Mon, Jun 18, 2018

9. EFPA involvement in EU funded projects

updated Feb 2017

ESPIL - European School Psychologists improve Lifelong Learning

EU project funded by the Education, Audiovisual and Culture Agency EACEA Lifelong Learning: Comenius, ICT and Languages, which addresses the role of psychologists in the European Educational System and the concept of lifelong learning.

It runs from November 2009 till October 2010.

You can follow the whole EU project on the website of our Network for European Psychologists in the Educational System NEPES :


ESPIL Invited Expert Conference, January 21-22, 2010 Brussels

Lifelong learning: What's in it for Psychologists in the Educational System?

More information on the NEPES website -  Network of European Psychologists in the Education System

ESPIL Round table meeting, July 19-20, 2010, Dublin

Project summary

Project Summary 

The 2004 Resolution of the EU Council/ Member States (MS) on ‘Strengthening policies, Systems and Practices in the field of guidance throughout life in Europe places LL guidance/counselling at a priority level as a key strategic component for implementing lifelong learning (LLL) strategies at regional/national levels.
Psychologists in the Educational System (PES) work across the entire life cycle of learning providing also guidance/counselling, education/training of teaching staff. Thus EFPA founded in 2007 the Network of European PES (N.E.P.E.S. with 20 national psychology associations in the EU/EFTA as members) in order to support LLL Policies across the EU by improved organization of PES.
EFPA has developed since 2001 the European Certificate of Psychology (Europsy) funded by the EU as an EU quality benchmark for the education of psychologists , which will  now be implemented in several EU MS.
EFPA wishes with this project proposal to raise awareness within N.E.P.E.S. for the impact of developments in EU policies in education/training during the last decade encourage its member associations to study the implications of these policies on education/ training/service delivery of School Psychologists (SPs) including professional profiles, competences, qualifications within new paradigms of LLL develop jointly policy recommendations on the basis of the debate results concerning two important  areas in LLL:
  • Improving the quality of SPs education/ training
  • Improving the quality of service delivery in lifelong guidance/ counselling, especially in primary schools -include the viewpoints of stakeholders in education in this process.

This project proposal intends to prepare national associations of PES to play a proactive role in the implementation of EU recommendations in education/training at national level.

The project will result in an EFPA Policy Paper on Reforms in Education, Training and Service delivery of SPs including best practices in reforms.

The project includes a video film competition on the image of school psychologists. Students, parents, teachers and also school psychologists will be invited to send in a video clip on the work of school psychologists.

1. ESPIL Project ended on October 31, 2010

EFPA Position paper on Psychologists in the Educational System to find here


Message from the Project coordinator Marianne Kant-Schaps

After 12 months the ESPIL Paper on the Education, Training, Professional profile and Services of Psychologists in the Educational System, has been finalized and made available in three language versions (English, French, German) on the website N.E.P.E.S. (

The paper is the result of the ESPIL Project (ESPIL = European School Psychologists improve Lifelong Learning) that has been funded by the European Commission. Another result of the project is the video film “European School Psychologists”, which can also be found on these websites. The video has been produced on the basis of 18 contributions to the Europe wide video clip contest “Psychologists in schools - what do they do?“

As ESPIL’s project coordinator I would like to thank you very much for the contributions that you have made to the project by gathering data on school psychology, by assisting in the ESPIL conferences of January and July 2010, by providing best practice examples of psychological work in the educational system, by translating the video clip contest announcement and by your numerous encouragements in challenging project times.

Special thanks go to Gerda Martinez Lopez, who has worked hard to produce a reasonable film on the basis of video contest contributions, to Francine Corman, who translated the ESPIL Paper in French, to Sabine Steyaert, who supported the organization of various project activities, to Robert Roe for taking the responsibility for the entire project, and to the EFPA Council for the EFPA position paper. I am also grateful to all associations that signed the document on their agreement with the ESPIL Paper.

For me as project coordinator the most important lesson from this first EFPA/ N.E.P.E.S. EU funded project is that the burden for national representatives to “translate” project messages for national colleagues – linguistically, culturally and politically – needs to be taken seriously into account in future European projects. This “translation” process needs time, energy, knowledge and a lot of good will. The comment of a project participant trying to collect best practice examples highlights this issue: “I don’t know what to do. My colleagues always respond that they have so much to do with their own problems, that they do not wish to be disturbed by Europe on top of it!”

You succeeded in keeping up motivation and collaboration in order to finalize a common paper despite frequent frustrations due to the subject and due to “translation” difficulties.

Having managed to reach consensus on recommendations for future developments in our profession represents European integration on a very small scale. Psychologists from the different educational systems across Europe should be proud of having achieved this. It is only a first step towards matching European Policies and the national context of our professional environments, but the foundation stone is laid.

In order to keep this process alive, it will need promoting the ESPIL Paper on a local, regional and national level with the perspective to improve our professional life for the benefit of optimal learning environments. 

You have received two copies of the ESPIL Paper. I would like to ask you

·         to send one copy to a person in your educational ministry, of whom you think that she/he would be in the position to effectively support the ESPIL recommendations.

·         to communicate the name of this person to

·         to consider within your association a plan on how to promote the recommendations in your country, e.g. 

  1. by putting the ESPIL Paper on the agenda of your association’s meetings to decide e.g. which recommendations can become a priority in the activity agenda of your association;
  2. by organizing meetings, conferences with psychologists in the educational system to inform them about special content of the paper and discuss how issues in your professional environment can be related to Lifelong Learning Policies and how this can be forwarded to political decision makers;
  3. by starting a dialogue with local, regional, national authorities in education, health and the social sector about recommendations that are most relevant for your association etc.
  4. to communicate the planned steps to or by January 2011 at the latest.

The N.E.P.E.S. Steering Group will collect the different activities and prepare an action plan on the basis of your communications for the next N.E.P.E.S. General Assembly at the EFPA Congress in Istanbul in July 2011.

During the last Steering Group meeting in Barcelona it had been decided to engage a communication expert, who is able to train us how to present the ESPIL recommendations to relevant authorities. That will be the most important activity at the next N.E.P.E.S. General Assembly.

Best regards,

Marianne Kant-Schaps - Convenor NEPES

Project Coordinator ESPIL