REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Mid term review of the Lifelong Learning Programme
Date: 2011-07-07
Institutions: European Commission
Subjects: EU programme, continuing education, economic and social cohesion, project evaluation, student mobility

EUROPEAN COMMISSION 

Brussels, 7.7.2011 
COM(2011) 413 final 

REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE 
COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE 
COMMITTEE OF THE REGIONS 

Mid term review of the Lifelong Learning Programme  

 
 
 
 
  
 
TABLE OF CONTENTS 

1. 

2. 

Introduction .................................................................................................................. 2 

Main findings ............................................................................................................... 2 

A catalyst for structural changes ................................................................................................ 2 

A success story for individuals and institutions ......................................................................... 3 

3. 

Progress achieved towards the Programme’s quantitative targets ............................... 4 

Regular increase in mobility ...................................................................................................... 4 

Strong demand for partnerships, projects and networks ............................................................ 4 

4. 

European added value and impact of the LLP ............................................................. 5 

Support for policy development at EU and national level ......................................................... 5 

Modernisation of Education and Training institutions............................................................... 5 

A boost for individual competences........................................................................................... 6 

A European added value ............................................................................................................ 6 

5. 

Management efficiency and customer orientation ....................................................... 7 

Integration of previous programmes into the LLP ..................................................................... 7 

Implementation and management .............................................................................................. 7 

Budget absorption and cost-effectiveness .................................................................................. 8 

6. 

7. 

Evaluation recommendations ....................................................................................... 8 

Conclusions .................................................................................................................. 9 

ANNEX.................................................................................................................................... 11 

LLP grants and budget distribution per sub-programmes 2007-2009...................................... 11 

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1. 

INTRODUCTION 

In  accordance  with  Article  15,  paragraph  5  of  the  Decision  No.  1720/2006/EC  of  the 
European  Parliament  and  of  the  Council  of  15  November  2006  establishing  an  action 
programme  in  the  field  of  lifelong  learning  (LLP  Decision)1,  this  report  provides 
information  on  the  Lifelong  Learning  Programme  (LLP).  It  builds  on  the  findings  of  the 
LLP  interim  evaluation2,  on  National  Reports  on  LLP  implementation  from  the  31 
participating countries 3 and on information gathered by the Commission. 

2. 

MAIN FINDINGS 

During its first three years, the Programme has financed, with almost EUR 3 billion, trans-
national  education  and  training  activities  promoting  the  modernisation  of  education 
systems in 31 European countries. It has catered for 900 000 learning mobility periods 
of  European  citizens,  of  which  more  than  720  000  by  students  and  almost  180  000  by 
teachers/trainers/staff.  More  than  50  000  European  organisations  have  taken  part  in 
various forms of co-operation activities.  

A catalyst for structural changes 

The  LLP  acts  as  a  catalyst  for  structural  change  through  support  to  policy  development, 
cooperation  and  mobility.  It  improves  policy-making  by  providing  quality  tools,  analysis 
and research as well as fora for exchanging information on best practices through the Open 
Method  of  Coordination  (OMC).  Erasmus,  the  higher  education  part  of  LLP,  paved  the 
way for the Bologna process, for the convergence of higher education study cycles and for 
the development of a system for the recognition of studies done abroad based on learning 
outcomes.  Leonardo  da  Vinci  (LdV),  the  vocational  education  and  training  (VET)  part, 
supports  the  implementation  of  the  Copenhagen  process,  developing  the  quality  and 
transparency  of 
relevance  of  vocational  education  and 
qualifications  and  promoting  the  mobility  of  VET  learners  and  professionals.  LLP  also 
stimulated  understanding  of  the  European  construction  and  the  education  of  young 
professionals in EU matters under Jean Monnet. 

increasing 

training, 

the 

The LLP fostered cooperation initiatives in Europe at all levels of education and training, 
including schools under Comenius and adult education providers under Grundtvig.  

