Transcript Document

Frequently Asked Questions
for Transfer of Innovation
Projects
Which reference documents are
necessary for submitting a TOI project?
Decision 1720/2006/EC of the Parliament and of the Council of 15 November 2006
General Call for Proposals 2009:
• Official announcement of the Call for Proposals
• Strategic Priorities
• Administrative and financial information (available in the General Call 2008)
• LLP Guide 2009 : Part I - General provisions
• LLP Guide 2009 : Part II - Sub-Programmes and Actions
• LLP Guide 2009 : Part II - Explanations by Action
All these documents are available on the official web site of the programme
(http://ec.europa.eu/education/programmes/llp/index_en.html)
as well as on the NAs web sides
A regular consultation of them is warmly suggested!
2
Which is the difference between a
TOI and a DOI project?
•Transfer of innovation projects focus on the identification of
one (or more) innovative solution/s for adaptation and
implementation in different countries and/or sectors and/or
target groups (Procedure NA2)
•Development of innovation projects develop new solutions
to help several countries and/or sectors to cope with a
common challenge which is not yet addressed at European
level (Procedure COM)
As long as the main focus of the proposal is to put the results
into practice it will be considered as an eligible proposal
under the Transfer of Innovation action
3
What are the common principles for the
validation of non-formal and informal
learning? (1/2)
These common principles cover four key areas:
• Individual entitlements: the identification and validation of nonformal and informal learning should, in principle, be a voluntary
matter for the individual. There should be equal access and equal
and fair treatment for all individuals. The privacy and rights of the
individual are to be respected.
• Obligations of stakeholders: stakeholders should establish – in
accordance with their rights, responsibilities and competences –
systems and approaches for the identification and validation of
non-formal and informal learning. These should include appropriate
quality assurance mechanisms. Stakeholders should provide
guidance, counselling and information about these systems and
approaches to individuals.
4
What are the common principles for the
validation of non-formal and informal
learning? (2/2)
• Confidence and trust: the processes, procedures and criteria for the
identification and validation of non-formal and informal learning
must be fair, transparent and underpinned by quality assurance
mechanisms.
• Credibility and legitimacy: systems and approaches for the
identification and validation of non-formal and informal learning
should respect the legitimate interests and ensure the balanced
participation of the relevant stakeholders. The process of
assessment should be impartial and mechanisms should be put in
place to avoid any conflict of interest. The professional
competence of those who carry out assessment should also be
assured.
5
What is the European Qualifications
Framework (EQF)?
EQF is a“meta-framework”
that is to say a neutral reference point for classifying qualification levels
and a sort of translation device for comparing qualifications across
Europe, that Member States are invited to use on a voluntary basis.
It is not meant to replace existing national frameworks or systems, but
only to allow a better comparison and easier communication among
them. Yet, by recommending governments to relate their qualifications
systems to the common framework.
The EQF inevitably aims also at acting as a catalyst for national reforms
and, in particular at promoting the development of National
Qualifications Frameworks (NQFs)
6
Which are the general features of EQF?
• its lifelong learning perspective (from general education to the
highest level of academic and professional education and
training);
• its approach based on learning outcomes for defining and
describing qualifications;
• the promotion of the validation of non-formal and informal learning
(in particular for those citizens most likely to be subject to
unemployment or insecure forms of employment);
• its attention to quality assurance as a basis for ensuring mutual trust.
7
Which are the specific features of EQF?
The EQF is based on eight reference levels, from qualifications
achieved at the end of compulsory schooling to higher academic
qualifications.
Each level describes what a learner knows, understands and is able to
do - regardless of the system where a particular qualification was
acquired.
The EQF reference levels therefore shift the focus away from the
traditional approach, based on learning inputs (duration of a learning
experience, type of institution, etc.), to a scheme related to learning
outcomes (knowledge, skills and competences acquired on
completion of a learning pathway).
Recommendation on EQF:
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm
8
What is the European Quality Assurance
Reference Framework for
Vocational Education and Training?
The EQARF is based on the Common Quality Assurance
Framework (CQAF), which was developed in 2004 in the
course of the Copenhagen Process.
The European Quality Assurance Reference Framework for
Vocational Education and Training aims at supporting the
European member countries in advancing the continuous
improvement of their vocational education and training
systems by means of common European reference indicators
and in monitoring them.
9
Which are the objectives of the EQARF?
• Providing a quality assurance and improvement cycle of
planning, implementation, evaluation/assessment and review of
VET, supported by common quality criteria, indicative descriptors
and indicators
• Stimulating monitoring processes, including a combination of
internal and external evaluation mechanisms, to be defined by
Member States as appropriate in order to identify the strength of
systems, processes and procedures and areas for improvement
• Supporting the use of measuring tools to provide evidence of
effectiveness
Proposal for a recommendation on the establishment of EQARF:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:0179:FIN:EN:PDF
10
What is the European Credit System in
the area of Vocational Education and
Training (ECVET)?
According to the proposal, ECVET can be defined as a method for
describing “a qualification in terms of units of learning outcomes
(knowledge, skills and competences)
• which are transferable
• and which can be accumulated, with associated credit points”.
A device for facilitating “the transfer and accumulation (capitalisation) of
learning outcomes of individuals” who pass from one learning context to
another, from one system of qualification to another.
A unit is the “smallest part of a qualification that can be assessed,
validated and possibly certified”.
The credit points are meant to represent “the relative value of a unit in
relation to the whole qualification” and to foster the transfer of learning
outcomes by providing a common European reference.
