The European Commission has published the mid-term evaluation report of the Erasmus+ Programme. The evaluation builds on over a million responses to questions related to the most well-known programme of the Union, and it establishes itself as the most comprehensive and recent source of evidence. The main highlights from the Commission are: Erasmus+ is felt as to be supportive in both employment terms and active citizenship Evidence shows that Erasmus+ is more coherent, relevant and partly more efficient and simpler than its predecessors. The evaluation makes a clear case for a stronger investment in education and training with a new emphasis on the younger generations and the most vulnerable groups. Click here to read the report . On this very day, the Lifelong Learning Platform also released its own report of the Erasmus+ implementation survey 2017 . We draw similar conclusions for the overlapping parts, with LLLP’s report placing a strong focus on investments for the future.

The European Commission has published the mid-term evaluation report of the Erasmus+ Programme. The evaluation builds on over a million responses to questions related to the most well-known programme of the Union, and it establishes itselfas the most comprehensive and recent source of evidence. The main highlights from the Commission are: Erasmus+ is felt as to be supportive in both employment terms and active citizenship Evidence shows that Erasmus+ is more coherent, relevant and partly more efficient and simpler than its predecessors. The evaluation makes a clear case for a stronger investment in education and training with a new emphasis on the younger generations and the most vulnerable groups. Click here to read the report. On this very day, the Lifelong Learning Platform also released its own report of the Erasmus+ implementation survey 2017. We draw similar conclusions for the overlapping parts, with LLLP’s report placing a strong focus on investments for the future.

Our partners and colleagues at Europeana are very happy to announce a new competition focused this time on education: Europeana #edTech Challenge 2018 . Europeana invites digital publishers, entrepreneurs, developers, designers and cultural heritage digital thinkers to submit their best idea(s) that use cultural heritage and digital technologies to foster innovative learning and teaching. The price is €20.000 and the deadline for submission is 28th February . All the information required for the application and the assessment criteria are available on their website.

Today, the European Commission followed-up its November Communication on “Strengthening European Identity through Education and Culture” with a new package of measures aimed at strengthening key competences, digital skills and the European dimension of teaching. The package consists of three initiatives: A Council Recommendation on Key Competences for Lifelong Learning which updates the 2006 Recommendation on Key Competences, giving further emphasis to civic and entrepreneurship competence A Digital Education Action Plan which sets out the priorities of making better use of digital technology for teaching and learning, developing relevant digital skills and competences, and making better use of data analysis and foresight for improving education A Council Recommendation on common values, inclusive education and the European dimension of teaching which recommends Member States to take steps to boost citizenship education, critical thinking and media literacy skills, encourage active participation of students, parents and teachers in school governance, and help all pupils access quality education from an early age. It also seek to promote a better understanding of Europe’s common heritage and functioning of the EU. To support this, eTwinning and school mobility through Erasmus+ will be strengthened. The Lifelong Learning Platform welcomes these initiatives but calls for a greater recognition of the crucial role that non-formal and informal learning plays in supporting skills and competence development as well as social inclusion. Implementation remains a particular problem for the Key Competences framework and the announced update must go hand-in-hand with effective supporting measures for learning in all its forms. Taking these initiatives forward, LLLP also encourages the Commission to more explicitly address the needs of all age groups beyond children and young people. Not all young people are students and not all students are young people – lifelong learning happens across all aspects of life and we need education policies that match this 21st century reality. [1] While the Digital Education Action Plan provides a useful set of guidelines for supporting innovation, LLLP feels that it is missing a broader view on the inclusion of vulnerable individuals and people from disadvantaged backgrounds, who are more likely to struggle in adapting to new technologies. [2] LLLP will be addressing these issues in the months ahead, firstly during the next meeting of the EP Interest Group on Lifelong Learning “Taking stock of lifelong learning in Europe – what will a European Education Area bring?” on 24 January (see here for more information). We will also be holding debates on intercultural learning and competences later this year in view of the 2018 European Year of Cultural Heritage. Stay tuned for more details! [1] See previous LLLP statements on European Education Area , Strategy for high quality, inclusive, future-oriented education and Key Competences review [2] See LLLP position paper Reimagining education for the digital age

