comenius 2.1 application form3

7/30/2019 Comenius 2.1 Application Form3

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Reserved for the Executive Agency

Number Date of Postmark

SOCRATES PROGRAMME

Application Form for Full Proposals

COMENIUS 2.1 Action (Training of School Education Staff)

- -1-2006-1- - -

CLOSING DATE FOR SUBMISSION: 1 MARCH 2006(as per postmark)

Applications bearing a postmark after this date will not be considered.Applications must be sent by post. Applications sent by fax or e-mail will not be

accepted.

You must send the following:(1) the original application bearing the original

signature of the legal representative of thecoordinating institution

(2) 4 copies of this application(3) A diskette containing:

- a copy of this application in MS Word format- the project/network summary in DE, EN or FR.

Education, Audivisual and Culture Executive AgencyEuropean Commission,

BOUR – B-1049 BRUSSELS

1 SOCRATES PROGRAMME

Application Form for Full Proposal



Important instructions and information regarding the application andselection procedure

• Before completing the form, please read the relevant sections in the SOCRATESGuidelines for Applicants and the SOCRATES General Call for Proposals 2006, which

contain additional information on closing dates and specific priorities for that year.Please also read the most recent edition of the Administrative and FinancialHandbook for Applicants for Transnational Cooperation Projects before completingSection 2 on the budget. All of these documents can be obtained from theEducation, Audiovisual and Culture Executive Agency at the address below.Further information can also be found on the SOCRATES website:http://europa.eu.int/comm/education/socrates.html

• The Commission is required - in accordance with Article 176 of the FinancialRegulation applicable to the general budget of the European Communities (CouncilRegulation No 1605/2002 of 25 June 2002) - to verify the financial capacity of beneficiaries. The verification of financial capacity shall not apply to natural

persons in receipt of scholarships, public bodies or international organisationsreferred to in article 43 of financial Regulation. Public body in that sense means,that it is either guaranteed by the state (for example, public authorities arerequired to cover any losses it may make) or it is legally incapable of bankruptcy orits income is fixed by law (documentation required). The applying organisationis requested to supply a copy of the following documents : The profit andloss accounts and the balance sheet for the last financial year for which theaccounts have been closed.

• Projects which are awarded grants of 300.000 euros and above will be requested tosubmit an external audit report produced by an approved auditor, unless theapplicant is a public body or a secondary or a higher education establishment,. The

external audit report will certify the accounts for the last financial year availableand give an assessment of the financial viability of the applicant.

• The Commission is required to proof the legal status of the applying organisation(legally registered statutes, articles of association, official registration certificate orother document of equal legal value, as applicable) – see Annex 4.

• The form must be completed in one of the official languages of the EuropeanUnion. These are marked with an asterisk (*) in Annex 1. Please note that allparticipating institutions must confirm in writing their agreement to the applicationas submitted. It is therefore suggested to use as application language a languagewhich is common to the partnership.

• The application must be typewritten or word-processed using a computer,character size 11 pt minimum.

• The original of the application must bear the original signature of the person legallyauthorised to sign on behalf of the coordinating institution and the original stampof this institution, if it has one.

• A diskette containing two MS Word files – a project/network summary in DE, EN orFR and a copy of the original application – must be provided in the same envelopeas the original paper version.

•

A copy of the application must be sent by 1 March 2006 to the appropriate NationalAgency in each of the countries which are participating in the project (in case of Lingua I, II; Grundtvig I, I.1; Comenius II.1). The copy must be accompanied by a



http://europa.eu.int/comm/education/socrates.html

http://europa.eu.int/comm/education/socrates.html



translation of Section 1 Point 2 and Section 4 of the form, if this is requested by theNational Agencies concerned. The list of National Agencies appears in the GeneralCall for Proposals 2006. It is also available from the above-mentioned website andfrom the Education, Audiovisual and Culture Executive Agency at the addressbelow.

• All applications will be acknowledged.

• Applications will be judged against the eligibility and quality criteria set out in theGuidelines for Applicants and the General Call for Proposals 2006.

• Applicants will be notified about the outcome of the selection in writing probably inlate July 2006. A copy of the notification letter will be sent to the National Agenciesconcerned.

• In accordance with standard Commission practice, the information provided in yourapplication may be used for the purposes of evaluating the SOCRATES programme.

The relevant data protection regulations will be respected.

Any questions relating to this proposal should be addressed to the

Education, Audiovisual and Culture Executive AgencyEuropean Commission

BOURB-1049 Brussels

Telephone: + 32 2 299 11 11Fax: + 32 2 299 82 82

e-mail: [email protected]



mailto:[email protected]




SECTION 1 - IDENTIFICATION

1. Project/Network title

Please use a maximum of 12 words; start with an acronym or abbreviation, if applicable.

EUROPROF - The European Foreign Language Teacher Professional Profile andPortfolio

If necessary, please provide a translation either in EN, FR or DE of theproject/nerwork title.

2. Summary of the project/network

Please identify clearly, in a maximum of 200 words, the following aspects of yourproject/network: Rationale, Objectives, Target groups, Main activities and Expectedoutputs.

If your application is successful, this summary will be used as the description of yourproject/network and will therefore be part of your contract.

This project aims to develop a professional profile of the future European foreign

language teacher.

Participants from the eight experienced initial teacher training institutions include:

• teacher trainers;

• student teachers;

• mentors.

Areas of focus are:

1. Linguistic competence: for the foreign language teacher, maintaining this is a life-long challenge. These skills can be improved through working abroad.

2. Intercultural competence is recognized as essential to learning / teaching a language

in an increasingly globalized world. Our aim is to develop teachers as intercultural

speakers / mediators, who see such interaction as an enriching experience.

3. Reflective teaching and learning: student teachers need to think, reflect and

question in order to develop their own teaching theory.

4. The Professional Portfolio seeks to capture and increase a teacher’s self-awareness

and expertise. The project’s aim is to develop a ‘replicable’ model Portfolio.





Partners are keen to enhance the knowledge / skills of their staff and to offer student

teachers a period of training within a European context. To this end the Comenius 2.1

project encompasses a Comenius 2.2 funding request.

Partners will work collaboratively towards the achievement and dissemination of :

□ a mapping of foreign language initial teacher training in the partner

countries

□ intercultural and didactic modules

□ a model European Professional Portfolio





Applies only for ERASMUS:

Please identify how the project contributes to the aims and prioritiesdescribed in the European Policy Statement (EPS) of your institution. If possible, please provide the same information with regard to partnerinstitutions and the EPSs submitted with their applications for the ErasmusUniversity Charter.

3. Duration and languages

Please indicate the total duration for which you are applying for a grant. The contrac-tual period is likely to start on 1/10/2006.

Duration

12 months 24 months 36 monthsΧ

Language in which you would like the grant contract to be issuedand in which you will correspond with the Commission

DE Χ EN FR

Language into which you would like a translation of the contractual package

DE EN ES FR Χ IT

4. Financial support from the European Community

Please note that according to the new financial regulation applicable to the generalbudget of the European Communities, one project/network may not receive morethan one grant from the budget of the European Communities to any onebeneficiary. In other words, if you are to be selected to receive a Socrates grant for agiven project/network, you must not receive a grant from another Communityprogramme for the same project/network and funding period.

Has the proposal, or any aspect thereof or any larger project/network to which it maybelong, already been supported in the past by the European Community?

NoΧ

Yes. Please specify the programme, date, type of activity (e.g. preparatory visit)and, if possible, contract number(s):





Is this proposal, or any aspect thereof or any larger project/network to which it maybelong, currently being supported under the SOCRATES Programme or some otherEuropean Community programme?

NoΧ

Yes. Please specify the programme, date, type of activity (e.g. preparatory visit)and, if possible, contract number(s):

Is this proposal, or any aspect thereof or any larger project/network to which it maybelong, currently the subject of any other application for support from the EuropeanCommunity?

NoΧ

Yes. Please specify the programme(s) and provide details under Section 2 Table 2.





5. Applicant Organisation ( = Participating institution No 1 )

To fill in this part, please use the type of institution codes, country codes and regioncodes indicated in Annex 1.

5.1 Identification of the institution

Full legal name of theinstitution in the nationallanguage

SCUOLA DI SPECIALIZZAZIONE PER L’INSEGNAMENTOSECONDARIO DELLA TOSCANA Acronym of the institution, if applicable

SSIS TOSCANA Full name of the institutionin English (formal or informaltranslation)

University School of Specialization for Initial Teacher Training

Type of institution code EDU.4 Erasmus ID code, forHigher EducationInstitutions only

IPISA01

Website http://www.ssis-toscana.adm.unipi.it Is the institution able torecover VAT? Yes No

5.2 Legal representative1 and legal address of the organisation

Title (optional)(e.g. Mr, Mrs,Prof., Dr, etc.)

Prof

Familyname :

Curti Firstname :

Luca Department/Unit Dipartimento di Italianistica (Department of Italian

Studies Official function within theinstitution

Legal representative of the school Legal Address of the institution

Street Via Possenti streetnumber

18 Postcode 56121 Town /

CityPisa

Country code IT Region

code

IT51

Telephone (includingcountry and areacode

(+39 )050 20171 Fax (includingcountry and areacode)

(+39 )050 2206664

E-mail [email protected],it; [email protected]

5.3 Project/network Coordinator

This section needs to be filled in ONLY if the coordinator’s organisation is differentfrom the Applicant organisation above

Full legal name of theinstitution in the national

1 This is the person entitled to sign the grant agreement.



mailto:[email protected],it


mailto:[email protected],it




language

Acronym of the institution, if applicable

Full name of the institutionin English (formal or informal

translation)

Type of institution code Erasmus ID code, forHigher EducationInstitutions only

Website http:// Is the institution able torecover VAT? Yes No





Name and Contact Address of the coordinator2 (this section must becompleted in all cases)

Title (optional)(e.g. Mr, Mrs,Prof., Dr, etc.)

Prof

Familyname :

Paggiaro Firstname :

Luisanna Department/Unit Department of Foreign Languages Official function within theinstitution Supervisor of teacher training Street Via Possenti street

number18

Postcode 56125 Town /City

Pisa

Country code IT Regioncode

IT51


(+39 ) 050 20171; 0502206630 Fax (including

country and areacode)

(+39 ) 0502206664

E-mail [email protected] 6. Other participating institutions

To fill in this part, please use the type of institution codes, country codes and regioncodes indicated in Annex 1. Please group partners by country in the same order as inthat indicated in Annex 1. Check the minimum number of partners and eligiblecountries required (see Guidelines for Applicants).

Add copies of the following pages if necessary.

Participating institution No 2


Pädagogische Akademie Innsbruck Tyrol


PA Innsbruck

Full name of the institution

in English (formal or informaltranslation)

Teacher Training College Innsbruck Tyrol


A-INNSBRU03

Website http:// www.pa-tirol.tsn.at

Is the institution able torecover VAT? Yes ( ) No ( )Χ

Postcode A-6010 Town /City

Innsbruck

2 All correspondence relating to the project / network will be addressed to this person.





Countrycode

AT Regioncode

AT33

Contact person Gender Male ( ) Female ( )Χ

Familyname :

Köll Firstname :

Thomas

Department/Unit ErasmusOfficial function within theinstitution

Socrates coordinator


(+43) 512 58 85 68 Fax (includingcountry and areacode)

(+43) 512 58 85 68

E-mail [email protected]



Center for Videregaaende Uddannelse, CVU Sonderjylland


CVU Sonderjylland

Full name of the institutionin English (formal or informaltranslation)

Centre for Higher Education in South Jutland, Department of Teacher Education


DK HADERS 02

Website http://www.cvusonderjylland.dkIs the institution able torecover VAT? Yes ( ) No ( )Χ


Haderslev

Countrycode

DK Regioncode

DK009


Family

name :

Bruntt First

name :

Karen

Department/Unit Departement of Teacher Education

Official function within theinstitution

Lecturer of English


(+45) 73222400 Fax (includingcountry and areacode)

(+45) 7322 2444

E-mail [email protected], [email protected]


Full legal name of theinstitution in the national

Institut Universitaire de Formation des Maîtres









language


IUFM de Bretagne

Full name of the institutionin English (formal or informal

translation)

University Institute of Teacher Training


Website http:// www.bretagne.iufm.fr

Is the institution able torecover VAT?

