Common Position (EC) No 15/2006 of 24 July 2006 adopted by the Council, acting in accordance with the procedure referred to in Article 251 of the Treaty establishing the European Community, with a view to adopting a Decision of the European Parliament and of the Council establishing an action programme in the field of lifelong learning
Date: 2006-07-24
Institutions: Council of the European Union
Subjects: EU programme, action programme, adult education, continuing education, cooperation in the field of education, education policy, educational system

17.10.2006

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Official Journal of the European Union

C 251E/37

COMMON POSITION No 15/2006

adopted by the Council on 24 July 2006

with a view to adopting a Decision No …/2006/EC of the European Parliament and of the Council
of … establishing an action programme in the field of lifelong learning

(2006/C 251 E/03)

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EURO-
PEAN UNION,

Having regard to the Treaty establishing the European Com-
munity, and in particular Articles 149(4) and 150(4) thereof,

Having regard to the proposal from the Commission,

Having regard to the Opinion of the European Economic and
Social Committee (1),

Having regard to the Opinion of
Regions (2),

the Committee of

the

Acting in accordance with the procedure laid down in Article
251 of the Treaty (3),

Whereas:

Council Decision 1999/382/EC (4) established the second
phase of
training action
programme ‘Leonardo da Vinci’.

the Community vocational

Decision No 253/2000/EC of the European Parliament
and of the Council (5) established the second phase of
the Community action programme in the field of educa-
tion ‘Socrates’.

(5)

(6)

(7)

(8)

Decision No 2241/2004/EC of the European Parliament
and of the Council (8) established a single framework for
the transparency of qualifications and competences
(Europass).

Decision No 2317/2003/EC of the European Parliament
and of the Council (9) established a programme for the
enhancement of quality in higher education and the
promotion of intercultural understanding through coop-
eration with third countries (Erasmus Mundus) (2004 to
2008).

The Bologna Declaration, signed by the Ministers for
Education of 29 European countries on 19 June 1999,
established an intergovernmental process aimed at
creating a ‘European Area of Higher Education’ by 2010,
which requires support at Community level.

The Lisbon European Council of 23 and 24 March 2000
set a strategic goal for the European Union to become
the most competitive and dynamic knowledge-based
economy in the world, capable of sustainable economic
growth with more and better jobs and greater social
cohesion, and invited the Education Council to under-
take a general reflection on the concrete future objec-
tives of
focusing on common
concerns and priorities while respecting national diver-
sity.

education systems,

the Council (6)

Decision No 2318/2003/EC of the European Parliament
and of
established a multi-annual
programme for the effective integration of information
and communication technologies (ICT) in education and
training systems in Europe (eLearning programme).

(9)

An advanced knowledge society is the key to higher
growth and employment rates. Education and training
are essential priorities for the European Union in order
to achieve the Lisbon goals.

Decision No 791/2004/EC of the European Parliament
and of the Council (7) established a Community action
programme to promote bodies active at European level
in the field of education and training and to support
specific activities in this field.

(10) On 12 February 2001 the Council adopted a report on
the concrete future objectives of education and training
systems. On 14 June 2002 it subsequently adopted a
detailed work programme on the follow-up of these
objectives, requiring support at Community level.

(1) OJ C 221, 8.9.2005, p. 134.
(2) OJ C 164, 5.7.2005, p. 59.
(3) Opinion of the European Parliament of 25 October 2005 (not yet
published in the Official Journal, Council Common Position of 24
July 2006, Position of the European Parliament of … (not yet
published in the Official Journal) and Council Decision of …

(4) OJ L 146, 11.6.1999, p. 33. Decision as last amended by Regulation

(EC) No 885/2004 (OJ L 168, 1.5.2004, p. 1).

(5) OJ L 28, 3.2.2000, p. 1. Decision as last amended by Regulation

(EC) No 885/2004.

(6) OJ L 345, 31.12.2003, p. 9.
(7) OJ L 138, 30.4.2004, p. 31.

(11)

The Göteborg European Council of 15 and 16 June
2001 agreed a strategy for sustainable development and
added an environmental dimension to the Lisbon
process for employment, economic reform and social
cohesion.

(8) OJ L 390, 31.12.2004, p. 6.
(9) OJ L 345, 31.12.2003, p. 1.

(1)

(2)

(3)

(4)

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Official Journal of the European Union

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The Barcelona European Council of 15 and 16 March
2002 set
the objective of making European Union
education and training systems a world quality reference
by 2010, and called for action to improve the mastery
of basic skills,
in particular by teaching at least two
foreign languages from a very early age.

The Commission Communication and the Council Reso-
lution of 27 June 2002 (1) on lifelong learning affirm
that lifelong learning should be enhanced by actions and
policies developed within the framework of Community
programmes in this field.

The Council Resolution of 19 December 2002 (2) estab-
lished a process of enhanced European cooperation in
vocational education and training, requiring support at
Community level. The Copenhagen Declaration, agreed
by the Ministers for Education of 31 European countries
on 30 November 2002, associated the social partners
and the candidate countries with this process.

The Commission Communication on the Action Plan for
skills and mobility noted the continuing need for action
at European level to improve the recognition of educa-
tion and training qualifications.

The Commission Communication on the Action Plan
promoting language learning and linguistic diversity set
out actions to be taken at European level during the
period from 2004 to 2006 and requires follow-up
action.

(19)

(20)

Following the principle of sound financial management,
the implementation of the programme may be simplified
by recourse to lump sum funding, in respect either of
support awarded to programme participants or of Com-
munity support for the structures established at national
level for the administration of the programme.

Significant advantages would accrue from integrating
Community support for transnational cooperation and
mobility in the fields of education and training into a
single programme, which would permit greater synergies
between the different fields of action and offer more
capacity to support developments in lifelong learning
and more coherent, streamlined and efficient modes of
administration. A single programme would also encou-
rage better cooperation between the various levels of
education and training.

(21) A Lifelong Learning Programme should therefore be
established to contribute through lifelong learning to the
development of the European Union as an advanced
knowledge society, with sustainable economic develop-
ment, more and better jobs and greater social cohesion.

(22) Given the specificities of the schools, higher education,
vocational training and adult education sectors, and the
consequent need for Community action to be based on
objectives, forms of action and organisational structures
it is appropriate to retain individual
tailored to them,
the Lifelong
programmes within the framework of
Learning Programme targeted at each of
these four
sectors, while maximising the coherence and common
ground between them.

Promoting the teaching and learning of languages and
linguistic diversity should be a priority of Community
action in the field of education and training. The
teaching and learning of languages is of special relevance
among neighbouring Member States.

(23)

In its Communication ‘Building our common Future:
Policy challenges and Budgetary means of the Enlarged
Union 2007-2013’, the Commission set out a sequence
of quantified targets to be achieved by the new genera-
tion of Community education and training programmes,
which require a significant increase in mobility and part-
nership actions.

(12)

(13)

(14)

(15)

(16)

(17)

(18)

The interim evaluation reports of the existing Socrates
and Leonardo da Vinci programmes and the public
consultation on the future of Community activity in
education and training revealed a strong and in some
respects growing need for continuing cooperation and
mobility in these fields at European level. The reports
emphasised the importance of creating closer
links
between Community programmes and policy develop-
ments in education and training, expressed the wish that
Community action should be structured so as to respond
better to the lifelong learning paradigm, and pressed for
a simpler, more user-friendly and more flexible approach
to implementing such action.

(1) OJ C 163, 9. 7.2002, p. 1.
(2) OJ C 13, 18.1.2003, p. 2.

(24) Given the demonstrated beneficial

impacts of transna-
tional mobility on individuals and on education and
training systems, the high volume of unfulfilled demand
for mobility in all sectors, and its importance in the
context of the Lisbon target, it is necessary to increase
substantially the volume of support
for transnational
mobility in the four sectoral sub-programmes.

(25)

In order to cover more adequately the real additional
costs borne by students studying abroad, the standard
student mobility grant should be maintained at an
average of EUR 200 per month in real terms for the
duration of the programme.

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(26) More provision should be made for the mobility needs
of individual school pupils at secondary level and of
individual adult learners, hitherto not covered by Com-
munity programmes, by introducing a new type of
mobility action into the Comenius and Grundtvig
programmes. The opportunities offered by individual
teacher mobility for the development of long-term coop-
eration between schools in neighbouring regions should
also be exploited more fully.

(27)

Small and medium-sized enterprises play an important
role in the European economy. Hitherto, however, parti-
cipation by such enterprises in the Leonardo da Vinci
programme has been limited. Steps should be taken to
improve the attractiveness of Community action to such
enterprises, in particular by ensuring that more mobility
opportunities are available for apprentices. Suitable
arrangements, similar to those that exist under
the
Erasmus programme, should be made for the recogni-
tion of the outcomes of such mobility.

(28) Given the particular educational challenges facing the
children of occupational travellers and mobile workers
in Europe, full use should be made of the opportunities
available under the Comenius programme to support
transnational activities targeted at their needs.

(29)

Increased mobility throughout Europe should be accom-
panied by constantly higher standards.

(30)

(31)

(32)

In order to respond to the increased need to support
activities at European level designed to achieve these
policy objectives,
to provide a means of supporting
trans-sectoral activity in the fields of languages and ICT,
and to strengthen the dissemination and exploitation of
results of the programme, it is appropriate to comple-
ment the four sectoral sub-programmes with a trans-
versal programme.

In order to respond to the increasing need for knowl-
edge and dialogue on the European integration process
and its development, it is important to stimulate excel-
lence in teaching, research and reflection in this field by
supporting higher education institutions specialising in
the study of the European integration process, European
associations in the fields of education and training and
the Jean Monnet Action.

is necessary to provide sufficient

It
flexibility in the
formulation of this Decision to allow for appropriate
adjustments in the actions of
the Lifelong Learning
Programme to respond to changing needs during the
period from 2007 to 2013, and to avoid the inappropri-
ately detailed provisions of previous phases of Socrates
and Leonardo da Vinci programmes.

(33)

In all its activities, the Community is to aim to eliminate
inequalities, and promote equality, between men and
women, as provided for in Article 3(2) of the Treaty.

(34)

(35)

(36)

Further to Article 151 of the Treaty, the Community is
to take cultural aspects into account in its action under
other provisions of the Treaty, in particular in order to
respect and to promote the diversity of its cultures. Par-
ticular attention should be paid to the synergy between
culture, education and training.
Intercultural dialogue
should also be encouraged.

