KA2 Strategic Partnerships Application Workshops 6 th February 2018 - - PowerPoint PPT Presentation

www www.lear eargas.i as.ie Leargas.Ireland @Leargas

KA2 –Strategic Partnerships Application Workshops 6th February 2018 VET, Adult Education & School Fields

• Understanding the structure and activities of KA2 Strategic

Partnerships projects

• How to describe the needs and impact of your project
• Understanding the Award Criteria used when assessing

applications

• Time for questions and clarifications

Aims for the day

• 10.30 – 11.00

Overview and Roadmap

• 11.00 – 11.45

Needs Analysis

• 11.45 – 12.00

Coffee Break

• 12.00 – 12.30

European Priorities

• 12.30 – 13.30

Impact and Dissemination

• 13.30 – 14.15

Lunch

• 14.15 – 14.45

Project and Quality Management

• 14.45 – 15.45

Strategic Partnership Activities

• 15.45 – 16.00

Summary and questions

Agenda for the day

• Project Outline forms – allow us to provide

feedback on your idea – Submit at least 2 weeks before the 21st March deadline to swallace@leargas.ie

• Application form Webinar – Wednesday 21st

February 10.00am – To take you through the 2018 Application form and budget

• Draft Application form with prompt questions
• Telephone support for queries
• Applicant pack to include relevant documents
• etc. by email

Further Support

What is a Strategic Partnership?

Strategic Partnerships aim to support the development, transfer and/ or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchange of practice at a European level. The partnership can take the form of one of two types;

• 1. Strategic partnerships supporting the exchange of good

practices

• 2. Strategic partnerships developing Innovation

Strategic Partnerships for Exchange of Good practices

The aim of this type of project is to allow organisations to;

• Develop and reinforce networks,
• Increase organisational capacity to work at a transnational level
• Exchange ideas, practices and methods
• May also develop small tangible outputs
• Disseminate the findings of their activities in a way that is

proportionate to the aims and scope of the project

Strategic Partnerships for developing innovation

Strategic Partnerships for developing innovation are expected to develop innovative outputs (Intellectual Outputs) that are relevant and useful to the field. Projects engage in intensive dissemination and exploitation activities of produced products/ innovative outputs. Applicants have the option to request a dedicated budget for Intellectual Outputs and Multiplier Events.

Any type of public or private organisation. Examples:

• a higher education institution
• a school/institute/educational centre (at any level, from pre-school to upper secondary education, and

including vocational education and adult education)

• a non-profit organisation, association, NGO
• a public, private small medium or large enterprise (including social enterprises)
• a public body at local, regional or national level
• a social partner or other representative of working life, including chambers of commerce, craft/professional

associations and trade unions

• a research institute/ a foundation
• a body providing professional counselling and information services
• a body validating knowledge, skills and competences acquired through the validation of non-formal and

informal learning

• See p.112 of Programme Guide for further examples

Please note that applicants and participants must be registered companies. Sole traders cannot apply

W ho can participate? Strategic Partnerships – Eligibility Criteria

At least 3 organisations from 3 different Programme Countries

• All participating organisations must be identified at the time of applying for

a grant.

• All participants (includes all project partners) must register with the

Participant Portal

Num ber and profile of organisations for Strategic Partnerships

Strategic Partnerships – Eligibility Criteria

• Any organisation from a Programme Country can apply
• Organisations from Partner Countries anywhere in the world can

take part as project partners (not as applicants) and only if they bring essential added value to the project

• Note: If the partner country is deemed not relevant then the entire

application is failed.

• Projects can also include Associated Partners however they are

not eligible to receive funding (see p.111 of Programme Guide)

W ho can apply/ participate? Strategic Partnerships – Eligibility Criteria

Program m e Countries Strategic Partnerships – Eligibility Criteria

Duration: Between 12 and 36 months Where to Apply: To the National Agency of the country in which the Coordinator-applicant organisation is established. When to Apply: By 11 a.m. on 21st March 2018

Strategic Partnerships – Eligibility Criteria

Strategic Partnerships 2018 – Split between projects

Strategic Partnership in the field

• f:

% of KA2 funds allocated to the Strategic Partnerships for innovation % of KA2 funds allocated to Strategic Partnerships for exchanges of good practices Total Budget Available in 2018

