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Training for Mobility � Mobility for Training15TH ANNIVERSARY OF THE LEONARDO DA VINCI PROGRAMME 1995-2010

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ISBN 978-92-79-16214-5doi:10.2766/68895

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Training for Mobility � Mobility for Training15TH ANNIVERSARY OF THE LEONARDO DA VINCI PROGRAMME 1995-2010

Table of contents

Chapter 1: Mobility p.3

Chapter 2: Multilateral Innovative Projects p.18

Annexes p.32

2

Foreword

This brochure features some of the best practice projects that have been carried out under the Leonardo da Vinci

Programme during the last 15 years. The publication also aims to underline the results and impact of the thousands

of different projects, both involving mobility and multilateral cooperation, that have been funded. The statistics

and maps included serve to further illustrate the Programme’s achievements.

It is our belief that the impact of the Programme is greater than the sum of its individual parts. Leonardo da Vinci

not only helps develop state-of-the-art lifelong learning strategies across Europe but also focuses on the very real

demands that the twenty-first century brings. Fostering creativity and innovation, developing entrepreneurship,

enhancing the single European labour market, building new skills for new jobs and confronting the vital question

of employment in the context of globalisation and the current economic crisis: these are all challenges that the

Leonardo da Vinci Programme has in its sights.

Introduction

During its 15 years of existence, the Leonardo da Vinci Programme has supported more than 600 000 training

placements for young people. It has also backed 110 000 exchanges of Vocational Education and Training (VET)

teachers and trainers, and more than 3 000 innovative projects.

Leonardo’s Mobility Grants enable young people to gain new competences and skills abroad. The trainees learn

to adapt to other linguistic, cultural and professional environments. And their self-confidence and social skills are

strengthened. Meanwhile, Leonardo’s Projects for Professionals in Vocational Education and Training (VETPRO)

help teachers, trainers and vocational training specialists to exchange experiences with their counterparts in other

European countries. This promotes the transparency of the different training systems. By learning from each other,

professionals from different countries can help to modernise and improve those approaches.

VET is mainly the policy responsibility of Member States however the Copenhagen Process on Enhanced European

Cooperation in VET has created a number of common tools, such as ECVET – The European Credit system for Voca-

tional Education and Training and EQAVET –The European Quality Assurance Reference Framework.

ECVET is intended to make it easier for the learning outcomes achieved by individuals, as part of lifelong or border-

less learning, to be recognised. These learning outcomes can build towards gaining a qualification. EQAVET mean-

while is a European instrument to help encourage and monitor quality improvement in VET. It comprises a cycle

of planning, implementation, evaluation and review to promote improvement and ensure quality in VET, which is

supported by common quality criteria and indicative descriptors. By making it easier to compare skills, experience

and qualifications, both help to boost European job mobility.

These tools and processes will continue to be developed as VET has a key role to play in the EU’s future development.

The Europe 2020 Strategy demands investment in skills and lifelong education and training to build an inclusive,

prosperous EU. In its June 2010 communication, A new impetus for European cooperation in Vocational Education

and Training to support the Europe 2020 strategy, the European Commission calls for VET to be modernised and

made more attractive. The communication stresses that high quality training, which encourages innovative and

entrepreneurial thinking as well as the possibility of gaining experience abroad, needs to be available to people from

all backgrounds at all stages of their lives.

The Leonardo da Vinci Programme has an important contribution to make to this new agenda as it has been support-

ing accessibility, mobility and innovation in VET for the last 15 years. The stories in this brochure highlight just some

of the innovative projects, exchanges and placements which have helped individuals and organisations throughout

Europe gain and apply new skills and knowledge.

T R A I N I N G F O R M O B I L I T Y � M O B I L I T Y F O R T R A I N I N G 3

MOBILITY

Chapter 1: Mobility

The Leonardo da Vinci programme promotes transnational mobility by helping people to gain a working or learning

experience abroad. In particular, it supports:

� Initial vocational training mobility for trainees, apprentices and students in vocational education and training.

� Mobility for people in the labour market, with the emphasis on learning mobility for people with a vocational

degree or for university graduates, employed or not.

� Mobility for vocational education and training professionals: exchanges of experience between professionals

in vocational education and training, such as teachers and trainers, staff dealing with vocational education and

training issues, and guidance specialists.

The impact of mobility in the Leonardo da Vinci Programme

During the last fifteen years over 710 000 people have benefitted from a vocational training placement through the

Leonardo da Vinci Programme. The impact of this experience abroad on young trainees, apprentices, workers and

teachers and trainers has been significant, not to mention the added-value gained by Vocational Training Institutions

and employers.

For individuals, training placements go far beyond the mere acquisition of new vocational skills and competences.

Spending a period of time abroad encourages foreign language learning and boosts personal development and

self-confidence, especially as the placement is sometimes the participant’s first stay in a foreign country. These

benefits go hand-in-hand with the development of an enhanced sense of European identity and citizenship, which

results in an individual being better equipped to make the most of the potential of the wider European labour market.

Many teachers report that young people are much more motivated following a traineeship abroad. In this way

a placement is often an important moment in the shaping of participants’ future professional lives and training.

It should be noted that unlike the Erasmus Programme, Leonardo da Vinci provides opportunities for youngsters from

lower socio-economic backgrounds, demonstrating that mobility can also be a tool for fostering greater equity and

boosting academic performance. Numerous surveys show that a high percentage of participants in the IVT (People

in Initial Vocational Training) and PLM (People in the Labour Market) actions boost their employability thanks to

Leonardo da Vinci placements abroad. The transnational recognition of learning outcomes through the ECVET should

help this to continue. Encouraging entrepreneurship is also an important issue in VET, and the Leonardo Programme

has helped to bring it increasingly to the forefront of VET practices.

Teachers and trainers who undertake placements often return to their home countries with new ideas and teaching

approaches in their respective subjects. In many cases they also develop new learning materials to use in their

classrooms. At organisational level, schools have started to work on the transnational recognition of learning outcomes.

One of the major successes of the Programme has been encouraging schools to develop internationalisation strategies

to increase student and teacher mobility. In many countries schools and/or networks of schools have developed

internationalisation strategies within their institutions, often employing full-time staff to manage mobility schemes

and different projects. Where levels of enthusiasm are high, independent funds are often found to enable mobility

to take place. While in some countries national mobility funds are available to help participants go abroad, including

for placements in third countries. Some schools have also developed their own bilateral contacts outside the EU so that

their students can take part in training sessions throughout the world.

Leonardo da Vinci has been the catalyst in this drive to internationalise VET and the development of the Leonardo

da Vinci mobility certificate is once again contributing to the development of coherent internationalisation strategies.

This work will continue through the next generation of the Programme. In addition, Leonardo fosters increased regional

cooperation amongst schools, companies and regional authorities and often is the first ‘taste’ of Europe for participants

which leads to them taking part in other EU programmes and developing other forms of cooperation. The Programme

has also helped to reinforce the competitiveness and innovative capacity of smaller institutions in more remote regions.

4

≥ 5 %

2,0 – 4,9 %

1,0 – 1,9 %

< 1 %

no data

LI LU MT

The map presents the most popular countries chosen by Leonardo da Vinci Mobility

participants in the years 2000-2006.

The following maps show the most popular countries chosen by Leonardo da Vinci Mobility participants during

2000-2006, the percentage of participants per country (home institution) during 2000-2006 and the growth

in number during the period 2000-2009. A detailed breakdown by county can be found in the annexes.


MOBILITY

3 – 10 times

2,5 – 2,9 times

1 – 2,4 times

< 100 %

no data

LI LU MT

≥ 5 %

2,0 – 4,9 %

1,0 – 1,9 %

< 1 %

no data

LI LU MT

Leonardo da Vinci Mobility: Growth of number of participants, 2000-2009.

Leonardo da Vinci Mobility: percentage of participants per country (home institution),

2000-2006.

6

�

Oxford experience for Belgian researcher

“I feel much more confident now in

an international environment,” says

Belgian social psychologist Andrea

van Dommelen. A six-month internship

at the Oxford Centre for the Study

of Intergroup Conflict (University of

Oxford, UK) helped her to design and

manage a research project on “social

identity complexity”. Working with

a supervisor, she was also involved

in evaluating research and giving

briefings. As she points out, the

Oxford centre “attracts top scientists

in my field, from whom I was privileged

to learn. I had the opportunity to work

closely together with one of the leading

experts in the study of intergroup

conflict, to attend inspiring seminars

and conferences, and to enjoy the

unlimited research resources that

Oxford University has to offer.” Andrea

has become part of an international

network that “will be very advantageous

in my future career”. The placement

also helped her to improve her written

and spoken English. She has recently

been offered a paid PhD position at

the University of Sydney, and looks

forward to continuing her work

in social psychology research.

Beneficiary � Andrea van Dommelen

�

From Bulgaria to Belgium – for the love of bread and chocolate

Famed for its pralines, Belgium hosted

aspiring confectioners and bakers from

Bulgaria under a 2008 mobility project.

The Sofia High School for Bread and

Confectionery Technologies was keen

to boost its students’ technical skills

while broadening their horizons.

A two-week practical training course in

Brussels, Bruges and Antwerp did just

that. The students gained first-hand

experience of Belgian baking and

confectionery techniques. They brought

back a whole range of skills to Bulgaria.

Some tooth some inspirations, too.

The design and decoration of chocolate

and caramel products were among

the topics covered. At the same time,

the students and their teachers learned

more about the Belgian approach to

vocational training. The trip also helped

to improve their language skills.

And while they were in Brussels, they

took the opportunity to get better

acquainted with the EU institutions.

All in all, a valuable experience which

built up their motivation for continuous

professional development and impro-

ve ment.

Beneficiary � Sofia High School for

Bread and Confectionery Technologies

Address � “Graf Ignatiev” str.15,

Sofia 1000, Bulgaria


MOBILITY

�

Let’s Go – free movers for training

Leonardo’s “pool projects” are one way

of building cross-border networks for

practical training. A good case in point

is the Let’s Go! project run by the

German vocational training body LGH.

It links 15 training institutions across

the EU and Turkey with nine regional

ones in Germany. The emphasis is

on “free movers” – in other words,

individual rather than group placement.

The trainees can get mobile on their

own initiative, even when their colleges

or employers do not organise any

internships abroad. After qualitative

selection and counselling, candidates

are offered a placement that closely

matches their career aims. Young

Germans in initial vocational training

have reacted very positively to the

scheme. Among the advantages, they

cite greater self-confidence as well

as better language and people skills.

It is also an opportunity to learn new

working techniques. As a result, they

are more adaptable. This is of great

help in their future careers. The

networking institutions have also

benefited from the new contacts

and synergies.

Beneficiary � Landes-Gewerbe-

förderungsstelle des nordrhein-

westfälischen Handwerks e.V.

