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PROJECT ORGANISATION IN WORK PACKAGES

 

 

There will be a project coordination Unit (PCU) formed by applicat and coordinator and a Steering Commitee (SC) in which all the partners will be represented.

 

Work Packages have been assigned to partners according to their specific interests and experience. Work Package Leaders will have the following tasks:

  • to guarantee compliance with the set time schedule and coherence with the WorkPackage activities and results;
  • to guarantee coherence within activities, results and outcomes of the project as a whole.

 

All Work Package Leaders will be required to report regularly to the PCU and o the SC about the progress of their respective work packages. Information from WP lead partners will need to be supplied to the PCU in order to prepare the progress and final reports.

 

Long term actions and issues where the interdependence with other Work Packages is concerned or where the success of the project is affected are dealt with within the SC. Short-term corrective actions will be taken by the Work Package leader in accordance with the PCU.

 

 

QUALITY AND INNOVATION are key concepts upon which the consortium and the proposal is established, from the need identified to the objectives to be achieved, as well the target groups addressed and the methods chosen to reach the goals.

 

The methodology propsed has been designed according to a Conceptual Framework approach in which each WP has specific aims that correspond to key activities that will produce concrete outcomes. The WPs proposed are, in short:

 

  1. MANAGEMENT

 

Start

Month*

End

Month*

Leader

10/2011

09/2013

Valnalon (ES)

 

 

The Management work package will:

  • ensure project deliverables are delivered on time
  • ensure smooth day to day running of the project
  • manage communication within the consortium and between the consortium and the Commission.

 

To achieve these aims, the work package will include the following tasks:

 

Task1.1: Network Coordination Meetings

The consortium will meet 4 times during the project lifecycle (Valle del Nalón-ES, Enschede-NL, Brussels, BE and Berlin, DE) and will also make use of virtual meetings in between meetings where all the partners will be requested to participate. Task forces will be created depending on the workload and will meet virtually or during the project meetings and dissemination events.

The meetings will be used to review tasks & research results and plan upcoming activities, according to the stage of the work plan at which the project will be at the time.

 

T1.2: Setting up and maintenance of collaboration tools

During the first 3 months, the network will set up a mailing list and a project management virtual system (supporting document versioning, GANTT charts, wiki etc) to support its work. These tools will be maintained throughout the project to aid proper transparency and communication amongst partners.

 

T1.3: Signing of Partner Agreement

The coordinator will ensure that a partner agreement is signed with all members of the consortium, which will regulate all legal matters in the consortium.

 

T1.4: Management reporting

The coordinator together with the partners will prepare and deliver a mid-term report and final report of the project’s activities according to the Agency’s guidelines.

 

T1.5: Attendance at EC Coordinators’ meetings

The coordinator (Scienter España) and/or promoting institution (Valnalon) will attend two meetings in Madrid for Coordination of the selected TOI projects, as required by OAPEE.

 

The results include:

  • Minutes: Compendium of Management meeting Minutes. The compendium will contain the minutes of all the partner meetings described in T1.1. The coordinator will endeavour to finalise minutes and add them to the compendium within 2 weeks of each meeting, using a standardised template for minute taking.
  • Management virtual tool & Mailing List for Consortium:All staff of the partners involved in the project will be added to the mailing list which will be the primary day to day communication tool amongst the consortium. They will also be given access to a project management system (supporting document versioning, GANTT charts, wiki etc). These tools will support the work of the consortium by aiding proper transparency and communications amongst partners.
  • Contracts signed AND PARTNER Agreement: The partner agreement will regulate the functioning of the consortium, including the distribution of the budget, tasks of the partners, penalties for non-performance, intellectual property issues, as well as pro-forma clauses such as liability, dispute resolution and applicable law.
  • 1 interim and 1 final report submitted: The reports on the consortium’s activities to OAPEE, as required by the contract.

 

Management and Evaluation will be very closely linked, one being led by the applicant –Valnalon- and the other by the coordinator – Scienter España. Evaluation will adopt critical thinking, formative and participative approaches and open innovation approaches (Chesbrough) so as to involve users and stakeholders actively on the project, enriching the feedback loop that will aid improving the management processes.

