Proposal for a Decision of the European Parliament and of the Council adopting a multi-annual programme (2004-2006) for the effective integration of Information and Communication Technologies (ICT) in education and training systems in Europe (eLearning Programme)
Date: 2002-12-19
Institutions: European Commission
Subjects: EU programme, Internet, education policy, information society, information technology, programmed learning

COMMISSION OF THE EUROPEAN COMMUNITIES

Brussels, 19.12.2002
COM(2002) 751 final

2002/0303 (COD)

Proposal for a

DECISION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

adopting a multi-annual programme (2004-2006) for the effective integration of
Information and Communication Technologies (ICT) in education and training systems
in Europe (eLearning Programme)

(presented by the Commission)

EXPLANATORY MEMORANDUM

1.

INTRODUCTION

Over the last ten years, the spread of the Internet has brought about unprecedented access to a
wealth of information and resources.

Full development of the Internet's potential to improve access to education and training, and
enhance the quality of learning, is key to the building of the European knowledge society. Not
only education, but also social cohesion and the competitiveness of Europe depend more and
more on Europe's ability to adapt its education and training systems in order to realise this
potential.

In the eLearning Action Plan1, “e-learning” was defined as “the use of new multimedia
technologies and the Internet to improve the quality of learning by facilitating access to
resources and services as well as remote exchanges and collaboration”. However, "e-learning"
has become shorthand for a vision in which Information and Communication Technologies
(ICT)-mediated learning is an integral component of education and training systems. In such a
scenario, the ability to use ICT becomes a new form of literacy - "digital literacy". Digital
literacy thus becomes as important as “classic” literacy and numeracy were one hundred years
ago; without it, citizens can neither participate fully in society nor acquire the skills and
knowledge necessary for the 21st century.

In recognition of this, the Lisbon, Stockholm and Barcelona European Councils2 called for
sustained action at Member State and Community levels to integrate ICT in education and
training systems, taking full account of the need to ensure social cohesion.

2.

EU POLICY FOR ICT IN EDUCATION AND TRAINING

The conclusions of the Lisbon Council mark a watershed for European co-operation in
education and training. They place education and training firmly at the top of the EU political
agenda, they call for the adaptation of education and training systems to the knowledge
the effective integration of information and
society, and,
communication technologies. The subsequent Spring Councils of Stockholm, in 2001, and
Barcelona, in 2002, have further developed the Lisbon conclusions, and have confirmed the
importance of improved and effective use of ICT for the European knowledge society.

they call for

in particular,

The eEurope20023 and eEurope20054 Action Plans adopted by these Councils identify
e-learning as a top priority, and fix ambitious objectives for the infrastructure, equipment and
basic training which are pre-requisites for its integration. The eLearning initiative5 further
develops these objectives from an educational point of view, stressing the need for innovative
pedagogical approaches and for ambitious objectives regarding learning quality and easy
access to e-learning resources and services. It also stresses the need for removing other

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COM (2001) 172 final
Lisbon: CS(2000)6557; Stockholm: CS(2001)7001; Barcelona: CS(2002)6856-1
eEurope 2002 COM (2000)783
eEurope 2005 COM (2002)263 final
COM (2000)318 final

2

structural obstacles to innovation , such as organisational and legal barriers, and the way
knowledge and competencies are evaluated and certified.

The Council of Ministers endorsed the eLearning initiative and the importance of ICT for
education and training in its eLearning resolution of 13 July 20016, encouraging the Member
states “to continue their efforts concerning the effective integration of ICT in education and
training systems, as an important part of
the education and training
systems”. This followed the report of the Education Council, entitled “The concrete future
objectives of education and training systems”7, which underlines the importance of ICT in
modern education and training systems, confirming that ICT is “of increasing importance in
open learning environments and virtual teaching”.

the adaptation of

Specific attention has been given to fighting the digital divide. In the context of the
Luxembourg process, the Council called on the Member States to continue “developing
e-learning for all citizens” 8 and in its resolution of 18 October 20019 it encouraged Member
States to take e-learning related measures towards full participation of disadvantaged people
in the knowledge-based society. Annual National Action Plans for Employment report on the
use of ICT for increasing employability and flexibility, and for serving the specific needs of
disadvantaged and “at risk” groups. A large share of the structural funds is devoted to this
task.

These efforts are producing encouraging results. The eEurope benchmarking exercises
“European youth into the digital age” 10 for 2001 and 2002 show that the initial eEurope
targets of connecting all schools to the Internet and of training a sufficient number of teachers
are all but achieved, and that attention must therefore shift to providing a better framework for
e-learning,
integrating ICT into education and training systems, and better quality of
telecommunications infrastructure (broadband).

The European Parliament not only endorsed the eLearning initiative in its Report on
eLearning11, but also proposed a new budget allocation to explore possibilities for innovative
European action in this field. Over the past two years, a number of strategic projects and
studies have been launched with this budget. Results so far point to a positive impact of these
Community actions, and the European Parliament has therefore reiterated its request for a
specific eLearning Programme.

These recent activities build upon past successes. The European Commission started
pioneering actions for the use of new technologies in education some time ago and the general
objectives of European co-operation in this field were already reflected in the 1983 Council
Resolutions12 on measures to introduce new information technologies in education.

The European Commission has also supported the use of new technologies for education
starting with the DELTA
within the successive Research Framework Programmes,
programme13. Under the Information Society Technology Programme, many pilot projects

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10

11

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Council Resolution on eLearning: OJ C204, 20.7.2001, p. 6-7
COM(2001)59 final
COM(2001)669 final "Amended proposal for a Council Decision on Guidelines for Member States'
employment policies for the year 2002"
OJ C292 du 18.10.2001, p 6-8
SEC(2001)1583
A5-152/2001
CS(1983)7469
DELTA – ESPRIT; COM(1987)359 final

3

have been carried on in the field of Flexible Universities; Learning at Work; The Learning
citizen and The School of tomorrow. In the framework of long-term research, specific efforts
have been devoted to anticipate Experimental School Environments (E.S.E.).

The 1996 Education Council Resolution in the area of educational multimedia14 called for the
first time for an integrated approach involving all relevant programmes.

Furthermore, the key EU programmes for education and training, Socrates15 and Leonardo da
Vinci16, both in their second generation, take full account of new technologies. Socrates has a
specific line, Minerva, for Open and Distance Learning (ODL) and educational use of ICT.
This has had a decisive influence in the creation and interconnectivity of European networks
for co-operation at all educational levels. Erasmus and Comenius, the Socrates actions for
Higher Education and Schools, make extensive use of new technologies. For the new Socrates
Grundtvig action, for adult education and lifelong learning, new technologies are seen as just
an everyday tool. Leonardo da Vinci, in particular, has been an innovation-led programme,
and is at the source of a growing number of products, services and networks for enhanced
training, at all levels, and for lifelong learning.

At Member State level, most countries have their own Action Plan for encouraging the use of
ICT in education and training; often involving direct support for local experiments at all
levels of education and training, in particular for teachers' and trainers' training. There is a
rich experience, in some cases reaching already the third or fourth “generation” of policy
documents, based on the evaluation of past efforts and involving wide ranging consultation
with educational practitioners. In all Member States, specific policies for the integration of
ICT in education and training systems are considered necessary.

Under the eLearning initiative, close co-operation has been initiated with Member States in
several fields, such as teacher education, science education, new learning environments, or
virtual universities. This co-operation should be followed up in the context of the new
eLearning Programme, aiming at the joint analysis and exploitation of experience, and at the
identification of good practice and different approaches to issues of common interest.

3.

CHALLENGES AND OPPORTUNITIES

3.1.

Modernising Europe’s education and training systems

3.1.1. Higher education

Universities and higher education institutions are key actors in the production and
dissemination of knowledge, in the development of social, pedagogical and technological
research,
in the training of teachers and trainers, and in the continuous professional
development which is a hallmark of the knowledge society. They are increasingly using
e-learning as a source of added value for their students, and for providing on-campus and off-
campus, flexible, virtual learning through web-based resources. In order to respond to the
changing education market and the challenges posed by global competition, some universities
are entering into strategic partnerships and adopting new business models. The most
successful players to-date, however, remain the well-established and prestigious institutions

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15

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COM(1996)120 final
COM(1994)502 final
COM(1994)215 final

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rather than new global ventures which have largely failed to develop sustainable business
models or maintain high standards of learning. ‘e-learning’ is proving to be a major evolution
rather than a revolution.

At the European level, promising co-operation has been set up in the university context. More
than 700 European universities have been involved in large-scale co-operation projects, and in
an in-depth reflection on the organisation of universities and on pedagogical requirements to
be embedded in the use of new educational approaches and models. Competition may, in
some cases, contradict the political will for co-operation, but bring new funding and research
opportunities for European universities.

Pilot experiments in the field of e-learning (open and distance learning, virtual campuses,
virtual universities, virtual mobility) have also provided good opportunities to rethink
University organisation, curricula or European strategy; to assess the impact of ICT for
interactions amongst teachers and students; to address the opening of universities to new
audiences, and to answer continuous professional development and lifelong learning
requirements. Other pilot projects stressed the potential of high level e-learning services, for
professionals or corporate customers, as a new source of revenues for Universities.

In the field of distance education, representatives of 10 networks, such as the European
Association of Distance Teaching Universities (EADTU) or European Federation for the
Education of the Children of the Occupational Travellers (EFECOT), have joined to form a
“Liaison Committee of the European Open and Distance Learning Networks"17. The
European Association of Universities, bringing together over 500 universities, is a permanent
observer of this “Liaison Committee”.

As a preparation for drafting this eLearning Programme, an e-learning working group was set
up with representatives of traditional and Open Distance Universities. The participants
concluded that a new eLearning Programme should help to clarify the ‘why’ and the ‘how’ to
use ICT in education, and that the focus should be on innovative educational methods and
settings. Virtual campuses and web-based resources can reach out to new students and fulfil
educational requirements which were not properly addressed. The participants recommended
further exploration of the existing experience in European universities, better monitoring and
building on what already exists. The different scenarios for virtual universities must be better
analysed, with a view to possible transfer throughout Europe.

3.1.2.

Schools

In schools we are seeing greater emphasis being placed on the quality of e-learning products
and services, and on the pedagogical context for their use. We are moving beyond questions
of connectivity and infrastructure, to ones associated with content, teacher training and
organisational implications, including new social interactions inside and beyond schools.