Yes ( ) No ( )


Rennes Cedex

Country

code

FR Region

code

FR52

Contact person Gender Male ( ) Female (X)

Familyname :

GRUSON Firstname :

Brigitte

Department/Unit Département d’Anglais


Chargée du dossier “ Langues et CAREL” – Centred’Autoformation et de Ressources pour l’Enseignementdes Langues

Telephone (including

country and areacode

(+)33299544894 Fax (including

country and areacode)

(+)




http://www.bretagne.iufm.fr/


http://www.bretagne.iufm.fr/






Vilniaus Pedagoginis Universitetas


VPU


Vilnius University of Teacher Training


Website http://www.vpu.it


Yes ( ) No ( )Χ

Postcode LT-2004 Town /City

Vilnius

Countrycode

LT Regioncode

VNO


Familyname :

Andziuliene Firstname :

Loreta

Department/UnitDepartment of English Didactics, Faculty of ForeignLanguages

Official function within the

institution

HE tutor and lecturer of MFL and English Didactics


(+37) 05 275 17 46 Fax (includingcountry and areacode)

(+37) 05 275 03 02




Nauczycielskie Kolegium J zyków Obcych w Puławachę

Acronym of the institution, if applicable NKJO


Foreign Language Teacher Training College


Website http://www.nkjo.pulawy.pl

Is the institution able to

recover VAT? Yes ( ) No ( )Χ







Postcode 24-100 Town /City

Puławy

Countrycode

PL Regioncode

PL03


Familyname :

Warakomski Firstname :

Jerzy

Department/Unit Department of English


Teacher trainer and linguistics lecturer


(+ 48) 81 8888790 Fax (includingcountry and areacode)

(+48) 81 8888792










St Martin’s College, Lancaster


SMC


St Martin’s College, Lancaster


LANCAST02

Website http://www.ucsm.ac.uk


Yes ( ) No ( )Χ

Postcode LA1 3JD Town /City

Lancaster

Countrycode

UK Regioncode

UKD4


Familyname :

Bartrum Firstname :

Anna

Department/Unit Modern Foreign Languages


Senior Lecturer / PGCE MFL Course Leader


(+44) 1524 384384 Fax (includingcountry and areacode)

(+44) 1524 384492




Háskóli íslands



University of Iceland


IS REYKJAV01

Website http:// http://www.hi.is/

Is the institution able to

recover VAT?

Yes ( ) No ( )Χ


Reykjavík




http://wpop6.libero.it/cgi-bin/vlink.cgi?Id=AGegeR6fImMvCzdefUO9U3c4yIMazEe0bERGIkij22YP3gc/ker6p9efy0Pd0/ZV&Link=http%3A//www.hi.is/


http://wpop6.libero.it/cgi-bin/vlink.cgi?Id=AGegeR6fImMvCzdefUO9U3c4yIMazEe0bERGIkij22YP3gc/ker6p9efy0Pd0/ZV&Link=http%3A//www.hi.is/



Countrycode

IS 101 Regioncode

UKD4


Familyname :

Ingvarsdóttir Firstname :

Hafdís

Department/Unit Department of EducationOfficial function within theinstitution

Associate professor - Academic Director of TeacherEducation


(+)354 5254506 Fax (includingcountry and areacode)

(+) 354 5526806

E-mail hei @ hi.is





SECTION 2 - DECLARATION

To be completed by the person legally authorised to sign on behalf of thecoordinating institution.

"I, the undersigned, certify that the information contained in this application,including Section 4 (description) is correct to the best of my knowledge.

The appropriate authorities of all the participating institutions have read and fullyunderstood the application as submitted. They have confirmed in writing theiragreement with the application as submitted.3

I declare on my honour that the institution I represent has the financial andoperational capacity to carry out the proposal as submitted and that it does not fallunder any of the exclusion criteria listed in chapter II of the General Call for Proposals2006.

I acknowledge that in case of false declarations, administrative and financialsanctions can be implemented against me or the institution I represent.”

By 1 March 2006, I have arranged for each of the other participating institutions tosend to the appropriate National Agency, in its country, a copy of the presentapplication, together with a translation of Section 1 Point 2 and Section 4 in thelanguage of the National Agency concerned, if this has been requested by theNational Agency concerned.For Lingua I, II, Grundtvig I, I.I and Comenius II.I applications:I am also sending a copy of the present application to the appropriate NationalAgency in my country (together with a translation of Section 1 Point 2 and Section 4

in the language of this National Agency, if it is not the same as the language of thepresent).

Place: Date / / (day/month/year)

Signature Stamp of theApplicant organisation,if applicable

Name and position in capitals

NAME

POSITION

3 The Commission reserves the right to request a copy of these agreements.





Checklist

The application is completed in full. All questions have been answered. Each page has been numbered.

The budget covers the whole project/network period, is indicated in eurosand has been checked for calculation errors.

The application has been type-written or word-processed in one of the 20eligible languages by using the correct application form.

The original application has been signed in original by the legalrepresentative of the coordinating institution.

The original, 4 copies and a diskette containing MS Word files with theproject/network summary in DE, FR or EN and a copy of the originalapplication are being sent to the Socrates, Leonardo & Youth TechnicalAssistance Office by post and in the same envelope before the closingdate.

The bank details form (annex 3) has been filled in and duly signed in

original.4 The legal entity form (annex 4) has been filled and duly signed in originalDocuments for verification of financial capacity are attachedIf the grant requested exceeds 300,000 euros and if the applicant is neither apublic body nor a secondary or a higher education establishment, an externalaudit report produced by an approved auditor will be requested.In case of Lingua I, II; Grundtvig I and I.1; Comenius II.1, the necessary copiesand translations are being sent to the National Agency in the country of each of the other participating institutions before the closing date.

4 If your application was to be selected and your bank details changed before the issue of the contract, you mustinform the Commission about this change urgently in writing. In any case, any such change will lead to a delay inyour advance payment.





SECTION 3 - BUDGET

General instructions

• Before completing this section, please read carefully the Explanatory notes on the

budget (Annex 2). If you require futher information, you may consult the Administrative and Financial Handbook for Applicants for TransnationalCooperation Projects.

• The budget should cover the entire period of the SOCRATES grant (one, two orthree years). The budget should be coherent with the work plan in Section 4.

• All amounts should be provided in euros.• Please adhere strictly to the format provided in the tables, and check carefully the

figures provided (applications containing calculation errors will be penalised in theselection process).

Table 1 : Overview of expenditure

Type of costs Costs ( € )1. Staff costs 181.305,402. Direct costs

2.1 - Travel andsubsistence 99.372,00

2.2 - Equipmentand materials 12.000

2.3 - Sub-contracting,consultancy andother externalservices

39.600

2.4 – Other costs 9.000

Subtotal for Direct costs 159.972,00

3. General costs 11.540,49

TOTAL(identical to the total in Table 2)

352.817,89

Table 2 : Overview of income

Sources Amounts ( € )

1) Grant requested from the SOCRATESprogramme

250.624,70

2) Contribution from the regular budget of theparticipating institutions

102.193,19

3) Support from public (national, regional, etc)sources, provided specifically for thisproject/network

0

4) Support from the private sector orfoundations, provided specifically for this

project/network

0

5) Other sources 0





TOTAL(identical to the total in Table 1)

352.817,89

Specification for Table 2If income is indicated under items 3), 4) or 5), please specify the source envisaged.





Table 3: Specification for Contribution per participating institution

The reference numbers (No 1, 2, 3, etc.) of the participating institutions must corres-pond to those used in Section 1, questions 5 and 6 of the application and be groupedby country in the same order as that indicated in Annex 1. Add copies of this presentpage for the additional participating institutions, if necessary.

All amounts in euros Total

(equals

amount in

Table 2,

item 2)

Coordinati

ng

institution

(=Particip

ating

institution

No 1)

Participati

ng

institution

No 2

Participati

ng

institution

No 3

Participati

ng

institution

No 4

Contribution from the

regular budget of the

participating institution102.193,19 15.239,06 14.983,36 16.492,56 15.613,96

All amounts in euros Participatin

g

institution

No 5

Participati

ng

institution

No 6

Participati

ng

institution

No 7

Participati

ng

institution

No 8

Contribution from theregular budget of the

participating institution3.652,56 5.515,96 17.227,36 13.468,36





Explanation for allocation of grant per participating institution

On what basis do you intend to distribute the SOCRATES grant among theparticipating institutions?

The funding will be distributed on the basis of the work load and total budget of each

partners, according to the following table:

The Co-ordinating Institution will receive 20,1% of the total EU funding.Participant Institution No2 will receive 12,5% of the total EU funding.Participant Institution No3 will receive 13,1% of the total EU funding.Participant Institution No4 will receive 12,8% of the total EU funding.Participant Institution No5 will receive 7,7% of the total EU funding.Participant Institution No6 will receive 8,4% of the total EU funding.Participant Institution No7 will receive 13,4% of the total EU funding.

Participant Institution No8 will receive 11,9% of the total EU funding.



costs % EU contrib.

personnel 181.305,40 51,39% 90.652,70

travel 99.372,00 28,17%

durable eq. 12.000,00 3,40%

subcontract 39.600,00 11,22%

other costs 9.000,00 2,55%

tot direct costs 159.972,00 45,34% 159.972,00

gen expenses 11.540,49 3,27%

total 352.817,89 100,00% 250.624,70

COSTS DETAILS (per partner)

coord particip. No2 particip. No3 particip. No4 particip. No5 particip. No6 particip. No7 particip. No8

27.593,00 27.081,60 30.100,00 28342,80 4420,00 8146,80 31569,60 24051,60

12.421,50 12.421,50 12.421,50 12.421,50 12.421,50 12.421,50 12.421,50 12.421,50

2.000,00 1.428,57 1.428,57 1.428,57 1.428,57 1.428,57 1.428,57 1.428,57

13.050,00 4.050,00 4.050,00 4.050,00 3.150,00 3.150,00 4.050,00 4.050,00

9.000,00

36.471,50 17.900,07 17.900,07 17.900,07 17.000,07 17.000,07 17.900,07 17.900,07

1.442,56 1.442,56 1.442,56 1.442,56 1.442,56 1.442,56 1.442,56 1.442,56

65.507,06 46.424,23 49.442,63 47.685,43 22.862,63 26.589,43 50.912,23 43.394,23

EU CONTRIBUTION

coord particip. No particip. No3 particip. No particip. No5 particip. No6particip. No7particip. No8

13.796,50 13.540,80 15.050,00 14.171,40 2.210,00 4.073,40 15.784,80 12.025,80

36.471,50 17.900,07 17.900,07 17.900,07 17.000,07 17.000,07 17.900,07 17.900,07

50.268,00 31.440,87 32.950,07 32.071,47 19.210,07 21.073,47 33.684,87 29.925,87

20,1% 12,5% 13,1% 12,8% 7,7% 8,4% 13,4% 11,9%

PARTICIPANT CONTRIBUTION (Total)

coord particip. No particip. No3 particip. No4particip. No5 particip. No6 particip. No7particip. No8

15.239,06 14.983,36 16.492,56 15.613,96 3.652,56 5.515,96 17.227,36 13.468,36



Table 4: Specification for Staff costs

The reference numbers (No 1, 2, 3, etc.) of the participating institutions must correspond to those used in Section 1, questions 5and 6 of the application and be grouped by country, using the same order as in Annex 1. Add copies of this present page for theadditional participating institutions, if necessary.

(*)Please refer to the International Standard Classification of Occupations (ISCO) as described in Annex 2 – Appendix A.


Application form for Full Proposal

Total

number of

da s

Average cost

per day

Total staff cost Total number of

days

Average cost

per day

Total staff

cost

Total number

of days

Average cost

per day

Total staff cost Total number

of days

Average cost

per day

Total staff cost

(a) (b) (a x b) (a) (b) (a x b) (a) (b) (a x b) (a) (b) (a x b)

Staff Category 4(*) 23,8 2538,20 7,0 125,00 875,00 2,4 125,00 300,00 2,4 125,00 300,00

30100,00270 81 ,60 1 02 ,0

Total

845,0 181305,40 126,0

400,00201,00 321,60 1,6 250,00Staff Category 3(*) 15,2 171,79 2611,20 4,0 182,00 728,00 1,6

3 00 ,0 0 2 94 00 ,0 098,0 2 70 ,0 0 2 64 60 ,0 0 98,0Staff Category 2(*) 8 06, 0 2 18,5 6 17 615 6,0 0 115,0 226,00 25990,00

Istituto partecipante n. 3 DK

Staff by category (*):

Staff Category 1(*)

All costs in euros Total Istituto coordinatore (=Istituto partecipante n. 1)

IT

Istituto participant n. 2 AT

106,65

2 75 93 ,0 0 1 02 ,0

Total number

of days

Average cost

per day

Total staff

cost

Total

number of

da s

Average cost

per day

Total staff

cost

Total number

of days

Average cost

per day

Total staff

cost

Total number

of days

Average cost

per day

Total staff cost Total

number of

da s

Average

cost per

da

Total staff cost

(a) (b) (a x b) (a) (b) (a x b) (a) (b) (a x b) (a) (b) (a x b) (a) (b) (a x b)

2,4 125,00 300,00 2,4 23,00 55,20 2,4 45,00 108,00 2,4 125,00 300,00 2,4 125,00 300,00

102,0 28342,80

1,6 193,00 308,80

27734,0098,0 283,00

Istituto partecipante n. 4 FR

1,6 33,00 52,80

Istituto partecipante n. 5 LT

98,0 81 ,0 0 793 8,0 098,0 44 ,00 4 31 2,00

Istituto partecipante n. 6 PL

1,6 63,00 100,80

102,0 8146,80

Istituto partecipante n. 7 UK

103,0 3 00 ,0 0 3 09 00 ,0 0

1,6 231,00 369,60

107,0 31569,60102,0 4420,00

Istituto partecipante n. 8 IS

102,0 24051,60

98,0 2 39 ,0 0 2 34 22 ,0 0

1,6 206,00 329,60



Tables 5: Specification for Direct costs

• 5.A - Travel and subsistence

Purpose of journey Number of return

journeys(a)

Average costsper journey

(€)(b)

Total cost(a x b)

International meetings (6 meetings,with 2 persons per partner; duration 3working days each)

84 1.183,00 99.372,00

Total identical to item 2.1in Table 1

€ 99.372,00

• 5.B - Equipment and materialsIn the case of purchase of hardware costing over €1,000 per item, please indicatethe depreciation rate. Before completing read carefully section D.2.2 of the

explanatory note.

