDR)

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Day 2 Day 2

Key developments in participating countries (tour de table - 10 Key developments in participating countries (tour de table - 10 mins mins

each max)each max)

Discussion: what are the main similarities and differences Discussion: what are the main similarities and differences between between

national approaches? Can we achieve a comparative national approaches? Can we achieve a comparative framework?framework?

Project responsibilities, management and finance: how it will Project responsibilities, management and finance: how it will work and next steps (Rob Davies, MDR)work and next steps (Rob Davies, MDR)

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The ENTITLE consortiumThe ENTITLE consortium 12 country focus12 country focus

Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Hungary, Malta, Portugal, Romania, Slovenia and UKHungary, Malta, Portugal, Romania, Slovenia and UK

BUT results to be applicable and usable in all countries of BUT results to be applicable and usable in all countries of Europe. Europe.

Complementary competencesComplementary competences 1 European network – European Schoolnet (+Eblida?)1 European network – European Schoolnet (+Eblida?) 2 national agencies – MLA (UK) and NUK (Slovenia) - with 2 national agencies – MLA (UK) and NUK (Slovenia) - with

strategic responsibiity strategic responsibiity 5 major municipal public library services – Aarhus (Denmark), 5 major municipal public library services – Aarhus (Denmark),

Cluj (Romania), Helsinki (Finland), Lisbon (Portugal), Veria Cluj (Romania), Helsinki (Finland), Lisbon (Portugal), Veria (Greece) (Greece)

3 national professional library associations – BVOE (Austria), 3 national professional library associations – BVOE (Austria), ULISO (Bulgaria) and Publika (Hungary)ULISO (Bulgaria) and Publika (Hungary)

3 NGO/SMEs – CrossCzech (Czech Republic), AcrossLimits 3 NGO/SMEs – CrossCzech (Czech Republic), AcrossLimits (Malta) and Malta (UK) with EC implementation track(Malta) and Malta (UK) with EC implementation track records records and strong ministerial contacts and strong ministerial contacts

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WP 1 kick-off meeting and briefing WP 1 kick-off meeting and briefing (leader – MDR)(leader – MDR)

Brief participants on project concepts, workplan, financial and Brief participants on project concepts, workplan, financial and reporting provisions etcreporting provisions etc

Gather preliminary information on policy backgrounds, trends, Gather preliminary information on policy backgrounds, trends, initiatives initiatives

Present innovative and stimulating approaches Present innovative and stimulating approaches Assess the state of the art in impact assessment in each Assess the state of the art in impact assessment in each

country country

D1 Report of kick of meeting (WP1)D1 Report of kick of meeting (WP1) A report on the initial country-by-country findings on the state of the art A report on the initial country-by-country findings on the state of the art

and an action plan for the project and an action plan for the project

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WP 2 Review of existing results, initiatives WP 2 Review of existing results, initiatives and progress (leader – Cross Czech)and progress (leader – Cross Czech)

Structured survey, designed and co-ordinated by MDRStructured survey, designed and co-ordinated by MDR Completed for all participating countries Completed for all participating countries

identify and document the policy backgroundidentify and document the policy background good practice instancesgood practice instances dissemination and exploitation activities dissemination and exploitation activities Results of available data collection and evaluation activities Results of available data collection and evaluation activities

national and regional/local levelnational and regional/local level impact assessment activities and frameworksimpact assessment activities and frameworks

Results consolidated and gaps identifiedResults consolidated and gaps identified presented on web sitepresented on web site enable future moderated contributions (WIKI?)enable future moderated contributions (WIKI?) baseline for gap analysis and future work baseline for gap analysis and future work

D2 Baseline survey resultsD2 Baseline survey results

A systematic structured baseline document with data on which to A systematic structured baseline document with data on which to base development of the remaining project work and outputsbase development of the remaining project work and outputs

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WP 3 Impact assessment framework design WP 3 Impact assessment framework design and testing (leader - MLA )and testing (leader - MLA ) Design a framework for impact assessmentDesign a framework for impact assessment

build on work to datebuild on work to date range of quantitative and qualitative instruments range of quantitative and qualitative instruments MLA working with MDR and EUNMLA working with MDR and EUN

Online document for test completion by 3 countriesOnline document for test completion by 3 countries both institutional and national or regional level data both institutional and national or regional level data

completioncompletion 4 month testing period4 month testing period

Multi-stakeholder meeting in Slovenia (M10)Multi-stakeholder meeting in Slovenia (M10) experts review framework in light of preliminary results experts review framework in light of preliminary results

Revise and extend framework to all participant countries Revise and extend framework to all participant countries Review and produce final framework Review and produce final framework

conclusions and gaps in data availability highlightedconclusions and gaps in data availability highlighted basis for full scale use in future comparative studies basis for full scale use in future comparative studies

D3 Finalised impact assessment framework D3 Finalised impact assessment framework A portfolio document providing validated and tested instruments for A portfolio document providing validated and tested instruments for

conducting impact assessment and analysing the data collected conducting impact assessment and analysing the data collected 1.1.