Website � www.lgh.de

�

Estonian blows glass in a Swedish forest

“In 2005, I graduated from the Estonian

Academy of Arts, where I was studying

in the Department of Glass Art. After

graduation, I was facing a situation

where I had no job waiting for me.

And starting a career as a freelancer

seemed too frightening. I felt that I was

so inexperienced. When I heard about

the Leonardo da Vinci programme,

things started to improve.” A Leonardo-

backed placement took Kateriin Rikken

to Sweden. There, in the depths of

a forest outside Halmstad, lives

glassblower Michael Ahlefehldt-Laurvig.

On the site are a studio, a gallery,

the family’s home and another small

house for placement trainees. “The

people are great,” Kateriin reports.

“The equipment is cutting-edge and

the owner is a good teacher. Michael’s

studio is one of a kind in Sweden: the

glass is he uses is unique, and nobody

else has a studio this big. Many people

have come here to learn glass blowing,

so he has a good idea of what to teach

me and in which order. To become

a good glassblower, you have to work

at it every day for five years. I will have

the opportunity to practise for ten

months in Sweden, and I’ll be making

the most of that time.”

Beneficiary � Kateriin Rikken

�

Inchicore curriculum: job experience Europe-wide

“From working abroad, I have gained

more confidence,” says trainee Tracey

Dunne. “I have learned to adapt to

new cultures and found my interaction

skills have improved greatly.” For over

a decade now, students from Ireland’s

Inchicore College of Further Education

have been benefiting from Leonardo

mobility. Placement countries have

included Austria, the Czech Republic,

Finland, Italy and Sweden. The jobs

covered range from tourism and

child care to theatre, dance, pre-nursing,

social care, sport and business

and legal studies. Jennifer Kelly thinks

her experience overseas “will enhance

my CV and show prospective employers

that I am capable of working within var-

ious environments”. Fintan McConnell

feels “more confident in myself and my

abilities to adapt in different environ-

ments”. Amanda Keogh “discovered

new ways of working in a crèche”.

Nadine Naughton has become “more

aware and interested in understanding

ways in which other countries teach

their children”. And Emily Hannon’s

work placement taught her that “you

can still communicate with children

through art even if they don’t have

the same language as you”.

Beneficiary � Inchicore College

of Further Education

E-mail � [email protected]

8

�

Irish experience Finland’s learning approach

For decades, Finnish education policy

has centred on improving overall

education levels. The aim is equal

access to lifelong learning for all.

Senior staff from County Wicklow

Vocational Education Committee (VEC)

in Ireland have been experiencing

Finland’s approach at first hand.

Their programme featured a period

of immersion in the education system

of Oulu, a Finnish municipality. There,

they took on the roles of learners,

researchers and education leaders.

Wicklow wanted this project to boost

the commitment to quality throughout

their system, in line with the EU’s

Lisbon Strategy. They succeeded

in that, stimulating the participants’

curiosity, respect, involvement and

solidarity. One result has been the

creation of a structural framework

for teacher and student mobility. Also,

some aspects of Oulu’s use of ICT

in VET are likely to be transferred to

Wicklow. “This visit was a tremendous

experience and it enhanced relation-

ships across all sections of the VEC,”

the organisers report. “There is now

far greater cooperation and collegiality

in the organisation.”

Beneficiary � County Wicklow

Vocational Education Committee


�

Portal to a job – Greeks learn Swedish Web design

“Leonardo mobility is a unique

experience for students,” Efthimos

Mpadas thinks. It gives them “the

opportunity to come into contact with

a different lifestyle, education and

work.” He was among the trainee

Greek computer technicians who got

a chance to learn Web portal design

at Infoduction Consulting in Sweden.

This was of direct benefit, as portal

design had not been on the curriculum

at their Greek vocational training

institute, the TOMH in Agrinio. During

his three weeks in Sweden, Efthimos

“practised and visited companies

related to my field and made friends”.

This boosted his self-confidence,

“so I’m now thinking about starting

my own company”. For the TOMH

teachers, there was plenty of time to

swap experiences with their Swedish

colleagues. The insights gained in

Sweden are now part of the Greek

institute’s own training activities.

“Another positive factor is that we all

improved our English,” Efthimos says.

“And the certification, the Europass,

could be an important asset in our

careers. Certainly, I would like to

participate in the programme again

and I encourage my classmates and

friends to join.”

Beneficiary � TOMH



MOBILITY

�

A sporting chance for María

Thanks to a training placement with

the International University Sports

Federation (FISU), María Blasco Yago

got the opportunity she was looking

for. During her internship, the sports

science graduate from Spain had

first-hand experience of the different

tasks involved in managing sports

events. She also took the opportunity

to improve her French and English.

María is now on a permanent contract

with FISU. The result was a successful

entry into the labour market or the

strengthening of the trainee’s market

position. “My Leonardo project

experience could serve as an example

for many young people who have just

graduated,” María says. “It has been

positive from a training and personal

point of view and has also led to my

obtaining the job that I desired.

What more could I ask for?”

Beneficiary � María Blasco Yago

�

Mobility helps disadvantaged French job-seekers

French job-seekers facing particular

employment barriers were sent on

ten-week training placements with firms

in Spain and Ireland. All aged under

25, the nineteen trainees had low

qualifications and little experience of

their chosen sectors. They lacked the

contacts that might have eased their

path into employment. Not least, they

had a poor opinion of their own work

capacities. Running the project was

the Aquitaine region of France’s training

service, the INFA. Personal objectives

and a personal plan were first drawn

up for each trainee, and an INFA trainer

checked their capacities at the outset.

When they returned to France after the

placements, almost all of them rapidly

entered either employment or training.

They had also noticeably gained in

self-confidence, as the placement

reports and the later evaluations testify.

The INFA presented each of them with

an individualised certificate of their

newly acquired vocational and language

skills, together with a Europass.

Beneficiary � Institut national de

Formation et d’Application (INFA),

Aquitaine


�

Jobs aren’t for life. But learning is.

More and more, staying employable

will involve lifelong learning. Young

people will need the skills and exper-

tise to follow that path. Adaptability

was the focus of a project run in Italy’s

Vicenza province by the productivity

centre CPV. 165 trainees from Italian

vocational schools took part in the

programme, which consisted of one

week’s classroom work followed by

three weeks of internship in different

companies abroad. Hosting the

scheme were France, Germany and

the United Kingdom. The programme

successfully strengthened the candi-

dates’ adaptability, language skills and

teamwork. It also tested their social

and civic competences in a multicul-

tural context. One result is a trans-

national network aimed at identifying

requalification pathways within local

vocational education and training

systems. The updating of training

methods is another network focus.

Synergies were created between

vocational schools and the labour

market, including at the European level.

Beneficiary � Fondazione Giacomo

Rumor Centro Produttività Veneto (CPV)


1 0

�

German welding skills forge Cypriot’s career

Four weeks’ training in new welding

techniques spells better career pros-

pects for Christos Kallis from Cyprus.

He gained the skills during a placement

at SLV Duisburg, Germany’s largest

training and testing institute for the

welding industry. There, he learned

how to assess the condition of welds

in various steel structures and evaluate

complex structures. He also got some

practical experience on welding assign-

ments in Germany. Back in Cyprus, his

new knowledge has enabled him to

recommend ways of repairing faulty

structures. At seminars, he has passed

on the experience he gained in Germany

to other Cypriot engineers. And the

new skills augur well for his own

career and his company.

Beneficiary � Christos Kallis

�

Organic farm blooms after Latvian’s French visit

At the age of 60, Anta Kucere has

suddenly seen her life change for the

better. She is now an active business-

woman in Latvia, with her own fast-

selling line of natural cosmetics.

“I decided to take part in a Leonardo

project to learn about new countries

and people,” she recalls. “But mostly

to bring back home knowledge of

how to sell my production outside

Latvia and to start new production.”

L’Herbier du Diois is a wholesaler

in France, specialising in organic

pro duce and essential oils. Anta went

there to learn all about growing,

processing and marketing aromatic

plants. She was taught how to distil

and store them, and she studied the

production process for face creams.

As a result, the Janavas farm in Latvia

has bought equipment for distilling

aromatic plants and has obtained

a licence to produce face creams and

distillates. Anta has been teaching

her Latvian colleagues the skills she

learned in France. “After the project,

Ibecame more open towards my

colleagues,” she says. “Personally,

I have understood that a person

should be open to all good things

and then life is beautiful.”

Beneficiary � Anta Kucere

T R A I N I N G F O R M O B I L I T Y � M O B I L I T Y F O R T R A I N I N G 1 1

MOBILITY

�

Safer roads for Lithuania

Stop the war on the roads. It was an

uncompromising name for a mobility

project, but road safety is a major

concern in Lithuania today. One way

of tackling the problem is to improve

the driving instruction methods used

in the country’s vocational schools.

So the Lithuanian instructors were

given hands-on experience of driver

training in the Czech Republic, Norway

and Spain. “Safety on the roads is

a long process,” participant Juozapas

Piliponis says. In Norway, he took part

in theoretical and practical road safety

lessons, as well as accident prevention

and emergency training. “Now I have

a better idea of how important it is

to coordinate the fields of driving

instruction, social education, transport

controls and the development of active

citizenship, involving as many young

people as possible.” He was im-

pressed by the quality of the Norwe-

gian training equipment. But also by

the teachers’ insistence on respect

for other road users. “Since the

placement, I’ve found it easier to

communicate with my trainees and

answer their questions. Now I under-

stand why lifelong learning is a must

in modern Europe.”

Beneficiaries � Marijampolė VET

Centre, Kaunas Builders Training

Centre, Simnas Agricultural School


�

Italian sandwich course for Hungarian caterer

Four weeks of catering and waitressing

in Italy set the stage for Ildikó Ivony’s

career. Before embarking on her

Italian placement, the Hungarian

trainee had special lessons to improve

her English, boost her vocational skills

and prepare her psychologically for

work in another country. Italy was her

first real taste of the working world

after she finished secondary school.

A student at the Budapest Business

School Tourism Department, she

subsequently did her compulsory spell

of on-the-job training at Hotel Hilton

Budapest Westend, which hired her on

the basis of her Leonardo experience.

This led on to waitress jobs at some

of Budapest’s foremost hotels. During

her stay in Italy, she realised that

foreign languages were going to play

a vital role in her work and her life.

That is why she applied to the College

of Károly Esterházy, where she is

studying English grammar and

literature. “Looking back on my life so

far, I realise that I have the Leonardo

programme to thank for everything,”

she insists. “If I hadn’t taken part,

I might not have liked catering as

much as I do now and I might not have

continued studying in this field.”

