The Socrates Guidelines
for Applicants (see websites under Sections V and VI
below) set out the eligibility criteria and the main
selection criteria and priorities of a more permanent
nature that are applied when assessing requests for financial
support within the programme. However, some additional
annual priorities, which change from year to year, may
also be defined. Please note that the additional annual
priorities set out in this Call for Proposals complement,
but do not replace, the permanent priorities mentioned
in the Guidelines for Applicants. The additional annual
priorities can be of a horizontal nature, covering all
Actions of the Socrates programme (Section II.1. below),
or they can apply to a specific Action within the programme
only (Section II.2. below). In the case of decentralised,
Actions, national authorities can identify national annual
priorities applicable to specific countries only (Section
II.3. below).
II.1.
Annual horizontal priorities 5
The additional horizontal priorities A-G covering all Actions of the
programme for the period covered by the present Call for Proposals, are
set out below. Applicants under all Actions are invited to consider the
messages given below in the development of their proposals.
A. Preparation
for the enlargement of the Union (general European
Commission priority) By 2003 the negotiations should
be complete for the first group of candidate countries.
The European Commission has therefore declared the
enlargement of the Union a general priority. Socrates
is well placed to develop and promote links between
the enlargement countries and existing EU members,
as the former already participate in the programme.
In order to contribute to this Commission-wide priority,
efforts within the Socrates programme 5 Full texts
of the various documents referred to below can be found
on the « Education and Culture » website
of the Commission at http://europa.eu.int/comm/dgs/education_culture/index_en.htm will
be stepped up by applying a policy of positive discrimination
towards the candidate countries in selecting and funding
projects involving these countries, subject to their
being of the necessary quality.
B. Sustainable
development (general European Commission priority)
The European Commission has made the promotion of sustainable
development a political priority for the year 2003.
The Socrates programme is therefore called upon to
contribute to an economy based on the principles of
sustainability and mutual solidarity and to generate
projects in this field. It is important to note that
the term « sustainable development » covers
economic, societal-cultural and environmental aspects
in a mutually reinforcing way.
C. Stability
and security (general European Commission priority)
Stability and security can only be achieved, and racism
and xenophobia successfully overcome, through the deepening
of intercultural dialogue and cooperation. The European
Union which is founded on a common set of values, has
to take its responsibilities in this respect. This
is why the European Commission has made this issue
one of its political priorities for the year 2003.
By its very nature, the Socrates programme can contribute
to achieving a fruitful intercultural dialogue.
D. The
future challenges to education and training systems
Following the invitation of the Lisbon Summit of March
2000, the Education Council adopted a report on the “Concrete
future Objectives of education and training Systems”6
which was transmitted to the European Council of Stockholm
(March 2001). A joint “detailed work programme” of
the European Commission and the Council, which aims
at implementing the Objectives report, was adopted
by the Education Council and welcomed by the European
Council of Barcelona (March 2002).7 The work programme
includes the following priority themes: new technologies,
basic skills as well as mathematics, science and technology.
Applications submitted under Socrates are expected
to play an important role in supporting the implementation
of these priority themes, as they are entirely consistent
with the programme’s objectives.
E. Promoting
equal opportunities In the field of promoting equal
opportunities, the Socrates programme has the following
permanent priorities (see Guidelines for Applicants):
• promoting equality between women and men;
• addressing the needs of disabled persons;
• helping to combat racism and xenophobia;
• helping to offset the effects of socio-economic disadvantages.
In view of the European Year of Disabled People in 2003, the Socrates
programme will give special emphasis to projects and activities designed
to eliminate barriers that prevent
people with disabilities from full participation in education, to promote
their fullest possible
inclusion in society and to help to change attitudes and mentalities.
6 12/02/2001, Council 5980/01 EDUC 18
7 14/02/2002, Council 6365/02 EDUC 27
F. Lifelong
Learning
Following a wide-ranging debate in Europe on Lifelong Learning policies
and needs, the European Commission adopted a Communication called “Making
a European Area of Lifelong Learning a Reality” on 21 November
2001. 8 This was positively received by the Education Council in November
2001 and led to the adoption by the Education Council in May 2002 of
a Resolution calling for a wide range of follow-up actions in this field.
