Cedefop | European Centre for the Development of ...

Luxembourg: Publications Office of the European Union, 2011

Handbookfor organisers of study visitsfor education and vocational training specialists

2nd edition

A great deal of additional information on the European Union is available on the Internet.It can be accessed through the Europa server (http://europa.eu).

Cataloguing data can be found at the end of this publication.

Luxembourg: Publications Office of the European Union, 2011

ISBN 978-92-896-0690-5

doi:10.2801/4044

© European Centre for the Development

of Vocational Training (Cedefop), 2011All rights reserved.

Designed by [email protected] in the European Union

The European Centre for the Development of Vocational Training (Cedefop) is the European Union's

reference centre for vocational education and training. We provide information on and analyses of vocational

education and training systems, policies, research and practice.Cedefop was established in 1975

by Council Regulation (EEC) No 337/75.

Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECE

Tel. +30 2310490111, Fax +30 2310490020E-mail: [email protected]

www.cedefop.europa.eu

Cedefop – Study VisitsTel. +30 2310490154, Fax +30 2310490044

E-mail: [email protected]://studyvisits.cedefop.europa.eu

Christian F. Lettmayr, Acting Director Tarja Riihimäki, Chair of the Governing Board

Handbook for organisers of study visits6

Foreword

It was a stimulating challenge for Cedefop at the request of theEuropean Commission to embark on coordinating the study visitsprogramme as part of the Lifelong learning programme 2007-13 (LLP)in 2008. It was an acknowledgement of Cedefopʼs success inmanaging the study visits for more than 20 years. Since then, theprogramme has made good progress and introduced newopportunities for development in bringing together VET, general,higher and adult education into a lifelong learning perspective.

Although the study visits form only one component of the LLP, itspotential for impact on policy cooperation and learning is high. Throughcommon learning and dissemination of good practices, each visitcontributes to implementing the Europe 2020 strategy for a smart,sustainable and inclusive economy, the European cooperationframework in education and training ʻET 2020ʼ, and the Copenhagenprocess that has received a new impetus in Bruges in 2010. Studyvisits bring participants responsible for education and training policiestogether for an intensive week of exchange of knowledge, experienceand expertise. It is an excellent opportunity to meet experts andspecialists from other countries to learn about and discuss issues ofcommon interest, establish contacts for future cooperation and takeideas back home.

Foreword 7

Organisers of study visits play a key role. Previous experience showsthat organisers have always done a very good job. In their groupreports, each year participants describe almost unanimously thesupport they received from organisers as good, excellent oroutstanding: 97% of participants are very satisfied with theirexperience during study visits. It is important that this trend continuesin the new programme.

We strongly believe that organising a study visit is rewarding andbeneficial for institutions and organisations as it is a rich learningexperience, a chance to present their work and achievements toparticipants and local community, get new stimulus for development,raise European visibility, find partners for further cooperation, andboost staff motivation.

As a priority, Cedefop works hard on contributing to the quality of theprogramme, by supporting participants, organisers and nationalagencies. We hope this handbook will guide organisers throughimportant steps of preparing, running and following-up their visits. Wealso hope it will help build a stimulating programme for exchangingopinions, networking and further cooperation between participantsand, most importantly, hosts and participants.

Christian F. LettmayrActing Director


Acknowledgements

The content of this handbook is a result of teameffort. Cedefop would like to thank IrinaJemeljanova, project manager at Cedefop, whodrafted and supervised the preparation of thispublication.

Cedefop would also like to thank other members ofthe study visits team and representatives of thenational agencies of Bulgaria, Germany, France,Hungary, Poland, Portugal, Finland, Sweden andthe UK. Thanks are also due to Guido Boel,formerly of the European Commission, whoparticipated in the working group for preparing thishandbook, and to representatives of other nationalagencies who provided valuable feedback online.

The handbook is also based on ideas, reflectionsand suggestions from participantsʼ reports, annualmeetings of national agencies and organisers andfrom assessments of study visits made in previousprogrammes.

Table of contents 9

Table of contents

Introduction 10

The study visits programme 12

Coordination of the programme at European and national levels 14

European Commission 14

Cedefop 14

National agencies 15

Role and responsibilities of organisers 16

Who can be an organiser? 16

Responsibilities of organisers 19

Role and responsibilities of participants 22

Who can be a participant? 22

Responsibilities of participants 24

Preparing a visit 26

Finding and arranging hotel and transportation 26

Number of participants in a group 28

Identifying and contacting speakers and host institutions 28

Drafting a programme 31

Contacting participants 34

Preparing background information on the theme of the visit 38

Promoting the visit 39

Suggestions for the practical running of a study visit 40

Informal meeting on the eve of the start 40

A typical day 41

Group report 46

Management information system – Olive 48

Annexes1. Policy context of lifelong learning 49

2. Sample programme 57

3. Study visit organiserʼs checklist 58

Introduction

Thank you for your interest in hosting a study visit andsharing your knowledge with European colleagues.

The study visits programme is unique in supportinglearning about education and training policies in othercountries and improving European cooperation inlifelong learning. Working together during the visit,reflecting together on various job-related issues,sharing points of view, discovering other ways ofseeing things, solving problems or simply consideringsolutions make both organisers and participants feelmore like members of a common European space. Toexploit this great potential, it is important to organise astudy visit so everyone benefits to the maximum andall does not stop on the last day of the visit. Contactsand networks established during a visit are used forprojects in other actions of the lifelong learningprogramme.

This handbook is based on ideas, reflections andsuggestions from participantsʼ reports, annualmeetings of national agencies and organisers and


Introduction 11

from assessments of study visits made in previousprogrammes. We offer it to help organisers of studyvisits to build and implement interesting and effectiveprogrammes.

The handbook first briefly outlines the study visitsprogramme for education and vocational trainingspecialists, its objectives and role in the Lifelonglearning programme 2007-13 (1) (LLP). Then it givesan idea of what participants are and what is expectedof them. But mostly it focuses on practical advice andexamples of good practice on how to organise asuccessful visit.

(1) Decision 1720/2006/EC of the European Parliament and Council establish-ing the Lifelong Learning Programme 2007. OJ L 327, 24.11.2006, p. 45.