Description Number of items

Cost of purchaseor rent (€)

Usage rate%

Depreciationrate%

Total cost

Notebook 3 1.000 100 100 3.000Printer 4 500 100 100 2.000Videoprojector 2 1.000 50 100 1.000

PC /webserver

1 1.000 100 100 1.000

Consumables. 50 100 100 100 5.000

Total identical to item 2.2in Table 1

€ 12.000

• 5.C - Sub-contracting, consultancy and other external services

Subcontract

Task description Number of person days

(a)

Cost perday (€)

(b)

Other costs(€)(c)

Total cost(a x b)+c

Subcontract 1

External evaluation 20 300 6.000

Subcontract 2

Mentor work for IT,AUT, DK, FR, UK andIS

72 200 10.800

Subcontract 3

Mentor work for PLand LT 24 100 1.800

Subcontract 4

Mentor participationat three meetings 72 250 18.000

Subcontract 5

Technical assistancefor disseminationactivities

10 300 3.000

Total identical to item2.3

in Table 1€ 39.600





• 5.D - Other costs

Description Number of items

(a)

Cost per item(€)(b)

Total cost(a x b)

Bank charges 20 150 3.000Editing/printing of modules andportfolio

3 1.000 3.000

Seminars, conferences etc. hiring costs 3 1.000 3.000 Total identical to item 2.4

in Table 1€ 9.000





Table 6: Subdivision of costs according to workplan

Please use below one of the subdivisions indicated in your workplan table in Section 4.

Indicate here thetype of subdivision

you choose

Staff Costs (€)(a)

Direct Costs(€)(b)

GeneralCosts (€)

(c)

Total(a+b+c)

WP1 56.215,40 59.324,00 3.846,83 119.386,23

WP2 55.571,71 51.324,00 3.846,83 110.742,54

WP3 61.150,34 49.324,00 3.846,83 114.321,17

WP4 8.367,94 8.367,94

Total identical to the totalof Table 1 € 352.817,89





SECTION 4 - DESCRIPTION COMENIUS 2.1:TRAINING OF SCHOOL EDUCATIONAL STAFF

Please describe all the following aspects of your proposal and make sure to answer allthe relevant questions.Please provide your answers on numbered sheets, using the same order and numbering

as given in the list of questions.Please respect the maximum length of text indicated, excluding supporting documents.

1. Typology

1.1 Indicate the most important thematic area concerned by your proposal (pleasetick only one box):

Basic skillsEducation for children of specific target groups: (migrants, travellers, gypsiesand of children at the risk of exclusion, drop outs)

(European) citizenship - Regional identityGender issuesGuidance and counselling

Development of partnership approaches between teacher training institutionsand the wider world (links between school and the worlds of research, business,and society at large)

New pedagogical methods to increase pupil motivation.ICT as a pedagogical tool in educationIntercultural education - Fight against racism and xenophobiaQuality and evaluation of school education

X Continuum of the teaching profession, from initial teacher education toinduction and continuing professional development,

Violence in school - peace educationArts educationCultural heritagePromoting Language learning and Linguistic Diversity

Teachers’ language learning as a means to promote teacher mobilityMathematicsSciences and technology in educationSpecial needs educationEnvironmental educationSchool management (including involvement of children, involvement of parents,

school facilities…) and autonomy

1.2 Indicate whether the proposal concerns:X Initial training for teachers and other educational staff

In-service training for teachers and other educational staff

1.3 Taking into account the outcomes, choose the specific objective(s) that you willaddress:

The adaptation, development, testing, implementation and dissemination of curriculaX The adaptation, development, testing, implementation and dissemination of

courses (or modules) for the initial or in-service training of teachers or otherschool education staff

X The adaptation, development, testing, implementation and dissemination of materials for the initial or in-service training of teachers or other schooleducation staff





The adaptation, development, testing, implementation and dissemination of teaching methodologies and pedagogical strategies for use in theclassroom including the development of materials for use by pupils

X A structured framework for the organisation of mobility activities fortrainee teachers including the provision of practical training periods and therecognition of these activities by the institutions concerned





2. Objectives (maximum 2 pages)

2.1 Explain the rationale of and background to the project (current situation in thecountries involved, previous or preparatory work, what needs is the projectdesigned to meet? etc.) You may attach appropriate but succinct supportingdocuments.

The original idea for the project, initially suggested by SSIS Toscana, has beenadopted and developed by the other participating European institutions, all of whom

have significant interest and expertise in the field of foreign language initial teacher

training. The motivation for this is a keen desire to reflect upon our own teaching, to

learn from this and then to compare and contrast this experience with the teaching,

methodologies and experience of others in a process of continuous learning. Equally it

is fundamental that we develop cross-cultural knowledge, understanding and

competence both within ourselves as teacher trainers, within our mentors and within

our newly developing student teachers, in order to promote tolerance andunderstanding between nations and cultures and to encourage greater teacher

mobility within Europe. We are all aware of the European Language Portfolio and our

aim is to build upon this and go beyond linguistic competence to develop an overall

professional portfolio which captures and encompasses the professional competences

needed to teach foreign languages within both a national and European context.

With this in mind and sharing these underlying convictions and principles, all partners

have been actively involved in defining the aims and objectives of the project as well

as the draft detail. Through first e-mail contacts/communications and then an

international meeting held in Pisa from January 26 to 29, 2006, they have come to the

final agreement on the project.

2.2 Define the overall aim of the project as well as its specific objectives.

Overall aims

1. To explore and understand the differing models and course structure and

content of foreign language teacher initial teacher training in Europe

2. To study the knowledge and competences (didactic, intercultural and linguistic)

needed by foreign language teachers at a European level

3. To share and build together an innovative professional profile through a

professional European portfolio, common to all the partner institutions.

Specific objectives

To explore similarities and differences in foreign language initial teacher training

course structure and content

To identify and reflect on aspects of language teaching methodology and action-

research





To develop and enhance intercultural competence

To develop a model of a “European Professional Portfolio” for foreign language

teachers

To research, develop and practise the latest “tools of the trade” in teaching a

foreign language

To develop modules for the student teachers’ induction into observation and

teaching in foreign schools and learning environments

To develop student teachers’ linguistic, intercultural and didactic competence

through a two week period of training in a foreign institution.

2.3 Explain what you consider to be innovative about the project.

The innovative elements are as follows:

• The mapping across a number of partner states within Europe of current ITT

practice in terms of training foreign language teachers at both primary and

secondary level;

• The development of two common, agreed modules – one intercultural and the

other didactic – which focus on developing student teachers’ competence in

these fields within a variety of different countries, systems and cultures;

• The student mobility pattern i.e. that each country will host a mixed group of 14

student teachers – 2 from each country;

• The Professional Portfolio which goes beyond the Language Portfolio by

including and developing a wider range of professional competences and skills;

• The outcomes / products of the project will be replicable i.e. they can be used

within different subjects, contexts and programmes;

• Accessibility, flexibility and adaptability of all the products and materials via the

website which will house downloadable versions of the comparative national ITT

documents, the mapping of ITT across Europe, the two modules (materials,guidelines and suggestions for use), the professional Portfolio and models of

possible student teacher mobility programmes.

2.4 If you apply specific pedagogical and didactical approaches please specify.

Bearing in mind the most recent methodological approaches (cognitive, humanistic,

emotional, creative) and new technologies in the foreign language learning and

teaching process, and having the development of ‘reflective practitioners’ as the focal

point of our work, the principles which underpin our understanding of initial teachertraining are as follows:





1. Awareness (of the complexity of the teacher’s work, of the variety of

methodologies, of the importance of reflection, of the dynamics of personal

relationships, emotional and affective elements)

2. Autonomy (in the choice of methodologies and strategies, in the sense of

responsibility and in the creation of a professional profile)

3. Authenticity (in motivation - being yourself - and personal involvement in the

learning/teaching process, in the respect for individual differences and choices)

4. Achievement (as critical reflection on both the process as a whole and the

separate phases, including teachers’ work)

5. Evaluation/Self-evaluation through the two modules – comparing and

contrasting one’s own training with that of others within different cultures and

contexts and reflecting on one’s own practice and methodology.

The cyclical process of reflecting, analysing and drawing conclusions from our experi-

ence which then inform future action (the action research cycle) is the basis not only

of our approach to training teachers but also of our approach to this project.

2.5 Specify the target groups which will benefit directly from the project orimplement its outcomes and describe the expected impact on each target group.

The following groups will benefit from the project:

1. Teacher trainers within the partner institutions, responsible for the Comenius

2.1 project, will benefit from the sharing of knowledge and experience andworking with colleagues from a range of different cultures and contexts. This

will enhance their ability to develop new and effective training, courses and

curricula and will, in turn, have a positive impact on the institution as a whole.

2. Student teachers will have the opportunity to be immersed in a foreign culture

and context for two weeks, to get to know a different school system, to observe,

research and reflect on methodological approaches and to improve their

linguistic, cultural and professional competences.

3. Mentors (teachers) who welcome the student teachers into their classrooms willbenefit from working with student teachers from different backgrounds and

systems and from the experience that they bring with them. They will also

actively contribute to/benefit from the project: in particular a few of them will

work in local project teams, in close contact with teacher trainers, and will

attend three international meetings (as they are not officially part of the staff of

the training institutions the cost of their work has been inserted in the sub-

contracting services, 5.C of the budget).

4. Students within the hosting schools will benefit from the experience of working /having contact with new teachers from other cultures and contexts.





Their curriculum and learning experience is likely to be enhanced accordingly.

5. Schools as learning communities: the presence and involvement of student

teachers from other European countries will have a positive impact on the

school and the curriculum as a whole.

During and after the student teacher mobility phase there will be the opportunity for

mentors and teacher trainers to work together

• to evaluate and reflect upon the student mobility experience abroad and

in their own country

• to establish a network to facilitate contact with other countries during

future collaborative work

• to enable student teachers / teacher trainers to report back their

experiences through video-conferencing

• to encourage each group of student teachers to produce a shared report

of their experiences to present to other trainees / to disseminate and

compare their experiences

2.6 Justify the duration of the Socrates support (one, two or three years).

A three year period is necessary to carry out the project since it provides the partner

institutions with sufficient time to carry out the following stages:

□ Year 1: From the national experience of teacher training to the European

perspective (envisaged product: a mapping of foreign language initial

teacher training in the partner countries. This will inform the planning of

the two modules and also the organisation and structure of the student teacher

mobility period in Years 2 and 3)

□ Year 2: From the planning of modules to student teacher mobility (envisaged

products: an intercultural module and a didactic module – to be trialled in

Yr 2 and refined in Yr 3)

□ Year 3: Defining the profile of the European foreign language teacher

(envisaged product: a model European Professional Portfolio – to betrialled in Yr 3 and then refined for wider dissemination)

It is envisaged that there will be further opportunities to continue cooperation between

partner institutions even after the formal end of the project. Suggested activities

might include continued student teacher mobility as part of the training process,

formal and informal meetings between institutions to update and develop further the

professional portfolio and profile so that it can be used in a wider range of contexts

and subject areas.

3. Envisaged outputs (maximum 2 pages)





3.1 Describe the outputs of the project.

o Specify for each output the nature (courses, curricula, didactic materials,etc.), volume, structure, content, language (using the language codes listedin Annex 1 of this form), target group, the period of delivery and theteaching / learning environment.

o Indicate how the project partners contribute to the outputs.

The envisaged products are:

a map of foreign language teacher initial training: an overview of the course

structure and content within the partner institutions which will provide the basis for

examining similarities and differences in order to find common ground for future work.

In addition this will inform the planning and development of the two modules in Year 2

and the Professional Portfolio in Year 3.

an intercultural module: in order to develop teachers as intercultural speakers and

mediators, to enable them to understand and accept people from other cultures asindividuals with other distinctive values and behaviours, and to help them to see that

such interaction is an enriching experience, we aim to create an intercultural module

which will prepare our student teachers for the mobility phase – the two week training

period abroad. It is likely that this module will be essentially self-study / independent

learning and will include a reflective journal, questionnaires, suggestions for cultural

analysis and comparisons etc.a didactic module: this will be based on an action research cycle and will encourage

student teachers to focus on teaching and learning. It will include observation and

reflection prompts and proformas, suggestions for planning and resources to cater for

students’ differing learning styles and needs, logbooks, self-evaluation and evaluation

procedures and proformas. In addition student teachers will be encouraged to reflect

upon and compare their own training experience with that experienced during the

mobility period.

a Professional Portfolio: this seems the most appropriate and effective way of

developing self-evaluation and reflection as well as capturing evidence of a developing

teacher’s skills, approaches to learning and competences. Initially this will be draftedin English, French, German, Spanish and Italian, the languages taught by the student

teachers. The final version will be translated into the remaining languages of the

other partners so that it can be used / replicated in subjects other than foreign

languages. All the partners will be actively involved in the creation of the Portfolio,

starting from their own experience and taking into account the developmental work

carried out so far in their own institutions on this subject, but the outcome will be a

new tool for future initial teacher training. It is likely to include sections on linguistic

and intercultural competence as well as on teaching and learning, self-evaluation andreflection.