As regards the training of teachers and school management, there is now a tendency to focus
less on the ‘e’ of e-learning, and more on the ‘learning’ component of the process. Successful
use of the new content and services depends to a large extent on the quality of teaching and
the commitment of teachers.Where more advanced training is available, teachers find support
to collaborate more closely, to design educational resources, to assess their own teaching, and
to use technology as a tool for enhancing their approach to learning and teaching. In this

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Internet site and links to the 13 member institutions, grouping a majority of European universities:
http:www.odl-liaison.org

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respect, the pedagogical context is very important and more needs to be done to understand
the success factors for good practice.

Promising European co-operation has also been set up in the school context. More than 5000
schools have directly or indirectly participated in actions supported by European education
programmes. Most of the pilot experiments demonstrate that innovation results from the
interaction between three series of parameters : use of ICT, learning approaches, and specific
educational contexts. This poses questions about, for example, the current organisation of
learning space and time at school.

it

Among the promising areas of co-operation,
is worth mentioning the creation and
development of EUN, the European Schoolnet, launched in 1998 for co-operation between the
European Ministries of Education on ICT in education issues, and which involves 23
Ministries of Education throughout Europe. EUN is running a number of important research
projects, a network of innovative schools, and several awareness and communication services.
The EUN portals18 link also to the portals of the participating Ministries of Education, and to
e-learning resources developed by teachers.

Several workshops were held during the preparation of the eLearning programme. They
concluded that it was important to have a better analysis of the process of learning and of the
specific contributions that could be made by ICT in different contexts. More than ever, the
emphasis is now on assessing and understanding the added-value of ICT for learning and
focussing on the learning and communication aspects rather that on the technological ones.
Other workshops, organised in the context of the follow-up of the “Report on the concrete and
future objectives of education and training systems” called for monitoring, evaluation and
peer-reviews of practice and experience in this field of education.

the Barcelona European Summit

the Heads of State and Government asked the
At
Commission to report on the feasibility of school twinning, at a European level. The report19
produced by the Commission, provides details on the benefits of using ICT for supporting
virtual and physical mobility, and for achieving the objective that all young Europeans, during
their time at school, participate together with their teachers in an educational project with
pupils and teachers in other European countries. This opportunity could be a decisive
milestone for fostering the European dimension of education, and the awareness by young
people of the multilingual and multicultural European model of society. Internet-based e-
learning communities can contribute to improving language learning, intercultural dialogue
and mutual understanding.

3.1.3.

Learning at work

In the work place, emphasis has been placed on cost savings and on flexible, just-in-time
education and training, which is integrated into the worker’s environment. In a context where
new skills and competencies have to be upgraded for rapidly changing business and labour-
market needs, e-learning is proving to be very popular as a cost-effective solution (e.g. up to
60% of the training needs of key players in the ICT sector is now provided by e-learning).
“Corporate universities” are amongst the most advanced players in this field, especially in the
Information Technology sector. There seem to be obvious advantages for SMEs to use such
methods, as they cannot afford the costs and time involved in staff training. However, further

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www.eun.org and schoolnet.eun.org
Twinning report: COM(2002)283/F-1

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effort is required to allow small companies to understand, shape and use e-learning tools and
methods according to their own requirements.

e-learning offers particular advantages when it comes to keeping information and course
contents up-to-date with respect to rapidly changing business, environmental and regulatory
needs. For example, an e-learning course offering support to craftsmen working in small
foundries can be rapidly updated to reflect changes in regulation concerning the use of
chemicals in the work place.

The communication on the e-Economy20 emphasises the urgent need to tackle the ICT and e-
business skills shortages and, in this context, to promote the development of e-learning
solutions. The e-Skills Summit also called for greater investment
in lifelong learning
supported by e-learning21.

There is a growing demand for individuals to take greater responsibility and control of their
own learning. Employers are moving from a system of centrally delivered standardised
training, to one in which they invest in the self learning of their employees. E-learning
facilitates this process of empowering the learner to match his or her own needs for personal
development with those of the rapidly changing work environment. As such, e-learning
contributes positively to the development of human capital and to an improvement in the
quality of work22

3.2.

The emerging paradigm of lifelong learning

The communication from the Commission ‘Making a European Area of Lifelong Learning a
Reality’23, as well as the Commission staff working document and the Council Resolution on
-
Inclusion)24, identify e-learning as one important
e-Inclusion in the knowledge society (e
means for their implementation.

Working groups in these fields point to a growing need for information and guidance on e-
learning methods and resources, and for public Internet access points. These should be
institutions, other public institutions, and in other easily
provided in libraries, cultural
accessible places, with a user-oriented approach. Local and regional authorities have a key
role to play here. There is also an urgent need for public policy as a driving force for fostering
motivation for learning and valuing of learning.

In order to enhance the contribution which e-learning resources can make to the learning
process, it is important to ensure that e-learning products and methods are able to take into
account individual needs and learning-styles, and that they are not based on a "one size fits
all" philosophy, in which learners are seen as standardised "units".

If e-learning is to be able to contribute effectively to the essential objective of ‘Making a
European Area of Lifelong Learning a Reality’, teachers and trainers will have a vital role to
play not only in the use of e-learning resources, but in their development, by providing views,
feedback and advice to the producers of these materials both on their quality and on their

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COM(2001)711 final (29.11.2001)
European e-Skills Summit Declaration, 16-18 October 2002, Copenhagen, Final Draft
COM(2001)313 final of 20.6.2001, Communication of the Commission to the Council, the European
Parliament, the Economic and Social Committee and the Committee of the Regions Employment and
social policies: a framework for investing in quality
COM(2001)678 final
SEC(2001)1428 (18.9.2001)

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flexibility to answer different needs. Moreover, e-learning products and services should take
responsibility and
into account personal
participation in the lifelong learning process.

learning styles and help foster

individual

3.3.

Public-private partnerships

The need for lifelong education and training opportunities requires in turn new models of
provision and funding of learning resources. The Lisbon Council calls, for example, for the
creation of databases on learning opportunities linked to databases on job opportunities. It
also calls on the social responsibility of enterprises for collaboration in the fulfilment of these
new demands, which result largely in the development of the key asset for them: a well-
educated work force. The Committee of Regions has emphasised that local and regional
authorities, Non Governmental Organisations (NGOs) and social partners should be involved
in public-private partnership, as grass-roots players have a major role for implementing
learning objectives.

Promising co-operation was initiated at the eLearning Summit25 on 10-11 May 2001, which
fostered successful partnerships between public authorities and ICT, e-learning and media
companies. As a result, in April 2002, the eLearning Industry Group (eLIG), an autonomous
working group, was created by industry. The group will work with the European Commission,
national governments and academia to undertake innovative projects to promote e-learning
deployment in Europe.

The eLIG26 will provide advice to the European Commission and national governments across
Europe in areas such as ICT infrastructure, open standards that facilitate the exchange of
e-learning content, development of a sustainable market
for e-learning content and
development of crucial professional and personal skills. It has chosen to pursue four projects
for the development of e-learning in Europe, which correspond with the general priorities set
up under the European research and education programmes. These are: connectivity; open
standards for e-learning; professional development of teachers and trainers; and European
platforms for distribution and exchange of e-learning contents.

3.4.

Quality contents and services

the
Information and communication technologies (ICT) offer significant potential
improvement of education and training. They support learning processes, through enhanced
communication, discovery, simulation, exploration, problem solving, etc. The programme
will pay special attention to understanding the specific contributions that can be made by ICT
in these different contexts, and creating an environment that is conducive to developing
quality e-learning contents and services. New learning methods may involve radical changes
in the definition of contents and subjects to be explored, in the aptitudes - that one may learn
through the different media - as well as in the cognitive mechanisms that are brought into play
in the approach of different subjects.

for

Many early attempts at e-learning were unsuccessful as they did not consider well enough the
needs of the learner and the nature of what is to be learnt. They often isolated the learner,
providing little or no opportunity for social interaction. They dictated the way people learn,

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European eLearning summit Declaration Final 18-5 (La Hulpe, 10-11.5.2001)
The founding members and core partners of the eLIG are 3Com, Accenture, Apple, BT, Cisco,
Digitalbrain, IBM, Intel, Line Communications, NIIT, Nokia, Online Courseware Factory, Sanoma
WSOY, Sun Microsystems and Vivendi Universal Publishing

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with little flexibility and no possibility to adapt to the needs of the individual learner.
However, thanks to our increased understanding of e-learning (how and when it should be
used) and the continuing advances in technology (noticeably the opportunities offered by the
Internet) e-learning is starting to show real benefits. There are increased opportunities for
learners to interact with each other - face to face and at a distance – in combining traditional
education and innovative educational pathways.

Essential to this ‘blended’, flexible approach to providing e-learning, is the requirement for
new approaches to contents and services.

Whereas the Commission cannot itself get involved in the production of content and in the
implementation of new services, it can do much to create the right conditions for sustainable
markets and public investments. In particular, it should take into account the issues that are
related to intellectual property rights, copyright agreements, new distribution methods, the
promotion of internationally accepted standards and open software.

As regards the global market for e-learning products and services, it is expected to grow
strongly in the forthcoming years, providing both a challenge and an opportunity to European
education systems and to related economic sectors such as multimedia publishing. However,
recent downturns in the ICT sector and consolidations in the market for e-learning products
have shown that the transition may not be as quick or as smooth as originally expected. This
also provides a window of opportunity for the European multimedia sector to catch up. There
is a need to understand and address the factors for securing the quality educational outcomes
which should result from public and private investments.

3.5.

Fighting the digital divide

The development of the knowledge society and economy carries the risk of a new kind of
social disadvantage: the digital divide. Not having easy access to the Internet, or not being
able to use ICT tools confidently, is becoming a barrier to social integration and personal
development. In a few years, for example, a majority of jobs in industry and services have
come to require the use of ICT-based tools. e-Government allows citizens a much easier and
user-friendly access to public administration. The same can be said for e-health services. But
what is progress for some can become an additional obstacle for others. This is often the case
for people and groups who are already victims of other forms of social exclusion.

An important step in fighting the digital divide falls within the remit of education; it is the
promotion of digital literacy. The whole scope of digital literacy needs to be addressed, taking
into account the many facets of how the use of the Internet and electronic devices can become
part of everyday practices. On the one hand, the use of the Internet presupposes sound
proficiency in the mother tongue and other languages, and other basic skills. On the other
hand, a whole range of new competences are required: media competences; creating,
producing and using new digital services; designing new educational objects and games.
European countries should address the full range of proficiencies that are required and revisit
the teaching of basic educational skills. Only then can the Internet serve as a stimulus to
learning by extending the physical boundaries of the classroom through access to information
and communication environments.