The  respondents  to  evaluation  surveys  emphasised  the  role  of  the  LLP  mainly  in  policy 
cooperation  and  interchange,  development  of  the  European  dimension  in  education  and 
training  and  the  extent  to  which  the  LLP  creates  additional  value  in  comparison  with 
similar international or national programmes. The finding is that in the absence of the LLP, 

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OJ L 327, 15.11.2006, p. 45. 
The  interim  evaluation  of  the  Lifelong  Learning  Programme  has  been  implemented  between  January  and 
December  2010  by  the  international  consortium  led  by  the  Public  Policy  and  Management  Institute  from 
Lithuania. 
at 
http://ec.europa.eu/dgs/education_culture/evalreports .  
National  reports  provided  by  countries  participating  in  the  LLP  (27  EU  Member  States,  EEA  countries  and 
Turkey)  in  agreement  with  paragraph  15.4  of  the  LLP  Decision  and  covering  the  2007-09  period  were 
important sources of information and data for the overall interim evaluation of the LLP.  

evaluation 

consulted 

interim 

report 

LLP 

The 

can 

full 

be 

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developments  in  these  areas  would  be  fragmented  (in  terms  of  scope  of  activities  and 
coverage of the participating countries), activities would be carried out on a smaller scale 
and less extensively, and a number of important results would not have been achieved at 
all.  

However, not all the potential has been unleashed. An excessive number of objectives set 
for  the  Programme  has  translated  in  a  host  of  specific  actions,  some  of  which  lack  the 
critical mass to have a long lasting impact. Progress towards a lifelong learning approach 
as  opposed  to  one  based  on  educational  sectors  is  still  quite  limited.  Finally,  while  the 
largest  impact  of  the  LLP  actions  is  found  on  the  individual  and  institutional  level,  the 
impact  at  systemic  –  policy  level  is  rather  moderate.  Its  direct  added  value  is 
predominantly  linked  to  the  recognition  of  qualifications  and  increased  transparency  of 
education and training system across Europe but the direct influence of LLP actions on the 
modernisation of education and training systems is still hard to observe and estimate.  

A success story for individuals and institutions  

LLP mobility can be considered as success story. A study on a value of Erasmus Mobility 
of  students  and  teachers  indicated  that  a  temporary  period  of  study  in  another  European 
country  helped  to  enhance  international  competences,  facilitated  access  to  the  labour 
market  and  contributed  to  placing  former  Erasmus  students  in  visibly  international 
professional positions. Mobility within the LLP also contributed to the development of the 
European  identity  and  such  values  as  combating  racism,  prejudice,  xenophobia  and 
discrimination. 

However,  the  LLP  still  faces  some  difficulties.  Problems  with  reaching  individuals  and 
organisations  beyond  established  education  circuits,  very  high  levels  of  unmet  demand, 
still  limited  involvement  of  enterprises  as  venues  for  mobile  student  placements  or 
insufficient language knowledge of participants (notably adults) in mobility actions remain 
important factors which limit the reach of the programme.  

An improved management and control framework 

80 % of the LLP is delivered through a network of 40 National Agencies which together 
manage  around  EUR  900  million  per  year,  while  the  remaining  part  of  larger-scale 
cooperation projects and networks is managed by the Education, Audiovisual and Culture 
Executive Agency (EACEA). The National Agencies effectively used the earmarked funds 
(over 90 %) in the first 3 years of implementation. Extensive use of lump sum grants and 
of  electronic  forms  was  instrumental  both  for  achieving  customer  satisfaction  and  cost 
efficiency.  Financial  audits  of  National  Agencies  also  show  sound  management  practice 
with very low error rates (<2%).  

