Presentation on theme: "KA2 Strategic Partnerships Application advice – What the Assessor is looking for Welcome and intros."— Presentation transcript:
1 KA2 Strategic Partnerships Application advice – What the Assessor is looking for Welcome and intros
2 Key Action 2 for schoolsKey Action 2 – Strategic Partnerships = School Partnerships between 2 to 10 schoolsThey can last 2 or 3 yearsCan focus on one specific field of education i.e. school education or…Can promote cross-sectoral cooperation i.e. involve more than one field of educationGrant is not a lump sum for mobilities cf. Comenius but a mix of flat rates ( called unit costs) and real costsStrategic partnerships are a new project type building on elements of the past. They bring together the features of both LLP and YiA to provide an integrated solution. They’re cultural a shift from Comenius School Partnerships.A summary of the features…up to a maximum of ten partner organisations from funded programme countries can be involved per SP (and more if including partner countries but funding changes)We should stress key message is that mobility should add real value to projects. Strategic partnerships should go further than just supporting mobility.
3 Selection and grant agreements One application per project, assessed by coordinating National AgencySchool to school only SPs = individual Grant Agreements as per current Comenius partnershipsIf schools partner with other organisations the applicant organisation holds the grant agreement with their National Agency and hence the funds and budget for the whole partnershipCoordinating NA is the NA in the country of the lead/coordinator schoolThe reason for individual grant agreements is because 70% of current decentralised budget for schools goes to school partnerships. It is the main action for schools. Most of the schools would not be capable of managing partnerships with large grants. Imagine trying to manage of budget of 300, 000 EUR!
4 What happens when you apply? a formal check is made to verify against the eligibility and exclusion criteriaa quality assessment evaluates how well the participating organisations meet the selection criteria and the project meets the award criteriaNotification of result of application is within 4 months of the submission deadlineThe eligibility check covers like KA1, for example, duration of project, deadline for submission, participating organisations etc…All UK schools are eligible as participating organisations– that is, institutions providing general, vocational, or technical education at any level from pre-school to upper secondary education. Participating organisations must be based and registered in their programme country.The exclusion criteria relates to EU Financial Regulations where applicants can be excluded from participating e.g. if they are bankrupt etc…Through the selection criteria, the applicant's financial and operational capacity is checkedcapacity to complete the proposed project.Financial capacity as in KA2 . This doesn’t apply to public bodies i.e. schools.Organisational capacity is where an organisation’s past history in the EU programmes can be checked, for example, where the results of previous monitoring or audits by the National Agency have revealed concerns in how well an organisation can manage a project.Finally, through the award criteria, the quality of the proposed project is evaluated.You will hear the outcome of you application within 4 months of the submission deadline.
5 Quality Assessment / Award Criteria Each application is marked out of 100Relevance of the project (30)Quality of the project design and implementation (20)Quality of the project team and the cooperation arrangements (20)Impact and dissemination (30)A project must score at least 60 to be considered, AND score at least 50% in each categoryFull criteria breakdown on page of programme guideAs with KA1, it’s important to think about what the assessors will be looking for when assessing your application and therefore how you write it.So it must score 15, 10, 10 and 15. Remember criteria scored below I/2 and whole project is scored weak and rejected. Not to frighten you but just to keep in mind!There are 4 award criteria. 2 attract more points and hence more emphasis on them required. Relevance and Impact1. Relevance: policy; needs; objectives; synergies between fields (if relevant); ‘innovative’ or ‘complementary’ to a previous project; for example it will produce something significantly new in terms of learning opportunities, skills development…AND/OR: if the application is based on a previous project, it demonstrates significant added value compared to the previous project results.; added EU value through results that would not be attained by activities carried out in a single country.2. Design and implementation : quality of work programme; consistency (between objectives and activities); realistic and appropriate methodology; evaluation throughout to ensure quality control i.e. high quality, completed in time and on budget (value for money); recognition of learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum.3. Quality of team and cooperation: appropriate mix of participating organisations ; appropriate distribution of tasks and responsibilities; effective mechanisms for coordination and communication -eTwinning?4. Impact & dissemination: The evaluation methods proposed will make it possible to assess whether how well the project is producing the intended outcomes. ; the project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners and the potential to go further i.e. transferrable; the planned dissemination and exploitation activities will ensure an optimal use of the results; sustainability-The project is in a perspective that goes beyond the project period. Use of eTwinning? If relevant for the type of project, its results will be integrated in the management framework of the schools-school development plans/policiesWhen assessing applications against award criteria 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 them into account when scoring the award criterion.