The Lisbon Council Conclusions, the political brief for the development of the European
knowledge society, stress the importance of a socially cohesive approach, aimed at preventing
the digital divide. Community action on this front is largely implemented via the Structural
Funds. The European Regional Development Fund finances Regional Information Society

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Initiatives and Innovative Actions, many of which have important education and training
components. The Social Fund addresses the needs of less favoured categories of users, in
particular of the unemployed, or those whose employment is at risk ; of those living in
isolated regions or in deprived areas; of those having special needs or problems. The
experience gained through these actions should be exploited for the benefit of other regions
and users by facilitating the exchange of good practices and establishing links with the wider
education and training policy.

4.

THE NEED FOR SPECIFIC ACTION

The above overview illustrates the importance of meeting the e-learning challenges we face.

The range of existing Community instruments and programmes relevant for the development
of e-learning is large, ranging from regional policy or telecommunications policy to advanced
technological research or IPR (intellectual property rights regulation), not
to mention
education and training programmes. Yet, in spite of their potential synergy, these actions are
often unconnected and their results are often not widely known. The eLearning Action Plan's
objective of providing greater visibility and coherence was intended to address precisely these
problems.

This proposal to further develop the Action Plan into a Programme aims at complementing its
monitoring and co-ordinating actions with a selected set of targeted strategic actions on high
priority areas. These actions should produce a better understanding of the real impact of ICT
and Internet in these priority areas and of the real problems and opportunities that ICT brings
to them, as well as identify the key factors for successful use of ICT and how to implement
them. These actions should also result in a better structuring of European co-operation in the
said areas, foster the development of e-learning methods, contents and services, and stimulate
co-operation and debate.

The nature of the proposed actions is such that they cross the traditional borders of school
education, higher education, vocational training and adult learning. Indeed, with e-learning a
whole new range of partnerships becomes practicable: public-public, public-private and
private-private. For example, schools are called on to work more closely with universities and
other sources of knowledge – museums, cultural centres, factories, hospitals, libraries, etc;
universities and vocational training centres are able to co-operate with industry to offer virtual
apprenticeships and more context related learning; SMEs are called on to work together with
local or regional administrations and industry associations on common training needs.

Whereas the current education and training programmes of Socrates and Leonardo da Vinci
are already supporting use of new technologies in the education and training sectors
respectively, the full advantages of e-learning may only be realised in a programme which
transcends the boundaries of education and training, in a true lifelong learning perspective. In
addition, a new programme would offer the possibility to try out new, more flexible modes of
operation, which are more in keeping with the innovative nature of e-learning.

5.

PRIORITIES AND OBJECTIVES

It is proposed that a financial support programme be adopted with the overall objective of
improving the quality and accessibility of European education and training systems through
the effective integration of new technologies (e-learning), supporting and complementing the
actions of Member States in this field. This programme should contribute substantially to the

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Lisbon strategy. In the context of severe budgetary restraints, a choice of priority areas for the
eLearning programme must be made. The choice follows a series of consultations that took
place with European education networks, working groups and experts and builds on the
experience gained in the Action Plan. The four priority areas proposed are given below,
together with the objectives for each priority. The eLearning Programme aims to address each
of these four areas in a coherent and consistent way, providing relevant information for policy
making, facilitating exchange of experience and good practice, and building on Europe’s
valuable e-learning resources.:

– Fighting the digital divide. Actions in this area will address the contribution of
ICT for learning, in particular for those who -due to their geographical location,
social situation or special needs- are not able to benefit
from traditional
educational and training provisions. The objective is to foster awareness and
understanding of how ICT can aid these less privileged groups to acquire basic
educational skills and new competences that are needed for the knowledge
society. It will identify good examples and build synergies between the many
national and European projects which address these target groups.

– Universities and higher education institutions. The priority here is better
integration of the virtual dimension in physical mobility, quality assurance and the
mutual recognition schemes of the Bologna Process. The objective is to encourage
the development of new organisational models for European universities (virtual
campus) and for European exchange and sharing schemes (virtual mobility),
building on existing European co-operation frameworks (Erasmus programme,
Bologna process), and providing an “e-learning dimension” to their operational
tools (ECTS, European Masters ; quality assurance ; mobility).

– School twinning via the Internet. This priority shall implement a request of the
Barcelona European Council, which identified school twinning is an opportunity
for young people to learn and practice ICT skills, as well as promoting awareness
of the multilingual and multicultural European model of society. The objective is
to strengthen and develop schools networking, in particular via an European-wide
school-twinning scheme which should make it possible for all European schools
to build pedagogical partnerships with a school elsewhere in Europe, fostering
language learning and intercultural dialogue.

– Transversal actions for the promotion of e-learning in Europe, building on the
monitoring of the eLearning Action Plan. The objectives are the dissemination,
promotion and take-up of good practice and products from the many projects and
programmes which have been funded at the European level or by Member States
and to reinforce co-operation between the various actors involved, in particular by
fostering public-private partnerships.

In order to achieve its objectives, the programme will finance the following types of actions:

– A strategic set of actions related to each of the above objectives, such as, for
example, analysis of results and exchange of European experience in the provision
of polyvalent public learning centres ; specific « e-learning developments » for
university co-operation agreements under Erasmus ; a regional network for
support and pedagogical guidance of school-twinning ;

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– A strategic set of actions aimed at the systematic identification, analysis and
exchange of good practice through focused workshops, seminars, studies, reports,
etc supported by a European “virtual
infrastructure” for co-operation and
exchange (such as, for example, the eLearning European portal) ;

– Design and development of monitoring, analysis and forecasting tools for
e-learning in Europe, including the funding of specific surveys, studies and
intelligence gathering activities on the real use of e-learning in the different
educational contexts, and the co-operation with existing international projects
(such as, for example PISA-OECD) ;

– Design of a virtual structure for

the provision of meaningful and timely
information on e-learning in Europe, for academy, industry and policy-making
needs, building on the above, and in co-operation with Eurostat, the European
Investment Bank, and OECD ;

– Monitoring of the eLearning Action Plan ; clustering of relevant e-learning
projects from the education, training, research and other relevant programmes,
and of the Structural Funds with a view to effective synergy and to reaching the
« critical mass » required for take-up by education and training systems ; and
building on them, where appropriate, new co-operation platforms open to all
interested education stakeholders ;

– Targeted events (conferences, seminars, workshops, etc) to promote awareness of
the eLearning Programme actions, co-operation between interested parties and
Member States, and the effective transfer of public domain e-learning methods,
contents and services.

12

2002/0303 (COD)

Proposal for a

DECISION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

adopting a multi-annual programme (2004-2006) for the effective integration of
Information and Communication Technologies (ICT) in education and training systems
in Europe (eLearning Programme)

(Text with EEA relevance)

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION,

Having regard to the Treaty establishing the European Community, and in particular Article
149(4) and Article 150(4) thereof,

Having regard to the proposal from the Commission27,

Having regard to the opinion of the European Economic and Social Committee28,

Having regard to the opinion of the Committee for the Regions29,

Acting in accordance with the procedure laid down in Article 251 of the Treaty,

Whereas:

(1)

(2)

(3)

27

28

29

30

31

The objectives of the education and training programmes Socrates30 and Leonardo da
Vinci31 include the development of open and distance learning, and the use of
information and communication technologies.

The conclusions of the European Council meeting held in Lisbon on 23 and
24 March 2000 ("the Lisbon Council"), emphasised the need for adaptation of
European education and training systems to the needs of the knowledge economy, and
declared the promotion of new basic skills, in particular in information technologies,
as one of the three main components of this new approach.

The conclusions of the Lisbon Council call for investment in people and stress the
need to ensure that the emergence of this new economy does not compound existing
social problems of unemployment, social exclusion and poverty. The conclusions call
for the promotion of digital literacy throughout the Union.

OJ C […], […], p. […]
OJ C […], […], p. […]
OJ C […], […], p. […]
Decision 253/2000/EC of 24 January 2000, OJ L28, 3.2.2000, p. 1-15
Decision 382/1999/EC of 26 April 1999, OJ L146, 11.6.1999, p. 33-47

13

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(11)

32

33

34

35

36

37

38

39

40

41

The Action Plan eEurope 200232, developing the Lisbon strategy, presented the
eLearning initiative as its educational component, and fixed a series of ambitious
targets, inter alia, for connecting schools to Internet and for providing the necessary
training to a sufficient number of teachers. The Action Plan eEurope 200533 further
identifies eLearning as an important policy measure.

The initiative “eLearning: designing tomorrow’s education”34, launched in May 2000
by the Commission in response to the Lisbon Council was endorsed by the European
Council at its meeting in Feira in June 2000. At its meeting in Stockholm in March
2001, the European Council noted the positive results of the initiative.

The "eLearning Action Plan”35 developed the four action lines of the eLearning
training, European quality contents and
initiative (infrastructures and equipment,
services and co-operation at all levels) in ten key actions, bringing together the diverse
Community programmes and instruments,
increased coherence and synergy
between them and for enhanced accessibility to users.

for

The European Parliament adopted resolutions on both communications36 recognising
that the eLearning initiative is helping to strengthen the idea of a ‘single European
educational area’, which complements the European research area and the European
single market, and calling for it to be developed independently under a new specific
programme, with a clear legal basis, avoiding duplication with existing programmes
and providing more visibility and added value to Community action.

The European Parliament37 the Economic and Social Committee38 and the Committee
of the Regions39 adopted positive opinions on the eLearning initiative.

The Council Resolution of 13 July 2001 on e-learning40 endorses the above, and calls
upon the Commission to continue and intensify its actions in this field.

The Commission adopted, on 21 November 2001, the Communication "Making a
European area of lifelong learning a reality"41, signalling the potential of e-learning for
enabling and managing new educational opportunities to this end.

There is a need to address the problem of social exclusion resulting from the inability
of some individuals to take full advantage of the benefits offered by Information and
Communication Technologies (ICT) and the Internet in the knowledge society, the so-
called "digital divide", which often affects young people and social categories who are
already victims of other forms of exclusion. e-learning has the potential to strengthen
social cohesion and to avoid the risks of increased social exclusion.

COM(2000)330 final
COM(2002)263 final
COM(2000)318 final
COM(2001)172 final
COM(2000)318 - C5-0741/2000 and COM(2001) 172 - C5-0151/201 - 2000/23337 (COS)
Final A5-152/2001, 27 April 2001
OJ C36, 8.2.2002, p. 63-71.
OJ C144, 16.5.2001, p.34-37.
OJ C 204, 20.7.2001, p. 3-5.
COM (2001)678 final.

14

(12) Close attention should be paid to gender differences in the use of e-learning and the

promotion of equal opportunities in this field.

