1. An introduction to the general framework
of Erasmus+ KA2
«Commons» a Project supported under
Erasmus KA2
2. KEY ACTION 2: COOPERATION FOR INNOVATION
AND THE EXCHANGE OF GOOD PRACTICES
WHICH ACTIONS WERE SUPPORTED?
This Key Action supports:
Strategic Partnerships in the field of education, training
and youth;
Knowledge Alliances;
Sector Skills Alliances;
Capacity Building in the field of higher education;
Capacity Building in the field of youth.
The Actions supported under this Key Action are expected
to bring positive and long-lasting effects on the
participating organisations, on the policy systems in which
such Actions are framed as well as on the persons directly
or indirectly involved in the organised activities.
This Key Action is expected to result in the development,
transfer and/or implementation of innovative practices at
organisational, local, regional, national or European levels.
3. Projects supported under KA2 are intended to
produce these outcomes: [1]
For the participating organisations, projects supported under Key
Action 2 are intended to produce the following outcomes:
innovative approaches to addressing their target groups, by providing for
example: more attractive education and training programmes, in
line with individuals' needs and expectations;
use of participatory approaches and ICT-based methodologies;
new or improved processes of recognition and validation of
competences; greater effectiveness of activities for the benefit of local
communities;
new or improved practices to cater for the needs of disadvantaged
groups and to deal with social, linguistic and cultural diversity;
the opportunity to be awarded the European Language Label for
excellence in language learning or teaching;
new approaches to address geographical and socio-economic disparities
of learning outcomes;
new approaches to better support competitiveness and
employment in particular at regional and local level;
4. Projects supported under KA2 are intended to
produce these outcomes [2]:
For the participating organisations, projects supported
under this Key Action are intended to produce the
following outcomes:
a more modern, dynamic, committed and professional
environment inside the organisation: ready to
integrate good practices and new methods into
daily activities;
open to synergies with organisations active in different
fields or in other socio-economic sectors;
strategic planning of professional development for
staff in line with individual needs and organisational
objectives;
5. Projects supported under KA2 are intended to
produce these outcomes [3]:
For the participating organisations, projects supported
under this Key Action are intended to produce the
following outcomes:
increased capacity and professionalism to work at
EU/international level: improved management
competences and internationalisation strategies;
reinforced cooperation with partners from other
countries, other fields of education, training and youth
and/or other socio-economic sectors; increased
allocation of financial resources (other than EU funds) to
organise EU/international projects in the field of
education, training and youth;
increased quality in the preparation, implementation,
monitoring and follow-up of EU/international projects.
6. Projects supported under KA2 are also likely to have a
positive impact on the persons involved [1]:
Projects funded under this Key Action are also
likely to have a positive impact on the persons directly
or indirectly involved in the activities, such as, for
example:
increased sense of initiative and entrepreneurship;
increased competence in foreign languages;
increased level of digital competence;
greater understanding and responsiveness to social,
linguistic and cultural diversity;
improved levels of skills for employability and new
business creation (including social entrepreneurship);
7. Projects supported under KA2 are also likely to have a
positive impact on the persons involved [2]:
Projects funded under this Key Action are also likely to
have a positive impact on the persons directly or indirectly
involved in the activities, such as, for example:
more active participation in society;
more positive attitude towards the European project and the
EU values;
better understanding and recognition of skills and
qualifications in Europe and beyond;
improved competences, linked to their professional profiles
(teaching, training, youth work, etc.);
broader understanding of practices, policies and systems in
education, training or youth across countries;
greater understanding of interconnections between formal,
non-formal education, vocational training, other forms of
learning and labour market respectively;
8. STRATEGIC PARTNERSHIPS IN THE FIELD
OF EDUCATION, TRAINING AND YOUTH [1]:
WHAT ARE THE AIMS AND PRIORITIES OF 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 exchanges of experience
at European level.
Strategic Partnerships must address either a) at least one
horizontal priority or b) at least one specific priority
relevant to the field of education, training and youth that is
mostly impacted.
9. STRATEGIC PARTNERSHIPS IN THE FIELD
OF EDUCATION AND TRAINING [2]:
HORIZONTAL PRIORITY IN COMMONS:
developing basic and transversal skills (such as
entrepreneurship, digital skills and language
competences) in all fields of education, training and youth,
using innovative and learner-centred pedagogical approaches
and developing appropriate assessment and certification
methods.
In particular, supporting innovative activities that foster the
assessment of transversal skills and that promote the use of
Content and Language Integrated Learning (CLIL) or
reciprocal learning to increase language competences
among learners of all ages from various fields of education,
training and youth including those with migrant
background;
10. STRATEGIC PARTNERSHIPS IN THE FIELD
OF EDUCATION AND TRAINING [3]:
HORIZONTAL PRIORITY IN COMMONS:
enhancing digital integration in learning, teaching, training
and youth work at various levels: promoting access to and
learning through Open Educational Resources (OER);
supporting ICT-based teaching, training and youth work,
as well as ICT-based assessment practices.