The study visits programme

A study visit lasts three to five days with a group ofbetween 10 and 15 education and vocational trainingspecialists and decision-makers coming together toexamine a particular aspect of lifelong learning inanother country. Depending on the approach, thereare three types of study visit: those that explorethemes from:

• a general education perspective,• a vocational education and training perspective,• a comprehensive lifelong learning perspective (the

mixed type).

Study visits provide a forum for discussion and common learning and serve the following objectives:

• enabling those exercising important responsibilitiesat local, regional or national levels to improve theirunderstanding of specific aspects of education andvocational training policies and themes of commoninterest in other countries;

study visits forum

The study visits programme 13

• continuing exchange of advice, experience, andideas between all those participating in theprogramme, including both visitors and hosts;

• enriching the flow of information betweenparticipating countries and at European level.

Study visits is part of the lifelong learning programmeof the European Union and as such it is related to thefour sectoral programmes of the LLP, namely,Comenius, Leonardo da Vinci, Erasmus and Grundtvig.It covers themes of interest to representatives ofvarious education and training fields and creates anopportunity for them to establish contacts for futurecooperation. Each study visit and the entireprogramme contribute to achieving the objectives ofthe Europe 2020 strategy and ET 2020, as well as theBologna and Copenhagen processes and theirsuccessors (see Annex 1).

European Commission

The European Commission assisted by nationalagencies ensures effective and efficientimplementation of all the actions of the lifelonglearning programme.

Cedefop

Cedefop, the European Centre for the Development ofVocational Training, is a European agency that promotesvocational education and training (VET) in the EuropeanUnion. Cedefop is the centre of exper tise to supportdevelopment of VET and evidence-based policy-making.It provides advice, research, analysis, information, andstimulates European co operation and common learning.Cedefop works closely with the European Commission,governments, representatives of employers and tradeunions, as well as researchers and practitioners.

http://cedefop.europa.eu


http;//cedefop.europa.eu

Coordination of theprogramme at Europeanand national levels

Cedefop coordinates the study visits programme at EUlevel. Cedefop coordinates calls for proposals, preparesand publishes annual catalogues; coordinates calls forapplications, constitutes and monitors the compositionof groups; supports the quality of the visits; conductsassessment and evaluation of implementation andresults; and disseminates results of the programme.

National agencies

National agencies (NAs) are responsible forimplementing the LLP at national level and ensuresound management of EU funds. As regards studyvisits, NAs promote the study visits programme topotential applicants and other target groups at nationallevel; launch and conduct national calls for catalogueproposals; run calls for applications, announce grantaward criteria and national priorities; organiseevaluation and selection of applications, distributegrants to beneficiaries; monitor and supportbeneficiaries; disseminate and exploit results as well asprovide information and support to organisers andmonitor implementation of study visits in their countries.

Coordination of the programme at European and national levels 15

Role and responsibilities of organisers

Who can be an organiser?

Any institution or organisation dealing with general oradult education, vocational education and training,teacher training, guidance services or local andregional educational administrations, trade union oremployersʼ organisations with interestingachievements they wish to share with colleaguesfrom other European countries can host a study visit.It is interesting to note that many organisers decidedto host a study visit at their institutions afterparticipating in a study visit in another country.

It is advisable for a host institution to form a teamresponsible for organising a visit, with one individualappointed as a contact person.


To organise a good study visit, the team should:

• be familiar with the education and vocationaltraining system of the country and the subject-matter of the study visit;

• have an open and positive social attitude;• speak the working language of the visit;• have time management, organisational and

logistical skills;• have or raise at least a small budget and be able to

manage it.

Having a team not only makes the work lighter, it canalso contribute to the quality of the programmeoffered. It helps avoid problems if the contact personhas to withdraw or is absent at the time of the studyvisit.


create a team

Hosting a study visit brings added value to the institution or organisation by:

• providing a rich learning experience;• improving its profile in the community;• gaining access to or broadening networks;• creating links with institutions and organisations

with similar priorities and agendas and providingfollow-up activities, such as creating cooperationprojects under other LLP programmes (Comenius,Leonardo da Vinci, Grund tvig, partnerships);

• providing pupils/students/trainees with directexperience of the European dimension;

• getting new stimulus for development provided bythe expertise and experience of visitors;

• increasing motivation and confidence of staff, etc.

Although those in charge of hosting a study visitusually take it as an additional task above their normalprofessional duties to accompany and look after amultinational group of visitors, they may benefit from:

• establishing contacts with local and other authorities,and politicians responsible for education and training;

• interacting and learning, sharing good practice withvisitors;

• practising a foreign language.

Potential organisers submit proposals to host a studyvisit to the national agency of their country afterclarifying the selection and submission procedureswith the national agency. The national agency selectsthe best proposals and submits them to Cedefop whopublishes an annual catalogue. Organisers receivefinal confirmation that visits will take place only afterthe participants have been approved by NAs andallocated into groups by Cedefop.National authorities in Member States are expected to


hosting a visit

support their national agencies with a budget tosupport hosts of study visits. Several participatingcountries have specific provisions for financial supportfor organising study visits. Organisers should firstcheck these provisions with their national agency.

Responsibilities of organisers

Before a visit, organisers:

• define the aims and state general concept of thevisit;

• discuss a draft proposal with their authorities andthe national agency;

• submit a proposal for the annual catalogue (2);• draw a preliminary draft programme of the visit and

update it regularly;• find and arrange accommodation;• identify and contact institutions and organisations to

be visited;• identify and contact speakers;• learn about the professional background, interests

and motivation of group participants as well asspecial needs that might require specialarrangements;

• inform all involved parties of the visit, includingwriting an article in the local press or placinginformation on the institutionʼs website;

• establish contact and keep participants informed ofrelevant issues;

• prepare background documentation on the theme inthe host country;


before a visit

(2) The order of the described actions that precede submitting a proposalwill differ from country to country. The important thing is to take care ofall indicated issues.

• if the contact person leaves and no back-up exists,organisers should immediately inform the NA and lookfor solutions.