(13)

(14)

(15)

(16)

(17)

(18)

(19)

42

43

44

e-learning has the potential to help the Union respond to the challenges of the
knowledge society, to improve the quality of learning, to facilitate access to learning
resources, to address specific needs, in particular for handicapped people, and to bring
about more effective and efficient learning and training at the workplace, in particular
in small and medium sized enterprises.

The need for a European dimension in higher education was identified in the Bologna
Declaration, signed by 29 European Ministers for Education on 19 June 1999, together
with the importance of developing an e-learning dimension in this context,
in
particular with regard to the development of curricula, mutual recognition systems,
quality assurance, mobility programmes, and integrated study, training and research
programmes, for teachers, researchers and administrative staff.

The conclusions of the European Council meeting held in Barcelona in March 2002
called for a European-wide school-twinning action, and were followed by the
Commission Report on school twinnings via Internet42, presented to the European
Council at its meeting in Seville.

There is a need for European quality services and contents for education and training
which are multilingual, multicultural and affordable for education and training
is also necessary to develop a vibrant private and public European
systems. It
marketplace43 and to facilitate public access to multimedia for learning purposes.

In order to reinforce the added value of Community action it is necessary to ensure
coherence and complementarity between the actions implemented in the framework of
this Decision and other relevant Community policies, instruments and actions, in
particular
the sixth
the Information Society Technologies thematic priority of
framework programme for research44.

The candidate countries for accession to the European Union and EFTA-EEA states
should be able to participate in the programme. Experts and educational institutions
from other third countries should be able to participate in the exchange of experience
in the framework of existing co-operation with these third countries.

This programme should be regularly monitored and evaluated in co-operation between
readjustments,
the Commission and the Member States in order to allow for
particularly in the priorities for implementing the measures. The evaluation should
include an external evaluation to be conducted by independent, impartial bodies.

COM (2002)283 F-1
Council Decision 2001/48/EC adopting a Multi-annual Community programme to stimulate the
development and use of European digital content on the global networks and to promote the linguistic
diversity in the information society, OJ L14, 18.1.2001, p.32
Decision 1513/2002/EC of the European Parliament and of the Council of 27 June 2002 concerning the
sixth framework programme of the European Community for research, technological development and
demonstration activities, contribution to the creation of the European Research Area and to innovation
(2002 to 2006), OJ L232, 29.8.2002, p. 1

15

(20)

Since the objective of the proposed action, namely the promotion of European co-
operation to improve the quality of and accessibility to education and training
dimension by an effective use of e-learning, cannot be sufficiently achieved by the
Member States because of the transnational dimension of the actions and measures
necessary, the Community may adopt measures, in accordance with the principle of
subsidiarity as set out in Article 5 of the Treaty. In accordance with the principle of
proportionality, as set out in that Article, this Decision does not go beyond what is
necessary in order to achieve those objectives;

(21)

This Decision establishes a financial framework for the entire duration of the
programme which is to be the principal point of reference for the budgetary authority,
within the meaning of point 33 of the Interinstitutional Agreement of 6 May 1999
between the European Parliament, the Council and the Commission, on budgetary
discipline and improvement of the budgetary procedure;

(22)

The measures necessary for the implementation of this Decision should be adopted in
accordance with Council Decision 1999/468/EC of 28 June 1999 laying down the
procedures for the exercise of implementing powers conferred on the Commission45,

HAVE DECIDED AS FOLLOWS:

1.

2.

1.

Article 1

Establishment of the programme

This Decision establishes the eLearning Programme, a multi-annual programme for
the improvement of the quality and accessibility of European education and training
systems through the effective use of information and communication technologies,
hereafter referred to as “the programme”

This programme shall be implemented over a period starting on 1 January 2004 and
ending on 31 December 2006.

Article 2

Objectives of the programme

The overall objective of the programme is to promote and facilitate the effective use
of information and communication technologies in European education and training
systems, as a contribution to a quality education and an essential element of their
adaptation to the needs of the knowledge society and of the European model of social
cohesion.

2.

The specific objectives of the programme are:

(a)

to explore and to promote ways and means of using e-learning for
strengthening social cohesion and personal development, fostering intercultural
dialogue, and fighting the digital divide;

45

OJ L 184, 17.7.1999, p. 23

16

(b)

(c)

(d)

(e)

to promote and develop the use of e-learning as an enabling factor for the
implementation of the lifelong learning paradigm in Europe;

to exploit the potential of e-learning for enhancing the European dimension in
education;

to facilitate a more structured co-operation in the field of e-learning between
the diverse Community programmes and instruments and Member States
actions;

to provide mechanisms for encouraging improvement of quality of products
and services as well as for their effective dissemination and for exchange of
good practice.

Article 3

Areas of intervention of the Programme

1.

The objectives of the programme shall be pursued in the following areas of
intervention, in accordance with the action lines described in the Annex:

(a)

fighting the digital divide: Actions in this area will address the contribution of
in particular for those who -due to their geographical
ICT for learning,
from
location, social situation or special needs- are not able to benefit
traditional educational and training provisions. They will
identify good
examples and build synergies between the many national and European
projects which address these target groups. Guidance in this field will be
provided through studies and a High Level Group of experts;

(b) European virtual campuses: Actions in this area will address a better
integration of the virtual dimension in Higher Education. The objective is to
encourage the development of new organisational models for European virtual
universities (virtual campus) and for European exchange and sharing schemes
(virtual mobility), building on existing European co-operation frameworks
(Erasmus programme, Bologna process), and providing an “e-learning
dimension” to their operational
tools (ECTS, European Masters ; quality
assurance ; mobility);

(c)

(d)

e-twinning European schools: Actions in this area will strengthen and
develop schools networking,
in particular via an European-wide school-
twinning scheme which should make it possible for all European schools to
build pedagogical partnerships with a school elsewhere in Europe, fostering
language learning and intercultural dialogue, and promoting awareness of the
multilingual and multicultural European model of society;

transversal actions: Actions in this area will address the promotion of
e-learning in Europe, building on the monitoring of the eLearning Action
Plan. The objectives are the dissemination, promotion and take-up of good
practices and products from the many projects and programmes which have
been funded at the European level or by Member States and to reinforce co-
operation between the various actors involved,
in particular by fostering
public-private partnerships.

17

2.

These actions shall be realised in accordance with the procedures set out in the
Annex, and through the following approaches, which may be combined where
appropriate:

(a)

(b)

(c)

support for strategic pilot projects, with potential for significant impact, and
clear prospects for long-term sustainability;

support for the development of research, analysis and monitoring of methods,
tools, practice and trends in the design and use of ‘e-learning’ models for
education and training;

support for strategic actions by European networks and partnerships designed
to foster innovation, quality in the design and use of products and services,
based on the relevant use of Information and Communication Technologies
(ICT) for education and training;

(d)

support for European platforms for dissemination, co-operation and exchange
of good practice

(e)

technical and administrative assistance.

Article 4

Implementation of the programme and co-operation with the Member States

1.

The Commission shall:

(a)

(b)

(c)

ensure the implementation of
programme in conformity with the Annex;

the Community actions covered by this

seek synergies with other Community programmes and actions in the field of
education, research, social policy and regional development;

foster and facilitate co-operation with international organisations developing
activities in the field of e-learning

2.

The Member States shall :

(a)

(b)

take the necessary steps to ensure close co-operation with the Commission;
particularly as regards relevant information about e-learning use and practice;

take steps
programmes are achieved at Member State level.

to ensure that potential

synergies with other Community

Article 5

Implementing measures

1.

The following measures necessary for the implementation of this Decision shall be
adopted in accordance with the management procedure referred to in Article 6(2) :

18

(a)

(b)

(c)

the annual plan of work, including priorities, and the selection criteria and
procedures;

the annual budget and the breakdown of funds among the different actions of
the programme, in accordance with Articles 9 and 10;

the measures for monitoring and evaluating the programme and for the
dissemination and transfer of results.

All other measures necessary for the implementation of this Decision shall be
adopted in accordance with the advisory procedure referred to in Article 6(3).

Article 6

Committee

The Commission shall be assisted by a Committee composed of representatives of
the Member States and chaired by the representative of the Commission.

Where reference is made to this paragraph, Articles 4 and 7 of Decision
1999/468/EC shall apply, having regard to the provisions of Article 8 thereof.

The period laid down in Article 4(3) of Decision 1999/468/EC shall be set at two
months.

Where reference is made to this paragraph, Articles 3 and 7 of Decision
1999/468/EC shall apply, having regard to the provisions of Article 8 thereof.

The Committee shall adopt its rules of procedure.

2.

1.

2.

3.

4.

Co-operation with other programme committees and information on other Community
initiatives

Article 7

1.

2.

1.

To ensure the consistency of this programme with other measures referred to in
Article 8, the Commission shall keep the Committee regularly informed about
Community initiatives taken in the fields of education, training and youth, including
co-operation with international organisations.

The Commission shall ensure that
programme is regularly communicated to other related programme committees.

information concerning the execution of the

Article 8

Consistency and complementarity

in co-operation with the Member States, ensure overall
The Commission shall,
consistency and complementarity of the programme with other relevant Community
policies,
in particular with the education and training
programmes Socrates, Leonardo da Vinci and Youth.

instruments and actions,

19

2.

1.

2.

The Commission shall ensure efficient linkage and, where appropriate, co-ordinated
actions, between this programme and the programmes and actions in the area of new
technologies for education and training, in particular with the relevant actions for
research,
technological development and demonstration activities under the 6th
Framework Programme46.

Article 9

Funding

The financial framework for the implementation of the programme for the period
specified in Article 1 shall be EUR 36 million.

Annual appropriations shall be authorised by the budgetary authority within the limit
of the financial perspective.

Article 10

Budget distribution

1.

Budgetary distribution between the actions shall be as follows:

(a)

e-learning for fighting the digital divide: around 25% of total budget

(b) European virtual campuses: around 30% of total budget

(c)

E-twinning European schools: around 25% of total budget

(d) Transversal actions and monitoring of e-learning: around 10% of total budget

(e)

Technical and administrative assistance: around 10% of total budget

Article 11

Participation of EFTA-EEA States, and candidate countries for accession to the
European Union

The conditions and modalities for the participation of EFTA States which are members of the
EEA and countries candidate for accession to the European Union in this programme shall be
established in accordance with the relevant provisions of the instruments governing the
relations between the European Community and these countries.

46

OJ L 232, 29.8.2002, p.1

20

Article 12

Co-operation with third countries

On the initiative of the Commission, experts from third countries other than those referred to
in Article 11 may be invited to participate in conferences and meetings with the exception of
meetings of the Committee.

The funds allocated for the reimbursement of travel and subsistence expenses, under the
applicable Commission regulations, should not exceed 0.02% of the programme's total
budget.

1.

2.

3.