There is a need to promote active citizenship and
respect for human rights and democracy, and to step up
the fight against exclusion in all
including
racism and xenophobia.

its forms,

There is a need to widen access for those from disadvan-
taged groups and to address actively the special learning
needs of those with disabilities, in the implementation of
all parts of the programme, including through the use of
higher grants to reflect the additional costs of disabled
the
support
participants, and the provision of
learning and use of sign languages and Braille.

for

(37) Note should be taken of the achievements of the Euro-
pean Year of Education through Sport (2004) and of the
potential educational benefits of cooperation between
educational institutions and sports organisations that the
Year highlighted.

(38)

(39)

(40)

(41)

The candidate countries for accession to the European
Union and the EFTA countries which are members of
the EEA may participate in Community programmes in
accordance with agreements to be signed between the
Community and these countries.

The Thessaloniki European Council of 19 and 20 June
2003 approved the Council conclusions of 16 June
including the Annex
2003 on the Western Balkans,
thereto ‘The Thessaloniki Agenda for
the Western
Balkans: moving towards European integration’, which
provides
should be
opened to the Stabilisation and Association Process
countries on the basis of framework agreements to be
signed between the Community and those countries.

that Community programmes

The Community and the Swiss Confederation have
declared their intention of undertaking negotiations to
conclude agreements in areas of common interest such
as
youth
programmes.

Community

education,

training

and

The Lifelong Learning Programme should be regularly
monitored and evaluated in cooperation between the
Commission and the Member States in order to allow
for readjustments, particularly with respect to the priori-
ties for
implementing the measures. The evaluation
should include an external evaluation to be conducted
by independent, impartial bodies.

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the Socrates programme (1)

In its Resolution of 28 February 2002 on the implemen-
tation of
the European
Parliament drew attention to the disproportionately
onerous administrative procedures for grant applicants
under the second phase of the programme.

(48)

(42)

(43)

(44)

the

(EC,

Council Regulation (EC, Euratom) No 1605/2002 of 25
June 2002 on the Financial Regulation applicable to the
European Communities (2)
general
budget of
and Commission Regulation
Euratom) No
2342/2002 of 23 December 2002 laying down detailed
the implementation of Council Regulation
rules for
(EC,Euratom) No 1605/2002 (3), which safeguard the
interests, have to be applied
Community's financial
taking into account
the principles of simplicity and
consistency in the choice of budgetary instruments, a
limitation on the number of cases where the Commis-
sion retains direct responsibility for their implementation
and management, and the required proportionality
between the amount of resources and the administrative
burden related to their use.

administrative

Radical
application
procedures is essential for successful implementation of
the programme. Administrative and accounting require-
ments should be proportional to the size of the grant.

simplification of

(45) Appropriate measures should also be taken to prevent
irregularities and fraud and the necessary steps should be
taken to recover funds lost, wrongly paid or incorrectly
used.

(46)

(47)

It is appropriate to ensure a correct closure of the Life-
long Learning Programme,
in particular regarding the
its
continuation of multi-annual
management, such as the financing of technical and
administrative assistance. As from 1 January 2014, the
technical and administrative assistance should ensure, if
necessary, the management of actions not finalised by
including monitoring and audit
the end of 2013,
actions.

arrangements

for

Since the objective of this Decision, namely the contri-
bution of European cooperation to quality education
and training, cannot be sufficiently achieved by the
Member States because of the need for multilateral part-
transnational mobility and Community-wide
nerships,
exchanges of information, and can therefore, by reason
of the nature of the actions and measures necessary, be
better achieved at Community level,
the Community
may adopt measures, in accordance with the principle of
In
subsidiarity as set out in Article 5 of the Treaty.
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 that objective.

(1) OJ C 293 E, 28.11.2002, p. 103.
(2) OJ L 248, 16.9.2002, p. 1.
(3) OJ L 357, 31.12.2002, p. 1. Regulation as last amended by Regu-
lation (EC, Euratom) No 1261/2005 (OJ L 201, 2.8.2005, p. 3).

This Decision lays down for the entire duration of the
programme, a financial envelope constituting the prime
reference within the meaning of point 37 of the Interin-
stitutional Agreement of 17 May 2006 between the
European Parliament, the Council and the Commission
on budgetary discipline and sound financial manage-
ment (4), for the budgetary authority during the annual
budgetary procedure.

(49)

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 Commission (5),

HAVE DECIDED AS FOLLOWS:

TITLE I

GENERAL PROVISIONS

CHAPTER I

The Lifelong Learning Programme

Article 1

Establishment of the Lifelong Learning Programme

1.
This Decision establishes a programme for Community
action in the field of lifelong learning, hereinafter referred to as
‘the Lifelong Learning Programme’.

The general objective of the Lifelong Learning Programme
2.
is to contribute through lifelong learning to the development
of the Community as an advanced knowledge-based society,
with sustainable economic development, more and better jobs
and greater social cohesion, while ensuring good protection of
the environment for future generations. In particular, it aims to
foster interchange, cooperation and mobility between education
and training systems within the Community so that
they
become a world quality reference.

The Lifelong Learning

3.
following specific objectives:

Programme

shall have

the

(a) to contribute to the development of quality lifelong
innovation
learning, and to promote high performance,
and a European dimension in systems and practices in the
field;

(b) to support the realisation of a European area for lifelong

learning;

(c) to help improve the quality, attractiveness and accessibility
of the opportunities for lifelong learning available within
Member States;

(4) OJ C …
(5) OJ L 184, 17.7.1999, p. 23.

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(d) to reinforce the contribution of lifelong learning to social
cohesion, active citizenship, intercultural dialogue, gender
equality and personal fulfilment;

(e) to help promote creativity, competitiveness, employability

and the growth of an entrepreneurial spirit;

(f) to contribute to increased participation in lifelong learning
by people of all ages, including those with special needs
and disadvantaged groups,
socio-
economic background;

regardless of

their

(g) to promote language learning and linguistic diversity;

(h) to support
content,
learning;

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

(i) to reinforce the role of lifelong learning in creating a sense
of European citizenship based on understanding and
respect for human rights and democracy, and encouraging
tolerance and respect for other peoples and cultures;

(j) to promote cooperation in quality assurance in all sectors

of education and training in Europe;

(k) to encourage the best use of results, innovative products
and processes and to exchange good practice in the fields
covered by the Lifelong Learning Programme, in order to
improve the quality of education and training.

In accordance with the administrative provisions set out
4.
in the Annex, the Lifelong Learning Programme shall support
and supplement action taken by the Member States, while fully
respecting their responsibility for the content of education and
training systems and their cultural and linguistic diversity.

5.
As set out in Article 3, the objectives of the Lifelong
Learning Programme shall be pursued through the implementa-
tion of four sectoral programmes, one transversal programme,
and the Jean Monnet programme, hereinafter collectively
referred to as ‘the sub-programmes’.

6.
This Decision shall be implemented over the period from
1 January 2007 to 31 December 2013. However, preparatory
including decisions by the Commission in accord-
measures,
ance with Article 9, may be implemented as from the entry
into force of this Decision.

Article 2

Definitions

For the purpose of this Decision, the following definitions shall
apply:

to promote language learning, non-school
providing apprenticeship training;

institutions

‘teachers/educational staff’ means persons who, through
their duties, are involved directly in the education process
in the Member States;

through their duties, are
‘trainers’ mean persons who,
involved directly in the vocational education and training
process in the Member States;

‘student’ means a person registered in a higher education
institution, whatever their field of study, in order to follow
higher education studies leading to a recognised degree or
other recognised tertiary level qualification, up to and
including the level of doctorate;

‘trainee’ means a person undergoing vocational training,
either within a training institution or training organisation
or at the workplace;

‘adult learner’ means a learner participating in adult educa-
tion;

‘people in the labour market’ means workers, the self-
employed or people available for employment;

4.

5.

6.

7.

8.

9.

10.

‘higher education institution’ means:

(a) any type of higher education institution, in accordance
legislation or practice, which offers
with national
recognised degrees or other recognised tertiary level
qualifications, whatever such establishments may be
called in the Member States;

(b) any institution, in accordance with national legislation
or practice, which offers vocational education or
training at tertiary level;

11.

‘Joint Masters’ means Masters courses in higher education
that:

(a) involve a minimum of three higher education institu-

tions from three different Member States;

(b) implement a study programme which involves a
period of study in at least two of those three institu-
tions;

(c) have built-in mechanisms

the recognition of
periods of study undertaken in partner institutions
based on, or compatible with,
the European credit
transfer system;

for

(d) result in the awarding of

joint, double or multiple
recognised or accredited by the Member

degrees,
States, from the participating institutions;

1.

2.

3.

‘pre-school’ means organised educational activity under-
taken before the start of obligatory primary schooling;

12.

‘pupil’ means a person enrolled in a learning capacity at a
school;

‘school’ means all types of institutions providing general
(pre-school, primary or secondary), vocational and tech-
nical education and, exceptionally, in the case of measures

‘vocational training’ means any form of initial vocational
education or training,
including technical and vocational
teaching and apprenticeships, which contributes to the
achievement of a vocational qualification recognised by
the competent authorities in the Member State in which it
is obtained, as well as any continuing vocational education
or training undertaken by a person during his or her
working life;

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13.

‘adult education’ means all forms of non-vocational adult
learning, whether of a formal, non-formal or informal
nature;

14.

‘study visit’ means a short-term visit, made to study a par-
ticular aspect of lifelong learning in another Member State;

15.

16.

‘mobility’ means spending a period of time in another
Member State, in order to undertake study, work experi-
ence, other learning or teaching activity or related adminis-
trative activity, supported as appropriate by preparatory or
refresher
language or working
language;

in the host

courses

‘placement’ means spending a period of time in an enter-
prise or organisation in another Member State, supported
as appropriate by preparatory or refresher courses in the
host language or working language, with a view to helping
individuals to adapt
the Com-
munity-wide labour market, to acquiring a specific skill
and to improving understanding of
the economic and
social culture of the country concerned in the context of
acquiring work experience;

to the requirements of

17.

‘unilateral’ means involving a single institution;

18.

‘bilateral’ means involving partners from two Member
States;

19.

20.

‘multilateral’ means involving partners from at least three
Member States. The Commission may regard associations
or other bodies with membership from three Member States
or more as multilateral;

‘partnership’ means a bilateral or multilateral agreement
between a group of
in
different Member States to carry out joint European activ-
ities in lifelong learning;

institutions or organisations

21.

