Comenius - Epos

Yearbook
2007 - 2008

For many people the Erasmus programme was their first contact
with the European ideal. As President Barroso says, “Erasmus has
become one of Europe’s best known and best loved brands”.
Erasmus has also become a permanent feature of the Flemish
educational landscape. Every year close to 3,000 students leave their
familiar surroundings to spend a couple of months or even a full year
studying in another country. If we include other programmes – such
as the other European programmes supervised by EPOS – we find
that one in eight graduates have some experience of studying in
another country. Indeed these programmes also ensure that not only
students experience Europe, but that everybody who takes part in
general education, vocational training, or adult education can have
access to the European experience.
This is good news. Not just for strengthening a sense of a European
identity, however important that may be, but also for expanding our
personal vision. When we return home we bring knowledge, attitudes,
and contacts home with us that enrich both ourselves and our
environment. Anybody who has studied or worked in another country
for a while is better equipped to survive in an increasingly global
labour market, or in the world of research.
Moreover mobility is important to the improvement of networking
between institutions and organizations and for their international
reputation.
By looking at it in this way we discover numerous reasons why
people should make a stay in another country part of their education.
Ultimately greater mobility brings nothing but benefits.
In this yearbook EPOS presents the facts and figures for all the
programmes of the Lifelong Learning Programme 2007 and 2008 for
the very first time. We hope that it will become a way of setting our
sights higher year after year.
The Flemish Minister for Work, Education and Training
INTRO
3

4
Copyright
EPOS
I M P R I N T
Editor
Annemie Dewael
Algemeen Directeur
EPOS
Koning Albert II laan 15 - 7C
B-1210 Brussels
www.epos-vlaanderen.be
info@epos-vlaanderen.be
may 2009
Photography
Lieve Blancquaert
Production
Gaga
www.gaga.be
N o p a r t o f t h i s p u b l i c a t i o n m a y
b e r e p r o d u c e d a n d / o r m a d e
p u b l i c t h r o u g h p r i n t , p h o t o c o p y
or otherwise without prior
written permission from the
publisher.

p.06
Preface directors
p.10
Preface national authority
p.12
Comenius:
“Europe in the classroom”
p.20
Erasmus:
“To an unified space for higher education”
p.26
Related programmes higher education
p.30
Leonardo da Vinci:
“New competences for better jobs”
p.34
Grundtvig:
“It’s never too late to learn”
p.40
Studyvisits
p.42
Europass:
“Show what you can do”
p.46
Finances
p.47
Activities
Content
5

EPOS
A single new programme... A single
new agency
1 January 2007 is for 31 countries the start of
the third generation of European community
programmes for education and training under the
name the “Lifelong Learning Programme” (LLP 1 ).
This new and ambitious programme fits in with the Lisbon
strategy of making Europe the most competitive and dynamic
knowledge-based economy in the world.
Education, training and all forms of lifelong learning play a
key part in this.
The existing Socrates programmes (which name will no
longer be used) and Leonardo da Vinci being taken up into a
6
THE LIFELONG LEARNING PROGRAMME
single Lifelong Learning programme in order to achieve more
coherence between the various programmes and greater
synergies between policy developments in education and
lifelong learning.
In order to offer the best guarantees for continuity in the field,
the Flemish Socrates agency and the Flemish Leonardo da
Vinci agency have been merged into a single agency with the
name of EPOS. EPOS stands for European Programmes for
Education, Training and Cooperation.
The three institutional providers of education and training,
Ministry of Education and Training, the VDAB, and Syntra
Vlaanderen are and will continue to be partners of the
agency.
In view of its federal structure Belgium may designate and
establish three agencies 2 .
In addition to implementing the European Lifelong Learning
Programme, EPOS is also the Flemish coordinating agency
for a number of other programmes such as Erasmus Mundus,
Tempus, Erasmus Belgica. The National Europass Centre will
also fall under EPOS vzw.
Comenius Erasmus
Leonardo da Vinci
Grundtvig
school education higher education
v o c a t i o n a l e d u c a t i o n
and training
adult education
Transversal Programmes - 4 core activities: Jean Monnet programme - 3 core activities
Policy cooperation and renewal Jean Monnet action
Language education E u r o p e a n i n s t i t u t e s
ICT European associations
Distribution and use of the results

In this publication we look back at two years of operations.
The reader will find an overview of the functioning of the
agency and the results of the various sub-programmes in
2007 and 2008.
It is encouraging to note that the new structure and the field of
operations in which it has been deployed have been quick to
engage and that there has been a good response in Flanders
to the new opportunities presented by the programme.
Here EPOS owes a considerable debt to the excellent work
done by the former Leonardo da Vinci agency and the
Socrates agency.
2007 was a year of removals and reorganization,
something which sometimes made life rather
difficult for our associates. Since 2008 we have
all been accommodated under one roof on the
7th floor of the Consciencegebouw, which is
also the home of Ministry of Education and
Training.
It is very largely the professionalism and
hard work of our associates – who cannot
be thanked enough – that have now put us
in a position where we can look forward
with confidence to the challenges of 2009.
Annemie Dewael
General Director
Stefan Baeyens
Director
1
D E C R E E N o .17 2 0 / 2 0 0 6 / E G V A N H E T E U R O P E E S P A R L E M E N T E N
D E R A A D o f 1 5 N o v e m b e r 2 0 0 6 e s t a b l i s h i n g a p r o g r a m m e o f
action in respect of lifelong learning.
2
Flemish Community: EPOS vzw
French Community: l’Agence Education Formation-Europe
German-speaking Community: Agentur für Europäische
Bildungsprogramme

EPOS
8
Strategic and Coordinating
Support
Magelie Soenen
Transversal
Programme
Magalie Soenen
General Director
Education Programmes
Annemie Dewael
Comenius
Wim Cloots
General Members’ Meeting
Board of Directors
Erasmus
Johan Geentjens
Jos Verheyden
+ Related
Programmes
Grundtvig
Renilde Reynders
L e o n a r d o d a
Vinci
Marc de Vlieger
Jos Verheyden
Internal Audit
Company Rivisor
Director
Training Programmes
Stefan Baeyens
Europass
Xavier Kruth
Josee Janssens
Financial and Operational
Support
Stefaan Logé

al
VZW EPOS
BOARD OF DIRECTORS
C h a i r m a n
OV representative
Ludy Van Buyten
Treasurer
VDAB representative
Eve Heremans
Secretary
SYNTRA Vl. representative
Ben Bruyndonckx
GENERAL MEMBERS’ MEETING
Chairman, OV Representative Ludy Van Buyten
OV representative Sonja Van Craeymeersch
OV representative Noël Vercruysse
OV representative Nicole Speleers
VDAB representative Mireille Gillebeert
VDAB representative Carl Callewaert
SYNTRA Vl. representative Luc Neyens
Socius representative Fred Dhont
GENERAL DIRECTOR
Annemie Dewael
DIRECTOR
Stefan Baeyens
European commission
NATIONAL AUTHORITY
Natalie Verstraete
LLP STEERING GROUP
Chairman – OV representative Natalie Verstraete
OV representative Micheline Scheys
WSE representative Isabel Van Wiele
CJSM representative Marijke Verdoodt
ADVISORY COMMITTEES
Erasmus advisory committee
Leonardo advisory committee
Grundtvig advisory committee
Comenius advisory committee
National authority
9

EPOS
Although the European Union has no decisionmaking
authority in respect of education
and training, it can stimulate and encourage
cooperation between the member states and it
has indeed intensively pursued such measures
in recent years.
In order to embed cooperation in education in a
strategic plan, the European Commission and the
member states created an overarching structure
for this purpose in 2001. Called the Education
and Training 2010-programme it aims at bringing
about cooperation between numerous educational
themes and formulating a number of ambitious
objectives relating to the various levels of
education. These objectives are also pursued and
articulated in the European Commission’s “Lifelong
Learning Programme” (LLP), which is an extension
of the of Education and Training 2010 and has as
its objective the integration of internationalization
into all parts of the individual learning career. The
programme seeks to bring the political priorities
of the Ministers of Education and Training to
ordinary people by means of projects and mobility
campaigns. This is achieved by establishing
thematic and methodological priorities and by
giving people a chance to develop “international”
skills and an openness to the outside world by
facilitating cooperation.
The implementation of the “Lifetime Learning”
programme in each member state is outsourced
to a “National Agency” (NA). In Flanders this is
EPOS vzw. Apart from the NA in each member
state, there is also a “National Authority”
or NAU. The NAU is the relevant authority,

which is left considerable responsibility for finance and
programme content by the European Commission. One
of the tasks of the NAU is to ensure that the operating
programme of the agency is compabible with policy
and to provide the co-financing needed to give the
LLP programme the required quality. With respect to
the policy component, the advisory committees for the
various sub-programmes, in which representatives of the
educational field, government and EPOS sit, assist the
national authority in its task, acting either spontaneously
or at their request.
A few examples serve to illustrate how the LLP
programme supports European educational priorities.
The ministers of Education and Training give their
approval to a European framework for key competences,
which describes the competences which citizens require
for their individual personality development, social
integration, their sense of citizenship and the degree
to which they can be deployed in a knowledge-based
society. Here the underlying assumption is that the
individual must continue to develop their knowledge and
skills to be able go on being capable of participating
actively a fast-changing (international) society. A number
of the competences described are – directly or indirectly
– acquired by participating in the LLP programme.
These include, by way of example, foreign-language
acquisition and the improvement of communication in
other languages, computer literacy, social skills, and
(inter)cultural awareness.
Apart from the attention for the learner, the LLP
programme also develops actions for use by school
authorities, teachers and instructors. These give
form to the conclusions of the Council regarding the
professionalization of teacher training, which states
among other things that the role of this target group
is essential to the process of modernizing education
and training systems and that changing needs (e.g.
caused by technological development, the diversity of
the student population, etc.) make huge demands on
the adaptability of teachers. Structural investment in
the ongoing training and support of this target group,
and the form it takes within the LLP programme, is
consequently extremely valuable.
These are just a few of the many examples that give
participation in the LLP programme an added benefit
to the Flemish education system. The successful
implementation of the “Life Long Learning” programme
in Flanders in 2007-2008 is primarily the achievement
of EPOS vzw. The launch of the programme was
extremely demanding on everybody involved. I therefore
wish to thank all the persons who made this valuable
programme possible in Flanders for their efforts and
wish to encourage them to continue their excellent work
in the years to come to introduce such improvements as
may prove to be necessary.
Natalie Verstraete
National Authority
11