 

The partners organising Transnational meetings have a budget of 1000€ to cover all the costs for the organisation of the meeting:

 

Transnational meetings

 

Location

Date

Amsterdam (Netherlands)

Week 48 - tbc

Langreo (Spain)

tbc

Berlin (Germany)

tbc

Brussels (Belgium)

tbc

 

 

  1. OVERVIEW AND IDENTIFICATION OF TRAINING TO BE TRANSFERRED

 

Start

Month*

End

Month*

Leader

10/2011

07/2012

PEEP (PT)

 

 

Aims:

  • overview of teacher training needs and context: Diagnostic of teacher training needs and context in each country
  • Design and implementation of a general  activity to analyse the current experiences/good practices (course programmes and methodology as research base to identify which elements are effective and have the potential to be transferred and the conditions for the project to be effective: institutional support, legal framework etc) to support teacher training focusing on entrepreneurship in the participating countries including the identification of the final materials to be transferred.

 


To achieve these aims, the work package will include the following tasks:

 

T2.1 Desk Research on Entrepreneurial Education and Training in the participating countries and at EU level

The Desk Research will comb through national and European reports on Entrepreneurial Education and Training, including reports from E&T 2010, reports by stakeholders and other relevant documents. A particular objective of this activity will be to identify data gaps which need to be further addressed, so as to properly target the tasks to follow:

 

T2.2 Definition of survey targets, design of the questionnaire and running of survey focusing on teachers learning needs regarding Entrepreneurial Education and Training

Following the activity in T2.1, the partners will identify the target groups for the survey (Initially VET and secondary school teachers), and collect a contact list of at least 20 teachers per country from within their networks and from cooperating with stakeholders in the participating countries, so as to be able to precisely target the survey to the desired respondents. A focused questionnaire will be designed focusing on teachers learning needs regarding Entrepreneurial Education and Training. The Survey will be conducted using a simple online survey tool (e.g. GoogleDocs). It will be made available in English and kept open for a period of 3 months to ensure maximum responses.

 

T2.3 Design and implementation of a general activity to identify analyse the current experiences/good practices on teacher training to foster entrepreneurship.

All partners will be involved in this task identifying course programmes and methodologies as research base, to identify which elements are effective and have the potential to be transferred and the conditions for the project to be effective: institutional support, legal framework etc to support teacher training focusing on entrepreneurship in the participating countries. The activity will include the identification of the final materials to be transferred.

 

T2.4 Analysis of survey and good practice results

On closing, the survey results will be analysed using various normative and statistical techniques, to produce a stand-alone document explaining the survey results, best practices identified and conclusions. This will then be merged with the desk research to produce the final WP deliverable.

 

è emphasis will be placed in pedagogies that allow students to experience and feel the concept. Seikkula-Leino (2007) identified relevant working methods such as: Co-operative learning, problem-based learning, group and peer work, project work, team work, learning by doing and learning diaries as well as twin classes, mini-companies, field visits, that is to say a variety of learner-centred pedagogies and assessment approaches other than the prevailing frontal teaching and chalk talk (IPTS 2009).

 


The results include:

  • Synthesis Report on teachers learning needs on entrepreneurial education and of transferable training programmes for teachers fostering entrepreneurship at EU level. It will include course programmes and methodologies as research base to identify which elements are effective and have the potential to be transferred and also the conditions for the project to be effective: institutional support, legal framework etc) to support teacher training focusing on entrepreneurship in the participat

 

 

  1. Design of the TRAINING MODEL:

 

Start

Month*

End

Month*

Leader

08/2012

02/2013

Grijpdebuitenkans Foundation (NED

 

Aims:

  • Design of a training model based on key competencies and including all the course contents to support teachers learning in entrepreneurship.
  • This WP will also include the translation and adaptation of course content taking into account cultural and legal frameworks

 

Tasks:

T.3.1 Analysis of the materials finally selected under WP2

All the materials will be analysed focusing on which elements are better suited to be transferred and the conditions for the materials to be effectively implemented to support teacher training on entrepreneurship in participating countries.

 

T.3.2. Identification of conditions fro transferability

All the partners will read and analyse the materials and will fill in a grid to facilitate the adaptation and translation into their contexts. This grid will also include aspects related to certification to facilitate the certification process in the countries where it is possible.

 

T.3.3 Design of a training model

It will be based on key competencies that include all the course contents to support teachers learning in entrepreneurship.

 

T.3.4 Translation and adaptation of the course content taking into account cultural and legal frameworks. The partners from ES, PT, UK (Wales), DE, IS and BE will adapt and translate the courses to their contexts and will plan forward (timing, teaching staff, teachers involved in training, evaluation etc) the pilot experience that will be carried out as part of the following WP.