VET

90% 10% €1,235,554

School education

50% 50% €1,494,208

Adult education

80% 20% €1,216,913

• Maximum grant of €150,000 per year

‐ Therefore a three year project will have a maximum grant of €450,000 ‐ A two year project will have a maximum grant of €300,000 ‐ Pro‐rata approach for projects between 24 and 36 months – maximum

• f €12,500 allowable per month (e.g. a 25 months project will have a
• max. grant of €312,500)
• Grants are activity‐driven

‐ Therefore applicants should focus on the aims and objectives of the project rather than the potential grant size

• Applicant managed funding ‐ The Coordinator organisation applies to manage

the grant on behalf of the other partners

Funding Principles

Activities are directly related to the project grant

• Automatic Activity:

‐Project management & Implementation

• Conditional Activities:

‐ Transnational Project meetings ‐ Transnational Training, Teaching & Learning Activities

• Conditional Supports:

‐ Exceptional Costs; Special Needs Support; Linguistic Support

Activities & Budget – Exchange of Good Practice

Activities are directly related to the project grant

• Automatic Activity:

‐Project management & Implementation

• Conditional Activities:

‐ Transnational Project meetings ‐ Transnational Training, Teaching & Learning Activities ‐ Intellectual Outputs ‐ Multiplier Events

• Conditional Supports:

‐ Exceptional Costs; Special Needs Support; Linguistic Support

Activities and Budget – Development of Innovation

Name of the project: [please complete the name of the project as in the application form] PROJECT TIMETABLE MONTHS M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 M15 M16 M17 M18 M19 M20 M21 M22 M23 M24 M25 M26 M27 M28 M29 M30 M31 M32 M33 M34 M35 M36 Project activity* Project mgmt & imp

• Trans. Project Meetngs

Intellectual Output 1 (O1) O2 O3 Trans Teach, Train, Learn 1 (C1) C2 Multiplier Event 1 (E1) E2 E3 Please insert rows as needed *Project activity types: An ‐ PROJECT MANAGEMENT AND IMPLEMENTATION ACTIVITIES On/An ‐ INTELLECTUAL OUTPUTS/ACTIVITIES Mn ‐ TRANSNATIONAL PROJECT MEETINGS En ‐ MULTIPLIER EVENTS Cn ‐ LEARNING/TEACHING/TRAINING ACTIVITIES n ‐ number of the activity Please enter all main project activities and meetings, intellectual outputs and related activities, multiplier events and training/teaching/learning activities. Use the reference numbers as they appear in the application form. Where no numbers exist in the application form (i.e. for activities included in project management and implementation), use reference numbers A1, A2 etc. For each activity, meeting or event, indicate the month(s) in which they will be produced/take place by colouring the corresponding cells.

10 minutes

• Participants reflect on their current position in terms of

designing their application

Roadmap Activity

Why focus on the clarifying the need for your project?

Why focus on clarifying the need for your project?

Section E in the application form: Description of the Project

• Please explain the context and the objectives of your

project as well as the needs and target groups to be addressed?

Why focus on clarifying the need for your project?

Relevance Criteria The evaluator must evaluate the extent to which…

• The proposal proves that a solid analysis, drawing on existing

knowledge, know‐how, and practice, has been carried out to identify needs of the target group(s), and organisations.

• The needs identified are relevant for the field under which the

proposal was submitted and are clearly linked to the priorities that the project intends to meet.

Why focus on clarifying the need for your project?

Impact Criteria The evaluator must evaluate the potential impact of the project;

• On participants and participating organisations, during and

after the project lifetime

• Outside the organisations and individuals directly

participating in the project, at local regional, national and/or European levels

Why focus on clarifying the need for your project?

Being clear on the need for your project helps you address these award criteria more clearly and effectively

DESIRED RESULTS CURRENT SITUATION

Group Exercise

• Read the short project description
• How would you evidence the gap/need for this

project?

• How would you demonstrate that the project

idea will address the gap?

20 Mins

Macro ‐ Secondary research, Policy documents Micro – primary research, examples from partners, testimonials Transnational v National approach

Tea/Coffee Break

Thinking about Erasmus+ priorities for KA2 Strategic Partnerships

Thinking about Priorities

The application form asks…

• Please select the most relevant horizontal or sectoral

priority according to the objectives of your project.

• Please comment on your choice of priorities.

