GRUNDTVIG PROJECTS Overview of Application Procedure and Selection Criteria. Grundtvig Contact Seminar Malta : 10 th -13 th October 2002

Overview GRUNDTVIG 1 Transnational Cooperation Projects GRUNDTVIG 2 Learning Partnerships What’s the Difference? Application Procedure Application dates Financial Agreement Project orientation Project Life Cycle What’s the Similarity? Action Priorities Priority Target Group Project Management Elements Eligibility Criteria

The Difference between the two Measures GRUNDTVIG 1 Centralised 2 phase application procedure Deadlines - 1 st November & 1 st March Financial Agreement between the Coordinator and the Commission. Product based projects. GRUNDTVIG 2 Decentralised 1 phase application procedure 1 Deadline – 1 st March Financial Agreement between every partner and the National Agency. Process based projects.

Differences in the Project Life Cycle Pre-proposal application Selection of pre-proposals (with external experts) Full proposal Selection of full proposals (with external experts) Contract with the Commission First instalment of grant Interim report  Second instalment of grant Final report –text & outputs (assessment by external experts) –financial Final instalment of grant Grundtvig 1

Differences in the Project Life Cycle One-stage application to be sent to the National Agency. Selection taken on a decentralized level in an inter-agency consultation. 3 countries/ organisations involved need to be evaluated positively to receive a contract. Renewal Application each year. Some parts of the application e.g BUDGET, will be filled in by the coordinator ONLY and a copy given to the partners to include in their application to their National Agency, while other parts will be filled in separately by each participating organisation. Grundtvig 2

The Similarities The Grundtvig ACTION PRIORITIES are similar for Grundtvig 1 and 2. To encourage the European dimension of life-long learning through enhanced transnational co-operation and partnerships. To improve and facilitate access to learning provisions for people who, at whatever stage of their life, want to acquire new knowledge and skills. Put the adult learner in the center of the learning process

Grundtvig Themes & Priorities ( cont…) Promoting equality between women and men Integration of disabled people Contributing to the fight against racism and xenophobia Helping to offset the effects of socio-economic disadvantage Exploiting the full educational potential of ICT Language teaching and learning Promoting the less widely used and less taught EU languages (for language projects)

Grundtvig Priorities (cont…) Learning for Active Citizenship Social Inclusion Employability Teaching and Learning Methods Information and Guidance Services Supply and Demand

Priorities target groups Adult learners with special educational needs Adults lacking basic education and qualifications; Adults living in rural or disadvantaged areas, or who are disadvantaged for socio-economic reasons Other ‘hard to reach’ groups who are not prone to take part in adult learning or lifelong learning initiatives.

Project Management Elements Formation and Maintenance of effective Project teams. Initiation, launch or kick-off meetings. Evaluation and Appraisal of Impact Dissemination strategies Methods of monitoring progress European Dimension Experience exchange enabling mutual reflection and learning. Outputs and products which can be used at a transnational level.

Eligibility Criteria (principles) Are defined in the Guidelines for Applicants, in the Calls for proposals and in the application forms and Constitute the minimal and absolute requirements for acceptance of a grant application. Submission by the specified closing date (postmark) Using the correct Application Forms, Typed or word processed Signed by duly authorised person Written in one of the 11 official languages The institutions which are co-ordinators or partners in projects must: belong to one of the types of eligible institutions for each Socrates Action; be sufficient in number and comprise at least one EU Member State for each partnership; be located within one of the EU, EEA or associated countries

Top 10 Barriers to Success From an analysis of 175 project Adult Education Projects, these are the most common barriers which coordinators and partners need to guard against or overcome. 1.The project is complex and over-ambitious. 2.The topic is not suitable for transnational work 3.There is a lacking of shared understanding and commitment amongst the partners. 4.There are cultural and linguistic barriers to working together which the partners fail to overcome. 5.The project is not based on a needs analysis - or at least a proper rationale. 6.The work plan is vague and does not allocate tasks sensibly. 7.The project budget is badly constructed with insufficient allowance in it for the costs of producing materials and of dissemination. 8.Commission notified decisions, e.g budget cuts. 9.There are problems with IT, including inadequate hardware and lack of technical expertise. 10.Senior managers in the partner institutions do not back the project.