Beneficiary � Ildikó Ivony

�

Mobility drives car mechanic’s career

A three-week placement as a car

mechanic trainee in Roanne, France,

brought József Tordai into contact with

technologies and techniques that were

not yet current in his native Hungary.

So impressed was he by the experi-

ence that he decided to stay on and

qualify as a car mechanic in France.

He achieved that ambition after a year

of studies. This was not to be his last

encounter with the Leonardo da Vinci

programme. In 2005, he returned to

his former school as a teacher. Since

then, he has accompanied more than

100 students applying for Leonardo

placements abroad. In 2009, the

school’s project won it both a Lifelong

Learning Programme award and a

Mobility Certificate. Jószef’s placement

in France helped him to develop his

practical skills, he says. It gave him

the chance to see new techniques

and experience how to work hard.

But, he feels, the project’s best and

most useful impact on him was that

he realised how important it is to study.

Beneficiary � József Tordai

1 2

�

Polish park work helps Hungarians

Three young Hungarians with mild

learning difficulties worked as park

attendants and gardeners in Poland

for twelve weeks. The placement was

organised by Hungary’s Circle Asso-

ciation. The three had previously

trained as park attendants, but they

had been unemployed for some time

and were facing financial problems.

Hosted by a Polish non-profit organisa-

tion, the work experience improved

their chances of finding employment

later. Before their visit, they attended

preparatory linguistic, psychological

and cultural sessions adapted to their

intellectual abilities. The Polish hosts

provided a mentor, together with

strong vocational and practical

support. The participants were given

a mobile phone, and the Hungarian

organisation kept in e-mail contact

both with them and with the hosts.

As a result of the project, one partici-

pant learned to use e-mail, another

recognised the importance of learning

and decided to continue with his

studies and the third will be working

in Italy for 11 months with the Euro-

pean Voluntary Service. All three

learned some Polish during their visit,

and they were presented with Euro-

passes.

Beneficiary � Circle Association


�

TV skills: BBC puts Maltese in the picture

At the BBC Training and Development

Centre in the UK, ten unskilled young

Maltese jobseekers gained some

valuable experience of working for

the TV and film industry. “I discovered

new techniques as well as new meth-

ods,” says trainee Keith Farrugia. “The

placement duration was long enough

for me to fulfil my training objectives,

and I was provided with the proper

equipment. You also learn new

techniques and methods that are not

used or rarely used in Malta.” The train-

ing boosted the employability of these

young people from one of Malta’s most

disadvantaged areas. They all had to

work as a team and learned how to shift

from one task to another when request-

ed by the director. So they gained

insights into a wide range of skills,

including the use of computers for

editing. The project also included

training in Malta. It provided them with

certificates that will increase their

chances of employment in TV and films.

“Now I feel confident to attend an

interview,” Keith says. “I hope my

placement abroad will help my future

studies as well as finding with a job

in the audiovisual industry.”

Beneficiary � Employment

and Training Corporation



MOBILITY

�

Austrian carpenter nails European jobs

On a five-month Leonardo placement,

Markus Wasinger from Austria gained

practical experience at Torsten Lean-

der’s carpentry firm in Karlstad,

Sweden. There, he learned to work with

solid wood, and he was fully integrated

into various carpentry jobs. He organ-

ised many of the carpentry projects

himself. Through daily practice, he

overcame his initial insecurities about

speaking English and developed his

language skills. After his placement

in Sweden, he won a tender to design

and build furniture for a new courtroom

in Sarajevo – a contract that took him

to Bosnia and Herzegovina for two

months. He then attended a college of

interior design and timber technology

in Austria, where he qualified as an

engineer. In fact, the time spent in the

Swedish carpentry shop was not his

first experience of the Leonardo da Vinci

programme. When he was in his early

twenties, he and his entire class at voca-

tional school took part in a Leonardo-

funded visit to Spain. Markus was so

impressed by the experience that he

decided he would work abroad again

after taking his final exams.

Beneficiary � Markus Wasinger

�

Moving the movers: Berlin visit helps Warsaw’s transport managers

Ways of improving urban public

transport were studied by eight young

Polish management trainees on

a placement in Germany. Employed

by the Public Transport Authority of

Warsaw, the Poles were placed with

the Berlin transit company BVG.

The visitors gained new managerial

skills that strengthened their qualifi-

cations and their position on the

labour market. And the insights that

they brought back have helped to

modernise public transport manage-

ment in Warsaw. This in turn has had

a significant impact on Warsaw’s

development and environment, as

it has helped to limit car use within

the city. The project has also enhanced

cooperation between the cities of

Berlin and Warsaw, and hence between

Poland and Germany. This augurs well

for future exchanges of experience.

The Poles’ knowledge of German

improved during their stay. They

received certificates from BVG, docu-

menting the tasks performed during

their work placement. The skills

and professional competences they

acquired were also confirmed by the

award of Europass mobility certificates.

Beneficiary � Zarząd Transportu

Miejskiego w Warszawie


�

Rural schools – staving off closures

Small rural schools often face dwin-

dling pupil rolls and the threat of

closure. The problem is a familiar one

in Poland. But not only in Poland.

So for some fresh ideas, the Polish

educational initiatives FIO and TRIO

turned to community associations

in Finland and Wales. Polish teachers,

principals and teacher trainers were

taken round rural schools for 3- to

7-year-olds in Wales that are piloting

a reform programme there. “It was

interesting for us to see active teaching

methods,” the visitors say. “Special

attention was given to simple and

useful architectural and technical

arrangements in school design.

It inspired us to implement them

in our schools.” In Finland, the Poles

visited small schools and kindergar-

tens, as well as a university’s education

department. They noted that Finland’s

high educational levels are “due to

a very good system of teacher training”.

In both countries, “we learned how

our partners work with special educa-

tional needs, how they implement

inclusive education and training

assessment, and the role of children’s

own assessment.”

Beneficiaries � Federation for Educa-

tional Initiatives (FIO), Association

for Educational Initiatives (TRIO)

Websites � www.fio.org.pl;

www.trio.edu.pl

1 4

�

Raquel’s window on the world

For Raquel Paulo, mobility is more

than window dressing. But mainly

window dressing, as that’s her chosen

career. Her placement with Massimo

Dutti gave the student from Portugal

a chance to work with the window

dressing team at its stores in Barcelona.

“This was an incredible experience

for me,” she says. “It changed the way

I am. I feel I’m much more thorough

and methodical in my work now, and

as an individual I’m tougher and more

autonomous.” In 2008, Raquel and

22 other students from Lisbon’s ECT

commercial college headed off to

Colmar and Strasbourg in France and

Barcelona in Spain for work experience

under a Leonardo project. They were

all in their second year of courses on

commerce, sales, marketing, window

dressing or computing management.

Her experience in Barcelona “broad-

ened my horizons and made me

certain that I want to live and work

abroad,” Raquel explains. “I really

liked the window dressers’ workaday

life, the meetings, the training, the

feeling of belonging to that group of

professionals. They really made me

feel at home, and never like I was an

outsider or a trainee.”

Beneficiary � Escola de Comércio

de Lisboa

E-mail � piedade.pereira@

escolacomerciolisboa.pt

�

Scottish skills for Portuguese trainees

“My internship was at a local nursery,”

Claudio André Piedade de Serpa

recalls. “I had the opportunity to

perform my internship with children

aged from 3 to 5 years, and always

accompanied them in their daily

activities from cleaning their teeth

to story time. I trained with autistic

children and for me it was a great

experience.” In cooperation with

Dundee College, Claudio and other

students from the FEPSET vocational

school in Setúbal, Portugal were found

work experience placements in

Scotland. Among the sectors covered

were social animation, industrial

maintenance, tourism and trade.

The visiting students’ ICT skills were

also improved, as they were integrated

into the Certiport programme for

the certification of digital skills and

credentials. Claudio says his contacts

with the staff at the nursery were

excellent. “People were very friendly

and anxious to help. My placement

will undoubtedly be an asset in my

future as a professional. I learned

some new educational methods.

If you have this opportunity, make

the most of it, because it’s very

rewarding at all levels.”

Beneficiary � Fundação Escola

Profissional de Setúbal (FEPSET)


mailto:[email protected]


MOBILITY

�

Slovenes see what’s cooking in Umbria

Internships in the Italian food

industry were an unusual opportunity

for Slovene students with social and

emotional problems to travel abroad.

Youngsters with special needs of this

kind often do not have enough infor-

mation about mobility. This project

helped to plug that gap. The focus was

on the gastronomy of Umbria, the

Italian region where the young

Slovenes received their practical

experience of working in restaurants.

During the placements, they learned

how to satisfy even the most demand-

ing diners by using the right ingredi-

ents and striking the right balance

between price and quality. This was

a challenge for them as they were

in a totally new situation – working

in shifts in different, usually smaller

kitchens than the ones they were used

to. The placements promoted the

students’ resocialisation and increased

their chances of finding employment

back in Slovenia. The experience also

changed teaching methods in Slovenia,

where a project-based approach is

now more widely accepted.

Beneficiary � FELIKS (Feel Equal

and Learn to Improve Knowledge

and Self-Respect)


�

Sunny outlook for students’ Solar Music

Slovak and Czech school students

designed a prototype MP3 player when

they got together for their Solar Music

project. Held at the COPT secondary

school in the Czech town of Kroměříž,

the project was organised by the

Secondary Technical School in Zlaté

Moravce, Slovakia. Four groups of

Slovak students travelled to Kroměříž

for two weeks each. As well as the

MP3 player, the students produced

educational materials on alternative

energy sources. They visited a number

of alternative energy facilities and

were given talks about photovoltaics

and related topics. In the second week

of each course, they gained experience

at VERMOS, a Kroměříž-based company

which produces solar power equip-

ment. There, they made vacuum tube

collectors and prepared them for deliv-

ery. The trainees also took part in the

production of the MP3 player, and

they manufactured photovoltaic cells.

The work experience at VERMOS

improved the students’ technical,

language and computer skills, while

showing them the importance of

teamwork. Greater adaptability and

self-confidence were among their

other gains.

Beneficiary � Secondary Technical

School, Zlaté Moravce


�

Learning to care

An international on-the-job training

network has been created by Finland’s

Pirkanmaa Institute for Social and

Health Care Studies. Its Leonardo

project also focused on giving

demonstrations, in other countries,

of the vocational skills needed in

social and health care. And it devel-

oped an eLearning environment

for student training, guidance and

assessment. Alongside the students’

vocational competences, it promoted

the social and technical skills required

to support them. 54 social and health

sector students completed five-week

training placements in Belgium,

Denmark, France, Germany, Greece,

Latvia, Turkey or the United Kingdom.

With a network of seven Finnish

vocational training colleges specialis-

ing in social and health care, the

project has improved the quality of

on-the-job learning abroad in this

field. As well as ensuring student

mobility, the project has been training

the trainers. The same Finnish and

European partners are now working

towards the certification of work-

places that receive social and health

care students on placements.