Comenius
The Comenius Programme is aimed at all segments
of school education: nursery and primary
education, all forms of secondary education ASO
(General Secondary Education), TSO (Technical
Secondary Education), (D)BSO ((part-time)
Vocational Secondary Education) and KSO (Art
Secondary Education), special education (primary
and secondary) and initial and in-service training
of teachers. Comenius wants to contribute to the
strengthening of the European dimension in school
education and the improvement of the its quality
and the promotion of the international mobility
of pupils and teachers and by building European
partnerships between schools.
Partnerships between schools
The Comenius School Partnership wants to strengthen the
European dimension in education by means of international
cooperation between schools, teachers and pupils. In the
multilateral projects at least 3 schools from different
countries work together. The active involvement of pupils
and their international cooperation is a central aspect of
such projects. Other projects focus on aspects of school
and educational policy and the exchange of knowledge
12
and experience between teachers, school authorities
and administrative staff. In both cases the teachers and
the school authorities in particular are expected to travel
internationally.
“For many people in a borderless Europe and a world which is
becoming increasingly our village, international contacts are a
daily matter (...). This not only presumes a ready knowledge of
foreign languages but also an open mind capable of learning
how to deal with other cultures. Such open-mindedness can be
fostered at a very early age (…). An international school project
provides the ideal context for such stimulation. Likewise what
goes for the pupils also goes for the teachers: an international
project widens your vision. Contacts with colleagues from other
countries make you take a different view of the way you work,
and you can pick up lots of new ideas. Border-crossing projects
often turn out to be a route towards educational innovation in
the school”.
from “Horizon – Gids voor grensoverschrijdende
schoolprojecten in het basisonderwijs”
The bilateral projects entail two schools from different
countries working together. To stimulate the interest in and
knowledge of other languages the schools are encouraged
to work internationally on a single theme. The practical
implementation of this entails class exchanges. So far this is
the only Comenius action in which the international mobility
of pupils is a central element.
In the 2001-2006 period
In this period 1,601 project applications are submitted and

1,219 of these are approved (76%).
The projects usually last 3 years. The application has to be
submitted every year: the first application serves to start the
project up, while the two others extend it.
The project budgets range from € 3,000 to € 6,000 (per
annum).
The proportional participation of primary and secondary
education is at respectively 40% and 60% relatively stable.
In this period 8.33% of all Flemish primary schools
take part in a Comenius project, while a full 25% of
secondary schools take part. Special education
schools are present in 14% of all projects, while the
technical and vocational schools are well or very
well represented with a figure of 20%. Only 1%
of projects are carried out in nursery schools.
With respect to mobility there are roughly
1,000 trips to foreign countries. Of these
about 33% are made by pupils.
If we use wider involvement as the
measure, rather than just mobility, the
numbers are considerably higher. In 2005, a
good 2,800 teachers and 21,000 pupils are
involved in a Comenius project. The figure
for 2006 is roughly the same.
Partner schools in the Scandinavian
countries, the United Kingdom and Spain are
the most common.
The most frequent project themes are “culture”,
“Europe” and “equal opportunity and tolerance”.

T r e n d s i n S c h o o l P a r t n e r s h i p
project applications/approved
projects 2001-2008
applications
approvals
current projects
14
243
190
243
177
190
188
214
177
316
188
207
275
214
237
242
172
207
2001
255
2002
172
195
276
2003
2004
257
2005
91
111
2006
2007
2008
In 2007 EPOS receives 257 applications: 243 for
multilateral school partnerships (91 in primary
education and 152 in secondary education) and
14 for bilateral school partnerships. The latter are
only possible in secondary education. Of these
respectively 68, 99 and 5 are approved.
The budgets for the projects range from € 5,000 and
€ 20,000 (for 2 years).
The approval percentage is lower than in previous
years, particularly for applications for new projects
(50 of 118 approved or a 42.5% approval rate). This
is because of a combination of two factors. First of
all the number of applications is high because this
is the last time that an extension can be requested
for current projects. Second the duration (and
consequently the budget) of each project is doubled
from 1 to 2 years, whereas the total Comenius
budget receives nowhere near double the funding.
With respect to the distribution between the types
and levels of education, the 2007 results mirror
those of the Socrates II period (2000-2006).
The most frequent project themes are “intercultural
education” (probably because 2008 is the “Year of
Intercultural Dialogue”), “history and social sciences”
and “European citizenship”.
In 2008 a total of 111 applications are submitted:
104 for multilateral school partnerships, 34 of
which come from primary education and 70 from
secondary education, and 7 for bilateral school
partnerships. The number of applications is thus
considerably lower than the 257 received in 2007.
This is entirely predictable as the projects approved
in 2007 are authorized for two years. Applications

for extensions are no longer possible and are also not
required. A more accurate picture is obtained by comparing
the number of applications for new projects in 2007. The
difference (118 applications in 2007 and 111 applications in
2008) then becomes very small. A comparison of the number
of current projects shows that in fact there were more such
projects in 2008 than in 2007.
The combination of a smaller number of applications and
an increase in the budget (€ 1,850,000 for Comenius as a
whole, with € 1,345,000 earmarked for school partnerships)
means that no fewer than 91 applications (87 for multilateral,
4 for bilateral school partnerships) can be approved. With this
a success rate of 84% is achieved, the highest of all countries
for multicultural school partnerships. The success rate for
projects coordinated by Flemish schools is even higher: 90%.
Approved school partnerships by type of education: comparison 2001-2006 with 2007 and 2008
2001-2006
(SOCRATES II)
2007
(LLP*)
nursery education 18 (1%) 1 (1%) 2 (2%)
primary education 409 (34%) 59 (34%) 25 (27%)
special primary
education
59 (5%) 8 (5%) 2 (2%)
s u b t o t a l p r i m a r y
education
g e n e r a l s e c o n d a r y
education
t e c h n i c a l a n d v o c a t i o n a l
secondary education
s p e c i a l s e c o n d a r y
education
s u b t o t a l
secondary
education
374 (31%) 50 (29%) 27 (30%)
246 (20%) 40 (23%) 28 (31%)
general total 1,219 172 91
(*) Lifelong Learning Programme
2008
(LLP*)
486 (40%) 68 (40%) 29 (32%)
113 (9%) 14 (8%) 7 (8%)
733 (60%) 104 (60%) 62 (68%)
Comenius
Project budgets range from € 6,000 to € 20,000 (for 2 years).
As for the distribution among the various types and levels of
education, 2008 differs significantly from the previous years.
The participation of technical and vocational schools rises
from 20% to close to 30% and primary education falls back
from 40% to 32%. The share of nursery education (which like
technical and vocational schools is a priority target group)
increases slightly from 1% to 2%. This increase is even more
striking if we look only at the share of nursery education in
primary education projects, from 1 in every 69 projects or
1.5% in 2007, to 2 in 29 or 7% in 2008.
It is difficult to say whether this means that this is the start
of a trend. Even so special education, nursery education,
technical secondary education, and (part-time) vocational
secondary education will continue to be priority targets in the
coming years, both for information activities and for selection.
“ICT and new technologies” leads the field as the most
common project theme in 2008, followed by “European
citizenship”, “environmental and sustainable development” in
joint second place and “foreign languages” in third place.
Preparatory visits and contact
seminars
Schools may apply for a Comenius grant (max. € 1,500) to
visit a potential partner school with 1 or 2 representatives.
During the preparatory visit the feasibility of the shared
Comenius project is investigated and a project proposal can
be worked out.
Contact seminars are usually organized by a National LLP
agency. These are a variant form of the preparatory visit.
Representatives of schools from different countries come
to the seminar and are given information about Comenius.
15

Comenius
They receive support in their search for project partners and
get help with the preparation of a sound project proposal.
Taking part in a contact seminar is the ideal way for schools
coming into contact with Comenius for the first time to
become fully informed. There is a Comenius grant to cover
the travel and accommodation costs and the registration fees
of participants.
There are about 80 preparatory visits and/or participations in
contact seminars in the 2000-2006 period.
In 2007 a total of 30 schools take part in preparatory
visits to 30 schools to 17 different European countries.
Representatives from 14 schools take part in 4 contact
seminars in other countries.
In 2008 a total of 23 schools take part in preparatory visits
to as many schools in 7 different European countries.
Representatives from 21 schools take part in 8 contact
seminars in other countries.
EPOS also organizes contact seminars itself. It organizes 3
in 2007, two for primary education and 1 for technical and
vocational secondary education. In 2008, three seminars
are again organized, two for nursery education and one
for special education. Each seminar attracts about 40
participants, 30 of whom are from other countries.
The financing is arranged primarily via the cofinancing made
available by the Flemish authorities. The budget for grants
for preparatory visits and participation in contact seminars
abroad come to € 42,500 in 2007 and € 35,000 in 2008.
16
In-service training grants for staff in
school education
Teachers, principals, inspectors, education supervisors,
administrative and other personnel may apply for a grant
for refresher courses, advanced learning, and improvement
of their skills in connection with their job. They may do
this by taking part in an international in-service training
course, accompanying a colleague in another country (job
shadowing) or taking part in an international conference that
considers various aspects of school education.
In the 2000-2006 period 386 grants are issued, representing
an average of 55 a year. The great majority of these are for
attending courses (often about language teaching methods),
occasionally for a conference, and sporadically for “job
shadowing”.
There is little change in this respect in 2007, although the
number of applications rises spectacularly to 144. The
anticipated budget of € 92,000 can, as a result of shifts
within the Comenius budget, be increased to € 137,000,
so that 91 applications can be approved. The number of
applications received from teacher training courses (a priority
target group) rises sharply.
In 2008 the number of applications remains relatively stable
at 143. The teacher training courses continue to be heavily
represented. A further increase in the budget to € 223,000
means that even more applications can be approved,
bringing the total to 116 of 81%.

Evolution of in-service training grants applied for and approved in the period 2001-2008
2001 2002 2003 2004 2005 2006 2007 2008
137 54 84 97 93 82 144 143
81 43 58 64 58 47 91 116
approvals
applications
“(…) gave us the opportunity to be actively involved in the
identification and exploration of our own requirements and the
role as mentor for novice teachers, as well as in the assessment
and evaluation of the various strategies and materials which
are currently available for providing support in the schools.
The meeting resulted in an increase in our knowledge of the
qualities, skills and conduct associated with supporting novice
teachers”.
testimonial of a primary school and mini-creche mentor, who
took part in a Comenius in-service training course in Budapest,
Hungary in October 2009.