During the visit, organisers:

• organise an informal meeting of the group on theevening before the official start day of the study visit;

• state clearly the objectives of the visit, explain thelogic and structure of the programme to the group;

• tell the group about the group report and invite thegroup to select a reporter;

• accompany the group during the entire visit;• provide opportunities for all partners to participate

and share in discussions, make sure all participantsare given room to contribute;

• issue attendance certificates to participants and, ifapplicable, hosting institutions and organisations;

• exercise flexibility and try to accommodateparticipantsʼ interests and needs into the content ofthe study visit, adapt the programme throughout thevisit to ensure quality.


during the visit

After the visit, organisers:

• provide feedback to visited host institutions andorga nisations;

• try to keep contact with participants;• invite participants to provide individual feedback on

the visit;• explore the possibility of a follow-up activity or

project with participantsʼ institutions;• disseminate the results of the visit and experience

gained about other countries as widely as possible(at institution, community, regional, national levels),including writing an article for the institutionʼswebpage, local newspaper or professional media;

• promote the study visits programme to other educationspecialists in their institutions and networks.


after the visit

Who can be a participant?

Participants usually exercise a certain responsibilityfor education and training policies at local, regional ornational levels and should be able to act as multipliersof knowledge gained. For example:

• directors of education and vocational traininginstitutions, centres or pro viders,

• directors and representatives of guidance centres,• directors of validation or accreditation centres,• educational and vocational training inspectors,• head teachers, teacher trainers,• pedagogical or guidance advisers,• company human resource and training managers,• owners/managers of small and medium-size

enterprises (SMEs),• representatives of employersʼ organisations,• representatives of trade unions,• representatives of chambers of commerce, industry,

or crafts,


participants are

Role and responsibilities of participants

• representatives of education and training networksand associations, including teachers with a leadingrole in such networks,

• representatives of local, regional and nationalautho rities,

• researchers.

Participants are selected by national agencies ofparticipating countries based on their eligibility,relevance and expected impact. After national agencieshave selected participants and communicated theresults, Cedefop draws up groups trying to assignparticipants to groups of their choice, ensuring that thegroups consist of representatives of variousgeographical regions, professional backgrounds andgenders. Participants receive a grant from the LLP thatcontributes to their travel and subsistence expenses.

Each group consists of 10 to 15 participants fromdifferent countries who represent different educationand training systems. They also have different mothertongues and their level of skill in the groupʼs workinglanguage often differs significantly.


Participants may have similar or completely divergentprofessional profiles. In the former case, this can leadto in-depth discussions on a well defined and specifictopic. In the latter case, most general aspects of thetopic can be discussed. Nevertheless, participantshave a lot in common: they usually have considerableexperience and are interested in the education andtraining systems of the host country and, morespecifically, in the theme of the study visit.

In a few words, organisers should be prepared towelcome a group of people of mixed backgroundsthat, in fact, will stimulate multiperspective andinteresting discussions and common learning.

Responsibilities of participants

Applying for a study visit and receiving a grant, participants take certain responsibilities uponthemselves. They:

• prepare for the visit by reading documentationprovided by the organisers and Cedefop;

• prepare a contribution on the theme of the visitfollowing instructions from the organiser, presentand share the experience of their country in dealingwith the theme;

• play an active part in all activities at the timesscheduled in the programme throughout the visit;

• help prepare the group report;• try to establish professional contacts that might be

used for developing new projects and creatingnetworks;

• disseminate the knowledge and informationacquired during the visit in their country, includingpolicy- makers at local, regional or national levels;


participants haveresponsibilities

• submit individual reports to the NA according togrant agreement requirements;

as well as:

• confirm their participation to the organiser of thestudy visit and the NA;

• make their own travel arrangements (reservationand payment of tickets);

• confirm in time their reservation at the hotelarranged by the organiser;

• bear costs connected with the study visit, such asmeals, accommodation and any local travel;

• organise accident/health insurance cover during thestudy visit;

• immediately inform the national agency and theorga niser in case of cancellation.


Preparing a visit

Finding and arranging hotel and transportation

Availability of hotel accommodation for the selecteddates of the visit is a primary logistical consideration.As soon as Cedefop confirms that the groups havebeen formed, it is vital that the organiser reservesrooms provisionally for the planned number ofparticipants.

The hotel for a study visit:

• should offer good value for money bearing in mindthe amount of participantsʼ grants. It should have anaverage ʻmid-rangeʼ price;

• should have a lounge or room that can be used forinformal meetings and to reflect, discuss, prepareand work together on the group report;

• should be well-located and easily accessible bypublic transport;

• should have suitable restaurants in the vicinity.


finding a hotelfor a study visit

The organiser should try to negotiate group rates withthe hotel. When the names of participants are known,the organiser should send the list to the hotel to beconsidered as a group. The organiser should informthe hotel that participants will confirm their bookingsdirectly and pay for their rooms and extrasthemselves.

For local travel, the organiser might consider hiring aminibus, which has been frequently done in the pastand saves time and expenses. The costs can be splitamong participants. If larger distances are to becovered by rail or other public transport, group ticketsare advisable. The organiser should informparticipants in advance of any costs related totransport, then purchase tickets and settle withparticipants afterwards.


Number of participants in a group

The organiser should be prepared for individual parti -cipants to withdraw. Sometimes, participants withdrawat very short notice or do not show up at all. Occasio -nally, one or two participants are added to the group,thus slightly increasing the original numbers. As a rule,the organiser will be notified of any additions inadvance. In case the number of participants dropsbelow the mini mum number, the organiser can considerinviting participants from the host country (from thesame town, municipality or from similar institutions) totake part in the visit. It should be mentioned though thatthese participants will not receive any grants.

Cancellation of a visit should only beconsidered as the last option.

Identifying and contacting speakers and host institutions

It is good to have a provisional programme at the timeof submitting a proposal for the catalogue, includingpotential speakers and institutions and organisationsthat the group will attend during the visit. Once thegroups are formed, it is time to contact identifiedspeakers and institutions. The organiser can alsoconsider arranging a reception by local authorities or aninvitation to dinner or evening cultural programme by aregional administration.

The organiser should make agreements with potentialspeakers and hosts of site visits well in advance(optimal time will be 10 to 12 weeks before the visit) andreceive confirmation in due time. It is useful to have a


list of alternative speakers and places to visit in casesomeone has to cancel at short notice.