Beneficiary � Pirkanmaa Institute

for Social and Health Care Studies


1 6

�

Construction apprentices build bridges

Future sheet metal workers, bricklay-

ers, painters, carpenters and plumbers

can do part of their apprenticeships

in other European countries under

a project coordinated by a school in

Norrköping, Sweden. Students in the

last year of the energy and construc-

tion programmes at the school,

Ebersteinska gymnasiet, swap places

with their counterparts in France,

Ireland and Germany. In France, Linus

Skepp was one of the Swedish train-

ees placed with Les Compagnons du

Devoir. They carry on the centuries-old

journeyman tradition of combining

skills transmission with travel and

companionship. “I was introduced into

a way of working that we don’t use in

Sweden,” he emphasises. “It has

given me new professional skills and

I feel more confident. This experience

has strengthened my motivation and

seriously made me consider working in

another country.” Students taking part

in the exchanges with Ireland are

mainly aiming to become painters and

plumbers. Cooperation has also been

developed with a construction school

in Germany, where bricklayers and

concrete workers are in great demand.

Beneficiary � Ebersteinska gymnasiet

E-mail � maria.lindberg@edu.

norrkoping.se

�

Archaeologists dig Europe

Excavating in Finland, David Montgomery

“gained more skills which will benefit

me greatly in my studies, both in practi-

cal archaeology and in experimental

archaeology. Experience with dealing

with the public and media was also very

useful. I feel much more confident in

my ability to perform fieldwork and

in working and demonstrating skills

in front of the public.” On a dig in

Germany, Rebecca Lees found that

“working in a practical environment,

for an organisation conducting archae-

ology, helped me to better understand

some of the theory I learn in university”.

She is sure her new practical and

language skills will “help me gain

a job”. The European Archaeology

Skills Exchange (EASE) gives British

archaeology students like Rebecca and

David the chance to put what they have

learned into practice on a real-life dig.

Within the UK itself, excavation experi-

ence of this kind is often hard to

come by. Through EASE, placements

for British archaeology students are

available in Finland, Germany, Iceland,

Latvia, Portugal and Slovakia. The digs

abroad give them the opportunity to

develop their excavation, recording

and interpretation techniques.

Beneficiary � European Archaeology

Skills Exchange


�

European placements turn disadvantage to advantage

Placed with France’s Maison de l’Europe,

Rowenna Hoy carried out administrative

tasks as well as taking part in open days,

research projects and regional pres-

entations. The Maison de l’Europe hosts

events reflecting “Europe day by day”.

Since then, she has found employment

with the Leonardo da Vinci programme’s

national agency in the UK. “The Leonardo

experience was highly beneficial,”

she says. “It allowed me to develop

my professional and language skills

while experiencing the life and work

culture of another country.” Rowenna’s

placement was part of an initiative

by UK-based European Training

Services (ETS). This focused in partic-

ular on identifying and including

those at a disadvantage on the labour

market. Among the participants were

people with physical disabilities,

ethnic minorities, disengaged learners

and those with low qualifications

levels. In all, 182 placements were

organised in the Czech Republic,

France, Germany, Portugal and Spain.

Many of the trainees have since found

relevant employment or have gone

on to further studies.

Beneficiary � European Training

Services



MOBILITY

�

Green hair – Danes show Iceland’s stylists how

Representatives of Icelandic hairdress-

ers visited Denmark for a week on

a Leonardo-backed project. Their

aim was to learn about environment-

friendly hairdressing methods and

get acquainted with the current state

of environmental thinking in the

profession. Once back in Iceland, the

participants organised a seminar for

members of the national hairdressers’

association on environmentally sound

techniques. Subsequently, association

representatives managed to get

environmental concerns built into

the new training curriculum. Learning

materials are now being produced that

take this perspective into account,

and preparations are under way for

the environmental certification of

hairdressing salons.

Coordinator � Súsanna Björg

Vilhjálmsdóttir


�

Turk’s trattoria training

“The placement improved my employ-

ment opportunities,” Aysel Kayhan

insists. The Turkish tourism student

worked and trained at Al Cavallino,

a restaurant in the Italian town of

Creazzo. There, she built up a whole

range of professional and communica-

tions skills. She learned how to

prepare Italian dishes, and more

especially desserts, using locally

sourced fresh ingredients. She was

just one of the students from Istanbul

Etiler Hotel and Tourism Vocational

High School who went on job experi-

ence placements abroad in 2008. Their

destinations that year were Belgium,

France, Germany, Italy, Norway and

Sweden. The Istanbul school organises

the visits through the CHASE network

(Consortium of Hospitality and

Accommodation Schools of Europe).

Partner schools in each host country

provide cultural preparation courses

and supervise the four-month work

placements. “I learned how to work

in a foreign culture,” Aysel says,

“and I improved my intercultural skills.

During the placement, I gained

a better understanding of the concept

of European citizenship, as well as

improving my English and Italian.”

Beneficiaries � Istanbul Etiler Hotel

and Tourism Vocational High School


�

Ships and apprenticeships – Norway swaps notes with Italy

Norwegian working visits to Italy have

given key company personnel, teachers

and instructors the opportunity to

compare apprenticeship systems in

the two countries’ maritime engineer-

ing sectors. The Teknomare project

aims to strengthen technological

education and improve its status.

Two one-week placements in Italy

were organised in 2008 and 2009.

The visitors gained first-hand experi-

ence of Italian factories, universities

and schools. This broadened their

perspectives on their own practice

in Norway. Before the visits, they

attended a course on the Italian

language and culture. For a number

of years now, Haram Upper Secondary

School in Norway has been working

together with Italy’s Instituto Industri-

ale “Arturo Malignani”, in Udine.

Thanks to previous projects, they have

a good range of contacts with compa-

nies in both countries. Teknomare has

increased the participants’ under-

standing of international cooperation

and has established common refer-

ence points for apprentices and

instructors in Norway and Italy.

Beneficiary � Haram Upper Secondary

School


1 8

Chapter 2: Multilateral Innovative Projects

Multilateral innovative projects within the Leonardo da Vinci programme aim to transform vocational systems and

practices, to improve their quality and to make them more responsive to labour market needs. This involves:

� Transfer of innovation through multilateral cooperation projects to transfer or adapt innovative solutions between

countries in vocational education and training systems.

� Development of innovation through multilateral, transnational projects that develop innovative solutions for

vocational education and training systems at the European level.

� Multilateral networks for the transnational exchange of experience and information on vocational education and

training, using a thematic or sectoral approach.

The impact of multilateral innovative projects

In its 15 years of existence there strong links can be seen between national policy developments and the Leonardo

da Vinci programme. The Programme has been embedded in national development plans and strategies in the field

of education and training. For example, Leonardo has had an impact on national measures to reform VET systems

and on the implementation of initiatives at European level, such as the creation of National Qualification Frame-

works. The Programme has supported and complemented national activities in relation to the Copenhagen Process

with the aim of improving transparency, information and guidance systems, providing employers and employees

with the possibility to acquire the skills and knowledge necessary for coping with professional, structural and

technological changes, recognising competences and qualifications and promoting quality assurance. It has also

contributed to combating discrimination and the integration of vulnerable groups into the labour market. The

involvement of regions means that Leonardo has had not only a structural impact, but also reached people such

as VET students, apprentices, people already in employment and those working in institutions.

The diverse input of the very different European partners in the projects has contributed to creating added-value at

European level. Social partners, public authorities, authorised bodies or European networks have built on project

results and the Leonardo Programme has helped drive sectors at European level, as well as orientate VET policy.

New member countries have also found that Leonardo projects have had a positive influence on their systems.

Outcomes from the numerous projects include training programmes (curricula), courses and modules, teaching

methodologies and materials, tools for evaluation and guidance, occupational referentials, analyses, and data

bases. The Programme has also made an impact through helping to develop new pedagogical approaches, strength-

ening links to the labour market or to a related education level which feeds into the modernisation or development

of a new joint EU-wide curricula in modular form, creating new professions, diplomas or certificates and related

occupational standards, or even developing a European qualification for a profession which then leads to interna-

tional recognition. Common to all these developments is the internationalisation of the individuals and organisations

participating in the Programme that often leads to improved and increased mobility. In this way, European coopera-

tion is not only a tool but also an objective in its own right.

In the period 2000-2006 the European Commission financed 2 007 innovative projects totalling 640.013.330 Euros.

In the period 2007-2009 1 083 innovative projects were financed totalling 278.337.569 Euros.


MULTILATERAL COOPERATION

Partnership projects

Introduced in 2008, partnerships are the most recent

Leonardo da Vinci action. They consist of small-scale

cooperation projects between organisations working

in the field of vocational education and training on

themes of common interest. Partnerships fill the gap

between the two major decentralised actions, namely

pure mobility projects and the more extensive transfer

of innovation projects.

Since their introduction partnership projects have

been a great success with the number of applications

recently exceeding almost four times the number of

partners which could be funded. Partnership projects

have proved to be ideal for organisations that are new

to the Programme. The first results and outcomes are

being currently assessed but the preliminary findings

are promising with partnership projects delivering an

important added-value for European cooperation in VET.

In the period 2008-2009 the European Commission

financed 1.756 organisations to take part in partner-

ships projects to a total amount of 30.704.938 Euros.

The following table provides a detailed breakdown by

country of the organisations taking part.

Leonardo da Vinci Partnerships, 2008-2009

LLP 2008-2009

Agency Funded

partners

Grants,

EUR

Austria 72 1.133.262

Belgium 77 1.313.418

Bulgaria 44 543.216

Cyprus 11 136.730

Czech Republic 42 684.261

Denmark 33 506.145

Estonia 22 332.403

Finland 71 1.060.749

France 119 2.326.372

Germany 179 3.119.640

Greece 65 924.545

Hungary 44 777.688

Iceland 11 180.487

Ireland 18 332.203

Italy 144 2.693.519

Latvia 13 262.931

Liechtenstein 1 28.043

Lithuania 31 400.660

Luxembourg 7 147.281

Malta 10 184.180

Netherlands 76 1.356.751

Norway 31 432.759

Poland 110 2.131.358

Portugal 43 717.089

Romania 62 1.299.331

Slovakia 17 351.760

Slovenia 25 452.188

Spain 98 1.740.960

Sweden 54 809.771

Turkey 103 1.986.715

United Kingdom 123 2.338.523

Total 1.756 30.704.938

2 0

�

Catering for languages, languages for catering

“Soup or salad?” Always a difficult

choice. Particularly when the diner

thinks the waiter said “Supersalad”.