Comenius
Comenius (Language) Assistants and
host schools for Comenius (Language)
Assistants
This action makes it possible for future teachers to obtain a
grant for a period of between 3 months (minimum) and a full
school year (maximum) for on-the-job training in a school in
another country.
The “Comenius Assistent” teaches, assists pupils with their
project work and helps with extra-mural activities. They
give the teachers, pupils and parents of the host school a
chance to sample the country and culture of the assistant’s
origin. Schools may also apply to receive a Comenius
Assistant.
In 2000-2006 period (Socrates II) the scheme is limited
to Comenius Language Assistants, i.e. future language
teachers.
Every year about 25 Flemish Comenius Language
Assistants travel abroad, with a sharp increase as of 2005.
Furthermore, Flanders receives between 15 and 20 foreign
Language assistants every year.
Starting in 2007 the target group is extended to all future
teachers, regardless of their subject. The name of the action
is also changed to (host schools for) Comenius Assistants.
In that year 43 Flemish Comenius Assistants travel abroad for
on-the-job training and 22 Flemish schools receive a foreign
Comenius Assistant.
18
In 2008, a provisional total of 32 grants are granted to
Comenius Assistants and 10 schools receive a foreign
Comenius Assistant.
Evolution of grant applications and grant approvals for Comenius (Language) Assistants 2001-
2008
2001 2002 2003 2004 2005 2006 2007 2008
27 29 49 39 64 95 68 61
10 16 26 22 41 43 43 32 *
(*) provisional figure, November 2008
approvals
applications
Evolution of guest schools for Comenius (Language) Assistants 2001-2008
2001 2002 2003 2004 2005 2006 2007 2008
35 29 38 23 27 42 39 28
15 16 13 14 17 27 22 10 *
assistants effectively received
applications
(*) provisional figure, November 2008

Erasmus
2007 is a very special year for Erasmus. After all
it has been twenty years since the first students
set out on Erasmus exchanges. Special events
are organized throughout the year as part of the
celebrations of 20 years of Erasmus. EPOS takes
part in several of these activities, directly with a
seminar on 18 December in Ghent, and indirectly by
sponsoring Erasmus Student Network activities (in
January and June).
But 2007 also sees the dawning of a new period, namely
integration into the Lifelong Learning Programme (LLP). As
a result the higher education internships of the Leonardo
da Vinci programme are now part of Erasmus. Bologna and
Lisbon put great emphasis on cooperation between the world
of higher education and that of business and industry.
The Agency (NA) is responsible for the budgets of
decentralized mobility actions. These actions comprise:
1. 1. individual student mobility with the Student Mobility
for Study (SMS) and Student Mobility for Placement
(SMP) actions
1. 2. education employees with the Staff Mobility for
Teaching Assignment and Staff Mobility for Staff
Training actions
1. 3. the intensive programmes (IP) projects
1. 4. Dutch language courses for incoming Erasmus
students with the Erasmus Intensive Language
Courses (EILC).
20
In order to organize activities the NA agrees contracts with
universities and colleges of higher education, which in return
receive an Erasmus University Charter from the European
Commission.
In 2007 and 2008 the NA has contracts with 30
establishments (7 universities and 23 colleges of higher
education).
Two establishments, acting independently, take part in
the centralized activities administered by the Education,
Audiovisual and Culture Executive Agency (EACEA). These
establishments have no contact with the NA.

Student Mobility (SMS
and SMP)
Erasmus grants are awarded to students
who wish to spend a few months at a
university in another country which is
a partner of their own place of learning
as part of their course (SMS). They
remain registered in their own university.
Agreements have been made about the
recognition of the course credits that the
students acquire in the foreign country.
This state of affairs remains in effect
under the Lifelong Learning Programme.
Apart from this students may during
their time in a Flemish university or
college of higher education take part in
a student placement (SMP) in one of the
30 countries taking part in the LLP. The
aim is that by 2012 at least three million
European students will have taken part in
Erasmus all over Europe.
In 2007 the NA agrees 30 mobility
contracts (student mobility, staff mobility,
and organization of mobility) for a total
budget of € 4,338,158.
In 2008 there are again 30 contracts for a
budget of € 4,806,576.
Flemish cofinancing of the Erasmus
student mobility for study (SMS) means
Number of students in each home country institution
code institute name institute 2002-03 2003-04 2004-05 2005-06 2006-07
B ANTWERP01
B ANTWERP57
B ANTWERP58
B ANTWERP59
B ANTWERP60
B ANTWERP61
B BRUGGE11
B BRUSSEL01
B BRUSSEL02
B BRUSSEL05
B BRUSSEL37
B BRUSSEL43
B BRUSSEL46
B DIEPENB01
B DIEPENB07
B GEEL07
B GENT01
B GENT16
B GENT25
B GENT39
B HASSELT03
B HASSELT20
B HASSELT21
B HEVERLE05
B KORTRIJ01
B KORTRIJ03
B LEUVEN01
B LEUVEN04
B LEUVEN18
B MECHELE14
total
Universiteit Antwerpen
Hogeschool Antwerpen
Plantijn Hogeschool Antwerpen
Karel de Grote-Hogeschool Antwerpen
Lessius Hogeschool
Hogere Zeevaartschool
Katholieke Hogeschool Brugge-Oostende
Vrije Universiteit Brussel
Katholieke Universiteit Brussel
Europese Hogeschool Brussel (EHSAL)
Hogeschool Sint-Lukas Brussel
Hogeschool voor Wetenschap en Kunst
Erasmushogeschool Brussel
Universiteit Hasselt
Transnationale Universiteit Limburg
Katholieke Hogeschool Kempen
Universiteit Gent
Katholieke Hogeschool Sint-Lieven
Hogeschool Gent
Artevelde Hogeschool
Xios Hogeschool
Katholieke Hogeschool Limburg
Provinciale Hogeschool Limburg
Evangelische Theologische Faculteit
Katholieke Hogeschool Zuid-West-Vlaanderen
Hogeschool West- Vlaanderen
Katholieke Universiteit Leuven
Groep T Hogeschool Leuven
Katholieke Hogeschool Leuven
Katholieke Hogeschool Mechelen
183
121
48
80
83
0
49
63
87
12
118
51
44
52
425
93
170
121
9
49
19
0
93
34
541
6
67
44
2,662
177
102
54
122
92
0
59
70
0
57
8
132
54
43
66
400
92
189
99
19
56
17
0
117
23
503
0
84
40
2,675
177
137
65
117
94
0
54
80
0
80
11
112
38
31
2
70
441
78
184
99
18
49
20
0
96
36
521
1
75
47
2,728
180
133
58
100
98
0
34
93
0
62
7
120
52
35
66
452
111
209
97
23
52
17
0
95
29
581
1
83
57
2,845
165
106
57
83
78
0
39
63
5
77
3
166
43
45
2
70
493
73
155
106
16
58
18
0
85
42
739
2
99
39
2,917
21

Erasmus
Number of students by guest country 2000-2007
AT
BG
CH
CY
CZ
DE
DK
EE
ES
FL
FR
GB
GR
HU
IE
IS
IT
LT
LUX
LV
MT
NL
NO
PL
PT
RO
SE
SF
SI
SK
TR
total
that all participating students receive an additional € 100 a
month.
In the 2006-2007 academic year there is a significant
“BAMA” effect. During that year, more students travel abroad
than in past. This applies primarily to those courses offering a
Master’s degree in one year.
22
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
57
1
14
219
51
3
536
554
248
50
9
67
177
1
1
2
208
36
21
100
6
90
120
2
2
2,575
56
8
14
214
56
583
8
559
209
52
26
53
3
212
4
7
2
245
28
33
125
5
98
123
4
1
2,728
58
3
3
27
190
67
648
4
535
171
50
20
49
3
203
2
5
202
30
33
126
9
97
128
4
6
2,673
64
10
33
177
41
672
1
533
156
49
17
44
3
212
4
3
4
8
188
24
34
136
14
87
148
7
6
2,675
84
10
3
34
165
69
2
701
561
131
37
22
45
4
192
5
8
150
23
55
144
7
110
142
12
5
7
2,728
59
13
7
51
183
49
6
699
577
160
51
34
52
3
201
3
4
8
141
51
55
129
11
118
140
8
7
25
2,854
60
10
3
55
207
63
10
677
1
544
141
29
38
50
3
240
10
5
10
161
45
54
151
13
128
144
15
9
41
2,917
Student mobility 1988-2007
88/89
89/90
90/91
91/92
92/93
93/94
94/95
95/96
96/97
97/98
98/99
99/00
00/01
01/02
02/03
03/04
04/05
05/06
06/07
high schools
50
128
252
291
462
592
834
976
1,004
1,166
1,304
1,328
1,245
1,400
1,406
1,482
1,481
1,504
1,415
universities
Provisional figures indicate that in 2007-2008 there are a
total of 2,954 students who take part in Erasmus, where
2,637 take part in student mobility study (SMS) and 317 in a
placement (SMP – the former Leonardo da Vinci internships).
The first round of reports (31 October 2008) for 2008-2009
refers to those students who set off during the first semester
and those who are to depart in the second semester. Jointly
this gives a total of 3,293 students, 2,744 for SMS and 549 for
SMP.
217
353
576
849
965
1,339
1,316
1,394
1,384
1,341
1,390
1,313
1,330
1,328
1,256
1,193
1,247
1,341
1,502
total
267
481
828
1,140
1,427
1,934
2,150
2,370
2,388
2,507
2,694
2,641
2,575
2,728
2,662
2,675
2,728
2,845
2,917
total 18,320 21,634 39,954

Since 2000 the number of incoming Erasmus students has
risen steadily. There are now more than 3,600 students who
take part in an SMS in a Flemish university or college of
higher education. The majority of these students come from
Spain (20.9%), Poland (12.4%), Italy (7.4%), Turkey (6.2%),
France (6.1%), Germany (5.5%) and the Netherlands (5.0%).
Number of incoming (VL) Erasmus students for each home country
Denmark
Germany
Greece
Spain
France
Ireland
Italy
Luxembourg
The Netherlands
Austria
Portugal
Finland
Sweden
United Kingdom
Bulgaria
Czech Republic
Estonia
Latvia
Lituania
Hungary
Poland
Romania
Slovenia
Slovak Republic
Cyprus
Malta
Turkey
Iceland
Liechtenstein
Norway
total
03/04 04/05 05/06 06/07 07/08
35
207
79
576
230
25
220
0
150
41
141
132
36
72
1,944
38
88
5
23
58
71
254
78
21
45
681
0
1
4
0
18
2,648
40
174
85
568
185
11
217
0
177
34
114
97
39
64
1,805
42
91
6
28
46
83
320
67
25
55
763
2
6
48
3
0
12
2,639
40
188
82
689
208
34
229
0
144
57
135
104
52
86
2,048
41
119
4
37
96
114
342
94
28
63
938
1
4
141
3
0
22
3,157
32
188
93
710
207
23
253
1
171
45
113
120
49
100
2,105
67
124
12
57
93
119
420
76
30
50
1,048
4
8
210
6
3
12
3,396
23
207
70
655
200
26
233
0
139
41
113
82
48
63
1,900
55
121
11
56
103
150
427
88
22
63
1,086
2
6
214
6
1
13
3,228
Staff Mobility
In addition to the lecturer mobility of the past, the renewed
Erasmus programme offers three new kinds of staff mobility:
1. lecturers can take part in continuing learning in a
foreign company or organization
2. administrative personnel can take part in continuing
learning in a partner university or college of higher
education
3. a Flemish university or college of higher education
can invite a staff member of a foreign organization
(enterprise or organization) so that students can learn
about actual practice.
Despite the limited budget the traditional lecturer mobility
programme in Flanders works extremely well. In 2006-
2007 717 teachers participate in Erasmus teacher mobility
actions. During the study days the NA chiefly stresses the
encouragement of new forms of staff mobility, resulting in
good figures for 2008.
“(...) So to make a long story short there can be no doubt
about the conclusion: internationalization and Europe’s
education programmes have had an undeniable impact on my
life in education and on those of the hundreds of students that
participated. I have been able to give my job a fantastic extra
dimension both for myself and all those students I have taught
over the years. I have met wonderfully inspired and committed
people all over Europe ...”.
Ignace Ingelaere – Katholieke Hogeschool Leuven (Coordinator
Erasmus 1995-2007)
23