If it proves difficult to obtain a particular speaker,several techniques can be employed:

• give precise and relevant information about the studyvisits programme and possibilities to participate inthis and other European programmes;

• send a questionnaire to relevant institutions andorga nisations asking whether they would beinterested and prepared to receive a group ofeducation and vocational training specialists fromEuropean countries;

• contact national level decision-makers and ask themto recommend some experts and institutions relatedto the theme of the visit, which may be useful whencontacting speakers and institutions;

• identify and approach organisations or potentialcontributors already familiar with Europeanprogrammes through prior involvement in otheractions and programmes. A study visit is an idealopportunity to pre sent local or regional projects in oneof the Leonardo da Vinci, Comenius or Grundtvigprogrammes of the LLP. The national agency in theorganiserʼs country can provide details about projectssupported by these programmes. The institutionswhich benefited from such projects in the past willmost likely be listed on the national agencyʼswebpage.

If possible, as soon as speakers are confirmed, theorganiser might allocate some time for briefing them sospeakers cover different aspects of the main theme andavoid repetition. Time taken to “orchestrate” the contentof speakersʼ contributions and site visits will berewarded during the visit.


techniques to obtaina particular speaker

The organiser should inform speakers and hosts aboutthe purpose of the study visit, the entire programme ofthe visit and the background and interests of participantsin advance. It is also good to provide all speakers andhosts with a copy of the programme of the study visit.Ideally, they should know which issues are going to becovered by each session or institution.

The organiser should ask speakers and hosts of fieldvisits to provide printed copies of their presentations(handouts, slides, charts), and if possible to hand outfolders, brochures and other printed matter on the theme.

Visual aids should be in the working languageof the group.

Speakers and hosts of field visits should be informedthat the working language of the group will not be themother tongue of most participants.

It is important to understand that a study visit is a toolfor common learning. Therefore, the organiser shouldencourage host institutions to send more staffmembers to the meetings to benefit optimally from thevisit and build contacts for potential futurecooperation.


Drafting a programme

After identifying and contacting potential speakers andhost organisations and exploring availableaccommodation and catering facilities, local transportand social and cultural resources in the town or district,the orga niser should draft a provisional programme(see Annex 2 for the guidelines for a programme).

It is advisable to have a draft programme atleast three months before the visit.

Based on previous experience and good practice,the following suggestions can be useful:

• The programme should be consistent with theannounced theme and description provided in thecata logue. It is worth remembering that thedescription in the catalogue was the basis forparticipants to choose the study visit anddetermined their expectations.

• The programme should combine theoreticalpresentations of the theme, discussions and fieldvisits. It should include various opinions andapproaches, whether complementary orcontradictory. All parts of the programme shouldcomplement one another to create acomprehensive and realistic picture of the theme inthe host country by the end of the week.– A theoretical presentation of the host country on

the theme should set the stage for the field visitsand serve as a basis for further discussions. It isgood to explain how the education and trainingsystem relates to the socioeconomic backgroundand labour market needs of the region or country.


good programme hints

✔

✔

– It is advisable not to spend a lot of time on ageneral presentation of the education and trainingsystem of the host country. Links to reviews ofnational systems and glossaries are availablefrom the Cedefop study visits website:

http://studyvisits.cedefop.europa.eu– Theoretical presentations should be short and

stimulating exchanges of opinions betweenparticipants and speakers.

– The number of field visits per day should be limitedto allow some flexibility in the time schedule andnot overcrowd the programme.

– The programme should be based both on examplesof good practice and more representative andtypical practices. Discussing challenges is a goodopportunity for participants to share approachesfrom their countries, which might prove enrichingfor the host.

• ʻHearing all voicesʼ is crucial for success. The themeof the visit should be presented from variousperspectives – those of government and policy-makers at all levels, social partners, heads ofinstitutions, teachers and trainers, students andusers of education and training services.

Where study visits are related to vocationaleducation and training, the organiser shouldcontact employers’ organisations and tradeunions (social partners) and invite theirrepresentatives to participate in paneldiscussions and highlight the role of the socialpartners in VET policy-making.


✔

• Visits to schools, training centres and otherestablishments form an important part of theprogramme. The organiser should think of thefollowing: will there be an introductory briefing? Issilent observation appropriate or will interaction withpupils/students/trainees be encouraged? Meetingteachers, students and trainees is always highlyvalued by participants and the organiser should makean effort to provide for this opportunity. Students canmake interesting and lively presentations whichexemplify the skills they gain; they can also guidevisitors around the school or town.

• The programme should include not only presentationsof policies, measures, activities, but also evaluation oftheir effectiveness. Policy implementation is alwaysthe most difficult part of the policy process andparticipants are usually interested in the practicalaspects of policy implementation which can becovered by meeting practitioners. If new policies andmeasures are presented, participants are usuallyinterested to know what monitoring and evaluationmechanisms are in place so those interested can laterfollow up and explore it.

• Regardless of the main theme of the visit, participantsare interested in learning about providing educationand vocational training for disadvantaged groups(immigrants, certain groups of women, drop outs, low-skilled workers) as well as financing mechanisms foreducation and training.

• The organiser should think of the intercultural aspect, ahidden programme of the visit. Participants highlyappreciate learning about the history and culture of thelocation, as culture is not simply dress, music, food,etc. but is something that influences thinking, attitudesand values.


✔

✔

✔

✔

• It is important to keep in mind that the purpose andobjective of the programme are of primary concern.Study visits are group visits and are intended forcommon learning, so it is not always possible and notmandatory to meet particular individual learningwishes. However, identifying specific professionalinterests before the visit will help draw up a morerelevant and interesting programme for the entiregroup. Whenever possible, organisers should try tocater for the specific interests of individualparticipants.

• It is essential to use the entire period of time forlearning activities. Tourism and shopping should notbe part of the programme. The host can suggest whatsightseeing options are available, but is notresponsible for arranging sightseeing and shopping.

Contacting participants

The earlier the organiser starts communicating withparticipants, the better the chances to build friendly andcooperative relations with the group.