Thinking about Priorities

• The evaluator must evaluate if the project addresses at least one of the

priorities ( either horizontal OR field specific) as specified in the Programme Guide.

• If the project addresses a Horizontal Priority, it must clearly prove the impact

in the field under which it is applying.

• If a project addresses the horizontal priority ‘inclusive education, training and

youth’ it will be considered highly relevant.

• The Irish National Agency is not prioritising a European priority in a national

context.

• If a proposal does not provide convincing evidence that is relevant to at least
• ne priority the proposal must be scored as ‘weak’ for the award criterion

‘Relevance of the Project’ as a whole, and rejected as a consequence.

Where are the priorities coming from?

Europe 2020

20 million fewer people at risk of poverty 40% completion of tertiary education Employment rate 75% among 20‐64 year olds Early school leaving at < 10% Lifelong learning & mobility Quality of Education & Training Equity, social cohesion, active citizenship Creativity, innovation, entrepreneurship

Rethinking Education 2012

• Development of transversal skills – problem solving, creative thinking,

communication etc.

• Foundation or basic skills are achieved by all….
• Language learning
• Potential of ICT in learning and teaching ( and OER)
• Supporting Europe’s teachers to upskill

New Skills Agenda -2016 Paris Declaration - Promoting Citizenship and the common values of freedom, tolerance and non discrimination through education- 2015

4 million mobilities 2 million HE students 650,000 VET students 800,000 Staff from AE, HE, School, VET 25,000 partnerships

2014-2020 Upskilling Pathways -2016 School Development and Excellent Teaching for a Great Start in Life (2017)

Strategic Partnerships must address either at least one horizontal priority or at least

• ne specific priority

relevant to the field that is mostly impacted

Strategic Partnerships

Horizontal Priorities 2018 ACHIEVEMENT OF RELEVANT AND HIGH

QUALITY SKILLS AND COMPETENCES

SOCIAL INCLUSION OPEN EDUCATION AND INNOVATIVE

PRACTICES IN A DIGITAL ERA

EDUCATORS (INITIAL TRAINING,

RECRUITMENT, INDUCTION, PROFESSIONAL DEVELOPMENT ETC.)

TRANSPARENCY AND RECOGNITION OF

SKILLS AND QUALIFICATIONS

SUSTAINABLE INVESTMENT,

PERFORMANCE AND EFFICIENCY IN EDUCATION AND TRAINING

SOCIAL & EDUCATIONAL VALUE OF EUROPEAN CULTURAL HERITAGE

Strategic Partnerships

School Priorities 2018 STRENGTHENING THE PROFILE OF THE

TEACHING PROFESSIONS

PROMOTING THE ACQUISITION OF SKILLS

AND COMPETENCES

SUPPORTING SCHOOLS TO TACKLE EARLY

SCHOOL LEAVING

SUPPORTING EFFORTS TO INCREASE

ACCESS TO EARLY CHILDHOOD EDUCATION AND CARE

Strategic Partnerships

VET Priorities 2018

Strategic Partnerships

Adult Ed Priorities 2018 IMPROVING AND EXTENDING THE OFFER

OF HIGH QUALITY LEARNING TO ENHANCE LITERACY, NUMERACY AND DIGITAL COMPETENCES

FACILITATING ACCESS THROUGH SKILLS

IDENTIFICATION, TAILORED LEARNING & VALIDATION OF NON/ INFORMAL LEARNING

GUIDANCE TO ENCOURAGE ADULTS TO

UPGRADE THEIR LITERACY, NUMERACY AND DIGITAL SKILLS

EXTENDING AND DEVELOPING ADULT

EDUCATORS COMPETENCES INCLUDING

ICT PROMOTING WORK‐BASED LEARNING INCREASING THE QUALITY OF VET

PROVISION IN LINE WITH EQAVET RECOMMENDATIONS

FURTHER STRENGTHENING VET

COMPETENCES IN VET CURRICULA

ENHANCING ACCESS TO TRAINING AND

QUALIFICATIONS FOR ALL THROUGH CONTINUING‐VET

Strategic Partnerships

VET Priorities 2018 CONTINUING PROFESSIONAL

DEVELOPMENT OF VET TEACHERS, TRAINERS AND MENTORS

DEVELOPING INSTITUTIONAL

PARTNERSHIPS SUPPORTING INTERNATIONALISATION STRATEGY OF VET LEARNERS

Group exercise

10 mins Read the project description on your table Assign a horizontal and/OR field specific priority to it