Erasmus
Erasmus outgoing lecturer mobility between 02/03 and 06/07
Finland
Spain
The Netherlands
Portugal
France
Sweden
Turkey
Italy
Poland
Germany
Denmark
United Kingdom
Romania
Austria
Hungary
Norway
Greece
Ireland
Czech Republic
Estonia
Lituania
Latvia
Slovenia
Bulgaria
Cyprus
Slovak Republic
Malta
Iceland
Luxembourg
total
Intensive programmes
An Intensive Programme (IP) is a short programme of
study for the students and employees of higher education
establishments in various participating countries.
The NA has been responsible for this now decentralized
action since 2007. As a result the NA now administers the
entire project cycle from group to the finalization of accounts.
Decentralization has meant that the number of IPs in
24
06/07 05//06 04/05 03/04 02/03
86
82
70
50
49
32
31
30
29
24
23
22
20
20
19
19
13
13
12
11
10
9
8
7
45
6
2
0
0
717
73
68
73
54
43
25
33
24
43
27
20
28
21
21
22
20
25
15
30
12
20
14
6
12
0
8
5
0
0
742
80
78
59
39
36
26
16
24
31
30
14
16
31
22
17
11
23
15
21
5
10
9
6
9
1
5
1
4
1
639
71
80
58
33
41
19
0
32
30
31
14
27
25
17
19
18
16
17
24
2
14
6
8
15
1
11
6
3
1
639
62
84
50
34
36
23
0
30
31
30
17
34
27
25
17
13
18
11
20
3
13
4
5
6
2
11
3
1
0
610
Europe has increased, but that at the same time the
transnational character of the available budget has been lost.
Consequently Flanders cannot possibly coordinate the same
number of IPs (34 in 2006) using its own Erasmus budget.
Indeed under the IP system, the coordinator receives the
entire budget from its NA, including that part intended for the
partner establishments.
Erasmus and the professionalization of a career
“Until suddenly there’s an opportunity. Erasmus beckons and
calls. That’s when you start to hop, first just over the border
perhaps, or directly to some distant corner of Europe. Meeting
people in the same profession, but people who have a totally
different view of teaching and content. Never being able to
draw a line under the conversation, and as a result talking in
to the wee hours, playing with language, saving the world, and
eating and breathing cultural diversity ....”
Annemie Van den Dries – KATHO (Coordinator Erasmus 1987-
2007)
In order to preserve the European dimension of the selection,
and to avoid conflicts of interest, the NA works with the Dutch
NA (NUFFIC) for the selection. As a result all Flemish and
Dutch IP applications are assessed by both a Flemish and a
Dutch academic expert.
The legacy of a large number of coordinated IPs entitles to
two renewals imposes a considerable burden on the available
budget. The Commission gives extra support to those NAs
with a large number of renewal applications. This means that
it is possible to select and help finance numerous IPs in 2007
and 2008 as well.

In 2007 there are 20 Intensive Programmes (IP) that receive a
contract, representing a total budget of € 732,547.
In 2008 there are 21 Intensive Programmes (IP) that receive a
contract, representing a total budget of € 765,676.
Erasmus Intensive Language Courses
(EILC)
EILC provides courses for Erasmus students aimed at
teaching the Dutch language and culture. These are aimed
in part at students who will subsequently be taught primarily
in English, and partly at those students who will attend
advanced level courses taught in Dutch.
In September and January of each year the NA organizes
and selects the language centres which are to organize these
courses. These language centres in turn select the students
they are prepared to admit and determine the level of their
knowledge of Dutch.
In addition to a European subsidy, these courses are jointly
financed by the Flemish authorities.
In 2007 there are 7 contracts for courses, and 518 students
take part in them. The total budget comes to € 148,500.
In 2008 there are again 7 contracts for courses, and 546
students attend them. The total budget comes to € 180,000.
Erasmus and its impact on a teaching career
“Much of the pleasure I’ve had in my career in education – and
which I still have – is due to to the enormous amount of energy
imparted by the Erasmus programme and the international
dimension it gave to our courses. Nowadays it’s no longer just
me and virtually nobody else, and I feel I am supported by
hundreds of young colleagues all over Europe, all committed to
the same goals....”
Hilde Chantrain – Lessius Hogeschool (Coordinator Erasmus
1993-2007)
Bologna Experts
EPOS is as Erasmus NA also responsible for supervising the
team of Bologna Experts in Flanders. The team is made up of
experts active in higher education and appointed by VLIR and
VLHORA. It is coordinated by the Universities section of the
Department of Education and Training.
Its work is centred on Learning Outcomes, joint degrees and
the recognition of foreign diplomas.
25

Related programmes
higher education
Erasmus Mundus (EM)
One of the action lines of the Bologna Action Plan is the
external dimension of EU Higher Education. In 2003 the
Commission introduces the Erasmus Mundus programme for
this purpose. The first EM period runs from 2004 until 2008
inclusive.
The purpose of Erasmus Mundus is the advancement of
the quality of European Higher Education, its promotion
throughout the entire world and the encouragement of
cooperation with countries outside the EU.
The Erasmus Mundus programme is composed of four
different components, which are referred to as actions:
Action 1: Erasmus Mundus masters
Action 2: Grants
Action 3: Partner establishments
Action 4: Improvement of attractiveness
Since the outset the establishments of higher education in
Flanders have been very active in the various actions of
Erasmus Mundus. Several applications are submitted every
year. For the first period the following were selected the
University of Ghent, KULeuven, the University of Antwerp,
the Free University of Brussels and one college of higher
education, namely the Katholieke Hogeschool St.-Lieven
in Ghent. They are involved in 12 Erasmus Mundus Master
26
Courses (EMMC) either as coordinator or as partner. In all
there are 103 EMMCs in the EU. Projects which are part
of Action 1 are selected for 5 academic year and have
automatic access to the funds of Action 2, namely grants for
foreign (non-EU) students.
The Flemish EMMCs participate successfully in Action 3
and establish relations with non-European universities in
the consortia. Apart from this a number of higher education
establishments are involved in Action 4 projects.
There is no appeal for EM A1 projects in 2008. The projects
that started in 2004 enter their final year in the 2008-2009
academic year.
The Erasmus Mundus II programme starts in 2009. In this
programme Action 1, 2 and 3 are integrated into a single
action.
From now on there are also grants for European students
who register for an EMMC. So far their participation has not
met with much success. They apply for the ordinary Erasmus
grants in order to finance their stay with the other partners
in the consortium. EM II is also to develop Joint Doctorates
and constitutes a major new challenge for Flemish higher
education. On 18 December EPOS organizes a first
information day about EM II.
Erasmus Mundus External
Cooperation Windows (EMECW)
Since 2006 the Commission finances the EM External
Cooperation Windows via the budget lines of the General
Directorate for External Relations.
EMECW is in fact a normal mobility programme in keeping

with the Erasmus model intended for BA, MA, PhD and post
doc. students from or arriving in Europe. The difference
with Erasmus is that the mobility is based in consortiums of
universities outside Europe. These consortiums are divided
into geographical “lots”.
One Flemish college of higher education and three
universities are involved in five EMECWs. For this purpose
they can fall back on their experience with TEMPUS and
other programmes, both national and European. The areas
concerned are Central Asia, the Middle East, India, Latin
America and the Western Balkans. All told there were five
lots.
The last EMECW Project is submitted in December 2008. As
of 2009 this programme will become part of the new EM II.
TEMPUS
After the fall of the Berlin Wall and the opening up of
Central and Eastern Europe, the Commission developed
a programme for the reform of higher education. This
cooperation programme has now been extended to all
countries on the borders of the EU, from Morocco to
Murmansk.
An important part of the programme concerns the preparation
of those Balkan countries which have not yet joined the EU.
These countries are part of the Bologna process but do not
have access to the funds of the LLP. Under TEMPUS they are
able to do so.
The 3 TEMPUS region are:
1. North Africa and the Middle East
2. The Russian Federation, Ukraine, Moldavia, the
Caucasus and Central Asia
3. The Western Balkans
Higher education establishments in Flanders are involved in a
variety of projects in all these countries.
Countries which are not part of the Bologna process, can
make use of Bologna experts from EU countries via TEMPUS.
They are even able to assemble a team of their own experts
with a view to reforming higher education.
2008: number of projects: 9
EU-ATLANTIS
The Atlantis programme aims at improving cooperation in
higher education between the EU and the USA. It has three
components: Transatlantic Degree Consortia, Policy Oriented
Measures, Excellence Mobility Projects.
2008: number of projects with Flemish involvement: 2
EU-CANADA
One of the main points of action of the EU-Canadian
cooperation programme is the promotion of the mobility of
students and lecturers from Canada and the EU.
2007: number of projects with Flemish involvement: 1
EU-Australia, EU-New Zealand, EU-
Japan, EU-Korea
This is a programme which is aimed at higher education. The
object is the development of a international curriculum and the
27

Related programmes
higher education
promotion of the mobility of students and staff.
The budgets available for these programmes are extremely
limited. For this reason only 5 to 8 projects are selected
every year. No Flemish establishments participated in these
projects in 2007 and 2008.
Erasmus Belgica (ERABel)
Erasmus Belgica receives the support of the Prince Philippe
Fund and is a cooperative project of the Flemish, French and
German-speaking Communities. By and large it based on the
same principles as the Erasmus programme.
Erasmus Belgica Student Mobility 2004/2005 by Host Institution and Area of Study
c o d e
institute
B ARLON08
B BRUXEL02
B BRUXEL04
B BRUXEL81
B BRUXEL82
B BRUXEL84
B BRUXEL85
B BRUXEL86
B BRUXEL87
B BRUXEL88
B CHAMPIO02
B HAINEP02
B LIEGE01
B LIEGE36
B LIEGE42
B LIEGE43
B LOUVAIN01
B LOVERVA02
B MONS01
B MONS03
B NAMUR01
B NAMUR02
B NAMUR03
28
total
name institute total b u s i n e s s
management
s c i e n c e s
HAUTE ECOLE CATHOLIQUE DU LUXEMBOURG BLAISE PASCAL
FACULTES UNIVERSITAIRES SAINT-LOUIS
UNIVERSITE LIBRE DE BRUXELLES
HAUTE ECOLE CF BRUXELLES
HAUTE ECOLE EPHEC
HAUTE ECOLE GALILEE
HAUTE ECOLE ILIA PRIGOGINE
HAUTE ECOLE ‘GROUPE ICHEC-ISC SAINT LOUIS-ISFSC’
HAUTE ECOLE LEONARD DE VINCI
HAUTE ECOLE LUCIA DE BROUCKERE
HAUTE ECOLE NAMUROISE CATHOLIQUE - HENAC
HAUTE ECOLE ROI BAUDOUIN
UNIVERSITE DE LIEGE
HAUTE ECOLE HEMES
HAUTE ECOLE DE LA VILLE DE LIEGE
HAUTE ECOLE CHARLEMAGNE DE LA C.F.
UNIVERSITE CATHOLIQUE DE LOUVAIN
HAUTE ECOLE CHARLEROI-EUROPE
FACULTE POLYTECHNIQUE DE MONS
UNIVERSITE DE MONS-HAINAUT
FACULTES UNIVERSITAIRES NOTRE-DAME DE LA PAIX
HAUTE ECOLE D’ENSEIGNEMENT SUPERIEUR DE NAMUR
HAUTE ECOLE DE LA C.F. ALBERT JACQUARD
1
1
3
9
8
2
1
8
2
1
10
5
5
1
1
1
5
1
1
3
1
5
2
77
5
8
1
1
5
2
27
8
The object of the programme is to encourage the mobility of
students in higher education between the various language
communities of Belgium. It gives university and college
students the opportunity to receive part of their training at a
university or college of higher education in one of the other
communities. In this way they get the chance to effectively
integrate themselves into the language and culture of the
other community and learn to see the world through the eyes
of another environment.
The first exchanges are in 2004-2005
In 2006-2007 85 students from Flemish universities and
colleges of higher education make use of ERABel.
According to the interim report there are 94 in 2007-2008.
e d u c a t i o n ,
t e a c h e r
t r a i n i n g
1
8
1
1
2
1
14
technical
sciences,
technology
1
1
5
7
psychology l a n g u a g e
a n d
philology
1
1
9
1
1
1
3
15
l a w s o c i a l
sciences
1
2
3
6
1
2
1
1
1
6
c o m m u n i c a t i o n s
a n d i n f o r m a t i o n
s c i e n c e s
1
1

