Portfolio - Stefano Mattei by Stefano Mattei

Portfolio Stefano Mattei

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Stefano Mattei - Art Director

www.baronbcelli.com

Pierre Bleue du Hainaut & Facq - B to B campaign 2003 Pierre Bleue du Hainaut. Espace de vie et de tradition. Espace de vie et de tradition, le dallage ENOSTYL® propose la rencontre entre un univers d'avenir répondant aux besoins d'esthétique et de confort, et un monde de valeurs mis en exergue par la qualité et l'authenticité du matériau. Patiné à l’ancienne, ce dallage fait entrer chez vous le charme et l’authenticité des véritables dalles d’abbaye. Chaque dalle ENOSTYL® est unique. Extraite de notre sous-sol, elle vous apporte chaleur et caractère en conférant à votre habitation une plus-value qui ne fera que croître au fil du temps. De plus, elle est insensible aux griffes et aux taches et elle est le témoin de tous les évènements de votre existence. Une beauté unique et éternelle qui vous enchantera de génération en génération. NB: Les dalles Enostyl ® existent en aspect clair ou foncé et en grands formats.

Aspect clair, format 40x40 cm

Photo: aspect foncé, format 60x60 cm

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Stefano Mattei - Art Director

Education International > Barometer 2007 DVD PRESENTATION OF THE 2007 BAROMETER OF HUMAN AND TRADE UNION RIGHTS BY EI PRESIDENT, THULAS NXESI Tuesday 24 July 2007 - afternoon The EI President introduced the 2007 edition of the EI Barometer of Human and Trade Union Rights, written by Sheena Hanley, former President of the Canadian Teachers’ Federation and former Deputy General Secretary of EI. The Barometer provides the most comprehensive evaluation yet of the quality of education and the respect for human and trade union rights in all countries recognized by the United Nations.

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Choose a country profile:

Afghanistan

English

Introduction

Country profiles

Glossary

Afghanistan Population

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Education International Barometer of Human and Trade Union Rights Baromètre de l’Internationale de l’Éducation sur les droits humains et syndicaux Barómetro de la Internacional de la Educación sobre los derechos humanos y sindicales ENGLISH

2007 Education International Internationale de l'Education Internacional de la Educación

Following a Constitutional Loya Jirga (Grand Assembly), citizens elected members to the bicameral National Assembly in 2005 elections that were deemed flawed but representative of the will of the majority. The Wolesi Jirga (lower house) has 249 men and 68 women members while the Meshrano Jirga (upper house) is made up of 102 men and 22 women. The country has no established tradition of political parties, but some 70 accredited parties participated in the elections. The Taliban are banned as a political party, while the Supreme Court banned communists from forming a political party because they are atheists. All citizens are required to profess a religious affiliation. The political participation of women gained a degree of acceptance, but in parts of the country their involvement led to threats of violence. 51 female candidates withdrew from the electoral process citing economic constraints as their reason. A woman from Herat received the largest number of votes of any candidate in that province. The judiciary is independent in law, but the rule of law is limited outside Kabul. Training is being provided for the Afghan legal community. Wiretapping is permitted. In rural areas, shuras of local elders (community councils) are the primary means of settling criminal and civil disputes. Sentences sometimes include flogging, death by stoning or the forced marriage of young girls into a murder victim’s family. Coalition forces are accused of turning prisoners over to Afghan security officials, who are accused of degrading acts against detainees. The International Committee of the Red Cross visited government prisons but was denied full access to some prisoners. The perception of corruption in government is widespread and includes involvement in the drug trade. Several governors were replaced because of corrupt practices. Progress has been made by the government in asserting its authority in Kabul, but some major provincial centres are under the control of warlords. Freedom of speech and of the press are formally guaranteed but denied in practice. No law can be contrary to the beliefs and provisions of Islam, and the Press Law prohibits publication of information “that could mean insult to the sacred religion of Islam and other religions.” Interpretation of what constitutes offensive material is used to restrict press freedom. Independent media express differing political views, but the degree of freedom of expression varies by region. Journalists are subjected to harassment, intimidation and violence. While the government has not banned any form of media, security forces in the regions have on religious grounds prohibited movies, television and music, particularly performances by female singers. Satellite dishes provide access to

2007

Ratification of ILO Conventions: 29

Not ratified

100

105

111

138

169

182

Ratified

Click on ILO conventions number to see the full text.

Statistics :

Statistics displayed are from 2005. To see all available statictics .Click here

Youth Literacy Rate (15-24 years)

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Pre-Primary Enrolment

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Pre-Primary Enrolment (% female)

XX,XX %

Pre-Primary Enrolment (% private)

XX,XX %

Pre-Primary Enrolment : Gross Enrolment Rate

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Pre-Primary Enrolment : Net Enrolment Rate

XX,XX%

Primary Enrolment

XXXXXXX

Primary Enrolment (% female)

XX,XX %

Primary Enrolment (% private)

XX,XX %

Primary Enrolment : Gross Enrolment Rate

XX,XX %

Primary Enrolment : Net Enrolment Rate

XX,XX %

Primary Cohort Completion Rate

XX,XX %

Primary Cohort Completion Rate (% female)

XX,XX %

Français

Secondary Enrolment

XX,XX %

Español

Secondary Enrolment (% female)

XX,XX %

Secondary Enrolment (% private)

XX,XX %

Secondary Enrolment : Gross Enrolment Rate

XX,XX %

Secondary Enrolment : Net Enrolment Rate

XX,XX %

English

Introduction

Country profiles

Glossary

Education rights EDUCATION RIGHTS EARLY CHILDHOOD EDUCATION PRIMARY SECONDARY TERTIARY SPECIAL NEEDS STUDENTS REFUGEE CHILDREN MINORITIES ACADEMIC FREEDOM GENDER EQUALITY CHILD LABOUR TRADE UNION RIGHTS

Education International Barometer of Human and Trade Union Rights

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› Choose your language:

AFGHANISTAN :

Español

31,056,997

INTRODUCTION

INTRODUCTION EDUCATION RIGHTS EARLY CHILDHOOD EDUCATION PRIMARY SECONDARY TERTIARY SPECIAL NEEDS STUDENTS REFUGEE CHILDREN MINORITIES ACADEMIC FREEDOM GENDER EQUALITY CHILD LABOUR TRADE UNION RIGHTS

Français

Appendix

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Education International Internationale de l'Education Internacional de la Educación

Everyone has the right to education. Education shall be free, at least at the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Article 26(1) Universal Declaration of Human Rights, adopted and proclaimed by the United Nations General Assembly 10 December 1948. The Barometer’s twelve indicators are based on statistics published by UNDP’s “Human Development Report 2003 – Millennium Development Goals: A compact among nations to end human poverty” (HDR) and UNESCO’s “Global Monitoring Report 2002, Education for All – Is the World On Track?” (EFA). The EFA Global tistics are not provided by either report (typically involving countries recently admitted to the United Nations, or dependent territories) equivalent information has been obtained, if available, from other official or reliable sources.

Appendix

Education International Barometer of Human and Trade Union Rights

2007 Weddesign and database cms management in Ruby on rail

Unfortunately, throughout The Barometer readers will find all too frequently the notation N/A (not available). Data gaps and discrepancies between national and international estimates come in for some strongly worded criticism from the HDR Report 2003. Sometimes the text provides an up-to-date indicator not contained in the Reports but in order to be consistent such information has not been shifted to the head-note indicators. The twelve indicators that have been examined are basically the same as in the 2001 Barometer. Any differences are explained in the notes that follow. UNICEF’s Child Risk Measure as included in the 2nd edition has been dropped, since it has not been updated.

Stefano Mattei - Art Director

UAB Assurances - B to B communication 2000

Stefano Mattei - Art Director

Eternit - Royal Campaign 2005

Stefano Mattei - Art Director

Website in Plone & Flash > http://www.mariescorner

Weddesign and database cms management in Lasso

Stefano Mattei - Art Director

Website in css > http://www.bh-a.com

Stefano Mattei - Art Director

Website in Plone > http://www.gurn.info

Weddesign and database cms management in Plone and Zope in Python

Stefano Mattei - Art Director

Website in flash > http://www.dewitlawoffice.be

Stefano Mattei - Art Director

Flash animation - ULB polytechnique

Weddesign and database cms management in Lasso

Stefano Mattei - Art Director

Campagne B to B - JAC Bread Machine 2007

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LA TOUCHE JAC

JAC est le spécialiste européen du matériel pour la boulangerie de proximité.

Sa large gamme de trancheuses et de machines pour la mécanisation de la pâte est quotidiennement utilisée dans plus de 70 pays.

Stefano Mattei - Art Director

Illustration- Storyboard - Cartoons

Stefano Mattei - Art Director

Alitalia - Piaggio - Kleenex - Ristorante Italiano

Stefano Mattei - Art Director

European Commission -

European Year 2009 Logo

Stefano Mattei - Art Director

European Commission -

European Year 2009 Graphical Charter

DESIGN ELEMENTS • LOGO

Logo: application of colours In addition to a colour variation of 4 c further variations can be used depending on the application.

DESIGN ELEMENTS • LOGO

DESIGN ELEMENTS • TYPOGRAPHY

Brand space ( protection zone)

Typography

The brand space is the protection zone around the signet which rules out any visual competition with other design elements in the immediate proximity. This protective area is especially important for co-branding. It is mandatory for printed materials. The basic unit of the protection zone is derived from the “o”: its dimensions are determined as variables of the size of the letter “o”. The protection zone is to be regarded as a minimum. If necessary, the brand space can be extended, as required by the situation in question. Only a single-colour background in white in the corporate design colours may be used behind the signet. Certain exceptions to this rule are permitted in web design. Here, the protection zone does not have to be adhered to due to limited space, so the signet can be smaller.

. Colour version The colour version is used for all printing in 4 C or special colours (Pantone), e.g. for all business material and brochures. Special colours may only be used for printed materials in which there are no visuals.

2. “Negative” version The negative version can be used for all printed material and merchandising using a unicolour background printing process.

3.“Postive” unicolour version The unicolour logo (positive version) can be used for unicolour printing. There are four main colours that can be used:

Pantone reflex blue (EU colour) Communication in the mother tongue; Communication in foreign languages; Mathematical competence and basic competences in science and technology; Digital competence; Learning to learn; Social and civic competences; Sense of initiative and entrepreneurship; and Cultural awareness and expression.

PANTONE Magenta C

There is 4 main colours that can be used: Pantone reflex blue ( EUcolor) Pantone 248 c Pantone 376 c Pantone 23 c

PANTONE 2935c PANTONE 123 C

PANTONE 248 C

Christopher Slye Fred Brady Adobe Type

ABCDEFGHIJKLMNO PQRSTUVWXYZ abcdefghijklmno pqrstuvwxyz 234567890&©™ Myriad Pro light

ABCDEFGHIJKLMNO PQRSTUVWXYZ abcdefghijklmno pqrstuvwxyz 1234567890&©™ Myriad Pro light italic

ABCDEFGHIJKLMNO PQRSTUVWXYZ abcdefghijklmno pqrstuvwxyz 1234567890&©™

Myriad Pro won bukva:raz! 200 under the Greek and Cyrillic categories Myriad Pro Greek won TDC2 2000 (Type Directors Club Type Design Competition 2000) in the Text/display type systems category.

PANTONE 299 C

PANTONE 021 C

Additional designers

Myriad MM was discontinued in 2003. Myriad is easily recognized due to its special “y” descender (tail), slanting “e” cut, and rounded curves. Myriad Pro is the OpenType version of the original Myriad font family. It first shipped in 2000, as Adobe moved towards the OpenType standard. Additional designers were Christopher Slye and Fred Brady. Myriad Pro comprises 40 fonts in four widths and five weights. Originally it was only 30 fonts, but a “semi-condensed” width was added several years later. Compared to Myriad MM, it added support for Latin Extended, Greek, and Cyrillic characters, and oldstyle figures.

The 8 visuals elements represent the 8 key competences to improve:

. 2. 3. 4. 5. 6. 7. 8.

Myriad Sans-serif Humanist Robert Slimbach Carol Twombly

Adobe’s Myriad is the typeface which is used in Apple’s modern marketing. The word “word” set in roman, italic, and bold. Myriad is a humanist sans-serif typeface designed by Robert Slimbach and Carol Twombly for Adobe Systems. Myriad was originally issued in 99 as Myriad MM, a multiple master type family which worked with an intelligent software “engine” to allow the user to generate variations in width and weight. In 2000 it was reissued as Myriad Pro, an OpenType font family.

European Year of Creativity and Innovation 2009

8 elements - 8 key competences

Myriad PRO Typeface Category Classifications Designers

Foundry

See the “Don’ts for more information.

CORPORATE DESIGN MANUAL

Myriad PRO (typeface) From Wikipedia, the free encyclopedia

PANTONE 376 C

Myriad Pro semi bold

PANTONE 1807 C

ABCDEFGHIJKLMNO PQRSTUVWXYZ abcdefghijklmno pqrstuvwxyz 1234567890&©™

4. Black & white version

The European Year of Creativity and Innovation 2009” November 2008 © EAC UNIT C3

Myriad Pro semi bold italic

10 The European Year of Creativity and Innovation 2009” November 2008 © EAC UNIT C3

DESIGN ELEMENTS • LOGO

Main colours/logo colours The EYCI 2009 logo is made up of a total of 8 different colours. For print media, the CMYK colour mode based on Euroscala is to be used as are the special colour tones according to Pantone. The colours cyan, magenta, yellow and Key (black) used in CMYK mode provide the technical basis for modern four-colour printing. However, Pantone special colours are fixed, thus offering the advantage of strict international standardisation. The RGB colour mode is suitable for digital media. This colour model, based on the three primary colours red, green and blue, is especially suited to meeting the needs of electronic display Summary of colours to be used for print and online media: Professional printing of information and communication materials: CMYK (Euroscala) or special colours (Pantone) Printing of digital and internally printed information and communication materials: RGB The mention in grey can be use in different grey solutions. The simplest one is a dark grey composed of 60 % of black.

CMYK

RGB

C 0 M 25 Y 00 K 0

R 252 G 95 B 0

C 50 M 00 Y 0 K 0

R 47 G 7 B 26

C 50 M 25 Y 00 K 0

R 5 G 90 B 3

C 85 M 9 Y 0 K 0

R 0 G 52 B 2 2

DESIGN ELEMENTS • LOGO

Colours

DESIGN ELEMENTS • TYPOGRAPHY

Based on the logo the below guidelines refer to two different sections of a page. The first section, at the top of a page, represents the visual elements: an image of creativity or innovation in different fields such as culture, education, business, sustainable development etc.