Applicants under Socrates are invited to develop and submit projects
around the key themes (valuing learning, guidance and counselling, investment
in learning, learners and learning opportunities, basic skills, innovative
pedagogy) and addressing target groups described in the Communication.
G. The
eLearning Action Plan
Following various initiatives for the integration and use of information
and communication technologies (ICT) in the field of education, the European
Commission adopted the eLearning Action Plan on 28 March 2001. 9 Socrates
will be an important player in implementing the Action Plan, as the use
of ICT in education is a permanent horizontal priority for the programme
as a whole.
II.2.
Annual Action-specific priorities
The additional annual Action-specific priorities are set out below. Some
of the additional annual horizontal priorities outlined above may be
mentioned again under the additional annual Action-specific priorities
looking at them from an Action-specific angle. Please note that the additional
annual priorities set out in this Call for Proposals complement, but
do not replace, the permanent priorities mentioned in the Guidelines
for Applicants (see websites under Sections V and VI below).
COMENIUS – SCHOOL EDUCATION
COMENIUS 1: SCHOOL PARTNERSHIPS
Applications are welcome under all three types of projects under School
Partnerships,
namely Comenius School Projects, Comenius Language Projects and Comenius
School
Development Projects. Among these three types, proposals for Comenius
Language
Projects and Comenius School Development Projects will be particularly
welcome.
COMENIUS 2: INITIAL AND FURTHER
TRAINING OF SCHOOL EDUCATION STAFF
Comenius 2.1: European co-operation
projects
Priority will be given to projects making a significant contribution
to innovation in the training
of school education staff, with particular emphasis on new aspects of
the role of the teacher.
The following is an indicative list of topics which such projects might
address:
• a framework for mobility activities of student teachers, including the
provision of
practical training periods and the recognition of these activities by
the institutions
concerned;
8 COM(2001) 678 final
9 COM(2001) 172 final
• preparing student teachers and teachers to use the new information and
communication technologies as a pedagogical tool and as a new means to
support
teachers’ cooperation; stimulating and maintaining the teacher’s
ability to learn;
• the role of the teacher as
a “facilitator of the learning process”,
helping and guiding
pupils to develop their knowledge and a portfolio of skills often partly
acquired from
outside the classroom (“learning to learn”);
• preparing teaching staff to
use specific methodologies for the teaching of other
subjects
through the medium of a foreign language and for the teaching of a foreign
language in
pre-primary and primary education (especially a less widely used and
less taught foreign
language);
• school leadership teams and
the role of the head teacher, including such aspects
as
the changing role of school in society; the importance of evaluation
and quality assurance
systems in school education; ensuring efficient use of resources; strategies
for creating a
safe school environment and for combating racism and xenophobia;
• raising interest for the study
of scientific and technical subjects;
• strengthening links with working
life and research and improving the transition from
school to the world of work, with special emphasis on vocational guidance
and
counselling;
• developing co-operation between
a network of different players who can give support
to pupils both inside and outside the school environment (educational
staff in schools,
parents, pupil peers, career counsellors, guidance personnel, youth workers,
mediators,
street educators, social services, health services, police, business
sector, associations,
sport and youth clubs etc.) including the development of teamwork;
•
Developing methods for improving school attendance and achievement levels
with
particular attention to the needs of the children of migrants, Gypsies,
Travellers and
occupational travellers.
Comenius 2.2: Individual training grants
Priority will be given to persons who, in addition to fulfilling the
training-oriented objective of
the mobility, can also demonstrate that their mobility activity has the
potential to:
• support them in their role
as multipliers within their respective institutions
and contribute
to achieving their institution’s policy objectives;
• promote the creation of new
School Partnerships under Comenius 1 in the future.
The following section (in italic) replaces the corresponding section
of the Guidelines
for Applicants
“C. Individual grants for in-service
training
The objectives of this Action are to encourage participants to improve
their knowledge and skills, to gain a broader understanding of school
education in Europe and to gain an
understanding of the European dimension to their work.
Grants are available to enable teachers or other categories of staff
working in the school
education sector to participate in in-service training activities (« courses »)
lasting between one and four weeks in a country other than the country
in which these teachers normally work.