‘network’ means a formal or informal grouping of bodies
active in a particular field, discipline or sector of lifelong
learning;

22.

‘project’ means a cooperation activity with a defined
outcome developed jointly by a formal or
informal
grouping of organisations or institutions;

23.

‘project coordinator’ means the organisation or institution
in charge of the implementation of the project by the
multilateral grouping;

24.

‘project partners’ means the organisations or institutions
other than the coordinator, which form the multilateral
grouping;

25.

26.

‘enterprise’ means all undertakings engaged in economic
activity in the public or private sector whatever their size,
legal status or the economic sector in which they operate,
including the social economy;

level, employers' and
‘social partners’ means, at national
laws
workers' organisations in conformity with national
and/or practices and, at Community level, employers' and
workers' organisations taking part in the social dialogue at
Community level;

27.

28.

29.

‘guidance and counselling’ means a range of activities such
as information, assessment, orientation and advice to assist
learners, trainers and other staff to make choices relating
to education and training programmes or employment
opportunities;

‘dissemination and exploitation of results’ means activities
designed to ensure that the results of the Lifelong Learning
Programme and its predecessors are appropriately recog-
nised, demonstrated and implemented on a wide scale;

‘lifelong learning’ means all general education, vocational
education and training, non-formal education and informal
learning undertaken throughout
resulting in an
improvement in knowledge, skills and competences within
a personal,
employment-related
perspective. It includes the provision of counselling and
guidance services.

and/or

social

civic,

life,

Article 3

Sub-programmes

1.

The sectoral sub-programmes shall be the following:

(a) the Comenius programme, which shall address the teaching
and learning needs of all those in pre-school and school
education up to the level of the end of upper secondary
education, and the institutions and organisations providing
such education;

(b) the Erasmus programme, which shall address the teaching
and learning needs of all those in formal higher education
and vocational education and training at
tertiary level,
whatever the length of their course or qualification may be
and including doctoral studies, and the institutions and
organisations providing or facilitating such education and
training;

(c) the Leonardo da Vinci programme, which shall address the
teaching and learning needs of all
those in vocational
education and training, other than at tertiary level, as well
as the institutions and organisations providing or facili-
tating such education and training;

(d) the Grundtvig programme, which shall address the teaching
and learning needs of those in all forms of adult education,
as well as the institutions and organisations providing or
facilitating such education.

The transversal programme shall comprise the following

2.
four key activities:

(a) policy cooperation and innovation in lifelong learning;

(b) promotion of language learning;

(c) development of

innovative ICT-based content, services,

pedagogies and practice for lifelong learning;

(d) dissemination and exploitation of

supported under
programmes, and exchange of good practice.

results of
the programme and previous

actions
related

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The Jean Monnet programme shall support institutions
It shall

3.
and activities in the field of European integration.
comprise the following three key activities:

(a) the Jean Monnet Action;

(b) operating grants to support specified institutions dealing

with issues relating to European integration;

(c) operating grants to support other European institutions and

associations in the fields of education and training.

Article 4

Access to the Lifelong Learning Programme

The Lifelong Learning Programme shall be aimed at:

(a) pupils, students, trainees and adult learners;

(b) teachers, trainers and other staff involved in any aspect of

lifelong learning;

(c) people in the labour market;

(d) institutions or organisations providing learning opportu-
nities within the
the Lifelong Learning
context of
Programme, or within the limits of its sub-programmes;

(e) the persons and bodies responsible for systems and policies
concerning any aspect of lifelong learning at local, regional
and national level;

(f) enterprises, social partners and their organisations at all
including trade organisations and chambers of

levels,
commerce and industry;

(g) bodies providing guidance, counselling and information

services relating to any aspect of lifelong learning;

(h) associations working in the field of

lifelong learning,
including students', trainees', pupils', teachers', parents' and
adult learners' associations;

(i) research centres
learning issues;

and bodies

concerned with lifelong

(j) non-profit organisations, voluntary bodies, non-govern-

mental organisations (‘NGOs’).

Article 5

Community actions

The Lifelong Learning Programme shall comprise support

1.
for the following actions:

(a) the mobility of individuals in lifelong learning;

(b) bilateral and multilateral partnerships;

(e) multilateral projects and networks;

(f) observation and analysis of policies and systems in the field
of lifelong learning, the establishment and regular improve-
ment of reference material,
including surveys, statistics,
analyses and indicators, action to support transparency and
recognition of qualifications and prior learning, and action
to support cooperation in quality assurance;

(g) operating grants to support certain operational and admin-
istrative costs of institutions and associations active in the
field covered by the Lifelong Learning Programme;

(h) other initiatives aimed at promoting the objectives of the
Lifelong Learning Programme (‘accompanying measures’).

Community support may be awarded for preparatory

2.
visits in respect of any of the actions set out in this Article.

3.
The Commission may organise such seminars, colloquia
or meetings as are likely to facilitate the implementation of the
Lifelong Learning Programme, and undertake appropriate infor-
mation, publication and dissemination actions and actions to
increase awareness of the Programme, as well as programme
monitoring and evaluation.

4.
The actions referred to in this Article may be imple-
mented by means of calls for proposals, calls for tenders, or
directly by the Commission.

Article 6

Tasks of the Commission and the Member States

1.
The Commission shall ensure the effective and efficient
implementation of the Community actions provided for by the
Lifelong Learning Programme.

2. Member States shall

(a) take the necessary steps to ensure the efficient running of
the Lifelong Learning Programme at national level, invol-
ving all
lifelong
the parties concerned with aspects of
learning in accordance with national practice or legislation;

(b) establish or designate and monitor an appropriate structure
for the coordinated management of the implementation of
the Lifelong Learning Programme's actions at national level
(national agencies),
in
conformity with the provisions of Article 54(2)(c) of Regu-
lation (EC, Euratom) No 1605/2002 and of Article 38 of
in accordance
Regulation (EC, Euratom) No 2342/2002,
with the following criteria:

including budgetary management,

(c) multilateral projects especially designed to promote quality
in education and training systems through the transnational
transfer of innovation;

(d) unilateral and national projects;

(i) an organisation established or designated as a national
agency shall have legal personality or be part of an
entity having legal personality, and be governed by the
law of the Member State concerned. A ministry may
not be designated as a national agency;

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(ii) each national agency must have adequate staff to fulfil
its tasks, with professional and linguistic capacities
appropriate for work in an environment of interna-
tional cooperation in the field of education and
training;

(iii) it must have an appropriate infrastructure, in particular

as regards informatics and communications;

(iv) it must operate in an administrative context which
enables it to carry out its tasks satisfactorily and to
avoid conflicts of interest;

(v) it must be in a position to apply the financial manage-
ment rules and contractual conditions laid down at
Community level;

(vi) it must offer adequate financial guarantees,

issued
preferably by a public authority, and its management
capacity must be appropriate to the level of Com-
munity funds it will be called upon to manage;

(c) take responsibility for the proper management by the
national agencies referred to in point (b) of credits trans-
ferred to national agencies to support projects, and in par-
ticular for the respect by national agencies of the principles
of transparency, equality of treatment and of the avoidance
of double-funding with other sources of Community funds,
and of the obligation to monitor projects and to recover
any funds due for reimbursement by beneficiaries;

(d) take the necessary steps to ensure the appropriate audit and
financial overseeing of the national agencies referred to in
point (b), and in particular:

(i) before the national agency starts work, provide the
Commission with the necessary assurances as to the
existence, relevance and proper operation within it, in
accordance with the rules of sound financial manage-
ment, of
the control
systems, the accounting systems and the procurement
and grant award procedures;

the procedures to be applied,

(ii) provide the Commission with a declaration of assur-
ance each year as to the reliability of the financial
systems and procedures of the national agencies, and
the probity of their accounts;

(e) in the event of irregularity, negligence or fraud imputable
to a national agency established or designated under point
(b), and where this gives rise to claims by the Commission
on the national agency which are not completely recovered,
be responsible for the funds not recovered;

(f) designate upon request from the Commission the institu-
tions or organisations providing learning opportunities, or
the types of such institutions or organisations, to be consid-
ered eligible
in the Lifelong Learning
Programme in their respective territories;

to participate

(g) endeavour to adopt all appropriate measures to remove
legal and administrative obstacles to the proper functioning
of the Lifelong Learning Programme;

(h) take steps to ensure that potential synergies with other
Community programmes and financial
instruments and
with other relevant programmes operating in the Member
State in question are realised at national level.

The Commission,

3.
shall ensure

in cooperation with Member States,

(a) the transition between the actions carried out within the
context of the preceding programmes in the fields of educa-
tion, training and lifelong learning and those to be imple-
mented under the Lifelong Learning Programme;

(b) the adequate protection of the Communities' financial inter-
ests,
in particular by introducing effective, proportionate
and dissuasive measures, administrative checks and penal-
ties;

(c) the wide dissemination of

information, publicity and
follow-up with regard to actions supported under the Life-
long Learning Programme;

(d) the collection, analysis and processing of available data
required to measure
the
programme, and to monitor and evaluate activities as
referred to in Article 15;

results and effects of

the

(e) the dissemination of the results of the previous generation
of education and training programmes and of the Lifelong
Learning Programme.

Article 7

Participation of third countries

The Lifelong Learning Programme shall be open to the

1.
participation of:

(a) EFTA countries which are members of the EEA, in accord-
ance with the conditions laid down in the EEA Agreement;

(b) the candidate countries benefiting from a pre-accession
in accordance with the general principles and
strategy,
general terms and conditions laid down in the framework
agreements concluded with these countries for their partici-
pation in Community programmes;

(c) the countries of the Western Balkans, in accordance with
the provisions to be determined with these countries
framework agreements
following the establishment of
providing
Community
programmes;

participation

their

for

in

(d) the Swiss Confederation, on the basis of a bilateral agree-

ment to be concluded with this country.

Key activity 1 of the Jean Monnet programme referred to
2.
in Article 3(3)(a) shall also be open to higher education institu-
tions in any other third country.

Third countries participating in the Lifelong Learning
3.
Programme shall be subject to all the obligations and shall fulfil
all
in this Decision in relation to
tasks
Member States.

set out

the

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Article 8

International cooperation

adopted in accordance with the procedure referred to in Article
10(3).

Under the Lifelong Learning Programme, and in accordance
with Article 9,
the Commission may cooperate with third
countries and with the competent international organisations,
the Organisation for
in particular the Council of Europe,
Economic Cooperation and Development
(OECD) and the
United Nations Educational, Scientific and Cultural Organiza-
tion (UNESCO).