Organisers should learn about the professionalbackground and areas of interest of participants as wellas their motivation to participate in the visit and takethese into account when preparing the programme. Theyshould also be aware of participantsʼ levels of languageskills. Using the European common framework forlanguages grid (3) has made it possible to get a betteridea of participantsʼ levels of language skills. Theorganiser might pay attention to the levels of spokeninteraction important for active participation indiscussions. In case of foreseen language problems, the


(3) Common European framework of reference for languages. Available at:www.coe.int/T/DG4/Portfolio/ ?L=E&M=/main_pages/levels.html [cited 8.1.2009].

✔

✔

organiser should consider providing some languagesupport and inform the NA.

Organisers should also pay attention to special needsas indicated in participantsʼ applications. It is importantthat these needs (dietary requirements, impaired visionor hearing) are considered and provisions are madebefore the start of the visit.

This information is available for organisers inthe online management information system(see chapter on management informationsystem – ‘Olive’).

The first e-mail should introduce the organiserʼs contactperson and mention the theme, country and dates ofthe visit. It is good to send a draft programme at thisstage, too, so participants can provide feedback. Theorganiser can ask participants if there are any specificareas of the topic they would like to explore. Seekingparticipantsʼ feedback on the programme canpotentially improve the quality of discussions during thevisit and increase the possibilities for networking.

The organiser should also inform participants inadvance of expectations from their contributions on thetheme, the time allocated, the format, and the focusdesired.

Some organisers provide a template with mainissues to focus on and ask participants to sendtheir contributions in advance. Someorganisers invite participants from the samecountry to contact one another before the visitand make a joint presentation on the theme.


participantsresponsible for hotel


Time planning is especially important if thevisit lasts only three days. It is advisable thatorganisers obtain and circulate participants’presentations beforehand as allocating time forlengthy sessions of presentations can be aproblem.

The organiser should inform participants of hotelarrangements and their responsibilities for bookingconfirmation and paying expenses. The deadline forconfirming the booking should be indicated. To makeconfirming a reservation easier for participants, theorganiser can prepare a reservation form and send acopy to each participant.

The organiser should inform participants that theyare solely responsible for:

• confirming their bookings by the indicated deadline,• paying for their accommodation and extras,• paying cancellation fees in case they do not show up

and fail to cancel the reservation.

It is good practice to check confirmations withthe hotel some weeks before the study visit andif necessary to send out reminders toparticipants who have not yet sent theirconfirmation.

Pre-visit communication with participants shouldalso include:

• any background information on the theme of the visit;• information on the time and place of the informal

meeting on the eve of the study visit and the lastsession on the last day of the visit;

• information on how to get from/to the airport;• information on currency, local time, climate, expected

expenses, contact persons (in case of emergency).

The organiser should also regularly follow compositionof the group in the online management informationsystem (Olive) and send relevant information to newparticipants added to the group due to cancellationsand replacements.

Apart from regular e-mail exchange, the organiser cancreate a discussion forum or a website as a means ofpreliminary contact and exchanges. However, theorgani ser should consider that maintaining this toolbefore and after the visit will require some time andeffort, so capacity should be considered before startingthis kind of activity.


pre-visit communicationwith participants

Preparing background information on the theme of the visit

Cedefop provides overviews of national systems ofeducation and training, glossaries and backgrounddocumentation on the theme of the visit from theEuropean perspective on its website (check theDocumentation Door).

The organiser is invited to prepare an informationdocu ment on the topic of the visit. It is also importantto include information on the socioeconomic contextrelated to the theme of the visit to understand whysome things happen/function in a certain way.

Participants are often interested in statisticalinformation on the issues presented during the visit,especially learning outcomes, impact studies, andsystem perfor mance. Organisers can add thisinformation to the docu mentation.

The documentation should be exchanged between theorganiser and participants prior to the visit and bemade available in the management informationsystem (Olive).


Promoting the visit

It is important to promote the study visit at local,regional or national levels and draw attention to itsimportance for the town/region.

The following strategies can be used:

• first and foremost, informing other colleagues in theinstitution or organisation about a visit of a group ofeducation and training specialists anddecision-makers from several European countries,its objectives and expectations;

• placing information about the visit on the institutionʼswebsite;

• providing information about the visit to localauthorities, bringing their attention to the valueadded of this event;

• writing an article in the local press;• inviting local press to some sessions, field visits or

social events as it is also beneficial for theinstitutions visited and for promoting Europeancooperation.

A checklist provided in Annex 3 will assist organiserswith preparations.


strategies to promote a visit

Suggestions for the practical running of a study visit

Informal meeting on the eve of the start

The eve of the official start of the study visit (usually aSunday evening), the organiser holds an informalmeeting of participants. This informal meeting isimportant to ʻbreak the iceʼ and create a friendly, openand positive atmosphere for common learning,discussions and exchange of ideas. It is useful to havethe informal meeting at the hotel so participants arrivinglater can join in.

At this meeting, organisers:

• introduce participants and hosts;• explain the programme, its objectives and structure,

the roles of presenters and speakers to understandhow different presentations and field visits are relatedto the topic; make clear to participants what they willbe seeing and also what they will not be seeing;

• clarify participantsʼ expectations;• explain logistical aspects;• present the requirements for a group report and

select a reporter.


informal meeting at the hotel

This is also an appropriate moment to explain thecustoms and habits of the host country: eating, workinghours, socialising habits, modes of transport, openingand closing hours of shops, museums, etc. A guided tourof the city can also be organised on the arrival day.

A typical day

On the first day, participants prefer getting an overviewof the theme and some details on the socioeconomicconditions, labour market development of the host country/region/municipality. To establish lively interactionbetween theory and practice, it is stimulating to startfield visits by visiting a school or an enterprise ortraining centre in the afternoon.

The daily pattern of the programme is generally a half-day devoted to theoretical sessions and a field visit ormaximum of two field visits. Mostly, the morning isdedicated to contributions from institutions, politicaldecision- makers, social partners, etc. and theafternoon is used for visits to schools, training


centres, enterprises, guidance centres, etc. Thisapproach is seen as best practice. However, it canalso be the other way around, as many institutionshave their main activities in the morning. This mixbetween speakers, roundtables and field visits willmake a well-balanced programme. Orga nisers shouldbe flexible to design their programme in the mostappropriate way.

Some organisers ask participants to present briefly thesituation in their own countries on the theme of the visit(usually five to 15 minutes per participant). Experienceshows that having all presentations in one session canmake it long and tiring. Participants usually preferspreading these presentations out over the first two orthree days as information in the presentations can beuseful for discussions. It should be borne in mind thatthe main objective of the whole exercise is to involveall participants in active exchange.

