Grundtvig Programm: An introduction

The Council of the European Union (CEU) is interested in enhancing cohesion among all member states through the development of inter-state, inter-group and inter-individual relationships. Through a series of specific initiatives, the goal is to contribute to the successful implementation of inclusive strategies and underline the importance of achieving sustainable and inclusive growth (Watkins, 2007). This originates from the CEU’s belief that education and training play a fundamental role in achieving cooperative objectives as it equips citizens with the skills and competencies needed by society to promote social and trans-national cohesion. In order to improve social and individual competencies for the 21st Century and considering the formative process as a complex reality influenced by cultural, individual and socio-economic factors, the European policy is involved in three different types of intervention (EComm, 2008; ECoun, 2006). The first type of intervention is aimed at scholastic drop out and the necessity of improving access to higher education. Essentially the goal is to create pro-active and compensatory measures to prevent discrimination and inequality (Collins, Kenway, McLeod, 2000; Duru-Bellat, 2004; Ellenbogen, Chamberland, 1997; Ross, 2007). Related to this goal, the second objective involves promoting the mobility of young people in order to give them the possibility of constructing their own life project. In this sense, the Youth on the Move initiative is directed towards helping young people achieve their full education and training potential, thereby improving their employment prospects (EComm, 2004a, 2004b; ECou, 2005). Educational Institutions need to improve the quality and relevance of the courses they offer and to encourage citizens from all walks of life to enroll in formal and non-formal higher education courses(Scheerens, 2007). Given the relationship between education and economic growth (De la Fuente, 2006), the latter objective concerns the recognition that the training available must be relevant to the needs of the workforce and must also facilitate the individuals’ access to lifelong learning opportunities and guidance (EComm, 2003, 2006b; Brunello, Checchi , 2007; Hanushek, Kimko, 2000; Kleiner et al. 2005). This means that education and training programs must respond quickly to new trends in order to better meet the skill needs of the labor market and the social and cultural challenges of a globalized world. In order to strengthen the ability to anticipate and match labor market skill needs, the CEU is geared towards improving access to lifelong learning, in particular for disadvantaged groups. The strategies adopted in pursuit of these three objectives means that Member States of the EU must engage in horizontal cooperation and share experience and best practices.