Erasmus Belgica by home institute 2004-08
c o d e
institute
B ANTWERP01 Universiteit Antwerpen (UA)
B ANTWERP57 Hogeschool Antwerpen
B ANTWERP58 Plantijn-Hogeschool van de Provincie Antwerpen
B ANTWERP59 Karel de Grote-Hogeschool - Katholieke Hogeschool Antwerpen
B ANTWERP60 Lessius Hogeschool
B BRUGGE11 Katholieke Hogeschool Brugge-Oostende
B BRUSSEL01 Vrije Universiteit Brussel
B BRUSSEL05 Europese Hogeschool Brussel (EHSAL)
B BRUSSEL37 Hogeschool Sint-Lukas Brussel
B BRUSSEL43 Hogeschool voor Wetenschap en Kunst
B BRUSSEL46 Erasmushogeschool Brussel
B DIEPENB01 Limburgs Universitair Centrum
B DIEPENB07 transnationale Universiteit Limburg (tUL)
B GEEL07 Katholieke Hogeschool Kempen
B GENT01 Universiteit Gent
B GENT16 Katholieke Hogeschool Sint-Lieven
B GENT25 Hogeschool Gent
B GENT39 Artevelde Hogeschool
B HASSELT03 Hogeschool Limburg
B HASSELT20
B HASSELT21
Katholieke Hogeschool Limburg
Provinciale Hogeschool Limburg
B KORTRIJ01 Katholieke Hogeschool Zuid-West-Vlaanderen
B KORTRIJ03 Hogeschool West- Vlaanderen - Vlaamse autonome hogeschool
B LEUVEN01 Katholieke Universiteit Leuven
B LEUVEN18 Katholieke Hogeschool Leuven
B MECHELE14 Katholieke Hogeschool Mechelen
total
Name home institute
2004-05
students months
3
8
4
4
1
1
11
2
1
2
5
5
2
6
1
3
1
2
2
3
9
1
77
17 1 4.5 6 36 5
21.5
54 10
69.5
5
25
15
85
3
12
1
5
17 2
6
16 5 20 2 8 3
12
3
2
6
5
9
65
4
30
3 21 3
17
2
8
1
3
64 2 20 1 10 5
16.5
14 2 13 2
8
6
1
5
1
6
6 4 18 6
20
45 4 25 9 55 7
50
15 3 9 3 9 6
18
9 2 9 1 5 6
30
18 4 12 2 6.5 6
27
3 2 6 1 3 1
5
9 6 18 1
4
3 1
3
8 6 12 1
3
6 2 6 4
18
30 15 104 9 54 11
66.5
45 2 8 10 44 3
9
4.5
6
23
10
37
9
40
397.5
2005-06
students months
80
441
2006-07
students months
85
402.5
2007-08
students months
94
458.5
29

Leonardo da Vinci
The Leonardo da Vinci programme aims at the
specific needs of all persons involved in vocational
education and training.
The objective of the programme is the enhancement
of competitiveness of the European labour market.
To achieve this object it tries to help European
citizens to develop their abilities, acquire new
skills, improve their knowledge and obtain specific
knowledge and qualifications. The Leonardo
da Vinci programme tries to win cross-border
recognition for all of these.
In order to support and improve vocational
training systems and practice, use is made of
four decentralized and three centralized actions
(Flanders has no responsibility for the latter).
Preparatory Visits
In the summer of 2007, the Preparatory Visits action is added
to the Leonardo da Vinci programme. The figures quoted
below are indicative of its success. After all a preparatory visit
to a partner or participation in a contact seminar contributes
to the development of a mobility project, a partnership
project or a transfer of innovation project.
Preparatory visits
a p p r o v e d p r o j e c t s
& n u m b e r o f
grants
2007
2008
budget 2007
€ 10,402.06
2008
14
38
€ 34,656.50

Mobility projects
From the outset mobility has been central to the Leonardo
da Vinci programme. Not just for young persons in initial
vocational training, but also for students, graduates,
employers, trainers and training managers. All of them receive
the opportunity to experience an internship in another country.
“The foreign experience brought us into contact with lots of
people and new friends. I also learned to keep my mind open
to new things. I can now express myself better in a foreign
language and I dare open my mouth. Another thing I learnt was
how to cope with a variety of problems and how to solve them.”
Aleksandra Guiss, participant in the “Tourism in Fuerteventura
internship” – Stedelijke Handelsschool Turnhout
The annual budget for mobility is systematically increased
in the 2000-2006 period in order to stress the importance
of such mobility. This allows the number of participants to
increase year after year. The growth can be clearly seen from
the table on p. 32. The number of participants rises from 549
in 2000 to 945 in 2006. The budget achieved and allocated
by Flanders rises from € 774,864 in 2000 to € 1,806,044 in
2006.
The start of the Lifelong Learning Programme (LLP) brings the
internships for students in higher education into the Erasmus
programme. For the Leonardo da Vinci programme this
means that the available budgets fall. Nonetheless we see
that the increase for the Young Persons in Initial Vocational
Initial vocational training
approved projects
number of grants
2007
2008
2007
2008
Training (IVT) continues, which is apparent from the table
above.
Partnership Projects
In 2008 the idea of uniting partners from various different
countries around a specific theme is born. The partnership
projects are created to make this feasible both in practical
and financial terms. They provide a context for small-scale
cooperation between organizations from different countries
around a common vocational training theme.
Here Flanders certainly does well. No fewer than 24 of the
33 applications receive an allocation. With a 72.7% selection
rating, Flanders leads the field. Only one organization decides
not to continue, so that on 28 August 2008, 23 Flemish
organizations start their two-year project (total allocation:
€ 365,000).
The themes of the projects are highly diverse. For example
the recognition of competences in the graphic industry
(compatible with ECVET developments) but also the training
of persons with functional limitations to work as call centre
employees. Apart from establishing a knowledge centre
for entrepreneurship, intercultural competences for social
sector workers are also considered. A project is developed
34
35
516
573
budget 2007
2008
€ 663,991
€ 879,686
31

Leonardo da Vinci
Mobility
32
2000 2001
2002
2003
2004 2005* 2006* Total LDV II 2007
2008
IVT 20 15 19 21 27 29 28 159 34 35
264 161 197 211 250 384 416 1883 516 573
€ 211,853.94 € 147,371.41 € 169,046.30 € 207,918.34 € 272,113.03 € 436,566.00 € 448,352.00 € 1,893,221.02 € 663,911.00 € 879,686.00
STU 11 9 12 15 12 12 13 84
140 162 187 200 223 248 251 1411
€ 311,809.93 € 337.536,79 € 419,571.03 € 473,247.21 € 521,039.86 € 683,314.15 € 726,463 € 3,472,981.97
PLM 7 8 4 4 5 8 16 52 16 17
100 118 63 70 56 87 143 637 181 147
€ 224,585.71 € 307,688.83 € 167,411.29 € 222,603.23 € 156,628.02 € 346,657 € 508,170.84 € 1,933,744.92 € 731,570 € 684,865.44
VETPRO 6 5 15 12 7 13 15 73 7 8
45 68 115 97 51 105 135 616 50 66
€ 26,614.96 € 40,448.46 € 73,168.01 € 68,261.12 € 33,076.63 € 81,547 € 123,059 € 446,175.18 € 60,055.74 € 98,757.00
Total 44 37 50 52 51 62 72 368 57 60
549 509 562 578 580 824 945 4547 747 786
€ 774,864.54 € 833,045.49 € 829,196.63 € 972,029.90 € 982,857.54 € 1,548,084.15 € 1,806,044.84 € 7,746,123.09 € 1,455,536.74 € 1,663,308.44
approved projects
number of grants
* For 2005 and 2006 no finalized figures can be given for the number of grants effectively taken up and the budget as the contact period has not been closed yet.
budget

in connection with material for internships in the hospitality
industry and there is also a course in hippotherapy.
The SAFESTART products (preparation for the B-SCC1
examinations) have been widely accepted in Flemish
educational establishments. A total of 550 DVDs were
distributed in schools and 5,000 students acquired an account
for the on-line version.
The SAFESTART project was coordinated by Preventie &
Interim, the Central Prevention Service for the Temporary
Employee sector.
Transfer of innovation projects
This is in the first place a matter of improving the quality
of European vocational education and vocational training
systems.
This takes place by adapting and integrating innovative
contents or results from earlier projects, which have arisen
from cooperation between the key actors in the field. Here
the primary challenge is to use the results from pilot projects
carried out during the second phase (2000-2006) of the
Leonardo da Vinci Programme.
In the second phase 33 pilot projects are approved in
Flanders. Taken as a whole they receive € 12,385,273 of
financial support from the EU. In 2007, fourteen Flemish
projects are still active. In 2008 there are five.
Both in 2007 and in 2008 a Transfer of Innovation project
(TOI) is approved that is based on a Flemish pilot project. The
other projects are based on other European pilot projects or
b u d g e t
on project results from a European or national initiative.
It is difficult to detect any trend in both the pilot and transfer
of innovation projects. The number of projects is relatively
fixed and varies from 4 to 6 every year. This limited number
is not directly the consequence of the quality of the submitted
project proposals but of the available financial resources,
which are determined by Europe every year. In view of
the wide range of possibilities to which such projects are
applicable, it is not possible to determine any particular
tendency, bearing in mind the number of projects.
Transfer of Innovation projects
2007
5
2008
projects approved
4
1, 2 9 8 , 2 24
1,112,984
b u d g e t