There are still some areas for improvements: The number of audits or quasi-audits is high 
and  they  are  not  always  sufficiently  coordinated.  Management  of  the  previously 
independent programmes is not yet fully integrated. Possibilities offered by the electronic 
management tools are not yet fully explored. The Programme had a difficult start-up phase 
with a need for successive adjustments at all levels: forms, IT systems, management rules, 
reporting  principles  and  requirements.  It  is  fair  to  admit  that  the  positive  appreciation  of 
the Programme management today by the main stakeholders reflects more the snapshot of 
2010 than the average perception in 2007-2009. There is now a general call for stability by 

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letting  principles  and  processes  to  settle,  and  cost  benefits  having  better  exploited  for  a 
preparation of the implementation phase. 

3. 

PROGRESS ACHIEVED TOWARDS THE PROGRAMME’S QUANTITATIVE TARGETS  

The most recent data show that reasonable progress has been achieved towards quantitative 
targets. Some 450 000 pupils were involved in Comenius education activities on an annual 
basis (with the target being at least 3 million over the period of 2007–2013), which would 
add  up  to  3  150  000  pupils  involved  by  2013.  Since  the  Erasmus  programme  started  in 
1987, 2.15 million students participated in its mobility actions by 2009 (with a target of 3 
million by 2012). LdV supported more than 72 000 placements in enterprises in 2009 and 
almost 79 000 in 2010, an increase of almost 10 % (the target is at least 80 000 placements 
in  enterprises  per  year  by  2013).  Finally  Grundtvig  supported  mobility  of  around  6  100 
staff  and  adult  learners  in  2009  (at  least  7  000  individuals  are  to  be  involved  in  adult 
education  mobility  per  year  by  2013).However,  based  on  the  2007-2009  data,  the 
evaluators pointed to a risk that some of the LLP quantified targets set by the legal base for 
the  sectoral  sub-programmes  would  not  be  reached  owing  to  the  insufficient  size  of  the 
Programme budget and other, mainly mobility related, barriers.  

Regular increase in mobility 

More than 60 % of the total LLP budget supports transnational mobility. The biggest share 
goes to higher education under Erasmus - in the 2008/09 academic year almost 200 000 
students  went  abroad  for  studies  or  traineeships,  an  increase  of  15.5  %  compared  with 
2006/07. Traineeships in enterprises have met with increasing success - in the year 2008/09 
more  than  30  000  Erasmus  students  went  on  placements  in  enterprises,  a  year-on-year 
increase of more than 50 %. 

The interim evaluation underlined the high relevance of Leonardo da Vinci placements for 
the  employability  and  the  entrepreneurial  skills  of  participants.  More  than  67  000 
vocational  education  &  training  trainees,  apprentices,  jobseekers,  teachers  and  trainers 
benefitted from such placements in 2009. The involvement of SMEs was considerable in 
this  respect  -  80  %  of  LdV  trainees  were  placed  in  a  company  with  less  than  250 
employees. 

Mobility also accelerated in Grundtvig non-vocational adult education. In 2009, over 41 
%  more  grants  were  awarded  for  staff  mobility  than  in  the  previous  year,  thanks  to  the 
introduction of the new Visits & Exchanges and Assistantships for adult education staff.  

With the aim of improving  the  quality of primary and secondary education  some 10 600 
individual mobility grants for teacher training and 1 170 assistantships for future teachers 
were awarded by Comenius in 2009, a 22 and 6.5 % increase on 2007 respectively. A new 
Comenius mobility action - Individual Pupil Mobility - was launched in 2009 with the first 
700 pupils studying abroad in 2010. 

Strong demand for partnerships, projects and networks 

The  second  biggest  share  of  the  LLP  budget  is  aimed  at  partnerships  and  cooperation 
projects  and  networks.  The  eTwinning  provides  technical  infrastructure  and  pedagogical 
support  for  teachers  and  schools  to  network  and  to  set  up  their  own  European  school 
cooperation  projects.  Since  2007  more  than  17  500  projects  involving  around  50  000 

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schools have been registered. 125 000 teachers are registered in the eTwinning platform. A 
new  Comenius  Regio  Partnerships  action,  aiming  at  supporting  the  involvement  of 
regional and local authorities in school education, was launched in 2008, with 280 grants 
awarded in 2009. Leonardo da Vinci cooperation projects have supported national reform 
induced  by  the  Copenhagen  process.  VET  stakeholders  have  tested  and  mainstreamed 
European instruments such as EQF, EQAVET and ECVET at national level. In Grundtvig 
/  adult  education  cooperation  emphasis  was  given  notably  to  socially  disadvantaged 
groups and to volunteers under the new Senior Volunteering Projects financed from 2009. 