Elements of the styleguides

An initiative of the European Union

Logo

An initiative of the European Union

EUROPEAN COMMISSION

C 00 M 46 Y 0 K 0

R 0 G B 83

C 25 M 00 Y 00 K 0

R 86 G 8 B 32

C 0 M 00 Y 0 K 0

R 226 G 0 B 22

C 0 M 53 Y 00 K 0

R 24 G 42 B 0

Elements of the styleguides Elements of the styleguides

Blend zone

Imagine. Create. Innovate.

An initiative of the European Union

http://create2009.europa.eu

EUROPEAN COMMISSION

Blend zone

Elements of the styleguides

CONFERENCE

International conference on arts education

Imagine. Create. Innovate. Pat, sit dui blaorero et praessi. Uscil del ulputpatum quis nonsed dui bla feui bla feugue magnis enit aliquis augait ullut am nostrud eugiamet autpatum et, velit laortie do elit nonsecte

PANTONE 23 c

12-14.03.2009

www.url.eu PANTONE 248 C

Themes Cultural development of children and youngsters in Europe, learning with and through culture.

PANTONE 376 c

Subthemess: • Culture and curriculum • Culture and new media • Monitoring and evaluation • Culture and citizenship An initiative of the European Union

www.url.eu

PANTONE 299 c

Imagine. Create. Innovate.

Elements of the styleguides c 23 M 2 Y 0 K 63

PANTONE 2935 c

PANTONE 7545 C

PANTONE 807 c

R 02 G 7 B 26

PANTONE PROCESS MAGENTA

C 0 M 0 Y 0 K 60

PANTONE ORANGE 02 c

TEXT ZONE

Pat, sit dui blaorero et praessi. Uscil del ulputpatum quis nonsed dui bla feui bla feugue magnis enit aliquis augait ullut am nostrud eugiamet autpatum et, velit laortie do elit nonsecte

www.url.eu

Logo

The European Year of Creativity and Innovation 2009”

November 2008 © EAC UNIT C3

The European Year of Creativity and Innovation 2009” November 2008 © EAC UNIT C3

Stefano Mattei - Art Director

European Commission -

European Year 2009 website and Manifesto

Stefano Mattei - Art Director

European Commission -

EYCI 2009 Poster and leaflet

An initiative of the European Union

Entwerfen. Entwickeln. Erneuern.

Při úvahách o svém strategickém postupu pro nové desetiletí, o tom, jak se vypořádat s celou řadou úkolů, jimž čelí, se EU rozhodla učinit rok 2009 evropským rokem tvořivosti a inovace. Jak tvořivost, tak schopnost inovovat, jsou klíčovými lidskými vlastnostmi – jsou přirozené nám všem a my je vědomě či nevědomě využíváme v mnoha situacích a na mnoha místech. Možná si však celý svůj potenciál neuvědomujeme, nebo jsme jej dosud nevyužívali tím nejlepším způsobem. Tvořivost má dvě významné složky: je to hodnota sama o sobě a zdroj kulturní inovace. Nesmírné rozmanitosti Evropy si jsme dobře vědomi. Je zdrojem našeho tvořivého potenciálu a zároveň jeho důsledkem. Dejme proto této tvořivosti prostor, aby se mohla rozvíjet jak ve všech formách – v umění, technice nebo jinde – tak ve všech prostředích, kde se lidé učí – ve školách, na univerzitách i na pracovištích. Tvořivost a inovace mají také užitkový rozměr. Již dlouho tvoří jádro úspěchu Evropy, jejího hospodářského a sociálního rozvoje. Prosperita Evropy staví na trvalém úsilí být tvořivý a inovativní. Nejlepší dokladem toho budiž Evropská unie sama: projekt vytvořený před 50 lety, který nemá obdoby; projekt, který je stejně jako my, Evropané, nejsilnější, využíváli své schopnosti inovovat. Na to musíme pamatovat dnes, kdy čelíme novému stádiu napjaté světové hospodářské soutěže. Tvořivé dovednosti a inovativní přístupy budou při řešení těchto úkolů velice často hrát rozhodující úlohu. Lidský talent je jedinečný dar každého jednotlivce a žádá si další a plný rozvoj. Vyzývám vás, abyste se k nám připojili při objevování a podpoře rozmanitých podob tvořivosti a inovace.

Ján Figel’, komisař pro výchovu, vzdělávání, kulturu a mládež

081216_EAC_EYCI_Flyer_pq.indd 1

Imaginer. Créer. Innover.

Zamisli – Stvaritve – Inovacije

http://create2009.europa.eu

EAC_EYCI_2009_poster_A1_23_lang.1 1

Une initiative de l’Union européenne

Pobuda Evropske unije

http://create2009.europa.eu

25/03/2009 13:47:53

081217_EYCI_PlakatA1_+Sprachen_vt.indd 1

14.01.2009 14:54:32 Uhr

EAC_EYCI_2009_poster_A1_23_lang_1 1

25/03/2009 9:23:25

Iniciativa Evropské unie

Čeho se evropský rok 2009 týká?

Vymýšlíme – Tvoříme – Inovujeme http://create2009.europa.eu

Hlavním cílem tohoto roku je zlepšit povědomí o kreativitě a inovaci jakožto klíčových schopnostech pro osobní, společenský i hospodářský rozvoj a zesílit zaměření na tvořivé a inovativní možnosti v mnoha oblastech, ať už ve vzdělávání, kultuře, podnikání nebo výzkumu. Zdůrazněním tvořivosti a inovace EU usiluje o utváření budoucnosti Evropy v celosvětové hospodářské soutěži tím, že bude podporovat tvořivý a inovativní potenciál nás všech. Cílem EU je rovněž řešit problémy ve společnosti tím, že podnítí odhalování vrozené dovednosti a možnosti lidí tak, aby se mohli aktivněji zapojovat do života. Diskuse o tom, jak těchto cílů dosáhnout, bude předmětem konferencí a akcí organizovaných institucemi EU, jakož i evropskými, národními a regionálním orgány a sítěmi, občanskou společností a profesními organizacemi. Pozornosti, podpory a publicity se dostane stovkám aktivit a projektů, které představují osvědčené postupy v oblasti inovace a tvořivosti.

Evropskému roku tvořivosti a inovace je věnována internetová stránka http://create2009.europa.eu, kde budou po celý rok k dispozici aktualizované informace o novinkách, událostech a aktivitach, politická/tisková sdělení, zprávy o výsledcích činnosti, zvláštní stránky pro partnery roku atd.

Co je tvořivost a inovace? Všichni jsme přirozeně inovativní a tvořiví. Tvořivost je kulturní zážitek, který nás rozvíjí. Abychom mohli být tvořiví, musíme být inovativní. Tvořivý a inovativní potenciál máme všichni, ať už jsme profesionálními umělci nebo amatéry, učiteli nebo podnikateli, ať pocházíme z bohatých nebo chudých poměrů. Jakákoli činnost, kterou vykonáváme v běžném životě je tvořivá, protože je pro nás jedinečná: dojíždění, práce, pohyb. Každý náš úkon je tvořivý. Nejsme si toho však vždy vědomi, býváme v životě málo aktivní a nedostatečné si uvědomujeme své okolí. Abychom si byli své tvořivosti lépe vědomi, musíme se naučit, jak ji zvýšit tím, že budeme efektivněji myslet a více inovovat. Ačkoli jsou inovace a tvořivost naší přirozeností, můžeme je uplatňovat pouze tehdy, máme-li k tomu nezbytné nástroje, čehož lze dosáhnout pouze náležitým vzděláváním.

Činnosti a projekty v rámci evropského roku tvořivosti a inovace 2009 jsou početné a je potřeba dát jim strukturu. Důraz proto bude kladen na sedm oblastí:

• všeobecné vzdělávání • Lisabonská strategie • podnikavost • rozvoj regionů a měst • design • děti • udržitelný rozvoj

Iniciativa Evropské unie

17.12.2008 10:34:31 Uhr

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17.12.2008 10:34:55 Uhr

Stefano Mattei - Art Director

European Commission -

European Year 2009 open doors stand

Global Village «Global Village» is an area of free expression in which everyone can express his/her creativity and his/her own message.

«Global Village» est un espace de libre expression où tout le monde peut exprimer sa créativité et son message personnel.

Creativity is the way to reinvent reality and interact with the world.

La créativité est une façon de réinventer la réalité et d’interagir avec le monde.

This attitude changes during different phases of life and is a core value for innovation and problem solving.

Cette attitude évolue dans les différentes phases de la vie et représente une valeur fondamentale pour l’innovation et la résolution des problèmes.

Being creative means you keep innovating... This space is open from 10.00 to 12.00 a.m. and from 2.00 to 5.00 p.m.

Etre créatif signifie rester innovant….. Cet espace est ouvert pour vous le matin de 10h à 12h30 et l’après-midi de 14h à 17h.

The organisers do not provide child care. Children under the age of eight must be accompanied by an adult.

L’organisation n’est pas responsable de la garderie des enfants. Les enfants jusqu’à 8 ans doivent être accompagnés par un adulte.

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EU initiatief is een beter banen toekomvoor nieuwe van werknemers op de vaardighedenvaardigheden die Nieuwe gericht is de de vaardigheden op op dat er aansluiten zijn. nodig te laten stige arbeidsmarkt vaardigheden, de meer wil zowel vaardigheden. Niet alleen banen de juiste voorspellen maar voor nieuwe door te zijn. helpen nodig vaardigheden toekomst Nieuwe en bedrijven onderdeel er in de en werknemers banenmaakt vaardigheden financiele van welke voor nieuwe huidigeverzekeren op de tervaardighedende EU aan het langere Nieuwe reactie van draagt bij succes op de het crisisuit van en economisch economischeherstel een spoedig

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Stefano Mattei - Art Director

European Commission -

European Year 2009 banner and Roll up

An initiative of the European Union EUROPEAN COMMISSION

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Ta b l e cl o t h f o r E Y C I 2 0 0 9 a n d N u i t s b l a n ch e

Kunstenfeest Fête des Arts Art Festival

This year, the 3rd edition of BRXLBRAVO and the 8th edition of nuitblanche share the same wekend, from 2 to 4 october 2009.

-04/10/2009 02-03ravo. be

Joining these two events into a partenrship within the European Year of Creativity and Innovation can only emphasise

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E U RAn O P Einitiative A N C O M M I Sof SION the European Union

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Imagine a new world

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The campaign “Imagine a new World” How many times have you walked down a street in your neighbourhood and wondered just how so many different people came to live together in this particular place? Everyone has a story. Now that the borders within Europe are fading, people from an even greater mix of cultures and backgrounds are coming together, mingling their voices in an ever growing dialogue of their unique stories and experiences.

The competition



As Europe grows together in its diversity, the European Commission challenged YOU to capture your vision of intercultural dialogue and share it with the world in the photo competition “Cultures on my street”. All European residents, regardless of age or origins, were invited to participate. Inspiration for the theme could be found in the fields of education, religion, migration, science, culture, minority groups or youth.

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Voting and winning By 8 August 2008, everyone who visited the official competition website could cast their vote for the 20 finalists they felt best captured the idea of “intercultural dialogue”. The winner of the online voting will be rewarded with “the Public’s Favourite award”.

See the finalists here >>> A jury made up of established artists, leaders on intercultural dialogue issues and representatives of the European Commission will also select three winners, recognising the creativity and technical quality of the photos, as well as the photographers’ ability to portray the theme of intercultural dialogue.

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All four winners of the photo competition will be announced at the Brussels award ceremony on 25 September.

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Stefano Mattei - Art Director

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Stefano Mattei - Art Director

European Commission- European Day of language 2008 Tere hommikust

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• http://europa.eu/languages

1/10/2008 11:36:21

Stefano Mattei - Art Director

European Commission -

Education & Culture

Database management for the creation of statistics leaflet and brochures AUSTRIA

Austria 2000

Low achievers in Reading, 15 years old

4. Maths, science & technology graduates

5. Participation of adults in lifelong learning

BENchMaRk: The total number of MST graduates in the EU should increase by at least 15%, gender imbalance should decrease.

BENchMaRk: The EU average level of participation in lifelong learning should at least reach 12.5% of the working age population (25-64 age group).

TrEndS: The number of MST graduates increased by 26% since 2000

BENchMaRk: The total number of MST graduates in the EU should increase by at least 15%, gender imbalance should decrease. MsT graduates 2006

PROGRESS TOWARDS THE LISBON OBJECTIVES 2010 IN EDUCATION AND TRAINING

Five Education Benchmarks for Europe

TrEndS: on an EU level participation increased from 7.1% in 2000 to 9.7% and the female share from 30.8% to 31.3% in 2006. 4. Maths, science 5. Participation of adults (females: 10.6%, males: 8.8%) in 2007 (partly a result of breaks in time BEST PErForMErS: growth since 2000: Poland, gender balance: series around 2003). & technology Estonia. graduates in lifelong learning MST graduates per 1000 population 20-29: Ireland.

TRENds 2000-2006/07

BEST PErForMErS: the top performer in the EU is Sweden (2006 data), BENchMaRk: The EU averagefollowed level of participation in lifelong by denmark and the UK . learning should at least reach 12.5% of the working age population Ø annual (25-64 age group).