Article 13

Monitoring and evaluation

The Commission shall regularly monitor the programme in co-operation with the
Member States. The results of the monitoring and evaluation process shall be utilised
when implementing the programme.

This monitoring shall include the reports referred to in paragraph 3a) and specific
activities.

The Commission shall ensure external evaluation of the programme, both mid-term
and at the moment of its completion. This evaluation is intended to assess the
relevance, effectiveness and impact of the different actions, and it shall also consider
the overall impact of the programme. Special attention shall be paid to social
cohesion issues and to equal opportunities issues.

This evaluation shall also examine the complementarity between action under the
programme and that pursued under other relevant Community policies, instruments
and actions.

The Commission shall submit
Economic and Social Committee and the Committee of the Regions:

to the European Parliament,

the Council,

the

(a)

an interim evaluation report on the results achieved and on the qualitative
aspects of the implementation of this programme up to 30 June 2005, before
the end of 2005;

(b)

an ex-post evaluation report by 31 December 2007.

21

Article 14

Entry into force

This Decision shall enter into force on the twentieth day following that of its publication in
the Official Journal of the European Communities.

Done at Brussels,

For the European Parliament
The President

For the Council
The President

22

ANNEX

1. ACTION LINES

The action lines are a means to implement the general objective of the programme: to foster
the development and appropriate use of e-learning in Europe, and to accompany Member
States efforts in this field. They are structured according to the four areas of intervention of
the programme.

1.1. Action Line 1“e-learning for fighting the digital divide”

This action covers the use of e-learning to address problems associated with the digital divide;
a new or additional form of social exclusion resulting from the inability of some individuals
to take full advantage of the benefits offered by ICT and the Internet in the knowledge
society. Action in this field must cover both conceptual and practical issues, from the
understanding of digital literacy to identification of remedial actions for specific target
groups.

a)

b)

Understanding digital literacy. Digital literacy is one of the essential skills and
competencies needed to take an active part in the knowledge society and the new
media culture. Digital literacy also relates to Media Literacy and Social Competency,
as they have in common objectives like active citizenship and responsible use of
ICTs. This action should foster awareness and understanding of these essential skills
and competencies, and of how ICT can aid their acquisition in a lifelong learning
context. This reflection should address the different ways and levels that ICT may be
used for learning, working, citizenship and personal fulfilment. It will work via the:

• Creation of a network of high level experts, who will provide guidance and

advice to this action, and to selection of projects under it.

• Funding of targeted seminars, workshops, reports and surveys.

Identification and dissemination of good practice in the use of e-learning to fight
the digital divide. This action should provide relevant information on the use of
different e-learning models, via assessment and documentation of good case studies
with particular emphasis on:

• Improving access to learning resources for those who have no easy access to ICT,
for example, via public access centres equipped with e-learning resources and
providing guidance and assistance whenever necessary;

• Addressing the needs of young learners, in particular those who are increasingly
at the margins of society such as school drop-outs or disadvantages immigrants.

• Addressing cognitive and didactic approach differences, and different learning
styles. Under this point, attention will be paid to the different needs and attitudes
of men and women in the use of new media, in view to ensuring gender equality;

• Addressing specific needs,

for example,

those of hospitalised children or

handicapped users;

23

• The educational use of general access media, such as television, at home and in

resource centres, developing the new possibilities of digital media;

• The development of new tools and educational content for young people, such as ,

for example, using interactive game approaches;

• The development of new tools and educational services for general needs such as

education for citizenship or intercultural dialogue;

• The development of new tools and services for motivating and helping adults in
re-skilling for the knowledge society, building upon the work being carried out by
Members States in the context of the eEurope2005 Action Plan;

c)

Awareness and information actions via European networks in this field. This
line will support actions against the digital divide carried out by European networks,
associations, public authorities, public-private partnerships, or any other form of co-
operation. It will supporting contacts and exchange of good practice between them,
including whenever appropriate support
to the creation of new networks, for
example, of European projects under the different community programmes.

1.2. Action Line 2: "European virtual Campuses"

This action line aims at providing an “e-learning dimension” to European initiatives in the
field of Higher Education. It will contribute to the creation of a European Area of Higher
Education, and it will, in particular, build on the Bologna Process.

a)

Support of the Bologna process. This action aims at developing the “e-learning
aspects” of the different components of the Bologna process, and in particular those
concerning:

• virtual mobility as a complement and reinforcement for physical mobility (virtual

ERASMUS);

• recognition and validation schemes (ECTS) for e-learning courses;

• information and guidance services, or any other synergies between virtual and

traditional models between universities involved in this process.

These projects should be based on institutional agreements, whenever possible
extending or complementing existing co-operation agreements in the context of the
Erasmus or Erasmus World programmes.

b)

Trans-national virtual campuses. The programme could support a limited number
of strategic projects to be proposed by higher educational establishments from, at
least, three Member States. Co-operation models for e-learning should be developed
in the following areas:

• design of trans-national education and training degrees by several universities,

including standard agreements for academic recognition;

• large scale experiments of virtual mobility in addition to physical mobility;

24

• development of innovative dual mode curricula - based on both traditional and on-

line learning methods;

c)

European e-learning models for Higher Education. These projects should develop
new models for co-operation between European Higher Education institutions, in
particular addressing:

• the role of virtual universities in the provision of continuous training and
professional development, and in the development of learning support services
such as structured access to learning resources such as libraries, museums,
research centres;

• the role of virtual universities for training teachers, trainers and other educational

personnel in the pedagogical use of e-learning;

• developing a better understanding of organisational change for implementing
e-learning in Higher Education, and of its impact on assessment and guidance;

• Development of European models for public-private partnerships in the field of
e-learning in Higher Education, maintaining a good level of public access to
quality higher education as well as developing the opportunities opened by new
partnerships and funding models. Interest and commitment of public and private
parties will be decisive for selecting possible projects, as well as the contribution
of such projects to the achievement of public interest objectives in educational and
social fields.

d)

Networking virtual campuses initiatives. This action will support the creation and
dynamisation of networks of virtual campuses, fostering exchange of good practice
and discussion of new models, challenges, and risks.

1.3. Action Line 3: "school twinning via Internet"

This action line should facilitate school twinnings via the Internet, stimulating European
schools to build pedagogical partnerships with schools elsewhere in Europe, fostering
language learning and intercultural dialogue. The action will start with secondary schools;
extension to other school levels may be considered in the future.

a)

Identification and analysis of existing initiatives. This action should analyse
existing practices, with a view to drawing relevant conclusions for the organisation
of the new action. It will conclude in a series of reports on:

• Good demonstration projects on the contribution of educational multimedia and of
communication networks for supporting school twinning, especially in the area of
multilingual and multicultural projects.

• Guidelines for teachers on exploiting the potential of ICT for innovative co-
operation methods, such as, for example, multidisciplinary approaches or the use
of common teaching tools and resources.

• Identification of themes well suited to co-operation projects, in priority areas such
as scientific education, artistic education, media literacy or the teaching of
citizenship

25

b)

c)

d)

Creation of a support network in co-operation with Member States. This
network would be formed by teachers or educators with experience in the area of
European co-operation. It will provide pedagogical support and guidance; tools and
services for partner search; and guidelines and methods for exchange of experience;

Creation of an Internet platform as a hub of the twinning action. This action
consists in the building of a multilingual website, as a platform for co-operation and
communication between participants, and for showcasing good practice;

Promotion and communication actions. Success of the initiative depends on a
dynamic communication action, anchored in the website, and including, inter alia,
design of an attractive visual image, publications, press releases, preparation of fact-
sheets on schools projects, launching and closing events, competitions and awards.

1.4. Action Line 4: Transversal actions and monitoring of e-learning

In addition, funding will be given to transversal actions, such as:

a)

Support active monitoring of the eLearning Action Plan. This action would
provide increased coherence and visibility to EU actions on e-learning, via the:

• effective dissemination of relevant material, such as reports and studies, to the

different target groups and programme participants;

• clustering

of
methodologies;

projects

addressing

similar

objectives

or

using

similar

• supporting exchange of experience, peer-reviewing, networking and any other

possible synergies within the Action Plan activities;

Maintenance of an eLearning Portal, providing an easy, one-stop access to
European activities in the fields of e-learning and to existing information sources,
directories, data bases, or knowledge repositories; and facilitating user-friendly
access to EU programmes, projects, studies, reports and working groups.

Organisation of an eLearning annual conference, as a meeting point
for
assessment of progress and presentation of good projects demonstrating the added
value of e-learning for different users and needs;

Awareness and information actions via European networks. This action would
support European networks in the field of e-learning, and relevant activities such as
focussed conferences, seminars, or workshops on key e-learning themes such as
quality assurance; and any other mechanisms for fostering European debate and
exchange of good practice in this field;

Participation in international projects related to good and effective use of ICT for
education and training, such as, for example, those under way at the OECD (PISA),
the IEA (TIMSS, SITES), or UNESCO (digital literacy)47;

PISA: Programme for International Student Assessment; TIMSS: Third International Mathematics and
Science Study; SITES: Second Information Technologies in Education Study; and IEA: International
association for the evaluation of educational achievement

26

b)

c)

d)

e)

47

f)

Design and develop monitoring, analysis and forecasting tools for e-learning in
Europe, including the funding of specific surveys, studies and intelligence gathering
activities on the real use of e-learning in the different educational contexts; this
would form the basis of a virtual structure for provision of meaningful and timely
information on e-learning in Europe, for academy, industry and policy-making needs
in co-operation with Eurostat, the European Investment Bank and international
organisations (e.g. OECD).

1.5. Technical support actions

the programme execution will be supported by actions aiming at

In addition,
the
dissemination of results (eg publications, Internet referencing, showcasing projects and
events), and, if necessary, by strategic studies addressing emerging problems or opportunities,
or any other key issues for e-learning evolution in Europe. The programme will also support
continuing feedback by users and participants, and its final external evaluation.

2. METHODS OF IMPLEMENTATION AND ARRANGEMENTS FOR BUDGET INTERVENTION

Funding will be granted following call for tenders and calls for proposals.

There will be a 100% financing for purchased services (such as studies, publications or
experts) and possibly for the contribution to a future Executive Agency, which is under study.

Actions will be funded through:

– Subsidies covering a maximum of 80% of the eligible costs with other sources in the
public and/or private sector for co-operation projects such as, for example, innovative
projects of a structuring nature (action line 2);

– Subsidies covering a maximum of 80% of the eligible costs for eLearning partnerships led
by Higher Education institutions, aiming at providing an “e-learning dimension” to
existing agreements in the context of the Bologna process, and to new virtual models for
European Higher Education (action line 2).