CHAPTER II

Article 10

Committee procedure

The Commission shall be assisted by a Committee, herein-

1.
after referred to as ‘the Committee’.

2. 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.

Implementation of the Lifelong Learning Programme

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

Article 9

Implementing measures

1.
The measures necessary for the implementation of the
Lifelong Learning Programme relating to the following matters
shall be adopted by the Commission, in accordance with the
procedure referred to in Article 10(2):

(a) the annual plan of work including priorities;

(b) the annual allocations and the distribution of

funds

between and within the sub-programmes;

(c) the

general

guidelines

sub-
for
programmes (including decisions concerning the nature of
the actions, their duration and funding level), the selection
criteria and procedures;

implementing

the

(d) the Commission's proposals for the selection of applica-
tions for multilateral projects and networks as referred to
in Article 33(1)(b) and (c);

(e) the Commission's proposals for the selection of applica-
tions for actions set out in Article 5(1)(e), not covered by
point (d) of this paragraph, and in Article 5(1)(f), (g) and
(h), for which the Community support proposed exceeds
EUR 1 million;

(f) the definition of the respective roles and responsibilities of
the Commission, the Member States and the national agen-
cies regarding the National agency procedure as set out in
the Annex;

(g) the distribution of funds among the Member States for the
actions to be managed through the National agency proce-
dure as set out in the Annex;

(h) the arrangements for ensuring internal consistency within

the Lifelong Learning Programme;

(i) the arrangements for monitoring and evaluating the Life-
long Learning Programme and the sub-programmes and for
the dissemination and transfer of results.

2.
The measures necessary for the implementation of all
matters other than those specified in paragraph 1 shall be

3. 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.

4.

The Committee shall adopt its Rules of Procedure.

5. Member States may not be represented by persons
employed in, or having operational responsibility for, national
agencies referred to in Article 6(2)(b).

Article 11

Social partners

1. Whenever the Committee is consulted on any matter
concerning the application of this Decision in relation to voca-
tional education and training, representatives of the social part-
ners, appointed by the Commission on the basis of proposals
from the European social partners, may participate in the work
of the Committee as observers.

The number of such observers shall be equal to the number of
representatives of the Member States.

2.
Such observers shall have the right to request that their
position be recorded in the minutes of the meeting of the
Committee.

Article 12

Horizontal policies

In implementing the Lifelong Learning Programme, due regard
shall be paid to ensuring that it contributes fully to furthering
the horizontal policies of the Community, in particular by:

(a) promoting an awareness of the importance of cultural and
linguistic diversity within Europe, as well as of the need to
combat racism, prejudice and xenophobia;

(b) making provision for learners with special needs, and in
particular by helping to promote their integration into
mainstream education and training;

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(c) promoting equality between men and women and contri-
buting to combating all forms of discrimination based on
sex, racial or ethnic origin, religion or belief, disability, age
or sexual orientation.

CHAPTER III

Financial provisions — Evaluation

Article 13

Consistency and complementarity with other policies

The Commission shall, in cooperation with the Member
1.
States, ensure overall consistency and complementarity with
the Education and Training 2010 Work Programme and other
relevant Community policies, instruments and actions, in par-
ticular those in the field of culture, the media, youth, research
and development, employment, recognition of qualifications,
enterprise, environment, ICT and the Community's statistical
programme.

The Commission shall, in cooperation with the Member States,
ensure an efficient
link-up between the Lifelong Learning
Programme and the programmes and actions in the area of
education and training undertaken within the framework of the
Community's pre-accession instruments and other cooperation
with third countries and the competent international organisa-
tions.

2.
The Commission shall keep the Committee regularly
informed about other relevant Community initiatives taken in
the field of lifelong learning, including cooperation with third
countries and international organisations.

In implementing actions under the Lifelong Learning
3.
Programme, the Commission and the Member States shall have
regard to the priorities set out in the integrated guidelines for
employment adopted by the Council as part of the Lisbon part-
nership for growth and jobs.

4.
the
In partnership with the European social partners,
Commission shall endeavour to develop an appropriate coordi-
nation between the Lifelong Learning Programme and the
social dialogue at Community level, including in the different
sectors of the economy.

5.
In implementing the Lifelong Learning Programme, the
Commission shall secure the assistance as appropriate of the
European Centre for the Development of Vocational Training
(Cedefop) in areas related to its competence and in accordance
with the arrangements set out in Regulation (EEC) No 337/75
of the Council (1). Where appropriate, the Commission may
also secure the support of the European Training Foundation
within the scope of its mandate and in accordance with the
arrangements
in Council Regulation (EEC) No
1360/90 (2).

set out

6.
The Commission shall keep the Advisory Committee on
Vocational Training regularly informed of relevant progress in
the area of vocational education and training.

(1) OJ L 39, 13.2.1975. Regulation as last amended by Regulation (EC)

No 2051/2004 (OJ L 355, 1.12.2004, p. 1).

Article 14

Funding

1.
The indicative financial envelope for the implementation
of this Decision for the period of 7 years as from 1 January
2007 is set at EUR 6 200 million (3). Within this envelope, the
amounts to be allocated to the Comenius, Erasmus, Leonardo
da Vinci and Grundtvig programmes shall not be less than as
set out in point B.11 of the Annex. Those allocations may be
amended by the Commission in accordance with the procedure
referred to in Article 10(2).

2.
Up to 1 % of the allocations of the Lifelong Learning
Programme may be used to support the participation in part-
nership, project and network actions organised under the Life-
long Learning Programme of partners from third countries
which do not participate in the Lifelong Learning Programme
under the provisions of Article 7.

3.
The annual appropriations shall be authorised by the
budgetary authority within the limits of the financial frame-
work.

Article 15

Monitoring and evaluation

1.
The Commission shall, in cooperation with the Member
States, regularly monitor and evaluate the Lifelong Learning
Programme against its objectives.

2.
The Commission shall arrange for regular independent
external evaluations of the Lifelong Learning Programme and
shall regularly publish statistics for monitoring progress.

3.
The findings of the monitoring and evaluation of the Life-
long Learning Programme and the previous generation of
education and training programmes shall be taken into account
when implementing the Programme.

4. Member States shall submit to the Commission, by 30
June 2010 and 30 June 2015 respectively, reports on the
the Lifelong Learning
implementation and the impact of
Programme.

5.
The Commission shall submit to the European Parliament,
the Council, the European Economic and Social Committee and
the Committee of the Regions:

(a) an interim evaluation report on the qualitative and quanti-
the Lifelong
including an analysis of the results

the implementation of

tative aspects of
Learning Programme,
achieved, by 31 March 2011;

(b) a communication on the continuation of
Learning Programme by 31 December 2011;

the Lifelong

(c) an ex-post evaluation report by 31 March 2016.

(2) OJ L 131, 23.5.1990, p. 1. Regulation as last amended by Regu-

(3) This amount is based on 2004 figures and shall be subject to tech-

lation (EC) No 1648/2003 (OJ L 245, 29.9.2003, p. 22).

nical adjustment to take account of inflation.

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TITLE II

THE SUB-PROGRAMMES

CHAPTER I

The Comenius Programme

Article 16

(d) to support
content,
learning;

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

(e) to enhance the quality and European dimension of teacher

training;

(f) to support improvements in pedagogical approaches and

school management.

Access to the Comenius programme

Within the framework of the Lifelong Learning Programme, the
Comenius programme shall be aimed at:

(a) pupils

in school education up to the end of upper

secondary education;

(b) schools, as specified by Member States;

(c) teachers and other staff within those schools;

(d) associations, non- profit organisations, NGOs and represen-

tatives of those involved in school education;

Article 18

Actions of the Comenius programme

The following actions may be supported by the Comenius

1.
programme:

(a) mobility of individuals as referred to in Article 5(1)(a). In
arranging for or supporting the organisation of such mobi-
lity, the necessary preparatory measures shall be adopted
and care shall be taken to ensure that adequate supervision,
advice and support is available for individuals in mobility.

(e) persons and bodies responsible for the organisation and
delivery of education at local, regional and national levels;

Such mobility may include:

(f) research centres
learning issues;

and bodies

concerned with lifelong

(i) exchanges of pupils and staff;

(g) higher education institutions;

(h) bodies providing guidance, counselling and information

services relating to any aspect of lifelong learning.

Article 17

Objectives of the Comenius programme

1.
In addition to the objectives of the Lifelong Learning
Programme as set out in Article 1, the specific objectives of the
Comenius programme shall be:

(a) to develop knowledge and understanding among young
people and educational staff of the diversity of European
cultures and languages and its value;

(b) to help young people acquire the basic life-skills and
competences necessary for their personal development, for
future employment and for active European citizenship.

The operational objectives of the Comenius programme

2.
shall be:

(a) to improve the quality and to increase the volume of mobi-
in different

lity involving pupils and educational staff
Member States;

(b) to improve the quality and to increase the volume of part-
nerships between schools in different Member States, so as
to involve at least 3 million pupils in joint educational
activities during the period of the programme;

(c) to encourage the learning of modern foreign languages;

(ii) mobility to schools for pupils and placements in

schools or enterprises for educational staff;

(iii) participation in training courses for teachers and other

educational staff;

(iv) study and preparatory visits for mobility, partnership,

project or network activities;

(v) assistantships for teachers and potential teachers.

(b) development of partnerships, as referred to in Article

5(1)(b), between:

(i) schools, with a view to developing joint

learning
projects for pupils and their teachers (‘Comenius school
partnerships’);

(ii) organisations responsible for any aspect of school
education, with a view to fostering inter-regional coop-
eration,
cooperation
border
including
(‘Comenius-Regio partnerships’);

region

(c) multilateral projects as referred to in Article 5(1)(e). They

may include projects aimed at:

(i) developing, promoting and disseminating educational
including new teaching methods or

best practices,
materials;

(ii) developing or exchanging experience on systems of
providing information or guidance particularly adapted
to the learners, teachers and other staff concerned by
the Comenius programme;

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(iii) developing, promoting and disseminating new teacher

(h) bodies providing guidance, counselling and information

training courses or course content;

services relating to any aspect of lifelong learning.

(d) multilateral networks as referred to in Article 5(1)(e). They

may include networks aimed at:

(i) developing education in the discipline or subject area
in which they operate, for their own benefit and for
that of education more widely;

(ii) acquiring and disseminating relevant good practice and

innovation;

(iii) providing content support to projects and partnerships

set up by others;

(iv) promoting the development of needs analysis and its

practical applications within school education;

(e) other initiatives aimed at promoting the objectives of the
Comenius programme as referred to in Article 5(1)(h)
(‘accompanying measures’).