Specific attention was paid by the LLP to the promotion of language learning and the use 
of  ICT  in  education  and  training.  This  has  been  reflected  in  2007-2009  in  support 
respectively  to  85  and  65  large-scale  projects  and  networks.  Demand  for  the  different 
activities  offered  by  the  Programme  is  much  higher  than  funds  available.  As  a  result,  on 
average less than half of all applications under the four sectoral programmes were selected 
for funding in the period 2007-09. 

4. 

EUROPEAN ADDED VALUE AND IMPACT OF THE LLP 

The  interim  evaluation  confirmed  that  the  LLP  successfully  reached  staff  and  learners  in 
formal  education  and  training  and  met  most  of  their  needs  with  regard  to  the  quality  of 
learning,  the  acquisition,  recognition  and  validation  of  skills  and  competences,  personal 
development, language learning and social skills.  

Support for policy development at EU and national level 

The evaluation confirmed the strong policy relevance of the LLP, with a clear link to the 
Education and Training 2020 strategic framework. Policy cooperation under the OMC was 
boosted  through  the  funding  from  LLP  transversal  activities  and  through  support  to  peer 
learning.  It  also  played  a  major  role  in  fostering  a  European  area  of  lifelong  learning  by 
supporting  both  the  development  and  the  implementation  of  such  tools  for  transparency, 
transferability and recognition of qualifications as the European Qualifications Framework 
(EQF), European Credit Transfer and Accumulation System (ECTS), the European Credit 
System for Vocational Education and Training (ECVET) and Europass. More than 80% of 
evaluation respondents felt that without the LLP the level and quality of activities aimed at 
development of tools and methods for the recognition and evaluation of competences and 
skills would be lower.  

In addition, the Jean Monnet part of the LLP effectively fosters the promotion of studies on 
European integration. 

Modernisation of Education and Training institutions 

The Programme contributed to opening up and modernising education institutions through 
the  introduction  of  new  teaching  methods,  exchange  of  good  practices,  the  review  and 
internationalisation of curricula as well as improvements in institutional management and 
governance.  

The  majority  of  schools  participating  in  Comenius  improved  their  working  environment 
and introduced new teaching and learning methods inspired by partners from abroad. They 
became  more  open  to  international  collaboration  and  enhanced  their  image  and  status 
locally,  which  attracted  parents  and  retained  motivated  teachers.  LdV  contributed  to  the 

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adaptation  of  vocational  programmes  to  labour  market  needs  and  to  improving  EU 
regarding  curricula,  qualifications  and  occupational  standards.  By 
transparency 
participating  –  often  for  the  first  time  –  in  European  cooperation  through  Grundtvig, 
organisations  involved  in  adult  education  developed  improved  teaching  methods,  more 
effective strategies for outreach to socially marginalised learners, new ways of validating 
skills  and  competences,  and  improved  provision  of  courses  for  the  training  of  adult 
education staff. The participation in Erasmus improved student services and fostered new 
learning and teaching methods and professionalization of management procedures.  

A boost for individual competences 

The evaluation revealed that the development of key competences is considered the most 
positive impact of participation in LLP by its individual beneficiaries. This is followed by 
improvements  in  self-confidence,  adaptability  and  capacity  for  teamwork.  Participants 
improved  their  sense  of  initiative  and  entrepreneurial  skills.  Mobile  Erasmus  students 
acquired different academic knowledge than at home, increased their foreign language and 
intercultural  skills,  boosted  their  professional  outlook  and  sense  of  being  European 
citizens.  Non-mobile  students  benefited  from  the  courses  taught  by  foreign  incoming 
teachers.  Staff  participating  in  exchanges  brought  home  new  teaching  and  working 
methods and new academic contacts for further cooperation. 