Five Education Benchmarks for Europe

Progress towards meeting the 5 benchmarks ( EU average ) 181

140

2010 benchmarks = 100

(% of 20-24 years old)

Benchmark 2010 17.6 15.6 15.3

ToP PERFoRMERs

% 20

7.1

% 100

12.5

(:) 0

2000 2005 2006

Data source: Eurostat

Low achieving in reading

Data source: Eurostat

Number of tertiary graduates in Maths, Science and Technology (x1000)

(% of 15 years old)

Benchmark 2010 19.4 19.8

15.5

10.1 9.6

Benchmark 2010 EU

JAPAN

19.0 USA

17.9 19.4 0

686 825

% 25

237 227 226

The need to improve the mastery of basic skills was EU recognized by the European Lisbon Council in 2000. Acquiring basic competences is a ﬁrst step to participation in JAPAN the knowledge-based society. However, at the age of 15 about 1 million out of 5 million pupils in the EU are low performers in reading literacy. While the share has

864

JAPAN

USA

(x 1000) 0 100 200 300400 500 600 700 800900

(:)

(:) (:)

HR TR IS LI NO JP US

24.5 % 6

30.8 %

31.3 % 6

Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

8.3 %

12.8 %

79.5 %

83.2 %

12.3 %

7.1 % (e) 6

82.8 %

14.8 %

17 %

20.6 %

5.44 % 5

4.94 % 1 (s)

5.03 % 5 (s)

Significant increase

EU Benchmarks and goals

EU average

2000

2007

2000

2007

2010

21.3 %

24.1 % 6

17.0 %

18.5 %

12.6 % (b)

9.7 % (e)

12.5 %

86.8 %

90 %

Completion of upper secondary education (age 20-24) Increase Higher education since 2000 graduates in Maths, Science Share of and Technology females Participation of adults in lifelong learning, (age 25-64) Participation in pre-primary education, 4 years old Population with higher education (age 15-64) Public investment in education, % of GDP

Significant increase

82.8 %

20.6 % 5.03 % 5 (s)

Significant increase

EU Benchmarks and goals

EU average

5.55 % 6

17.6 %

14.8 %

10 %

91.2 %

91.8 %

76.6 %

78.1 %

85 %

+67.2 % 6

+26.0 % 6

27.0 %

26.5 %

30.8 %

31.3 %

5.6 % 2

5.7 %

81.0 %

86.5 % 6

9.5 % 4.04 %

7.1 % (e) 82.8 %

+15 % Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

11.6 %

17 %

20.6 %

4.25 % 5

4.94 % 1 (s)

5.03 % 5 (s)

Significant increase

2000

51.1 % 6

21.3 %

2010 17.0 %

17.6 %

83.3 %

76.6 %

78.1 %

85 %

+17.5 %6

+26.0 % 6

+15 %

45.6 %

41.2 % 6

30.8 %

31.3 % 6

Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

1.4 % 1

1.3 %

67.0 %

68.4 % 6

7.1 % (e) 82.8 %

14.8 %

10 %

15.2 %

18.5 %

17 %

20.6 %

4.19 %

4.51 % 5

4.94 % 1 (s)

5.03 % 5 (s)

DENMARK

Denmark

EU Benchmarks and goals

2007 24.1 % 6

16.6 %

75.2 %

Significant increase

EU Benchmarks and goals

EU average

2000

2007

2000

2007

2010

17.9 %

16.0 % 6

21.3 %

24.1 % 6

17.0 %

11.6 %

12.4 % (b)

72.0 %

70.8 % (b)

76.6 %

78.1 %

+10.9 % 6

+26.0 % 6

28.5 %

33.9 % 5

30.8 %

31.3 % 6

19.4 %

29.2 % (b)

90.6 %

93.4 % 6

21.6 % 8.28 %

17.6 %

7.1 % (e) 82.8 %

14.8 %

10 % 85 % +15 % Improve gender balance

2007

13.6 %

21.3 %

24.1 %

14.3 %

17.6 %

14.8 %

2000

2007

17.0 %

7.0 %

4.8 %

10 %

Early school leavers (age 18-24)

8.9 %

7.9 % (b,p)

80.9 %

76.6 %

78.1 %

85 %

+ 50.6 % 6

+26.0 % 6

+15 %

42.9 % 6

30.8 %

31.3 % 6

Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

7.0 % 86.1 % 6

7.1 % (e) 82.8 %

23.7 %

27.3 %

17 %

20.6 %

5.57 %

4.87 % 5

4.94 % 1 (s)

5.03 % 5 (s)

Significant increase

EU Benchmarks and goals

EU average

Low achievers in Reading, 15 years old

6.5 %

Finland

2010 6

35.4 %

78.2 %

FINLAND

2000

2007

21.3 %

24.1 %

17.6 %

14.8 %

9.7 % (e) 86.8 %

12.5 % 90 %

27.1 %

17 %

20.6 %

8.28 % 5

4.94 % 1 (s)

5.03 % 5 (s)

Significant increase

2000

2007

17.0 %

15.2 %

21.7 %

10 %

Early school leavers (age 18-24)

13.3 %

12.7 % (b)

81.6 %

82.4 % (b)

76.6 %

78.1 %

85 %

+7.4 % 6

+26.0 % 6

+15 %

30.8 %

27.9 % 6

30.8 %

31.3 % 6

Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

86.5 %

76.6 %

78.1 %

85 %

+19.1 % 6

+26.0 % 6

+15 %

29.9 % 6

30.8 %

31.3 % 6

Improve gender balance

9.7 % (e)

12.5 %

86.8 %

90 %

23.4 % (b)

48.5 % 6

7.1 % (e) 82.8 %

27.5 %

29.5 %

17 %

20.6 %

6.08 %

6.31 % 5

4.94 % 1 (s)

5.03 % 5 (s)

EU Benchmarks and goals

EU average

Low achievers in Reading, 15 years old

87.7 %

17.5 %

France

2010 6

27.3 %

41.9 %

FRANCE

Significant increase

2.8 % 100 %

7.4 % (b) 100 % 6

2000

2007

21.3 %

24.1 %

17.6 %

14.8 %

7.1 % (e) 82.8 %

2010 17.0 %

10 %

19.8 %

24.3 %

17 %

20.6 %

5.83 %

5.65 % 5

4.94 % 1 (s)

5.03 % 5 (s)

Significant increase

2: (2002) 3: (2003) 4: (2004) 5: (2005) 6: (2006) (a) calculation based on estimate for 2006 result, (b) break in time series, (c) Growth rate has been calculated only for years without breaks in time series , (e) estimated value, (p) provisional, (s) Eurostat estimate, (u) unreliable or uncertain data, () results not fully comparable

40 Data source: 35

Data source: Eurostat

2000 6

79.0 %

Population with higher education (age 15-64) Public investment in education, % of GDP

2000 2005 35 2006

2007

Completion of upper secondary education (age 20-24)

20 Percentage of pupils with reading literacy proﬁciency level 1 and lower on the PISA reading literacy scale, 2003 1: (2001) %

2000

14.2 %

Increase Higher education decreased in some Member States (notably Latvia and since 2000 graduates in Poland), according to presently available data, since 2000 Maths, Science Share of and Technology females there has been no progress at EU levelParticipation (2003:of adults 19.8%). in lifelong learning, (age 25-64) Countries like Finland, Ireland and Netherlands are the best Participation in pre-primary education, 4in years old performers with only 10% or less low performers 2003.

EU Benchmarks and goals

EU average

OECD PISA 2003 database

Benchmark 2010

(:) (:) (:) (:) (:) (:) (:) (:) FI IE NL SE DK PL FR BE LV CZ EU HU AT ES PT DE LU IT SK EL BG EE CY LT MT RO SI UK

(:) HR TR IS LI NO JP US

Upper secondary attainment Full participation in the knowledge-based society requires that each individual is equipped with at least basic education at upper secondary level. However, the share of young people who have completed upper-secondary education in the EU is below 80% and has only slightly improved since 2000. Some countries with a relatively low share, notably Portugal and

Malta, have made considerable progress in the recent past. Moreover, several new Member States already perform above the benchmark of 85%. In general women perform betterthey have a lead of about 5 percentage points in comparison to men.

Data source: OECD/PISA 2000 and 2003

2000 2004 2005

Data source: Eurostat

Percentage of 20-24 years old with at least upper secondary education, 2006

100 Data source: 90 Eurostat

100

Benchmark 2010

80 (EU-Labour Force Survey)

80 70

6/11/2007 10:09:01

(:) (:) (:) (:) CZ PL SK SI LT SE AT IE FI CY HU BE FR EE LV EL BG UK EU DK RO IT NL DE LU ES MT PT

(:) (:)

HR TR IS LI NO JP US

6/11/2007 10:09:05

NC-78-09-851-EN-C

PLI EXT. >

17 % 4.94 % 1 (s)

Early school leavers (age 18-24)

Improve gender balance

90 %

7.1 % (e)

28.1 % 5.95 % 5

5.5 % 2

10 %

20.6 %

12.5 %

7.2 % (b) 100 % 6

23.8 %

Low achievers in Reading, 15 years old

85 %

5.03 % 5 (s)

9.7 % (e) 86.8 %

6.2 % 99.2 %

6.00 % 1

17.0 %

78.1 %

17 %

Improve gender balance

24.1 % 6

14.8 %

82.8 %

31.3 % 6

21.3 %

31.3 % 6

7.1 % (e)

30.8 %

24.8 % 6

+26.0 % 6

4.94 % 1 (s)

26.4 % 6

17.5 %

8.4 %

25.0 %

Low achievers in Reading, 15 years old

76.6 %

29.7 %

20.3 % 1

+15 %

EU average 2007

40.3 %

Early school leavers (age 18-24)

85 %

24.1 % 6

2010

30.8 %

70.4 % 6

Bulgaria 2000

Low achievers in Reading, 15 years old

10 %

78.1 % +26.0 % 6

2007

85.8 %

6.92 % 5

BULGARIA

2010 17.0 %

14.8 %

21.3 %

2000

35.9 % 6

3.1 %

2007

17.6 % 76.6 %

+7.1 % 6

2007

+ 59.8 % 6

22.1 %

2000

12.3 % 82.6 %

12.5 %

Czech Republic

5.44 %

2007 19.4 % 6

81.7 %

2000

31.0 %

+15 %

EU Benchmarks and goals

EU average

2000 19.0 %

CZECH REPUBLIC

79.0 %

55.7 %

17.6 %

Belgium

Low achievers in Reading, 15 years old Early school leavers (age 18-24) Completion of upper secondary education (age 20-24) Increase Higher education since 2000 graduates in Maths, Science Share of and Technology females Participation of adults in lifelong learning, (age 25-64) Participation in pre-primary education, 4 years old Population with higher education (age 15-64) Public investment in education, % of GDP

EU Benchmark for 2010: Reach 85% having completed upper secondary education 2000 2003

EAC_A4_leaflet8pg_progress_repor3 3

PLI EXT. >

EU YOUTH REPORT - 2009

PERCENTAGE OF THE POPULATION AGED 16-29 THAT PARTICIPATED IN THE LAST 12 MONTHS IN ACTIVITIES OF…, BY SEX, EU-25, 2006

EU YOUTH REPORT - 2009

PROPORTION OF YOUNG PEOPLE IN POPULATION AND IN TRAFFIC FATALITIES IN THE EU, 2006 Young people 11.4 %

Young people 20.4 %

1. DEMOGRAPHY

Political parties or trade unions Professional associations

Past decades have shown a continuous increase in life expectancy in Europe. This increasingly aﬀects the general organisation of life and the length of the main life periods: school life, working life and retirement all tend to become longer with time.

Directorate-General for education and culture B-1049 Bruxelles / More Brussel information on what the Youth in Action Programme has 31/10/2008 10:39:50 to oﬀer and the conditions for participation are available 32 - (0)2 299 11 11 in the Programme Guide at the following address: � http://ec.europa.eu/youth 32 - (0)2 295 57 19 eac-info@ec.europa.eu

EAC_D2_Leaflet_statistics_0202091 1

15-19

20-24

25-29

Old age depency ratio

• • • •

EU YOUTH REPORT

40%

4.2.4.3 Deaths due to drugs

30%

Within the European Union, deaths related to drug dependence remained on average below 2 per 10020% 000 inhabitants in 2006. The highest death rates were found in Austria, Ireland and the United Kingdom. In 200510% 2006, drug-inﬂicted deaths accounted for 3.5 % of all deaths of Europeans aged 15-39. Opium-based products

40 30

Young age depency ratiofound in around 70 % of them (2008 EMCDDA annual report). were

KEY FIGURES RELATING TO SOCIAL INCLUSION OF YOUNG PEOPLE

Sources: Eurostat - Demographic data

lower than 6 per 100 000 inhabitants, but the incidence of non-fatal self-harm, which is estimated to be 50% 10-40 times more common than that of actual suicide, is common also among female adolescents.

Other groups or organisations

19 million children (age 0-17) are at risk of poverty in the EU 20 % of young people aged 18-24 are at risk of poverty In average, young 9people leave the parental home at 25 years of age 18 % of young people aged 18-24 earn less than half the average income for the country they live in

2010

2020

2030

2040

Note : BE data not available

2050

RESULTS OF THE KASS PROJECT: KINSHIP AND SOCIAL SECURITY27

Source: Eurostat - population projection EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd the old age dependency ratio will be lower than 50 % in just over half of the EU Member States, but higher than 60 % in countries such as Bulgaria, Spain and Italy. The young age dependency ratio is projected to be below 30 % in all Member States, with the highest scores (over 27 %) in Ireland, France, Luxembourg and Sweden and the lowest (under 22 %) in Bulgaria, Germany, Spain, Italy, Austria and Romania.

13/10/2009 and 16:48:54 Patterns of Kinship Family relations across Europe

Sec1:70

The KASS project measured, through original ethnographic research, the extent of mutual assistance between relatives of various generations, and the factors which inﬂuence it. It considered the role of kinship ties in practical and social life in terms of three implicit contracts:

6/02/2009 15:03:17

EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd 9

(1) The contract between successive generations is a source of practical, emotional and ﬁnancial support – both on a regular basis and as an insurance for times of crisis such as illness, unemployment, divorce and bereavement. Support from the grand-parental generation for their own children’s parenting can greatly assist the reconciliation of parenting and employment, and people in middle and later-middle age are an important source of care for the dependent elderly.

13/10/2009 16:47:40

2009 10

EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd Sec1:40

3 The dependency ratio is an age-population ratio of those typically not in the labour force and those typically in the labour force. The young-age dependency ratio is the ratio of the number of young persons at an age when they are generally economically inactive divided by the number of persons of working age. The old-age dependency ratio is the ratio of the number of elderly persons at an age when they are generally economically inactive divided by the number of persons of working age.

(2) The contract between reproductive partners (and each other’s family of origin) includes the division of productive, child-rearing and domestic labour, as well as the ways in which the partners support each other’s social identities.

13/10/2009 16:48:21

64 EAC.D1_YOUTH_REPORT_Cover_435x297_190208_NC-78-09-851-EN-C.indd 1

Source: Eurostat, Demographic statistics

2004

13/10/2009 By 16:48:24 2050,

EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd Sec1:43

Italy

Charitable organisations

Cyprus

Recreational groups or organisations

Malta

Churches or other religious organisations

Greece

Professional associations

When asked which political actions are most important to ensure that their voice is heard by policy makers, 30 % of young Europeans list participating in debates as the most important activity. Joining a political party comes second (16 %) and taking part in a demonstration third (13 %). Signing a petition, being a member of or supporting a non-governmental organization (NGO), or joining a trade union is equally recognized as an

Poland

100,0

Political parties or trade unions

Source: Eurostat – EU-SILC ad hoc module 2006 on “Social participation”.