Much fun ensues in a clip on the

Eurocatering site. In the kitchen or at

table, cross-border catering workers

need to understand and be under-

stood. The Eurocatering site shows

them how. Devised by a project team

from Belgium, France, Ireland, Norway,

Slovenia, Spain and the UK, it uses

a range of audiovisual techniques

to teach the relevant phrases fast.

Currently, the learner can choose any

of seven languages. This Leonardo

package was a direct response to the

lack of linguistic and cultural prepara-

tion for catering trainees in the EU.

It can also be used by those who are

already established in the profession.

The site has two main sections. “The

Cloche” provides interactive language

exercises on a whole range of themes,

from chopping vegetables to handling

complaints and compliments. “The

Tray” offers extra reference material,

forums and blogs. Helpfully, it also

teaches non-verbal communication.

In another country, words can be

misunderstood. But so can gestures.

Coordinator � Haute École

Roi Baudouin, Belgium

Website � www.eurocatering.org

�

A certificate that means business

New businesses create new jobs.

But running a business takes some

special skills. Now available in

32 countries and 25 languages, the

European Business Competence*

Licence (EBC*L) is an internationally

recognised certificate of business

management expertise. A Leonardo-

backed project brought the EBC*L

to the Czech Republic, Romania and

Slovakia. These countries had been

marked by low participation in

vocational education and a lack

of recognised quality standards.

There had also been issues with the

transparency and mutual recognition

of their qualifications. And their

vocational education programmes

needed to take more account of the

key competences set out in the

European Reference Framework.

The project ran courses to prepare

candidates in the three countries for

the EBC*L examination. It also built

up a pool of recognised trainers

and involved the higher education

institutions. Teaching centres in the

three countries are now part of the

national, regional and international

EBC*L networks. Jobseekers and

unemployed people were among

the 1 600 project participants who

learned how to be entrepreneurs.

Coordinator � EuroProfis, Czech

Republic

Website � www.europrofis.cz



�

Pointers for painters

Training systems for painters vary

widely across Europe. Similar job titles

in two countries may represent very

different skills levels. This was

hindering cross-border cooperation

by≈painting contractors. It also

reduced painting workers’ chances

of finding jobs abroad. The Federation

of Masterpainters in Denmark set

out to improve the comparability of

painters’ qualifications in the Euro-

pean construction industry. Together

with partners in Belgium, Germany,

Italy, Luxembourg, Norway, Spain and

the UK, it launched a project that ties

in with the European Qualification

Framework (EQF). The emphasis is on

“learning outcomes” – what a person

knows, understands and is able to

do after training. By classifying

national painting qualifications in

terms of the EQF, the project devel-

oped various qualification modules.

It also recommended how many

points each of them should be worth

under the European Credit System for

Vocational Education and Training

(ECVET). The European painting

contractors’ organisation UNIEP now

provides PaintingSkills, an online tool

that translates qualification titles into

learning outcomes.

Coordinator � Danish Federation

of Paintmasters, Denmark

Website � www.paintingskills.dk

�

Networking for health and safety

Good safety and health at work are

obviously in the employees’ interests.

Equally, firms can reap substantial

benefits if work-related injuries and

illnesses are prevented. So health

and safety training has to be built

into all stages of education. And the

training must be of the highest

standard. That is why Leonardo

supported the launching of the

European Network for Education and

Training in Occupational Safety and

Health (ENETOSH) in 2005. ENETOSH

is the first international platform for

the systematic exchange of experi-

ence on health and safety training.

By linking its standards to the Euro-

pean Qualifications Framework (EQF),

the network ensures transparency

and quality. Today, ENETOSH brings

together more than 40 partners in

Europe, South Korea and the USA.

It has gathered almost 500 examples

of good practice. ENETOSH also

provides a toolbox of methods and

materials, together with a who’s who

of experts on health, safety and

training. And it regularly stages

events on training and innovation.

Coordinator � Institut für Arbeit

und Gesundheit der Deutschen

Gesetzlichen Unfallversicherung

(IAG), Germany

Website � www.enetosh.net

�

Vocational guidance model for deaf people

Deaf people need jobs advice that takes

account of their particular linguistic and

cultural background. The VOGS+ project

created an appropriate European voca-

tional counselling model for this group.

It was tested simultaneously in three

Member States: Estonia, the Netherlands

and Turkey. These partner countries

have now built the model into their

national education and guidance

systems. VOGS+ draws on a previous

Austrian pilot project, called VOGS.

The toolbox assembled by the VOGS+

partners includes a general description

of the innovative model and its video

components. Also provided are selected

tests appropriate for deaf people,

together with evaluation and interpre-

tation schemes, and guidelines for

counsellors. Hearing and non-hearing

vocational guidance specialists from

each partner country were trained

to work in tandem within the VOGS+

model. A valorisation strategy is

designed to spread the model to other

EU Member states, and eventually

worldwide. Aspects of the VOGS+

method could also be transferred

to vocational guidance provision

for people with other disabilities.

Coordinator � SALO Baltic

International, Estonia

Website � www.vogsplus.eu

2 2

�

Clean and green – training for renewable energy

With a renewable energy target of 20 %

by 2020, the EU is going to need plenty

of people trained in clean technolo-

gies. Renewables, and more particu-

larly hydrogen and fuel cells, were

the focus of a vocational training

project by Spain’s Fundación San

Valero. In cooperation with business,

institutions, scientists and teachers,

it designed curricula and training

packages for the sector. Partners in

Austria, Germany, Italy, Spain and

the UK set up a European observatory

on this “H2 training”. The observatory

is ensuring the continuity and transfer

of the project’s results. A basic

manual was produced for training

the trainers and professionals from

related sectors. The project also

piloted two training programmes for

trainers, one of which used eLearning.

A website, a CD-ROM, leaflets and

a video have been published in several

languages.

Beneficiary � Fundación San Valero,

Spain

Website � www.h2training.eu

�

Regions boost careers guidance

Improving careers guidance is one

way of boosting lifelong learning.

The DROA project (Development of

networks for active guidance) aims to

do both. It has built up networking

at two levels. One is an intra-regional

network of local careers guidance

counsellors in a given region. The

other links the four regional driving

forces behind the scheme – Baden-

Württemberg, Catalonia, Lombardy

and Rhône-Alpes. The networks

provide information on occupations

and training courses, as well as other

measures that can be tailored to

individual needs. They have also

made a comparative analysis of local

practice on retention, recruitment

and equal opportunities. The project

has established quality standards for

careers guidance. The reference guide

for this is published on its website.

Three of the participating regions have

since moved on to another Leonardo-

backed project, called AQOR. This

has set out to produce quality indica-

tors and professionalise guidance

networks. The idea is to establish

a strategic action plan, at both local

and regional levels, so as to improve

the quality of guidance.

Coordinator � Rhône-Alpes Region,

France

Website � www.droa-eu.org



�

The original Europass

The “Europass-jeunes” was a set

of documents introduced in 1996 by

the educational district of Nancy-Metz

in France. Designed to encourage

mobility in the 15-20 age group, it was

a joint initiative by the rectorate of

Nancy-Metz Academy and the Regional

Chamber of Commerce and Industry

(CRCIL). The “passport” consisted of

three mobility certificates, a trilingual

CV and a personal list of cultural

experiences or foreign travel. The

scheme aimed to help young people

to optimise their periods of work

experience abroad. Taking up the idea,

the EU launched its own Europass on

1 January 2000. The Europass system

was further strengthened in June 2001,

when France introduced a “Europro”

attestation to be annexed to vocational

diplomas.

Coordinator � Rectorat de l’Académie

de Nancy-Metz, France


�

Cooperative and competent

Modernising the European training

system for cooperatives in cleaning,

logistics and goods handling was

the task of a project called Highlight

the Competences. The workforce in

these sectors is largely made up of

immigrants, women and people with

few qualifications. The main focus

of the project was on people who

were learning skills outside their

own countries. In the service sectors,

worker mobility is limited by various

factors, notably the lack of provisions

for the transfer, validation and

recognition of learning outcomes

acquired abroad. Also benefiting from

Highlight the Competences were

people in transition between different

sectors’ training systems, or between

informal learning and formal training.

The project aimed to make formal,

non-formal and informal learning

in different countries both valid and

comparable. So it developed a coopera-

tion process based on the four imple-

mentation stages of ECVET, the

European Credit Transfer System

for Vocational Education and Training.

Taking part in Highlight the Compe-

tences were cooperatives and skills

organisations in France, Greece, Italy,

Malta, Poland and Spain.

Coordinator � ARIS, Italy

Website � www.highlightcompetences.eu

�

Keeping up with medical progress

The onward march of medical technol-

ogy is no doubt good news. But it

does pose big challenges for student

doctors and nurses. A Leonardo

project designed training modules

on the operation of new medical

devices, especially those using lasers

and fibre optics. The materials were

prepared both for traditional and for

open and distance learning. They were

then evaluated by external advisers

and by the medical professionals who

piloted them. Partners from medical

schools in Germany, Latvia, Lithuania

and Poland cooperated closely on

the project. One result is that Lithua-

nia has brought in new, harmonised

biomedical study programmes for

college students, high school students

and medical professionals. Lithuania

now also uses the project’s handbook

Biomedical Physics for College Stu-

dents. For medical professionals,

a manual on photosensitised tumour

therapy was published. Teaching

materials and new practical and

virtual laboratory work programmes

for medical students are among the

other results of the project. As its

products are modular, their content

is easily transferable to different

levels of trainee.

Coordinator � Faculty of Physics,

Vilnius University, Lithuania


2 4

�

Banking on skills

Certifying competences in the EU

financial services industry was one

aim of the CERTIFIED project. It also

looked at the accreditation of training

providers in this sector. Luxembourg

was a particular focus, as a number

of major European investment banks

are headquartered there. CERTIFIED

explored the key segments of the

sector – banking, insurance, invest-

ment and capital markets. European

certificates were provided for the

competences needed by expert

employees and middle managers

in financial services. The methods

behind the certification could also be

applied to other staff levels. Banking

institutes and universities in Germany,

Greece, Italy, Poland and the UK took

part in the project. The European Bank-

ing and Financial Services Training

Association implemented and

disseminated the results.

Coordinator � European Banking

and Financial Services Training

Association (EBTN). Project proposed

by Luxembourg.

Website � www.certifiedebtn.eu

�

Engineering for women

Mentoring for women engineers,

technology students and girls in

secondary education was offered

by the MELLOW project. It gave them

information about education and

careers in engineering. And it sup-

ported girls and women who chose

an engineering career, by providing

experienced female engineers as

mentors. Secondary school students

got the opportunity to accompany

a woman engineer during her working

day. Higher education students were

given coaching during the transition

from education to employment.