Charis Hughes Charis Hughes Communications & Communications & Impact R Impact Resear search Léar Léargas gas

www www.lear eargas.i as.ie Leargas.Ireland @Leargas

Impact Impact and Dissemination and Dissemination

The Score

• 30 out of 100 points
• Must score 15 points to pass threshold

The Award Criteria Summarised

Projects show potential for impact on:

• participants (staff/learners)
• participating organisations
• external organisations
• external individuals

Results should be:

• Replicable and transferrable
• Shared with a relevant audience
• As accessible as possible
• Sustainable beyond the end of the funding

}During and after project lifetime }local, regional, national, European level

Why the Low Scores?

• Last section of form = application exhaustion!
• Impact and dissemination may feel less tangible and

more distant than project activities

• Unsure how to ‘forecast’ impact before it’s happened
• Out of direct control: need engagement from others
• “The most common adaptation to a deficit is

avoidance”

Why Impact Matters “It’s one thing to be concerned by a problem, another to take action, and then a whole other thing to take the kind

• f action that has the potential

to bring about changes and solve it” ‐ Rev Dr Bernard LaFayette Jr, ‘From Freedom Rides to Ferguson’

What to do

Reverse the order and begin with impact:

• What change do you want to create?
• How do your project activities lead to that change?
• How will you measure the difference you make?
• Who will directly benefit from the changes you bring

about?

• Who will benefit from learning about the changes

later?

How Experts Assess

“Experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts take all of it into account when scoring.” 2017 Erasmus+ Guide for Experts on Quality Criteria

Why Impact Matters

S

Ask yourself “Why?” or “Then what?”

“We want to educate teachers about PEI” Why? “So they understand how to use it” Why? “So they can encourage their organisations to adapt it/work with parents to reduce stress/improve mental and physical health of children in their care/ etc…”

Know the Change

The Impact Chain

ACTIVITY OUTPUT OUTCOME IMPACT

(Or Impact Framework, Impact Pathway, Theory of Change, Logic Model etc…) Whatever you call it, it can help you see how your activities can lead to long‐lasting change

Impact Chain

The resources you put into the project The actions you take to reach your project goals The tangible experiences or products the project creates The immediate effects of those experiences or products The fundamental changes

INPUT

ACTIVITY OUTPUT OUTCOME IMPACT

‘Home‐Based Care’ Impact Chain

Staff time, Erasmus+ funding, expertise Virtual and physical mobility, training, research, pilot testing An online course, a guide for

• rganisations,

transnational conference Increased skills and knowledge among home care providers Better care for dementia sufferers in their own homes

INPUT

ACTIVITY OUTPUT OUTCOME IMPACT

The Award Criteria Summarised

Projects show potential for impact on:

• participants (staff/learners)
• participating organisations
• external organisations
• external individuals

Results should be:

• Replicable and transferrable
• Shared with a relevant audience
• As accessible as possible
• Sustainable beyond the end of the funding

}During and after project lifetime }local, regional, national, European level

Every Small Change is Part of a Bigger Picture!

Your change can be small but it must affect participants, organisations, individuals, systems… REMEMBER THAT OUTPUTS DO NOT GUARANTEE IMPACT! A Word in Your Ear

Not if I don’t read it!

“Léargas have bought lunch, I’m guaranteed not to go hungry” “My child goes to grinds, she’s guaranteed to pass her exams” “The impact is guaranteed by providing our

• nline linguistic and cultural modules and app”

What’s Wrong with this Picture?

The Strange Case of the Missing Outcomes

To show sustainable impact beyond the lifetime of the project, your application needs to be clear on the progress you expect to make and how you will measure it.

“The immediate effects of the experiences

• r products

your project creates”

Progress and Measurement

To measure progress, you will need:

• an expected impact (the change

you want)

• an indicator (a way of knowing it’s

happening)

• a data source (evidence).

Progress and Measurement

Expected impact (change you want): Improve general fitness Indicator (how you know it’s happening): Lost five kilos Data source (evidence): Bathroom scale

Participants: Improve skills, motivation

• r confidence; increase employability

Organisations: Introduce new technology; improve work structure Systems: Change curriculum to strengthen connection to world of work Ways of thinking: Increase tolerance and intercultural understanding Expected Impact: Examples

Identify Your Expected Impact

What specific events do you hope to see?