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WP 4 Guidelines and recommendations WP 4 Guidelines and recommendations (leader - Aarhus)(leader - Aarhus)

Series of concise guidelines on e.g. effective policy provisions, Series of concise guidelines on e.g. effective policy provisions, learning management, use of ICTlearning management, use of ICT draw on results of WP2draw on results of WP2 Define coverage of guidelines Define coverage of guidelines link to good practice in service provision (e.g. CALIMERA)link to good practice in service provision (e.g. CALIMERA) working group of 5 partners, editing by EUN and MDR working group of 5 partners, editing by EUN and MDR dissemination and contributive comment on Webdissemination and contributive comment on Web integrate with impact assessment workintegrate with impact assessment work

Draft recommendations for policy makers and professionals Draft recommendations for policy makers and professionals in public libraries and wider related learning communitiesin public libraries and wider related learning communities

Assess and review at multi-stakeholder workshop in Slovenia Assess and review at multi-stakeholder workshop in Slovenia (M10)(M10) modify as agreedmodify as agreed translate into national languages (nb limited funding) translate into national languages (nb limited funding)

D4 Guidelines with draft recommendationsD4 Guidelines with draft recommendationsA structured and navigable web tool for online browsingA structured and navigable web tool for online browsing

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Possible areas for guidelines - lPossible areas for guidelines - learning earning managementmanagement

Staff competences and workforce development Staff competences and workforce development Funding for the development of learning services;Funding for the development of learning services; Improving diversity of provision: types of learning servicesImproving diversity of provision: types of learning services Partnerships with schools, adult learning providers and Partnerships with schools, adult learning providers and

employers employers Increasing learner participation Increasing learner participation

re-engaging adult learners, including marginal groups, family re-engaging adult learners, including marginal groups, family and inter-generational learning)and inter-generational learning)

Learner support methods Learner support methods Accreditation: availability and demand for learning Accreditation: availability and demand for learning

certificationcertification including services currently provided, such as ECDL)including services currently provided, such as ECDL)

Development of an organisational learning and evaluation Development of an organisational learning and evaluation culture and practices culture and practices

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Possible areas for guidelines - ICTPossible areas for guidelines - ICT

Creation of networked eLearning environmentsCreation of networked eLearning environments

Personalisation of learningPersonalisation of learning

New tools (mobile learning, interactive TV, Web 2.0, New tools (mobile learning, interactive TV, Web 2.0, computer games-based learning etc)computer games-based learning etc)

Designing inspiring, safe and accessible learning spaces Designing inspiring, safe and accessible learning spaces and virtual environments and virtual environments

ALSO Guidelines on Learning OutcomesALSO Guidelines on Learning Outcomes

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WP 5 Twelve National Meetings (leader WP 5 Twelve National Meetings (leader - Veria)- Veria)

AudienceAudience policy makers, senior practitioners and partners from other policy makers, senior practitioners and partners from other

learning sectors to disseminate learning sectors to disseminate Discuss and promote adoption of emerging ENTITLE resultsDiscuss and promote adoption of emerging ENTITLE results

guidelines, recommendations and impact assessment frameworkguidelines, recommendations and impact assessment framework 60-150 people60-150 people Held in national languages Held in national languages Common core agendaCommon core agenda

flexibility to incorporate national perspectives and agendas flexibility to incorporate national perspectives and agendas outcomes incorporated in guidelines, recommendations, impact outcomes incorporated in guidelines, recommendations, impact

assessmentassessment

WP 5 Reports from 12 national meetingsWP 5 Reports from 12 national meetings Compiled as a section within the ENTITLE web environment , structured Compiled as a section within the ENTITLE web environment , structured

according to template format for purposes of comparability in according to template format for purposes of comparability in national languages with translated versions in Englishnational languages with translated versions in English

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WP6 WP6 Web environmentWeb environment (leader - MDR) (leader - MDR) Basic site available by Month 3, ongoing developmentBasic site available by Month 3, ongoing development

Established and maintained by MDR Established and maintained by MDR Based on a leading OS Content Management System Based on a leading OS Content Management System

Integrate moderated contributor access (wiki format?)Integrate moderated contributor access (wiki format?) All content and results disseminated through websiteAll content and results disseminated through website

guidelines, recommendations and impact assessment guidelines, recommendations and impact assessment framework framework

stakeholder database for distributionstakeholder database for distribution RSS newsfeedsRSS newsfeeds newsletternewsletter lightweight registration (to receive notifications)lightweight registration (to receive notifications)

Session later to discuss site sections and functionalitySession later to discuss site sections and functionality Cost limitationsCost limitations ! !