The Lifelong Learning Interest Group has come to its midway point, time to assess the progress and plan ahead! The LLL-IG will meet again in the beginning of 2018, on January 24th at 14:30 in the European Parliament. This meeting, under the title “ Taking stock of Lifelong Learning in Europe – what will a European Education Area bring? ” will be the occasion to discuss the newly proposed European Education Area. We would like to use this meeting as an opportunity to discuss the outcomes of previous meetings and put together some guiding principles that have emerged from its work. A final document, collecting inputs from civil society organisations and MEPs alike, will be presented. At this meeting we will discuss what the steps for the promotion of lifelong learning in Europe should be, particularly in wake of the European Commission’s communication from 14 November on “Strengthening European Identity through Education and Culture” which lays out Vice-President Katainen‘s vision for a European Education Area (see LLLP statement here ), and also in light of the high-level Education Summit on inclusion and diversity taking place the following day 25 January in Brussels. The event will also be a good opportunity to reflect on the possibility of working towards establishing an EP Intergroup on Lifelong Learning in the next Parliament. In addition, 2018 will see much discussion on the future of the Erasmus+ programme and this will be a major point of debate at the LLL Interest Group meetings, particularly as the Erasmusx10 Campaign initiated by the Erasmus+ Coalition continues to gather momentum and support, including in the CULT Committee’s recent opinion on the next MFF.

During the LLLWeek17 Reception, the awardees of the LLLAwards 2017 have been unveiled! Drum roll for the LLLAwards! And the winners are… “Education and Innovative Pedagogy”: Historiana eLearning Environments by EUROCLIO , for its outstanding work in declining digital tools and empowerment of citizenship educators. “Education and Social Inclusion”: Learning Circles , by the Peer2Peer University and Centre for Research and Interdisciplinarity , for its efforts in bridging education and digital tools for all age groups. “Education and Democracy”: Youth e-Perspective on Migration by ALL DIGITAL , was awarded as best practice in “Education and Democracy”, thanks to the combination of interactive courses and the focus on migration and refugees. We would like to say a special “thank you” to all the Jury members for their commitment to our cause. LLLP really feels blessed to be able to count on such special experts. Thank you also to everyone who participated in the LLLWeek Reception, a great success!

The Lifelong Learning Platform welcomes the European Commission’s vision for a European Education Area laying the foundation for a Social Europe On 14 November, the European Commission released a new Communication “Strengthening European Identity through Education and Culture” as a contribution to the meeting of EU leaders at the Gothenburg Social Summit today (17 November). The Lifelong Learning Platform believes that the vision set out by Vice-President Katainen and Commissioner Navracsics for a European Education Area by 2025 would be a positive step forward for EU-level cooperation in the field of education and training and would contribute to a greater social Europe [1] . The Lifelong Learning Platform welcomes and encourages ambitious commitment to boost EU programmes such as Erasmus+ and reach out to learners from disadvantaged backgrounds. But the role of education institutions themselves, when it comes to inclusion but also supporting innovation, requires further attention. Such a commitment likewise requires willingness for strong investments from the Member States. At this very moment, European civil society and major stakeholders in the field of education and training are advocating for a ten-fold increase to the budget for Erasmus+ post-2020 [2] : a first step to ensure a strong, inclusive programme benefitting citizens of all ages and backgrounds and helping Member States learn from each other in building modern and innovative education systems [3] . The focus on lifelong learning and the proposal to increase the EU benchmark for participation in lifelong learning to 25% by 2025 is welcomed. However, the current benchmark of 15% by 2020 is far from a reality – now only 10.8% [4] – and huge disparities exist between Member States as revealed by the latest ET2020 Monitor . Concrete implementing actions are required, as well as robust investment in lifelong learning systems which integrate all ages and levels of education . These systems need to build links between formal, non-formal and informal learning and support flexible pathways for all citizens, as the 2002 Council resolution states [5] . That is what lifelong learning is truly about. Furthermore, the Lifelong Learning Platform underlines that working towards a European Education Area and the ET2020 (and eventually ET2030) targets requires