The products will ultimately be available in both electronic and hard copy form and will

be developed over the course of a three year programme. Teacher trainers and

student teachers will work on them both in their own teaching/learning environment

and whilst abroad.

All partners contribute to the outputs according to their expertise and with different

tasks (see detailed work plan).

3.2 If one of the outputs is a course (or module) for in-service training of teachers orother school education staff, briefly outline the training activities: indicate thegroups of educational staff you will be targeting, number of educational staff thatwill be concerned, duration of the course in days, approximate dates for the firsttraining, etc.

3.3 If your project envisages the mobility of trainee teachers for the purpose of teaching practice or class observation in a school linked to a partner institution,

please fill in the table below. (You should also include these activities in your workplan in section 7). Please also indicate the arrangements for the recognition of the activities by the institutions concerned.

Sendinginstitution

Hostinstitution

Approx.startingdate

Duration(1-10weeks)

Number of students

All partners:

1) SSIS

Toscana, Italy

2)

Pädagogische

Akademie des

Landes Tirol,

University,

Innsbruck,

Austria

3) CVU

Sønderjylland

(Centre for

Higher

Education in

South Jutland,

Denmark

4) Institut

Universitaire

des Formation

des Maitres

All partners:

1) SSIS

Toscana, Italy

2)

Pädagogische

Akademie des

Landes Tirol,

University,

Innsbruck,

Austria

3) CVU

Sønderjylland

(Centre for

Higher

Education in

South Jutland,

Denmark

4) Institut

Universitaire

des Formation

Two phases:

January 2008

January 2009

2 weeks14 students per

institution in each

phase





(IUFM) de

Bretagne,

France

5) Department

of EnglishDidactics,Vilniu

s Pedagogical

University,

Vilnius,

Lithuania

6)

Nauczycielskie

Kolegium J zykówę

Obcych w

Puławach,

Poland

7) St Martin’s

College,

Lancaster, UK

8) University of Iceland,

Reykjavik,

Iceland

des Maitres

(IUFM) de

Bretagne,

France

5) Departmentof English

Didactics,Vilniu

s Pedagogical

University,

Vilnius,

Lithuania

6)

NauczycielskieKolegium

J zykówę

Obcych w

Puławach,

Poland

7) St Martin’s

College,

Lancaster, UK

8) University of

Iceland,

Reykjavik,

Iceland

Mobility programme

The two week period of mobility will be recognised by all the partner institutions as

part of the student teachers’ initial teacher training. It will be planned, monitored andevaluated by teacher trainers and mentors who will do the following:

• Undertake preparatory work prior to the student teacher mobility period

(general information about the project, cultural introduction, introduction to

research tools, use of observation, research and teaching material)

• Carry out didactic/cultural activities during the mobility period

• Evaluate the outputs

Student teachers will:

• Be hosted in partner institutions for 2 weeks• Compare and contrast different cultures, education systems and approaches to





training, teaching and learning

• Plan, teach and reflect upon lessons

• Observe and learn a range of different teaching and learning strategies,

techniques and approaches

• Develop their linguistic skills and intercultural competences

• Trial the modules and professional portfolio

• Evaluate their experience

3.4 Have all National Agencies concerned agreed to fund this mobility indicated intable 3.3 above if the project is selected? If so, please append letters of agreementto fund the proposed mobility activities from each National Agency. If one or moreNational Agencies has not agreed, do you foresee other sources of funding for thepartner institutions concerned? If yes, please specify.

All National Agencies concerned have agreed to fund this mobility. The letters of

agreement are enclosed.

3.4Other results (describe briefly).

All the European partner institutions have links at a regional and national level – and in

some cases, at an international level. It is envisaged that the modules and the profes-

sional portfolio will be designed so that they can be ‘replicated’ in other disciplines

and contexts on a regional, national and international level.

4. Partnership composition and contribution

4.1 Please provide, for the Co-ordinating institution and each of the otherparticipating institutions in the project, the following information:

• Type of institution (legal status, short description of main areas and types of activity)

− for educational institutions: location of institution, composition of schoolpopulation, insofar as relevant for the project.

− for public authorities: their responsibilities and fields of competence with

regard to the objectives of this project.− for associations: statutes of the association, the number and type of its

members, and the most recent activity report and financial report.

• Expertise of the institution in the field covered by the project and experiencein co-operation at local, regional, national and trans-national level (Socrates andother). Indicate experience both in content and project organisation.

• The specific tasks to be assigned to each partner.

• Role within the national education system: is the institution involved in thepublicly recognised initial and/or in-service training of teachers or othercategories of educational staff? If yes, please specify how.

All partners are experienced Universities or Colleges who not only specialise in initial





teacher training but are experienced in-service training providers. They each work

with a number of local schools and have close collaborative links with teachers and

mentors, who are experienced in working with student teachers. There follows a brief

description of each institution in terms of main areas of interest and activity, expertise

within the field covered by the project, experience in cooperation, role within the na-

tional education system and the specific role or task within the proposed project.

SSIS TOSCANA, Italy, is a two-year university school for initial teacher training,

founded in 2000 (D.M. 490/8 in application of the law 341/90)

. It has a limited number of students selected through an access test, it has activated

courses/classes for all school subjects and it provides the qualification for teaching

(through a final State Exam). In these few years it has succeeded in building up close

cooperation between university and secondary education - through experiences of

teaching practice and action research-, and it has created a wide network of middle

and secondary schools. Indirizzo Lingue Straniere is a department which provides

specific preparation for foreign language teacher students through three areas: a

disciplinary course, workshops and teacher training (for a total of 410 hours split into

two years). Forms of in-process and final evaluation are adopted which lead the

trainee up to the final State Professional Exam. For the first class (academic year

2005/2006) a type of portfolio is now being introduced and experimented.

Because of its quite recent birth SSIS TOSCANA has never taken part in any Comenius

project.Its main task in the project is mainly to coordinate, disseminate, monitor and evaluate.

The Pädagogische Akademie in Innsbruck is a teacher training college for teachers

of primary schools, lower secondary schools and schools for children with special

needs. The college can look back on a ten-year-long experience in European activities,

in particular Socrates-Erasmus and Comenius with a special emphasis on foreign

language projects. Expertise: an introductory seminar giving information on the

Austrian School system; teaching experience in a Tyrolean “Gymnasium”, incooperation with an Austrian student teacher, supervised by that student’s mentor.

Introductory seminar into the methodological program of “EVA”

(Eigenverantwortliches Lernen = autonomous learning techniques), which has been a

focus of our work for the past 4 years; units on educational standards and evaluation.

CVU Sønderjylland, Denmark is a merger of various educational institutions. As

concerns foreign language teacher training the Department of Teaching at CVU

Sønderjylland offers a four-year course for teaching in primary and lower secondary

school. This leads to the degree “Bachelor of Education”. The department offers a

number of special subjects. Among these the following foreign languages are offered:





English, German, French and Danish as a second language. The Central Knowledge

and Proficiency areas of these subjects fall within the following fields: language

didactics, language skills and language acquisition, language and language usage,

cultural and social conditions

A foreign language programme consists of 264 lessons during a two-year period. Teaching practice at schools in our large network is a separate subject, which takes

place in close cooperation between schools, pedagogical subjects and special subjects.

Teachers evaluate continuously – eg in language portfolios on a tentative basis as well

as in the final exam (written and oral). The courses are also offered to e-learning

students with monthly seminars, leading to the same degree.

International Activities: CVU Sønderjylland is involved in projects and courses

through Comenius and Erasmus which include a focus on foreign languages. This year

we offer a course in "Danish for Beginners" and a 3-month international modular

course in "Living and Learning Together" which enhances the students’ intercultural

competence and their ability to live and work in groups. A basic course in

“Introduction to Denmark and Danish” is included. This year the annual International

Week is concerned with "Language across borders" and participants will work with

students from the 3-month modular course on this topic. A log book and a portfolio will

be used for evaluation.

In-service Courses: CVU Sønderjylland regularly offers courses concerning foreign

language didactics – eg. regarding English: courses in learning styles, web quests,

writing and focus on form.

Other Services and Activities: CVU Sønderjylland is a regional centre for education,

knowledge and innovation within professional fields, and provides consultative service

to eg schools. Examples of previous projects with schools: “Focus on the oral

dimension in English and French”, “Focus on form (vocabulary) in a 4 th form class” and

“Types of evaluation – including the language portfolio”.

Academic Cooperation: with the universities of Southern Denmark and Aarhus, as well

as the Danish University of Education, in the field of development and research

projects, as well as monitoring of Ph.D. studies for the employees of the CVU.

The IUFM de Bretagne is a higher education institution of teacher training with five

branches : Brest, Quimper, Rennes, Saint-Brieuc and Vannes, in Brittany. Its aims are

to supply primary and secondary teachers to the Department of Education and to

prepare these teachers for their future profession. The IUFM de Bretagne trains nearly

3000 students and student teachers every year, promotes research and is an active

partner in in-service training. It offers a higher education training programme

combining practical and theoretical courses with school experience.Each branch is equipped with hi-tech audio-visual and digital laboratories and





multimedia, open-learning centres for languages. The languages taught at the IUFM

are English, German, Italian and Spanish.

For the courses focusing on learning and teaching languages different approaches are

implemented, including self-learning and collaborative work on distant platforms, as

well as CLIL (Content-Language-Integrated-Learning) for non specialists.

Thanks to its open policy on international educational practices and exchanges, the

IUFM de Bretagne has developed an expertise in the international field which is

reflected in its 13 international university partnerships, its 6 European exchange

programmes, the 160 student teachers and 15 lecturers who participate every year in

international training programmes and, reciprocally, the 120 foreign students and

lecturers who attend its courses.

It is involved in the 'ITT primary languages' project which is a shared initiative

between the Teacher Training Agency of England, the Ministère de l'Education

Nationale, the Baden-Württemberg Government in Germany and the Ministerio de

Educación in Spain. For that project, whose aim is to provide teachers able to teach a

foreign language in the primary sector, the IUFM de Bretagne has taken part in the

elaboration of a “Common Reference Framework” focusing on professional

competences.

Vilnius Pedagogical University is a teacher training institution with the faculties of

Physics and Technology, Science, History, Mathematics and Informatics, MFL,

Pedagogy and Psychology (54 departments, 2 institutes, 2 science centres and 2laboratories.

Nauczycielskie Kolegium J zyków Obcych w Puławachę (English Teacher Training

College in Puławy), Poland, is a public institution established in 1990. The college has

a decade and a half of experience in training future teachers and supervising their

teaching practice at primary and secondary level. The didactic and academic

supervision of the College is held by the University of Warsaw.

The standard of English required for College entry is that of First Certificate, while

graduates are expected to have reached Proficiency. Apart from the practical study of

the language, the curriculum includes courses in British and American history,

literature and culture, linguistics, history of English, language teaching methodology,

pedagogy, psychology and German to First Certificate level. After three years of study

at the FLTTC and passing a diploma exam, graduates acquire qualifications to teach

English at both primary and secondary level, while most of them also take a licentiate

exam in order to continue their study for an MA at university level.

The College staff are all university graduates (including former students of the

College), and some are currently academic teachers in Lublin or Warsaw. Every year

the institution has some native speakers of English. The staff have taken part in





several international study visits, such as those within Tempus-Adept (St. Luke’s

School of Education, Exeter University and Frederiksburgh Seminarium, Copenhagen

or Tempus-Prince (Danmarks Laehrer Højskole, Copenhagen and Thames Valley

University, London. Likewise some of our students have spent a term or a year on

secondments in Austria, France or Finland. A few graduates were quick to take

advantage of the recent opportunities elsewhere in Europe to study for an MA in

England or teach English in Spain.

ST Martin’s College is one of the largest initial teacher training institutions and

providers in the UK. It has four campuses – three in the north-west (Lancaster, Carlisle

and Ambleside) and one in London (Tower Hamlets / Greenwich). It offers both

undergraduate and post-graduate training in teaching at both primary and secondary

level.

The Modern Foreign Languages Department at St Martin’s trains in the region of 100

new secondary teachers (offering French, German, Spanish and Italian) every year on

the PGCE (Professional Graduate Certificate in Education) in Lancaster, Carlisle and

Greenwich, London and has been judged to be one of the top four providers in the

country by Ofsted (Her Majesty’s Inspectorate). The department has a national and

international reputation for training modern languages teachers and is considered to

be at the forefront of language teaching and learning methodology within the UK.

The PGCE Modern Languages secondary training programme is a one year post-degree

programme lasting for approximately 36 weeks. One third of this time is spent in

College and two thirds in school. This means that mentors in school play a significant

part in the training and the Modern Languages department has developed unique and

innovative approaches to partnership with their key schools.

In addition to running a highly successful and nationally respected initial teacher train-

ing course, the Modern Languages department is also an experienced in-service train-

ing provider and has also been involved in a number of European projects, the mostrecent of which have focused on mentor training and improving mentoring practice.