D6 ENTITLE web environment (WP6)D6 ENTITLE web environment (WP6)

An attractive and user friendly interface to project outputs, a An attractive and user friendly interface to project outputs, a news dissemination facility and a means of developing and news dissemination facility and a means of developing and involving a sustainable community of practice involving a sustainable community of practice

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WP7 Final Conference and Report WP7 Final Conference and Report (leader - Publika)(leader - Publika)

Hosted in Hungary (by Publika) Hosted in Hungary (by Publika) Target: up to 150 policy makers and representatives of Target: up to 150 policy makers and representatives of

national and European associations in the learning sectornational and European associations in the learning sector special focus on countries not directly represented in ENTITLEspecial focus on countries not directly represented in ENTITLE additional, wider opportunity to validate, disseminate and additional, wider opportunity to validate, disseminate and

promote exploitation of ENTITLE resultspromote exploitation of ENTITLE results high-level political keynote speaker high-level political keynote speaker issue a ‘Declaration’ issue a ‘Declaration’ Conference organisation committee Conference organisation committee

ENTITLE Final Report in English ENTITLE Final Report in English editorial support of MDReditorial support of MDR

D7 D7 Final Report and Conference ProceedingsFinal Report and Conference Proceedings A composite report on the ENTITLE’s work, including the proceedings A composite report on the ENTITLE’s work, including the proceedings

and resolutions of the Final Conference, available via the web and resolutions of the Final Conference, available via the web environment and also in print format ,in English. Summary environment and also in print format ,in English. Summary translations will be produced in participants’ national languages translations will be produced in participants’ national languages and encouraged in all major EU languagesand encouraged in all major EU languages

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WP8 Project Management (leader - WP8 Project Management (leader - MDR)MDR)

Project co-ordination, management and web dissemination Project co-ordination, management and web dissemination infrastructure infrastructure communication and reporting to the Commission communication and reporting to the Commission day to day communications between partnersday to day communications between partners effective management of the project’s finances effective management of the project’s finances assuring quality of project outputs (peer review, through wiki?)assuring quality of project outputs (peer review, through wiki?)

Project decisions will be taken by PMBProject decisions will be taken by PMB 6 partners (secretariat support provided by MDR)6 partners (secretariat support provided by MDR) Meets 5 times (combined with other events)Meets 5 times (combined with other events)

Quality of project outputs Quality of project outputs Peer review e.g. through wikiPeer review e.g. through wiki

WP leaders have high level of responsibility for results WP leaders have high level of responsibility for results

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Workplan overviewWorkplan overview

M1

M2

M3

M4

M5

M6

M7

M8

M9

M10

M11

M12

M13

M14

M15

M16

M17

M18

M19

M20

M21

M22

M23

M24

WP1 kick-off meeting and briefing

KO

WP2Review of existing results, initiatives and progress

WP3Impact assessment framework design and testing

MS

WP4Guidelines and recommendations

MS

WP5National meetings

NM NM NM NM NM NM NM

WP6Web environment

WP7Final conference and report

FC

WP8Project Management

PM

PM

PM PM PM

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Summary of meetingsSummary of meetings

Kick-off meeting (UK) Feb 08 2 days

Multi-stakeholder workshop (Slovenia) Oct 08 2 days

12 National Meetings Apr-Oct 09 1 day

Final Conference Nov 09 1.5 days

Four more Project Management Board meetings

M6 (June 08) M10 (October 08, Slovenia) M17 (May 09) M22 (Oct 09, Hungary)M22 (Oct 09, Hungary)

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Funding overview (EUR)Funding overview (EUR)

Total costs Total costs 313,744313,744 Staff costs Staff costs 218,229 (74.4%)218,229 (74.4%) Travel and subsistence Travel and subsistence 43,990 (15%) 43,990 (15%) Equipment Equipment 2,500 (0.85%) 2,500 (0.85%) SubcontractingSubcontracting Other Other 28,500 (9.72%)28,500 (9.72%) Indirect costs (o’head) 20,525 (7%)Indirect costs (o’head) 20,525 (7%)