3.1.5 Interest in participative democracy

18 % of young people aged 18-24 earn less than half the average income for the country they live in. 27 % of young people earn less than 60 % (the income level below 60 % of the median income is deﬁned as “at risk of % poverty”), and 11 % of young people earn less than 40 % of the average national income (in 2006).

Croatia

128,713

Annual priorities for 2007 European Year of Equal opportunities for all Improving young people’s health Social inclusion and diversity

At risk of poverty rate: Share of persons with an income below 60% national median income. “Income” must be understood as equivalised disposable income. It is defined as the household’s total disposable income divided by its “equivalent size”, to take account of the size and composition of the house hold, and is attributed to each house hold membe r. Note: EU25: estimate. MT, PT: provisionnal

Slovakia

TOTAL OPERATIONAL BUDGET

ESTIMATES FOR 2008 MORE THAN 115,000 PARTICIPANTS IN MORE THAN 6,800 PROJECTS

4European Commission

Source: Eurostat – EU SILC

Permanent priorities European citizenship Participation of young people Cultural diversity Inclusion of young people with fewer opportunities

60%

Switzerland

2,5 0,6 3,1

15-19 20-24 25-29 15-29

To a lesser extent, Nordic countries such as Sweden also counted relatively high suicide rates among young

people. Women tend to be less aﬀected by suicide and intentional self harm, with crude death rates generally PROJECTION OF YOUNG AND OLD AGE DEPENDENCY RATIOS, EU-25, 2004–2050

Liechtenstein

TOTAL ACTION 5

3,224 775 3,999

100%

70%

while the old age dependency ratio will nearly double. 5

Republic of Macedonia

Meetings of young people and those responsible for youth policy Cooperation with international organisations Note: the former Programmes have regularly beneﬁted from amendments in the course of the annual budgetary procedures; the budget for the current Youth in Action Programme has also been increased by the European Parliament by 1,5 MioEUR for 2008 1 and it should be increased by 3,0 MioEUR for 2009.

Priorities of the Youth in Action Programme

30 %

Spain

9,4 9,8 4,8 24,0

Romania

5,8 1,8 7,6

12,149 12,647 6,121 30,917

16-24

Lithuania

7,486 2,305 9,791

TOTAL ACTION 4

25-49

Luxemburg

Youth

ACTION 5 - Support forin European Action cooperation in the youth ﬁeld

Czech Republic

Youth

4.2.4.2 Deaths due to suicide

At EU level, the crude death rate by suicide among the male population aged 25-29 stood at 15 per 10090%000 The projections of the old and young age dependency ratios3 indicate that by 2050, the population under 14 will inhabitants. The Baltic States and Finland registered the highest male suicide and self-inﬂicted injury rates for account for less that one fourth of the population aged 15-64 - while the population aged over 65 will represent 80% people aged between 20 and 29. more than 50 % of the 15-64 year olds. From 2004 to 2050, the young age dependency ratio will remain stable

Latvia

Youth for Europe II +EVS

30 and over

Portugal

Youth for Europe II

16–29

EU YOUTH REPORT - 2009 In the near future the European Union will face two demographic challenges, namely the ageing and impending In 2006, Lithuania and Greece recorded the highest transport accident death rates for young men aged 20-24, decline of its population. The population share of young people will drop further, while that of older people followed byinEstonia and Slovenia. All these countries registered crude death rates well above the EU average. will increase. As a consequence, the characteristics of the working population will change. Two indicators Therates countries particular are useful to evaluate this trend: population of working age (20-59 and 60-65) and activity per with the lowest death rates were the Netherlands, Finland and Sweden. In Estonia and Sweden, around 6 children of 10 are born outside marriage, while in Cyprus or Greece this age. proportion is close to one on twenty and less or equal to one on four in Italy, Poland and Malta. In the youngest The number of fatalities linked to transport accidents generally tends to decrease with age, except in Cyprus age group registered (15-19 year olds), the number of births outside marriage exceeds 90 % of newborns in andyears Hungary, aged Over the past decade, both the working population (aged 20-59 years) and the population aged 60 and where transport fatalities among men aged 25-29 were more frequent than among menDenmark, Ireland and UK, while it is down to 33 % in Greece and less than 15 % in Cyprus. Regarding this age 20-24. above have been growing by 1 to 1.5 million people per year on average. According to Eurostat demographic group, it is important to keep in mind that few persons are married and few births are registered. For the age projections, it is foreseen that from now on the population aged 60 years and above will be growing by 2 million group 25-29, more than 50 % of children are born outside marriage in Sweden, Estonia and Denmark. On the Transport accidents are often linked to other risky behaviours of young people such as drunkenness and people every year for the next 25 years. The growth of the working-age population is slowing down fast and opposite side of the spectrum are Greece and Cyprus, with less than 4 %. drug will stop altogether in about 6 years; from then on, this segment of the population will be shrinking by abuse. 1 to 1.5 million people each year. BIRTHS OUTSIDE MARRIAGE BY AGE GROUP, % (DECREASING ORDER) -2005

Germany

Youth for Europe I

PERCENTAGE OF THE POPULATION OF AGE GROUP THAT PARTICIPATED IN THE LAST 12 MONTHS IN ACTIVITIES OF…, EU-25, 2006

In 2006, more than 12 000 young men aged 15-29 died as a result of transport accidents in the EU. Amongst young people, males account for the majority of the overall fatalities (88,5 fatality rate in 2005).

1.2 Changes in the working population

France

Training and networking of those active in youth work and youth organisations Support for the structures of the Programme Others

There is no substantial diﬀerence between the participation rate of young people (16 – 29) and the overall population.

Date of query: September 2008 Source of population data: EUROSTAT

Austria

TOTAL ACTION 3

ACTION 4 - Youth Support Systems

Men aged 16-29 have been more active than women in the last 12 months in getting involved in political parties, trade unions, professional associations and recreational groups. Women participated more in church activities and other religious organisations and charitable activities.

Source: CARE Database / EC

EU YOUTH REPORT - 2009

Finland

Cooperation with the Neighbouring Countries of the European Union Cooperation with Other Countries of the World

IT Italy Cyprus CY Latvia LV Lithuania LT Luxembourg LU Hungary HU Malta MT Netherlands NL Austria AT Poland PL Portugal PT Romania RO Slovenia SI Slovakia SK Finland FI Sweden SE United Kingdom

Total fatalities 88.6%

Hungary

31,4

Netherlands

40,434

Iceland

TOTAL ACTION 2

Bulgaria

100

TOTAL ACTION 1

ACTION 3 - Youth in the World

Action 1: Youth for Europe Promoting young people’s active citizenship through youth exchanges, youth initiatives and youth democracy projects Action 2: European Voluntary Service Developing solidarity and tolerance through voluntary activities abroad to the benefit of local communities Action 3: Youth in the World Fostering mutual understanding while encouraging cooperation with Partner countries of the world Action 4: Youth Support Systems Developing the quality of support systems for youth activities and youth organisations Action 5: European cooperation in the youth field Encouraging European cooperation in the youth field

Slovenia

ACTION 2 - European Voluntary Service

2007-2013 EUR 885 million for seven years 15-28 years old (in some cases 13-30), youth workers and youth organisations

5 Actions corresponding to 5 objectives

Iceland

140

% 19,9 7,4 5,8 0,8 33,9

Total fatalities 79.6%

0 Women

Source: Eurostat – EU-SILC ad hoc module 2006 on “Social participation”.

Estonia

Youth Democracy Projects Thematic Networking

120

160

Mio EUR 25,664 9,370 7,513 1,025 43,572

Other groups or organisations

Men

EU27 25 EU Belgium BE In terms of share of the population, youth represents just under a ﬁfth of the total (19.4 %), with the proportion Bulgaria BG of young people aged between 25 and 29 (6.9 %) slightly higher than the share of young people aged 20-24 Czech Republic CZ Denmark (6.5 %) and 15-19 (6 %). DK Germany DE Estonia EE The share of youth aged between 15 and 29 in the total population at the national level ranges between IE22 % Ireland Greece% and 24 % for the Baltic States (Estonia, Latvia and Lithuania), Cyprus and Malta, whereas it is less than EL 20 Spain ES (average proportion at the European Union level) in Austria, Germany, Finland, Greece, Italy, Luxembourg, the France FR Netherlands, Sweden and Belgium, Spain and the United Kingdom. IT Italy Cyprus CY LVLatvia Lithuania LT YOUNG PEOPLE (15-19, 20-24, 25-29) AS A SHARE OF TOTAL POPULATION, 01.01.2007 Luxembourg LU Hungary HU Malta MT EU-27 EU 27 Netherlands NL BE Belgium Austria AT BG Bulgaria Poland PL CZ Czech Republic Portugal PT DK Denmark Romania RO DE Germany Slovenia SI EE Estonia Slovakia SK IE Ireland Finland FI EL Greece Sweden SE ES Spain United Kingdom UK France FR

The Youth in Action Programme is the EU Programme for all young people aged between 15 and 28 (in some cases exceptions are foreseen to involve young people aged between 13 and 30). The Programme aims to inspire a sense of active European citizenship and tolerance among young Europeans and to involve them in shaping the Union’s future by boosting their participation in democratic life. It promotes mobility, non-formal learning and intercultural dialogue among European youth, and encourages the inclusion of all young people, particularly those with fewer opportunities, by supporting a large variety of activities, including youth exchanges, transnational voluntary service as well as training and networking for youth workers. Duration: Budget: Target group:

BUDGETARY CONSIDERATION FOR 2007

A CONTINUOUSLY INCREASING BUDGET ACTION 1 - Youth for Europe Youth Exchanges WHICH REFLECTS A STRONG POLITICAL SUPPORTYouth Initiatives

Charitable organisations

EU YOUTH REPORT - 2009

Figures from 2007 indicate that some 96 million people aged between 15 and 29 reside in the European Union. An excess of 34 million European inhabitants are between 25 and 29 years of age, slightly more than the populations of the other two age groups (20-24 and 15-19), which are recorded at some 32 million 30OF POVERTY RATE OF AGE GROUPS 16-24 AND 25-49 , 2006 ATand RISK million respectively.

Norway

0 FR

1.639

234

269.1 1.229,4

2007-2008* 1988-2008

Youth in Action Total in 20 years

* The programme will cover the whole period 2007-2013 - As for 2008: estimates

100

Recreational groups or organisations

Sweden

150

1,000

5 852

EU YOUTH REPORT

200 2,000

399

48,4 715,7

1.1 Close to 100 million young people live in the European Union

GENERAL OVERVIEW OF THE PROGRAMME

DOI 10.2766/34612

75 75

145,1

250

3,000 Number of participants (thousands)

19,5 31,6

1998-1999 2000-2006

1995-1999

300

European Voluntary Service

Youth Exchanges

Budget allocations (MioEUR)

1988-1991 1992-1994

4,000

Period

Youth for Europe I

MORE THAN 111,000 PARTICIPANTS IN MORE THAN 6,500 PROJECTS

350

Programme Youth for Europe II Youth for Europe III European Voluntary Service Youth

THE YOUTH IN ACTION PROGRAMME IN 2007

400

500

5,000

THE EUROPEAN PROGRAMMES IN SUPPORT OF YOUTH 1988-2008

450

European Voluntary Service

6,000

GENERAL STATISTICS OVER 20 YEARS

Churches or other religious organisations

Denmark

Youth Exchanges

United Kingdom

20 YEARS Number of young people having participated in Youth Exchanges or European Voluntary Service per country OF EUROPEAN PROGRAMMES FOR YOUTH

rt in this ﬁrst year of the Programme. ge and almost 5 000 in a European voluntary he total number of participants) me through activities realised abroad. ogramme. more than 760 projects developed

+15 %

Early school leavers (age 18-24)

EAC_A4_leaflet8pg_progress_repor4 4

R 2007

85 %

19.9 %

Estonia

Low achievers in Reading, 15 years old

EU%Benchmark for 2010: 20% fewer 15 years-old with poor reading skills

748 369 407 430

(:)

CZ PL SK FI AT LT DK SE IE HU BE NL UK FR EE DE EU EL CY LU BG LV RO IT ES PT MT SI

USA

10 %

78.1 %

ESTONIA

Low achievers in reading

Further information: http://ec.europa.eu/education/policies/2010/progressreport_en.html

b = break in time series, p = provisional, 1) = 2001, 2) = 2002

9.7 9.6

(:)

JAPAN

USA 20

Benchmark 2010

(:)

USA 5

Benchmark 2010

(:)

JAPAN

(:)

Brussels, July 2008

Low PERFoRMERs

Early school leavers (age 18-24) Completion of upper secondary education (age 20-24) Increase Higher education since 2000 graduates in Maths, Science Share of Data source: and Technology females Eurostat Participation of adults in lifelong (EU-Labourlearning, Force Survey) (age 25-64) Participation in pre-primary education, 4 years old Population with higher education (age 15-64) Public investment in education, % of GDP

17.0 %

14.8 %

76.6 %

+50.0 % 6

5.66 %

BELGIUM

2010

24.1 % 6

+26.0 % 6

17.6 %

84.1 %

Cyprus

15 years old

2007

21.3 %

10.9 %

85.1 % (b)

Benchmark 2010

Lifelong learning of adults (% of 25-64 years old)

76.6 77.4 77.8

(:)

Completion of upper secondary education

Early school leavers (% of 18-24 years old)

2010 benchmarks = 100

source: Eurostat (LFs)

30 20

Brussels, July 2008

1) = 2001, 2) = 2002, 3) = 2003, 4) = 2004, 5) =2005

greater social cohesion. There was continuous improvement in recent years in reducing the share of early school leavers, but progress will need to be faster to reach the EU benchmark CYPRUS in 2010. However, some of the new Member States already have shares of less than 10%. Low achievers in Reading,

Five EU Benchmarks for 2010

TRENds 2000-2006/07

Underlined: female share falling in the period 2000-06

One out of six young persons aged 18 to 24 in the EU still leaves education with no more than lower secondary education and currently participates in no form of education and training. The high number of early school leavers is an obstacle to developing a knowledge-based economy and eﬀorts are made in

Unless signiﬁcantly greater achieving the benchmarks, early EU school leaving, Benchmark for 2010: Reduce early school leavers to 10% Share of 18-24 years old with only lower secondary or less and not in education and training, 2006 completion rates of upper secondary education % % and key competences for low 60achievers will 60 remain ambitions for the EU even50beyond 2010. 50

In 2007, reaching the EU benchmarks and goals for 2010 continues to pose a serious challenge for education and training systems in Europe, except for the goal on increasing the number of Mathematics, Science and Technology graduates.