the close involvement of all relevant stakeholders – learners, parents, educators, civil society organisations and social partners. Their input in the development, implementation and monitoring of Europe’s lifelong learning systems is vital for the latter to be credible, innovative and effective [6] . Finally, widening socio-economic inequalities are a huge challenge in education, as the latest results of the ET2020 Monitor stress, and the Lifelong Learning Platform supports the Commission’s emphasis on the need to tackle this through education and culture. We therefore urge the Member Stakes to implement the right to quality and inclusive education, training and lifelong learning, as the new European Pillar of Social Rights [7] sets out as a right for everyone . The Lifelong Learning Platform once again welcomes the proposal for a European Education Area and is ready to support efforts to make it a reality for all learning sectors.   Contact person: Brikena Xhomaqi, Director of LLL-P Andrew Todd, Policy and Advocacy Officer at LLL-P policy@lllplatform.eu +32 289 32 515 The Lifelong Learning Platform (LLL-P) is an umbrella organisation that gathers 41 European networks active in the field of education and training, coming from all EU Member States and beyond. Currently these organisations represent more than 50 000 educational institutions covering all sectors of formal, non-formal and informal learning. Established in 2005, LLL-P promotes a vision of lifelong learning based on equity, social cohesion, active citizenship and personal development. The Platform works as a space for knowledge exchange between its member networks and uses their expertise to discuss and feed in EU policy-making, making sure that European citizens have their voice heard. In that sense LLLP contributes to a better understanding and dialogue between the grassroots level and European institutions. [1] LLL-P Statement, The​ ​future of​ ​Europe​ ​is​ ​a​ ​Learning​ ​Europe​ ​for​ ​all​ ​its​ ​citizens! , September 2017 http://lllplatform.eu/lll/wp-content/uploads/2015/09/LLLP-Position_Future-of-Europe.pdf [2] Learn more about Erasmusx10 petition and website . [3] LLL-P Statement, Adapting European education systems to meet society’s challenges in an everchanging world, September 2017 http://lllplatform.eu/lll/wp-content/uploads/2017/09/Statement-schools-and-higher-education-initiatives.pdf [4] Eurostat, Labour force survey, 2016. [5] Council Resolution of 27 June 2002 on lifelong learning: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32002G0709(01) [6] LLLP Position Paper, Reimagining education for the digital age , September 2017, http://lllplatform.eu/lll/wp-content/uploads/2015/09/DigitalPaper_final-1.pdf [7] LLLP Position Paper, Future of Europe is a Learning Europe http://lllplatform.eu/lll/wp-content/uploads/2015/09/LLLP-Position_Future-of-Europe.pdf Read here the full Statement , and share it out wide!

The Lifelong Learning Platform is looking for a Project and Communication Assistant! The Lifelong Learning Platform (LLL-P) is an umbrella organisation that gathers 41 European civil society organisations active in the field of education, training and youth, based all over Europe and beyond. Currently these networks represent more than 50 000 educational institutions and associations covering all sectors of formal, non-formal and informal learning. Their members reach out to several millions of beneficiaries across Europe. Are you a student or young graduate looking for a placement (traineeship) in the field of lifelong learning and education at European level and an opportunity to enter the “world of work” in the area of project management and communication ? LLL-P is recruiting a team player, able to work within a multicultural environment and willing to be flexible but also able to stick to tight deadlines. A passion for lifelong learning is a big plus. Requirements A post-secondary degree and/or relevant work experience/volunteering in the field of educational sciences and lifelong learning or a degree in social sciences or humanities Strong writing skills; An excellent command of the English language (spoken and written); Very good computer skills and digital literacy; Previous experience in project management or keen interest to work on European projects. The following knowledge and/or skills would be an advantage Knowledge of the European institutions and other target audiences related to education; Experience with communication tools, such as CMSs, Mailchimp, and Social Media; Good knowledge of Adobe Creative (especially InDesign); Additional knowledge of one or more European languages is highly desirable. Terms and conditions Internship for a duration of 6 to 12 months; The successful applicant should ideally start at the beginning of January 2018 ; Must have or apply for Erasmus+ Placement or Stage first through Actiris ; Must be eligible to live and work in Belgium; Monthly local transport costs in Brussels are covered with the possibility of an allowance replacing meal vouchers. Apply by Sunday 26th of November at vacancy@lllplatform.eu with your CV and portfolio (if applicable). Interviews are scheduled for the first half of December. For more details of the terms of contract, including financial support, please contact at vacancy@lllplatform.eu .