Courses in teaching foreign languages should normally but not necessarily
take place in a country where the target language is spoken and taught.
The course may in some cases take the form of a placement in commerce
or industry, where this is considered to be conducive to achieving the
objectives mentioned above.
Each course is preceded by a period of preparation and followed by a
period of follow-up. These phases of work take place in the participant’s
home country.
In some respects arrangements for language teachers differ slightly from
those for teachers of other subjects. Details are given at the appropriate
places in the text below.”
COMENIUS 3: COMENIUS NETWORKS
Priority will be given to:
• networks designed to promote
European citizenship;
•
networks focussing on interdisciplinary topics, such
as: basic skills, learning of
languages, science and technology, environmental education, art education
and
the stimulation of creativity;
• networks focussing on aspects
of school improvement, such as: the involvement of
parents in school education,themanagement of schools,thefuture role of
the
teacher, the education and integration of specific target groups (children
of migrant
workers, Gypsies and Travellers, occupational travellers, pupils at risk
of social exclusion
and pupils with special educational needs).
Applicants will be especially encouraged to propose networks in areas
related to priorities
which are not covered by existing networks.
ERASMUS – HIGHER EDUCATION
Important notice: The application
procedure for the Erasmus Institutional Contract will
change substantially for the application round of November 1, 2002. Further
information and the new application forms will be available on the Europa
web site,
the web site of the Socrates, Leonardo and Youth Technical Assistance
Office and
from the National Agencies (see Sections V and VI).
For all Erasmus activities, particular emphasis will be given to projects
that:
• ensure a European dimension in issues on the political agenda in the
fields of higher
education and research, as well as to those that contribute to lifelong
learning and
employment, to sustainable development (in particular its environmental
aspects), to
enlargement, to combating racism and xenophobia and to reinforcement
of democracy in
Europe;
• Contribute to the realisation
of the European Higher Education Area ("Bologna
process"),
aiming at greater compatibility and comparability of the systems of higher
education and
enhancing the attractiveness and competitiveness of higher education
institutions;
• respond to the increasing
role of the universities in the knowledge society.
Specific
attention is given to: mediation on European level between the new skills
demanded on
the labour market and the higher education curricular developments at
large, closing of
the numeracy gap and the potential of higher education institutions as
platforms for
transfer of knowledge, skills and values between generations and cultures;
• focus on the use of information and communication technologies, in line
with the
eLearning initiative. This applies in particular to innovative combinations
of physical and
virtual mobility, the impact of the educational use of ICT on structures
and methodologies
in higher education institutions and the creation of new learning environments
with a
European dimension;
ERASMUS 1: CURRICULUM DEVELOPMENT
PROJECTS (CD)
Special attention will be given to:
• projects that
- integrate ethics into one of the following subject areas: business,
engineering, medical
sciences, natural sciences, communication and information sciences;
- respond to the future skills needs in the area of communication and
information sciences
taking into account the impact of the developments of the ICTs;
- promote intercultural dialogue and understanding between Europe and
its neighbouring
regions;
- develop a European dimension in study programmes on genomics and biotechnologies
for health.
• projects that focus on the
development of complete first and second cycle programmes,
in line with the Bologna process, which:
- include student and teacher mobility among the partner institutions
as an integral part of
the study programme and
- award students with a degree recognised in the countries participating
in the project.
• projects that will present
links and synergies with other Erasmus activities,
especially
the Thematic Network Action (see Erasmus 3 below), or projects supported
by the
Framework Programmes for Research and Technological Development.
ERASMUS 1: INTENSIVE PROGRAMMES (IP)
Particular emphasis will be given to:
• projects that
- respond to the future skills needs in the area of communication and
information sciences
taking into account the impact of the development of the ICTs;
- aim at a multidisciplinary approach to entrepreneurship;
- integrates ethics into one of the following subject areas: business,
engineering, medical
sciences, natural sciences, communication and information sciences;
- promote intercultural dialogue and understanding between Europe and
its neighbouring
regions;
- deal with issues linked to genomics and biotechnologies for health.
• projects that respond to new
needs and challenges emerging at European level and
present a strong multidisciplinary approach.