2.
The operational details of the actions referred to in para-
graph 1 shall be decided in accordance with the procedure
referred to in Article 10(2).

Article 19

Amount allocated to the Comenius programme

Not less than 80 % of the amount allocated to the Comenius
programme shall be devoted to support for mobility as referred
to in Article 18(1)(a) and for Comenius partnerships as set out
in Article 18(1)(b).

CHAPTER II

The Erasmus Programme

Article 20

Access to the Erasmus programme

Within the framework of the Lifelong Learning Programme, the
Erasmus programme shall be aimed at:

(a) students and trainees learning in all forms of tertiary level

education and training;

(b) higher education institutions, as

specified by Member

States;

(c) teachers, trainers and other staff within those institutions;

(d) associations and representatives of those involved in higher
and

student, university,

including relevant

education,
teacher/trainer associations;

(e) enterprises, social partners and other representatives of

working life;

(f) public and private bodies,

including non-profit organisa-
tions and NGOs, responsible for the organisation and
delivery of education and training at local, regional and
national levels;

(g) research centres
learning issues;

and bodies

concerned with lifelong

Article 21

Objectives of the Erasmus programme

1.
In addition to the objectives of the Lifelong Learning
Programme as set out in Article 1, the specific objectives of the
Erasmus programme shall be:

(a) to support the realisation of a European Area of Higher

Education;

(b) to reinforce the contribution of higher education and
advanced vocational education to the process of innova-
tion.

The operational objectives of the Erasmus programme

2.
shall be:

(a) to improve the quality and to increase the volume of
student and teaching staff mobility throughout Europe, so
as to contribute to the achievement by 2012 of at least 3
million individual participants in student mobility under
the Erasmus programme and its predecessor programmes;

(b) to improve the quality and to increase the volume of multi-
lateral cooperation between higher education institutions in
Europe;

(c) to increase the degree of transparency and compatibility
between higher education and advanced vocational educa-
tion qualifications gained in Europe;

(d) to improve the quality and to increase the volume of coop-
eration between higher education institutions and enter-
prises;

(e) to facilitate the development of

innovative practices in
education and training at tertiary level, and their transfer,
including from one participating country to others;

(f) to support
content,
learning.

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

Article 22

Actions of the Erasmus programme

The following actions may be supported by the Erasmus

1.
programme:

(a) mobility of individuals as referred to in Article 5(1)(a). Such

mobility may include:

(i) mobility of students for the purposes of studying or
training in Member States in higher education institu-
tions, as well as placements in enterprises,
training
centres, research centres or other organisations;

(ii) mobility of teaching staff in higher education institu-
tions in order to teach or receive training in a partner
institution abroad;

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(iii) mobility of other staff in higher education institutions
and staff of enterprises for purposes of training or
teaching;

CHAPTER III

The Leonardo da Vinci Programme

(iv) Erasmus intensive programmes organised on a multi-

lateral basis.

Article 24

Support may also be awarded to the home and host higher
education institutions or enterprises for action to ensure
quality at all stages of the mobility arrangements, including
preparatory and refresher language courses.

(b) multilateral projects, as

referred to in Article 5(1)(e),
focusing inter alia on innovation, experimentation and the
exchange of good practice in the areas mentioned in the
specific and operational objectives;

(c) multilateral networks, as referred to in Article 5(1)(e), run
by consortia of higher education institutions and repre-
senting a discipline or a cross-disciplinary field, (‘Erasmus
thematic networks’) which aim to develop new learning
concepts and competences. Such networks may also
include representatives from other public bodies or from
enterprises or associations;

(d) other initiatives aimed at promoting the objectives of the
referred to in Article 5(1)(h)

Erasmus programme as
(‘accompanying measures’).

Individuals participating in mobility under paragraph

2.
1(a)(i) (‘Erasmus students’) shall be:

(a) students in higher education institutions who, enrolled at
least in the second year, spend a study period in another
Member State within the framework of the mobility action
of the Erasmus programme, regardless whether they have
been awarded financial support under that programme.
Such periods shall be fully recognised under the interinsti-
tutional agreements between the sending and host institu-
tions. The host institutions shall not charge tuition fees to
such students;

Access to the Leonardo da Vinci programme

Within the framework of the Lifelong Learning Programme, the
Leonardo da Vinci programme shall be aimed at:

(a) people learning in all forms of vocational education and

training except at tertiary level;

(b) people in the labour market;

(c) institutions or organisations providing learning opportu-
nities in the fields covered by the Leonardo da Vinci
programme;

(d) teachers, trainers and other staff within those institutions

or organisations;

(e) associations and representatives of those involved in voca-
including trainees', parents'

tional education and training,
and teachers' associations;

(f) enterprises, social partners and other representatives of
working life, including chambers of commerce and other
trade organisations;

(g) bodies providing guidance, counselling and information

services relating to any aspect of lifelong learning;

(h) persons and bodies responsible for systems and policies
concerning any aspect of vocational education and training
at local, regional and national level;

(i) research centres
learning issues;

and bodies

concerned with lifelong

(b) students

enrolled on Joint Masters programmes

and

engaged in mobility;

(k) non-profit organisations, voluntary bodies, NGOs.

(j) higher education institutions;

(c) students in higher education institutions taking part

in

placements.

3.
The operational details of the actions set out in paragraph
1 shall be decided in accordance with the procedure referred to
in Article 10(2).

Article 23

Amount allocated to the Erasmus programme

Article 25

Objectives of the Leonardo da Vinci programme

In addition to the objectives of the Lifelong Learning
1.
Programme as set out in Article 1, the specific objectives of the
Leonardo da Vinci programme shall be:

(a) to support participants in training and further training
activities in the acquisition and the use of knowledge, skills
and qualifications
to facilitate personal development,
employability and participation in the European labour
market;

Not less than 80 % of the amount allocated to the Erasmus
programme shall be devoted to support for mobility as referred
to in Article 22(1)(a).

(b) to support

improvements in quality and innovation in
vocational education and training systems, institutions and
practices;

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(c) to enhance the attractiveness of vocational education and
training and mobility for employers and individuals and to
facilitate the mobility of working trainees.

The operational objectives of

2.
programme shall be:

the Leonardo da Vinci

(a) to improve the quality and to increase the volume of mobi-
lity throughout Europe of people involved in initial voca-
tional education and training and in continuing training, so
as
least
to increase placements
80 000 per year by the end of
the Lifelong Learning
Programme;

in enterprises

to at

(b) to improve the quality and to increase the volume of coop-
eration between institutions or organisations providing
social partners and
learning opportunities, enterprises,
other relevant bodies throughout Europe;

(c) to facilitate the development of innovative practices in the
field of vocational education and training other than at
tertiary level, and their transfer, including from one partici-
pating country to others;

(d) to improve the transparency and recognition of qualifica-
tions and competences, including those acquired through
non-formal and informal learning;

(e) to encourage the learning of modern foreign languages;

(c) multilateral projects, as referred to in Article 5(1)(c), in par-
improving training systems by
ticular
those aimed at
focusing on the transfer of
innovation involving the
linguistic, cultural and legal adaptation to national needs of
innovative products and processes developed in different
contexts;

(d) multilateral projects, as referred to in Article 5(1)(e), aimed
at improving training systems by focusing on the develop-
ment of innovation and good practice;

(e) thematic networks of experts and organisations, as referred
to in Article 5(1)(e), working on specific issues related to
vocational education and training;

(f) other initiatives aimed at promoting the objectives of the
Leonardo da Vinci programme, as referred to in Article
5(1)(h) (‘accompanying measures’).

The operational details of such actions shall be decided in

2.
accordance with the procedure referred to in Article 10(2).

Article 27

Amounts allocated to the Leonardo da Vinci programme

Not less than 60 % of the amounts allocated to the Leonardo
da Vinci programme shall be devoted to support for mobility
and partnerships as referred to in Article 26(1)(a) and (b).

(f) to support
content,
learning.

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

Article 26

CHAPTER IV

The Grundtvig Programme

Article 28

Actions of the Leonardo da Vinci programme

Access to the Grundtvig programme

The following actions may be supported by the Leonardo

1.
da Vinci programme:

Within the framework of the Lifelong Learning Programme, the
Grundtvig programme shall be aimed at:

(a) mobility of individuals, as referred to in Article 5(1)(a). In
arranging for or supporting the organisation of such mobi-
lity, the necessary preparatory measures, including language
preparation, shall be adopted and care shall be taken to
ensure that adequate supervision and support is available
for individuals in mobility. Such mobility may include:

(i) transnational placements in enterprises or in training

institutions;

(ii) placements and exchanges aimed at the further profes-
sional development of trainers and guidance counsel-
lors, and at those responsible for training establish-
ments and for training planning and career guidance
within enterprises;

(a) learners in adult education;

(b) institutions or organisations providing learning opportu-

nities in adult education;

(c) teachers and other staff within those institutions or organi-

sations;

(d) establishments involved in the initial or further training of

adult education staff;

(e) associations and representatives of those involved in adult
education, including learners' and teachers' associations;

(f) bodies providing guidance, counselling and information

services relating to any aspect of lifelong learning;

(b) partnerships, as referred to in Article 5(1)(b), focusing on
interest to the participating organisa-

themes of mutual
tions;

(g) persons and bodies responsible for systems and policies
concerning any aspect of adult education at local, regional
and national level;

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and bodies

concerned with lifelong

(h) research centres
learning issues;

(i) enterprises;

(j) non-profit organisations, voluntary bodies, NGOs;

(k) higher education institutions.

Article 29

Objectives of the Grundtvig programme

1.
In addition to the objectives of the Lifelong Learning
Programme set out in Article 1, the specific objectives of the
Grundtvig programme shall be:

(a) to respond to the educational challenge of an ageing popu-

lation in Europe;

(b) to help provide adults with pathways to improving their

knowledge and competences.

The operational objectives of the Grundtvig programme

2.
shall be:

(a) to improve the quality and accessibility of mobility
throughout Europe of individuals involved in adult educa-
tion and to increase its volume so as to support the mobi-
lity of at least 7 000 of such individuals per year by 2013;

(b) to improve the quality and to increase the volume of coop-
eration between organisations involved in adult education
throughout Europe;

(c) to assist people from vulnerable social groups and in
marginal social contexts,
in particular older people and
those who have left education without basic qualifications,
in order to give them alternative opportunities to access
adult education;

(d) to facilitate the development of

innovative practices in
adult education and their transfer, including from a partici-
pating country to others;

(e) to support
content,
learning;

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

(f) to improve pedagogical approaches and the management

of adult education organisations.