11
Which are the objectives of ECVET?
• the geographic and professional mobility of individuals (transfer)
• the individual development and employability (accumulation)
• the transparency and comparability of qualifications across Europe
• the validation of all types of learning in a lifelong and lifewide
perspective
• the cooperation and the promotion of a mutual trust among VET
stakeholders in the great variety and diversity of VET systems
12
Which are the features of ECVET?
• The objectives of a learning pathway, a training programme or
units/elements of a qualification are expressed in terms of learning
outcomes, i.e. knowledge, skills and competences to be mastered
at a given reference level;
• one body/institution assesses certain learning outcomes achieved by
an individual in whatever context (be it either through a formal
training pathway or, for instance, on the job) and awards credits to
the learner;
• a second body/institution – from a different country but also within
the same national context – validates (accepts) the credits and
recognises them for the award of a qualification.
Proposal for a recommendation on the establishment of ECVET:
http://ec.europa.eu/education/ policies/educ/ecvet/com180_en.pdf
13
Is there an optimum size for a TOI
project partnership?
• Assessors of project proposals look for evidence of a
multi-player and a transnational dimension in a
Leonardo project partnership
• The most important thing is that the proposal is
focused upon the specific needs and results which
you identify, and that the partnership is relevant to
these
14
What is meant by a multi-player
partnership and why is it important?
• Multi-player, or multi-actor partnerships are those
involving different types of organisation - e.g.
companies, social partners, industry or sectoral
bodies - rather than only training providers
• In evaluating project proposals, assessors look for
evidence of need, and demonstration that a
project will have maximum impact through
effective dissemination and evaluation
15
What does “dissemination and
exploitation of results” mean?
It refers to specific actions aiming at maximising
the effectiveness of results of the projects
supported by the Lifelong Learning programme
16
Which Countries can join
the Programme?
The Leonardo da Vinci sub-programme is open to the organisations
from 31 European countries:
• the 27 EU Member States (Austria, Belgium, Bulgaria, Cyprus, Czech
Republic, Denmark, Estonia, Finland, France, Germany, Greece,
Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta,
Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain,
Sweden, United Kingdom)
• the 3 European Economic Area countries (Iceland, Liechtenstein,
Norway)
• the Candidate Country Turkey (two other Candidate Countries,
Croatia and FYR Macedonia, may participate according to
bilateral agreement signed by EC). Also Switzerland can join the
Programme on the basis of a specific agreement
17
Which are the eligibility criteria? (1/2)
•
•
•
•
•
•
•
•
•
Grant requested is indicated
Total cost of the project is indicated
Submission of application on the official 2009 Application Form for TOI
Application is submitted in original and unbounded paper form
Compliance with the deadline of 27 February 2009
Application is sent to the appropriate National Agency
Submission of application is in one of the official languages of the UE
Compliance with the minimum and maximum duration of projects
Compliance with the minimum number of eligible countries (at least 3
organisations coming from different countries - one of which from a
EU member state)
• Presentation of letters of intent (at least a copy) of at least the
minimum number of partners/members signed by the legal
representative of the organisation
18
Which are the eligibility criteria? (2/2)
•
•
•
•
Financial data are expressed in €
Declaration of honor is signed in original by one person in the
applicant legal entity who is authorised to enter into legally
binding commitments
Application includes the Excel spreadsheet with the detailed
budget
For private bodies with grant request exceeding € 25.000, a
copy of the official accounts (an accounts certified by an
appropriate external body, and/or published, and/or approved
by the organisation’s general meeting) for the most recent
financial year for which the accounts have been closed, should
be attached to the application
NOTE: For additional documentation required refer to the web site of
your National Agency
19
How many partner letters of intent need
to be provided at application stage?
• For Transfer of Innovation projects, it is required
to include Letters of Intent from the minimum
number of transnational partners for the proposal
to be eligible (minimum 3 eligible countries, of
which one EU member)
• At the proposal stage the letters can be in
copies, but once the proposal is successful
original letters are required
20
How many copies of the application
form should I send?
• For Transfer of Innovation projects promoters
must submit one unbound original
• As far as the number of copies, promoters have
to contact their NAs
• No need to send a copy to the European
Commission
21
In which language may the
proposal be submitted?
• One of the
languages
European
official
• Summary should be provided in EN, FR
or DE
Note: Refer to your NA for further information
on that
22
How long can a TOI project last?
• Minimum 12 months
• Maximum 24 months
23
What proportion of the total project costs
can be met by Leonardo funding?
• Maximum contribution 75% of the total cost
• Maximum amount per annum
€ 150.000
24
Which are the possible typologies
of EU funding?
• Lump-sums
the beneficiary has to be able to
prove the reality of the activity for which grant
support is awarded rather than the actual amount of
expenditure
• Scales of unit costs
the beneficiary does not have
to justify the costs incurred but has to be able to
prove the reality of activities resulting into the
entitlement to a specific amount
• Real costs
the beneficiary shall keep and be able
to produce upon all proofs of expenditure related to
the expense items based on real costs
25
How can I find new partners?
• Contact Seminars
The NAs web sites periodically publish information to find out
information on European partner-finding events (Contact Seminars)
• Partner Search Databases
Some NAs implemented a Partner Search Database where is
possible to find a list of partners and made them available for
consultation on their web site
• Using existing links
Many national organisations already have European links through
networking bodies, partnerships or work contacts. Involving partners
already known by your organisation means allow to rely on a preexisting relationship to add commitment to the partnership
26
Thanks for your attention!!!
27