MST graduates growth % women per 1000 TrEndS: The number of MST graduates increased by 26% since 2000 pop. 130 in 1000 aged 2000 2006 2007 2000-06on an EU level participation increased from 7.1% in 2000 TrEndS: to 9.7% and the female share from 30.8% to 31.3% in 2006. 20-29 120 (females: 10.6%, males: 8.8%) in 2007 (partly a result of breaks 7.1 in time EU 27 9.6 9.7 p 110 864.5 13.2 31.3 EU 27 Poland, gender balance: BEST PErForMErS: growth since 2000: series4.1around 2003). 100 Progress required Belgium 6.2 7.5 p 7.2 10.6 1.1 26.4 Belgium 20-29: Ireland. 13.8 Estonia. MST graduates per 1000 population 90 Bulgaria 1.4 1 1.3 1.3 9.5 8.5 2.7 41.2 Bulgaria BEST PErForMErS: the top performer in the EU is Sweden (2006 data), 80 czech Republic 5.6 2 5.6 5.7 15.6 10.0 8.9 26.5 czech Republic 70 followed 8.6 13.8 0.3 by denmark 33.9 5 and the UK . denmark denmark Progress29.2 towards meeting the 5 benchmarks ( EU average ) 19.4 29.2 60 MsT graduates 10.7 4.4 28.6 Germany Ø annual 103.7 Germany 5.2 7.5 7.8 18150 2006 140 MST graduates 2.2 : 42.9 Estonia growth % women 11.2 per 1000 Estonia 6.5 6.5 7.0 Lifelong learning participation 40 130 in 1000 pop. aged 21.4 1.0 29.1 Ireland 2000 2006 2007 2000-06 15.3 Ireland 2.8 2 7.3 7.6 5 5 30 5 20-29 120 Early school leavers 16.3 10.9 : 40.9 Greece EU 27 7.1 9.6 9.7 p Greece 1.0 1.9 2.1 20 110 75.9 31.3 11.5 2.6 30.0 spain 864.5 13.2 4.1 EU 27 10 Upper secondary completion 100 spain 4.17.2 10.4 10.4 166.3 20.7 1.2 27.9 France Progress required Belgium 6.2 7.5 p 13.8 10.6 1.1 Belgium 5 26.4 0 90 79.5 9.7 : 37.1 5 Italy France 2.8 7.6 7.4 Bulgaria 1.4 1 1.3 1.3 9.5 8.5 2.7 41.2 Bulgaria 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 -10 2000 0.4 4.3 8.1 35.9 80 cyprus Italy 4.8 6.1 6.2 czech Republic 5.6 2 5.6 5.7 15.6 10.0 8.9 26.5 czech Republic 3.0 8.9 3.7 32.4 -20 Latvia 70 cyprus 3.1 7.1 8.4 8.6 13.8 0.3 33.9 5 denmark denmark 19.4 29.2 29.2 9.5 19.5 6.3 31.6 Lithuania -30 60 2 103.7 10.7 4.4 28.6 Latvia 7.37.8 6.9 p 7.1 Germany Germany 5.2 7.5 : : : : Luxembourg -40 (below 0 = 50 2.2 11.2 : 42.9 Estonia Lithuania 6.5 2.8 4.9 p 5.3 Estonia 6.5 7.0 8.7 5.8 3.2 27.9 hungary -50 perfomers Lifelong learning participation 40 15.3 21.4 1.0 29.1 Ireland Luxembourg7.3 4.8 8.2 7.0 0.3 3.4 : 30.1 5 Malta 5 worse) Ireland 2.8 2 7.6 5 -60 gettingEarly 30 school leavers Low achievers in reading 16.3 10.9 : 40.9 5 Greece 17.6 9.0 6.0 18.4 Netherlands hungary 2.9 3.8 3.6 -70 Greece 1.0 1.9 2.1 20 75.9 11.5 2.6 30.0 spain 11.3 10.8 7.0 24.5 austria Malta 4.5 5.5 6.0 -80 10 Upper secondary completion spain 4.1 10.4 10.4 166.3 20.7 1.2 27.9 France 85.4 13.3 13.7 39.2 Poland Netherlands7.6 15.5 15.6 16.6 0 79.5 5 9.7 : 37.1 5 Italy France 2.8 7.4 19.0 12.6 11.1 39.7 Portugal 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 -10 200012.8 0.4 4.3 8.1 35.9 austria 8.3 13.1 cyprus Italy3.0 4.8 6.1 6.2 35.6 10.5 38.6 Romania 1 3.0 8.9 3.7 32.4 -20 Latvia Poland 4.38.4 4.7 5.1 cyprus 3.1 7.1 2.8 9.5 0.9 25.7 slovenia 9.5 19.5 6.3 31.6 Lithuania -30 Portugal 6.9 p 3.47.1 4.2 p 4.4 p 9.5 10.3 12.3 34.8 5 slovakia Latvia 7.3 2 : : : : Luxembourg -40 (below 0 = 12.0 17.9 3.0 29.9 Finland Romania 4.9 p 0.9 1.3 1.3 Lithuania 2.8 5.3 8.7 5.8 3.2 27.9 hungary -50 perfomers 1 16.1 15.1 5.1 34.4 sweden slovenia 8.2 7.37.0 15.0 14.8worse) Luxembourg 4.8 0.3 3.4 : 30.1 5 Malta 5 5 getting -60 139.8 18.4 : 30.8 5 United kingdom Low achievers in reading 2 slovakia 3.8 8.53.6 4.1 3.9 17.6 9.0 6.0 18.4 Netherlands hungary 2.9 -70 4.0 6.0 : 35.3 croatia 11.3 10.8 7.0 24.5 Finland 17.5 23.1 23.4 austria Malta: 4.5 5.5 6.0 -80 1.4 4.3 46.0 FYR Macedonia The curves show relative progress in each benchmark. Progress required 85.4 13.3 13.7 39.2 Poland sweden 21.6 32.0 e : Netherlands 15.5 15.6 16.6 82.4 6.2 6.3 29.8 Turkey to reach the benchmark in 2010 is set at 100. The black dotted line shows 19.0 12.6 11.1 39.7 Portugal United kingdom 20.5 26.6 p : 0.5 11.3 4.1 37.2 Iceland austria 8.3 13.1 12.8 annual progress needed. 35.6 10.5 3.0 38.6 Romania 2 5.3 9.3 1.5 28.4 Norway croatia 1.95.1 2.9 : Poland 4.3 1 4.7 2.8 9.5 0.9 25.7 slovenia 424.8 10.3 2.4 31.3 Usa Turkey 1.0 1.8 1.5 Portugal 3.4 4.2 p 4.4 p 9.5 10.3 12.3 34.8 5 slovakia 225.8 14.4 -0.8 14.6 Japan Iceland 23.5 27.9 : 12.0 17.9 3.0 29.9 Finland Romania 0.9 1.3 1.3 1 16.1 15.1 5.1 34.4 Norway 13.3 18.7 18.0 sweden slovenia 7.3 15.0 14.8 ToP PERFoRMERs Low PERFoRMERs source: Eurostat 139.8 5 18.4 5 : 30.8 5 United kingdom slovakia 8.5 2 4.1 3.9 4.0 6.0 35.3 croatia Underlined: female: share falling in the period 2000-06 Finland 17.5 23.1 (LFs) 23.4 ToP PERFoRMERs Low PERFoRMERs source: Eurostat 1.4 4.3 : 46.0 FYR Macedonia The curves show relative progress in each benchmark. Progress required 21.6 32.0 e : 1) =6.2 2001, 2) = 2002, 4) = 2004, 5) =2005sweden 82.4 6.3 3) = 2003,29.8 Turkey to reach the benchmark in 2010 is set at 100. The black dotted line shows Further information: http://ec.europa.eu/education/policies/2010/progressreport_en.html p series, p = provisional, 1) = 2001, 2) = 2002 b = break in time United kingdom 20.5 26.6 : 0.5 11.3 4.1 37.2 Iceland annual progress needed. 5.3 9.3 1.5 28.4 Norway croatia 1.9 2 2.9 : 424.8 10.3 2.4 31.3 Usa Turkey 1.0 1.8 1.5 225.8 14.4 -0.8 14.6 Japan Iceland 23.5 27.9 : Norway 13.3 18.7 18.0 ToP PERFoRMERs Low PERFoRMERs source: Eurostat

Early school leavers

2000

21.5 % 6

10.2 %

EU Benchmarks and goals

EU average 2007

19.3 %

Early school leavers (age 18-24) Completion of upper secondary education (age 20-24) Increase Higher education since 2000 graduates in Maths, Science Share of and Technology females Participation of adults in lifelong learning, (age 25-64) Participation in pre-primary education, 4 years old Population with higher education (age 15-64) Public investment in education, % of GDP

23/10/09 16:53 EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd 10

27 The KASS project was funded under the 6th Framework Programme of the European Union (Citizens and Governance Programme) and involved 19 research partners from eight European countries (Sweden, Italy, France, Germany, Austria, Croatia, Poland and Russia) representing different family/welfare regimes, running from May 2004 – April 2008.–www.eth.mpg.de/kass.

13/10/2009 16:47:41

EAC_D1_YOUTH_REPORT_interior_NC-78-09-851-EN-C.indd Sec1:64

Stefano Mattei - Art Director

13/10/2009 16:48:49

Erasmus Charter

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to prom the relat t in the Lif arter and ion set ou se this Ch scriminat to publici on non-di objectives e th th wi to comply ply ution to ap Commission the instit an ter entitles and to the Europe this Char cy en . Ag es l iti tiona activ to its na Erasmus pport for su t an gr for

: mmission opean Co For the Eur 07 August 20 Brussels,

Pour la Commiss ion européenne Bruxelles, août 2008

Michel richOnn ier direktor für LeBe nSLanGeS Lern en: allgemeine und berufliche Bildu ng, Programme und Maßnahm en

sergio COrti directeur: educ ation et formation tout au long de education et Form la vie ation, Programm es et actions

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Stefano Mattei - Art Director

European Commission -

The magazine

DG Edukacja i Kultura

Magazyn 29

Directorate-General for Education and Culture: Kształcenie i szkolenie I Kultura I Młodzież I Wielojęzyczność I Sport I Obywatelstwo http://ec.europa.eu/dgs/education_culture/index_en.html

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wellfor as Education to show off Europe’s Director General and Training.cultural richness and diversity. Following a previous decision Sweden and Latvia are the two EU Member States eligible to showcase a European Capital of Culture in 2014. The two cities were recommended on the basis of a two-round selection process by international juries.

Skills such as creativity, initiative-taking, entrepreneurship, absolute was the country with highest number of cultural Inand civicterms, skillsGermany are best developed in the learning outgoing France Italy. As in previous partnerships thatstudents, extend followed beyond by theSpain, school gate,and involving years, Spain remained the most popular destination for Erasmus the world of work. There is no more effective investment that students, with France in second place, followed by Germany and the Europe can make than in its human capital, and in developing United Kingdom. its skills. But it should be remembered that skills and employability, while vital to the economy, are also major social assets. Education and learning in their widest sense are activities that help everyone live their2009 own personal lives to the fullest © EUrOPEAn COMMUnITIES, rEPrODUCTIOn IS AUTHOrISED PrOVIDED THE SOUrCE IS ACKnOWLEDGED. LUxEMBOUrG: OFFICE FOr OFFICIAL PUBLICATIOnS OF THE EUrOPEAn COMMUnITIES 2009 — 60 PP. — 21 x 29,7 CM ISSn 1023 - 3725

HOW TO OBTAIn EU PUBLICATIOnSOUr PrICED PUBLICATIOnS ArE AVAILABLE FrOM EU BOOKSHOP (• HTTP://BOOKSHOP.EUrOPA.EU),

WHErE YOU CAn PLACE An OrDEr WITH THE SALES AGEnT OF YOUr CHOICE. THE PUBLICATIOnS OFFICE HAS A WOrLDWIDE nETWOrK OF SALES AGEnTS. YOU CAn OBTAIn THEIr COnTACT DETAILS BY SEnDInG A FAx TO (352) 29 29-42758.

The EU agenda on culture focuses on “shared” objectives. As part of a partnership approach, the Commission has developed new working methods with Member States and with a broad range of government agencies, organisations, and companies working in Europe’s cultural sector. Working with such a wide network provides insights into the full impact of the financial crisis on the EU’s cultural and creative sectors.

Moreover, these benefits are only the icing on the cake. Culture has profound influences on the wider economy. It provides the essential media content for the information and communication sectors to distribute and for digital devices to receive, thus assuring the development of these strategic European industries. It shapes attitudes to cities or countries, influencing people’s choices about where to live, to study, to work, to take their holiday or to start a business. Perhaps most importantly, culture opens up the imagination. It nurtures hidden skills and encourages people to create, to innovate, and to enjoy their lives.

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The Commission will bring all these stakeholders together to discuss the development of culture in Europe in a series of conferences. These so-called Cultural Forums will allow the exchange of ideas and feedback from people in the field that will help design future policy. It will also boost awareness of the role public funding of culture plays in Europe’s economy and society. The next Forum will take place in September 2009. Another in 2010 will assess the results of this new approach.

Magazine

Even in purely commercial terms, culture is big business. The industries related to it have an annual turnover of more than €650 billion. The sector accounts for 2.6% of the EU’s Gross Domestic Product1. Added value in the cultural sector exceeds that of chemical products, food and beverages and real estate. Also, from 1999 to 2003, the sector consistently generated more jobs than most other sectors did.

Under the EU treaties, culture remains a responsibility of each country. Most of the EU’s work either complements the action of national governments or stimulates exchanges among them. But in view of the important role that culture is given in the Lisbon Treaty, the Commission has since 2007 been promoting cultural diversity and intercultural dialogue as a way of creating new jobs, boosting economic growth, and improving the Union's international relations. For 2007-2013, the Commission has set aside more than €5 billion for culture. Just over half of this sum is allocated to preserving cultural heritage. €1.8 billion is devoted to developing cultural infrastructure, and €590 million to improving cultural services.