Experienced engineers coached novice

engineers. And an online database

of mentors was developed. Partners

in Austria, Ireland, Germany, the

Netherlands and the UK were in volved

in the project, which produced

a mentoring handbook in English

and German. It also published

brochures and magazines aimed

at vocational trainers, mentors and

women trainees.

Coordinator � VHTO, Netherlands

Website � www.witec-eu.net/index.

php?option=com_content&view=article

&id=21&Itemid=20

http://www.witec-eu.net/index.php?option=com_content&view=article&id=21&ltemid=20



�

Small companies recruiting abroad

Small firms are big business. In fact,

99 % of all the companies in the EU

are small or medium-sized enterpris-

es. But many of these SMEs find it

difficult either to attract staff from

abroad or to host foreign trainees.

The Placement Support project helps

SMEs to get over the language barrier

and rapidly integrate employees from

abroad. Its main product is EUR-

ASSIST, an online tool that takes just

a few minutes to generate tailor-made

induction programmes for foreign

workers. Devised in partnership with

SMEs, chambers of commerce and

sectoral organisations, EUR-ASSIST

is currently available in 12 European

languages. It uses a three-step

approach. First of all, the employer

selects the competences that a new

employee should have. A personalised

Trans-Occupational Profile (TOP) is

automatically created for the new

worker. Next, the worker creates

My Induction Progamme (MyIP) by

choosing from a list of topics designed

to achieve full productivity within

three weeks. Finally, the new employ-

ee works through the various MyIP

modules, which teach the appropriate

competences and key language skills.

Coordinator � ROC Midden Nederland

Website � www.eur-assist.eu

�

Matchmaking for jobs

Linking skills to job openings is a vital

task. The MATCH project has created

the tools to do just that. Run in Austria

by the Economic Chamber of Vienna,

it has partners in Belgium, Denmark,

Germany, Iceland and Spain. Its tests

and questionnaires serve two purpos-

es. They identify the skills that firms

need. Potential employers are helped

to define more precisely the compe-

tences they are looking for. This is of

particular help to small and medium-

scale enterprises. But the scheme also

reviews the skills that young appli-

cants have, or the ones they intend

to learn. Computer-assisted compari-

sons then show the possible matches

between candidates and the workplac-

es. Careers advisers and employment

services are among the other users

of these matching techniques. As well

as the skills of the young applicants,

the tests identify eight personality

traits that can have an impact on their

careers – for example, openness to

change. Computerisation has made

it easy to adapt the MATCH tools to

changing needs. Ten years after this

Leonardo project ended, its products

are still in daily use.

Coordinator � Economic Chamber

of Vienna (WKO), Austria


�

Disability awareness

Training programmes that raise

disability awareness are provided

by DARE (Disability Awareness – a New

Challenge for Employees). In its first

stage, DARE focused mainly on aca-

demic teachers and public administra-

tion staff. DARE 2 is developing

a training programme for academic

teachers as well as a brand new course

for managers from small and medium-

sized enterprises. Disability aware-

ness entails spreading solid knowl-

edge about disability, combating

stereotypes and providing information

about active support that empowers

disabled people in various areas of

social life. It is also about promoting

openness and tolerance towards

people with disabilities. In line with

the EU’s Lifelong Learning programme,

the work contributed by the DARE

consortium partners focuses on the

transfer of knowledge and innovation

between Member States. Partners

in Bulgaria, Cyprus, Iceland, Italy,

Poland, Spain and the UK have

contributed to the two successive

DARE projects. Manuals for trainers

and teachers are among the products,

together with training material on DVDs.

Coordinator � Jagiellonian University,

Poland

Website � www.dareproject.eu

2 6

�

Distance learning for trainees with disabilities

Distance learning can be used by

those who find it difficult to travel.

So it is a good way of getting voca-

tional training to young people with

a locomotor disability. A project that

targeted employers as well as the

young trainees provided courses on

quality management, internet basics,

word processing and accounting.

There were also interactive English

lessons, together with courses on

getting a job and on employing people

with disabilities. Long-term support

and counselling were available for

the trainees. Partners from Germany,

Hungary, Romania and the UK con-

tributed to the project, which made

a comparative study of the situation

of young people with locomotor

problems in the four countries.

Obstacles to their employment were

analysed, as were various ways of

improving their access to ICT. One

result of the project is a manual on

employing people with disabilities.

Coordinator � Scoala Nationala

de Studii Politice si Administrative,

Romania

Website � http://leonardo.snspa.ro

�

eLearners sail through distress call tests

Anyone sailing a vessel in coastal

waters must know exactly how to use

its communications equipment in

an emergency. For amateurs and

professionals alike, the Short Range

Certificate (SRC) is a proof of that

knowledge. But obtaining it used to

involve attendance at courses that

were too expensive and time-consum-

ing for many individuals and small

businesses. This was because the

relevant skills can only be learned

on models or simulations of devices

that comply with the Global Maritime

Distress Safety System (GMDSS). The

EGMDSS site now offers an eLearning

solution, free of charge. This project

is online in 12 languages. Users can

create an unlimited number of courses

featuring simulators, text, images,

graphs, tables, maps and quizzes.

By the end of 2008, the system had

attracted over 17 000 registered users.

One trainee particularly liked “the

fact that I can learn anytime from

anywhere, for example completing

a quick ten-minute lesson during

my lunch break”. EGMDSS is also

used by vocational training providers

in Belgium, Finland, Hungary, Ireland,

Italy, the Netherlands, Poland,

Slovenia, Spain and Turkey.

Coordinator � Spinaker, Slovenia

Website � www.egmdss.com



�

Driving standards up

New quality standards for driving

instruction were needed in Slovakia

following the political changes in

1989. Increased car ownership and

a rise in the number of accidents

prompted the driving schools associa-

tion ZAS to propose the Instructor for

Driving (IFD) programme as a Leonardo

project. Expertise on training and

adult education came from project

partners in Bulgaria, the Czech

Republic, Finland, France, Germany,

Greece, Italy, Slovakia and Spain.

A particular focus was the transpar-

ency of driving instructor qualifica-

tions. The partners noted a lack

of information on the criteria and

processes for the selection of candi-

dates. So they decided to draft a new

selection procedure. They also prepared

new tools and curricula for instructor

training. Questionnaires and tests

ensured that the end-users under-

stood the new materials. The project

was supported by a website and an

eLearning version of the training

modules. The materials were trans-

lated into nine languages. They have

proved relevant in a number of other

EU countries that went through

changes similar to those in Slovakia.

Coordinator � Združenie autoškôl

Slovenskej republiky, Slovakia

Website � www.ifd.szm.com

�

Handbooks for carers

When social and health care students

go on placements abroad, they need

to be prepared for the kinds of work

they will face. Teaching institutions

in Estonia, Finland, Germany, Ireland,

the Netherlands, Sweden and the

UK got together to write a series of

handbooks in simple English. Each

book deals with a particular type of

care as practised in all or some of

these countries. Among the topics

is care work with handicapped or

disabled clients, with children, and

with mental health and toxicants

abuse clients. Also covered are

nursing and caring in hospitals and

health centres, as well as oral care

and the tasks of a dentist’s assistant.

In addition, the partners have a pro-

duced a tutors’ handbook on how to

prepare students for foreign work

placements, together with a model

for developing learning materials.

Coordinator � Helsinki City College

of Social and Health Care, Finland

Website � http://hesotenet.edu.hel.fi/

english/etm2

�

Signs of mobility

An “amazing” web-based dictionary

will “help deaf children and students

to improve their skills in their own sign

language as well as in foreign sign

languages”. That was the word from

Queen Silvia of Sweden when she

inaugurated the Leonardo project

Spread the Sign. The online transla-

tion tool was badly needed, because

the world has about 200 different sign

languages. They vary just as much as

speech. So they can be an awkward

barrier for deaf and hearing-impaired

people who want to study, work or

train abroad. Users of the free Spread

the Sign site just type in the word they

are looking for. It is then translated

visually into the sign language of their

choice, using animated clips. Special

priority has been given to vocational

terms used in different sectors.

Partners in the Czech Republic, France,

Germany, Lithuania, Portugal, Spain,

Sweden, Turkey and the UK have been

contributing signs to the dictionary,

which is continuing to grow. Most

vocational fields will be covered by the

end of 2010. Spread the Sign is also due

to go global, bringing in sign languages

from other parts of the world.

Coordinator � Tullängsskolan, Sweden

Website � www.spreadthesign.com

2 8

�

Training for trading

Small businesses can get high-quality

training on international commerce

under a scheme that started in Sweden.

Since then, it has gone global, training

over 1,200 trade managers in Europe

and Africa. Taking part in the Leonardo-

backed pilot project were trade organ-

isations in Greece, Hungary, Iceland,

Norway, Slovenia and Sweden.

The International Trade Management

(ITM) concept uses standardised

modules. So it can be adapted for

export managers, trainees and export

assistants according to need. Nine

modules have been produced in

English: managing change, interna-

tional trade marketing, managing

across cultures, international trade

fairs, e-commerce, a trade coaching

guide, export sales training, interna-

tional trade conditions and interna-

tional market research. An important

result of the project is a virtual learn-

ing network of trade specialists in

European small and medium-sized

enterprises (SMEs). And ITM’s links

to the European Qualifications Frame-

work (EQF) ensure the transparency

and quality of trade training qualifica-

tions. ITM has now been commercial-

ised through the ITM Worldwide

Foundation.

Coordinator � Swedish Trade Council,

Sweden

Website � www.itmworldwide.org

�

Gaming for a living

You wander round a virtual house while

you field questions about getting ready

for your first day at work. Or you click

over to the Cheese Factory, which gets

you using percentages, decimals and

fractions. Computer games and hard

work may sound like opposites, but

the right games can teach skills that

make people more employable – all

the more so if the trainees have special

needs. The GOAL project worked with

five partners in Bulgaria, Greece and

the UK to create a suite of eLearning

materials, games and paper-based

resources that raise employability

skills. Delivery is both online – the

games can be downloaded for free –

and offline in published learning

packs. Using web accessibility guide-

lines, the look and feel of the website

were designed to be attractive to this

particular group of end-users. Seven

courses, developed with special needs

in mind, incorporated state-of-the-art

vocational training. This aspect has

been carried over into each partner

country’s programmes. Trainers in

learning disability schools have noted

positive changes when their students

use the GOAL materials.

Coordinator � Nottingham Trent

University, UK

Website � www.goal-net.eu



�

Building on innovation

What kinds of qualification offer the

best chances of finding employment

in construction engineering? To find

out, partner organisations in the

Czech Republic, Greece, Hungary,

Poland, Slovenia and the UK studied

the strengths and weaknesses of

the standards in the six countries’

construction engineering education.