For instance, you can ask participants tocirculate a two-page or a four- to five-slidepresentation before the visit.


It can also be good to provide information or a link tosectoral programmes of the LLP to make participantsaware of other possibilities for potential use of thecontacts they acquire during the visit (creating apartnership project between schools under Comeniusor Leonardo da Vinci, a learning partnership underGrundtvig, etc.). The organiser can invite a NArepresentative or local/ regional representative for theLLP to give a short presentation on the programme. Ifthis is not possible, the organiser should draw attentionto EU websites about the programmes (see Annex 1).

Discussion, debate, dialogue – the importance ofgiving space and time for these cannot beunderestimated. Possibility to share and generateideas within the group and with host institutions is oneof the most valuable parts of a visit. Participants mostappreciate interactive forms of work. It is essential toallocate time for group discussions and question-answer sessions.

The organiser should be stressing at all times that astudy visit is a learning opportunity both for hosts andvisitors. When visiting institutions, participants shouldhave an opportunity to introduce themselves to all hostinstitutions and hosts should be able to interact withvisitors. Participants appreciate hosts being well-informed by organisers of the background of groupmembers.


Often organisers and hosts of field visits are eager toshow much more than the programme allows for,thus, making the timetable very tight. The organisershould nevertheless bear in mind that participantsneed time to process and recapture what they haveseen and heard and discuss their findings within thegroup. It is not so crucial on the first day, but the needbecomes stronger as the visit progresses. Often 10-15 minutes summing-up will provide for this importantexercise. The organiser should not be afraid of“empty” periods of time, the more time for discussionand exchange the better. Putting an extra coffeebreak or a walk-and-talk session, giving time forinformal talks in the breaks will serve the purpose aswell.

Organisers should remember that the mass ofknowledge, provided with long periods ofconcentration, in a language which is not always thatof participants gene rates tension and fatigue.Consequently, participants should be released atreasonable hours and return to the hotel at areasonable time.

On the last day, representatives of all hosts can beinvited to a panel discussion or a wrap-up session. Insome countries, it takes the form of a round tablediscussion on the morning of the last day. This sessioncan also help participants clarify questions that havenot been addressed during the visit.


Usually, the second half of the last day is dedicated tofinalising the group report. The organiser should makea room and computer with Internet access availablefor the group and reporter. In most cases theorganiser withdraws from the group while they areworking, but stays close by to be available if anyquestions arise.

The organiser should issue certificates of attendanceto participants. These certificates of attendance arecompulsory evidence to be added to participantsʼindividual reports to the NA. Certificates should bewritten in the working language of the study visit andcould have a second page in the language of the hostcountry.

In some countries, an informal farewell dinner on thelast day or the evening before attended by all with allthe speakers invited is possibly the highest point ofthe week and may lead to lasting contacts.


group report is an instrument of reflection

Group report

At the first meeting with participants, the organiserreminds them of their responsibility to prepare agroup report and invites the group to select a reporter.

The report should:• help participants, through discussion and exchange

of impressions, summarise their learningexperience;

• provide Cedefop and NAs with information toevaluate the quality and effectiveness of theprogramme and its outcomes;

• give the organiser an idea of how well the visit wentand food for reflection for future visits that theymight wish to host;

• provide information that can be further used byother education and vocational training specialistsat national and European levels.

The group report is an instrument of reflection on theissues discussed, not of criticism of the visit. If theorga nisers wish, they may use a separate evaluationform to receive participantsʼ assessment regarding


the logi stics, distribution of time and elements of thevisit.

When preparing the report, participants should thinkabout potential readers who should be able to learnfrom their experience. It may be useful to think of thegroup report as the basis for an article whichparticipants could write when they return to theirworking life.

The report is submitted online in the managementinformation system (Olive).

Group report 47

Cedefop provides an interactive managementinformation system that is commonly referred to asʻOliveʼ athttp://studyvisits.cedefop.europa.eu/

As soon as groups are formed, Cedefop will informorganisers of access to the restricted area in Olive.Each organiser will receive a username andpassword. Organisers should use it to accessinformation about participants in their group(s), theirbackground and contact details, and also to followchanges in the group.

Manuals on how to use Olive are available online.


Management informationsystem – Olive

In 2010, the Council of the European Union reviewed theprogress towards the objectives of the Lisbon strategy(2000) of making the European Union the ʻmostcompetitive and dynamic knowledge-based economy inthe worldʼ. Building on the lessons learned, the Europe2020 strategy (see Box 1) set out a vision for Europe tobecome a smart, sustainable and inclusive economy withhigh levels of employment, productivity and socialcohesion. The strategy recognises the strengths of theLisbon process, in terms of aiming for growth and jobcreation, and its weaknesses in implementation and thedifferences among countries in the scale of reform.Looking to the future, the strategy places immediatefocus on recovering from the economic crisis that hasaccelerated the need for reform and strongercooperation.

The goals of smart, sustainable and inclusive growth canbe achieved through raising skills levels and reinforcingeducation and, more specifically, lifelong learning. AllEuropeans should have the opportunity to acquire,upgrade and broaden their knowledge, skills andcompetences throughout their lives; to perform well injobs that are likely to become more demanding at alllevels. To ensure ʻsmart growthʼ driven by knowledge and

ANNEX 1Policy context of lifelong learning 49

ANNEX 1

Policy context of lifelong learning

innovation, it is important to improve the quality ofeducation and training, ensure access to them for allcitizens, strengthen research and business performance,and promote innovation transfer throughout theEuropean Union.

Adopted by the Council of the European Union in 2009,an updated framework of European cooperation ineducation and training, ET 2020 (see Box 2) reflectspriorities defined in the Europe 2020 strategy. Theframework builds on the achievements of the Educationand training 2010 work programme that brought about atangible shift in most countries from input-orientedlearning processes to learning outcomes. It addressesthe remaining challenges in creating a knowledge-basedEurope and making lifelong learning a reality for all. Theframework focuses on lifelong learning and mobility;quality and efficiency of education and training; equityand social cohesion; and creativity and innovation.National education and training systems should betterprovide the means for all citizens to realise their potentialas well as contribute to ensuring sustainable economicgrowth and employability.