 

è the approach the partnership has towards training the “entrepreneurial teachers”: “The courses on offer at SLO are first and foremost aimed at forcing the participants into critical introspection by letting them experience firsthand what being entrepreneurial means. In addition, the courses provide a starting point to offer existing curricula in a fresh way, together with partners. The final aim of the courses is facilitating the management of the schools involved ‘to bring the real world in’ and ‘put the internal expertise out’. Not just taking, but giving, is where the challenge lies!”

Paragraph from SLO course 'entrepreneurial education', attached to this proposal.

 

 

The results include:

  • Training model to support teachers learning in entrepreneurship: The training model will be based on the materials and course contents selected in the previous WP, and will be based on the key competencies to support teachers learning in entrepreneurship. It will be translated from EN into ES, PT, DE, NO, IS and Flemish.

 

  1. PILOT COURSE:

 

Start

Month*

End

Month*

Leader

02/2013

09/2013

Norton College (UK)

Aim:

  • Experimentation through pilots in partner countries

 

Tasks:

 

T4.1 Piloting of Courses

Each course will be piloted with real teachers in ES, PT, UK (Wales), DE, IS, and BE. It will be delivered in different parts and in a maximum of 5 days. Each country will name a “Piloting team” in the country where the pilot will be issued. Each pilot will run with between 10-15 teachers, who will be asked to fill in detailed feedback forms on all aspects of the course.

 

T4.2 Iterative Improvement of the model: Focus groups

Based on the feedback, the WP leader will address the main concerns which were displayed in the piloting, fine-tune and send a final version of the model (marking and explaining the changes incorporated to facilitate the final translations) to the piloting teams for them to hold a Focus group in ES, PT, UK (Wales), DE, IS, NO and BE: The debate will focus on how to improve the model and the necessary measures to adapt it.

 

T4.3 Translation of the final version of the model

The model will be finally translated into ES, PT, DE, IS and Flemish.


 

T4.4 Certification & Mapping

Once the final courses are complete, they will be checked at regional/national level for approval, certification and mapping to the national and European Qualification Frameworks. In this step, the National Institute for Curriculum development will play a key role informing about the process followed in the Netherlands and how this could be implemented in the partner countries that have piloted the course.

 

T4.5 Publication

The partners will publish the final training model in ES, PT, DE, UK, IS and Flanders using the funds they have under “Other costs” (at least 100 copies per country involved).

 

è As general guidelines, that need to be adapted and transferred to the participating countries, the course to be transferred has 2 parts in 5 days:

Characteristics of part 1 'Excelling': a three-day course: The objective of 'entrepreneurial education' is stimulating entrepreneurial behaviour in teachers. In Excelling the focus lies on the attitude and the behaviour of the participant.

 

During the Excelling course participants work on their own development as an entrepreneurial individual. In preparation for the course, participants must complete the e-scan  at home. The course hopes to kindle the entrepreneurial flame. Much attention will be given to ‘seeing opportunities, taking advantage of opportunities, adding value’. Participants learn to look at things differently; they must reflect on their own talent and the talents of their students, they must make contact with the ‘outside world’ and link entrepreneurship and education.

 

Characteristics of part 2 'Arranging': a two-day course.

During the course Excelling, teachers have started to develop as an entrepreneurial individual and the entrepreneurial fire has been kindled. During Arranging, the connection is made to the teaching practice of the participants. They learn how to translate the entrepreneurial fire into teaching practice. Participants are taught how they can arrange entrepreneurial lessons – from and for their own teaching practice, in cooperation with entrepreneurs from outside the school. On the basis of the characteristics below we look at how to find a (subject) specific teaching interpretation. We also look at ways to link entrepreneurial education to core objectives, frames of reference, final objectives and/or qualification dossiers.

 

The partners will translate and publish the model in ES, PT, DE, UK, IS and Flemish using from 2000€ to 3000€ per partner for translation and €3000 for publication under “Subcontracting” and “Other costs” (Publication: at least 100 copies per country involved).

 

The results include:

  • Training Model validated
  • Experimentation report: Training model published in ES, PT, DE, IS and Flemish: At least 100 copies of the model will be published in ES, PT, DE, NO, UK, IS and Flemish.