It is up to governments to drive this process. Germany, the UK and the United States are already encouraging individuals and firms to switch their focus from production to retooling skills. These countries have set aside funds for education, in particular for school and university, as part of their economic recovery plans.

The Czech Presidency organised numerous international events participation on the topics of creativity and innovation. For example, Richard Florida and Vaclav Havel were two of the contributors to the Forum on Creative Europe, along with other researchers, policy makers, practitioners, economists and thinkers who came together to debate creativity in the economy, education and society.

The Year received a media launch in Brussels on 5 December 2008, under the auspices of Ján Figel', European Commissioner for Education, Culture, Training and Youth. Jordi Savall, Karlheinz Brandenburg and Edward de Bono attended the event in their quality of Ambassadors of the Year. And a creative performance of the Vienna Vegetable Orchestra illustrated how artists could play music on instruments made uniquely of carrots, cabbage and the like.

The Czech Presidency also forged two sets of Council Conclusions related to creativity and innovation: one on Culture as a catalyst for Creativity and Innovation, and the other on the new strategic framework the Commission had proposed for policy cooperation in the field of education. Creativity and innovation have been declared a top priority of this framework, one of its four "pillars". We hope that their importance will also be endorsed by the new Lisbon Strategy to be adopted in 2010.

In his speech to mark the start of the Presidency, President Barroso referred to the Year as one of the instruments which would help to tackle the crisis which was just unfolding at the time. In parallel, Prague hosted the first meeting of the Ambassadors for the European Year – personalities from the worlds of arts, culture and design, education and research, business and gastronomy, who have endorsed the Year.

The private sector is aware of these benefits, and many companies support their staff who do voluntary activities. Often this is part of companies’ corporate social responsibility strategies, and it also helps to boost staff morale and motivation. But society is changing. Despite the overall success of these schemes, the number of volunteers is on the decline, and many voluntary organisations are faced with an increasingly unstable membership. The sector has to develop new forms of participation and short-term engagement if it wants to continue its work in the EU’s evolving social landscape.

However, the Year’s main purpose remains to communicate the value of volunteering to the general public. Volunteering has an important role in society, but there has been a lack of official rewards and recognition for this kind of work. So the Year will highlight the role of volunteering in strengthening the sense of belonging and commitment of individuals to their society, and in improving people’s chances of finding work. EU citizens who have never taken part in volunteering will be able to find out about it, and may, as a consequence, one day decide to become volunteers themselves.

For further information: • http://ec.europa.eu/citizenship/index_en.htm

…a Year to remember… The European Year of Volunteering can help with this task. With strong support from volunteering organisations, a wide range of events are being prepared so that volunteers from right across the EU can exchange experiences, and share good examples and best practices. The Commission is leaving the organisation of the Year in the hands of the

The DAWNiNG OF

Sweden is taking the agenda forward under its presidency by hosting a number of important conferences. One on "Promoting a creative generation", in the context of the Year of Creativity and Innovation and the European Agenda for Culture, will focus on the creativity and cultural habits of children and young people. Another, on the "knowledge triangle" of education, research, innovation, at the beginning of September, will provide an input to the Education Council at its meeting in November. It should boost understanding of the role of education in increasing the innovation potential of investment in research. Sweden will also host the closing event of the Year, which will be an opportunity for a first presentation of its results.

Young people are one of the most vulnerable – and valuable - groups in society, and have been identified as a priority in the Commission's Renewed Social Agenda.The European Commission has now adopted a new EU Youth Strategy on "Youth – Investing and Empowering", which will guide EU youth policy in the decade to come. The strategy is part of the Commission's response to the current crisis. Young people between 13 and 30 years of age are a scarce and dwindling resource in Europe. Their current share of 20% of the total population is projected to fall to 15% by 2050, and the current crisis reinforces the need to nurture young human capital. On the one hand, young people in the EU today may enjoy greater opportunities. But on the other hand, they also face difficult challenges, and many of them drop out of school and employment, or are threatened by poverty and social exclusion. The new EU Youth Strategy is a response to these challenges. It aims to empower young people to benefit from all the opportunities that are available to them.

identifying concerns and aspirations The new strategy has emerged as a development from the current framework of EU cooperation in the youth policy field, which will expire in 2009. Before starting to draft proposals for a new framework, DG EAC consulted widely, not just among young people themselves, but also among people involved in policy-making affecting youth, including local, regional and national authorities, national youth councils, the European Youth Forum, youth organisations and other stakeholders. An on-line consultation was launched in September 2008 to sound out the opinions of young people about the current framework on youth policy and to learn about their ambitions and aspirations for the design of a future EU youth policy. Some 5,500 responses were received, mainly from young people, but also from organisations and individuals working with youth on a daily basis.

In addition, debates were organised across the Union before and during European Youth Week 2008, as part of the structured dialogue cycle with youth on “the future challenges for young people” that had been launched in April 2008. The feedback was organised via the National Agencies of the Youth in Action programme, which had supported the organisation of many of the debates. Some 250 selected young Europeans also took part in a set of activities organised in Brussels in co-operation with the European Parliament and the European Youth Forum, as part of European Youth Week 2008. Around the central theme of 'future challenges facing young people', the participants debated with the European Parliament and drew up conclusions which were then debated with Commission Members and the European Parliament. Member States were consulted too. This took the form of a questionnaire that assessed the current framework of cooperation and sounded out ideas for the scope and content of future cooperation.

Mobilising all key policies

After analysing the contributions from the consultation, DG EAC drafted its proposals. The new framework was adopted by the Commission on 27 April as an EU Strategy on "Youth – Investing and Empowering". This aims at making the best use of all key policies that have an impact on youth at European level and in the Member States. And in line with the EU’s overall EU Social Agenda, it sets out a list of goals: creating more opportunities for youth in education and employment, improving access and full participation of all young people in society, and promoting solidarity between youth and society.

Stefano Mattei - Art Director

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As far back as 2001, the European Commission underlined the importance of health for the participation of young people in society and for their autonomy. In 2005, in its Communication on the implementation of the European Youth Pact, the Commission stated that it would also pay attention to the health of young people, for example in relation to nutrition and obesity, alcohol and drugs use, and strategies for promoting good health.

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Policy developments in the youth field

The European Year will also improve the quality of volunteering, by giving public authorities a clear idea of its potential, so that they in turn identify new ways of integrating these schemes into their activities. Publications and debates will be organised to bring Member States, regional and local communities and civil society up to speed with what volunteering has to offer and how they can work towards building a more receptive environment for this kind of work.

The

Attention has only recently been given to the health of younger people. For many years, health meant no more than the opposite of illness. Treatment focused on those who became ill – predominantly, the elderly.

HIV/AIDS is still considered a serious health concern across the EU. In 2006, people aged between 15 and 29 represented 27.7 % of newly-diagnosed HIV cases inside the EU.

Magazine

Young people as a target group

Volunteering doesn’t just benefit society. It also makes life more meaningful for volunteers. It allows them to acquire skills that complement their education, and can be used in their future jobs. In today’s crisis-ridden economy, the support that volunteering provides to people without a job in updating and improving their skills and competencies is also hugely important.

volunteer organisations themselves, limiting its own direct involvement to projects on volunteering run through other EU programmes. This way, volunteers and their organisations will have maximum opportunity to learn from one another, and together, to pave the road ahead.

a new era for EU youth policy

The Year of Creativity and Innovation was initially conceived in very different economic circumstances. But in the current financial and economic crisis, creativity and innovation have taken on even greater importance. These are the very qualities that can help Europe emerge more quickly from the crisis, and in better shape. By a trick of fate, this European Year was the right idea at the right time.

The official launch on 7 january was directly linked to the start of the czech presidency in Prague

When the World Health Organization adopted its constitution in 1946, it defined health as "a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity". Nowadays, this combination of physical, mental, and social well-being is referred to as the Health Triangle: if one part of the health triangle is affected, they all are.

But the accent has increasingly been put on preservation of health capital, and prevention from an early age. The realisation that health behaviours were established during childhood gave new importance to tackling issues affecting young people, such as obesity, anorexia, sexually transmitted diseases, addictions, depression, and self-harm.

The success of the European Year of Creativity and Innovation was already clear halfway through 2009. Collaboration between the EU institutions and Member States, between regional and local governments, and with civil society at large, had led to the organisation of numerous events and the implementation of significant policy initiatives. They were all spreading the key message of the Year: creativity is a driver for innovation and a key factor for the development of personal, occupational, entrepreneurial and social competences, as well as the well-being of all individuals in society.

The

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culture counts

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how it works

The 2009 European Year in full

Culture and creativity are part of

The spectacle of crashing banks and rising unemployment has induced despair among many citizens over their economic prospects. However, a glance at the bigger picture can put these anxieties into perspective. The creativity, the skills, and the rich cultural heritage of Europeans are assets that stand Europe in good stead as it tackles the current crisis. We should learn to value them, as they have great potential not only for our own personal development but also for our economy.

The sizeable portion of state budgets devoted to education may seem like an attractive target for cost cutting. But reducing spending on education is like setting off an economic time bomb. Cutting investment in human capital now will have a negative impact on human capital formation in the future, and will hinder long-term economic growth. It is also important to prevent the recession from denting the employment and earnings prospects of job seekers currently

What’s the answer? Different countries are responding to the crisis in different ways (see box). One bullish answer is to make the most of it. If during a recession, time at work becomes less profitable, then there are fewer disincentives to spending time at school or in workplace training. Potential workers who remain in education don’t miss out as much on making money, as overall there is less money to be made. From a company’s perspective, forgone earnings – the long-term losses ensuing from the time employees spend in education or training – are lower in periods of slow economic activity.

Magazine

The

We need to focus on skills, on what we while the increase for study mobility alone was of 2.1erasmus %. The countries of Culture in 2014. Being a European capital of culture is a golden sending most Erasmus students as a share of their student population can do with our knowledge. opportunity to promote two distinct cities and towns every year as Odile Quintin,

Since 1987

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Magazine

Since 1987

In 2006, drug consumption and addiction were also a significant cause of death: in the EU, 1,625 people aged 15-29 died because of accidental poisoning and 866 died because of drug dependence. 24 % of people aged 15-29 smoke daily. As a general pattern, young people in Europe have their first spell of drunkenness at 13 or 14.

Volunteers are EU citizens of all ages and walks of life that are investing time in youth clubs, hospitals, schools, sport clubs and other pillars of society to make a contribution to their community. This expression of civic participation strengthens values of solidarity and social cohesion. It fosters a unique relationship between organisations and their target audience, and often helps to identify new needs in society.

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Magazine

EIT - Drive forward innovation in europe PG 58

Each year millions of people from all over the EU offer their help to make their community a better place. In recognition of their work, the European Commission has chosen 2011 to celebrate the European Year of Volunteering.

some evidence The recent EU Youth Report reveals that most people aged 2534 broadly define themselves as in “good” or “fair” health. Most young people also report a high level of mental wellbeing. But some two million young people in Europe suffer from mental disorders, including depression, schizophrenia, and disorders related to conduct, anxiety or eating. In 2006, intentional self-harm was the second most common cause of death for people aged between 15 and 29, and more than 7,000 young people committed suicide in the EU. Globally speaking, nearly one third of young Europeans aged 15-24 are affected by weight problems.

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Conference “Creativity and Innovation” best practices from EU” PG 56

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2011 The European Year of Volunteering PG 31

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ERASMUS

Magazine

The 2009 European year in full swing PG 53

The Latin poet Juvenal wrote of "mens sana in corpore sano" (a healthy mind in a healthy body), and this concept was rediscovered by European Renaissance humanists.

The

What makes the wealth of nations? PG 50

Spread those wings and volunteer! European Voluntary Service (EVS). PG 28

The problem is by no means limited to the private sector. Matters are made worse by recent declines in tax revenues, that force governments to either cut public expenditure or increase their public deficits. Schools and universities are coming under pressure from reduced budgets and high enrolment rates. They are obliged to choose between compromising on the quality of education (by increasing class sizes, cutting down on staff and teaching materials) or raising tuition fees. Some expenses, such as the salaries of teaching staff, may be protected against erosion by union pressure, but public spending on new infrastructure in schools and universities is particularly vulnerable in the current economic climate. With health and social protection also making claims on public funding, protecting education will be a difficult yet vital task.

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Youth in-Action an EU programme investing and empowering young people. PG 26

ERASMUS New Logo

Magazine

Looking at the next ten years of the Bologna process PG 47

Prize for Literature. The awards were handed out by the President

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Health & well-being of young people in Europe PG 23

a period in another country for studying, learning, work experience

of the European Commission, José Manuel Barroso, the European But overor the longer term as well, can only stay too. It- is volunteering is not only a plusEurope for one's personal development it no coincidence that the same Commission directorate Commissioner for Education, Training, Culture and Youth, Ján Figel', competitive by investing our people and their to a long general can also help younginpeople find jobs later on.capacity The EU has track is responsible for education and for culture. And the and the patron of the prize, Swedish author Henning Mankell in a innovate. The skills that people need are changing fast, asprogrammes jobs European record of supporting young people through various and Year of Creativity and Innovation that we are now ceremony in Brussels. But at less than 1% of alltoyoung people in Europe going through is providing a framework for plenty of new and the initiatives. labour market evolve in response new challenges halfway abroadchange, still remains thecompetition, exception rather thanpopulations the rule. technological global ageing thinking about maximise those The how Prize to consists of anall award to opportunities. one talent from each of the countries and new social structures. selected to participate in a particular year. The 12 countries selected This issue for of the The2009 Magazine some highlights of EU Awardsoffers were Austria, Croatia, France, Hungary, Ireland, 30 July 2009 The shifts in employment patterns in this centuryERASMUS are making thinking and activities thatnorway, are geared towards developing Italy, Lithuania, Poland, Portugal, Slovakia and Sweden. erasmus Erasmus the 2population, million students mark This The unprecedented demands onreaches the working and skills. is helping theUnion EU respond the crisis. it is European Prize fortoLiterature is But co-financed by the EU's on everyone also providing many citizens with a lot of fun, and openingof the European Culture Programme and by a consortium composed ERASMUSinvolved in education and training. In a world us new figures on the EU's Erasmus programme suggest that by mid Booksellers Federation (EBF), the justify European Writers' Council (EWC) and s mthese activities where competition is every day sharper, Europe’s success new horizons. Manye rof themselves a 3 2009 participation exceededwith the skills mark that of 2match million students. erasmus European Publishers will increasingly be built onhas a workforce merely by the theFederation beneficialof short-term impact (FEP). they have on According to the latest detailed figures more than erasmus 182 000 European the needs ofErasmus a rapidly-evolving job-market. Equality vital is the participants. And the cumulative effect is still greater. students and 27 000 academics went abroad for studies, placements a society that appreciates the merits of flexibility, mobility, By investing, by inspiring, by sharing, by encouraging, by erasmus or teaching in the academic year 2007/2008 with the support of the September 2009 and non-formal learning, and that sees lifelong learning as a demonstrating, all these activities also reinforce the overall programme. new opportunities offered by Erasmus include work Umeå and Riga to be the European natural part of life. – which around 20 000 students did – and trainingcapacity to create, to innovate, to move beyond the placements abroad of Europe Capitals of Culture in 2014 current for university staff. Student exchanges with Erasmus, counting both crisis, and to build towards a better future for all its citizens. Umeå in Sweden and riga in Latvia will be the European Capitals studies and placements abroad, grew by 5.2 % compared to 2006/07,

The concept of overall health as a combination of physical, mental, and social well-being is rooted in Europe's history. The ancient Greeks viewed the human body as a temple housing the mind and the soul. Health and fitness were closely connected, with a strong relation between athletics, education and health. n°32-2009

European Awwards: create, innovate & cooperate in education and training in Europe PG 43

leaving school. A long-term study of employment in the United States showed that graduating during a recession has persistent negative effects on a worker’s wages. In countries with strong laws protecting permanent employees, young job-seekers are likely to be offered temporary contracts that provide little training. Firms with large numbers of permanent employees may even stop training new recruits altogether and focus on the training of their current employees. Conversely, in countries with less strict legislation, permanent (and expensive) labour may be shed in a recession more easily, and replaced with younger (and cheaper) employees, who can fill apprentice positions. But even in these circumstances, poorly educated youths are at risk of getting trapped in a sequence of low-paid temporary jobs with few career prospects.