– 100 % financing of a support structure for school twinning, including a central web site; an
European network for pedagogical support,
in co-operation with Member States;
promotion and dissemination actions; and any other necessary support action such as, for
example, review of existing twinning schemes or production of an “ad hoc” partner search
tool. Subsidies between 50 % and 80 % are foreseen to support the promotion and
dissemination actions (action line 3).

– Subsidies between 50 and 80% of the costs linked to information and communication
actions, such as conferences, seminars, visits, joint reports, peer reviewing and similar
dissemination and knowledge sharing actions (action line 4).

The delivery mechanisms foreseen in the proposal follow broadly the usual Community
approach to grants and co-funding on the basis of a detailed financial request. There will also
be parts that are fully financed by the Community, such as the support network and the central
web site for the school twinning action. Funding will be granted following calls for proposals
and call for tenders.

27

The programme will be managed at central level by the Commission, with possible assistance
the creation of which is currently under study The
from a future Executive Agency,
appropriation is intended to cover expenditure for studies, meetings of experts, information,
conferences and publications directly linked to the objective of the programme , plus any
other expenditure on technical and administrative assistance not involving public authority
tasks.

Some co-financed actions (eg action 3) could be carried out with specific networks ( EUN,
EUA) having a de facto monopoly. EUN is a network of ministries of education in all the
Member States and in several applicant countries. EUA is the European Association of
Universities, bringing together over 500 universities.

28

LEGISLATIVE FINANCIAL STATEMENT

Policy area(s): Education and culture

Activity(ies): Education

Title of action: Programme for the improvement of quality and accessibility of European
information and
education and training systems by an effective integration of
communication technologies( eLearning Programme)

1.

BUDGET LINE(S) + HEADING(S)

New budget line(s) : B3-1008 and B3-1008A

2.

2.1.

OVERALL FIGURES

Total allocation for action (Part B):
€

36 million

2.2.

Period of application:

€

million for commitment

From January 1st, 2004 to December 31st, 2006

2.3.

Overall multi-annual estimate on expenditure:

a)

Schedule
of
intervention)

commitment

appropriations/payment

appropriations

(financial

€

million (to 3rd decimal place)

Commitments
Payments

2004
9,670

2005
10,670

2006
11,660

2007

2008

Total
32,000

5,624

9,094

10,978

4,926

1,378

32,000

b)

Technical and administrative assistance and support expenditure (see point 6.1.2.)

€

million (to 3rd decimal place)

Commitments

Payments

2004

2005

2006

2007

2008

Total

1,330

1,330

1,340

4,000

1,064

1,300

1,338

0,268

0,030

4,000

29

€

million (to 3rd decimal place)

Subtotal a+b

Commitments

2004
11,000

2005
12,000

2006
13,000

2007

2008

Total
36,000

Payments

6,688

10,394

12,316

5,194

1,408

36,000

c)

Overall financial impact of human resources and other administrative expenditure
(see points 7.2. and 7.3.)

€

million (to 3rd decimal place)

Commitments/
payments

TOTAL a+b+c

Commitments
Payments

2004
1,757

2005
1,757

2006
1,758

2007

2008

Total
5,272

2004
12,757
8,445

2005
13,757
12,151

2006
14,758
14,074

2007

2008

5,194

1,408

Total
41,272
41,272

2.4.

Compatibility with the financial programming and the financial perspective

X
(cid:1)

(cid:1)

Proposal compatible with the existing financial programming

This proposal will entail reprogramming of the relevant heading in the
financial perspective.

This may entail application of
Agreement.

the provisions of

the Interinstitutional

2.5.

Financial impact on revenue:

X

No financial implications (involves technical aspects regarding implementation
of a measure)

3.

BUDGET CHARACTERISTICS

Type of expenditure

New

EFTA
participatio
n

Participation
applicant
countries

Heading
Financial
Perspective

NON-
COMP

DIFF

YES

YES

YES

No 3

30

4.

LEGAL BASIS

Articles 149 and 150 of the EC Treaty.

Decision no …/…./EC of the European Parliament and the Council, concerning the
adoption of a multi-annual programme for the promotion of European models for the
integration of information and communication technologies in education and training
systems ( eLearning )

5.

DESCRIPTION AND GROUNDS

5.1.

Need for Community intervention

5.1.1. Objectives pursued and community intervention

The programme's overall aim is the improvement of quality and accessibility of European
education and training systems by an effective integration of new technologies (e-learning),
supporting and complementing the actions of Member States in this field.

To this end, the programme will foster the creative and innovative use of ICT by education
and training systems, as an important part of their adaptation of the knowledge society, and it
will explore and promote ways and means of using e-learning for strengthening social
cohesion and personal development, fostering intercultural dialogue and fighting the digital
divide.

The programme also aims at developing the European dimension in education, by ensuring
that all European pupils and students have, during their study period, the opportunity to
participate in an European project,
in co-operation with their peers in other European
countries.

For Higher Education,
the eLearning programme should contribute to reinforcing and
extending the existing schemes for physical mobility and academic exchanges (Erasmus
programme, Bologna process), and to making a virtual mobility alternative available to all
those who for diverse reasons cannot benefit of real mobility.

For schools, the programme will launch and support a European-wide scheme for schools
twinning via Internet, starting with secondary schools. This scheme will foster school
twinning as a contribution to building a European dimension into education, as a stimulus to
language learning, as an exercise in intercultural dialogue, and as a preparation for citizenship
in the knowledge society.

Last, but not least, the programme will have a transversal action line, aiming at a dynamic
dissemination and promotion of its objectives. This will be done in the first place in the
context of the monitoring of the eLearning Action Plan, in co-operation with other community
programmes and instruments relevant to eLearning. The programme will also foster the
development of trans-national projects, the exchange of good practices, and the provision of
information and communication platforms at the European level.

31

The specific objectives of the programme are as follows:

• To explore and to promote ways and means of using e-learning for strengthening social
cohesion and personal development, fostering intercultural dialogue, and fighting the
digital divide;

• To promote and develop the use of eLearning as an enabling factor for the implementation

of the lifelong learning paradigm in Europe

• To exploit the potential of e-learning for enhancing the European dimension in education;

• To facilitate a more structured co-operation in the field of e-learning between the diverse

Community programmes and instruments and Member States actions;

• To provide mechanisms for encouraging improvement of quality of products and services,

for their effective dissemination, and for exchange of good practice.

In order to achieve this, the Community proposes to establish an action programme, which
does not duplicate but rather complements other programmes at Community and Member
State level. The programme will provide financial support with a view to generating:

–

–

–

–

Concerted actions between the Commission, Member States, other education and
innovation stakeholders, and experts and researchers in the field, to monitor, assess
and disseminate national experiences and good practice in the use of e-learning for
fighting the digital divide, providing relevant information for decision-making and
good examples for interested actors;

Multilateral and multi-annual partnerships,
involving Higher Education
establishments in Member States, other education and innovation stakeholders such
as cultural and scientific institutions, public authorities, and industry, with the aim to
reinforce European co-operation in the field of e-learning in Higher Education, and
to help in the construction of a European Education Area, in particular in the fields of
trans-European programmes for study, training and research, and of virtual mobility;

An European wide scheme for school twinning via Internet, between schools in
the different European countries, with the objective of ensuring that all pupils may
benefit, during their school period, of a pedagogical relationship with a school
elsewhere in Europe, thus fostering intercultural dialogue and language learning;

The programme will support transversal actions: a framework for a better structured
co-operation in the field of e-learning, in the context of the monitoring of the
improved synergy between community
eLearning Action Plan, aiming at
programmes and instruments, and also between these programmes and national
education and training systems. Actions under this line will, amongst other, facilitate
contacts, monitoring, benchmarking and peer-reviewing exercises;
joint or
co-ordinated research projects; participation in international projects and surveys and
dissemination of good European practice at large.

In addition, the programme will also provide technical assistance for studies , publications,
joint development of communication actions, joint development of web-based and other tools
for dissemination, promotion and support of actions and measures against the digital divide,

32

of trans-European education and training programmes, of virtual mobility schemes, and of
any other creative and innovative use of e-learning in Europe.

The programme will operate in priority by building into what already exists, both at European
and at Member State level. For awareness and communication actions, very important for
fostering a wider and better use of e-learning, the programme will act, whenever possible, via
well implanted European associations, networks and other forms of organised co-operation, as
a more efficient way to reach out to the target groups.

5.1.2. Measures taken in connection with ex ante evaluation

The ex-ante evaluation covers a wide range of actions which took place during 1996 – 2002.
The present proposal follows on from the Communication from the Commission to the
European Parliament and to the Council establishing the eLearning Action Plan48, which
identifies a series of key actions for fostering the integration of ICT in education and training,
in co-operation with and support of Member States actions to this end; from the Resolution
from the Council on eLearning49, which endorses the former Action Plan and actions taken so
far, and which invites the Commission to continue and to step up its actions on this field; and
from the Resolution of the European Parliament50 asking for the development of a legal basis
for further development of the eLearning initiative.

The drafting of this proposal has taken into account a substantial discussion involving
Commission’s services responsible for actions, related to the follow-up to eEurope and
eLearning, such as Information Society, Employment, Industry and Eurostat Directorates-
General, as well as with information and observation services such as Eurydice and OECD,
and it draws on the diverse studies and reports produced by these services. A wide and
effective take-up of e-learning51 is seen as an important contribution for the achievement of
the ambitious objectives established by the EU for its education and training systems52 and for
the development of the knowledge society in Europe.

It has also taken into account long and wide ranging discussions with Member States, in the
context of the eLearning Working Group, and in the conferences and other events organised
by the successive presidencies of the EU on use of ICT for education and training. Last, but
not least, it draws on the conclusions of a series of “ad hoc” meetings held with experts in the
key actions identifies by the eLearning Action Plan, such as virtual universities, teacher
training, new learning environments or science education; with policy makers in third
countries advanced in the use of ICT for education, such as Australia and Canada; and with
the e-learning industry.

48

49

50

51

52

COM (2001) 172 final
OJ C 20.07.2001, p.3
A5-0102/2001 Final
“e-learning” has become a generic concept, often also described as “blended learning”, referring loosely
to all kinds of technology-mediated support for learning. This includes a wide range of devices, from
computers to digital television or radio, and an equally wide range of supports and services, and, in
particular, the new dimension given to all these tools by their interconnectivity and accessibility via
Internet. For the sake of consistency, in the context of this programme, the definition of the eLearning
Action Plan “the use of new multimedia technologies and the Internet to improve the quality of learning
by facilitating access to resources and services as well as remote exchanges and collaboration” will be
used
COM (2001)59

33

As the take-up of e-learning increases, as our understanding of its strengths and weaknesses
grows, and as the overall demand and European market for e-learning develops, attention
must be given to issues of good use, such as effectiveness, good practice, quality, and
sustainability; and to the underlying organisational changes required to fully exploit its
benefits.