These have culminated in an annual international mentor training course for mentors

from all over Europe (a model which has also been adopted in other countries) and a

mentoring handbook – again a model which has been adapted for use in other sub-

jects, countries and contexts.

University of Iceland was founded in 1911. It consist of 11 faculties and is the

largest university in Iceland. The university has offered techer education for subjectteachers since 1951. At first it belonged the Faculty of Humanities but has since the





early eighties been a part of the Faculty of Social Sciences.

The Teacher Education programme is a postgraduate programme and comprises two

year studies which lead to an MA in Education. The Department also offers a Ph.D.

programme in Education.

After the first year students can graduate with a Diploma in Education which qualifiesthem to teach their special subject in secondady schools. The Department works in

close cooperation with seven partnership schools at secondary level. Each year there

are about 20 students in modern languages. The total number of students in the

teacher education programme is about 90 each year.

At the first project meeting, held in Pisa 26th – 29th January 2006, a partnership

agreement based on shared values, expectations and agreed ‘modus operandi’, was

developed and signed by all partners. It outlines the tasks as follow:The specific tasks of the co-ordinating institution are to:

Manage the process of the project as a whole and coordinate the work plan

Maintain contact with the TAO (Technical Assistance Office) in Brussels and with

the national Socrates Agency

Create a website and a permanent communication network to inform all

partners and disseminate information and results

Ensure that the overall objectives and aims of the project are met

Support and monitor the progress of the project

Administer and monitor the budget

Prepare the interim progress and final reports as well as all the formal

documentation and deliverables

The tasks of all partners are to:

Adhere to the partnership agreement

Actively participate in the agreed phases of the project

Undertake specific tasks and work towards specific outcomes (see Work Plan)

Communicate on a national and trans-national level

Contribute to the progress of the project as a whole

Organize the respective trans-national meetings (as appropriate)

Create the local project team

Obtain funding for student teachers’ mobility from the national agency





Plan and organize student teacher mobility

Contact and work with mentors at a local level

Manage the assigned budget

Produce financial reports / annual interim reports

Each project team will consist of a group of three people:

• Local coordinator

• Teacher trainer

• Mentor

and will also have some administrative support.

In addition the co-ordinating institution will have the following additional staffing:

• Overall project administrator

• ICT expert

4.2 In addition to the formal partner institutions, please list any other institutionsthat will participate actively in the project without a Socrates grant (name,address, and type of institution, contact person).

All partners will work with a network of local schools which collaborate in the training of student teachers both at primary and secondary level.

5. Evaluation (maximum 1 page)

5.1 Describe the measures planned for monitoring and evaluating the project andindicate when each of these measures will be carried out.

We consider evaluation to be a fundamental and integral part of the process anddevelopment of the project. We see the need to evaluate two main aspects of theproject:

1. The process: The co-coordinating institution together with the co-coordinators from each partnercountry has the task of monitoring the progress of the project during the course of thethree years. This will entail collecting and monitoring documentary evidence in termsof records of meetings, money spent, staff and student teacher activities etc on both a

national and international level.2. The ‘products’:

Just as the action research cycle forms the basis of the student teachers’ training andmobility period, so it forms the basis of our work and the progress of the project. Ascan be seen from the work plan, each outcome / product will be drafted, trialled andthen thoroughly evaluated by all partners – teacher trainers, mentors and studentteachers – as well as by an external expert. The results of this evaluation will theninform the final product. In addition the student mobility period will be carefullyevaluated in order to inform any changes for the following year.

There will be a number of phases in the evaluation process which will include 1)defining and agreeing key criteria and success indicators; 2) drawing up a draft plan /

programme / materials; 3) trialling the materials, programme etc. and gatheringevaluatory evidence; 4) analyzing this evidence and drawing conclusions from it; 5)using these conclusions to inform the redrafting of the material.





5.2 Indicate the means by which the project intends to assess its outputs prior todissemination.

What? Who? When? How? Success

CriteriaProgress and

process of

project

including work

plan and

budget

Co-coordinating

institution and

all partners

Twice yearly at

each

international

meeting –

annual review

at second

meeting of

each year.

Review at

meeting.

Written yearly

report by each

partner.

Annual

financial

summary.

Work plan is

refined and

amended in

light of review

of progress.

Budget is

adhered to and

is appropriate.All partners

contribute to

work in

progress and

outcomes.

Student

mobility period

Teacher

trainers,

mentors and

student

teachers at a

national and

international

level

Years 2 & 3:

following each

student

mobility period

at national

level; then at

international

level at

meeting in June

Questionnaires

Group

discussion

Reflective

journals

Evaluation

sheets

Constructive

suggestions /

comments

inform the

planning of the

following year’s

programme.

Student

teachers,

mentors and

teacher

trainers

consider the

student

mobility

experience to

have achieved

the objectives.

Mapping of ITT

across Europeexercise

All partners June

internationalmeeting at end

Similarities /

commonground

Analysis of

mappingexercise shows





of Year 1 identified by

using agreed

criteria to

inform planning

of modules and

portfolio.

commonalities

which inform

work for Years

2 & 3.

Modules: cross-

cultural and

didactic

All partners,

teacher

trainers,

mentors and

student

teachers.

External

expert.

Year 2 –

February /

March on a

national level

and then June

at international

meeting.

National Level:

questionnaires,

evaluation pro-

formas, group

discussion

(using

internationally

agreed criteria)

International

Level:

Discussion of

national

feedback at

meeting plus

feedback from

external expert– using agreed

criteria – and

agree future

changes and

amendments.

Feedback from

trialling of draft

modules

informs

amendments,

changes to final

version.

Student

teachers,

teacher

trainers,

mentors and

partners agree

that modules

achieve the

objectives andagree on

changes

necessary to

improve them

further.

Professional

Portfolio

All partners,

teacher

trainers,mentors and

student

teachers.

External

expert.

Year 3 –

February /

March onnational level

and then June

at international

meeting.

National Level:

questionnaires,

evaluation pro-formas, group

discussion

(using

internationally

agreed criteria)

International

Level:

discussion of

national

Feedback from

trialling of draft

portfolioinforms

amendments &

changes to final

version.

Student

teachers,

teacher

trainers,

mentors and





feedback at

meeting plus

feedback from

external expert

– using agreed

criteria – and

agree future

changes and

amendments.

partners agree

that portfolio is

a useful and

effective tool

and achieves

the objectives.

6. Dissemination (maximum 1 page)

6.1 Describe the arrangements planned for dissemination of results and experiencesof the project (i.e. translations, publications, websites, conferences, brochures). Inparticular, describe how the Co-ordinator and project partners will contribute to thedissemination process.

All partners will be engaged in the dissemination of the results and experiences of the

project by:

creating a website which will include all the phases and outcomes of the project

and a downloadable version of all the materials produced;

publishing a Handbook containing the intercultural and didactic modules as well

as the European Portfolio;

organizing mini-conferences for student teachers based on their mobilityexperience as part of regional conferences for mentors;

writing a series of articles for both institutional and national publication,

disseminating the work in progress and the eventual outcomes;

presenting the work in progress and the eventual outcomes at national and

international ITT conferences;

presenting the modules and Portfolio to teacher trainers and student teachers in

other subject areas within each partner’s institution and to the regional and

national ITT authorities with a view to these being adopted and adapted morewidely, for example by other institutions and by other curricular areas.

The Handbook will include both the products and guidelines and suggestions for use.

6.2 Indicate your plans for the long-term exploitation of project results. Mentiondissemination networks that could make the materials easier to access and obtainfor the target group(s) across Europe.

• All the outcomes of the project (modules, materials and Portfolio plus guidelines

and suggestions for use) will be available on the web and can be downloaded.

This flexibility and accessibility of the material means that it can be adoptedand adapted to suit different situations and environments by other teacher





training institutions for use both within Modern Languages as well as within

other subject areas across Europe – in this way it is hoped that the work carried

out and the outcomes achieved will be sustainable;

• The above materials will also be available as a handbook;

• Extracts, evaluations, discussion of the project, its experience and outcomes will

also be published in a variety of professional journals and magazines;

• In addition partners will present the materials on an institutional, regional and

national level;

• There will be information about the project on each institution’s website

together with links to the project website.

7. Planning of activities

Provide an overall work plan using the table format given below. To this end, please:

• Divide the project into relevant stages (such as needs analysis, collection of materials, drafting, editing, testing, evaluation, production of material,publication, dissemination, organisation of courses etc.) which you envisage inorder to produce the project outputs identified.

• Indicate for each stage which activities the partnership will undertake, whichpartner(s) will be involved, the starting and ending dates for each activityand the time (person / days or person / months) each activity will require(compare with the time calculated in the budget).

• Indicate also ongoing activities (such as co-ordination, monitoring, evaluationetc.) which are not linked to a specific stage within the project.





Work Plan

Project:

Stage in life of project

Outputs / Achievements

ActivitiesStart and end date of activities

Partners / Personsinvolved

Time input (person / daysor

person / months)

Work Package 1

From the

nationalexperience of

teaching

training to the

European

perspective

1a.

Detailed plan for

Year 1Criteria for European

ITT Map

Prepare contracts

between institutions

1st co-ordination meeting

Partners’ presentation of ITT

structure and systems withinown country

November

2006

All

2 staff from

each institution

3 working days

x 16 teachers

1b.

National map for

each partner country

Gathering of documentation

from each country to send to

partners (primary, lower

secondary and secondary)

Information about teacher

trainer colleagues in each

institution (also via website)

Nov-Dec All in their own

countries

5 working days

per partner

1c. Project website Set up the project web-site January Italy 3 working days





1d. National ITT

maps on website

Partners exchange national

ITT maps and send to co-

ordinating institution

February 2007 All 5 working days

per partner

1e. European map Initial analysis in groups of

areas of documentation

Organization and structure of

IT T

March- April-

May 2007 DK

LT, IS

5 working days

per partner

Content/pedagogy PL IT

Subject knowledge and

assessment

FR IT UK

1f. Partners research possible

content of modules

Mar – May

2007

All 2 working days

per partner

1g Dissemination :

presentation

Presentation at annual

Research Conference at St

Martin’s – project aims and

outcomes

May 2007 UK 1 working day

1g. Dissemination:

presentation

Presentation at the Mentor

Seminar at SSIS in Pisa

May 2007 IT 1 working day

1g. Dissemination: Various activities:

conferences

Information on the website of

CVU S nderjyllandǾ

May 2007 AT, PL, , LT ; IS, FR

DK

1 working day

per partner





1h. Analysis and

European map

Draft criteria/content

of modules

Year 1 review and

evaluation

2nd co-ordination meeting

- final analysis

- agree map

- brainstorm criteria / content

of modules

- review year 1

Agree dissemination for Year

2

June 2007 All 3 working days

x 16

1i. Development of ideas fordraft modules

June 07 -Sept. All 2 working daysper partner

1j. End of year

report

Write end of year project

report

Sept 2007 All 1 day per

partner + 3 for

IT

End of year 1 1k. End of year

review / final ITT

Map on web

Update website Sept 2007 IT 3 days

Work Package 2

From the

planning of

modules to

student teacher

mobility

2a. Detailed plan for

year 2

Criteria / guidelines

for draft modulesAgreed programme

for student teacher

mobility (Jan) to

each partner

country.

3rd co-ordination meeting

Work on draft modules - 2

groups

(cultural: I, DK, Lt, AT)Didactic (F, PL, UK)

Agree outline programme for

student teacher mobility

October 2007 All 3 working days

x 16 teachers





2b. 2 draft modules

to support student

teacher mobility:

An intercultural

module5 (to

develop intercultural

awareness)

Draft modules finalised +

exchanged

Nov-Dec All (in groups) 6 working days

per partner

A didactic module

(to developprofessional skills)

Draft modules finalised and

exchanged

Nov-Dec All (in groups)

2c.

Agreed programme

for student teacher

mobility in each

partner country

(including creation

and translation of

materials)

Organization of detailed

programme for student

teacher exchange/hosting

Produce any support material

(other than modules) for

student teacher mobility

Nov-Dec All 4 working days

per partner

5 Module: a set of guidelines and tasks for student teachers during the mobility period.





Phase 1 of

student teacher

mobility

2d. Student Teacher mobility:

observe teaching practice,

plan and implement class

work, participate in lessons,

in formal/informal meetings.

Trialling of draft modules

January 2008 All (+ student

teachers)

2 working days

per partner

2e.

Evaluation of intercultural and

didactic modules

Evaluate student teacher

experience of modules withstudent teachers and

mentors

Collect evidence of student

teachers’ experiences in

foreign institutions

and draw initial conclusions

February-

March

All 2 working days

per partner

2f. Dissemination :

articles and local

seminars reflecting

on initial outcomes

and findings

April- May LT IT AT FR PL IS DK 2 working days

per partner

2f.Dissemination :

presentation


research conference at St

Martin’s – specifically on

student mobility and

modules

May UK 2 days





2g.

Year 2 review and

evaluation

Draft outline criteria

for Portfolio

4th co-ordination meeting

Revision of modules in the

light of external evaluation,

partner / mentor and student

teacher feedback.