As  revealed  in  the  replies  to  the  evaluation  surveys,  the  newly  gained  competences 
enhanced the employability of almost 70 % of surveyed participants of LLP actions. 

A European added value 

The  surveys  of  National Authorities and National Agencies revealed the LLP's European 
added value notably in three areas. First, in the absence of the LLP, policy cooperation and 
interchange  between  the  participating  countries  would  have  been  considerably  lower  and 
fragmented. Second, the Programme supported the development of a European dimension 
in education and training through more intensive cooperation between education providers, 
changing  structures  and  practices  of  the  educational  institutions,  encouraging  the 
emergence of new national and multi-national mobility programmes and creating a sense 
of  European  citizenship  among  mobile  learners,  teachers  and  trainers.  Third,  the  LLP 
complemented  existing  similar  international,  bilateral  and  national  programmes.  The 
evaluation underlined that the vast majority  of  other  existing  mobility  programmes  focus 
predominantly  on  higher  education  and  much  less  on  secondary  education,  VET  or 
especially adult education. The value of the Programme thus clearly lies in the wide range 
of target groups addressed and the broad geographical coverage of its actions. 

By  contrast  with  other  larger  scale  EU  interventions,  such  as  the  Structural  Funds,  the 
LLP's asset lies in its support to transnational cooperation, giving access to a wider range 
of  best  practice  and  innovative  ideas  than  would  be  possible  on  a  nationally-focused  or 
bilateral  basis.  Some  areas  for  improvement  were,  however,  identified.  Notably,  the 
Programme  objectives  are  too  numerous  and  sometimes  too  vague  and  thus  difficult  to 
measure.  They  cover  a  wide  range  of  areas  which  often  overlap.  Besides,  the  results  of 
LLP  projects  are  still  under-exploited.  Although  information  is  widely  distributed  by 
participating organisations, these results are not often implemented by other organisations 
or  integrated  by  policy  systems.  There  is  thus  still  a  gap  between  the  LLP  institutional 
beneficiaries and key decision makers. 

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5. 

MANAGEMENT EFFICIENCY AND CUSTOMER ORIENTATION 

Integration of previous programmes into the LLP  

The integration of three previous programmes4 into the LLP has been successful mainly in 
relation to the overall management thanks to considerable administrative simplification, as 
well  as  the  dissemination  of  information  to  the  target  groups.  However,  the  evaluation 
analysis  noted  several  areas  of  potential  thematic  overlaps  between  the  sub-programmes, 
e.g. between Leonardo da Vinci and Comenius partnerships where in some countries there 
is  a  lack  of  clear  delineation  between  vocational  education  and  technical  training  in 
secondary schools or between Grundtvig actions, providing second-chance school oriented 
adult learning, and Leonardo da Vinci (notably in the provision of "indirectly vocational" 
or "employability relevant" general competences).  

In addition, the lifelong learning perspective has not yet been fully exploited. There is still 
a difficulty to pursue cross-sectoral projects. In that respect, the existence of a "transversal 
programme" has not sufficiently compensated for the segmentation of the main part of the 
LLP.  The  Programme  itself  is  still  complex.  In  2009  the  LLP  supported  65  actions5,  an 
increase of 9 in comparison to the start of the Programme in 2007.  

Implementation and management  

More than three quarters of the LLP budget, around 900 million euro per year, representing 
nearly  40  000  contracts,  is  managed  by  a  network  of  National  Agencies  which  are  in 
charge  of  the  smaller  scale  mobility  and  partnerships  "decentralised"  actions  at  national 
level.  Larger-scale  international  cooperation  "centralised"  projects  and  networks,  and 
actions of the Jean Monnet Programme, are managed by the EACEA.  