High quality vocational education and training (VET) isone of the prerequisites to empowering people andpromoting labour market participation. The cooperationin VET known as the Copenhagen process (see Box 3)will also continue with making VET a more attractivelearning option as a main priority. During 2002-10, theCopenhagen process has supported the Member Statesin modernising their VET systems: it has promoted thelifelong learning perspective and the development ofcommon tools, such as the European qualificationsframework and the European credit system for VET.From now on, the cooperation will focus on putting thecommon European instruments and principles intopractice and using them to support mobility for VETlearners, encourage more adults to take up continuingtraining and to recognise the skills and competencespeople acquire at work or in their lives.


Cooperation among the Member States in education andtraining includes higher education and the initiatives underthe Bologna process (see Box 4) that is aimed at makingEuropean higher education systems more comparableand compatible. It has led to a common qualificationsframework for higher education and the key challengenow is to develop further the learning outcomes linked tothe qualifications and study programmes. The process willalso focus on increasing opportunities for and quality ofmobility of students and staff, providing equal access toquality education and lifelong learning, closer linkingeducation, research and innovation.

The policy-related work covered by the cooperation ofthe Member States in lifelong learning is complementedby the Lifelong learning programme (2007-13) (seeBox 5) supporting cooperation in all education andtraining sectors at grass root level. It provides financialsupport to individuals and institutions to participate inthousands of cooperation projects each year. Theseprojects also enable learners, teachers and trainers andeducational leaders to spend some time in an institutionor an enterprise abroad.

The updated priorities and cooperation framework forfurther developing and improving education and trainingin Member States emphasise the need for countries towork together. While each Member State is responsiblefor the organisation and content of its education andtraining systems, there are advantages in sharing goodpractice and learning together on common issues.Dissemination of the outcomes of cooperation amongstakeholders will play an important role in its impact atnational and European levels. The study visitsprogramme brings together a wide spectrum ofeducation and training specialists and policy-makers todiscuss, learn from one another and share experiencesin implementing lifelong learning policies in theircountries, thus contributing to European cooperation.


BOX 1

Europe 2020 strategy

Adopted by the European Council in June 2010, Europe’s strategyfor 2020 aims at smart, sustainable and inclusive growth.Asserting that the route to lasting economic recovery and socialcohesion is knowledge and innovation, it argues for giving priorityto investment in education and training.

The strategy includes ten guidelines that will remain largely stableuntil 2014, allowing the Member States to focus onimplementation. Four guidelines are of specific importance toeducation and training: promoting lifelong learning, developing askilled workforce responding to labour market needs, promotingsocial inclusion, and optimising support to research anddevelopment and innovation. Improving the performance ofeducation and training systems at all levels and increasingparticipation in tertiary education are of key importance.According to the guidelines, school curricula should strive tosupport creativity, innovation and entrepreneurship.

Among its seven flagship initiatives, two are most closelyassociated with education and training. ‘Youth on the move’ isaimed at supporting the entry of young people into the labourmarket, while ‘An agenda for new skills and jobs’ was launched tobridge employment and education and training policies through areinforced lifelong component and a new approach to adultlearning.

The European Commission and the Member States will work inpartnership on the agreed goals: Member States will develop theirnational strategies and will report annually on progress. Nationalstrategies should be implemented in a partnership of national,regional and local authorities as well as social partners and civilsociety.

Five targets have been agreed to measure progress: three of theseare linked to education and training:

• less than 10% early school leavers;• at least 40% of 30 to 34-year-olds completing tertiary education;• 75% of the 20-64-year-olds employed through greater

participation of youth, older workers and low skilled workersand better integration of legal migrants.


More information can be found at:

http://ec.europa.eu/eu2020/index_en.htm

[cited 15.02.2011].

http://ec.europa.eu/europe2020/index_en.htm

BOX 2

Strategic framework for European coopera-tion in education and training (ET 2020)

Agreed by the Council of the European Union in 2009, ET 2020 is aframework of cooperation between the Member States and theEuropean Commission in education and training till 2020.

The primary goal is to support the further development of educationand training systems in the Member States. This aims to ensurepersonal, social and professional fulfilment of all citizens, contributeto sustainable economic prosperity and employability and promotedemocratic values, social cohesion, active citizenship andintercultural dialogue.

Lifelong learning is a fundamental principle of the cooperationframework. It covers learning in all contexts (formal, non-formal andinformal), at all levels of education and training (from early childhoodeducation and schools through to higher education, vocationaltraining and adult training) and at all ages (from pre-primary to post-retirement). Partnerships between education and training institutionsand enterprises and wider communities are also important.

The cooperation addresses four strategic objectives:• making lifelong learning and mobility a reality;• improving the quality and efficiency of education and training;• promoting equity, social cohesion and active citizenship;• supporting creativity and innovation, including entrepreneurship,

at all levels of education and training.

The objectives are accompanied by European benchmarks andreference levels of European average performance, so that by 2020(see also Box 1):

• at least 95% of children between the age of four and the age forstarting compulsory primary education participate in earlychildhood education;

• less than 15% of 15-year-olds have insufficient abilities inreading, mathematics and science;

• at least 15% of adults participate in lifelong learning.

The work continues on developing European benchmarks formobility, employability and language learning.

To monitor progress, the Member States will produce nationalreports at the end of each three-year cycle.


More information can be found at:http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm [cited 15.02.2011].

http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm

BOX 3

Copenhagen process

The Copenhagen process refers to the cooperation of theMember States, the European Commission and the socialpartners in vocational education and training (VET). It contributesto achieving the objectives set in the strategic framework ofcooperation ET 2020, of which it is an integral part. Started in2002, this cooperation played an important role in raisingawareness of the importance of VET both at European andnational level and brought about significant developments innational policies and modernisation of VET systems.

The cooperation also led to the creation of important Europeaninstruments for transparency, the recognition of qualificationsand competences, and quality assurance: Europass, theEuropean qualifications framework (EQF), the European creditsystem for VET (ECVET) and the European quality assurancereference framework for VET (EQAVET). Implementation – whichis at different stages in different countries – will be the focus ofthe Copenhagen process in the coming years.