Grundtvig
Grundtvig is the youngest sub-programme of
the European “Lifelong Learning Programme”
(LLP). From 1995 to 2000 the former Socrates
programme was open to adult education, but
only via large scale projects organized as part of
the centralized “Adult Education” action.
The Grundtvig programme is launched in 2001. It
represents a major innovation because of the number of
small scale projects and decentralized actions it offers
(via the Learning Partnerships and the In-service Training
grants).
The aim of Grundtvig is to improve the quality of
adult education, simplify access and increase adult
participation in “lifelong learning”.
To achieve this Grundtvig finances and supports
international cooperation projects and mobility
activities.
Grundtvig – Learning
Partnerships
Learning partnerships (LP) are intended to stimulate
exchanges of information and experience in
adult education. The resulting learning process
constitutes the core of international cooperative
relationships in which at least three countries take
part.
In the 2001-2006 period it is possible to obtain
financing for one, two or three years. The financial
support consists of a standard sum, which, for
project activities, is usually € 4,000 and a variable

sum for the costs of travel and accommodation. The
average total subsidy comes to about € 7,500 a year for
each participating establishment.
The same period sees the submission of 171 project
applications, of which 116 are approved.
With respect to mobility activities, there are a good 750
mobility activities to partner countries, with about 25% of
these involving course participants. Even so mobility is one
tool and one aspect of the Learning Partnerships. These
“small scale” projects have a major impact on the Flemish
organizations involved, both in terms of educational
innovations and the quality of the courses on offer.
Overall about 1,450 teachers/supervisors and 12,785
course participants are involved in the Learning
Partnerships.
The Centres for Adult Education (CAEs) are the
majority. Other large groups are the social and cultural
organizations, welfare and integration organizations,
various other informal training bodies and higher
education. With respect to the geographic distribution
we see all provinces taking part, although the best
represented are East Flanders and Antwerp.
In 2007 the total available budget available for projects is
€ 358,000.
The duration of the Learning Partnerships is defined to two
years. Extensions can be applied for a last time. There are
51 applications. Of which 21 are for extensions and 30 are
for new projects.
There are 27 applications from the formal sector: 15 from
CAEs, 1 from primary education, 9 from higher education
and 2 from umbrella organizations. Of these 18 are
accepted: 8 CAEs, 7 from higher education (HE), 1 from
primary education and 2 from umbrella organizations. The
informal sector is represented by 24 applications, of which
16 are approved. In all 32 of the 34 approved Learning
Partnerships aim at promoting quality and the accessibility
of adult education.
In 2008 the Learning Partnership budget comes to
€ 299,000. The selection procedure undergoes revision.
From now on the coordinating country approves or rejects
the application and the selection is made via an electronic
system.
Proportion Flemish partners / coordinators in approved Learning Partnerships
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
1
4
3
10
3
16
grundtvig partners
Number of learning partnerships
4
15
grundtvig coordinators
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
10
8
18
13
27
19
total number approved
23
19
total number accepted
6
19
48
24
11
22
55
33
14
20
51
24
2
19
33
22
35

Grundtvig
There are 9 applications from the formal sector: 6 from
CAEs and 3 from HE. Of these 7 are accepted, 4 from
the CAEs and 3 from HE. There are again 24 applications
from the informal sector, and 14 are approved.
Because extension is now no longer possible, the
expectation is that the number of applications shall fall.
This is reflected in the figures, because instead of 51
applications there are only 33. Even so the number of
applications for new projects (33) is a little higher than the
year before (30).
The success rate for 2008 remains exactly the same
as the overall success rate for 2007, namely 66.67%. A
comparison with the success rate for the new Learning
Partnership in 2007 (46.67%) shows that the approval rate
went up by 20%!
Learning partnerships
Feedback on the impact of a Grundtvig Learning
partnership on adult learners:
“Learners who were involved in meetings commented on
how much they had learned from other countries and how
this would have an impact on and would improve their
practice. They didn’t only learn more about the approaches
of outdoor learning, but also about the different countries
and cultures. Participation at the meetings approved their
36
budget 2007
€ 358,000
2008
€ 295,000
English and computer skills (as we worked on laptops
during the meetings). The learners got the chance to get to
know people from abroad better and to feel safe enough to
talk in English (even in plenary sessions).”
“The Nature of Learning – Taking Learning Outdoors”
Inverde vzw
Contact seminars and preparatory
visits
- International contact seminars:
Grundtvig organizes international contact seminars to help
organizations in the adult education field to find suitable
partners.
In 2007 there are 25 applications, and 19 are approved.
Of these 17 are from the formal sector (13 CAEs, 2
centres of primary education (CPE) and 2 HE) and 14
are approved. (11 CAEs, 1 CPE en 2 HE). Five of the 8
applications from the informal sector are approved.
In 2008 there are 23 applications, of which 18 are
approved. Of the 10 formal sector applications (5 CAEs,
1 CPE, and 4 HE) 9 are approved (6 CAEs and 3 HE).
A total of 13 applications are received from the informal
sector, and 9 are accepted.
Contact seminars and preparatory visits
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
34
9
13
10
29
18
36
25
total number approved
total number of applications
19
8
40
29
25
19
28
22*

If a suitable partner is found at the contact seminar, work
can then start on the preparation and discussion of the
application. Consultation of this kind improves mutual
understanding and the quality of the project proposal.
A participant at a Grundtvig contact seminar in Sweden,
Norrköping – 14-17/10/2008
“The programme offered plenty opportunities and time for
networking and project development. Furthermore there was
also room for cultural activities, although the emphasis was
on work. We intend to develop a proposal for a Learning
Partnership together with partners from Estonia, Latvia
and Poland. Even during the contact seminar we were
exchanging experiences and we learned a great deal from
one another.”
Annik Sebreghts – Syntra
- Preparatory visit:
Grundtvig also awards grants for meetings with potential
partners who are already known to each other, so that
they can jointly prepare an application. In 2007 there are 3
applications of this kind, and 2 are approved. In 2008 there
are 5 applications, of which 2 are approved.
Contact seminars and preparatory visits usually last less
than a week.
Both actions are usually largely financed by Flanders.
In 2007, Flanders makes € 13,500 available, which is
supplemented by € 1,800 of European money. In 2008,
the budget comes to € 21,000 and all of it is financed by
Flanders.
Professionalization of the actors in
the adult education sector
This sub-action is aimed at giving principals and assistant
principals, teachers/supervisors, administrative staff and
inspectors active in adult education the chance to improve
their job skills. They can do this for example by taking part
in international courses, by accompanying a counterpart
in another country (job shadowing) or by attending
international conferences that consider aspects of adult
education.
In 2001-2006 the majority of Grundtvig in-service
education grants are for language and language
education. Research by Tilkon and Educonsult shows that
it is mainly women who are responsive to the in-service
training initiative, and 75% of the training grants are for
women.
The majority of applications comes from the formal
education sector (mainly CAEs), and over 80% of the
grants goes to these centres. It also appears that Flemings
in adult education travel by preference to Spain, Italy and
France for in-service education courses. 1
In-service education courses
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
38
28
27
25
50
26
63
42
total number approved
total number of applications
63
36
17
11
61
23
95
51
37

Grundtvig
In 2007 the available budget is € 27,149.
There are 61 applications, and 23 are approved. The
maximum grant awarded is € 1,500 and the average is
€ 1,112.
Of the 23 training grants, 18 go to women and 5 to men.
Of these 17 go to the formal sector (including 14 CAEs)
and 6 to the informal sector.
The most popular themes are teaching methods for
language, interculturality, and management.
The most popular destinations are Spain, the United
Kingdom and Italy.
In 2008 there is a big leap in the available budget to
€ 70,422 , with € 15,000 coming from Comenius. A total
of 93 applications are received and 52 are approved.
The maximum in-service education grant remains
€ 1,500, although the average grant rises to € 1,389.
The trend seen in the past, namely the attractiveness to
women of Grundtvig in-service education, persists. And
indeed 41 training grants are awarded to women, while
only 11 go to men. The formal sector continues to make
the most use of the opportunities offered by Grundtvig, led
by the CAEs. There are 32 applications from the formal
sector (30 from CAEs) and 19 from the non-formal sector.
Professionalization of the actors in the adult education sector
budget 2007
€ 27,149
38
2008
€ 70,422
Teaching and instruction methods, foreign language
education, ICT and education/training are the most
popular in-service education themes in 2008.
There are some minor shifts in favourite destination. Spain
is still the favourite, closely followed by Italy, Austria and
Germany.
Feedback on a Grundtvig in-service training grant:
“When I got back I felt as if my batteries had been fully
recharged.. I was full of useful energy, and was extremely
satisfied by my unique experience abroad. I wanted to get
to work straight away. I organized 2 workshops for my
colleagues and immediately tried out some ideas in the
class. Everybody could see how enthusiastic I was. The
school can only benefit from employees who feel good
in their jobs and are able to pass this on to colleagues,
principals and students. The learners became keener and
more inclined to make their own contributions; in short they
picked up on my enthusiasm.”
Caroline Van Caeneghem, PCVO-Gent

Comenius Assistants in Adult
Education
In 2007, there are 7 foreign Comenius assistants working
in Flemish adult education, but only 2 in 2008. For Flemish
organizations the significance of a Comenius assistant is
often that they can then dispose over a “native speaker”,
who can help with conversation and remedial exercises,
etc.
1
W. V a n d e n B e r g h e ( T i l k o n ) , M a g d a K i r s c h ( E d u c o n s u l t )
a n d Y v e s B e e r n a e r t ( E d u c o n s u l t ) ( 2 0 0 7 ) : I m p l e m e n t a t i e
e n i m p a c t v a n h e t S o c r a t e s I I - P r o g r a m m a i n V l a a n d e r e n . ,
Wetteren
39

Studyvisits
A study visit is a short stay of 3 to 5 days for
a group of specialists and decision-makers
representing various groups of education and
vocational training. The group consist of 10 to
15 participants from various European countries
who wish to explore a specific aspect of “Lifelong
Learning” in one of the other participating
countries. They may consult an extensive catalogue
to determine the aspect to be studied and the
country of choice. Possible participants are
representatives of local, regional and national
authorities, policy-makers in primary, secondary
and higher education; inspectors; educational
advisors; representatives of Chambers of
Number of participants 2000-2008
(Data 2000-2007 only concern Arion; Data 2008-2009 are not known yet.)
40
32
200 0 - 01
2001- 02
32
2 0 0 2
32
- 0 3
2003 - 04
34
37
2 0 0 4 -
2005 - 06
0 5
37
Commerce, employers’ organizations and trade
unions; SME managers; researchers, etc.
History
Prior to 2007, there are two separate programmes that offer
these study visits: a programme for educational specialists
(Arion, launched in 1978) and a programme for Vocational
Education and Training (Cedefop study visits). The European
Commission, acting in the context of the general concept
of the new Lifelong Learning Programme (LLP), decides to
launch a single programme for study visits that united the two
existing programmes.
Flemish Participants
In 2007 EPOS disposes of an overall budget of € 43,653 for
study visits.
A first round of study visits takes place in early 2007. There
are two separate calls for participants: one for the educational
field and one for the Vocational Education and Training.
2006 - 07
38
44
2007- 08