Overall, the evaluation concluded that the implementation and management structure of all 
actions  was  appropriate  in  the  years  2007-2009.  National  Agencies  initially  faced 
difficulties  notably  with  the  changes  in  both  reporting  and  technical  requirements 
applicable to the Programme's management. Over time however, these changes contributed 
to improvements in their management and especially supervision and control systems.  

The  improvements  in  the  area  of  monitoring  and  control  mechanisms  were  supported  by 
the  use  of  various  ICT  based  management  tools,  in  particular  by  the  two  databases  - 
LLPLink for decentralised actions and Saykiss for the centralised ones. Evaluators pointed 
out however that notably LLPLink, which was deployed in a very short period of time, still 
has  potential  for  further  refinement  in  order  to  increase  the  efficiency  of  the  LLP's 
management, monitoring and control measures.  

Widespread introduction of grants based on fixed amounts (lump sums and flat rate grants 
based  on  a  scale  of  unit  costs)  allowed  significant  simplification  of  LLP  administrative 
arrangements. Nevertheless a number of LLP actions, notably centralised ones and various 
forms  of  mobility,  still  comprise  a  combination  of  fixed  costs  and  real  costs.  There  may 
thus  be  room  for  further  simplification  and  further  decrease  of  the administrative  burden 
for beneficiaries and LLP management bodies alike. 

4 
5 

Socrates, Leonardo da Vinci and eLearning 
23 in mobility, 5 in partnerships, 11 for multilateral projects, 13 for multilateral networks and accompanying 
measures and 13 actions for studies, observations and analysis and for the Jean Monnet Programme. 

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The  overall  monitoring  system  of  the  LLP  suffered,  according  to  the  evaluation 
conclusions,  from  the  fact  the  Programme  indicators  and  monitoring  framework  was  not 
developed  until  2010.  In  addition,  the  approved  indicators  primarily  focused  on  outputs, 
whereas monitoring of results and potential impacts was less systematic. 

Budget absorption and cost-effectiveness  

In global terms higher education institutions through Erasmus received in average around 
45 % of LLP funds, followed by vocational training in Leonardo da Vinci with 26 % of the 
funds,  school  education  in  Comenius  following  with  16  %  and  non-vocational  adult 
learning in Grundtvig with 5 %. The Transversal and Jean Monnet programmes represent 
around 5 % and 2 % respectively.  

Based on the ratio between the operating grant allocated to NAs / the subsidy for EACEA 
and  the  total  amount  of  LLP  funds  managed  by  the  respective  agencies,  the  evaluation 
analysis estimates that operating grants allocated to these management bodies constituted 
5.4 % of LLP overall funds in 2007-2009. Results of evaluation case studies and interviews 
show  that  "other  policy  instruments,  such  as  e.g.  OMC,  would  not  provide  better  cost-
effectiveness" in achieving the desired outputs or results.  

The  evaluation  analysis  confirmed  that  the  2007-2009  allocation  of  funds  across  the 
sectoral  sub-programmes  and  actions  was  in  line  with  the  minimum  requirements  set  by 
the  legal  base6.  Some  funding  re-allocations  were,  nevertheless,  recommended  for  those 
sub-programmes which were then showing difficulties in reaching their quantified targets . 

6. 

EVALUATION RECOMMENDATIONS 

The main recommendations by the independent evaluators can be summarised as follows 
(for 
consult 
list, 
http://ec.europa.eu/dgs/education_culture/evalreports): 

complete 

please 

the 

1. The Programme should seek a stronger alignment with the priorities and objectives of 
the  Europe  2020  strategy  and  of  the  Strategic  framework  for  European  cooperation  in 
education  and  training  (ET  2020),  supported  by  the  definition  of  impact  monitoring 
indicators;  

2.  The  Programme  should  do  more  to  involve  those  who  are  outside  the  formal  initial 
education and training sector; 