They also compared attitudes to the

transfer of new technologies. The

results pointed to the knowledge and

skills that construction engineers need

if innovation in the sector is to be

encouraged. When the model devel-

oped by the Tech Transfer project is

implemented in higher education

institutions, the graduates’ competi-

tiveness on the jobs market clearly

improves. The model is designed to

be introduced either as a whole new

separate training programme or as

modules within existing programmes.

As it uses the ECTS scale (European

Credit Transfer System), it can easily

be integrated into current vocational

education and training. In the longer

term, the project is expected to improve

competitiveness, productivity, inno-

vation transfer and training in the

European construction sector.

Coordinator � ASM Centrum Badań

i Analiz Rynku, Poland

(centralised project)

Website � www.tech-transfer.eu

�

Intensive care training boosts mobility

Training for intensive care specialists

was developed by the CoBaTrICE

project (Competency-Based Training

Programme in Intensive Care Medicine

for Europe). Created by five partner

institutions in the Czech Republic,

Finland and the UK, the training

programme is applicable across

national borders. It can be introduced

without major changes to existing

structures for post-graduate educa-

tion. In all, the partnership brought

together 42 training organisations

worldwide, including the whole of

Europe. The CoBaTrICE programme

is based on core competences, linked

to a detailed syllabus, assessment

guidelines and online educational

resources. It is available in both web-

based and paper formats. A logbook

enables each trainee to provide

evidence of the competences gained.

This will promote the harmonisation

of training and the free movement

of professionals. The competences

developed by the project are now also

being used in other specialities,

such as respiratory medicine, and in

professions allied to medicine. This

could facilitate shared learning and

teamwork in the clinical environment.

Beneficiary � European Society

of Intensive Care Medicine

(centralised project)

Website � www.cobatrice.org

�

Multicultural childcare skills

Kindergarten carers with a migrant

background can ease communication

with parents from different cultures,

while helping all the children to

develop the attitudes and skills they

will need to live in an increasingly

diverse society. A large Austrian

service provider took up the idea of

offering these carers some additional

vocational training. This led in turn to

the launching of the MUTUAL project,

with partners in Austria, Denmark,

Greece, Hungary, Italy, the Netherlands,

Norway, Portugal, Romania and the

United Kingdom. After agreeing a set

of competences needed in multicultural

childcare, the partnership created

a system for identifying relevant previous

learning and experience among people

with a migrant background. The project

then developed training modules and

a trainers’ guide, which were field-tested.

Media-based exercises and a training

compendium have also been produced.

The material provides a practical

approach to the problems that may

occur in multilingual and multicultural

groups of children. At the same time,

it fosters social inclusion and validates

prior learning.

Coordinator � Volkshilfe Steiermark,

Austria (centralised project)

Website � www.mutual-eu.com

3 0

�

Valuing on-the-job skills

Knowledge and skills picked up at

work ought to count for something.

The Value of Work project (VOW)

developed various ways of validating

them. This means that less-qualified

people now have a better chance of

developing their competences and

strengthening their position on the

labour market. Ten general standards

developed by the project proved to

be transferable between sectors.

VOW products include a handbook on

competence standards in low-qualified

occupations, and another on methods

and tools for validating competences.

It also set guidelines, for employees,

stakeholders and counsellors, on

validating the knowledge and skills

learned in the workplace. Organisa-

tions in Cyprus, Denmark, Iceland,

Slovenia, Sweden and the UK took

part in VOW, which ended in 2007.

Its competence standards were soon

applied to home care workers in

Slovenia and Denmark, as well as

to the Icelandic banking sector. VOW’s

promoters subsequently embarked

on another Leonardo-supported

project. This adjusted the standards

to the European Qualifications

Framework (EQF) and adapted them

to other sectors and countries.

Coordinator � Education and Training

Service Centre, Iceland

Website � www.valueofwork.org

�

Safe from farm to fork

For the EU, safe food is a top priority.

To make sure it stays safe, an effective

control system has to be maintained

right along the food chain, meaning

that food safety specialists must be

trained to take the whole of this chain

into account, “from farm to fork”.

Under the F4ST project, an eLearning

curriculum based on this approach

was developed by partners in Greece,

Latvia, the Netherlands, Poland, Spain,

Turkey and the UK. The pro gramme

combined ten eLearning modules

with lectures, written materials and

PowerPoint presentations. F4ST

promoted “farm to fork” training

of each relevant profession, from

agriculturalists and vets to food

technologists. Non-EU countries that

export food to Europe were also part

of the target group. 2 179 applicants

from 52 countries were trained free

of charge during the project’s two

pilot sessions. The emphasis was on

EU food safety regulations and total

quality management. One aim of the

F4ST training was to ensure that all

EU food-producing plants, including

small and medium-scale firms, comply

with the safety rules.

Coordinator � Kalite Sistem Merkez

Lab, Turkey

Website � www.f4st.eu



�

eLearning – getting it right

eLearning is all about gaining know-

ledge via computers and electronic

networks. As a training medium, it

holds great potential. But employers

need to get it right. CELM stands for

Certified European eLearning Manager.

A CELM certificate is a sign that

eLearning projects will be managed

professionally. The methods, training

materials and testing processes

behind CELM were developed by five

organisations from Denmark, Germany,

Greece, Liechtenstein, Romania and

Switzerland. CELM courses provide

models and formats for the online

testing of vocational competences.

Guidelines are given for the quality

management of cross-border web-

based training. Standardised testing

and accreditation procedures are also

covered, as are transnational business

strategies. As CELM examinations

and certificates are standardised,

the courses strengthen the partici-

pants’ mobility. Companies stand to

benefit from the centralised quality

management of the CELM materials

and tests. But at the same time, local

preparation and support are available

through the accredited training

institutions.

Coordinator � Overpar Solutions,

Liechtenstein

Website � www.c-el-m.eu

�

Placement quality network

The Network for Quality in Exchange

Programmes was launched in 2008.

This Leonardo project brings together

six Norwegian partners (two upper

secondary schools and four county

councils) and four partners in France,

Germany, Greece and Italy. What they

all have in common is that they

organise work placements for appren-

tices. The project intends to establish

a standard that can be used to advise

every new organisation that wishes

to cooperate with one of the network

members. It also aims to make

vocational training more attractive to

young people and more internationally

oriented. The network has been

developing quality procedures for

apprentice exchanges. Apprentices’

own reports on their placements

abroad are used as a key tool for

quality assessment. One talking point

at the network’s seminars is the

definition of “apprentice”, which

varies greatly from one country to

another. Other important topics are

the recruitment of apprentices and

of hosting companies, the preparation

of the candidates, and how to enlarge

the European network for hosting

apprentices.

Coordinator � Akershus County

Council, Norway


�

Welding teachers and learners – at a distance

Distance learning of welding skills

has been enhanced by a project called

New Models for a European Cost-

Efficient in-Company Certification

and Accreditation Training (MECCA).

Five web-based courses cover various

aspects of visual communication and

collaboration within welding prac-

tices. The project features more than

50 video clips, designed to be readily

adaptable to various styles of teaching

and learning. There are also clips on

teaching methods and the technical

challenges involved in video commu-

nication. A special focus of the

pro gramme is “blended learning”,

which uses a combination of face-to-

face teaching and computer-mediated

instruction. Two “digital classrooms”

have been designed. The project’s

emphasis on activity-based training

may lead to changes at a number of

vocational training institutions. The

project consortium included partners

Cyprus, Greece, Norway, Romania,

Slovenia and Spain. Welding institutes

in other European countries, as well

as Australia and Canada, are also

interested in using MECCA’s new

training techniques.

Coordinator � University College

of Sør-Trøndelag, Norway


3 2

Annexes:

LDV I LDV II LLP

Target 1995-1999 2000-2006 2007-2009

Persons in initial

vocational training (IVT)

51.000 175.019 137.479

People on the labour

market (PLM)

21.500 58.254 45.933

Professionals in vocational

training (VETPRO)

10.800 56.299 39.230

Students (supported

by Erasmus since 2007)

40.600 72.552 0

Total 123.900 362.124 222.642

Total grant, Mio. EUR 274,6 692,3 416,9

Average grant per

participant, EUR

2.216 1.912 1.873

Leonardo da Vinci Mobility:

Number of beneficiaries per target group, 1995-2009

Pilot projects

Number of projects 2.569

Grant, Mio. EUR 310,1

Mobility projects

Number of beneficiares 127.300


Other

Number of projects 671


Total grant 726,7


LDV I 1995-1999


Number of beneficiaries per country, 2000-2009

LDV II LLP

Country 2000-2006 2007-2009

Austria 11.173 5.741

Belgium 7.293 4.285

Bulgaria 6.083 3.281

Cyprus 1.135 821

Czech Republic 11.836 7.449

Denmark 4.572 3.250

Estonia 2.207 1.439

Finland 6.952 4.924

France 41.189 20.509

Germany 59.768 40.051

Greece 9.516 6.953

Hungary 9.129 7.160

Iceland 1.376 568

Ireland 2.589 1.793

Italy 35.485 13.035

Latvia 4.258 1.547

LDV II LLP

Country 2000-2006 2007-2009

Liechtenstein 239 51

Lithuania 4.958 3.062

Luxembourg 778 448

Malta 1.523 450

Netherlands 17.782 15.356

Norway 4.492 4.007

Poland 24.560 14.174

Portugal 6.801 3.149

Romania 7.632 3.582

Slovakia 5.760 6.206

Slovenia 3.127 1.952

Spain 31.735 14.910

Sweden 7.494 3.965

Turkey 9.189 14.842

United Kingdom 21.493 13.682

Total 362.124 222.642


Country LDV II 2000-2006 LLP 2007-2009

Number of projects Grants, EUR Number of projects Grants, EUR

Austria 82 26.544.859 32 7.012.655

Belgium 57 19.930.116 22 5.816.690

Bulgaria 57 14.174.432 26 5.338.412

Cyprus 15 5.318.637 9 2.093.217

Czech Republic 45 11.700.453 17 3.529.917

Denmark 45 11.747.518 22 4.441.595

Estonia 12 2.972.723 9 1.383.872

Finland 64 19.644.919 26 4.465.822

France 151 51.237.122 63 16.555.111

Germany 197 70.875.280 86 23.847.763

Greece 65 23.327.264 17 3.703.864

Hungary 49 14.736.631 24 5.480.828

Iceland 20 6.909.575 11 2.202.367

Ireland 52 17.970.190 21 5.825.709

Italy 243 76.472.176 100 27.055.858

Latvia 25 5.119.124 15 2.637.502

Liechtenstein 4 1.422.816 3 772.777

Lithuania 30 6.533.425 16 3.202.693

Luxembourg 15 5.309.066 5 834.579

Malta 6 2.142.974 3 838.758

Netherlands 62 21.010.337 29 7.888.075

Norway 35 12.190.653 17 4.619.418

Poland 77 21.931.045 38 10.284.319

Portugal 63 16.978.511 24 5.511.766

Romania 41 11.467.031 19 4.552.780

Slovakia 25 5.849.512 20 3.144.754

Slovenia 25 6.425.516 19 2.622.511

Spain 156 50.293.428 82 18.103.190

Sweden 58 17.528.852 28 7.040.497

Turkey 20 6.748.160 64 13.214.798

United Kingdom 174 63.617.244 85 23.529.158

Total 1.970 628.129.583 952 227.551.254

EUR projects 37 11.883.747 131* 50.786.315

Total 2.007 640.013.330 1.083 278.337.569

The following table presents a detailed breakdown of projects according to the country of the promoter.