This article was written by David Lopez, President of the LLLP, and originally appeared in the magazine Bundesnetzwerk Bürgerschaftliches Engagement. First of all, it is important to clarify different terms: In English volunteering is unique word used for different activities. In France we have two words: Bénévolat and Volontariat. The notion of volontariat is relatively recent. Bénévolat is considered as a not paid activity, freely chosen which is generally organised within a non-profit institution. The better translation in English is volunteerism. Volontariat that we can translate in English as voluntary work defines an activity with a formal commitment (a contract for a limited duration). The volunteer is not salaried but receives compensation. The different statuses of volunteering work are exceptional regarding the labor code. Finally the contract of volunteering work does not imply direct link of subordination. Volontariat (Volunteering work) is in the border of labour market and volunteerism or charity activity (in the UK sense). This specific position creates confusions. In the situation of bad rates of unemployment especially for young people, some politicians or responsible institutions consider volunteering work as a door or even an alternative to jobs, while volunteering organisations consider the role of personal and collective commitment as a pre requisite to enter in volunteering work. Different Voluntary Services in France 1) Animateur Volontaire The oldest voluntary activity in the sense of volunteering work is the activities of social and cultural animation in the summer camps or in what we call centres de vacances, centres de loisirs, accueil de loisirs. L’animateur (organizer, facilitator, animator; different translations are possible.) is one person who commits herself or himself to act in a non-professional educational activity. His or her role is educational and is a kind of civil society commitment to participate freely to children or youth education. During years 1930 to 1980 it was a strong link between formal system of education and leisure and non-formal education. After 1980, the tendency was to professionalize the sector and numerous animateurs used this volunteering work as a springboard into the job. There is still an ambiguity in the sector between professional or volunteering activity. Employers sometimes use the status of these volunteers to respond to a real demand of jobs and of the market. 2) Volunteer International Service Volunteer International Service exists since the years 1950 / 1960. It was an alternative to the military service. Nowadays it is a free choice of around 3000 persons. The control of the activities are under the control of foreign affairs ministry. NGO’s nonprofit are the organizers on the ground. The volunteers receive compensation per month that permits to have a quite decent life in the countries they live in. Social security as well as health services are financed. There are trainings and preparation to the mission as well as a returning debriefing to favor the “re-insertion” of the volunteers in “classical” activities. 3) Service Civique (Civic Service) reated in 2010 le service civique is a volunteering mission from 6 to 12 months in a non-profit, or an official organization (municipality, hospitals, social work organization, etc.). It has not to be a “normal” working position which could be occupied by one worker or employee. The activities occupied by the young volunteer (under 30) have to be of general and social interest. Service civique has a strong impact in the generation aged 18 to 30. It is open to all young people without or with different levels of studies. The government wants to generalize this opportunity to more young people. Reality of Voluntary Services and Contradictions with Labour Market Associations and different civil society representing organizations give a strong value to the role of volunteering in two definitions that I mentioned in the beginning of the article. For different backgrounds some organizations understand the role of volunteering as a completely none paid activity and some others want to push the idea of volunteering work as a way to have a commitment in the society with recognition by a compensation of volunteer’s essential role. The problem of unemployment has an impact on the sense and the objectives of those different voluntary services. They appear as an alternative to employment. The risk is that there is no training or accompanying measures to prepare young people to translate their commitment in a real social and useful action for them and for society. The second risk is that these activities become a sort of compulsory way to be included in the society. Young people have a string impression of social insecurity because of these different ways before entering in society with social and professional autonomy. The third risk is that associations, nonprofit organizations, as well as municipalities, use voluntary services as a subvention and an alternative to real jobs. The tendencies of the sector are in my opinion not very positive. The labor market is not better today, and then the confusions between voluntary services and jobs are still there. For example there is a government project to transform service civique in a universal service for all boys and girls in France. It could be not so long, but for all one generation, using the ancient model of military service. There are a lot of discussions in youth associations and education associations to have a position on that issue. The notion of universal and compulsory is very criticized by some organizations referring to the values of education populaire that means a free and deliberate choice in volunteering activities. The question is on the table of interministerial body (Army, education, youth and sports, etc.). The idea of supporting and recognizing voluntary activities could be an opportunity for the government to reinforce the idea of general interest and to develop civic and civilian reflexes. But because of lack of financing and the lack of a real youth policy that idea is not effective. In that dimension more cooperation between civil society organizations from different countries of European Union could push better projects. For example the negotiation and discussion for future European programs for the campaign starting in 2020 will start on late 2018. European coordination will be a strong positive element.