• projects that
- constitute test-cases for future CD projects and are implemented in
close cooperation
with experts and socio-economic partners;
- will present links and synergies with other Erasmus activities, especially
the Thematic
Network Action, or projects supported by the Framework Programmes for
Research and
Technological Development.
ERASMUS 3: THEMATIC NETWORKS
Special attention will be given to:
• applications aiming at study
areas which are not addressed so far by projects in
this
Action (see the Europa website);
• applications that relate to
two or more study areas in a cross- and multi-disciplinary
approach;
• applications aiming at analysing “transversal” themes
linked to the changing role of
Universities in a knowledge-driven society, such as “Universities
and local/regional
partnerships”; “University-industry cooperation”, “Education-Research
Partnerships“,
“ Universities and communication and transfer of knowledge”, etc;
• applications for the dissemination
of results of Thematic Network projects;
• applications that aim at facilitating
transparency, innovation and quality assurance of
higher education through the identification of essential competencies
of European
graduates in one or more subject areas;
• applications that will present
links and synergies with other Socrates activities,
especially
Curriculum Development and Intensive Programmes, Comenius and Grundtvig
networks and/or projects supported by the Leonardo da Vinci Programme,
the
Framework Programmes for Research and Technological Development.
GRUNDTVIG – ADULT EDUCATION
AND OTHER EDUCATIONAL PATHWAYS
Centralised Actions (GRUNDTVIG 1 and 4)
Under both Grundtvig 1 and 4, particular
priority will be given to projects and networks which:
• address key themes, target
groups and types of activity identified in the European
Commission’s Communication of 21 November 2001, referred to above;
• envisage the development of
transnational courses for the further training of adult
education staff, also as a means of boosting the number of training opportunities
available to Grundtvig 3 grantholders;
• are designed to disseminate
innovation and good practice between different parts
of
Europe, whether or not this good practice has been developed by Socrates-Grundtvig
projects.
The following additional priorities
will apply in 2003, over and above those such as
Intercultural learning and equal opportunities issues referred to as
priorities for the whole
Socrates programme above:
GRUNDTVIG 1: EUROPEAN COOPERATION PROJECTS
• Improving the image and attractiveness
of lifelong learning and stimulating demand,
particularly among hard-to-reach groups: promoting cooperation with the
media; aware-raising
campaigns etc.;
• Updating basic skills;
• Adult learning for active
citizenship;
• Valuing knowledge and competence
obtained through non-formal and informal
learning;
• Family, parental and inter-generational
learning; learning opportunities for senior
citizens;
• Consumer education and health-related
issues;
• The adult education teacher:
analysis of their changing profession and role; further
training and the development of new pedagogies, particularly to promote
learner-centred
approaches; working conditions; strategies for older teachers;
• The adult learning institution,
including such aspects as Management of change
towards more learner-centred approaches; managing the institutional impact
of outreach
to marginalised groups; catering for the learning needs of a multicultural
society; funding
strategies and financial management; quality assurance; development of
local learning
centres based on analysis of learners’ needs;
• Identification, development
and networking of resources for adult learning in Europe:
information services and tools on learning offers, tests, accreditation,
educational leave
regulations etc.; libraries and documentation centres on adult education;
• Development of qualitative
and statistical indicators, tools and databases for
good
practice in the field of adult learning (and especially non-formal and
informal learning):
local, regional, national and European contributions; exploiting the
work of international
organisations; developing a European statistical resource tool etc.
GRUNDTVIG 4: GRUNDTVIG NETWORKS
In the case of Grundtvig 4 (networks)
only a small number of projects will be supported.
The
additional priorities for 2003, over and above those referred to above
for the Socrates
programme as a whole, will be as follows:
• Analysis of learners’ needs,
stimulation of demand among hard-to-reach adult groups
(including Adult Learner’s Weeks etc.);
•
Parental and family education;
• Valuing non-formal and informal learning;
• Guidance and counselling;
• Methods of financing lifelong learning (effective models for funding
and cost-sharing at national, regional or local level);
• ?Developing learning opportunities for people who will be active in society
outside the framework of remunerated employment (voluntary work, associations,
community schemes etc.);
• Adult learning opportunities for the disabled;
• Adult learning opportunities for older citizens;
• Adult learning in rural areas. In order to be selected, Grundtvig 4 networks
should in particular:
• be geographically broad-based and inclusive;
• be composed of strong and representative organisations / institutions
(genuine multiplier function);
• provide a link between Grundtvig projects in the thematic area concerned;
• play a pivotal role in the process of dissemination;
•
be active in developing further training courses
and activities for adult education staff.