To review the strategic approach and priorities of theCopenhagen process for 2011-20, the Bruges Communiqué wasadopted in December 2010 by the European Ministers forvocational education and training, the European social partnersand the European Commission. They agreed that, by 2020, VETsystems in Europe should be more attractive, relevant, career-oriented, innovative, accessible and flexible and shouldcontribute to excellence and equity in lifelong learning. Based onthe four strategic objectives of the ET 2020, the priorities for VETwill be:

• making initial VET an attractive learning option with highrelevance to labour market needs and pathways to highereducation;

• enabling flexible and open access to training andqualifications, including flexible systems for recognition oflearning outcomes at all stages of life and cross-bordermobility;

• promoting more opportunities for disadvantaged groups andinclusive VET for inclusive growth;


More information can be found at:

http://ec.europa.eu/education/lifelong-learning-

policy/doc60_en.htm[cited 15.02.2011].

http://ec.europa.eu/education/lifelong-learning-policy/doc60_en.htm

• nurturing creative, innovative and entrepreneurial thinking forall VET students within international cooperation.

Social partners at European level should develop their owninitiatives to contribute to the attractiveness of VET. They shouldcontinue to play an active role in the governance of theCopenhagen process and contribute to the realisation of itspriorities.

BOX 4

Bologna process

Started in 1999, the Bologna process contributes to Europeancooperation in education and training and includes countriesoutside Europe.

The aim of the Bologna process is to create a European highereducation area in which students can choose from a wide rangeof high quality courses throughout the European Union. TheBologna process has three main priorities:

• introduction of three cycle system in higher education –bachelor/master/doctorate – fully in place in almost allcountries in most institutions and programmes;

• quality assurance – in most countries there is an independentbody for quality assurance,

• recognition of qualifications and periods of studies – theEuropean credit transfer and accumulation system, ECTS, isobligatory in most countries.

The European Union supports modernisation of universities incurricula, governance and funding so they are able to meet thechallenges of globalisation and competition and stimulateinnovation and research.


More information can be found at:http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html[cited 15.2.2011].

http://ec.europa.eu/education/higher-education/doc1290_en.htm

BOX 5

Lifelong learning programme (2007-13)

The lifelong learning programme is a funding programme tocomplement policy related work; it provides support toindividuals and institutions to participate in thousands ofcooperation projects each year. The programme covers a broadrange of activities related to learning from early childhood to oldage that support exchange and mobility across the EU and otherparticipating countries. It gathered under one framework almostall education and training programmes. It consists of foursectoral programmes:• Comenius (school education),• Leonardo da Vinci (vocational education and training),• Erasmus (higher education),• Grundtvig (adult education).

It also includes a transversal programme of which study visits ispart, supporting policy cooperation and policy learning alongsideparts devoted to language learning, ICT and valorisationactivities. The Jean Monnet programme supports Europeaninstitutions and associations.


More informationcan be found at:

http://ec.europa.eu/education/

lifelong-learning-programme/

doc78_en.htm[cited 28.1.2009]

http://ec.europa.eu/education/lifelong-learning-programme/doc78_en.htm

A programme should include:

1. Group No;2. Theme, title;3. Dates;4. Working language;5. Local organiser’s details: address, telephone, fax, e-mail,6. Group leader’s (the person who will accompany the group) name,

address, telephone, fax, mobile phone;7. Hotel details: address, telephone/fax, e-mail, room price;8. Practical information:

(a) how to reach the hotel (means of transport: plane, train, car),(b) cost of transport,(c) address and telephone number of places to be visited;

9. Content and time schedule:(a) welcome evening: place, date, time,(b) sessions and visits:

• places to be visited (name and address of organisation, noacronyms, short description of its functions as well as rolein the visit’s programme, web address);

• meeting place, time;• group leader for the visit, if different from the one indicated

before;• speakers (names, position, contact details subject/main

issues of the contribution, web address of the institutionthey represent);

• times of sessions/visits, time for question/answer sessions,breaks;

• lunch: time (offered or not, cost as appropriate);• time of return to hotel, times for final discussion and

reflection.10. List of participants with their background details can be attached

as a separate document.

ANNEX 2Sample programme 57

ANNEX 2

Sample programme

ANNEX 3

Study visit organiserʼs checklist


confirmation received from Cedefop that the groups have been formed

username and password for Olive received from Cedefop

management and colleagues informed about the study visit to take place

organiser’s team created

hotel for participants identified and preliminary agreement made

transport needs defined and arrangements made

institutions and organisations to be visited are identified and contacted

potential speakers are identified and contacted

a list of alternative speakers and institutions drafted

materials about the study visit sent to speakers and institutions (draftprogramme, description, list of participants with their professionalbackgrounds)

preliminary programme prepared

professional backgrounds, interests and motivation of participantsstudied

special needs of individual participants identified, if any

arrangements for participants with special needs made

July and January

July - AugustJanuary

12 weeks beforethe visit (*)

12 weeks before the visit






As early as possible



Time planning

Action taken

Study visit organiserʼs checklist 59

participants contacted and sent an information package (see page 37)

background documentation on the theme in host country prepared and sent to participants (made available in Olive)

participation of speakers and host institutions confirmed

an informal meeting for the group on the eve of the starting day arranged

a draft programme sent to NA

reservations of the hotel confirmed by participants

final programme sent to participants and NA

objectives of the visit and structure of the programme explained

participants informed of the group report and invited to select a group reporter

attendance certificates issued to participants

visited host institutions and organisations thanked

results of the visit disseminated

Olive checked for any changes

information sent to newly added participants

10-12 weeks before the visit






1 week before the visit

Informal meeting

Informal meeting

Last day of visit

After visit

After visit

Regularly

Regularly

(*) These times can be somewhat shorter for visits starting in September and March. However, organisers are encouraged to do asmuch as possible well in advance.

Time planningAction taken

Notes

Notes

Handbookfor organisers of study visitsfor education and vocational training specialists

2nd edition

Luxembourg: Publications Officeof the European Union

2011 – 64 pp. – 17 x 24 cm

ISBN 978-92-896-0690-5

doi:10.2801/4044

Cat. No: TI-31-10-697-EN-C

Free of charge – 4102 EN –

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