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Project aim Develop a train the trainer programme to help teachers integrate key competences in life skills into vocational teaching

Project objectives Identify standards for integrating key competences in life skills Identify teacher training needs Develop train the trainer materials Pilot and evaluate materials Develop training guides in all partner languages

Project objectives Produce examples of best practice Disseminate Investigate potential for including in national teacher training programmes

Target groups Vocational teachers Trainers of teachers Learners: unemployed, employees, employers, years, adults

Transfer of innovation EUCIS findings EC basic skills group key competences

Key results Sept 2010 WP9 Long term inclusion WP8 dissemination WP7 best practice guide WP6 Training guides WP4 & 5 Train the trainer pack WP3 Needs analysis WP2 Standards WP1 Co-ordination October 2008

Communication VET partners Work package responsibility Project management and expert roles Communication with social partner Links with target groups & national organisations Meet agreed timescales/identify problems

Communication Social partners Advice to VET partners Dissemination to national organisations Communicate with national VET partner before & after trans national meetings Attend meetings in own country

Websites Further development- document bank, progress, conference/notice board Links with partner websites & EfVET Links with other websites

Communication & co-operation between meetings Telephone Website

Budgets, finance & reporting

LEONARDO DA VINCI “Guidelines for Administrative and Financial Management and Reporting” explained

Eligibility of costs Budget Headings Staff costs Travel and subsistence Subcontracting (up to a ceiling of 30% Other costs (including Equipment) up to a ceiling of 10% Indirect costs (up to a ceiling of 7% of direct costs)

Eligibility: Budget changes Projects can change budget Between partners Between cost headings Notify NA of any proposed Virement between cost headings Refer to your National Agency APM or PM, who will confirm the documentation required (as this depends on the figures involved)

Eligibility Costs must: Occur within the participating countries Be directly connected to activities in the Agreement Be incurred by the funded partners, and not silent partners Be actual costs Be able to be substantiated Be incurred during the contract period Represent value for money

Eligibility Ineligible Costs See list of ineligible costs in the Guidelines for Admin and Finance management Examples of ineligible costs: Costs outside of the eligibility period Costs which cannot be evidenced by receipts/ invoices/boarding passes Exchange rate losses

Staff costs Staff costs must be actual costs, and can include social security contributions, social fees, holiday pay and pension costs Must exclude bonuses, incentive payments, and profit sharing Must not relate to persons undertaking subcontracting tasks If staff members receive a salary increases, this should be reflected from the date of the increase Staff costs must be calculated on the basis of the actual daily salary multiplied by the number of days working on the project

Evidencing staff costs Evidence must be retained by the contractor relating to how its daily staff rates were calculated e.g. copies of payslips, or official accounting documentation This is in addition to contracts of employment and CVs These documents do not need to be sent with the Final Reports, but will need to be available in the event of an audit Timesheets need to accompany staffing claims at interim and final report. Partners will need to retain this evidence, and will need to make it available in the event of an audit

Timesheets It is recommended that you use timesheets, which show: The individual staff member’s name The partner they are working for The time worked, preferably expressed as fractions of a day (as this is what the Interim/Final Reports request) The Work Package number, and (briefly) the nature of the work undertaken And should be signed by the individual and the legal representative Norton Radstock College will provide template

WP8 Valorisation & dissemination Needs of vocational teachers National frameworks & policies Links with national organisations – mailing lists End products to wide audience

WP8 Valorisation & dissemination Use of websites – end products Project brochure EfVET newsletters Press articles & partner communications CDs/DVDs, videos Embed end products in national teacher training programmes

Summary Agree outcomes from Day 1 Plans for Day 2 Eskerrik asko Gracias Grazie ačiū Σε ευχαριστώ Merci Thank you!

WP3 Needs analysis Identify training needs of vocational teachers Meet the needs of learners and employers Identify delivery models Build on & update EUCIS research

Research summaries EUCIS Partner progress Translation requirements

Practical From research so far, what are the training needs of vocational teachers & best means of delivery?

Actions Summary of group discussions Agree actions required Translation of questionnaire – end Nov Complete research – end Dec Country reports– end Jan Synthesis report – end Feb Translation of report – end March

WP3 Country reports structure Questionnaire sample & research - who was consulted? Summary of research findings – key training needs of teachers to meet learner/employer needs & delivery Any difficulties/specific country requirements? Recommendations

WP2 Standards for integrating key competences in life skills Build on Eucis & EC skills for life competences Identify standards for integrating skills into vocational teaching National & Europe wide

WP2 Key stages Discuss EC/EUCIS competences - WM1 Agree provisional standards - WM1 Paper on draft standards – end Nov Consult with social partners & relevant national bodies – end Jan Partner reports – end Feb Agree standards – WM2 Final report – end May

WP2 Skills for life standards Discuss these competences. Consider how they could be developed into standards for integrating key competences in life skills into vocational teaching in our countries

Proposed approach Knowledge & understanding Practice UK example

Knowledge & understanding Practice Different ways in which skills for life are integral to learners’ achievement in specialist area Work with colleagues with expertise to identify and address skills for life development in specialist area Skills for life competences required to support specialist teaching Ensure personal skills are appropriate for effective learner support Potential transferable skills & employment opportunities relating to specialist area Work with learners to identify transferable skills & employment opportunities

WP2 country reports Current situation – who was consulted? How provisional standards could be applied to national teacher training frameworks Any difficulties? Recommendations

Next steps WP2 & 3 summary of outcomes & actions WP4 Train the trainer pack WP8 dissemination requirements Expected results & problem areas

Next meeting Cyprus 29 April – 2 May Progress required Key topics for discussion

Summary Agree outcomes from Day 2 Eskerrik asko Gracias Grazie ačiū Σε ευχαριστώ Merci Thank you!