Leonardo da Vinci Multilateral Projects 2000-2009

* Includes multilateral projects, network projects and accompanying measures.

3 4

Leonardo da Vinci Mobility: Number of beneficiaries per Host Country and Country of home institution, 2000-2006

Web addresses:

LDV – Leonardo da Vinci Programme

http://ec.europa.eu/education/lifelong-learning-programme/doc82_en.htm

DG Education and Culture

http://ec.europa.eu/dgs/education_culture/index_en.htm

VET – Vocational Education and Training

http://ec.europa.eu/education/lifelong-learning-policy/doc60_en.htm

ECVET – European Credit System for VET


AT BE BG CY CZ DE DK EE EL ES FI FR HU IE IS IT

AT 186 15 23 147 2.319 170 19 120 901 453 909 151 1.044 49 848

BE 71 23 79 81 629 48 4 149 1.289 340 1.884 76 220 2 466

BG 250 126 254 29 2.001 12 12 348 742 8 658 2 942

CY 14 23 109 18 201 283 41 40 93 18 33 108

CZ 870 29 135 4.727 227 18 179 434 224 655 76 186 18 710

DE 1.907 920 335 567 1.912 1.083 562 428 8.695 2.551 5.769 1.555 2.042 94 5.612

DK 35 17 23 1 80 543 12 31 340 164 207 75 276 88 177

EE 64 14 4 3 680 50 14 77 593 57 2 22 14 66

EL 431 134 22 414 82 1.608 151 45 1.350 246 936 25 127 1.834

ES 739 1.027 71 26 487 5.227 193 38 372 1.187 4.716 247 3.206 33 6.085

FI 270 204 6 60 96 937 138 311 212 723 361 409 196 24 397

FR 357 1.962 255 131 635 3.827 416 52 432 7.245 726 809 3.770 72 2.599

HU 553 151 9 78 3.299 195 12 69 373 635 949 172 4 598

IE 31 52 2 12 401 109 16 24 199 154 557 21 3 267

IS 84 18 1 1 3 113 199 17 49 91 117 17 126

IT 497 1.023 112 118 275 2.964 192 61 616 7.565 786 5.272 318 3.642 44

LI 4 11 26 2 6 29 12 19 15 1 11

LT 211 95 27 11 87 1.693 204 104 93 223 428 166 26 79 6 583

LU 31 75 3 221 1 5 12 2 314 3 9

LV 61 51 11 3 47 1.569 136 118 48 178 437 299 13 41 4 203

MT 31 60 40 3 31 159 39 5 153 13 54 4 212 5 282

NL 325 2.168 43 146 216 2.278 507 48 127 2.035 837 1.300 368 494 84 786

NO 125 66 1 50 573 229 63 201 689 109 453 55 182 15 343

PL 544 291 36 62 315 11.897 570 20 228 1.497 254 1.794 127 472 8 1.529

PT 119 189 35 10 105 521 97 9 112 1.771 128 1.102 118 175 1 794

RO 198 171 2 3 1.153 97 283 1.294 121 1.598 150 138 1.119

SE 210 208 26 30 119 849 68 45 104 710 125 676 216 392 50 788

SI 334 78 25 84 486 114 11 5 257 316 133 26 196 404

SK 438 144 11 5 867 1.505 13 8 95 318 246 354 167 108 3 433

TR 423 109 17 28 4.437 30 5 145 953 70 397 35 29 1 678

UK 361 507 319 629 399 2.336 349 114 259 2.862 946 3.680 252 425 146 1.868

Total 9.588 10.245 1.582 2.735 6.292 59.370 5.639 1.734 4.983 43.004 12.245 35.571 5.339 17.916 777 30.665

% 2,6 % 2,8 % 0,4 % 0,8 % 1,7 % 16,3 % 1,6 % 0,5 % 1,4 % 11,8 % 3,4 % 9,8 % 1,5 % 4,9 % 0,2 % 8,4 %

Co

un

try

of

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me

in

sti

tuti

on

Host


EQAVET – European Quality Assurance Reference Framework for VET


Europass


Cedefop – European Centre for the Development of Vocational Training

www.cedefop.europa.eu/EN/

ETF – European Training Foundation

www.etf.europa.eu

LI LT

14 45

8 40

11

1 38

15 503

40

13

11

1 108

7 104

50 121

6

5

4

0 350

143

12 50

5 140

78

1 9

16

3 44

8

5

202

97

117 2 191

0,0 % 0,6%

LU LV MT NL NO PL PT RO SE SI SK TR UK Total %

33 12 153 376 152 122 126 60 492 125 31 7 2.008 11.110 3,1 %

56 16 153 809 31 80 195 144 249 17 49 110 1.030 8.348 2,3 %

33 63 214 3 35 366 6.098 1,7 %

3 8 18 10 4 82 1.117 0,3 %

12 3 141 453 122 190 65 11 258 70 719 29 1.153 11.918 3,3 %

95 427 454 2.566 961 2.391 670 402 1.609 123 703 498 14.187 59.827 16,5 %

11 77 103 206 16 106 28 114 72 16 1.557 4.415 1,2 %

2 28 128 78 5 32 127 4 10 128 2.215 0,6 %

3 16 21 364 36 105 274 22 159 10 39 22 1.097 9.584 2,6 %

28 67 152 768 116 371 1.297 120 500 49 57 27 6.468 33.783 9,3 %

5 139 30 416 98 109 81 30 250 131 76 41 1.101 6.965 1,9 %

319 128 429 1.389 499 1.197 797 895 762 98 280 99 10.253 40.696 11,2 %

2 20 263 77 70 107 60 340 17 51 12 983 9.105 2,5 %

97 3 24 77 18 28 5 2 162 11 20 282 2.582 0,7 %

9 25 22 2 2 1 168 7 1 298 1.383 0,4 %

42 43 688 563 209 420 974 482 616 107 74 49 6.514 34.616 9,5 %

2 1 19 7 6 1 2 1 62 237 0,1 %

190 9 280 170 190 41 23 148 9 26 41 519 5.682 1,6 %

6 7 11 7 5 789 0,2 %

12 153 65 97 29 211 56 17 53 290 4.345 1,2 %

2 14 8 20 27 378 1.540 0,4 %

27 40 146 223 135 537 197 662 42 25 341 3.533 17.778 4,9 %

57 69 126 14 53 43 79 5 175 7 639 4.566 1,3 %

97 14 33 1.034 52 394 15 182 45 313 213 2.639 24.753 6,8 %

21 7 88 255 14 144 44 69 7 45 4 817 6.811 1,9 %

41 91 16 97 105 39 5 835 7.572 2,1 %

3 81 75 331 99 88 66 94 30 14 126 1.776 7.478 2,1 %

8 22 51 155 27 17 27 4 64 12 2 323 3.189 0,9 %

5 25 18 223 142 213 72 3 66 20 16 248 5.771 1,6 %

14 9 5 296 17 263 118 15 501 22 7 552 9.378 2,6 %

16 93 318 742 195 471 331 369 1.080 104 412 93 19.773 5,4 %

964 1.437 3.241 12.101 3.651 6.916 6.747 3.085 8.982 1.186 3.180 1.818 60.123 363.424

0,3 % 0,4 % 0,9 % 3,3 % 1,0 % 1,9 % 1,9 % 0,8 % 2,5 % 0,3 % 0,9 % 0,5 % 16,5 % 100,0 %

Country

3 6

List of the National Agencies:

Austria

Website: www.lebenslanges-lernen.at

Belgium/Flemish Community

Website: www.epos-vlaanderen.be

Belgium/French Community

Website: www.aef-europe.be

Belgium/German speaking Community

Website: www.dglive.be/agentur

Bulgaria

Website: www.hrdc.bg

Cyprus

Website: www.llp.org.cy

Czech Republic

Website: www.naep.cz

Denmark

Website: www.iu.dk

Estonia

Website: www.archimedes.ee/hkk

Finland

Website: www.cimo.fi

France

Website: www.europe-education-formation.fr

Germany

Website: www.na-bibb.de

(Leonardo da Vinci, Grundtvig)

Greece

Website: www.iky.gr

Hungary

Website: www.tka.hu

Iceland

Website: www.lme.is

Ireland

Website: www.llp.ie

Italy

Website: www.programmaleonardo.net/llp

(Leonardo da Vinci)

Latvia

Website: www.viaa.gov.lv/lat/

Liechtenstein

Website: www.aiba.llv.li

Lithuania

Website: www.smpf.lt

Luxembourg

Website: www.anefore.lu

Malta

Website: www.llp.eupa.org.mt

Netherlands

Website: www.na-lll.nl

Norway

Website: www.siu.no/llp

Poland

Website: www.frse.org.pl

Portugal

Website: www.proalv.pt

Romania

Website: www.anpcdefp.ro

Slovakia

Website: www.saaic.sk/llp

Slovenia

Website: www.cmepius.si

Spain

Website: www.oapee.es

Sweden

Website: www.programkontoret.se

Turkey

Website: www.ua.gov.tr

United Kingdom

Website: www.leonardo.org.uk

Republic of Croatia

Website: www.mobilnost.hr

The former Yugoslav Republic of Macedonia

Website: www.na.org.mk


European Commission

Training for Mobility - Mobility for Training – 15th Anniversary of the Leonardo da Vinci Programme 1995-2010

Luxembourg: Publications Office of the European Union

2010 — 36 pp. — 21.0 × 29.7 cm

ISBN 978-92-79-16214-5doi:10.2766/68895

How to obtain EU publications

Free publications:

• via EU Bookshop (http://bookshop.europa.eu);

• at the European Commission’s representations or delegations. You can obtain their contact details on the Internet (http://ec.europa.eu) or by sending a fax to +352 2929-42758.

Priced publications:

• via EU Bookshop (http://bookshop.europa.eu);

Priced subscriptions (e.g. annual series of the Official Journal of the European Union and reports of cases before the Court of Justice of the European Union):

• via one of the sales agents of the Publications Office of the European Union(http://publications.europa.eu/others/agents/index_en.htm).

NC

-30-10-419-EN-C

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