Applicants wishing to submit pre-proposals under Grundtvig 4 are encouraged
to obtain the
special information sheet available on request from the address of the
Technical Assistance
Office indicated in Section V below.
Decentralised Actions (GRUNDTVIG
2 and 3)
• Particular priority will be
given to Grundtvig 2 Learning Partnerships with strong
involvement of adult learners and which show a clear potential to become
a vehicle for
exchange and dissemination of good practice and experience;
•
The minimum duration of one week for Grundtvig 3 training activities,
mentioned in the
Guidelines for Applicants, will no longer apply.
Persons interested in applying for grants under Grundtvig 2 and 3 are
strongly encouraged to
contact the National Agency in their respective country, in order to
receive further advice.
LINGUA – LANGUAGE TEACHING
AND LEARNING
LINGUA 1: PROMOTION OF LANGUAGE LEARNING
The European Commission encourages
the full participation in the Action of eligible
organisations capable of motivating a mass audience to learn foreign
languages (such as
university or other language centres, TV, radio and media companies,
etc.).
Particular priority will be given to:
• projects that raise awareness
of foreign languages among groups with little or no
experience of language learning (such projects should ideally bring together
partners with
expertise in language teaching and partners with a broadcasting/media
background);
• projects that open up existing
language resource centres to use by people with little
or no
experience of language learning;
• projects that make use of
existing networks (e.g. town-twinning or adult education
organisations, supporters’ clubs, etc.).
LINGUA 2: DEVELOPMENT OF TOOLS
AND MATERIALS
The recently published European Language
Learning Materials Survey (ELLMS) continues to
provide a rich source of inspiration for partnerships. A particular priority
will continue to be
attached to projects that make use of the ELLMS findings about shortages
in the language
learning products market. The findings of the study are available at
http://europa.eu.int/comm/education/socrates/downfile/lingua_en.pdf
Please note:
Projects targeting the shortages of materials for the teaching and learning
of languages for
specific vocational purposes must be presented under the Leonardo da
Vinci programme
and not under Socrates/Lingua. Dictionaries are not considered in themselves
to be
language learning tools, and therefore their production does not fall
within the scope of this
Action.
MINERVA - OPEN AND DISTANCE
LEARNING (ODL) AND INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION
Minerva is the key Action for the
implementation of the eLearning Action Plan (see above).
In
this context, special efforts will be made by the European Commission,
in co-operation with
the Member States, to promote a critical and responsible use of technology
in learning.
Minerva also aims at creating a favourable environment for European learners
by developing
infrastructures, services and contents for a relevant use of technology
in learning at all levels.
In addition, as regards specific fields of interest, priority will be
given to projects that address
the didactical use of ICT (information and communication technologies)
in the following
areas:
• Media education, especially
with a view to raising pupils’ ability to select,
analyse and
understand information they receive through different kinds of media,
and possibly to
become producers themselves;
• Communication education, with
a view to teaching pupils and students to use ICT in
a
collaborative way and to communicate at a distance. In this context,
ICT should also be
used for fostering intercultural dialogue;
• Cross-curricular approaches,
such as citizenship education using new approaches
to
science, cross-disciplinary learning about sustainable development, etc.
Applicants need to describe the content of their projects in concrete
terms. They need to
give information on how the innovative use of ICT underpins the approaches
their projects
want to test and validate. Projects should include innovative use of
existing tools and
technology for learning or more advanced applications in education based
on simulation,
problem solving or other constructivist approaches. Applicants need to
bear in mind the
concrete validation of suggested approaches, against the background of
the way schools
are organised in their respective countries. Consequently, new models
for teacher education
and staff development, with a view to facilitating relevant didactical
uses of ICT in education,
will also deserve particular attention.
