ka2 strategic partnerships for school education – for ... · ka2 strategic partnerships for...

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KA2 Strategic partnerships for school education – for Schools only

Manual for filling out the application form

B. Context B.1. Project identification

� Project start date: between 1st September and 31 December following the submission date.

� Project total duration: 12 to 36 months.

� Project end date: no later than 31st of Augustus 2019.

B.2 National Agency of the Applicant Organisation

� For Flemish organisations: tick ‘BE02’ for Epos.

C. Priorities

� Select the priorities that your project addresses. Make sure your choices are credible.

D. Participating organisations D.1 Applicant organisation

� Insert the PI-code and click ‘check pic’. Check if all fields are completed automatically.

D.1.2 Background and experience

Mention information that is relevant for the jury and for this project proposal.

D.1.3 Legal representative / Contact person

� This part is not automatically completed after inserting the PI-code, but has to be the same as the data

you completed in the tab ‘LEAR’ in the Participants’ Portal.

E. Description of the project

� Rationale

This question is about the relevance of the project (see programme guide, p. 115-116 – award

criteria), about the question why you want to develop this project (in cooperation with European

partners) and why this project is necessary and useful.

Think in three steps to answer this question:


1. You start from a specific problem, challenge, an observation on European level. E.g. more than

20% of the young EU-citizens doesn’t reach the minimum level in maths and sciences. Link this

problem/challenge to policy papers of the EU, research, studies, statistics (Eurostat), etc.

Finally, you link this challenge to the objectives and KA2-priorities of the Erasmus+ programme

(see programme guide p. 107-110).

2. ‘Translate’ the problem, the challenge to the situation at your school/organisation. E.g. how do

your pupils perform when it comes to maths and sciences. Here, you can refer to a needs analysis

you performed at your organisation/school.

The ‘translation’ of the challenge can be different for every partner, but it is important to define

the common basis.

3. Starting from this needs analysis, you define your general objectives for the project. Explain your

objectives for all target groups involved in this project and start from the level of the

school/organisation.

� Innovation and/or complementarity

In what way is this project innovative or complementary to projects that have been previously realised

by the partners of this project? In other words: how does this project build further on current or

previous projects?

E.g. Imagine that you already did a project to strengthen the basic skills of your pupils in maths and

science. In what sense is this project different (complementary or innovative)?

� Project partners

� This question is about the quality of the partnership, the relevance of the partners (see

Programme Guide, p. 115-116 – award criteria).

In this item you explain that the partners dispose of experience or competences on the project

theme or in the field of EU-projects/projectmanagement. It should be a balanced partnership:

every partner gives input to the project based on their strengths and expertise. In other words:

the partners should be relevant/appropriate and complementary. So, here you explain the

strengths per partner (linked to the project theme) and what the learning needs of every partner

are. So, in this question you add the European added value: the reason why you develop this

project on a European level and not only within the own school/organisation.

Partners are relevant for each other if they complement each other’s learning needs.

E.g. A Flemish organisation has a lot of expertise in talent development, but experiences a need in

cooperative learning strategies. A Swedish school has a lot of know-how in cooperative learning

strategies and looks for partners who have expertise in the use of good practices in the field of

talent development. These partners are relevant for each other.

� In this question, you can also explain that newcomers are involved in the project. They can be

relevant, because they can test if the developed expertise is usable for a large group of people.

� How did you compose the partnership? Do the partners know each other from previous projects?

Or did you meet via eTwinning, via a preparatory visit, a contact seminar, etc.?

Important is that you chose the partners, based on their expertise.

� Cooperation and communication

The cooperation and communication must be effective. In this question you can explain how you will

communicate and cooperate during the project between the partners and with different stakeholders

(local partners, pupils, etc.). Do you organise project meetings? If yes, how often?

Important is to show the jury that you composed a balanced partnership, where all partners have

input and take active responsibility for the project.

For instance:

� How does the projectmanagement communicate (head of the school/organisation + project

coordinator + 1 teacher/employee)?

o on a weekly basis they organise a Skype meeting to follow up the project.


o During two project meetings a year.

o Etc.

� How do the teachers/employees involved communicate?

o Every two weeks through eTwinning.

o During a joint staff training

o Etc.

� Etc.

� Priorities / Topics

Tick max. 3 items, and make sure your choices are credible.

� Results

Give an overview of the project results (products and effects), that are not ‘intellectual output’. The

results are closely linked to the rationale.