What would make you celebrate?

Expected Impact & Indicator

Change you hope to see (‘expected impact’): Improve migrant integration into school life How you can tell that change is happening (‘indicator’): ‐Fewer incidences of racist bullying ‐Teachers more aware of cultural considerations ‐More parents of migrant children involved in school committees

Indicator & Data Source

How you know change is happening (‘indicator’) Fewer incidences of racist bullying Teachers more aware of cultural considerations Parents of migrant children involved in school committees Where you get the evidence (‘data source’)

?

? ?

Indicator & Data Source

How you know change is happening (‘indicator’) Fewer incidences of racist bullying Teachers more aware of cultural considerations Parents of migrant children involved in school activities Where you get the evidence (‘data source’)

Incident reports, interviews with school kids

Peer or video observation of class technique, lesson plans

Membership of PTA, attendance at school events

Data Sources (evidence)

Before and after: Interviews Surveys Reflective journals Peer observation (video/work)

Choosing Data Sources

Get specific: Who will gather the evidence? When? How? What questions? Be practical: If you have four participants, record a discussion rather than emailing a survey Mix qualitative and quantitative sources:

Numbers show the breadth of impact but stories and testimonies show its depth

Share what you learn

It’s where you add your link to the chain

INPUT ACTIVITY

OUTPUT

OUTCOME

IMPACT

Dissemination Plan

• Who can benefit from what you’ve learned?
• What do you want them to know?
• How can you best reach them?

(“appropriateness and quality of sharing the outcomes”)

Who to share with

• Who can use your knowledge?
• Who can take your information

and put it into action?

• Think beyond your immediate network!

Prioritise your Effort

What to share

Knowledge that is

• Transferable
• Replicable
• Sustainable

How to share

• The medium should fit the message

(Videos and infographics suit some topics very well, but are less useful for abstract concepts)

• All partners must be involved so that the

whole project is reflected

• Dissemination must be a continuous process,

not a one‐time effort when the project ends

• Allocate resources to dissemination: you may need

specific assistance with press releases, maintaining a website, graphic design, or other tasks

Dissemination Resources

http://www.leargas.ie/blog/ dissemination_sharewhatyoulearn/ & www.leargas.ie/blog/dissemination‐2

Impact Resources

Impact+ Workshop https://erasmusplus.org.uk/impact Theory of Change http://www.theoryofchange.org/ Choosing Indicators http://www.advocacyinitiative.ie/resource/are‐we‐getting‐ there‐tool‐identifying‐evaluation‐indicators‐social‐justice‐ advocacy

Group Exercise

• Identify three specific goals for one of the project examples
• Think of at least one indicator for each goal
• Think of at least one data source for each indicator

*Use the Expected Impact sheet to help you* *Write each element on a different post‐it!*

PROJECT GOAL INDICATOR DATA SOURCE

www www.lear eargas.i as.ie Leargas.Ireland @Leargas

Tel: 01 88 887 1 7 1280 280 Email: comms@ comms@lear eargas. as.ie

Good luc Good luck with your pr with your project!

• ject!

www www.lear eargas.i as.ie Leargas.Ireland @Leargas

Lunch Break

Strategic Partnership Activities

Group exercise

• 4 Tables: Exchange of Practice, Intellectual

Outputs, Multiplier Events, LTTA

• Spend 15 minutes at the first table to discuss

the questions then move on to the next table to review and extend the answers already there.

• Report back to the group

Where are you now?

Roadmap Activity

Duration: Between 12 and 36 months Where to Apply: To the National Agency of the country in which the Coordinator-applicant organisation is established. When to Apply: By 11 a.m. on 21st March 2018

Strategic Partnerships – Reminder

• Project Outline forms – allow us to provide

feedback on your idea – Submit at least 2 weeks before the 21st March deadline to swallace@leargas.ie

• Application form Webinar – Wednesday 21st

February 10.00am – To take you through the 2018 Application form and budget

• Draft Application form with prompt questions
• Telephone support for queries
• Applicant pack to include relevant documents
• etc. by email

Further Support ‐ Reminder

• School Education (KA201) –

dobrien@leargas.ie

• Vocational Education and Training (KA202)–

swallace@leargas.ie

• Adult Education (KA204) –

dshannon@leargas.ie

KA2 Contacts