 

  1. QUALITY AND EVALUATION :

 

Start

Month*

End

Month*

Leader

10/2011

09/2013

Scienter (ES)

 

 

Aims:

 

  • Design and implementation of methods of formative and summative evaluation that will be used throughout the project

 

Tasks:

 

T 5.1 Definition of a Quality Plan

Presented in the first months of the project, the quality plan will outline the quality culture philosophy to be embraced by the consortium, as well as provide all details for monitoring and checking quality (templates, deadlines, tools etc) throughout the project.

 

T 5.2 Periodic Status Reports

All partners will report periodically, based on a template provided by the WP coordinator. Follow up grids should be filled in twice a year –following project meetings-, and treat progress of tasks, delays and risks to the work programme. The WP coordinator will use these grids to produce 2 ‘state-of-project’ reports (interim and final) for the use of all partners.

 

T 5.3 Peer Review of Research

The consortium will select a panel of 3 experts to act as peer reviewers of the project’s publications, throughout the lifetime of the project. The peer reviewers will be expected to provide suggestion for improvement, and, critically, will clear a deliverable for publication. Should they find it of insufficient quality; the consortium will be obliged to review such a document.

 

T5.4 Monitoring of Intra-WP Quality Procedures

Where WPs have inherent quality steps built into them (e.g. evaluation of dissemination activities). The WP Leader will coordinate with all WP leaders, to ensure that such activities are correctly positioned within the overall quality framework of the project. 

 

è Management and Evaluation will be very closely linked being the first one, management, led by the applicant –Valnalon- and another by the coordinator – Scienter España. Evaluation will adopt critical thinking; formative and participative and open innovation approaches (Chesbrough) so as to involve users and stakeholders actively on the project, enriching the feedback loop that will aid improving the management processes.


 

The results include:

  • Quality and evaluation plan: will outline the methods of formative and summative evaluation that will be used throughout the project, outline the consortium's vision of a quality culture, specify the indicators for monitoring of quality, and outline the tools in terms of templates, techniques and products used. It will serve as the guide for all quality activities for the duration of the project.
  • Interim and final Q&E reports: 2 status reports, together with the analysis of the WP leaders per reporting round. The grids will be collected and included in this compilation for documentation purposes.

 

 

Evaluation will be formative and summative in its approach. Each instance of any workshops/practical interventions will be evaluated in order to improve future instances e.g. experimentation phase, will be evaluated as to whether workshops reached their goals in training participants effectively. Any outcomes from this formative evaluation will be fed back directly to project management team in order to develop a culture of continuous improvement whilst working on the project.

 

A formative approach, emphasising continuous improvement, with evaluation taking place throughout the programme will ensure an iterative approach focused on quality management and improvement. Un-intended outcomes will also be examined e.g. making new contacts, as these are viewed as added-value outcomes for the participants, particularly in terms of assisting personal development for teachers.

 

Following elements from Warr et al’s Training Evaluation approach (1970), evaluation will measure in particular the following from networking events:

  • Reactions (perceived usefulness, difficulty and enjoyment of event)
  • Outcomes (assessment of immediate impact, intermediate and ultimate outcomes)
  • Process (evaluation retrospectively of how well the process worked).

 

Following the experimentation events there will be a detailed evaluation report exploring the ‘lessons learned’ from the views of project managers, trainers, stakeholders and training participants in order to build up an evaluative picture from multiple perspectives. Qualitative data will be collected for evaluation purposes from focus groups and interviews with selected participants, in order to gain in-depth feedback as part of the formative evaluation process following the development and experimentation phases of the model. This feedback will be used in order to improve the future experiences for participants.

 

Evaluation of Project Management:

  • Evaluation of communication between partners, systems and delivery
  • Evaluation of marketing strategy e.g. has the profile of ADEPTT been raised, what has been the reach of the project?
  • Evaluation of processes and outcomes, including sustainability

 

Evaluation will specifically involve the teachers about their satisfaction and whether they are putting skills and knowledge gained into practice to ensure that the transfer of training is effectively taking place, which has been shown to be crucial for long-term implementation in the classroom and personal development.

 

IMPACT indicators.

 

Target group:

  • RSS feed to te blog
  • Visits to the website
  • Interest of VET and secondary education teachers in the participation of the pilots
  • Requests of information about the training model, etc.

 

Gerographical:

  • Interest raised from VET institutions in the region/country of the participants
  • Requests to implement similar pilots in other local/regional VT centres
  • Invitations to present the initiative at local/regional/national level, etc.