The project tries to find answers to a specific problem/challenge/need. Therefore, it is important to

explain what the project will change with regards to the problem/challenge/need.

� Participants

Give an idea of the outreach of this project, in numbers.

F. Preparation � Preparation

Here you can explain e.g.:

� How the stakeholders will be informed on the project: teachers at school, the pupils, parents,

local partners, etc.

� How the practical aspects of the project will be prepared: e.g. the calendar will be elaborated,

concrete arrangements will be made concerning the project meetings, learning mobilities,

selection of the pupils, teachers, etc.

� How will the school/organisation prepare the content of the project: e.g. will you realise an

inquiry, a measurement before and after the project, will you gather theoretical knowledge on

the theme, do you make a description of the current situation on the theme at your

school/organisation, etc.

F.1 Project management � Budget control and time management

Here you can explain e.g.:

� What is the role of the coordinator in the field of management of the budget and follow-up on

the timing. In school-to-school partnerships the management of the budget performed by the

coordinator is less important, because every school disposes of an own budget. It is a good idea

to discuss the follow-up on the budget with the accountancy office of the school/organisation

and make clear arrangements with the persons who make use of the mobility activities.

� Work out a clear scenario for the project with a timing, a division of tasks and responsibilities that

can be followed by all partners.

� Monitoring and evaluation of the quality

What methods will be used to monitor the quality of the project activities and results, to make

adjustments and to evaluate them? How will you do that? e.g.

� By means of project meetings, clear arrangements on communication, etc.

� Evaluations (how?), impact measurements, observation, etc.


� Project risks

Here you can explain, e.g.:

� that all partners are ensured.

� that clear and effective communication lines will be realised and clear arrangements will be

made.

� Effectivity

What will the partnership do to examine if the preset objectives and results are reached?

� What activities do you perform to measure this? E.g. impact measurements, evaluations, etc.

� What indicators (read: objectives) do you put forward?

� Quantitative (numbers and percentages): e.g. number of teachers involved, number

of likes on the Facebook page of the project, etc.

� Qualitative: e.g. the range of the results, e.g. pupils now have a clear view on their

talents and competences and make a study choice based on these conclusions.

G. Implementation

� Implementation

Please give an explanation on the activities you realise with the budget for project management.

Focus on project activities, not the mobility activities (project meetings or Learning/teaching/training

activities).

Here, you can give an overview of the work programme and how it is built up. So here, you can give a

timing of the activities and show that one activity derives from another.

G.1 Learning/Teaching/Training activities Note: ‘Learning, Teaching and Training activities’ are mobility activities:

� for pupils:

� short term exchange of groups of pupils + accompanying persons

� long term study mobility for pupils (IPM)

Note that activities for pupils are a means to realise your objectives, it is not a goal in

itself!

� for teachers:

� short term joint staff training event

� long term teaching or training assignment

� LTT-activities

yes/no

� Added value

How will the LTT-activities make sure that the objectives will be realised? What is their added

value?

Explain also how the acquired competences will be recognised, e.g. Europass, public recognition,

etc.

� Description

Describe the LTT-activities.

� Recognition or validation

Explain how you will realise this: Europass, part of the curriculum of the pupils, etc.


H. Follow-up

H.1 Impact Noot: Impact= the long term effect that the activity carried out and its results have on people,

practices, organisations and systems.

Explain the expected impact on the level of:

� the participants: e.g. pupils, teachers

� the school/organisation

� stakeholders: local partners, parents, etc.

You can describe impact in the field of knowledge, skills and attitude.

� Impact on the environment

E.g. Can the developed material also be used by other schools/organisations in the region, by school

networks, etc. and have a long term effect on them as well?

� Measurement

How will you measure the impact (the change)? What methods will you use: e.g. before and after

inquiry, observation, website statistics, learning results of students, etc.

H.2 Dissemination and use of projects’ results (see annex)

Here they refer to the fact that every partnership should have a dissemination plan, see Programme Guide

for more explanation, p. 299.

� Target groups (= to who?)

You can describe two kinds of target groups: internal and external target groups.

Examples of internal target groups are (within the own school/organisation):

� pupils/children

� teachers/personnel of the school/organisation

� parents

� etc.

Examples of external target groups are:

External target groups can be described geographically (local, regional, national, European) and be

situated in and outside the educational world.