Brainstorm criteria for

Portfolio (purpose and

structure) to be elaborated in

groupsLanguage Skills (PL LT DK)

Intercultural (F AT)

Teaching/learning (UK IT, IS)

June All 3 working days

for 16

2h. Revised modules Finalise revised modules –

send to IT

July - Sept All 1 working day

per partner

2i. Modules and year

2 report on website

Update website Sept 2008 Italy 3 working days

2j. End of year

report

Write end of year project

report

All 1 working day

per partner + 3

for IT

2k. Development of ideas +structure for Portfolio July -Sept All 1 working dayper partner





2l.Dissemination :

Conference

Presentation at National MFL

ITT conference

Write article based on

presentation for CILT

(National Centre for

Languages) LINKS

publication

Sept- Oct UK 2 working days

2l.Dissemination :

Conference

Conference for Teacher

Trainers and Mentors

PL 2 working days

2l. Dissemination:

article

Write article for SSIS journal Oct IT 2 working days

2l. Dissemination Various activities Oct LT AT DK FR IS 2 working days

per partner

Work Package 3

Defining the

profile of the

European

foreign

language

teacher

3a.

Detailed plan for

year 3

Draft criteria,

structure and

content of portfolio

Programme forstudent teacher

mobility

5th co-ordination meeting

Devise agreed structure and

content of draft portfolio in

groups

- language skills

- intercultural competence

- teaching and learningcompetence

Agree outline programme for

student teacher mobility (in

the light of evaluations)

October 2008 All 3 working days

for 16





3b.

Draft Portfolios in 4

languages

Produce “finalised drafts” in

4 languages and work with

students (start using

Portfolio)

Nov-Dec All (in groups) 6 working days

per partner

3c. Detailed

programme for

student teacher

mobility (2)

Translation of materials

Organize + prepare hosting

students

Nov-Dec All 3 working days

per partner

Phase 2 of

student teacher’

mobility

Student teachers trial draft Portfolio and use finalisedmodules

January 2009 All student teachers 2 working days

per partner

3d.

First phase of

evaluation of the

Portfolio

Evaluate Portfolio with

student teachers / mentors

within country and draw

conclusions

Feb- March All 2 working days

per partner

3d. Second phase of

evaluation of thePortfolio

Exchange suggestions for

improvement of Portfolio

April-May all 3 working days

per partner

3e.Dissemination:

presentation


research conference at St

Martin’s – the professional

portfolio

May UK 2 working days





3e. Dissemination :

seminar

Presentation at the Mentor

Seminar at SSIS in Pisa

May IT 2 working days

3e. Dissemination Various activities May DK AT FR IS PL LT 2 working days

per partnerFinalising 3f.Year 3 review 6th co-ordination meeting

End of year / project review

Agree on final Portfolio

Future dissemination

strategy

June 2009 All 3 working days

for 16 staff

3g.Final version of

European Portfolio,

modules and

materials

Finalise portfolio and send to

IT

July- Sept All 1 working day

per partner

3h.Final version of

Handbook

Work on collating final

version of Handbook

July - Sept IT /UK 5 working days

per two

3i. All products on

web

Update website September IT 3 working days

3j. Dissemination :

Presentation and

articles

Presentation at National MFLITT Conference- Results of the projectArticles on the results of the

project for CILT Linkspublications and ALL journal

September

July

September

UK 2 working days

3j. Dissemination:

article

Article in Danish magazinefor language teacher

September DK 2 working days

3j. Dissemination Various activities September IT AT FR PL LT IS 2 working days

per partner





3k. Final Report Write final reports September All 2 working days

for partner and

5 for Italy





8. Contribution to transversal policies (maximum 1 page)

The latest European Call for Proposals and Documents on education and foreign lan-

guage learning and teaching issued by the European Commission over the last few

years, underlines the necessity to develop foreign language teachers’ knowledge and

competences as a ‘matter of priority’ and to offer them the opportunities to developtheir professional skills. In particular the General Call 2006 says that priority will be

given to support projects focusing on:

the continuum of the teaching profession, from initial teacher education to in-

duction and continuing professional development;

development of partnership approaches between teacher training institutions

and the wider world which emphasize experience-based learning (links between

school and the worlds of research);

approaches designed to encourage teachers to develop new pedagogical meth-ods to increase pupil motivation (Document of European Commission, Brussels,

17 June 2005).

So, in the light of this, we think our project really responds to the needs and requests

advanced by the latest Call for Porposals.

Finally we include and make reference to an essential bibliography (see below) which

has informed our work and acts as the basis for our project.

Essential bibliography:

Common European Principles for Teacher competences and Qualifications, European

Commission, Version 15.03.05.

Developing the Intercultural Dimension in Language Teaching. A Practical introduction

for Teachers, M.Byram, B.Gribkova and H.Starkey, Language Policy Division, Council of

Europe, Strasbourg, 2002.

Education and Training 2010-

European language Portfolio (ELP), Principles and Guidelines, Language Policy Division,

Strasbourg.

European Profile for Language Teacher Education, A Frame of Reference, Final Report,

University of Southampton, September 2004.

Modernising education and training: a vital contribution to prosperity and social

cohesion in Europe, Communication from the Commission, Brussels, 10.11.2005.

The training of Teachers of a Foreign Language: Developments in Europe, Main Report,

Prof. Michael Kelly, University of Southampton, August 2002.

The White Paper : Teaching and Learning towards the learning society , 1995.

57 SOCRATES PROGRAMMEApplication form for Full Proposal



In terms of (a) the impact of the project on the target group (section of theeducational community ultimately addressed), and (b) participation in theproject itself , please specify, if applicable, how and to what extent the project willactively:

promote equal opportunities between women and men;promote equal opportunities for disabled persons;

Χ contribute to the fight against racism and xenophobia;promote social and economic cohesion;promote ICT in education and eLearning;

Χ promote language learning and linguistic diversity; Χ promote the recent enlargement of the Union;promote sustainable development;promote stability and security; Χ tackle the future challenges to education and training systems and lifelonglearning;

As the project aims at developing language and intercultural competences in future

foreign language teachers it will greatly contribute to promote language learning and

linguistic diversity, as well as to fight racism and xenophobia. Through project work all

partner training institutions will enhance and develop their educational system in order

to offer more qualified opportunities of lifelong learning. Finally the wide partnership is

meant to promote cooperation and relationships among the new members of the Union.

9. Other aspects (maximum 1/2 page)

Please state any other aspects of the proposed project which you feel the Commissionshould take into account when assessing your proposal.

The partnership between most of the institutions participating in this project dates

back to 2005 when we presented a project on foreign language teacher training to the

European Commission which was not accepted. As a result of the detailed feedback,

suggestions and encouragement from the Commission’s experts, we have decided to

collaborate again in this area of common interest and rework the areas which needed

more structure, clarification and exemplification. We have decided to do this because

we believe that a foreign language teacher today has to face a number of significantchallenges: an up-to-date competence in at least one or two languages, an attitude of

openness towards different cultures and lifestyles, an ability to organise, plan and

develop learning curricula, a readiness to acquire new technological competences, a

willingness to interact with and cater for young people with a range of differing needs

and interests and a desire to continue the process of personal and professional

development. To achieve this ‘professional profile’ requires significant initial and

ongoing preparation and training – a continuum of lifelong learning – in which inter-

cultural communication and the European dimension have to be essential factors.




ANNEXES

ANNEX 1

Annex 1: List of codes to be used in the application

You will find here the codes you will have to use when filling in the application, i.e. :

• Type of institution codes• Country codes• Language codes• Region codes (NUTS)

Type of Institution(*)

EDU.1 Nursery schoolEDU.2 Primary school

EDU.3 Secondary school (incl. Vocational /technical)

EDU.4 Higher education institution

EDU.5 Adult or continuing educationprovider

ASS.1 Non-profit association(regional/national)

ASS.2 Non-profit association (European /international)

ASS.3 Association of UniversitiesRES Research institute

PUB.1 Public authority (local)

PUB.2 Public authority (regional)

PUB.3 Public authority (national)

IND Private company (manufacturing)

SER Private company (services)

OTH Other type of organisation

(*) The term “Institution” is understood to mean any type of institution, establishment ororganisation eligible to participate in the Action of the SOCRATES Programme to whichthe present application form refers (see Guidelines for Applicants)

Country Language(**)BE Belgium NL The Netherlands CZ * Czech PL * Polish

CZ Czech Republic AT Austria DA * Danish PO * Portuguese

DK Denmark PL Poland DE * German SI * Slovene

DE Germany PT Portugal EL * Greek SK * Slovak

GR Greece SI Slovenia EN * English SE * Swedish

ES Spain SK Slovak Republic ES * Spanish

EE Estonia FI Finland EE * Estonian GA Irish

FR France SE Sweden FI * Finnish LE Letzeburgesch

IE Ireland UK United Kingdom FR * French

IT Italy IT * Italian IS Icelandic




CY Cyprus IS Iceland LV * Latvian NO Norwegian

LV Latvia LI Liechtenstein LT * Lithuanian BG Bulgarian

LT Lithuania NO Norway HU * Hungarian RO Romanian

LU Luxembourg BG Bulgaria MT * Maltese TR Turkish

MT Malta RO Romania NL * Dutch

HU Hungary TR Turkey

(**) Only the languages shown in this table are eligible “target languages” for Lingua

projects, and for language projects within Comenius.




REGION CODES (NUTS)

BE BELGIUM

BE1 BRUXELLES CAP. BRUSSEL HOF

BE21 ANTWERPEN BE31 BRABANT WALLONBE22 LIMBURG BE32 HAINAUT

BE23 OOST-VLAANDEREN BE33 LIEGE

BE24 VLAAMS BRABANT BE34 LUXEMBOURG

BE25 WEST VLAANDEREN BE35 NAMUR

DK DANMARK

DK001 Københavns og FrederiksbergKommuner

DK002 KØBENHAVNS AMT DK009 SØNDERJYLLANDS AMT

DK003 FREDERIKSBORG AMT DK00A RIBE AMT

DK004 ROSKILDE AMT DK00B VEJLE AMT

DK005 VESTSJÆLLANDS AMT DK00C RINGKØBING AMT

DK006 STORSTRØMS AMT DK00D ÅRHUS AMT

DK007 BORNHOLMS AMT DK00E VIBORG AMT

DK008 FYNS AMT DK00F NORDJYLLANDS AMT

DE DEUTSCHLAND

BADEN WÜRTTEMBERG NIEDERSACHSEN

DE11 STUTTGART DE91 BRAUNSCHWEIG

DE12 KARLSRUHE DE92 HANNOVER

DE13 FREIBURG DE93 LÜNEBURG

DE14 TÜBINGEN DE94 WESER-EMS

BAYERN NORDRHEIN-WESTFALEN

DE21 OBERBAYERN DEA1 DÜSSELDORF

DE22 NIEDERBAYERN DEA2 KÖLN

DE23 OBERPFALZ DEA3 MÜNSTER

DE24 OBERFRANKEN DEA4 DETMOLD

DE25 MITTELFRANKEN DEA5 ARNSBERGDE26 UNTERFRANKEN

DE27 SCHWABEN RHEINLAND-PFALZ

DEB1 KOBLENZ

DE3 BERLIN DEB2 TRIER

DEB3 RHEINHESSEN - PFALZ

DE4 BRANDENBURG

DEC SAARLAND

DE5 BREMEN

SACHSEN

DE6 HAMBURG DED1 CHEMNITZ

DED2 DRESDEN

DED3 LEIPZIG




SACHSEN-ANHALT

HESSEN DEE1 DESSAU

DE71 DARMSTADT DEE2 HALLE

DE72 GIESSEN DEE3 MAGDEBURG

DE73 KASSEL

DEF SCHLESWIG-HOLSTEIN

DE8 MECKLENBURG-VORPOMMERN DEG THÜRINGEN

GR ELLADA

VOREIA ELLADA GR3 ATTIKI

GR11 ANATOLIKI MAKEDONIA, THRAKI

GR12 KENTRIKI MAKEDONIA NISIA AIGAIOU, KRITI

GR13 DYTIKI MAKEDONIA GR41 VOREIO AIGAIO

GR14 THESSALIA GR42 NOTIO AIGAIO

GR43 KRITI

KENTRIKI ELLADA

GR21 IPEIROS

GR22 IONIA NISIA GR24 STEREA ELLADAGR23 DYTIKI ELLADA GR25 PELOPONNISSOS

ES ESPAÑA

NOROESTE ESTE

ES11 GALICIA ES51 CATALUÑA

ES12 ASTURIAS ES52 COMUNIDAD VALENCIANA

ES13 CANTABRIA ES53 ISLAS BALEARES

NORESTE SUR

ES21 PAÍS VASCO ES61 ANDALUCIA

ES22 NAVARRA ES62 MURCIA

ES23 LA RIOJA ES63 CEUTA Y MELILLAES24 ARAGÓN

ES3 COMUNIDAD DE MADRID CENTRO

ES41 CASTILLA-LEÓN

ES7 CANARIAS ES42 CASTILLA- LA MANCHA

ES43 EXTREMADURA

FR FRANCE

FR1 ILE DE FRANCE SUD-OUEST

FR61 AQUITAINE

BASSIN PARISIEN FR62 MIDI-PYRENEESFR21 CHAMPAGNE – ARDENNE FR63 LIMOUSIN

FR22 PICARDIE

FR23 HAUTE NORMANDIE CENTRE-EST

FR24 CENTRE FR71 RHÔNE-ALPES

FR25 BASSE NORMANDIE FR72 AUVERGNE

FR26 BOURGOGNE

FR3 NORD - PAS DE CALAIS MEDITERRANNEE

FR81 LANGUEDOC-ROUSSILLON

EST FR82 PROVENCE-ALPES-CÔTES D’AZUR

FR41 LORRAINE FR83 CORSE

FR42 ALSACE

FR43 FRANCHE-COMTE




DEPARTEMENTS D’OUTRE-MER

OUEST FR91 GUADELOUPE

FR51 PAYS DE LOIRE FR92 MARTINIQUE

FR52 BRETAGNE FR93 GUYANE

FR53 POITOU-CHARENTE FR94 REUNION

IE IRELAND

IE011 BORDER IE023 MID-WEST

IE021 DUBLIN IE024 SOUTH-EAST (IRL)