6 School prioritiesImproving the attainment of young people, particularly those at risk of early school leaving (ESL)Improving the attainment of young people with low basic skills in Maths, Science and LiteracyDeveloping high quality and accessible Early Childhood Education and Care services (ECEC)Revising and strengthening the professional profile of the teaching professionsAs seen with KA1.There are 4 school priorities. No one is more important than another. Numbered here for ease of reference They are linked to Europe 2020 strategy/Education & Training 2020 framework.A proposed project will not be able to get a good score, particularly on the relevance criterion, if it does not properly address at least one of the priorities.1. (ESL)(for EC Early School Leaving not UK English as Second Langaguge!Projects may focus on:Supporting schools to develop conducive, welcoming and supportive learning environments that focus on the needs of individual pupilsi.e. measures to improve the motivation and resilience of pupils (including through extracurricular and out-of-school activities); projects aimed at developing a positive classroom climate (including through preventing/ tackling bullying and improving school well-being); initiatives to make curricula more relevant and engaging.Supporting cooperation in and around schoolsi.e. This includes projects aimed at better involving parents and pupils in school decision-making; measures to empower families and parents to engage in and support their children’s education; measure to raise awareness of parents about ESL (recognising early signs of disengagement, academic difficulties, etc.); projects aimed at developing/reinforcing multi-professional approaches and teamwork within the school (including by involving professionals from outside the school).Supporting schools to open-up and cooperate with external actorsi.e. other schools, local communities, local business, cultural organisations, guidance services, youth services and organisations, etc.. to create synergies in order to prevent/combat ESL. A special attention will be given to projects aimed at creating synergies between the formal and non-formal education sectors (including second chance schools, where they exist).2. Basic Skills. Projects may focus on:Helping to identify and monitor students in need of support for improving their attainment in basic skillsHelping to develop basic skills within a holistic approach to school education (e.g. across the curriculum)Creating conditions for personalized teaching and learning in order to support each pupil in improving his/her basic skillsFor maths and science:Teaching maths and science (MST) in a broader context and with real-life relevanceIntegrating the teaching of MST with other subjects in a multidisciplinary and interdisciplinary mannerFor literacy:Creating a literate environment / Strengthening parental involvement / Integrating the teaching of literacy with other subjects / Increasing reading motivation3. ECEC - Early Childhood Education and Care. Projects might:Aim to develop a holistic and overarching age-appropriate curriculum or pedagogical frameworkPromote a coherent vision on the early yearsFacilitate transition from ECEC to primary schoolStrengthen the professionalization of ECEC staffSupport wider access in an inclusive way to high-quality ECEC servicesSupport the establishment of comprehensive integrated servicesAim to establish quality assurance mechanisms4. (CPD) Projects may focus on:Developing effective initial and continuous professional learning of teaching staffHelping teaching staff to keep on learning and developingIncluding the school leaders in the continuous professional development of the teaching staffDeveloping the capacity of the future and current schools staff to deal with ESL and improvements in basic skills
7 Education and training priorities developing basic and transversal skills, such as entrepreneurship, digital skills and multilingualismenhancing Information and Communication Technologies (ICT) uptake in teaching and learningpromoting stronger coherence between different EU and national transparency and recognition toolssupporting the adjustment of funding and investment in education and training to new needs and the development of improved funding approaches for skills developmentThere are 4 horizontal education and training priorities relating to all fields of education training and youth in total however, these 2 have the most resonance for schools.4 priorities in full-developing basic and transversal skills, such as entrepreneurship, digital skills and multilingualism, using innovative and student-centred pedagogical approaches and developing appropriate assessment and certification methods based on learning outcomes;enhancing ICT (Information and Communication Technologies) uptake in teaching and learning, through the support of learning and access to open educational resources (OER) in the education and training fields, supporting ICT-based teaching and assessment practices and by promoting the transparency of rights and obligations of users and producers of digitised content;promoting stronger coherence between different EU and national transparency and recognition tools, so as to ensure that skills and qualifications can be easily recognised across borders.supporting the adjustment of funding and investment in education and training to new needs and the development of improved funding approaches for skills development, in particular through partnerships and cost-sharing; stimulating debates on efficient and sustainable investment in education and training at European and national level involving all the relevant stakeholders.
8 The ‘proportionality principle’ There will be a fair and standard marking of applications, no matter their size or scopeThe assessor will consider the size of the project and the experience of the school when assigning marks, and will adjust expectations accordinglyin practice this will mean that you are not disadvantaged by applying for a small project – the definition of ‘very good’ will be differentcoherence of the grant request in relation to the activities and outputs proposed will be checkedStandard quality assessment forms are established by the European Commission and used in all Programme Countries in order to ensure a coherent assessment of applications across Programme Countries.Assessors will consider the type of project, the scale of the activities and the grant request when analysing the grant applications. As projects may vary widely in terms of their size, complexity, experience of the participating organisations, whether they are more process or product oriented etc., experts have to integrate the ‘proportionality principle’ into the assessment of all award criteria. Therefore a small scale project won’t be disadvantaged.