Article 30

Actions of the Grundtvig programme

mobility may include visits, assistantships and exchanges
for participants in formal and non-formal adult education,
including the training and professional development of
adult education staff, especially in synergy with partner-
ships and projects;

(b) partnerships, as referred to in Article 5(1)(b), known as
‘Grundtvig learning partnerships’, focusing on themes of
mutual interest to the participating organisations;

(c) multilateral projects, as referred to in Article 5(1)(e), aimed
at improving adult education systems through the develop-
ment and transfer of innovation and good practice;

(d) thematic networks of experts and organisations, as referred
‘Grundtvig networks’,

to in Article 5(1)(e), known as
working in particular on:

(i) developing adult education in the discipline, subject

area or management aspect to which they relate;

(ii) identifying, improving and disseminating relevant good

practice and innovation;

(iii) providing content support to projects and partnerships
set up by others and facilitating interactivity between
such projects and partnerships;

(iv) promoting the development of needs analysis and

quality assurance within adult education;

(e) other initiatives aimed at promoting the objectives of the
Grundtvig programme, as referred to in Article 5(1)(h)
(‘accompanying measures’).

The operational details of such actions shall be decided in

2.
accordance with the procedure referred to in Article 10(2).

Article 31

Amounts allocated to the Grundtvig programme

Not less than 55 % of the amounts allocated to the Grundtvig
programme shall be devoted to support for mobility and part-
nerships as referred to in Article 30(1)(a) and (b).

CHAPTER V

The Transversal Programme

Article 32

Objectives of the transversal programme

The following actions may be supported by the Grundtvig

1.
programme:

In addition to the objectives of the Lifelong Learning
1.
Programme as set out in Article 1, the specific objectives of the
transversal programme shall be:

(a) mobility of individuals, as referred to in Article 5(1)(a). In
arranging for or supporting the organisation of such mobi-
lity, the necessary preparatory measures shall be adopted
and care shall be taken to ensure that adequate supervision
and support is available for individuals in mobility. Such

(a) to promote European cooperation in fields covering two or

more sectoral sub-programmes;

(b) to promote the quality and transparency of Member States'

education and training systems.

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The operational objectives of the transversal programme

2.
shall be:

(d) observation and analysis of policies and systems in the field
of lifelong learning, as referred to in Article 5(1)(f), which
may include:

(a) to support policy development and cooperation at Euro-
pean level in lifelong learning, notably in the context of the
Lisbon process and Education and Training 2010 Work
Programme, as well as
the Bologna and Copenhagen
processes and their successors;

(b) to ensure an adequate supply of comparable data, statistics
and analyses to underpin lifelong learning policy develop-
ment, as well as to monitor progress towards objectives
and targets in lifelong learning, and to identify areas for
particular attention;

(c) to promote language learning and to support linguistic

diversity in the Member States;

(d) to support
content,
learning;

the development of

services, pedagogies and practice for

innovative ICT-based
lifelong

(e) to ensure

that

the Lifelong Learning
results of
Programme are appropriately recognised, demonstrated and
implemented on a wide scale.

the

(i) studies and comparative research;

(ii) development of

surveys,
including support for work undertaken in the field of
lifelong learning in cooperation with Eurostat;

indicators and statistical

(iii) support for the operation of the Eurydice network and
funding of the Eurydice European Unit set up by the
Commission;

(e) action to support transparency and recognition of qualifica-
tions and competences including those acquired through
non-formal
information and
guidance on mobility for learning purposes, and coopera-
tion in quality assurance, as referred to in Article 5(1)(f),
which may include:

learning,

informal

and

(i) networks of organisations which facilitate mobility and
recognition,
and National
such as Euroguidance
Academic Recognition Information Centres (NARICs);

(ii) support for transnational web-based services such as

Ploteus;

Article 33

(iii) activities under the Europass initiative in accordance

with Decision No 2241/2004;

Actions of the transversal programme

1.
The following actions may be supported under the key
activity of policy cooperation and innovation in lifelong
learning, as referred to in Article 3(2)(a):

(a) individual mobility, as

referred to in Article 5(1)(a),
including study visits for experts and officials designated by
for directors of
national, regional and local authorities,
education and training establishments and guidance and
experience accreditation services, and for social partners;

(f) other initiatives, as referred to in Article 5(1)(h) (‘accompa-
nying measures’), including peer-learning activities aimed at
promoting the objectives of the key activity referred to in
Article 3(2)(a).

2.
The following actions, designed to address teaching and
learning needs concerning more than one sub-programme area,
may be supported under the key activity of language learning,
as referred to in Article 3(2)(b):

(a) multilateral projects, as referred to in Article 5(1)(e), aimed,

inter alia, at:

(b) multilateral projects, as referred to in Article 5(1)(e), aimed
at preparing and testing policy proposals developed at
Community level and innovation in lifelong learning;

(i) developing new language learning materials, including
online courses, and instruments for language testing;

(c) multilateral networks, as referred to in Article 5(1)(e), of
experts and/or institutions working together on policy
issues. Such networks may include:

(i) thematic networks working on issues related to the
lifelong learning or to lifelong learning
content of
Such networks may
methodologies
observe, exchange,
identify and analyse good practice
and innovation, and make proposals for a better and
wider use of such practices across the Member States;

and policies.

(ii) fora on strategic issues in lifelong learning;

(ii) developing tools and courses for training language

teachers, trainers and other staff;

(b) multilateral networks as referred to in Article 5(1)(e), in the

field of language learning and linguistic diversity;

(c) other initiatives in line with the objectives of the Lifelong
Learning Programme, as referred to in Article 5(1)(h),
including activities to make language learning more attrac-
tive to learners through the mass media and/or marketing,
publicity and information campaigns, as well as confer-
ences, studies and the development of statistical indicators
in the field of language learning and linguistic diversity.

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3.
The following actions, designed to address teaching and
learning needs concerning more than one sub-programme area,
may be supported under the key activity of ICT, as referred to
in Article 3(2)(c):

(a) multilateral projects, as referred to in Article 5(1)(e), aimed
the development and distribution, as appropriate, of

at
innovative methods, contents, services and environments;

(b) multilateral networks as referred to in Article 5(1)(e), aimed
at sharing and exchanging knowledge, experience and good
practice;

(c) other action aimed at improving lifelong learning policy
and practice, as described in Article 5(1)(f), which may
include mechanisms for evaluation, observation, bench-
marking, quality improvement and the analysis of trends
with respect to technology and pedagogy.

The following actions may be supported under the key

4.
activity of dissemination, as referred to in Article 3(2)(d):

(a) unilateral and national projects, as referred to in Article

5(1)(d);

(b) multilateral projects, as referred to in Article 5(1)(e), aimed

inter alia at:

(i) supporting the exploitation and implementation of

innovative products and processes;

(ii) stimulating cooperation between projects operating in

the same field;

(f) research centres and bodies concerned with issues relating
to European integration within and outside the Com-
munity.

Article 35

Objectives of the Jean Monnet programme

1.
In addition to the objectives of the Lifelong Learning
Programme as set out in Article 1, the specific objectives of the
Jean Monnet programme shall be:

(a) to stimulate teaching, research and reflection activities in

the field of European integration studies;

(b) to support the existence of an appropriate range of institu-
tions and associations focusing on issues relating to Euro-
pean integration and on education and training in a Euro-
pean perspective.

The

2.
programme shall be:

operational

objectives

of

the

Jean Monnet

(a) to stimulate excellence in teaching, research and reflection
in European integration studies in higher education institu-
tions within and outside the Community;

(b) to enhance knowledge and awareness among specialist
academics and among European citizens generally of issues
relating to European integration;

(c) to support key European institutions dealing with issues

(iii) developing good practice with regard to dissemination

relating to European integration;

methods;

(c) the establishment of reference material as referred to in
Article 5(1)(f), which may include the collection of relevant
statistical data and studies in the field of dissemination, the
exploitation of results and the exchange of good practice.

(d) to support the existence of high-quality European institu-
tions and associations active in the fields of education and
training.

Article 36

CHAPTER VI

Actions of the Jean Monnet programme

The Jean Monnet Programme

Article 34

Access to the Jean Monnet programme

Within the framework of the Lifelong Learning Programme, the
Jean Monnet programme shall be aimed at:

(a) students and researchers in the field of European integra-
tion in all forms of higher education within and outside the
Community;

(b) higher education institutions within and outside the Com-

munity as recognised within their own countries;

(c) teachers and other staff within those institutions;

(d) associations and representatives of those involved in educa-

tion and training within and outside the Community;

(e) public and private bodies responsible for the organisation
and delivery of education and training at local, regional and
national levels;

The following actions may be supported under the key

1.
activity referred to in Article 3(3)(a):

(a) unilateral and national projects, as referred to in Article

5(1)(d), which may include:

(i) Jean Monnet Chairs, centres of excellence and teaching

modules;

(ii) associations of professors, other teachers in higher
education, and researchers specialising in European
integration;

(iii) support for young researchers specialising in European

integration studies;

(iv) information and research activities relating to the Com-
munity with the aim of promoting discussion, reflec-
tion and knowledge about the process of European
integration;

(b) multilateral projects and networks, as referred to in Article
5(1)(e), which may include support for the establishment of
multilateral research groups in the field of European inte-
gration.

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to
2.
Operating grants as referred to in Article 5(1)(g)
support certain operational and administrative costs of
the
following institutions pursuing an aim of European interest
may be awarded under the key activity referred to in Article
3(3)(b):

(a) the College of Europe (Bruges and Natolin campuses);

(b) the European University Institute, Florence;

(c) the European Institute of Public Administration, Maastricht;

(d) the Academy of European Law, Trier;

(e) the European Agency for Development in Special Needs

Education, Middelfart.

(f) the International Centre for European Training (CIFE), Nice.

3.
Under the key activity referred to in Article 3(3)(c), oper-
ating grants as referred to in Article 5(1)(g) may be awarded to
support certain operational and administrative costs of Euro-
pean institutions or associations active in the fields of education
and training.

4.
Grants may be awarded on an annual basis or on a
renewable basis within a framework partnership agreement
with the Commission.