IE022 MID-EAST IE025 SOUTH-WEST (IRL)

IE012 MIDLAND IE013 WEST

IT ITALIA

NORD OVEST IT6 LAZIO

IT11 PIEMONTE

IT12 VALLE D’AOSTA ABRUZZO-MOLISE

IT13 LIGURIA IT71 ABRUZZO

IT72 MOLISE

IT2 LOMBARDIA

IT8 CAMPANIA

NORD EST

IT31 TRENTINO-ALTO ADIGE SUD

IT32 VENETO IT91 PUGLIA

IT33 FRIULI-VENEZIA GIULIA IT92 BASILICATA

IT93 CALABRIA

IT4 EMILIA-ROMAGNA

ITA SICILIACENTRO

IT51 TOSCANA ITB SARDEGNA

IT52 UMBRIA

IT53 MARCHE

LU LUXEMBOURG (Grand Duché)

NL NEDERLAND

NOORD-NEDERLAND WEST-NEDERLAND

NL11 GRONINGEN NL31 UTRECHT

NL12 FRIESLAND NL32 NOORD-HOLLANDNL13 DRENTHE NL33 ZUID-HOLLAND

NL34 ZEELAND

OOST-NEDERLAND

NL21 OVERIJSSEL ZUID-NEDERLAND

NL22 GELDERLAND NL41 NOORD-BRABANT

NL23 FLEVOLAND NL42 LIMBURG (NL)

AT ÖSTERREICH

OSTÖSTERREICH WESTÖSTERREICH

AT11 BURGENLAND AT31 OBERÖSTERREICH

AT12 NIEDERÖSTERREICH AT32 SALZBURG

AT13 WIEN AT33 TIROLAT34 VORARLBERG




SÜDÖSTERREICH

AT21 KÄRNTEN

AT22 STEIERMARK

PT PORTUGAL

CONTINENTE PT2 AÇORES

PT11 NORTE

PT12 CENTRO PT3 MADEIRA

PT13 LISBOA E VALE DO TEJO

PT14 ALENTEJO

PT15 ALGARVE

FI SUOMI / FINLAND

MANNER-SUOMI FI15 POHJOIS-SUOMI

FI12 ETELÄ-SUOMI FI16 UUSIMAA (SUURALUE)

FI13 ITÄ-SUOMI

FI14 VÄLI-SUOMI FI2 ÅLAND

SE SVERIGE

SE01 STOCKHOLM SE06 NORRA MELLANSVERIGE

SE02 ÖESTRA MELLANSVERIGE SE07 MELLERSTA NORRLAND

SE04 SYDSVERIGE SE08 ÖEVRE NORRLAND

SE0A VÄESTSVERIGE SE09 SMÅLAND MED ÖEARNA

UK UNITED KINGDOM

NORTH EAST SOUTH WEST(UK)

UKC1 TEES VALLEY AND DURHAM UKK1 GLOUCESTERSHIRE, WILTSHIRE ANDNORTH SOMERSET

UKC2 NORTHUMBERLAND, TYNE AND WEAR UKK2 DORSET, SOMERSET

UKK3 CORNWALL AND ISLES OF SCILLY

UKK4 DEVON

YORKSHIRE AND THE HUMBER WEST MIDLANDS

UKE1 EAST RIDING AND NORTHLINCOLNSHIRE

UKG1 HEREFORD & WORCESTERSHIRE,WARWICKSHIRE

UKE2 NORTH YORKSHIRE UKG2 SHROPSHIRE, STAFFORDSHIRE

UKE3 SOUTH YORKSHIRE UKG3 WEST MIDLANDS

UKE4 WEST YORKSHIRENORTH WEST (UK)

EAST MIDLANDS UKD1 CUMBRIA

UKF1 DERBYSHIRE, NOTTINGHAMSHIRE UKD2 CHESHIRE

UKF2 LEICESTERSHIRE, RUTLAND,NORTHAMPTONSHIRE

UKD3 GREATER MANCHESTER

UKF3 LINCOLNSHIRE UKD4 LANCASHIRE

UKD5 MERSEYSIDE

LONDON

EASTERN UKI1 INNER LONDON

UKH1 EAST ANGLIA UKI2 OUTER LONDON

UKH2 BEDFORDSHIRE AND HERTFORDSHIRE

UKH3 ESSEX WALESUKL1 WEST WALES AND THE VALLEYS

UKL2 EAST WALES




SOUTH EAST (UK)

UKJ1 BERKSHIRE,BUCKINGHAMSHIRE,OXFORDSHIRE

SCOTLAND

UKJ2 SURREY, EAST AND WEST SUSSEX UKM1 NORTH EASTERN SCOTLAND

UKJ3 HAMPSHIRE, ISLE OF WIGHT UKM2 EASTERN SCOTLAND

UK55 GREATER LONDON UKM3 SOUTH WESTERN SCOTLAND

UKJ4 KENT UKM4 HIGHLANDS AND ISLANDS

UKN NORTHERN IRELAND

IS ISLAND

LI LIECHTENSTEIN

NO NORGE

NO01 OSLO OG AKERSHUS NO05 VESTLANDET

NO02 HEDMARK OG OPPLAND NO06 TRØNDELAG

NO03 SØR-ØSTLANDET NO07 NORD-NORGE

NO04 AGDER OG ROGALAND

BG B LGARIJAĂ

BG1 SOFIA STOLITSA BG3 YUZHNA B LGARIJAĂ

BG2 SEVERNA B LGARIJAĂ

CZ ČESKÁ REPUBLIKA

CZ01 PRAHA CZ03 JIHOZÁPAD

CZ02 ST EDNI ČECHYŘ CZ04 SEVEROZÁPAD

CZ05 SEVEROVÝCHOD CZ07 ST EDNI MORAVAŘ

CZ06 JIHOVÝCHOD CZ08 OSTRAVSKO

EE EESTI

CY KYPROS

LV LATVIJA

LT LIETUVA

HU MAGYARORSZÁG

HU01 KÖZÉP-MAGYARORSZÁ HU05 ÉSZAK-MAGYARORSZÁG

HU02 KÖZÉP-DUNÁNTÚL HU06 ÉSZAK-ALFÖLD

HU03 NYUGAT- DUNÁNTÚL HU07 DÉL-ALFÖLD

HU04 DÉL- DUNÁNTÚL

MT MALTA




PL POLSKA

PL01 DOLNO LASKIEŚ PL09 PODKARPACKIE

PL02 KUJAWASKO-POMORSKIE PL0A PODLASKIE

PL03 LUBELSKIE PL0B POMORSKIE

PL04 LUBUSKIE PL0C LASKIEŚ

PL05 ŁÓDZKIE PL0D WIETOKRZYSKIEŚPL06 MAŁOPOLSKIE PL0E WARMI SKO-MAZURSKIEŃ

PL07 MAZOWIECKIE PL0F WIELKOPOLSKIE

PL08 OPOLSKIE PL0G ZACHODNIOPOMORSKIE

RO ROMÂNIA

RO01 NORD-EST RO03 SUD

RO02 SUD-EST RO04 SUD-VEST

RO05 VEST RO07 CENTRU

RO06 NORD-VEST RO08 BUCUREŞTI

SI SLOVENIJA

SK SLOVENSKÁ REPUBLIKA

SK01 BRATISLAVSKÝ KRAJ SK03 STREDNÉ SLOVENSKO

SK02 ZÁPADNÉ SLOVENSKO SK04 VÝCHODNÉ SLOVENSKO

TR TURKEY




ANNEX 2

Annex 2: Explanatory notes on the budget (Section 2)

A. Introduction

These Notes provide applicants with information concerning the financial procedure,the rules for eligibility of costs and guidance on how to complete Section 2 (Budget) of the application forms for transnational co-operation projects or networks under thefollowing Actions:

• Comenius 2.1 and 3• Erasmus 1 and 3• Grundtvig 1 and 4• Lingua 1 and 2• Minerva

B. Financial procedure

1. Presentation of financial data by the Applicant

For the presentation of the budget, a distinction is made between the following maincategories of expenditure (see section D below for details):

1. Staff costs2. Direct costs:

2.1 Travel and subsistence costs2.2 Costs relating to the purchase or rental of hardware and equipment2.3 Subcontracting costs2.4 Other costs

3. General costs

2. Financial analysis of proposals

The budget proposed by the co-ordinator is analysed by the Commission in order to:

a) assess whether it is consistent with the proposed project and sufficiently clearand detailed;

b) assess whether the proposed budget is appropriate for achieving the concreteobjectives / results of the project;

c) eliminate any item of expenditure which cannot be accepted according to the

rules on eligible expenditure;d) propose, if necessary, a downward revision of some items of expenditure, wherethese are considered excessive compared to the nature of the project and/or tothe volume of work to be implemented in order to achieve the planned results.

At the end of this analysis, an approved budget for the project is drawn up by theCommission. If the proposed budget is realistic and acceptable in relation toCommunity rules, the proposed budget and the approved budget will be identical, andthe Community grant may be the same as the amount requested by the applicant. Inmost cases, however, the analysis is likely to result in reductions.

3. Calculation of the Socrates grant

Once the approved budget has been defined, the grant to be awarded is calculated onthe following basis:




• the total grant may not exceed the amount requested by the applicant;• the total grant may not normally exceed 75% of the approved budget. In most

cases, it is likely to be fixed at an appreciably lower level;• the policy for awarding grants under the specific Socrates Action concerned;• the available budget.




A table is drawn up by the Commission containing the approved budget and the grantenvisaged distinguishing between staff costs and direct costs. General costs may notbe covered by the grant.

C. Rules on Eligibility of costs

1. General Principles

The applicant must ensure that:• all costs presented are necessary for the carrying out of the project and are not

unnecessarily high;• no member organisation of the partnership may derive a profit from financial

assistance awarded by the European Community;• each item of expenditure is only included under one heading.

All costs must be actual expenses, except for the lump sums allowed under theserules. At the end of the project, all expenditure except for items based on lump sums,must be justified by receipted invoices or equivalent accounting documents.

VAT may be included as an item of expenditure if it represents a final cost and is notrecoverable under the national VAT system.

2. Eligible costs

Costs incurred by member organisations of the partnership are eligible if they are:

• directly related to the implementation of approved activities contained in theproject work plan;

• related to activities involving the countries eligible to participate in the

programme.3. Ineligible costs

The following items of costs are not eligible and should therefore not be includedunder any headings in the Budget:

• entertainment or representation expenses• replacement costs of persons involved in the project• expenses for travel to countries other than those participating in the programme,

unless explicit prior authorisation is granted by the Commission• expenditure incurred before or after the period of eligibility for expenditure

indicated in the contract• expenditure already funded by another source, in particular by other Community

funds (if complementarity between funds is envisaged, this must be explicitly justified)

• contributions in kind• costs of invested capital• provisions for possible future losses or debts• provisions for liquidation, winding up of business, breaking off of a lease or legal

liabilities• provisions for contractual or moral obligations• reserve funds• debts and bad debts• fines, financial penalties and costs of legal proceedings.




For Comenius 2.1 and Grundtvig 1 projects, see also the last two paragraphs of D.2.1of these notes.




D. Principles applied to the different categories and types of costs

1. Staff costs

Staff costs refer to any payment made to a person attached to a memberorganisation of the partnership or working on a regular or recurrent basisfor the project (regardless of his or her status). Staff costs must be broken down intocategories 1 to 4 of the International Standard Classification of Occupations (ISCO). Alist of the occupations included in each of these ISCO categories is given in AppendixA.

Staff costs will be calculated on the basis of the actual daily salary/fees of theemployee/service provider, multiplied by the number of days to be spent on theproject. This calculation may include, if necessary, all the normal charges paid by theemployer, such as social security contributions and related costs, but must excludeany bonus, incentive and profit-sharing arrangements or running costs. Staff costsmay not exceed the normal costs for each staff category in the countryconcerned. In any case, the maximum amounts provided in the Appendix B apply

unless explicit explanation of using higher rates is provided when submitting theapplication.

2. Direct costs

2.1 Travel, accommodation and subsistence costs

Only travel directly related to the project and concerning precise and clearlyidentifiable activities will be considered eligible.

Travel and insurance costs are based on the actual costs incurred. The most

economical fares must be used. Several travel agencies should be contacted in orderto obtain the best possible prices.