9 Relevance of the project – 30 points The assessor needs to see that the project :matches the aims of Erasmus+, and the priorities for schoolsis based on a genuine and adequate needs analysis;has clearly defined objectives which are realistic and address issues relevant to the schools , their staff and pupilsis innovative and/or complementary to other initiatives already carried out by the schoolsonly has value and produces results because it is carried out with other international partnersThe relevance criterion is worth 30 % of the points so needs significant attention. There’s a strong emphasis on linking EU policy and the programme.As assessor will be looking for relevance to priorities as follows:“one or more………………”
10 Quality of the project design & implementation – 20 points The work programme should be clear, complete and of good qualityIt must include appropriate phases for preparation, implementation, monitoring, evaluation and dissemination.The project objectives and proposed activities must be consistent.It must be cost-effective and allocate appropriate resources to each activity.Where there are plans for training, teaching or learning activities, they must be appropriate to the aims and involve the appropriate number of participants.Learning outcomes should be clearly assessed and validated.
11 Quality of the project team & cooperation arrangements – 20 points The schools involved bring the right mix of experience and expertise to successfully deliver all aspects of the project.All partners are active contributors and tasks/responsibilties are clearly assigned.Where possible newcomers are involved.It is clear what the channels of communication are for schools to coordinate the project.If a ‘Partner Country’ is involved you must explain the necessity for their inclusion, if not the project will be rejected.Partner country = outside the EC Participating countries
12 Impact and dissemination – 30 points The Assessor will consider how the potential impact of the project is measured :on participants and schools, during and after the project lifetimeat local, regional, national and/or European levels.In addition:The quality of the dissemination planThe plans for ensuring the sustainability of the project after the project finishes.If relevant, how the outcomes are made freely available. (opensource)
13 ApplyingBefore anything else….Remember your PIC!Start atFrom Brian SMaking the bid – tips for schools which wish to think about applying under these actions. It would be good to touch briefly on the whole ECAS/PIC issue too.
14 The application eform Completed on-line only (no paper) You’ll need the most up-to-date version of Adobe ReaderTo submit and complete in full, you will need to be connected to the internetIt must be saved to your desktop before startingThere have been some reports of corruption when using a USB stick with a .pdf application, so that should be avoided
15 It should look like this If it doesn’t, you’ve opened the wrong one. – make sure it is the right application, as this part of the eligibility criteria, and you will be made ineligible for completing the wrong form.Here is where you will confirm if the partnership is composed of only schools. i.e. individual grant agreements.Grey is automatic – you can’t enter infoRed outline is mandatoryCombination of drop-down menus and free text boxesHover over boxes to find character maximumsSection-by-section guidance onlineThe KA2 application is long, but think of it as your project management document, a blueprint, for you to work from, over the duration of your project.
16 Basic form info Grey is automatic – you can’t enter info Red outline is mandatoryBlue with black outline is optionalCombination of drop-down menus and free text boxesHover over boxes to find character maximumsSection-by-section guidance online
17 Budget Menu of different cost items Most payments conditional on justification in applicationUnit costs i.e. flat ratesCeilings2 cost items are common to any project:Project management and implementationTransnational project meetingsThe budget section of the application form consists of a list of cost items that you can select from (a menu) based on the activities you wish to undertake, and the results you aim to achieve. The first 2 items, project management and implementation and transnational project meetings, are grant items that all partnerships will apply for, as it is meant to contribute to costs that any project will incur.Some sections of the budget have fixed unit costs/flat rates, which means certain fields will fill automatically based on the information you provide in that particular section.There is an overall ceiling for some budget lines in order to prevent disproportionate amounts of spending on one type of activity. Please see the Erasmus+ Programme Guide, pages 101 to 107 for further information.
18 Once you’ve completed the form, you should: Validate Print declaration Application processOnce you’ve completed the form, you should:ValidatePrint declarationHave it signedAttach the declarationAttach the time table of activities (Gantt chart)Submit the application onlineWhen you believe you have completed the form, click ‘validate’The form will tell you if you’re missing something mandatoryYou will not need to print the whole form, but you will need to print the declarationThe declaration, once printed, must be signed by the head, or someone who can legally represent the school. This is important, as the project will be considered ineligible in the first round without it.The scan should then be attached to the application as an annexThe timetable of activities should also be attached, GANTT CHARTThe partner mandate template should be signed by each partner if the project is not schools only re grant agreementThe form should then be ‘submitted’It will tell you if it works. If it doesn’t, it may be a firewall issue with your school network, or it may be something else – either way, contact us
19 E-Twinning Great opportunity to find partner schools Protected space to share ideasImproved version coming soonNew E-twinning arriving in September/October – drag and drop feature – simplifiedLooking for people currently using it to test the beta-version soon
20 Finding out more www.erasmusplus.org.uk For application guidance, forms,deadlines,the programme guide,Links and guidance for ECAS and PIC,and everything to do with Erasmus+,including more linksFinding out moreThe Erasmus+ website is best, as it will have links to everything else
21 Stress the importance of the newsletter, and the twitter feed on the Erasmus+ website – as soon as we know something, applicants will know something!