Article 37

TITLE III

TRANSITIONAL AND FINAL PROVISIONS

Article 38

Transitional provision

1.
Actions which are initiated on or before 31 December
2006 on the basis of Decision 1999/382/EC, Decision No
253/2000/EC, Decision No 2318/2003/EC, Decision No
791/2004/EC or Decision No 2241/2004/EC, shall be adminis-
tered in conformity with the provisions of those Decisions,
with the exception that the committees established by those
Decisions shall be replaced by the committee established by
Article 10 of this Decision.

2.
As provided for by Article 18 of Regulation (EC,
Euratom) No 1605/2002, the appropriations corresponding to
assigned revenue arising from the repayment of amounts
wrongly paid pursuant to Decision 1999/382/EC, Decision No
253/2000/EC, Decision No 2318/2003/EC, Decision No
791/2004/EC or Decision No 2241/2004/EC, may be made
available to the Lifelong Learning Programme.

Article 39

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 Union.

Amounts allocated to the Jean Monnet programme

Done at Brussels,

Not less than 16 % of the amounts allocated to the Jean
Monnet programme shall be devoted to support for the key
activity referred to in Article 3(3)(a), not less than 65 % to the
key activity referred to in Article 3(3)(b), and not less than 19 %
to the key activity referred to in Article 3(3)(c).

For the European Parliament

The President

…

For the Council

The President

…

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ANNEX

ADMINISTRATIVE AND FINANCIAL PROVISIONS

A. Administrative Provisions

Procedures for the proposal and selection of the actions contained in the Lifelong Learning Programme are as
follows:

1. National agency procedure

1.1. Pr oc edu re 1

The following actions, under which the selection decisions are taken by the appropriate national agencies, shall
be managed through the ‘National agency procedure 1’:

(a) the mobility of individuals in lifelong learning, as referred to in Article 5(1)(a);

(b) bilateral and multilateral partnerships, as referred to in Article 5(1)(b);

(c) unilateral and national projects, as referred to in Article 5(1)(d), where these are funded under Article

33(4)(a).

Requests for financial assistance submitted under these actions shall be directed to the appropriate national
agencies designated by the Member States in accordance with Article 6(2)(b). The national agencies shall carry
out the selection and allocate financial assistance to the applicants selected in accordance with the general
guidelines to be established under Article 9(1)(c). The national agencies shall distribute grants to beneficiaries
located in their respective Member States. Each partner in a bilateral or multilateral partnership shall receive
funding direct from its respective national agency.

1.2. Pr oc edu re 2

The following action, under which the selection decisions are taken by the Commission, but evaluation and
contracting procedures are undertaken by the appropriate national agencies, shall be managed through the
‘National agency procedure 2’:

— multilateral projects, as referred to in Article 5(1)(c).

Requests for financial assistance submitted under this action shall be directed to the national agency designated
by the Member State of the coordinator of the project in accordance with Article 6(2)(b).The national agency of
the Member State of the coordinator of the project shall carry out the evaluation of applications and submit to
the Commission a shortlist of applications which it proposes to accept. The Commission shall decide upon the
shortlist proposed, following which the national agency shall allocate the appropriate financial assistance to the
applicants selected in accordance with the general guidelines to be established under Article 9(1)(c).

Before submitting the shortlist to the Commission, the national agency of the country in which the project is
coordinated shall liaise with those in the countries of all the other project partners. The national agencies shall
distribute grants to selected project coordinators located in their respective Member States, which shall be
responsible for distributing the funds to the partners involved in the projects.

2.

Commission procedure

The following actions, under which project proposals are submitted to the Commission and the selection deci-
sions are taken by the Commission, shall be managed through the ‘Commission procedure’:

(a) unilateral and national projects, as referred to in Article 5(1)(d), except those funded under Article 33(4)(a);

(b) multilateral projects and networks, as referred to in Article 5(1)(e);

(c) observation and analysis of policies and systems in the field of lifelong learning, the establishment of refer-
ence material, including surveys, statistics, analyses and indicators, and action to support transparency and
recognition of qualifications and prior learning, as referred to in Article 5(1)(f);

(d) operating grants, as referred to in Article 5(1)(g);

(e) other initiatives aimed at promoting the objectives of the Lifelong Learning Programme, as referred to in

Article 5(1)(h) (‘accompanying measures’).

Requests for financial assistance submitted under these actions shall be directed to the Commission, which shall
carry out the selection and allocate financial assistance to the applicants selected in accordance with the general
guidelines to be established under Article 9(1)(c).

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B. Financial Provisions

The Commission shall ensure that the financial and administrative requirements placed on beneficiaries of grants
awarded under the Lifelong Learning Programme are proportionate to the level of the grant. In particular, the
Commission shall ensure that the financial rules and the application and reporting requirements for individual mobi-
lity and for partnerships remain user-friendly and sufficiently simple not to restrict access for less advantaged indivi-
duals and the institutions or organisations that work with them.

In particular, the Commission shall provide the national agencies with criteria which they shall follow in regard to
selection and award procedures, as well as contract and payment/audit arrangements, for the funds they manage.
These criteria shall take into account the size of the grants made and, where grants are of less than EUR 25 000,
they shall provide for simplified systems at all stages involving applicants or beneficiaries. They shall enable the
national agencies to determine and limit the details required from applicants for grants and to issue contracts
following the award of grants on a simplified basis which includes only the following elements:

— the contracting parties,

— the duration of the contract, which shall be the period of eligibility of the expenditure,

— the maximum amount of funding awarded,

— a summary description of the action involved,

— reporting and audit access requirements.

Also they shall enable the national agencies to provide that co-financing provided by beneficiaries may take the form
of contributions in kind. These shall be verifiable as to fact, but need not be the subject of financial evaluation.

1. Actions managed through the National agency procedure

1.1. The Community funds intended to provide financial support under the actions to be managed through the
National agency procedure in accordance with section A point 1.1 of this Annex, are to be allocated among the
Member States in accordance with formulae determined by the Commission in accordance with Article 10(2),
which may include the following elements:

(a) a minimum amount allocated to each Member State, to be determined in accordance with budgetary avail-

ability for the action concerned;

(b) the remainder will be allocated to the various Member States on the basis of:

(i) each Member State's total number of:

— pupils and teachers in school education for the school partnerships and mobility actions of the

Comenius programme set out in Article 18(1)(a) and (b),

— students and/or graduates in higher education for the mobility of students and intensive programmes

actions of the Erasmus programme set out in Article 22(1)(a)(i) and (iv),

— teachers in higher education institutions for the mobility of teachers and the mobility of other staff

actions of the Erasmus programme set out in Article 22(1)(a)(ii) and (iii),

— overall population and number of 15 to 35 year olds in relation to it, for the mobility, partnership
and multilateral project actions of the Leonardo da Vinci programme set out in Article 26(1)(a), (b)
and (c),

— adults for the mobility and partnership actions of the Grundtvig programme set out in Article

30(1)(a) and (b);

(ii) the difference in the cost of living between the Member States;

(iii) the distance between the capital cities of each of the Member States;

(iv) the level of demand and/or take-up for the action concerned within each Member State.

1.2. These formulae should, as far as possible, be neutral with respect to the different education and training systems

of the Member States.

1.3. The Community funds thus distributed shall be administered by the national agencies provided for in Article

6(2)(b).

1.4. The Commission, acting in cooperation with the Member States, shall take the necessary measures to encourage
balanced participation at Community, national and, where appropriate, regional level and, where appropriate,
across the various fields of study. The proportion allocated to these measures shall not exceed 5 % of the annual
allocations for financing each of the actions in question.

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2. Designation of beneficiaries

The institutions listed in Article 36(2) of this Decision are hereby designated beneficiaries of grants under the
Lifelong Learning Programme, in accordance with Article 168 of Regulation (EC, Euratom) No 2342/2002.

The constituent national units of the NARIC network, the Eurydice network, the Euroguidance network, the
National Support Services for the eTwinning Action and the Europass National Centres act as instruments to
implement the programme at national level, in conformity with the provisions of Article 54(2)(c) of Regulation
(EC, Euratom) No 1605/2002 and of Article 38 of Regulation (EC, Euratom) No 2342/2002.

3.

Types of beneficiary

In accordance with Article 114(1) of Regulation (EC, Euratom) No 1605/2002, grants may be awarded to legal
persons or to natural persons. In the case of natural persons, these may take the form of scholarships.

4.

Flat-rate grants, scales of unit costs and prizes

Flat-rate grants and/or scales of unit costs, as provided for in Article 181(1) of Regulation (EC, Euratom) No
2342/2002 may be used in the case of the actions referred to in Article 5.

Flat-rate grants may be used up to a maximum of EUR 25 000 per grant. They may be combined up to a
maximum of EUR 100 000 and/or used in conjunction with scales of unit costs.

The Commission may provide for the award of prizes in relation to activities undertaken in the framework of
the Lifelong Learning Programme.

5.

Procurement

Where the implementation of actions supported under the Lifelong Learning Programme require the beneficiary
to have recourse to procurement procedures, the procedures for low-value contracts set out in Article 129 of
Regulation (EC, Euratom) No 2342/2002 shall apply.

6.

Partnership agreements

Where actions under the Lifelong Learning Programme are supported by means of framework partnership
grants, pursuant to Article 163 of Regulation (EC, Euratom) No 2342/2002, such partnerships may be selected
and funded for a four-year period, subject to a lightweight renewal procedure.

7.

Public institutions or organisations providing learning opportunities

All schools and higher education institutions specified by Member States, and all institutions or organisations
providing learning opportunities which have received over 50 % of their annual revenues from public sources
over the last two years, or which are controlled by public bodies or their representatives, shall be treated by the
Commission as having the necessary financial, professional and administrative capacity, together with the neces-
sary financial stability, to carry out projects under the Lifelong Learning Programme; they shall not be required
to present further documentation to demonstrate this. Such institutions or organisations may be exempted from
auditing requirements pursuant to Article 173(4) of Regulation (EC, Euratom) No 2342/2002.

8.

Bodies pursuing an objective of general European interest

Where operating grants are awarded under the Lifelong Learning Programme to bodies pursuing an objective of
general European interest as defined in Article 162 of Regulation (EC, Euratom) No 2342/2002, these shall, in
accordance with Article 113(2) of Regulation (EC, Euratom) No 1605/2002, not be subject on renewal to the
principle of gradual decrease.