There is a need for more innovation in the use of e-learning, keeping abreast of advances in
all related sectors, in particular of the rich ongoing debate and research on the pedagogical
use of new technologies, which is often questioning the role of technology, and asserting the
need not to forget the basics. It is also necessary to foster active dissemination of the results
of research and observation to decision makers, to other researchers, and to practitioners in
the field.

There is, in particular, an urgent need for European quality contents and services, and to
search for ways and means to ensure their inter-operability; to increase their visibility and
accessibility; and to improve the possibilities of their take-up by other interested users, via
commercial and non-commercial distribution mechanisms. These efforts for knowledge
creation and sharing must be done respecting linguistic and cultural diversity.

These specific needs are not adequately covered by existing Community programmes.

There is a specific line for education and training under the KA III Multimedia content and
tools, of the IST programme; but it is focussed on “edge” technological research, such as, for
example, GRID computing, and it does not have the necessary tools and mechanisms to
ensure the effective dissemination of results to practitioners, with a view of facilitating their
take-up by education systems. There is a need for a well structured link between advanced
research and take-up of e-learning by education and training systems.

There are possibilities for
the education and training
ICT mediated projects under
programmes Socrates and Leonardo da Vinci, in particular Socrates-Minerva action; but they
focus on initial research and testing, and they do not provide the targeted research and more
operational approach required for effective assessment and exploitation and take-up of
e-learning. There is a need for a specific complement to these programmes, aiming at an
effective development and exploitation of e-learning possibilities.

There are, finally, large financial resources for supporting the development of training and
learning courses and materials under the European Social Fund, but they are geared to
employment and other urgent social needs, they do not cover the full range of the spectrum of
they cannot give due attention to advanced
e-learning possibilities, and,
pedagogical research. There is a need to provide adequate pedagogical and personal
development grounding to employment initiatives, taking into account different learning
styles, cultural and social barriers to learning, and issues linked to citizenship in the
knowledge society, transcending purely instrumental job-related needs.

in particular,

Two operational conclusions followed from all of the above:

– there is a consensus as to the added value of the European dimension for the
development of ICT policy making in the field of ICT for education and training, and in
particular for increased debate, information, and exchange of good practice

– there is a consensus as to the opportunity for a new Community instrument to address
specific needs identified during the consultation process, in particular the integration of

34

e-learning aspects in the Bologna process, and to test new ways for Community actions in
support of European co-operation in this field.

On the basis of the above and also taking into account
the lessons drawn from other
Community programmes, an ex-ante evaluation report based on the Guide on ex-ante
evaluation (published by DG Budget in December 2001) was drawn up by the Commission's
services. The content of
this report has been fully integrated into the explanatory
memorandum as well as into the financial statement.

5.1.3. Measures taken following ex post evaluation

The proposal builds on the experience gained through, and lessons drawn from programmes
such as Socrates/Minerva; from specific multimedia actions such as CONNECT; as well as
from other European Community programmes such as IST action KA III Multimedia content
and tools, and eContent. This includes their external evaluation reports, as well as those
established for e-learning related issues, such as, for example, the final report of the Task
Force on Multimedia Educational Software.

This proposal takes also into account experience gained from the eLearning preparatory
actions which has been undertaken in 2001 and 2002 and will be pursued in 2003. This
experience reinforces the above conclusions about the need for a more flexible and targeted
approach, better suited to e-learning, a new activity in fast evolution.

A further source of inspiration for the present proposal are the reports and analysis developed
by European networks with solid experience in EU programmes. A last and fundamental
source have been the policy documents and experience of Member States, discussed in detail
in the meetings of the eLearning Working Group with Member States. Some of these have
produced interesting evaluations of the first phases of their policies and actions for ICT in
education.

The lessons from the past can be looked at from two different angles:

a)

b)

lessons applicable to the design of the programme;

lessons applicable to the administration of the programme.

As far as the design of the programme is concerned, the proposal is based on the well-proven
value of the European networking fostered by the Community, for which the evaluation of
programmes like Socrates and the reports mentioned in the above paragraph provide ample
evidence.

As regard the administration of the programme, the Commission will keep in mind lessons
from the past and the remarks echoed by the evaluations and audits. In implementing the
programme, the Commission will seek to ensure that it remains as simple and user-friendly as
possible, as this is crucial for its effectiveness and wide use throughout Europe. This will
offer the opportunity to try out more flexible or simple modes of operation. Whenever
possible and justifiable by a cost /effectiveness analysis, programme administration and other
programme execution related tasks such as, for example, monitoring and documentation of
project results, will be entrusted to a future Executive Agency, under study.

35

5.2.

Actions envisaged and arrangements for budget intervention

The actions foreseen are:

1. Concerted actions for fighting the digital divide;

2. European Virtual Campuses;

3. A European “school twinning via Internet” action;

4. A transversal action building on the monitoring of the eLearning Action Plan; In addition,
support for projects evaluation; information and communication services have to be provided.

Funding will be granted following call for tenders and calls for proposals.

There will be a 100% financing for purchased services (such as studies, publications or
experts) and possibly for the contribution to a future Executive Agency, which is under study.
Actions will be funded through:

– Subsidies covering a maximum of 80% of the eligible costs with other sources in the
public and/or private sector for co-operation projects such as, for example, innovative
projects of a structuring nature (action line 2);

– Subsidies covering a maximum of 80% of the eligible costs for eLearning partnerships led
by Higher Education institutions, aiming at providing an “e-learning dimension” to
existing agreements in the context of the Bologna process, and to new virtual models for
European Higher Education (action line 2).

– 100 % financing of a support structure for school twinning, including a central web site; an
European network for pedagogical support,
in with Member States; promotion and
dissemination actions; and any other necessary support action such as, for example, review
of existing twinning schemes or production of an “ad hoc” partner search tool. Subventions
between 50 % and 80 % are foreseen to support the promotion and dissemination actions
(action line 3).

– Subsidies between 50 and 80% of the costs linked to information and communication
actions, such as conferences, seminars, visits, joint reports, peer reviewing and similar
dissemination and knowledge sharing actions (action line 4).

5.3.

Methods of implementation

The delivery mechanisms foreseen in the proposal follow broadly the usual Community
approach to grants and co-funding on the basis of a detailed financial request. There will also
be parts that are fully financed by the Community, such as the support network and the central
web site for the school twinning action. Funding will be granted following calls for proposals
and call for tenders.

The programme will be managed at central level by the Commission, with possible assistance
from a future Executive Agency,
the creation of which is currently under study The
appropriation is intended to cover expenditure for studies, meetings of experts, information,
conferences and publications directly linked to the objective of the programme , plus any
other expenditure on technical and administrative assistance not involving public authority
tasks.

36

Some co-financed actions (eg action 3) could be carried out with specific networks (EUN,
EUA) having a de facto monopoly. EUN is a network of ministries of education in all the
Member States and in several applicant countries. EUA is the European Association of
Universities, bringing together over 500 universities.

37

6.

FINANCIAL IMPACT

6.1.

Total financial impact on Part B - (over the entire programming period)

6.1.1.

Financial intervention

Commitments in

€

Breakdown
Action 1: Fighting the
digital divide
1.1 Understanding digital
literacy: High Level Expert
Group, funding of studies,
targeted seminars,
workshops, reports
1.2 Exchanges of good
practice

1.3 Actions via European
networks
Action 2: European Virtual
Campuses
2.1 Supplement to Bologna
partnerships
2.2 Funding of Trans-
national Virtual Campuses
projects
2.3 Funding of new virtual
models for European HE
2.4 Funding of Actions via
European networks
Action 3:European Schools
twinning via Internet
3.1 European support
network and partner finding
tools
3.2 Multilingual Internet
platform and technical
support
3.3Funding of promotional
actions via the network
Action 4: Transversal
actions
4.1 Monitoring eLearning
Action Plan : Projects
clustering, website
4.2 Actions via European
networks
4.3 Funding of international
projects
4.4 Evaluation of the
programme
TOTAL

2004

2005

2006

0,540

0,540

0,520

0,740

1,030

1,230

1,140

1,500

1,860

0,500

0,500

0,500

2,000

2,000

2,000

0,500

0,500

0,500

0,250

0,500

0,750

2,000

2,000

2,000

0,450

0,500

0,550

0,200

0,250

0,300

0,650

0,550

0,550

0,500

0,500

0,500

0,200

0,200

0,200

0,100

0,200

9,670

10,670

11,660

38

million (to the 3rd decimal place)
2007

Total

2008

1,600

3,000

4,500

1,500

6,000

1,500

1,500

6,000

1,500

0,750

1,750

1,500

0,600

0,300

32,000

6.1.2

Technical and administrative assistance, support expenditure and IT expenditure
(Commitment appropriations)

a) Executive Agency

2004
0,300

2005
0,300

2006
0,300

2007

2008

b) Other technical and
administrative assistance
(web site, editorial services,
projects evaluation, audits)
Subtotal 1
c) Meetings of experts and
Conferences
d) Information, publications,
communication, studies
Subtotal 2
TOTAL

0,150

0,150

0,150

0,450
0,080

0,450
0,080

0,450
0,080

0,800

0,800

0,810

0,880
1,330

0,880
1,330

0,890
1,340

Total
0,900

0,450

1,350
0,240

2,410

2,650
4,000

6.2.

