Dr Kazimierz Musiał
University of Gdańsk
Conference
Life-long Learning Experience and Common Values
Vilnius, 23 February 2011
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Historical dimension of the educational
cooperation with the Baltic states – geopolitical
space of experience
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Nordplus programme priorities and goals
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Baltic integration in the Nordplus programme –
perspective of the stakeholders
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Desired scenarios to pursue a more intensive
cooperation and educational exchange
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The Nordic countries’ assistance in all fields after 1991
Political redefinition of the Nordic horizon of expectations –
new Northern Europe
Education is a tool to modernise society – Nordic experience
Formal education has been adequate but civic education
sovietised or ailing – Baltic experience.
Eurofaculty – the first pattern of assistance in education
Bilateral exchange programmes between Nordic and Baltic
schools and teachers – mutual learning is a tool to create a
feeling of partnership
EU framework programmes – a difficult alternative
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Before 2008 - Nordplus consisted of three sectoral
programs: Junior, Adult and Higher Education, apart
from autonomous Nordplus Language and Nordplus
Neighbour
 Nordplus Neighbour aimed at developing networks between
the Nordic region and Adjacent Areas (Estonia, Latvia,
Lithuania and Northwest Russia)
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In 2008-2011 the Baltic countries (Estonia, Latvia,
Lithuania) participate on equal footing in a common
Nordplus Framework Programme (though without
formal influence on the general steering of the
programme). Nordplus Nordic Language and Culture
continues as an autonomous programme without Baltic
participation.
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The Nordplus FP offers financial support to a variety of educational cooperation
between partners in the area of LLL from the eight participating countries in the
Baltic and Nordic regions.
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The main aims of the programme are:
To promote Nordic languages and culture and mutual NordicBaltic linguistic and cultural understanding;
 To contribute to the development of quality and innovation in the
educational systems for LLL in the participating countries by
means of educational cooperation, development projects,
exchanges and networking;
 To support, develop, draw benefit from and spread innovative
products and processes in education through systematic exchange
of experience and best practice;
 To strengthen and develop Nordic educational cooperation and
contribute to the establishment of a Nordic-Baltic educational
area.
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Generally a successful project for the Baltic
stakeholders because it:
 supports cooperation in the desired domains,
 fosters internationalisation – Norden and EU,
 introduces less formal modes of cooperation and
focuses on problem solutions, less on procedures,
 enhances mutual trust and fosters administrative
closeness in the form of mutual interests and loyalties.
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Mobility – success but national specialities
 Lithuanians – good coordinators in Adult
 Estonians and Latvians – good coordinators in
Horisontal
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Relative financial gain of the Baltic partners –
more benefits (14,5%) than contributions (5%)
Baltic partners willing to contribute to the
contents of cooperation – e.g. domain of culture
Language policy of the Nordic Council versus
pragmatic choices of the shop-floor cooperation
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Could the issues targeted by the priorities of the
Nordplus Framework Programme be realised
better without it?
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Nordic Swans and Baltic Cygnets – fairy tale of
the 1990’s – now all should be equal (also when
sharing burdens and meeting challenges)
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Birds of a feather fly together – pragmatic choice
for the future towards more advanced
integration patterns