Teachers and trainers of Tomorrow – 13 potential project leaders are looking for a partnership with you   13 organisations are looking for partners in their European consortium on skills to apply for the upcoming Erasmus+ KA2 Strategic partnership and KA3 Policy reforms calls. If you are interested in an international cooperation and feel like being a potential partner in an innovative project on skills, you can apply for maximum two of the following project ideas until 22 October 2017 (midnight). On 30 October 2017 you will know whether you were selected to participate in the project development workshop. Overview of the 13 project ideas: School Leadership For Learning – Catholic Education Flanders Experience-oriented Education about Refugees – Vluchtelingenwerk Vlaanderen Effective Team Coaching for Resilient Professionals & Entrepreneur – Kajaani University of Applied Sciences (KAMK) ISPET- Improving International School Placement Experience for Teacher Training Students – Ludwigsburg University of Education Training of teachers as inclusive education ambassadors – National Association of Professionals Working with People with Disabilities Music Profile Academy – Novia University of Applied Sciences Three step model for robotics trainers of tomorrow – Satakunta University of Applied Sciences Open Educational Resources for Literacy Trainers – Romanian Institute for Adult Education – IREA Computational thinking in school subjectsocial skills, a missing link for employability – VIA University College Mix it Up, Shake it Up! – Youth for Exchange and Understanding taalCULTuur – University College PXL, department of teacher education Making our literacy education 21st century proof! The use of technology to stimulate reading and writing skills of students at risk in secondary education – Centre for Language and Education KU Leuven Teacher mentoring across contexts: A peer learning opportunity – Faculty of Education – University of Malta Apply as a partner by 22 October 2017 How do you proceed if you want to apply as a potential partner ? Step 1 : Discover the details of each project proposal by clicking on the project title in this overview Step 2 : Select 1 or maximum 2 projects proposals for which you want to apply Step 3 : To apply , click on the link following the title of the project . Step 4 : A small textbox with a weblink opens automatically, click on that link to open the registration form and fill it out. Step 5 : Do not forget to submit your application by clicking on the submit-button below the form. Important notes: Please be well prepared in order to answer questions about your expertise, human and financial commitment to the project, time you need to obtain the formal “go” of your organization, etc. The workshop and lunch are for free but NO compensation is provided for travel costs. Your participation in the project development workshop cannot guarantee a successful outcome for your project*. However, it is an excellent opportunity for organizations to meet potential European partners, which might result in a fruitful and sustainable Erasmus+ or Horizon 2020 project. Due to capacity of the venue, participants will be restricted to maximum 100. To warm up, please join us on 30 November for the evening networking cocktail with the other participants of the project development workshop. More information will be available soon. This event is a co-organisation of Baden-Württemberg , EARLALL , Lifelong Learning Platform , the Liaison Agency Flanders-Europe (vleva) , Central Denmark EU Office , South Denmark European Office , Region Varmland EU Office , and West-Finland European Office . It will take place at Vleva, Avenue de Cortenbergh 71, 1000 Brussels .   Questions? Contact: ReSET PDW Task Force – pdwtaskforce@gmail.com Karen Vandersickel – Liaison agency Flanders-Europe karen.vandersickel@vleva.eu Hanne De Roo – Liaison Agency Flanders-Europe hanne.deroo@vleva.eu Ulrike Conrad – Representation of the State of Baden-Württemberg to the EU ulrike.conrad@bruessel.bwl.de EARLALL earlall@earlall.eu Christa Jakobsson – West Finland European Office christa.jakobsson@westfinland .be Julie Sand Jørgensen – Central Denmark EU Office jsj@centraldenmark.eu Henriette Hansen – South Denmark European Office hha@southdenmark.be Ulla-Alexandra Mattl – Lifelong Learning Platform ulla-alexandra.mattl@lllplatform.eu Ingrid Jansson – Region Värmland European Office ingrid.jansson@regionvarmland.se *Please note that this workshop is a partnering event. The organisation can not guarantee that your project idea will be selected for EU-funding.