Magazine

Young people and the financial crisis: challenge & opportunity PG 19

After impacting banks and industry, the repercussions of the sub-prime crisis are now taking their toll on public services – including education and training. Harsh economic conditions are driving less fortunate students out of education and into early employment. Low profits are making it difficult for firms to pay for programmes in further education and training. And with financial markets in trouble, borrowing to fund schooling and training is proving increasingly difficult.

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Culture and creativity are part of Europe’s economy PG 39

Magazine

Building higher skills and lifelong learning through enhanced European cooperation PG 13

Education and training institutions across the EU are battling their way through the economic crisis. With public finances strained and companies cutting back on recruitment, prospects look as bleak for today’s school leavers as for tomorrow’s economic recovery. But vision and sound policy may yet turn the current economic turmoil into an opportunity.

“Those that can’t do, teach”

The

8 July 2009

Goingcreative abroad toand learn innovative – Europe's potential has always been valuable – but now it is more opportunities for young people 28 the September indispensable. Like the world around it, Europe is suffering from economic 2009 downturn. Twelve literary talentsto receive new EU Prize The speed of Europe’s emergence fromtothe challenges it now faces are going depend How toand boostscale the opportunities for young people in Europe develop their anditknowledge abroad? European Commission heavily onskills how is able by togoing exploit itsThecreativity and innovation in order to help people through has published a Green Paper on "Promoting the learning mobility of Twelve European awarded with the 2009 European Union the crisis to inprepare for the opportunities that will arise once the authors crisiswere is over. youngand people" a bid to consult the public on this question. Spending

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Foreword

A new report presented by the European Commission in July 2009 identifies both major positive trends and serious challenges for education systems across Europe. Positive news include: the increasing enrolment of 4-year olds in pre-school education, a significant rise in the numbers of students in higher education and a general trend towards longer periods of compulsory schooling. Demographic change, on the other hand, is a major challenge according to the report, since it means both fewer children of school age in Europe and teacher retirement on a very large scale in many countries in the near future. 'Key Data on Education in Europe' 2009, which was produced by the Eurydice network, also states a universal trend to greater autonomy of schools in Europe.

Magazine

This year, the European institutions in Brussels opened their doors to the public for the Festival of Europe on Europe Day. More than 30 000 visitors got a chance to see what the EU does for them and debate European issues with those who deal with them every day. To mark the European Year for Creativity and Innovation 2009 young and old were invited to explore their creative side in an action painting space set up for the event. The paintings and messages thus created by visitors survived the day and were on exhibition at several of the Commission's buildings in Brussels during the summer.

16 July 2009

New education report: longer schooling, fewer pupils and teachers in Europe

The

The Jean Monnet programme: 20 years of food for thought PG 35

2011 The European Year of Volunteering

of young people in Europe

9 May 2009

Creativity and Innovation in the spotlight during EU open door day

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Higher education goes global PG 32

The dawning of a new era for EU youth policy PG 9

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The crisis

a springboard for European recovery

The

SUMMARY Education and training during the crisis a springboard for European recovery PG 5

Education and training during

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European Commission -

European Border breakers award 2008

Graphic design for different media on the EBBA awards 2008

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EUROPEAN BORDER BREAKERS AWARDS 2008

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EUROPEAN BORDER BREAKERS AWARDS 2008

Awarding Success and Tuned to the Future

EUROPEAN BORDER BREAKERS AWARDS 2008

EuropEan CulturE poliCy and programmE

27 January 5.00- 6.30 PM

Salon des Ambassadeurs, Palais des Festivals, Cannes The European Commission invites you to celebrate the diversity of European Music with live performances by Europe’s most border breaking artists Moderator: Ray Cokes Special guest: Abd al Malik

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Intercultural dialogue contributes to: • mutual understanding and a better living together • exploring benefits of cultural diversity • fostering an active European citizenship and a sense of European belonging

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European Commission -

Erasmus Mundus Graphical Charter 2010

communicaTinG eRasmus munDus a GRaPHical Toolbox

GuiDeline

This graphical toolbox is designed to support you in your At the end of this toolbox you will find examples of how this communication activities on the ERASMUS MUNDUS visual identity can be applied to A4 brochures, posters, leaflets programme. and PowerPoint slides.

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These guidelines will help you understand how the visual You will find the same adaptations as separate elements of this identity is applied, including colour palettes, typefaces, page toolbox, both in pdf and graphical design format. These sample layouts and other elements. They contain detailed instructions files use placeholder titles, texts and images for you to adapt on how to use logos such as the European flag and the Erasmus with the help of a graphic designer. Mundus design.

eRasmus munDus GRaPHic elemenT

• http://ec.europa.eu/education/erasmus_mundus_toolbox.htm

The optimum logo size is determined by the type and area of the individual media applications. The minimum width of the Flag is 10 mm.

20 mm

4. Logo monochrome version The monochrome version of the logo is used when the file size is to be kept as small as possible or printing is to be especially economical. ERASMUS MUNDUS Monochrome

5. Logo monochrome version “negative” The monochrome version of the logo is used when the file size is to be kept as small as possible or printing is to be especially economical. This negative form is used against black backgrounds.

No smaller size is permitted. The brand space is the protective zone around the signet which rules out any visual competition with other design elements in its immediate proximity. This protective area is mandatory for printed materials.

TRAINING

Q UA L I T y

3. Logo greyscale “negative” This negative form is used against black backgrounds. The greyscale version is determined by colour depth. ERASMUS MUNDUS Negative

4. Logo monochrome version The monochrome version of the logo is used when the file size is to be kept as small as possible or printing is to be especially economical.

loGo size anD bRanD sPace DESIGN

2. Logo greyscale The greyscale logo is used for black-and-white business materials. The greyscale version is determined by colour depth. ERASMUS MUNDUS Greyscale

3. Logo greyscale “negative” This negative form is used against black backgrounds. The greyscale version is determined by colour depth.

the claim typography is myriadPro

There you will find the source files of the poster, leaflet ,brochures,etc. The files have been created in Indesign CS4 and saved in Cs3 Exchange versions. In the "links" folder you will find images and logos. Your graphic designer will be able to adapt these to your specific needs.

1. Logo colour version The colour version is used wherever printing is in 4C, e. g. in all business materials and brochures. ERASMUS MUNDUS Colour

2. Logo greyscale The greyscale logo is used for black-and-white business materials. The greyscale version is determined by colour depth.

ReseaRcH

ERASMUS MUNDUS uses a world map as an icon that stands for worldwide exchange and co-operation, the essential goals of the of the programme

The complete Erasmus Mundus toolbox including these guidelines can be found online at:

In addition to a colour version of 4C, further versions of the logo are available depending on the area of application.

1. Logo colour version The colour version is used wherever printing is in 4C, e. g. in all business materials and brochures.

wHeRe To finD THe comPleTe Toolbox online

V I S UA L G U I D E L I N E S

colouR aPPlicaTion of THe eRasmus munDus icon

In addition to a colour version of 4C, further versions of the logo are available depending on the area of application.

masTeRs

The optimum Erasmus Mundus logo size is determined by the type and area of the individual media applications. The minimum width of the logo is 20 mm. The protective zone is to be regarded as a minimum. If applicable, the brand space can be extended. Only a single-colour background in the corporate design colours may be used behind the signet.

CO O P E R AT I O N

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Myriad Black is one of two official standard fonts of the University of Virginia[5] and Loyola University Chicago[6].

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Myriad is also one of the two official standard fonts of Cambridge University[7]. A variety of fonts from the Myriad family are used on most CT Transit schedules.

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Myriad Pro won bukva:raz! 2001 under the Greek and Cyrillic categories.[9]

This leaflet is divided into three parts: (1)The cover follows the same graphic element of the hexagons with ERASMUS MUNDUS placed under the world map.(2) (3) Interior pages use the hexagons as a recurring element. Keywords and pictures help to give an overview of the different aspects of the programmes. The back flap of the leaflet is usually used for contact information and/or the originator’s website address.

Myriad Pro Bold condensed

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Myriad Pro is the OpenType version of the original Myriad font family. It first shipped in 2000, as Adobe moved towards the OpenType standard. Additional designers were Christopher Slye and Fred Brady. Compared to Myriad MM, it added support for Latin Extended, Greek, and Cyrillic characters, and oldstyle figures.

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NC-81-08-366-EN-D

Print typeface: Myriad Pro (Open Type)

Three fold leaflet (triptique)

EEUROPEAN u CO R O M M COMMISSIO P Is E A s I NN ON

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WhAT Is ERAsMus MuNdus?

The total programme budget for the period 2009-2013 is approximately 1 billion EuR.

ThE PROgRAMME OffERs:

• Joint masters and doctoral programmes, including a scholarship scheme

• Mobility flows of students and academics between European and non-European higher education institutions

• Promotion of excellence and attractiveness of European higher education worldwide

Front

fOR MORE INfORMATION:

The Erasmus Mundus Programme supports academic excellence and the attractiveness of Europe’s higher education worldwide, and fosters cooperation with targeted third countries with the objective of contributing to their development.

Back

Erasmus Mundus website → http://eacea.ec.europa.eu/erasmus_mundus Information and advice is also available from Erasmus Mundus National structures in Eu countries and Eu delegations in non-Eu countries. The contact details for your country can be found on the Erasmus Mundus website. European countries referred to include Member States of the EU and the European Economic Area, and countries which have concluded agreements for their participation in the programme.

EUROPEAN COMMISSION

hOW dOEs IT WORk? The European Commission informs potential applicants about funding opportunities through a programme guide and regular calls for proposals published on the Erasmus Mundus website.

• Higher education institutions, research centres and other organisations active in the field of higher education should submit proposals in accordance with the programme guide and calls

• Students and academics should apply directly to the selected Erasmus Mundus universities

EXCELLENCE

sChOLARshIPs

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PA R T N E R s h I P s

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CO O P E R AT I O N

EE U RuO PRE A NO C PO M ME I SAS I ONN COMMI ssION

Stefano Mattei - Art Director

European Commission -

Promotional Material - Youth on the move initiative

Stefano Mattei - Art Director

European Commission -

European capital of culture - LOGO & Graphical line

Eur opean Capital of Culture

Capitale européenne de la culture

Eur opean Capitale of Culture

European Commission Guideline 2009

Eur opean Capitale of Culture

K u lt u r h a u p t s ta d t E u r opa s

Capitale européenne de la culture

Eur opean Capitale of Culture

K u lt u r h a u p t s ta d t E u r opa s

K u lt u r h a u p t s ta d t E u r opa s K u lt u r h a u p t s ta d t E u r opa s

K u lt u r h a u p t s ta d t E u r opa s

How to apply?

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News Capitale européenne de la culture

Capitale européenne de la culture

Eur opean Capitale of Culture

K u lt u r h a u p t s ta d t E u r opa s

K u lt u r h a u p t s ta d t E u r opa s European Commission

of Culture Eur opean Capitale

Report 2009

European Commission Report 2009

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European Capitale européenne de la culture

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European Institute of Innovation & Technology

EUROPEAN COMMISSION

RECALDE LANGARICA Lucia Chef de secteur

E-mail: Lucia.Recalde@ec.europa.eu Office: MADO 11/064 Tel: 91281

Bringing innovative Solutions

Connecting European business and research

Connecting European business, entrepreneurs, academia and research.