LLP contribution (74.8%) LLP contribution (74.8%) 234,680234,680

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The budget ‘cut’The budget ‘cut’

From 399,276 in proposal to 313,744 in grant agreementFrom 399,276 in proposal to 313,744 in grant agreement

30% of staff costs across all categories30% of staff costs across all categories Days now reallocated in line with costsDays now reallocated in line with costs

Travel costs reduced from 27% to 15% of totalTravel costs reduced from 27% to 15% of total

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Project responsibilities, management and Project responsibilities, management and finance: how it will finance: how it will work and next stepswork and next steps

(Rob Davies, MDR)(Rob Davies, MDR)

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ContractContract

Agency implements LLP and other education/culture Agency implements LLP and other education/culture programmes on behalf of Commissionprogrammes on behalf of Commission

Commission does strategy, programme development, high Commission does strategy, programme development, high level monitoring level monitoring

MDR contract with the Agency circulatedMDR contract with the Agency circulated

See Annex III (URL) for the latest on admin, financial See Annex III (URL) for the latest on admin, financial management management

and reportingand reporting

1.1. ttp://eacea.ec.europa.eu/static/en/llp/reporting/ ttp://eacea.ec.europa.eu/static/en/llp/reporting/

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LLP project lifecycleLLP project lifecycle

Signature of AgreementSignature of Agreement First pre-financing paymentFirst pre-financing payment Progress Report and 2Progress Report and 2ndnd pre-financing payment pre-financing payment Final report and balance payment/recoveryFinal report and balance payment/recovery AmendmentsAmendments Possible audit within 5 years: keep all docsPossible audit within 5 years: keep all docs

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Management roles Management roles

MDR co-ordinatorMDR co-ordinator

WP leaders – QA and progress on theirWP leaders – QA and progress on their1.1. MDRMDR2.2. Cross CzechCross Czech3.3. MLAMLA4.4. AarhusAarhus5.5. VeriaVeria6.6. MDRMDR7.7. PublikaPublika8.8. MDRMDR

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Partner involvementPartner involvement

WP 1 – all partnersWP 1 – all partners WP 2 – all partnersWP 2 – all partners WP 3 (expanded) – MLA, MDR, Across Limits, BVOE, Cluj, WP 3 (expanded) – MLA, MDR, Across Limits, BVOE, Cluj,

NUK, ULISO, Veria, EUNNUK, ULISO, Veria, EUN NUK will host multi-stakeholder workshopNUK will host multi-stakeholder workshop

WP 4 (expanded) – all partnersWP 4 (expanded) – all partners WP5 – all partners (except EUN)WP5 – all partners (except EUN) WP6 – MDRWP6 – MDR WP7 – WP7 – Publika, MDR, Cross Czech, EUN (Helsinki, Lisbon)Publika, MDR, Cross Czech, EUN (Helsinki, Lisbon) WP8 – WP8 – PMB (proposed): MDR, Aarhus, Helsinki, NUK, Lisbon, Veria, PMB (proposed): MDR, Aarhus, Helsinki, NUK, Lisbon, Veria,

EUNEUN

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Funding overview (EUR)Funding overview (EUR)

Total costs Total costs 313,744313,744 Staff costs Staff costs 218,229 (74.4%)218,229 (74.4%) Travel and subsistence Travel and subsistence 43,990 (15%) 43,990 (15%) Equipment Equipment 2,500 (0.85%) 2,500 (0.85%) SubcontractingSubcontracting Other Other 28,500 (9.72%)28,500 (9.72%) Indirect costs (o’head) 20,525 (7%)Indirect costs (o’head) 20,525 (7%)

LLP contribution (74.8%) LLP contribution (74.8%) 234,680234,680

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‘‘Other’ Costs (EUR)Other’ Costs (EUR)

Venue & catering for national meetings 750 X 12 = 9000Venue & catering for national meetings 750 X 12 = 9000

Venue & catering for final conference Venue & catering for final conference = 6000 = 6000

Printing and publishing of publicity, final report = 2500 Printing and publishing of publicity, final report = 2500

Translation costs ex English (avg 1K per partner) = 12000Translation costs ex English (avg 1K per partner) = 12000

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The budget ‘cut’The budget ‘cut’

From 399,276 in proposal to 313,744 in grant agreementFrom 399,276 in proposal to 313,744 in grant agreement

30% of staff costs across all categories30% of staff costs across all categories Days now reallocated in line with costsDays now reallocated in line with costs

Travel costs reduced from 27% to 15% of totalTravel costs reduced from 27% to 15% of total