This article was written by Ulla-Alexandra Mattl, with the contributions of Pauline Boivin, Andrew Todd and Brikena Xhomaqi as co-authors. It was originally published on the blog of the European Entrepreneurship Hub “I am almost 18 and I have no idea about taxes, rent or insurance. But, I can analyse a poem. In 4 languages.” This tweet by the 17-year-old Naina sparked a debate in 2015 about the relevance of what students are learning in the classroom. Today, this debate is more important than ever if students are to obtain the skills and knowledge needed to be successful in the 21st Century. A different perspective on entrepreneurship education As Europe faces numerous challenges, such as unemployment and the transformation of the world of work, the modernisation of education systems has become a hot topic. Reforms often fail because of strong cultural and structural resistance of traditional systems towards change in teaching methods and learning content. On the other hand, there is growing evidence-based knowledge combined with success stories on innovative ways of teaching and learning. While both aim to foster the ability of learners to thrive in their personal and professional lives, the traditional and modern conceptions differ in their view of what education should teach us and how. The first one is focused on academic knowledge and basic skills (literacy, science), whereas the new approach also covers transversal, so-called “soft skills” (e.g. interpersonal skills, problem solving). Traditional education concepts based on knowledge acquisition and the reproduction model “where there is one classroom, one teacher, one class, and one subject at a time”, are being increasingly questioned. To learn how to entreprendre (French verb for “undertake”) not only means to be able to start a business, but also describes a set of attitudes and aptitudes. Because of that, entrepreneurship education is now widely promoted by the European Union through policy guidance and project funding. In the European reference framework, ‘Entrepreneurship and a sense of initiative’ is considered as one of eight key competences for lifelong learning. Indeed, beside added value in terms of skills and competences, fostering entrepreneurship education contributes to more business creation, innovation and aspirations for self-employment. In this sense, the challenge is trans-sectoral and should be tackled at the EU level through a collaborative approach in the fields of employment, enterprise, research and education (cf. EC, COM, Skills Agenda, 2016). Consequently, schools and educational institutions should re-think the competences and knowledge students need to succeed in work and life as well as the necessary support systems for embracing change in the 21st century. A more balanced learning between ‘knowledge acquisition’ and ‘know-how development’ There is still no broad consensus on the definition of entrepreneurship. The most employed formula defines it as the ability to “turn ideas into action” (COM/EACEA/Eurydice, 2016). To help ensure a better understanding of the concept, an Entrepreneurship Competence framework – ‘EntreComp’ – has been developed at the European level. One of this framework’s main conclusions is that entrepreneurship education consists of blended learning of both “hard/technical” skills and “soft/transversal” skills. It involves a certain attitude (motivation, independence), particular knowledge (broad understanding of the world we live in) and special skills (team player, establishing social activity). It also addresses a way of approaching and solving problems involving creativity and risk-taking, as well as the ability to plan and manage projects. When not aimed at creating a business, positive outcomes are expressed in terms of one’s ability to achieve self-determined goals. Entrepreneurship Education therefore is one particular answer to designing curricula closer to the ‘reality of life’. Teaching entrepreneurship implies moving away from traditional theoretical approaches in favour of a learning-by-doing approach. The closer it gets to real-life experiences, the better the learning results are. That is why many practice examples in education take the form of creating “mini-companies” or company visits. Entrepreneurship education can also take place outside the classroom in non-formal and informal settings, for instance, with volunteering activities and community projects. Lifelong learning entrepreneurship education’s greater value for EU society While aspirations for entrepreneurship seem significant among the young population in comparison to older generations (Eurobarometer survey on entrepreneurship, 2012), disparities remain between EU Member States regarding its integration into education programmes. Some countries have a specific strategy for entrepreneurship education, while others tackle it through a broader strategy on education or economic policies (Eurydice, Entrepreneurship education at school in Europe, 2016). A sound strategy for entrepreneurship education is a strategy embedded in a lifelong learning perspective. Entrepreneurship should be taught from a very early age, and should not only be business-oriented. It is a good opportunity to show how entrepreneurship education can help foster other types of activities, such as social innovation. This ensures broader outcomes, laying the ground for citizens’ empowerment to achieve “personal fulfilment, social inclusion, active citizenship and employability in a knowledge-based society” (cf. COM, 2012). Entrepreneurship education is key to relevant education in Europe, but can only be successful if it integrates cultural, interpersonal and civic competences. In order to be enterprising, these competences are now just as important as knowing finance or management. No one is born an entrepreneur, but there is much evidence that a larger part of the population can become one, if entrepreneurship education is mainstreamed into curricula.