� endusers of the activities and results

� groups of colleagues

� education networks

� stakeholders, experts, etc.

� decisionmakers on local, regional, national and European level

� press and media

� the general public

� etc.

� Who is responsible (=who?)

Who is responsible for what part of the dissemination plan and explain that the person in charge has

the expertise to perform this job.

How much budget and people do you foresee for the dissemination activities?


� Dissemination activities (= what? and how?)

What kind of dissemination activities do you plan and through which media will they be realised?

E.g. press conference, train-the-trainer for colleagues, website, etc.

� Sustainability and exploitation?

Explain how the results will remain available, also after finalising the project.

How will the partnership make sure that the results will also be used by others?

� Open educational resources

Make sure that the project results will be available for stakeholders? How?

� Additional information

Complete this question, only if relevant.

H.3 Sustainability What activities will you perform to make the project sustainable? E.g. to keep the website online until 5

years after the project, foresee some budget to print extra manuals, brochures, etc.

I. Budget � Project management

This part will automatically be completed based on the PI-code.

� Project meetings

Distance band: see distance calculator: http://ec.europa.eu/programmes/erasmus-

plus/tools/distance_en.htm .

� Intellectual outputs

Only apply for a budget, if you completed question F.2.1.

Category of staff: see Programme Guide, p. 122.

� Multiplier event

Only apply for a budget, if you completed questions F.2.1 en F.2.2.

� LTT-activities – travel

� Distance band: see http://ec.europa.eu/programmes/erasmus-plus/tools/distance_en.htm.

� LTT-activities - travel

Long-term LTT-activities:

� LT teaching or training activity

� LT study mobility for pupils (IPM)

Short-term LTT-activities:

� KT ‘joint staff training event’

� Exchanges of groups of pupils

� Linguistic support

This is only necessary, if you perform long term activities.

� Special needs

E.g. pupils with special needs who need a personal assistant or special transport, etc.


� Exceptional costs

This is the cost for expensive travel cost (for outermost regions or overseas territories).

J. Project summary

The project summary consists of four parts.:

� the context from which the project is worked out (see rationale)

� general objective: what do you intend to reach/change by means of the project and for what

target group(s)?

� activities (very brief): what activities do you plan the first, second and third year? And what

methodology will you use?

(E.g.: the first year, we mainly work on the theme ‘science’, the second year on ‘maths’)

� output: what results and impact do you intend to realise?

Here, you can prove the consistency of you project proposal.


Annex: Dissemination and exploitation plan

WHAT? TO WHO? HOW? WHEN? WHO? RESULTS?

Explanation

� What you disseminate can be tangible or intangible results:

� Tangible results:

o An approach or model to solve a problem

o A practical tool or product, such as handbooks, curricula, e-learning tools

o Research reports or studies

o Good practice guides or case studies


o Evaluation reports

o Newsletters or information leaflets

o ...

� Intangible results:

o Knowledge and experience gained by participants, learners or staff

o Increased skills or achievements

o Improved cultural awareness

o Better language skills

o ...

� Target groups: within the partner schools or outside the partner schools

� Examples of target groups within the partner schools:

o Pupils

o Teachers

o Parents

o ...

� Examples of target groups outside the partner schools

These target groups can be defined geographically (local, regional, national, European) or within the field of school education.

o End-users of your activities and deliverables

o Stakeholders, experts or practitioners in the field and other interested parties

o Colleagues

o Decision makers at local, regional, national or European level

o Press and media

o General public

o ...

� What means do you use to disseminate the results?

� Examples of means to disseminate:

o The EU dissemination Platform

o Project or school websites

o Meetings and visits to stakeholders

o Dedicated discussion opportunities such as information sessions, workshops, seminars, training courses, exhibitions, demonstrations, or peer

reviews.

o Targeted written material such as reports, articles in specialised press, newsletters, press releases, leaflets or brochures.

o Audiovisual media and products such as radio, TV, Youtube, Flickr, video clips, podcasts or apps.

o Social media

o Public events


o Project branding and logos

o Existing contacts and networks

o ...

� Examples of means to exploit:

o Positive reputational effects for the participating organisations

o Increased awareness on a theme, target or area of work

o Increased financial support by other supporters or donors

o Increased influencing on policy and practice

o ...

� Who is responsible for the dissemination activity?

� This item of the dissemination and exploitation plan can be added throughout the project.

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