20 applications are accepted for the educational field, 15
of which are effectively awarded a grant. Eight vocational
training grants are paid directly by Cedefop.
It is decided to arrange a pilot period for study visits for
educational and vocational training courses prior to the
launch of the joint programme. The period coveres the study
visits taking place between March and June 2008. A “joint
catalogue” for this pilot period is published in July 2007. An
invitation to prospective candidates is sent out in August 2007
and meets with an enthusiastic response.
The pilot phase is started on 1 March 2008, with 30
participants being selected from 60 applications. The
catalogue categorizes the visits as “General education”,
“Vocational Education and Training” (VET) and “Mixed”.
Nonetheless participants are not restricted to visits in
their own field. They are free to register for all visits in
the catalogue regardless of which of the three types they
themselves belong to.
Distinction between “General Education”, VET and “Mixed”
For the 2nd round of 2007-2008 this gives 26 general education, 3 VET and 1 mixed = 30 total
for 2008-2009 this is 32 general education, 5 VET and 17 mixed = 54 total
general education
VET
mixed
2007-2008 (2nd round) 2008-2009
26
3
1
32
5
17
The preparation of the 2008-2009 Academic Year starts in
October 2007, with a call for proposals for the organization of
study visits.
“It should be pointed out that the participants had very
different backgrounds and also had very divergent expectations
regarding the study visit. Nonetheless this diversity proved to
be beneficial when analysing examples of good practice: an
advanced quality system for schools in the UK, recognition
of skills in Portugal, and outsourcing of capital intensive
training courses in the Netherlands, etc.”
Wim Volders - Italy (Brindisi) - 6-10/10/2008 - VET as a meeting
point for economic progress and personal empowerment.
An overall budget € 58,058 is available for 2008. From this
budget, 8 grants worth an average of € 1,100 each are used
to pay for the study visits of vocational training participants in
the pilot project period of March - June 2008.
The call for participants of this selection round results in 103
applications. A shift in the distribution of the use of budget
within the LLP programme, makes it possible to authorize 54
grants worth an average of € 1,000 each. This number is not
final as cancellations may still occur.
Organization of a study visit
Study visits that take place in Flanders have so far been
organized by the Department of Education and Training.
During the 2007-2008 school year 5 study visits are organized
in this way. Three of these related to general education
and two to vocational training. In 2008-2009 the Flemish
authorities will again organize 5 study visits and these will be
distributed in the same way.
41

Europass
Europass is the European portfolio for the
transparency of skills and qualifications, which thus
is a collection of documents that give a picture of a
person’s knowledge, skills and experience.
The Europass portfolio consists of five documents
specially designed to show what a person can
do and what he has learned. The European
Commission wants to help European citizens to
clearly identify his skills and qualifications in a
uniform fashion. In this way the Commission hopes
to improve mobility in education, training and on
the labour market.
Every country has a National Europass Centre
(NEC) that administers and promotes the
Europass documents. Ever since EPOS was
started up in 2007, the Flemish NEC has been a
part of this “lifelong learning” agency.
History
Europass exists since 1999. Originally
it was limited to the Europass Training,
a document that served as proof of a training
placement in another European country.
In 2004 the European Parliament decided to extend
Europass so that it would become a portfolio of skills
and qualifications. Indeed the lack of such an instrument
was a major hurdle to persons wishing to study or work
in another country. Although the European Commission
does not have authority for the effective recognition of
qualifications from one country to another, it can
work on transparency instruments that improve the

visibility and recognizability of qualifications and abilities.
The Europass portfolio has been in effect since 2005.
The purpose of Europass is twofold:
1. Bring about the transparency of qualifications and
skills in Europe.
2. Promotion of mobility both on the labour market and
in education.
The five Europass documents
1. The Europass CV
The Europass CV is a standard CV that can be used
throughout the entire European Union. It has a uniform
structure and is available in all the languages of the Union.
Everybody can make a Europass CV by going to Cedefop’s
central Europass website at
www.europass.cedefop.europa.eu. This site is visited by
500,000 people every month. In 2008 a total of 2,026,194 CVs
were prepared on line, 613,699 of which were in English and
12,483 in Dutch.
2. The Europass Language Passport
The Europass Language Passport helps the applicant to
clarify and document his or her knowledge and skills in any
given language. The European Language Passport can be
Number of Europass CV’s made on Cedefop website
2005
2006 717,733
2007
2008
116,259
1,416,889
2,026,194
prepared on line at Cedefop’s central website. In 2008, a total
of 44,071 of Language Passports, 17,354 in English and 1,143
in Dutch.
3. Europass Mobility
Europass Mobility is a document that provides the required
information about learning experience in another European
country and can be used for all foreign learning experience,
including training courses or education-oriented voluntary
work. The Europass Mobility document is widely used for
Leonardo mobility projects, but the Flemish NEC also
receives applications in the context of other programmes of
the lifelong learning programme such as Erasmus, Comenius
and Grundtvig.
The NEC issued 564 Europass mobility documents in 2007
and 545 in 2008.
At the end of 2007 the NEC organized a survey of Europass
Mobility holders to investigate the clarity and completeness
of the documents and their use. From the survey it appears
that the document offers a clear and complete picture of the
holders’ European learning experience and that they find it an
effective tool for finding work or a place in a training scheme.
Number of issued Europass mobility documents
2 0 0 6
293
2 0 0 7
564
2 0 0 8
535
43

Europass
4. The Europass Certificate
Supplement
The Europass Certificate Supplement clarifies the abilities
of the holder, namely the knowledge and skills a person has
acquired in vocational training or education. In Flanders,
Europass Certificate Supplements are being developed for
three areas.
- The Certificate of professional competence: this
is a relatively new procedure for certifying a person’s
abilities in a particular occupation through a procedure
of Accredition of Prior Learning (APL). The document
provides a record of competences that candidates are
required to prove in a test. The certificate supplements
are being developed in consultation with SERV, the
Social and Economic Council of Flanders, a body in
which the social partners are represented.
- VDAB: the Flemish Service for Labour Mediation and
Occupational Training offers numerous training courses.
The NEC Flanders and and the VDAB have decided to
issue Certificate Supplements for some VDAB courses
that incorporate testing procedures recognized by
the industry or company concerned.
- Education: the Flemish Ministry of Education and
Training is currently preparing certificate supplements for
vocational and technical education.
The first online Flemish Europass Certificate Supplements
for the Experience Certificate and a number of VDAB training
courses have been available since August 2008. These can
be downloaded from www.europass-vlaanderen.be/cs.
44
5. The Europass Diploma Supplement
The Europass Diploma Supplement gives details of the
courses of higher education attended by the holder. It lists
the content and the structure of the education in the
country of the course. In Flanders the issue of a diploma
supplement is compulsory for every graduate of higher
education. The coordination of the content of the diploma
supplement is the responsibility of NARIC Flanders. In
the academic year 2007-2008 a total of 32,623 graduates
received a diploma supplement with their diploma of higher
education.
Promotion of Europass
In addition to the administration of the various Europass
documents in Flanders the NEC is also responsible for
promoting Europass. It maintains
www.europass-vlaanderen.be, the Flemish Europass site,
and designs promotional material for distribution at trade
fairs, information days, and via associate organizations.
The NEC regularly makes presentations of Europass. It has
also participated in various work groups on the use of the
portfolio in Flanders. For example there is the work group
Strategic Education and Training Policy that tries to formulate
criteria for the correct use of the portfolio, and the My Career
portfolio, which aims to provide every Flemish citizen with
on-line portfolio space. The NEC organized an information
day for employers and labour market specialists both in 2007
and in 2008.

Finances
The following sums indicate the subsidies by the EC and the Flemish Government for the cofinancing of projects and thus do not include the grants given for the operating costs by both the European
and Flemish Authorities.
* Including the operating costs
46
European Commisssion
Comenius
Erasmus
Leonardo da Vinci
Grundtvig
Transversal Programme
Europass
Bologna Experts
Policy Area Education
Comenius
Erasmus
Leonardo da Vinci
Grundtvig
Transversal Programme
Europass
Bologna Experts
budget
2007
€ 1,676,685
€ 5,180,076
€ 2,898,085
€ 378,928
€ 43,653
€ 35,000*
€ 18,453
€ 10,230,880
2007
€ 47,500
€ 605,000
€ 0
€ 13,500
€ 0
€ 75,000*
€ 13,417
€ 754,417
2008
€ 1,859,191
€ 5,716,237
€ 3,120,411
€ 344,422
€ 58,085
€ 35,000*
€ 15,403
€ 11,142,751
2008
€ 40,000
€ 2,055,000
€ 0
€ 21,000
€ 0
€ 75,000*
€ 15,770
€ 2,206,770

2007
10 January
7 February
9 February
12 February
13 February
26 February
27 February
28 February
1 March
6 March
6 March
8 March
9 March
15 March
20 March
28 March
4 May
7 May
9 May
15 May
30 May
5 June
6 June
7 June
14 June
Leonardo
Leonardo
Leonardo
Comenius
Leonardo
Comenius
Comenius
Grundtvig
Erasmus
Leonardo
Comenius / Leonardo
Comenius
Grundtvig
Grundtvig
Comenius / Leonardo
Grundtvig
Comenius
Erasmus
Erasmus
Comenius
Comenius
Grundtvig
Erasmus
Grundtvig
EPOS
Information Session for Higher Education
Monitoring Meeting for Mobility Projects
Monitoring Session for Mobility Projects
Induction Meeting for foreign Language Assistants in Flanders
Information Session for the LDV Programme
Information Session “Internationalization in Primary Education”
Information Session “Internationalization in General Secondary Education”
Monitoring Learning Partnerships in Prisons
LLP Information Day for Higher Education
LDV programme Information Session
Technical, Vocational and General Secondary Education Information Session (organization by Ryckevelde)
Information Session “Internationalization in Primary Education”
Monitoring Learning Partnerships
Grundtvig and Cultural Centres Information Afternoon
Technical, Vocational and General Secondary Education Information Session (organization Alden Biesen)
Dissemination and monitoring for LPs for self-evaluation in adult education (in association with the SEALL (Self-evaluation in
Life-Long Learning) GRU-1 project
Information day “Innovation in Education via International (Comenius) projects”
EHSAL monitoring
Erasmus Belgica information day
M o n i t o r i n g d a y f o r S c h o o l p a r t n e r s h i p s ( f o c u s : f i n a l r e p o r t i n g )
M o n i t o r i n g d a y f o r S c h o o l p a r t n e r s h i p s ( f o c u s : f i n a l r e p o r t i n g )
Grundtvig: information session with display moment
Monitoring language centres for EILC
Dissemination GRU-1 Developing European work-based learning approaches and methods (DEWBLAM) (with KHLim
Kick-off conference
Activities
Brussels
Brussels
Brussels
Brussels
Brussels
Alden Biesen
Alden Biesen
Brussels
Hasselt, xios Hogeschool
Ghent
Ryckevelde
Brussels
Brussels
CC de Zeyp
Alden Biesen
Brussels
Brussels
EHSAL
K.M.S.
Bruges
Alden Biesen
Alden Biesen
Karel de Grote Hogeschool
Brussels
Flemish Parliament, Brussels
Erasmus Information day Bologna experts Brussels
10 September Leonardo
LDV programme Information Session
Brussels
12 September Studyvisits
Monitoring Meeting for grant-entitled persons
Brussels
14 September Leonardo
LDV programme Information Session
Brussels
21 September Grundtvig
Self-Evaluation in Adult Life Long Learning (SEALLL) - dissemination conference (with Alden Biesen)
Brussels
25 September Leonardo
Monitoring conference “Quality in Mobility”
Ostend
1 October
Grundtvig
preparatory meeting GRU contact seminar DE
Brussels
3 October
Comenius
Dissemination: IncludeMe|@Most Conference; 2 COMENIUS-2.1 projects
Brussels
5 October
Grundtvig
Information session for libraries Low Countries Library Link
Mechelen
6 October
Leonardo
Information about mobility at the Go Strange fair for young people (organized by Jint vzw).
Antwerp
16 October
Grundtvig
I n f o r m a t i o n s e s s i o n w i t h d i s p l a y m o m e n t G r u n d t v i g ( w i t h R y c k e v e l d e )
Bruges
17 October
Comenius
C o n t a c t s e m i n a r - P r i m a r y e d u c a t i o n ( t o 2 1 O c t o b e r i n c . )
Alden Biesen
18 October
LLP
Information Session for Teacher Training students Vorselaar KHK
Vorselaar
29 October
Leonardo
Monitoring Session for Transfer of Innovation Projects
Brussels
30 October
LLP
KHBO information session for Teacher Training
Brussels
Grundtvig
Kick-off: Introduction session and monitoring
Brussels
8 November
Grundtvig
preparatory meeting Grundtvig contact seminars IS, IT, ES
Comenius
Monitoring day for School partnerships
Alden Biesen
8 & 9 November Leonardo
P a r t n e r s h i p s a n d M o b i l i t y S e m i n a r ( i n a s s o c i a t i o n w i t h t h e D u t c h L D V a g e n c y )
Eindhoven
13 November
Comenius
Monitoring day for School partnerships
Bruges
14 November
Leonardo
E d u c a t i o n a n d t h e L a b o u r M a r k e t c o n t a c t s e m i n a r ( f o r T S O / ( D ) B S O / K S O ) ( u n t i l 1 8 N o v e m b e r i n c . )
Alden Biesen
21 November
Comenius
C o n t a c t s e m i n a r “ I n t e r c u l t u r a l D i a l o g u e ” ( f o r P r i m a r y E d u c a t i o n ( t o 2 4 / 11 / 2 0 0 7 i n c . )
Bruges
28 November
Comenius
Contact Seminar “Capacity building in schools” (for secondary education ) (until 2 December inc.)
Alden Biesen
Grundtvig
Preparatory meeting GRU contact seminar FR
4 December
Grundtvig
Information session for the Flemish health and welfare sector
Brussels
Leonardo
Stand at the “Europa voor de Vlaamse Welzijns- en Gezondheidssector” Meeting Day, organization KLEIS
Brussels
11 December
Grundtvig
GRU 1 & 2 dissemination Conference and Information: Grundtvig and museums
Hasselt
14 December
LLP
Thematic monitoring LLP and diversity, people with a handicap
Alden Biesen
18 December Erasmus
Closing conference 20 years Erasmus
University Ghent
47