Moreover, support may be given to transversal dissemination projects,
which collect and
synthesise the outcomes of:
• Minerva and Comenius projects
supported by Socrates or projects supported by
European research and technology programmes or national initiatives,
and aimed at
school education and initial teacher education;
• Minerva and Grundtvig projects
supported by Socrates or projects supported by
European research and technology programmes or national initiatives,
and aimed at
adult education;
• Projects supported by Socrates
and Leonardo da Vinci or projects supported by
European research and technology programmes or national initiatives,
and aimed at
language learning.
Such transversal dissemination projects are called upon to collect, analyse
and document in
a user-friendly and comprehensive way the findings, outcomes and educational
resources
that have been produced by previous and current projects. The outcomes
should be made
available in several formats: synthesis papers, overviews, analytic reviews
of best links to
projects, possibly including video-ed interviews of project leaders and/or
short presentations
of the main findings. The specific issues of equal opportunities, inclusive
education (for
integrating pupils with special educational needs into mainstream education)
and the fight
against social exclusion may deserve a particular focus.
OBSERVATION AND INNOVATION
The studies, analyses and other activities
relating to the observation of educational systems
and policies (Socrates Action 6.1, points 2c and 2d) are subject of a
specific Call for
Proposals, details of which are available at the addresses indicated
in Section V below.
Further Calls may be issued in due course. The priority themes will be
closely related to the
current political agenda of the European Union in the field of education
(see Section II.1.D)
and especially the « Detailed Work programme on the follow-up of
the Objectives of
education and training systems in Europe ».10
As regards Arion study visits, the themes will be more specifically linked
to the key issues
and topics for exchange of the “Objectives report” mentioned
above. The detailed list of
themes will be drawn to applicants’ attention by National Agencies
along with the Arion
programme announcement in January 2003.
JOINT ACTIONS
A specific Call for Proposals will
be issued in the first half of the year 2003 on a limited
number of themes. More information will be available via internet at
http://europa.eu.int/comm/education/socrates.html
ACCOMPANYING MEASURES
Accompanying measures play an important
role within and between the Actions of the
Socrates programme. Special priority will be given to:
• projects or other initiatives
that address issues on the political agenda in the
field of
education, in particular those addressing the 13 future objectives of
education and
training systems set out in the communication (see Section II.1.D).
II.3. Annual national priorities
for decentralised Actions
The national authorities of the participating
countries listed below will apply additional
national priorities for the selection of decentralised projects. These
national priorities are
complementary to the general European priorities mentioned in the other
chapters of this
Call.
10 For further information please consult http://europa.eu.int/comm/education/policy_en.html#programme
1. France:
Comenius 1:
a - Thematic areas
For primary schools:
a new approach to the teaching of science
artistic and cultural education appropriate to current cultural and technological
issues
teaching of modern languages (respect and development of multilingualism
and cultural
diversity)
For lower secondary schools:
classes focusing on artistic and cultural projects ("PAC")
For upper secondary schools:
civil, legal and social education
b - New teaching methods: multi-disciplinary
activities and learning to become self-sufficient
paths to learning discoveries ("les itinéraires de découverte")
(lower secondary schools)
interdisciplinary group project work ("travaux personnels encadrés")
(upper secondary
schools)
2. Italy:
Comenius 1, school projects:
integration school / territory
didactical innovation in science and technology
Comenius 1, school development projects:
introduction of collaborative methods in school / territory relations
organisation of extra-curricular activities and their integration into
pupils’ overall education
new forms of pedagogic-didactical organisation in case of school failure
vocational counselling
Comenius 1, language projects:
promotion of the teaching of certain subjects in one or more European
languages
socio-cultural dimension of the learning of languages
construction of active citizenship via language learning
3. Austria:
Comenius 1: quality development at schools
creativity (“Bildung ist mehr”)
citizenship
foreign languages
Grundtvig 2:
educational data and indicators / identification of need in qualifications;
motivation to learn, new learning and teaching methods, competencies
to learn;
recognition of learning / certification;
learning centres / networking;
funding models and incentive systems;
vocational and educational information and counselling;
quality assurance, consumer protection and professionalisation.
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