This is it! Earlier this year, President Juncker invited the institutions to be nine times more ambitious! Juncker declarations follow the political will of a consistent increase of the Erasmus+ budget expressed by several heads of State and government of some Member States such as Belgium, France, Italy. Furthermore, during the Rome Summit on the 60th anniversary of the treaty. Civil society organisations could not sit on the bench. We accepted the challenge and, within the Erasmus+ Coalition , we came up with the idea for a campaign asking 10 times more ! During the first phase of the campaign, the Coalition will collect additional statements from key stakeholders and institutions, organisations and individuals in the EU, and will bring them up in the light of a wider range of partners through social media and event communications. In the meanwhile, the Coalition will build evidence on the positive changes that more funding would have on the quality, access, and inclusiveness of the activities for the beneficiaries of the programme. The campaign will be launched in September 2017. The Campaign is coordinated by the Lifelong Learning Platform, the European Youth Forum and Eurodesk . It will run mainly over the internet for the coming months, and it is aimed at positively influencing the outcomes of the next MFF negotiations, due to happen in June 2018. Why 10 times more? More funding can support the following aims: Widening its access for a truly lifelong learning programme : To widen its access to a larger group of beneficiaries from all ages and different education purposes, and to respond to the high demand of smaller organisations and individual citizens that struggle to access and be successful in the current programme. Strengthen its social dimension for better inclusion : To increase Erasmus+ outreach and support to the most vulnerable and marginalised groups, thus addressing the needs of all learners and their diverse backgrounds and aptitudes, including people with disabilities and from disadvantaged socio-economic background. Empowerment of citizens through education : To contribute to societal progress by promoting shared civic values and active citizenship through mobility, volunteering and cooperation projects. Competitiveness and employment : To support the economic growth and employability providing opportunities to acquire and recognise basic and transversal skills, competences and knowledge Quality mobility experience and projects : To improve the quality of learning mobility experiences and transnational partnerships by providing the necessary funding and tools to beneficiaries. Effective management and evaluation : To increase the programme’s flexibility and effectiveness to meet the needs of beneficiaries, while modernising methodologies and processes. Peer Learning, Capacity Building and Exchange : To support cooperation among Member States and education stakeholders that will contribute to the modernisation of education and lifelong learning systems through peer learning and capacity-building facilitating policy reforms in line with Member States’ needs. Cross-sector and multilevel cooperation : To strengthen the support to civil society organisations as intermediaries between the European and grassroots levels as a way to ease citizens’ access to the opportunities offered by the Programme, and to encourage partnerships with other stakeholders active in the field of education, training, youth and sport. Education as a driver for Sustainable Development Goals : To raise awareness and enhance the implementation of the SDGs in Europe using education as the most powerful and proven vehicle for sustainable development thus making lifelong learning a reality for all. Internationalising education and lifelong learning systems : To reinforce the global dimension of the programme and the internationalisation of education institutions and different learning environments in order to build bridges with societies and economies across the globe and therefore being more competitive and resilient in a globalised world. Do you want to learn more about this Campaign, and find the way to be active in it? Check out the brand new website and stay up-to-date on the next steps! If you wish to actively support the Campaign, contact us !