Rail travel (first class if the participant prefers and if this is allowed by the institutionconcerned) must be used for journeys of up to 400 kilometres, except in anemergency or where a sea crossing is involved.

For journeys of more than 400 kilometres (or less where a sea crossing is involved orin an emergency), air travel may be used. Apex tickets or special fares must be usedas far as possible. Air travel costs higher than an economy class fare are not allowed.

The cost of travel by car will be eligible, provided it is calculated according to thefollowing conditions:

a) private car or taxi: the amount to be considered eligible is limited to thecost of one equivalent first class rail fare (regardless of how many peopleare travelling in the car);

b) hired car (class A except where more than two persons are travelling, inwhich case maximum class B may be used): the actual costs will beeligible. However, a hired car may only be used if no other suitabletransport is available.

Travel insurance costs will be considered eligible.

Travel costs incurred outside the countries participating in the SOCRATES programme




are not eligible, unless explicit prior authorisation is granted by the Commission.




Accommodation and subsistence costs are eligible provided:

• they are indispensable and reasonable, taking into consideration the place of thestay;

• they are calculated in accordance with the internal regulations of the partnerconcerned;

•

they do not exceed the maximum daily amounts per person detailed in the tablebelow:

Country Maximum inEUR

Country Maximum in EUR

BE Belgium 150 IS Iceland 183DK Denmark 179 LI

Liechtenstein

174

DE Germany 127 NO Norway 171GR Greece 113 BG Bulgaria 157ES Spain 141 CZ Czech

Republic214

FR France 130 EE Estonia 129IE Ireland 165 CY Cyprus 100IT Italy 130 LV Latvia 174LU Luxembourg 143 LT Lithuania 126NL The Netherlands 148 HU Hungary 136AT Austria 122 MT Malta 86PT Portugal 143 PL Poland 227FI Finland 156 RO Romania 185SE Sweden 157 SI Slovenia 148UK United Kingdom 199 SK Slovakia 164

TR Turkey 114

The amounts specified in this table include all costs associated with the stay in thecountry concerned. If there is no overnight stay, the amounts are reduced by 50%.

Within these limits, accommodation and subsistence expenses may be reimbursed onan actual or fixed cost basis. However, if the internal regulations of the institution of the person making the journey impose a lower limit than the amounts in the abovetable, this lower amount must be used.

Projects are required to pay for up to two trips to Brussels a year from this budgetitem in order to attend the Co-ordinators Meetings.

For Comenius 2.1 and Grundtvig 1 projects, operating and mobility costs related to theorganisation of continuous training activities are only eligible for testing the coursesconcerned. Costs related to the organisation of continuous training activities will befunded through mobility grants provided within the framework of Comenius 2.2. andGrundtvig 3.

Travel and subsistence costs, within the framework of Comenius 2.1, are notconsidered as eligible expenditure as far as the students taking part in initial trainingactivities are concerned.

2.2 Costs related to the purchase, leasing or rental of hardware and other equipment

The costs relating to the acquisition of hardware and other equipment, whether bypurchase, leasing or rental, is only eligible if it is strictly necessary for carrying out the




project.

The decision to lease, rent or purchase hardware or equipment must be based on theleast expensive method. Several suppliers must be contacted in order to obtain themost economic terms.

In the case of rental or leasing, the cost of any buy-out option at the end of the leaseor rental period is ineligible.

Where the purchase of hardware and equipment is allowed, installation, maintenanceand insurance costs are also eligible, but limited to the proportional use of theequipment for the project. The whole of the costs for the reference period will beconsidered as eligible, but adapted according to the percentage of use within thescope of the project.




When the purchase of hardware or equipment is allowed, eligible expenditure iscalculated as follows:

a) for the purpose of calculating depreciation, hardware and equipment willbe considered as having a life expectancy of three years, where thepurchase price exceeds 1,000 EUR;

b) costs per annum will be calculated on the basis of a depreciation factor of 33.33%, adjusted to the percentage use in the project concerned. Forexample, the allowable cost in year one for a piece of equipment worth10,000 EUR, which is used 50 % for the project, amounts to 1,666 EUR:

10 000 x 33.33% x 50% = 1,666 EUR

In the second year of the project, eligible costs will also be 1,666 EUR if the percentage use of the hardware or equipment remains the same. If the hardware or equipment is not planned to be used for the project in

the second year, then no cost (depreciation or other) will be consideredeligible;

c) where the total value of the hardware or equipment does not exceed1,000 EUR, then the full purchase value will be allowed as eligibleexpenditure for the relevant year, adjusted to the percentage use in theproject;

d) depreciation or purchase costs will not be eligible if the hardware orequipment was purchased prior to the start of the period of eligibleexpenditure indicated in the contract, except in the cases of renewedprojects where the depreciation costs were allowed as eligible

expenditure for the previous contractual year.

2.3 Cost of subcontracting, consultancy and commissioning other outsideexperts

Any amount paid to an outside body which is not part of a member organisationof the partnership and which carries out specific and limited work for the project,shall be charged to the heading “Subcontracting costs”. Work such as translation,interpretation and printing carried out by bodies outside the partnership organisations,is considered as subcontracting costs.

Such expenditure may only be allowed if the staff of the member organisations of thepartnership do not have the skills required for the performance of the work concerned.

Subcontracting costs will only be considered eligible if they are in accordance with theprovisions of the Agreement concluded with the Commission. If a member of thepartnership is required to conclude a subcontracting contract, he/she must enter intoan agreement with the subcontractor which assures that the subcontractor will complywith the main Agreement concluded between the applicant and the Commission.

Subcontracting agreements must contain at least the following information:• subject of the subcontracting• dates of start and end of subcontracting• amount to be paid• detailed description of costs• work schedule or phases




• payment procedures (one or more instalments, staggered payment, etc.)• penalty clause(s) in the event of non-fulfilment of the subcontracting agreement or

delays in the performance of work.

None of the basic activities of the project may be subcontracted , in order notto distort the partnership concept. For this reason, the beneficiary may not

subcontract the management and general administration of the project, and nomember organisation of the partnership may subcontract the majority of the activitiesassigned to it.




If the subcontracting agreement for a particular kind of service (e.g. translations,publications, etc.) exceeds 10,000 EUR, the beneficiary must obtain three competitivequotes, and the partnership must confirm its agreement with the concluding of thesubcontracting agreement.

If the beneficiary calls on the services of an outside expert (i.e. a person not on thepayroll of the organisations constituting the project partnership) as a consultant, thecosts will be eligible subject to the conditions mentioned above and provided that theyare strictly necessary for the performance of the project and are reasonable inamount. The remuneration of the consultant should not normally exceed 400 EUR perday (VAT excluded). All the costs directly connected with sub-contracting must bedeclared under the subcontracting budget heading whatever the nature of the costsconcerned (e.g. travel costs). The costs of an independent consultant working full-timeor frequently for the project should normally be registered under Staff costs and notunder subcontracting.

The total amount devoted to subcontracting may not exceed 30% of the total costof the project.

For translations, only expenditure directly related to translations from and into theofficial languages of the countries formally participating in the Socrates programmewill be accepted, unless explicit prior authorisation is granted by the Commission.

Translation costs may not be higher than the market prices in the country where thetranslation is done.

2.4 Other costs

Other costs, not covered by those indicated above, may be allowed, provided they are:

• necessary for the performance of the project• reasonable in amount• fully documented and clearly itemised in the application• not indicated under another category or item of expenditure.

Specific items of expenditure eligible under this heading include:

• bank charges relating to the opening or maintaining of an account establishedespecially for the project, as well as bank transfer and exchange costs relating toreceipts and payments for eligible expenditure under the project. However,charges relating to establishing or maintaining lines of credit, overdraft orguarantee facilities are not eligible. Guarantee facilities are eligible only if required

by the Commission;

• the hiring of conference halls or training premises, provided that it is strictlynecessary for achieving the objectives of the project;

• costs incurred in producing, translating and publishing documents, when thoseactivities are performed by one of the member organisations of the partnership;

• communication costs (e.g. connection to the Internet) in duly justified cases forprojects where activities require very intensive use of communications.

3. General costsGeneral costs are all administrative costs directly related to project management:




• communication costs (postage, fax, telephone, mailing, etc.)• infrastructure costs (rent, electricity, etc.) of the premises where the project is

being carried out, in proportion to the use of these premises by the project• office supplies• photocopies




The costs involved in reproducing documents and publishing are included under thebudget item “Subcontracting costs” or “Other costs”, as the case may be. The item“General costs” may not cover staff costs or any other costs already declared foranother item.

General administrative costs must be calculated on the basis of an estimate of theactual costs borne by the beneficiary (all the member organisations of the partnership)for the activities concerned. General costs may not exceed a maximum of 7% of thetotal cost of the project.

-----------------------------------




APPENDIX ASTAFF CATEGORIES

According to the International Standard Classification of Occupations(ISCO-88 (COM))

STAFF CATEGORY 1

100 Legislators, senior officials and managers110 Legislators and senior officials111 Legislators and senior government officials114 Senior officials of special-interest organisations120 Corporate managers121 Directors and chief executives122 Production and operation managers123 Other specialist managers130 Managers of small enterprises131 Managers of small enterprises

STAFF CATEGORY 2

200 Professionals210 Physical, mathematical and engineering science professionals211 Physicists, chemists and related professionals212 Mathematicians, statisticians and related professionals213 Computing professionals214 Architects, engineers and related professionals220 Life science and health professionals221 Life science professionals222 Health professionals (except nursing)223 Nursing and midwifery professionals

230 Teaching professionals231 College, university and higher education teaching professionals232 Secondary education teaching professionals233 Primary and pre-primary education teaching professionals234 Special education teaching professionals235 Other teaching professionals240 Other professionals241 Business professionals242 Legal professionals243 Archivists, librarians and related information professionals244 Social science and related professionals245 Writers and creative or performing artists246 Religious professionals

247 Public service administrative professionals

STAFF CATEGORY 3

300 Technicians and associate professionals310 Physical and engineering science associate professionals311 Physical and engineering science technicians312 Computer associate professionals313 Optical and electronic equipment operators314 Ship and aircraft controllers and technicians315 Safety and quality inspectors320 Life science and health associate professionals321 Life science technicians and related associate professionals322 Health associate professionals (except nursing)323 Nursing and midwifery associate professionals




330 Teaching associate professionals331 Primary education teaching associate professionals332 Pre-primary education teaching associate professionals333 Special education teaching associate professionals334 Other teaching associate professionals340 Other associate professionals341 Finance and sales associate professionals

342 Business services agents and trade brokers343 Administrative associate professionals344 Customs, tax and related government associate professionals345 Police inspectors and detectives346 Social work associate professionals347 Artistic, entertainment and sports associate professionals

STAFF CATEGORY 4

400 Clerks410 Office clerks411 Secretaries and keyboard-operating clerks412 Numerical clerks

413 Material-recording and transport clerks414 Library, mail and related clerks419 Other office clerks420 Customer services clerks421 Cashiers, tellers and related clerks422 Client information clerks




APPENDIX B

Labour Cost by Profile per day, selection 2006 – Euro

Country Manager Researcher/teacher/

trainer technical administrative

Austria 391 295 214 177

Belgium 353 293 233 182

Denmark 448 374 298 232

Finland 332 231 187 157

France 394 320 208 159

Germany 378 318 251 193

Greece 198 165 132 103

Iceland 308 275 231 148

Ireland 343 336 328 328

Italy 517 273 195 161

Lichtenstein 394 315 239 189

Luxembourg 383 319 255 198

Netherlands 373 318 247 193

Portugal 171 147 105 71

Spain 248 218 163 114

Sweden 480 399 322 249

UnitedKingdom 408 375 258 186

Cyprus 264 227 137 94

Czech Republic 81 75 56 41

Estonia 70 62 43 30

Hungary 119 102 75 42

Lithuania 60 50 37 26

Latvia 65 52 41 27

Malta 128 106 86 62

Poland 123 100 75 54

Romania 72 54 41 26

Slovenia 198 171 137 86

SlovakRepublic 65 56 44 36

Bulgaria 28 24 18 13

Norway 456 384 309 233

Turkey 109 57 44 28




ANNEX 3

Annex 3 : Financial Identification

Project Reference Number: - -1-2006-1- - -




ACCOUNT HOLDER

NAMEOF THE

ORGANISATIONADDRESS

TOWN/CITY POSTCODECOUNTRY

CONTACT PERSONTELEPHONE FAX

E - MAIL

VAT NUMBER

BANK

BANK NAME

BRANCH ADDRESS


ACCOUNT NUMBERIBAN

BENEFICIARY (to be filled if the account holder differs from the beneficiary)

NAME

OF THEORGANISATIONADDRESS





REMARKS:

BANK STAMP + SIGNATURE of BANK REPRESENTATIVE(Both Obligatory)

DATE + SIGNATURE of ACCOUNT HOLDER(Obligatory)




ANNEX 4

Annex 4 : Legal Entity Forms

The Legal Entity Forms are available on the Europa Server at the following address:

http://europa.eu.int/comm/budget/execution/legal_entities_enfr.htm. There are twodifferent forms provided for organisations, one for private organisations and one forpublic organisations. Please complete the appropriate Legal Entity form for theapplying organisation and attach the requested documents.