 

 

  1. DISSEMINATION and mainstreaming of results

 

Start

Month*

End

Month*

Leader

10/2011

09/2013

Syntra (BE)

 

Aims:

  • Development and implementation of plan to disseminate the model and exploit the network

 

Tasks:

T6.1 Dissemination and sustainability Planning

Within the first three months of the project, the coordinator will produce an implementation plan which will plan every aspect of the dissemination

 

The partners will dedicate time at their management meetings to develop a plan for sustainability and for the mainstreaming of results, which will provide for continued promotion of the key policy messages and of the tools supporting them beyond the lifetime of the project. There will be operational guidelines for its implementation by the project partners. All the partners will be involved in this task.

 

T6.2 Creation and Maintenance of the Website

As the main portal for communicating project activities and results to the public, a website will be created and extensively updated throughout the project. All partners will be encouraged to post to the website, and to use its content within their own websites.


 

T6.3 Publication of project materials transferred in all the project languages

This will include publications in scientific journals, presenting the Project concept, vision and results, as well as the archiving of deliverables in online repositories, and various university and public libraries.

 

T6.4 Presentation at Events

Including presentations at events and conferences, meetings, workshops, symposia, scientific and information “days”, either organised by other associations or by the partners of the project.

 

T6.5 Promotion of Project

This will be done mainly through an electronic blog published frequently through RSS, as well as through meetings with individual presentations with major public & private stakeholders as well as through the distribution of miscellaneous dissemination materials.

 

T6.6 Monitoring of Dissemination

The WP leader will monitor and record all dissemination activities, as well as encourage partners to structurally plan and evaluate their individual dissemination activities.

 

T6.7 Formulation of Key Policy Messages

This activity involves understanding the main outcomes of the project, and translating them into a few clear and concise policy priorities to be pushed in all valorisation activities.

 

è The partnership will follow the EVE platform recommendations about dissemination: “EU-funded education and culture projects need to reap the maximum yield from their activities. This involves preparing the ground for their work, carrying out their project while harvesting its results, distributing these results to the various end-users and stakeholders, and ensuring that others can exploit the project’s output.”

 

The results include:

  • The dissemination and sustainability plan outlines the consortium's approach to dissemination and sustainability, establishes targets for dissemination, and sets out the target groups and strategies used to reach them. The implementation plan will also establish responsibilities for various parts of dissemination and mainstreaming amongst the partnership, and provide for risk analysis and effectiveness analysis of dissemination activities. It will likely be based on the sustain dissemination model (http://www.sustain.odl.org) This will serve as the basis for coordination of all dissemination WPs within the project.
  • Web site, not only aimed at dissemination but also as a starting point for the development of further initiatives related to teacher training on Entreprneurship: it will include information about the project and its goals, the consortium members, the ways to participate in the network and copies of the public deliverables of the project. The community of practice will be integrated with it, and form an essential part of the website
  • Project Blog: The Blog will contain a number of select articles which will also be linked on the website. It will be mainly distributed electronically through the website by RSS.
  • Miscellaneous Dissemination Materials: Dissemination Materials will be produced according to the perceived needs of the consortium, and may include brochures, leaflets, posters, etc.

 

In order to ensure the effective and widest possible dissemination of the ADEPTT project and its outputs the partners will develop a dissemination and sustainability plan, and have dedicated a series of tasks to this activity (see WP6). Dissemination will also be enriched regularly with the results of the evaluation being carried out in the frame of WP5, particularly the results being reported by the participants in the training.

 

We will design and implement all dissemination activities focusing on our target Group; target groups have been identified: VET and secondary school teachers including a short to medium term impact on students as an indirect target group.  The project will also consider the potential involvement of other adults such as Parents, Teacher Training Authorities and Employers as important players in the cast of extended learning relationships that add relevance to the schooling experience of the students.

 

The aim is to raise awareness, inform, and engage these stakeholders with different media (web 2.0, conferences and seminars, focus groups etc) according to their needs. They are also primary targets for network-building activities and will be involved in the exploitation process to foster sustainability.

 

While the media community will function as a multiplier, it is also considered a target group to be sensitised about the importance of entrepreneurial learning. All the media sections of the institutions participating in the project will be actively involved from the beginning of the project.

 

The main results of this proposal, the model, may be used both in Initial Teacher Training  and Continuing Professional Development as some partners have already pointed out, so the potential of trasferability to other countries is really high.