3. The Programme should do more to further integrate and harmonise objectives, actions 
and  implementation  tools  between  all  sectors  and  sub-programmes  in  order  to  better 
support a lifelong learning perspective; 

4. The Programme should further invest in mechanisms for the recognition and validation 
of competences; 

6 

According  to  article  B  11  of  the  annex  to  the  LLP  Decision,  the  minimum  allocations  for  sectoral  sub-
programmes were set as follows: Comenius – 13 %, Erasmus – 40 %, LdV – 25 % and Grundtvig – 4 %, 

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5.  In  order  to  increase  its  efficiency  the  Programme  should  look  for  possible  further 
administrative simplification, in particular by expanding the share of projects financed on 
fixed  costs.  In  the  remaining  management  system  areas  it  should,  however,  look  for  a 
period of stability until 2013 in order to capitalise on recent improvements. 

6.  Cooperation  between  the  Executive  Agency  and  the  National  Agencies  should  be 
clarified and reinforced. 

7. 

CONCLUSIONS 

The Lifelong Learning Programme is considered by the external evaluation as relevant and 
instrumental to reaching the key Education and Training objectives agreed at EU level and 
thereby  contributing  to  attaining  the  overarching  strategic  objectives  of  the  European 
Union. It is also important for the lives of the individual citizens involved, user friendly, 
highly  popular  and  addresses  the  needs  of  its  various  target  communities.  The  control 
framework is working effectively.  

But there is still room for improvements. Some of them are of a managerial nature and are 
within  the  reach  of  the  Commission.  Most  are  more  far-reaching  and  would  require  a 
review and rethinking of the design of the Programme. 

Based on the mid-term review of the LLP, the Commission intends to: 

-  fix  the  management  framework  that  has  reached  a  good  quality  level  with  stable  rules, 
procedures  and  IT  tools  minimising  efforts  throughout  the  implementation  chain: 
Commission,  National  Agencies,  final  beneficiaries.  Potential  change  will  be  assessed 
against a thorough cost-benefit and risk analysis; 

- examine as a matter of urgency the possibility to simplify audits by replacing the current 
approach  of  untargeted  sampling  with  a  new  one,  based  on  a  serious  risk  assessment 
strategy ; 

-  test  new  exchange  platforms  or  the  extension  of  existing  platforms  or  other  means  to 
facilitate  exchanges  of  information  and  know-how  to  match  offer  and  demand  for 
cooperation projects and mobility (e.g. Leonardo or Erasmus placement partner search). 

Without prejudging its proposals for the next programme generation in the context of the 
new MFF, the Commission intends to: 

-  reflect  on  a  comprehensive  policy  framework  for  the  new  MFF,  seeking  synergies 
between  different  types  of  EU-financed  investments  in  education  and  training,  to  avoid 
overlaps and maximise impact; 

- consider how to further build on the strengths of the existing Programme to contribute to 
the  overarching  Europe  2020,  E&T  2020  and  the  Digital  Agenda  objectives.  EU-wide 
actions  engaging  all  Member  States  in  similar  activities  with  common  objectives, 
transnational  learning  mobility,  providing  evidence  for  policy  reform,  serving  as  an 
incubator for innovative actions and best practices, exchange and networking at low cost, 
are all areas where the Programme excels; 

EN 

9 

   EN 

 
-  reflect  how  better 
to  balance  ambitious 
concentration, streamlining, simplification and better impact measurement; 

targets,  notably 

through  meaningful 

-  prepare  the  management  and  control  framework  for  the  next  Programme  generation  to 
ensure a seamless start-up phase and full exploitation of all possible simplifications. 