» http://europa.eu/eit

» http://europa.eu/eit EAC_EIT_poster_A0_100309.indd 1

13/03/2009 11:46:40

Stefano Mattei - Art Director

YOUTH IN ACTION

NC-81-07-164-EN-P

MЛAДEЖТA В ДEЙСТВИЕ

ЕВРОПЕЙСКА ПРОГРАМА

EUROPEAN PROGRAMME

Direction du développment et de la coopération DDC, Suisse Photographie Yves leresche

EVROPSKÝ PROGRAM

Youth in action programme poster

NC-81-07-165-BG-P

MLÁDEŽ V AKCI

NC-81-07-166-CS-P

European Commission -

Програма за всички млади хора: www.ec.europa.eu/youth

Program pro všechny mladé lidi: www.ec.europa.eu/youth

EAC_D2_YIA_poster_A1_190308.indd2 2 EAC_D2_YIA_poster_A1_190308.indd3 3

Database management for the creation of 3 type of poster with 27 different headline for 6 different keyword. Poster can be use alone or in two or three

20/05/2008 13:05:12

A Programme for all young people: www.ec.europa.eu/youth 20/05/2008 12:55:37 EAC_D2_YIA_poster_A1_190308.indd1 1

20/05/2008 13:14:11

Stefano Mattei - Art Director

European Commission >Wall for event

Tere hommikust

Bom dia Bună dimineaţa

Buenos días

COMMISSION EUROPEENNE

Maidin mhaith

God morgon

“Europe for Citizens” Programme

Networking

Labas rytas

Hyvää huomenta

Remembrance

Καλημέρα

Guten Morgen

Participation Active citizenship

Dzień dobry

Labrīt

L-Għodwa t-Tajba

Jó reggelt

Intercultural dialogue

Dobré ráno

Goedemorgen

Bonjour

Buongiorno

Dobré ráno

Good Morning God morgen

Comenius EuropE in thE classroom

Dobro jutro

Добро утро

Lifelong Learning Programme Erasmus

Leonardo da vinci Comenius

GrundtviG

Information Communication Technologies language learning

Jean Monnet policy cooperation Dissemination and exploitation

Stefano Mattei - Art Director

European Commission EUROPEAN COMMISSION

Doorhanger 2010 wishes card Magazine 32

EUROPEAN COMMISSION

The

Find more information on our website Directorate-General for Education and Culture: http://ec.europa.eu/dgs/education_culture/index_en.html Education & Training: http://ec.europa.eu/education EIT: http://ec.europa.eu/education/policies/educ/eit/index_en.html Erasmus: http://ec.europa.eu/education/programmes/llp/erasmus Erasmus Mundus: http://ec.europa.eu/education/programmes/mundus Culture: http://ec.europa.eu/culture/eac/index_en.html Culture portal: http://ec.europa.eu/culture/portal/index_en.htm Multilingualism: http://ec.europa.eu/languages Sport: http://ec.europa.eu/sport Citizenship: http://ec.europa.eu/citizenship Youth: http://ec.europa.eu/youth Youth portal: http://europa.eu/youth/

EYCI 2009 - Promotional material

Education and training I Culture I Youth I Multilingualism I Sport I Citizenship

N°

knowledge for European recovery

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Visit the European year of creativity and innovation webiste

to theinformation "Creativity Quizz" and FindAnswer more on our website win an 1 giga USB key

• http://create2009.europa.eu/ Directorate-General for Education and Culture: http://ec.europa.eu/dgs/education_culture/index_en.html Education & Training: http://ec.europa.eu/education EIT: http://ec.europa.eu/education/policies/educ/eit/index_en.html Erasmus: http://ec.europa.eu/education/programmes/llp/erasmus CROP ZO Subscribe to The Magazine Erasmus Mundus: http://ec.europa.eu/education/programmes/mundus NE Culture: http://ec.europa.eu/culture/eac/index_en.html To subscribe see: Culture portal: http://ec.europa.eu/culture/portal/index_en.htm Multilingualism: http://ec.europa.eu/languages Sport: http://ec.europa.eu/sport Citizenship: http://ec.europa.eu/citizenship Youth: http://ec.europa.eu/youth Youth portal: http://europa.eu/youth/

Education and training I Culture I Youth I Multilingualism I Sport I Citizenship

knowledge for European recover

• http://ec.europa.eu/dgs/education_culture/publ/mag_en.html Do you need further copies of The Magazine? Order them from eac-info@ec.europa.eu

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• http://create2009.europa.eu/

Subscribe to The Magazine The Magazine provides a periodical survey of education and culture issues in Europe with in-depth articles and reports on EU policies in the fields of education, training, youth, culture, languages, sport and civil society. It is available in German, English, Spanish, French, Italian and Polish.

To subscribe see: • http://ec.europa.eu/dgs/education_culture/publ/mag_en.html Do you need further copies of The Magazine? Order them from eac-info@ec.europa.eu © European Communities, 2009

Stefano Mattei - Art Director

European Commission -

Seetree - Media plateforme of Photo and video

Stefano Mattei - Art Director

European Commission -

Thematic website of Education and Culture directorate

Stefano Mattei - Art Director

EU opportunities in education, culture and youth

European Commission >Programme Guide

Europe is living through a period of change — challenging and at the same time exciting. The shift towards a competitive Europe of sustainable growth and employment has been given new momentum with the Europe 2020 strategy. This moves the EU towards a high-tech low-carbon economy that prioritises innovation, creativity and mobility. The focus has sharpened on education and training, on research and on the resource that young people represent for the EU. The EU is keen on opening up the chances for its citizens, by providing new learning opportunities. The programmes in education, training, culture, research and youth are an important component of that strategy.

"What's in it for me?"

EUROPEAN COMMISSION

European E U R O P E Commission AN UNION

EU opportunities in education, culture and youth

Exchanges in the arts What’s it for?

This booklet gives you a snapshot of what’s available. It tells you what’s in it for you, and how to go about getting it.

The programme aims to celebrate Europe’s common cultural heritage through cooperation among organisations active in the field of culture.

What does it support? Culture supports the mobility of people working in the cultural sector, transnational circulation of cultural and artistic products and works, and intercultural dialogue. The flexible, interdisciplinary approach supports projects, organisations, promotional activities and research in all branches of culture.

•

Multiannual and annual cultural cooperation projects bringing together people throughout Europe working in the cultural field.

'Fantasy design’ was a 3 year project in Finland, Belgium, Norway, the United Kingdom and Denmark, in which schoolchildren aged between 5 and 17 were the main actors and producers. It brought together professional designers, design educators and schoolteachers to stimulate interest in design, and to develop training and teaching materials. Schoolchildren took part in workshops given by professional designers, where they worked on their own designs. An international jury selected designs to be developed into prototypes and showcased in a travelling exhibition. The project stimulated creativity and increased the children’s awareness of product design and material culture. Contacts were developed between designers and schools, and teachers developed their skills in design education.

•

Translation of all types of fiction between European languages.

organisations active at european level

•

Large-scale actions that increase people’s sense of belonging to the same community, make them aware of Europe’s cultural diversity and contribute to intercultural and international dialogue. Examples include: the European Capitals of Culture, the European Border Breaker Award for popular music, the European Union Prize for Literature, the European Union Prize for Contemporary Architecture and the European Union Prize for Cultural Heritage.

Culture supports organisations pursuing an aim of general European interest in the field of culture and having a real European dimension. Support is given to ambassadors (e.g. orchestras, choirs, theatre groups and dance companies), advocacy networks and policy support structures.

cultural actions

analyses, collection and dissemination of information and maximising the impact of projects Support is provided for analyses in the field of European cultural cooperation and cultural policy development.

lifelong learning Programme

Direct beneficiaries

Boosting Europe’s film and TV productions What’s it for? MEDIA is the EU support programme for the European audiovisual industry. It aims to strengthen the European audiovisual sector in a way that reflects Europe’s cultural identity and heritage. It supports the circulation of European audiovisual works inside the EU, promotes their circulation outside and boosts the sector’s competitiveness by providing access to financing.

What does it support? MEDIA co-finances training initiatives for audiovisual industry professionals, the development of production projects (feature films, television drama, documentaries, animation and new media), the distribution of European films and the promotion of European audiovisual works. This includes actions to strengthen the production structures of small businesses, help spread a business culture within the sector, facilitate private investment, and accompany the changes that digitisation is producing at all stages of the production and distribution chain: •

continuous training for producers, distributors, operators, scriptwriters, directors — through European training organisations and companies in the audiovisual sector;

•

slate and single project funding, funding for interactive works and facilitated access to financing from financial institutions by guaranteeing part of the costs;

•

distribution of selected European films in European cinemas, and of European programmes via European television broadcasting;

•

promotion in Europe and internationally of European films and other audiovisual works in trade shows and festivals, as well as helping professionals get access to markets.

What’s it for? Erasmus supports increased mobility in higher education — particularly among students, but also among teachers and other staff. The aim is to foster a Europe-wide approach to higher education. Offering students exposure to other countries and cultures not only enriches their study experience but also promotes a more European-minded, flexible and mobile workforce that improves Europe’s competitiveness and innovation potential.

What does it support? a small sample of films supported by meDia in recent years

It encourages cross-border mobility within Europe of students — in formal higher education and in advanced vocational education and training at post-secondary level — and of teaching and non-academic staff. Over 2 million students have participated since its creation in 1987.

The white ribbon by Michael Haneke Slumdog millionaire by Danny Boyle 4 months, 3 weeks and 2 days by Cristian Mungiu L’auberge espagnole by Cédric Klapisch Good bye Lenin! by Wolfgang Becker La vie en rose by Olivier Dahan March of the penguins by Luc Jacquet Persepolis by Marjane Satrapi and Vincent Paronnaud The counterfeiters by Stefan Ruzowitzky The lives of others by Florian Henckel von Donnersmarck The wind that shakes the barley by Ken Loach Broken embraces by Pedro Almodóvar

mobility of individuals to another european country stuDents

Who can take part?

Intensive language courses are available to help Erasmus students prepare for their period abroad in countries with less-widely-used and less-taught languages.

Eligible countries are the 27 EU Member States, Iceland, Liechtenstein and Norway, Croatia, and Switzerland.

Student mobility for placements similarly enables students at higher education institutions to do a traineeship or internship in an enterprise or other organisation in another European country.

how can i apply? Via calls for proposals with specific deadlines.

PAgE

Exchange experience abroad for classes and individuals Exchanges, volunteering abroad

Youth workers

Youth in Action

Organisations with a youth dimension

Exchanges, developing youth policies and partnerships

Comenius

Schoolteachers

In-service training abroad

Teacher training institutes

Comenius

Education authorities

Exchanges, joint curriculum development

Comenius

Parents’ associations and non-government organisations involved in school education

Partnerships with schools abroad

Leonardo da Vinci

Vocational education and training institutes

Work experience abroad

Leonardo da Vinci

Vocational education and training institutes

Study visits and exchanges abroad, innovation-focused networks

Study periods and internships abroad

Erasmus Mundus

Institutes of higher education

Postgraduate study worldwide

Tempus

Institutes of higher education

Modernised teaching methods in EU neighbours

Cooperation with industrialised countries

Institutes of higher education

Student exchanges with North America, Asia-Pacific

Erasmus

University staff

Who can aPPly

examPles of activities anD Where to finD Details

PAgE

Professionals, students, companies and training organisations linked to the film, television and media sector

Production, promotion, distribution, training

Cultural organisations and institutions, publishing houses

Exchanging ideas and running partnerships in art, music and song, drama and theatre, cultural heritage and preservation, literature and reading, architecture and design

Researchers, research organisations, companies

Training, exchanges, partnerships

Artists, designers, performers

Senior education and training staff

Apprentices, trainees in vocational education and training

Institutes of higher education

Programme

MEDIA

Researchers

Staff in vocational education and training institutes

Erasmus

Direct beneficiaries

Film and television professionals and students

Parents’ associations and non-government organisations involved in school education

Teaching periods abroad, receiving training abroad, curriculum development partnerships

Culture

Marie Curie Actions Policy cooperation and innovation in lifelong learning

Education and training institutions and authorities All organisations involved in language training

Developing learning materials (this refers to transversal programme)

Education policymakers, researchers

Using technology to create innovative education and training practices (this refers to transversal programme)

All organisations involved in education and training

Businesses

University staff

Academic exchanges and partnerships worldwide

Institutes of higher education

Partnerships with universities in EU neighbours

University staff

Curriculum development and harmonisation of qualifications with North America, Asia-Pacific

Eligible staff can spend up to six weeks at a partner higher education institution abroad, both enhancing their career prospects and promoting cooperation. •

Teachers from abroad can benefit local students by providing new lectures, different teaching methods and lessons in a foreign language. At the same time, teachers acquire different perspectives, make new contacts and widen their academic networks. Erasmus teachers may also initiate new mobility and cooperation activities.

•

People working in the business sector can also qualify for Erasmus as visiting lecturers at a partner institution abroad, where they can provide students with fresh insights into the world of business and set up exchanges for student placements and staff training.

•

Non-teaching staff of institutions — such as managers or librarians — can go abroad under Erasmus, to receive training in other institutions or in businesses.

Where do i get more information?

Cooperation with industrialised countries

Languages

Information and communication technologies

Exploiting results

All organisations involved in education and training

Disseminating project results (this refers to transversal programme)

Erasmus

Companies

Hosting university-level trainees, cooperating with universities, teaching abroad

Companies

Hosting apprentices and trainees in initial vocational training, sending employees on mobility abroad, cooperating in vocational training partnerships and projects

Companies, industry associations, chambers of commerce

Cooperating with universities in EU neighbours

Erasmus Mundus

Tempus

Study visits — (this refers to transversal programme)

Language schools

Education policymakers, researchers

Leonardo da Vinci

University staff

staff from higher eDucation institutions

Students can spend a study period of between 3 and 12 months at a higher education institution in another participating European country. They do not have to pay fees at the foreign university and can take home the course credits that they earn abroad.

Media and audiovisual professionals, production companies, distributors, sales agents, exhibitors, training organisations, pan-European consortia offering initial education in the audiovisual sector (film or business schools) and other companies and organisations linked to the audiovisual industry.

examPles of activities anD Where to finD Details

Schools and education authorities Youth groups, organisations with a youth dimension

University-level students

Vedrana Trbušić, a Slovene studying communications at the University of Ljubljana, writes about her Erasmus stay in italy: ‘I have just finished my final year as an Erasmus student at the University of Bologna, one of the oldest universities in Europe. Attending the university where Dante and Petrarch studied was a great experience in itself, not to mention the charm of the city and the bolognesi. But best of all were the courses and professors, and the excellent academic opportunity. I had a chance to follow courses that do not exist at my home university, providing me with some unique knowledge.’

Who can aPPly

Comenius Youth in Action

Schoolteachers

Higher education within Europe

Programme

Schoolchildren Young people, youth groups, youth organisations

Tempus 38

Adult learners with little formal education

grundtvig

Adult education institutes

Workshops with adult learners from other countries

Adult education staff

grundtvig

Adult education staff

Partnerships and networks for in-service training and sharing ideas

Teachers of European integration

Jean Monnet

Teachers of European integration

Teaching assignments and research cooperation

Many other institutions, organisations and associations can apply. So too can enterprises, social partners, research centres, nonprofit organisations, counselling organisations, voluntary bodies and non-governmental organisations. All programmes are open to all EU Member States; many are open to other countries too. For more details see individual programme summaries and the tables on page 52 for an overview of which countries each of the programmes covers.

http://ec.europa.eu/media 47

Stefano Mattei - Art Director