9. Applicants' professional competencies and qualifications

The Commission may decide in accordance with Article 176(2) of Regulation (EC, Euratom) No 2342/2002
that specified categories of beneficiaries have the professional competences and qualifications required to
complete the proposed action or work programme.

10. Participation of partners from third countries

Partners from third countries may participate in multilateral projects, networks or partnerships under the terms
of Article 14(2) at the discretion of the Commission or the national agency concerned. The decision whether to
support such partners shall be based on the degree of added value at European level likely to result from their
participation in the project, network or partnership in question.

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11. Minimum allocations

Subject to Article 14 of this Decision, the minimum amounts to be allocated to sectoral sub-programmes shall
be, in relation to the financial envelope set out in that Article:

Comenius 13 %

Erasmus 40 %

Leonardo da Vinci 25 %

Grundtvig 4 %

12. National agencies

Community financial assistance shall be provided to support the activities of the national agencies established
or designated by the Member States in accordance with Article 6(2)(b).

In accordance with Article 38(1) of Regulation (EC, Euratom) No 2342/2002, the function of national agency
may, in third countries participating in the Lifelong Learning Programme by virtue of Article 7(1) of this Deci-
sion, be discharged of public-sector bodies or private-law bodies with a public-service mission governed by the
law of the country concerned.

In accordance with the principle of proportionality, certification and reporting requirements will be kept to an
appropriate minimum necessary level.

13. Technical assistance

The financial envelope of the Lifelong Learning Programme may also cover expenditure related to preparatory
actions, monitoring, control, audit and evaluation directly necessary for the implementation of the Programme
and for the achievement of its objectives. These may in particular include studies, meetings, information activ-
ities, publications, expenditure on informatics networks for the exchange of information and any other expendi-
ture on technical and administrative assistance to which the Commission may need to have recourse for the
implementation of the Programme.

14. Anti-fraud provisions

Commission decisions taken under Article 9, the contracts and agreements resulting from them, as well as
agreements with participating third countries, shall provide in particular for supervision and financial control
by the Commission (or any representative authorised by it),
including by the European Anti-Fraud Office
(OLAF), and for audits by the Court of Auditors, if necessary on-the-spot. Such controls may be carried out
with the national agencies as well, where necessary, as with recipients of grants.

The beneficiary of an operating grant shall keep available for the Commission all the supporting documents,
including the audited financial statement, regarding expenditure incurred during the grant year, for a period of
five years following the last payment. The beneficiary of a grant shall ensure that, where applicable, supporting
documents in the possession of partners or members be made available to the Commission.

The Commission may have an audit of the use made of the grant carried out either directly by its own staff or
by any other qualified outside body of its choice. Such audits may be carried out throughout the lifetime of the
agreement and for a period of five years from the date of payment of the balance. Where appropriate, the audit
findings may lead to recovery decisions by the Commission.

Commission staff and outside personnel authorised by the Commission shall have appropriate right of access, in
particular to the beneficiary's offices and to all the information, including information in electronic format,
needed in order to conduct such audits.

The Court of Auditors and OLAF shall enjoy the same rights, especially of access, as the Commission.

In addition,
the Lifelong
the Commission may carry out on-the-spot checks and inspections under
Learning Programme in accordance with Council Regulation (Euratom, EC) No 2185/96 of 11 November 1996
concerning on-the-spot checks and inspections carried out by the Commission in order to protect the European
Communities' financial interests against fraud and other irregularities (1).

For the Community actions financed under this decision, the notion of irregularity referred to in Article 1, para-
graph 2 of Regulation (EC, Euratom) No 2988/95 of 18 December 1995 on the protection of the European
Communities financial interests (2) shall mean any infringement of a provision of Community law or any breach
of a contractual obligation resulting from an act or omission by an economic operator, which has, or would
have, the effect of prejudicing the general budget of the European Communities or allocations managed by
them, by an unjustified item of expenditure.

(1) OJ L 292, 15.11.1996, p. 2.
(2) OJ L 312, 23.12.1995, p. 1.

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STATEMENT OF THE COUNCIL'S REASONS

I. INTRODUCTION

1. On 15 July 2004 the Commission submitted to the European Parliament and to the Council a
proposal for a decision, based on Articles 149(4) and 150(4) of the EC Treaty, establishing an inte-
grated action programme in the field of lifelong learning for the period 2007-2013.

2. The Economic and Social Committee delivered its opinion on 10 February 2005. (1)

3. The Committee of the Regions delivered its opinion on 23 February 2005. (2)

4. The European Parliament delivered its opinion at first reading on 25 October 2005. (3)

5. On 24 July 2006, the Council adopted its common position in accordance with Article 251 (2) of

the EC Treaty.

II. OBJECTIVE

This proposal for a new fully integrated EU programme in the field of education and training is to
replace the existing Socrates, Leonardo da Vinci, e-learning and related programmes, which are due to
expire at
the end of 2006. The Lifelong Learning Programme comprises four sub-programmes
(Comenius for school education, Erasmus for higher education, Leonardo da Vinci for vocational training
and Grundtvig for adult education), a series of transversal measures and the Jean Monnet programme
focusing on European integration. The aim of the Programme is both to contribute through lifelong
learning to the development of the Community as an advanced knowledge society in the context of
the strategic Lisbon goals, and to bring European added value directly to individual citizens by fostering
interaction, cooperation and mobility between education and training systems within the Community.

III. ANALYSIS OF THE COMMON POSITION

1. General comments

The Council's common position remains broadly consistent with the Commission's original
proposal, although a significant number of EP amendments were incorporated into the text and a
number of technical adjustments — chiefly concerning implementation procedures — were made
following the downward revision of the overall financial envelope for the Programme. The revised
allocation of EUR 6 200 million (at 2004 prices — i.e. EUR 6 970 million at current prices) was
agreed by the three institutions in the context of the Interinstitutional Agreement on the Financial
Framework for 2007-2013.

2. New elements contained in the common position as compared to the Commission proposal

Despite a smaller overall
the
Programme remain intact and the principle of quantified targets for each of the sub-programmes
has been maintained. There is also scope within the Programme to expand the number and type of
projects covered in the event of any future increase in funding.

financial allocation than anticipated,

the overall objectives of

The Council has also sought to strike the right balance between projects under the various sub-
programmes, slightly increasing the emphasis placed on adult education in response to current
employment and demographic trends. As a result, the minimum allocation for the Grundtvig
Programme rises to 4 %.

The Council has endeavoured to simplify administrative procedures for project applicants. In addi-
tion, it has re-introduced a management committee procedure for individual selection decisions on
projects, networks and accompanying measures where the Community contribution exceeds EUR 1
million, and for all projects and networks within the ‘Policy Development’ key activity of the Trans-
versal programme.

(1) OJ C 221, 8.9.2006, p. 134
(2) OJ C 164, 5.7.2005, p. 59
(3) doc. 13675/05

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For greater legibility and in order to give the objectives a clearer focus, the Council has restructured
and simplified many parts of the original proposal, one example being the amalgamation of the
implementation articles for each of the sub-programmes into a single article (9). A number of
drafting improvements have also been made for greater clarity. In addition, the Council has given
detailed consideration to the definitions contained in Article 2, has incorporated specific references
to the need for quality, high performance and innovation and has endeavoured to ensure effective
monitoring and the availability of comparable data as a means of underpinning lifelong learning
policy development in general.

Finally, in keeping with the EP's opinion, the Council has sought to increase mobility, in particular
for vocational trainees, to promote inter-regional cooperation through cross-border mobility and
partnerships and to enhance the exchange of best practices. It has also acceded to the EP's request
to include two more designated bodies — the European Agency for Development in Special Needs Educa-
tion in Middelfart (Denmark), and the International Centre for European Training in Nice (France).

3. European Parliament amendments

3.1. Amendments accepted in full, in part or in principle

The Council has been able to accept a considerable number of the European Parliament's
amendments in full or in part.

Amendments 1, 3, 6, 10, 11, 14, 15, 17, 18, 22, 23, 25, 27, 29, 30, 40, 42, 47, 49, 51, 59,
60, 62, 64, 67 and 68 have been included in full.

Amendments 5, 8, 9, 12, 19, 20, 24, 26, 31, 32, 36, 39, 48, 50, 58, 69 and 71 have been
accepted in part or reworded.

3.2. Amendments not incorporated

In the light of the Interinstitutional Agreement on the Financial Framework referred to in
section 1 above, the Council rejected amendment 43 which concerns the overall budget as
well as amendments 13, 45, 56 and 66 containing quantative targets which had to be revised.
Although the Council was also unable to accept the Parliament's proposal in amendment 70
on the indicative budget breakdown for the four main sub-programmes, as set out in Annex
B.11, its final position remained close to that of the EP.

A number of amendments (4, 7, 16, 28, 41) were rejected on the grounds that their content
was covered by recitals or other provisions of the legislative text, while references to disparities
between the various EU education systems (amendment 2) or to the convergence of those
systems (amendments 20 and 44) were rejected on the grounds of subsidiarity. Amendment
21 on the interaction between enterprises, higher education establishments and scientists was
seen as referring more to a means of achieving an objective rather than an objective in itself,
while amendment 33 was considered inappropriate in view of the Decision's legal basis.

The Council felt that amendment 34 was unacceptable because it was unclear which persons
and bodies could be considered as responsible for lifelong learning policies ‘at European level’.
Amendments 35, 37, 52, 53, 54 and 55 were not retained since they were regarded as either
too detailed or too specific for a legislative text, while on the procedural side amendment 65
was felt to be self-evident and was therefore also rejected.

Amendment 46 on the learning of second or additional foreign languages was rejected on the
grounds that it was too far-reaching for some Member States, while amendment 57 concerning
the accreditation of prior experience was considered to be inappropriate for the Grundtvig
programme.

Finally, since the Council could only agree to the inclusion of two of the four additional desig-
nated bodies requested by the EP, the remaining two referred to in amendments 61 and 63
were rejected.

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IV. CONCLUSION

The Council considers that its common position constitutes a balanced text, providing a good basis for
lifelong learning policies
launching this instrument and thereby promoting the development of
throughout Europe. It particularly welcomes this integrated approach which, by bringing together in a
single instrument a range of programmes and actions in the education and training fields — from
primary to adult education, will ensure greater coherence between the constituent parts and enable a
more flexible range of actions to be supported more efficiently. It also commends the efforts to
simplify administrative procedures and make the programme more user-friendly. Against this back-
ground, Council looks forward to reaching an agreement with Parliament in the near future with a
view to the early adoption of the Decision.