Calculation of costs by measure envisaged in Part B (over the entire
programming period)

Breakdown

Type
of outputs
(projects, files )

Commitments in

€

million (to the 3rd decimal place)

Number of
outputs per
year*

Average unit
cost**

Total
cost
(total for
3 years)

Action 1: e-learning for
fighting the digital
divide

Action 2: European
Virtual Campuses

1.1 Understanding digital literacy:
High Level Expert Group,
funding of studies, targeted
seminars, workshops, reports
1.2 Exchange of good practice:
-reports, case studies, research
1.3 Actions via European
networks

Total digital divide action

2.1 Support to the Bologna
process
2.2 Trans-national virtual
campuses
2.3 Virtual models for European
HE
2.4 Actions via European
networks

Total HE action

8

8
3

4

4

2

2

Action 3 : European
Schools twinning via
internet:

3.1 European support network
and partner finding tools
3.2 Multilingual Internet platform
and technical support
3.3 Funding of promotional
actions via the network

Total twinning action

Permanent
activity
Permanent
activity
1

15*0,133

0,500

0,250

39

0,066

1,600

0,125
0,500

0,125

0,500

0,250

0,250

3,000
4,500

9,100
1,500

6,000

1,500

1,500

10,500

6,000

1,500

0,750

8,250

Action 4 : Transversal
actions

4.1 Monitoring eLearning Action
Plan
- projects clustering/exploitation,
website
4.2 Actions via European
networks
4.3 Funding international projects
4.4 Evaluation of the programme

Total transversal actions

Permanent
activity

2

2
2

TOTAL COST

* Annual target outputs

0,100 initial
cost
0,550 running

0,250

0,100
0,300 (total
cost)

1,750

1,500

0,600
0,300

4,150
32,000

** The average unit cost has been calculated according to costs of similar past activities

Annual target outputs

2004

2005

2006

Total

Digital divide actions

eLearning partnerships for Higher
Education

School twinning: participating
schools

16

12

16

12

16

12

48

36

5,000

15,000

30,000

50,000

Transversal actions

6

6

6

18

Annual target outputs have been calculated according to the following overall distribution of
the programme’s budget:

– Digital divide actions : approx. 25% of the total budget

– eLearning partnerships for Higher Education: approx. 30% of total budget

– School twinning via Internet: approx. 25% of total budget

– Transversal actions and monitoring of eLearning: approx. 10% of total budget

– Technical and administrative assistance: approx. 10% of total budget.

The proportion of the budget allocated to 'technical support and information services' has not
been predetermined but results from the type of identified actions, particularly those
highlighted during discussions with partners with the aim of providing a programme offering
a community added-value. In accordance with the ex-ante evaluation, it is a priority to build
on what exists, and to disseminate information on the work done in the exploratory phase and
by other community programs or Member States actions. This will also contribute to a better
exploitation of the results of the existing projects, making them aware of the need to avoid
reproducing what already exists, and building synergy. All those actions, can be considered as
highly efficient
in regard of the small amount allocated to them and to the expected
multiplying effect at community level. Account should be taken of the limited amount
available in the overall programme budget together with the fact that the amount allocated to
these actions is small.

40

7.

IMPACT ON STAFF AND ADMINISTRATIVE EXPENDITURE

7.1.

Impact on human resources

Types of post

Staff to be assigned to management
of the action using existing and/or
additional resources

Number of
permanent posts

Number of
temporary posts

Total

Description of tasks deriving
from the action

development

and
Policy
management;
programme
financial
administrative
management; secretarial support.

and

This implies 2 additional posts
compared to the 2003 foreseen
resources

Permanent
officials
Temporary
staff

or

A

B

C

7

3

3

Other human
resources

Total

13

7

3

4

14

1

1

7.2.

Overall financial impact of human resources

Type of human resources

Officials

Temporary staff

Other human resources

€

Amount

Method of calculation

1 512 000

14x108 000

Total

1 512 000

41

7.3.

Other administrative expenditure deriving from the action

Budget line

(number and heading)

Overall allocation
(Title A7)

A0701 – Missions

A07040 – Conference

A07031 – Compulsory
committees

Information systems
(A-5001/A-4300)

Other expenditure -
Part A (state which)

Total

* Cost per unit

€

Amount

Method of calculation

25600

40 missions x 640* within EC

200 000

Costs of similar large conferences at other DGs

19200

2 annual meeting x 1 participant x 15 Member State x
640*

244800

The amounts are total expenditure for twelve months. The figures above correspond to 2004.
In the first year, the staff and administrative expenditure would grow comparatively faster
than the budget of the programme.

The amounts are total expenditure for twelve months.

I.

II.

Annual total* (7.2 + 7.3)

Duration of action

Total cost of action (taking into account

III.
progression)

€

1756800

3 Years
€

5272500

The needs for human and administrative resources shall be covered within the allocation
granted to the managing DG in the framework of the annual allocation procedure.

8.

FOLLOW-UP AND EVALUATION

8.1.

Follow-up arrangements

The implementation of the programme, including monitoring, could be carried out by an
Executive Agency, which should be operational from the start of the programme. It is
expected that monitoring activities will not start until approximately twelve months after the
launch of the programme. This time will be used to prepare tools for data collection and
processing.

42

The ongoing monitoring of the programmes will be based on the information obtained
directly from beneficiaries, which will submit interim and final activity and financial reports,
including performance criteria set out in the selection process.

In order to ensure the quality of the execution of the programme, visits to the projects will be
carried out on a regular basis, and regular feedback will also be requested on the activities of
participants in the programme.

All projects and actions will include built-in evaluation, or provision for assessment by
external experts or internal sources, and contain performance indicators and guidelines for
follow-up.

For one-off projects, such as seminars and conferences, on-site monitoring will be
undertaken, and external in-depth evaluation will be carried out on the basis of random
samples and/or on the basis of risk factors.

8.2.

Arrangements and schedule for the planned evaluation

An interim evaluation will be carried out on the second year of the programme. An ex post
evaluation focused on the impact of the action in question will be carried out at the end of the
programme.

For the purpose of evaluation, the following indicators have been identified:

General objectives

Indicators

(cid:1)

(cid:1)

(cid:1)

Promotion of effective integration of information
and communication technologies in European
education and training systems, facilitating and
stimulating co-operation and synergy between
actions undertaken by Community programmes
and by Member States.

Specific Objectives

To explore and to promote ways and means of
using e-learning for strengthening social
cohesion, fostering intercultural dialogue and
enabling full citizenship in the knowledge
society

To promote and develop the use of eLearning for
Higher Education as an enabling factor for the
implementation of the lifelong learning paradigm
in Europe

-

-

-

-

-

Quantitative/qualitative data on actions, reports
and other results of these actions

Quantitative/qualitative data on participants’
perceptions as to the impact of the programme;

Indicators

Improved perception and understanding of the
potential of e-learning by participants to actions

Recommendations for future action

Enhanced and extended offer of quality
e-learning resources by participants to
programme actions

- Quantitative data on access to those new

resources

-

Impact perception of the major Higher Education
associations & networks

43

(cid:1)

(cid:1)

(cid:1)

To exploit
enhancing the European dimension in education

the potential of e-learning for

To facilitate a more structured co-operation in
the field of e-learning between the diverse
Community programmes and instruments and
Member States actions;

provide mechanisms

To
encouraging
improvement of quality of products and services
and for effective dissemination and for exchange
of good practice.

for

-

-

-

-

-

-

Quantitative data on number of schools and
pupils participating

Qualitative data on the perception of
participating schools as to the effect of their
involvement in the programme

Qualitative data on the integration of this
practice in pedagogical terms and in school
organisation

data on added value as a result of clustered
actions

increased exchanges between Member States

Improvement of e-learning products and services
quality via quality assurance criteria

Operational Objectives

Indicators

1. Fighting the digital divide

1.1 Understanding digital literacy.

-

Existence of this high level group

(cid:1)

(cid:1)

Creating a network of high level experts.

- Quantitative/qualitative data on the number of

Workshops, seminars, targeted reports, studies.

actions and of participants

1.2. Identification and dissemination of good practice
in the use of e-learning for fighting the digital divide,
in particular

(cid:1)

(cid:1)

(cid:1)

(cid:1)

For those without access to ICT resources

For users with social or cultural problems

For addressing individual learning styles

For special needs and handicapped users

-

-

Quantitative/qualitative data on the identified
practices, on dissemination actions and on the
number of people reached

Qualitative data on the perception of the added
value of this community action by the selected
projects

1.3. Awareness actions via the networking of digital
divide initiatives

- Quantitative/qualitative data on the participating

networks and on their activities

2. European Virtual Campuses

2.1. Development of e-learning aspects of
Bologna process

the

- Quantitative/qualitative data on the selected

proposals

2.2 Funding of pilot projects for
campuses

trans-national

- Quantitative/qualitative data on the selected

projects

2.3 Development of the new roles of universities in a
lifelong learning paradigm

- Quantitative/qualitative data on the selected

proposals and on their results

2.4 Networking virtual campuses initiatives

- Quantitative/qualitative data on the participating

44

networks and on their activities

3. School twinning via Internet

3.1 Identification and analysis of existing initiatives

- Quantitative/qualitative data on findings ;

3.2 Creation of a support network in Member States,
including pedagogical material and guidance, and a
partner-searching service

-

Existence of the support network

- Quantitative/qualitative data on its activities

3.3 Provision of a multilingual Internet platform for
co-operation and dissemination of results

-

Existence of the platform

- Quantitative/qualitative data on use

3.4 Promotion and communication actions to launch
and promote the action, through measures such as
competitions, awards

- Quantitative

data

on

promotion

and

communication actions

4 Transversal actions

4.1 Monitoring of the eLearning Action Plan

joint

and common
Definition of
priorities ;
Community
activities, such as calls for proposals, studies,
reports.

activities
of

co-ordination

(cid:1)

(cid:2)

Clustering of related projects – web site

4.2 Maintenance of an eLearning Portal

4.3 Annual
eLearning Conference, highlighting
successful projects and eLearning priorities such as
digital literacy or public-private partnerships

4.4 Awareness actions via European networks

4.5 Participation in international projects related to e-
learning, eg with OECD, IEA, UNESCO

9.

ANTI-FRAUD MEASURES

-

Quantitative/qualitative data on co-ordinated
actions

- Quantitative/quantitative data on projects and on

clustering activities

- Quantitative/qualitative
services and users

data

on

contents,

-

-

-

Quantitative/qualitative data on the conference
and on participants

Quantitative/qualitative data on the networks
selected and on their activities

Number and quality of the projects ; relevance of
the results

Funding decisions and contracts between the Commission and the beneficiaries provide for in
situ checks to be carried out on the premises of beneficiaries of a Community grant by the
Commission and the Court of Auditors, and bestow the power to require evidence of any
expenditure made under such contracts, agreements and legal undertakings within five years
following the end of the contractual period. On-the-spot audits will be carried out when
deemed necessary.

Beneficiaries are subject to reporting and financial accounting obligations, and these are
analysed from the point of view of content and eligibility of expenditure, bearing in mind the
purpose of the Community funding, and taking account of contractual obligations and of the
principles of economy and sound financial management.

45

Appended to the financial agreements is information of an administrative and financial nature,
designed to specify the kind of expenditure which is eligible under such agreements. Where
appropriate, Community coverage of certain cost elements will be limited to items which are
real, identifiable and verifiable in the beneficiary’s book-keeping arrangements, so as to
facilitate checking and auditing (and evaluation for selection purposes) of projects in receipt
of funding.

As regard procurement, and as foreseen in the new Financial Regulations (art 93-96)
administrative or financial penalties may be imposed by the Commission on candidates or
tenderers who are in one of the case of exclusion foreseen.

46