Activities
48
2008
9 January Leonardo
Information session LDV mobility (organization: Dender School Group)
Aalst
15 January Grundtvig
Return Day contact seminars and preparatory visits
Brussels
23 January Comenius
Return Day contact seminars and preparatory visits
Brussels
29 January LLP
Higher Education information day
St-Katelijne-Waver, Campus De Nayer
30 January Comenius
“Induction Meeting” for foreign Comenius assistants in Flanders
Brussels
Study Visits
Study visits monitoring afternoon
Brussels
19 February Leonardo
Information session LDV mobility (organization GO)
Brussels
21 February Leonardo
Monitoring session Mobility Projects
Brussels
22 February Grundtvig
Monitoring Grundtvig LP
Brussels
29 February Grundtvig
Grundtvig information session with and for GO
De Panne
1 March
Grundtvig
Opening of the MEMENTO Exhibition
Alden Biesen
12 March
Grundtvig
G r u n d t v i g i n f o r m a t i o n s e s s i o n a i m e d p r i m a r i l y a t s e n i o r c i t i z e n o r g a n i s a t i o n s ( w i t h R y c k e v e l d e ) Ghent
14 March
Leonardo
Symposium “Education and border-crossing labour mobility” organization EURES Scheldemonde Eeklo
18 March Related programmes Information day TEMPUS, EU ATLANTIS, EU Canada and ICI
higher education
Brussels
20 March
Grundtvig
Visit to the GRU-LP “Dyslearn” project meeting
Antwerp
20 March
Grundtvig
Visit to the GRU-LP “Opening Doors” press conference + GRU presentation
Leopoldsburg
7 April
Comenius
Stand and information session for internationalization/Comenius at the Provincial Meeting Day for Antwerp
Nursery Education
8 April
Comenius
Stand and information session for internationalization/Comenius at the Provincial Meeting Day for Blankenberge
Nursery Education
14 April
Comenius
Stand and information session for internationalization/Comenius at the Provincial Meeting Day for Leuven
Nursery Education
Grundtvig
Grundtvig presentation for the federation of second chance education
Antwerp
15 April
Comenius/Leonardo Information afternoon about internationalization/Comenius/Leonardo da Vinci for TSO/(D)BSO/KSO Bruges
16 April
Comenius
Stand and information session for internationalization/Comenius at the Provincial Meeting Day for Hasselt
Nursery Education
16 - 19 April Leonardo
Contact seminar ‘Training in het work place’
Blankenberge
17 April
Comenius
Stand and information session for internationalization/Comenius at the Provincial Meeting Day for Wachtebeke
Nursery Education
23 April
Comenius
Guided tour for foreign Comenius assistants in Flanders
Brussels
24 April
Comenius
Information afternoon about internationalization/Comenius for Special Education
Alden Biesen
28 April
Erasmus
Bologna seminar on Learning Outcomes pilot projects
Brussel
7 May
Grundtvig
Grindtvig information session (mainly for migrant-related organizations) (with Alden Biesen) Alden Biesen
20 May
Comenius
M o n i t o r i n g d a y f o r S c h o o l p a r t n e r s h i p s ( f o c u s : r e p o r t i n g )
Alden Biesen
21 May
Grundtvig
Grundtvig monitoring session for GRU LP from the informal sector in association with CJSM
Brussels
28 May
Comenius
Dissemination COMP-MP “EFORET” to teacher-training courses, with a presentation of COM/GRU Brussels
courses
29 May
Comenius
M o n i t o r i n g d a y f o r S c h o o l p a r t n e r s h i p s ( f o c u s : r e p o r t i n g )
Brugge
20 June
Grundtvig
Grundtvig-presentatie voor de socio-culturele sector ism SoCius
Brussels
25 June
Grundtvig
Monitoring of Grundtvig LP (focus: reporting and feedback)
Brussels
2 July
Grundtvig
Monitoring of Grundtvig LP (focus: reporting and feedback)
Brussels
4 July
Leonardo
Information session LDV mobility Provincial schools in Flemish Brabant (organised by Prov. Flemish Leuven
B r a b a n t )
3 September Study Visits
Monitoring afternoon Study Visits
11 September Leonardo
Information Session on LDV on-the-job training (organization EAIE)
Antwerp
15 September Grundtvig
Preparation GRU contact seminar in CY & AT
Brussels
16 September Leonardo
Monitoring meeting mobility
Ghent
23 September Leonardo
Kick-off meeting for Partnership projects
Brussels
24 September Comenius
Preparatory information session for Comenius assistants prior to departure
Brussels
Comenius
Prepatory information session for contact seminar participants
Brussels
Grundtvig
K i c k - o f f m e e t i n g f o r t h e n e w G R U - L P ( g r o u p 1)
Brussels
30 September Grundtvig
Prepatory meeting GRU contact seminar PT & SE
Brussels
1 October Grundtvig
K i c k - o f f m e e t i n g f o r t h e n e w G R U - L P ( g r o u p 2 )
Brussels
2 October Grundtvig
GRU stand & presentation for the European cultural centres congress
Brussels
8 October Comenius
Monitoring day for School partnership and Comenius fair
Alden Biesen
9 October Study Visits/
Comenius
Staring over the hedge: information about Study Visits and individual mobility within Comenius Antwerp

2008
14 October
15 October
21 October
21 October
22 October
5 November
6 November
12 November
13 November
18 November
19 November
20 November
26 November
2 December
3 December
8 December
9 & 10 December
11 December
12 December
Grundtvig
Thematic monitoring in connection with self-evaluation for GRU-LP LLP and diversity, people with
a handicap
Brussels
Leonardo
Monitoring session LDV projects Transfer of Innovation
Brussels
Erasmus
ECTS/DS label, infonmation afternoon (with Bologna-experts)
University Antwerp
Grundtvig
GRU info session aimed mainly at senior citizen associations (with Alden Biesen
Alden Biesen
Grundtvig
Preparatory meeting GRU contact seminar in PT & FI
Brussels
Comenius
Information session for Flemish guest schools for foreign Comenius Assistants
Brussels
Leonardo
LDV programme Information Session
Brussels
Leonardo
LDV mobility Information Session (organisation OVSG)
Antwerp
Grundtvig
Prepatory meeting GRU contact seminar FR & NL
Brussels
Comenius
C o n t a c t s e m i n a r “ I n t e r n a t i o n a l i z a t i o n f o r / w i t h y o u n g c h i l d r e n ” ( n u r s e r y e d u c a t i o n ) ( t o 1 6 / 11 i n c . ) Alden Biesen
Comenius
Monitoring day for School partnerships and information session for newcomers
Bruges
Leonardo
I n f o r m a t i o n s e s s i o n L D V p r o g r a m m e ( o r g a n i s a t i o n V L E V A )
Brussels
Leonardo
Realization Procedure B projects - Meeting
Brussels
Comenius/Grundtvig COM & GRU presentation for students in initial teacher training
Vorselaar
Comenius
I n t e r c u l t u r a l D i a l o g u e c o n t a c t s e m i n a r ( n u r s e r y e d u c a t i o n ) ( t o 2 1 / 11 i n c . )
Bruges
Leonardo
LDV programme Information Session (organisatie EASPD)
Brussels
Comenius/Grundtvig COM & GRU presentation for teacher training students
KHLimburg
LLP
Intercultural Dialogue Day
Leuven
Comenius
Contact seminar “Internationalization for Special Needs Education” (Special Education) (until 7/12 Alden Biesen
inc.)(t.e.m. 7/12)
Leonardo
Training workshop for evaluators (Taagepera Loss - organization by Estonian LLP agency)
Estonia
Leonardo
Flemish-Dutch Promoter Days “Transnational placements for persons with a disability”
Ieper
Leonardo
Grundtvig
Europass
Information session “Subsidies for border-crossing on-the-job training and personnel training in
o t h e r c o u n t r i e s ” ( o r g a n i z a t i o n V o k a C h a m b e r o f C o m m e r c e E a s t F l a n d e r s )
GRU-presentation the day of the teachers of the prisoners
Information day: Europass in the labour market: Tools for the employer
15 December
LLP
Cross-sector thematic monitoring days for languages, combined with the award of the EU label for
Innovative Language Education
Alden Biesen
16 December
Grundtvig
GRU info session for the socio-cultural sector with SoCius about the new GRU-actions
Brussel
18 December LLP
Thematic monitoring on University-Business Cooperation within Erasmus and update Comenius,
Grundtvig & Study Visits
Arteveldehogeschool, Ghent
Gent
Torhout
Brussel
49

EPOS team
Stefan Baeyens, Filip Bellinck, Wim Cloots, Rigo Darche, Lucienne De Jonghe, Marc De Vlieger, Annemie Dewael, Johan
Geentjens, Josee Janssens, Hilde Juchtmans, Xavier Kruth, Stefaan Logé, Ronny Masset, Vera Meeus, Chantal Nauwelaers,
Renilde Reynders, Myriam Smeesters, Magalie Soenen, Paul Stevens, Frederik Van Crombrugge, Natalie Van Gysegem,
Karine Van Impe, Linda Vercauteren, Jos Verheyden
50