EN 

10 

   EN 

 
LLP grants and budget distribution per sub-programmes 2007-2009  

(Source: LLP Interim Evaluation Report; LLP Activity Report 2009-2010 – data updated) 

ANNEX 

2007

2008

2009

s
n
o
i
t
a
c
i
l

d
e
v
i
e
c
e
r

f
o

p
.
o
p
N
a
37 498
n/a
8 298
7 099

COMENIUS
ERASMUS
LEONARDO DA VINCI
GRUNDTVIG
TRANSVERSAL PROGRAMME
KA1 - Policy
43
KA2 - Languages
97
KA3 - ICT
146
KA4 - Dissemination
54
JEAN MONNET PROGRAMME
KA1
KA2
KA3
OTHERS

326
97
23

f
o

d
e
s
d
t
r
n
a
.
a
w
o
r
N
g
a
18 142
215 353
3 842
3 292

17
26
23
12

145
26
18

Budget (in 
EUR)

147 000 000
407 000 000
236 000 000
44 700 000

26 700 000
11 000 000
10 200 000
2 970 000

4 690 000
17 100 000
1 700 000
3 430 000

TOTALS

n/a

240 896

912 490 000

Administrative expenditure
Executive Agency

TOTAL LLP BUDGET

11 300 000
15 300 000

939 090 000

t
e
g
d
u
b

l
a
t
o
t

f
o
%

l
a
n
o
i
t
a
r
e
p
o
16.1
44.6
25.8
4.9
5.6

2.6

0.4

100

s
n
o
i
t
a
c
i
l

d
e
v
i
e
c
e
r

f
o

p
.
o
p
N
a
35 954
n/a
11 030
7 999

35
88
144
49

284
88
26

f
o

d
e
s
d
t
r
n
a
.
a
w
o
r
N
g
a
19 892
235 757
5 655
3 678

24
30
22
12

115
30
18

Budget (in 
EUR)

152 000 000
456 000 000
257 000 000
45 600 000

24 500 000
18 400 000
8 660 000
2 920 000

4 420 000
17 500 000
1 670 000
1 520 000

n/a

265 233

990 190 000

11 900 000
17 100 000

1 019 190 000

t
e
g
d
u
b

l
a
t
o
t

f
o
%

l
a
n
o
i
t
a
r
e
p
o
15.3
46.0
26.0
4.6
5.5

2.4

0.2

100

s
n
o
i
t
a
c
i
l

d
e
v
i
e
c
e
r

f
o

p
.
o
p
N
a
40 233
n/a
12 984
11 088

45
75
211
65

465
75
32

f
o

d
e
s
d
t
r
n
a
.
a
w
o
r
N
g
a
20 007
252 102
6 125
5 099

6
29
26
12

115
29
20

Budget (in 
EUR)

181 000 000
459 000 000
274 000 000
60 800 000

26 900 000
12 700 000
9 000 000
4 600 000

4 920 000
17 900 000
1 700 000
900 000

n/a

283 570

1 053 420 000

11 300 000
18 100 000

1 082 820 000

t
e
g
d
u
b

l
a
t
o
t

f
o
%

l
a
n
o
i
t
a
r
e
p
o
17.2
43.6
26.0
5.8
5

2.3

0.1

100

Comenius:  includes  Assistantships;  In-service  training;  multilateral  and  bilateral  School  Partnerships;  Regio  partnerships;  Multilateral  projects;  Multilateral  networks,  Accompanying  measures  and  Preparatory 
visits.  
Erasmus: includes Student mobility, Staff mobility, Intensive programmes, Language courses and Preparatory visits.  
Leonardo  da  Vinci:  includes  Mobility  projects  for  persons  in  initial  vocational  training,  people  on  the  labour  market  and  VET  professionals;  Partnerships;  Multilateral  projects  (Transfer  of  Innovation  and 
Development of Innovation); Multilateral networks, Accompanying measures and Preparatory visits.  
Grundtvig: includes Visits/exchanges for adult education staff; Assistantships; In-service training for adult education staff; Workshops; Senior volunteering projects; Learning partnerships; Multilateral projects; 
Multilateral networks, Accompanying measures and Preparatory visits.  
Transversal Programme - Key activity 1/Policy: application and grant data do not include Study Visits action. 

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11 

EN