5959

Cost claim and payment proceduresCost claim and payment procedures

First advance (40% minus partner share of costs of kick off First advance (40% minus partner share of costs of kick off meeting)meeting)

Cost claim after 12 months followed by second advance Cost claim after 12 months followed by second advance (project receives 40%) (project receives 40%) 70% of original advance must be spent70% of original advance must be spent

Last 20% after final reportLast 20% after final report Cost reporting is in summary formCost reporting is in summary form Timesheets neededTimesheets needed MDR will send you forms when EACEA produces themMDR will send you forms when EACEA produces them

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Claiming costsClaiming costs

Claim actual expenditure but Claim actual expenditure but within budgetwithin budget

Note ceilingsNote ceilings personnel rates per country (EACEA has request in to derogate personnel rates per country (EACEA has request in to derogate

rtes for Bulgaria, Romania maybe others to higher 2008 rates) rtes for Bulgaria, Romania maybe others to higher 2008 rates) per staff categoryper staff category Travel and subsistence rates per city (actuals or per diems are Travel and subsistence rates per city (actuals or per diems are

ok)ok)

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Some rulesSome rules

In effect there are no fixed total partner budgets!In effect there are no fixed total partner budgets! management of overall budget is co-ordinator responsibilitymanagement of overall budget is co-ordinator responsibility

regard partner personnel budgets as a fixed ceiling (n.b. days regard partner personnel budgets as a fixed ceiling (n.b. days have been recalculated to match budget) have been recalculated to match budget)

travel, accommodation, ‘other costs’ depend on actual travel, accommodation, ‘other costs’ depend on actual expenditure on that activity across all partners – within ceilingsexpenditure on that activity across all partners – within ceilings

contract between partners and MDR voluntary contract between partners and MDR voluntary EACEA is going to provide a templateEACEA is going to provide a template

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Eligible costsEligible costs

Reasonable, justified and necessaryReasonable, justified and necessary Directly connected with the projectDirectly connected with the project Generated during project lifetimeGenerated during project lifetime Actually incurred and duly recorded in accounts, identifiable Actually incurred and duly recorded in accounts, identifiable

and verifiableand verifiable Staff costs to be reported on a real basisStaff costs to be reported on a real basis Indirect costs, flat rate fixed at 7%Indirect costs, flat rate fixed at 7% Subcontracting no more than 30%Subcontracting no more than 30% Equipment depreciation governed by national rules Equipment depreciation governed by national rules Profit not allowed: all sources of income to be declaredProfit not allowed: all sources of income to be declared Money remains property of Commission until final paymentMoney remains property of Commission until final payment Interest generated must be reportedInterest generated must be reported EC contribution may be reduced if someone else pays over 25%EC contribution may be reduced if someone else pays over 25%

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Supporting documentationSupporting documentation

Timesheets for staff costs (salary plus social charges)Timesheets for staff costs (salary plus social charges) Same documents as those required by national accounting Same documents as those required by national accounting

rules rules Currency: apply infoeuro rate on 1Currency: apply infoeuro rate on 1stst day of eligibility period day of eligibility period

http://ec.europa.eu/busget/infoeuro/http://ec.europa.eu/busget/infoeuro/

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ChangesChanges

Must be requested before they take effectMust be requested before they take effect Not close to end of projectNot close to end of project

Should never substantially modify the projectShould never substantially modify the project Depending on type of change – amendment signed by both parties Depending on type of change – amendment signed by both parties

(MDR and Agency) or simple exchange of letter(MDR and Agency) or simple exchange of letter Appropriate forms published on Agency websiteAppropriate forms published on Agency website Budget transfers between cost categories up to 10% of recipient Budget transfers between cost categories up to 10% of recipient

categorycategory Accepted only if justified and a consequence of change in Accepted only if justified and a consequence of change in

workprogrammeworkprogramme Within cost categories up to consortium/co-ordinatorWithin cost categories up to consortium/co-ordinator

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Next stepsNext steps

WP 1 MDR reports on kick off meeting (27 Feb): leave or WP 1 MDR reports on kick off meeting (27 Feb): leave or send your slides send your slides

WP 6 Website launched (20 March) WP 6 Website launched (20 March)

WP 2 MDR circulates survey (21 March)WP 2 MDR circulates survey (21 March)

WP 3 Impact working group begins work (21 March); three WP 3 Impact working group begins work (21 March); three countries for initial testing identified countries for initial testing identified

FIX DATES FOR OCTOBER MEETING FIX DATES FOR OCTOBER MEETING More detailed timetable More detailed timetable