In particular, supporting teachers, trainers, educational staff
and youth workers in acquiring or improving the use of ICT
for learning and related digital competences; supporting
organisations active in education, training and youth review
their business models; promoting OER in different
languages and produced in Europe; supporting digital
integration in learning to reach audiences of
disadvantaged backgrounds; exploring the potential of
learning analytics and crowd-assessment to increase the
quality of learning;
11. STRATEGIC PARTNERSHIPS IN THE FIELD
OF EDUCATION AND TRAINING [3]:
Field-specific priorities In higher education:
supporting higher education institutions to implement the necessary reforms in line
with the 2011 EU Modernisation Agenda and its priority areas: increase attainment
levels; improve the quality and relevance of higher education; strengthen quality
through mobility and cross-border cooperation; make the knowledge triangle work;
improve governance and funding. A particular focus will be placed on projects that:
support activities that help attune curricula to current and emerging labour market needs and
equip the young generation with transversal skills such as entrepreneurship, by developing
active cooperation between HEI and partners from outside academia: enterprises, professional
organisations, chambers of commerce, social partners, local/regional bodies etc.;
o support activities to develop innovative strategies to boost mobility or ways to remove
obstacles to mobility in higher education providing more opportunities for students to gain
additional skills through study or training abroad; projects can also support virtual mobility that
are embedded in a global strategy for the effective integration of ICT in the participating HEIs; o
strengthen the links between education, research and business to promote excellence and
regional development; o aim at increasing the number of graduates, widening the participation
and raising completion rates of underrepresented groups and non-traditional learners,
enhancing lifelong learning via the creation of flexible learning paths, developing ways to
increase the social responsibility of higher education institutions;
supporting the implementation of the 2013 Communication on Opening Up Education:
promoting the development of new modes of delivery, in particular the integration of a
greater variety of study modes (distance, part-time, modular learning) through new
forms of personalised learning, strategic use of open educational resources, virtual
mobility, blended mobility and virtual learning platforms; as well as stimulating the
internationalisation of Europe’s higher education systems in Europe and beyond.
12. STRATEGIC PARTNERSHIPS IN THE FIELD
OF EDUCATION AND TRAINING [4]:
Field-specific priorities In VET:
supporting the development of high quality VET with a strong work-based learning
component (including apprenticeships and dual learning models), involving strong
partnerships between education and employment (in particular companies and social
partners);
increasing the labour market relevance of VET provision and reducing skills
mismatches and shortages in economic sectors through timely adaptation of curricula
and qualifications profiles and establishment of stable partnerships between VET
providers and economic actors, including social partners, development agencies,
bodies in innovation systems, chamber of commerce. These should be based on data
stemming from monitoring systems of VET outcomes (employability rates, placement
rates) and systems of forecasting skills needs and a close alignment of VET provision
to economic development strategies at regional and local levels. This also may imply
development of VET at higher than upper secondary level / higher EQF levels;
increasing transparency and mutual trust between VET systems through streamlined
and coherent implementation at national level of ECVET and EQAVET
recommendations;
fostering the promotion of easily accessible and career oriented continuing VET,
including for the least likely to take part in such learning opportunities; promoting the
development of skills and competences of teachers and trainers, with a particular
focus on work-based teaching, partnerships between school teachers and in-company
trainers, and training of in-company trainers.
13. Commons evaluation [1]:
Relevance of the project:
SCORE: 29
The proposal demonstrates a strong link with policy objectives
(Europe 2020 - Modernisation Agenda - Entrepreneurship
education, Rethinking education) aimed at improving the quality
of online learning, particularly for participants with fewer
opportunities (nr. 50). The project is based on a good knowledge
of the target groups needs. The activities planned are structured
in a coherent ensemble. The implementation of (no. 11)
intellectual outputs could be a useful instrument to be used not
only in the framework of this current project.
14. Commons evaluation [2]:
Quality of the project design and implementation:
SCORE: 17,5
The project is well detailed. All the steps, from the preparation before the
beginning of the activities until the final follow up, are adequately described.
Also the section F is filled in in an accurate and clear way. The work
programme created gives clear evidence of the tasks assignments, of the
deadlines, the progress of planned activities. The proposed methodology is
realistic for producing the expected results that can be freely shared and re-
used and takes account of existing knowledge and practice in the field of
online learning. A Quality Management and Evaluation Plan will be created
to analyse the interactions defined by partners and a QM officer will also act
as a "mediator" in case of issues or potential arising issues. The
involvement of 50 participants with fewer opportunities is a very positive
feature of the proposal. However, including in this group foreign university
students and professionals with a limited knowledge of partner languages,
is not appropriate, and cannot be included in the category "cultural
differences". The teaching, training and learning activities are not planned
and recommended recognition tools are not mentioned. The grant request
is realistic for a good quality implementation of the planned activities.
15. Commons evaluation [3]:
Quality of the project team and the cooperation arrangements
SCORE: 17 :
The Partnership includes Universities, Research Companies, Non-
Academic Organizations with strong experience in the use of ICTs
applied to teaching. They confirm to be capable of integrating
different languages and knowledge areas, as well as different
educational methodologies and practices. One of the partners is a
one-man company: the risks linked, mainly in consideration of
the duration of the project, are not mentioned. The development
of collaborative software tools should also contribute to improve
communication among partners.
16. Commons evaluation [4]:
Impact and dissemination:
SCORE: 28
The entire section on impact and dissemination is well detailed. Indicators
are mentioned and qualitative and quantitative monitoring and evaluation
methods are well described. The intensive use of social networks is
appropriate to the nature of the project. Moreover, since the project
involves only three countries and has a duration of three years, at least one
multiplier event in each Country should have been planned.
The impact of the project is relevant in terms of experts and learners
involved, intellectual outputs proposed and is likely to improve online
learning methods and educational materials. Creation and dissemination of
a digital package of multilingual PR material for mainstream press and
online media at a European level is planned, such as, creation of first four
sample learning paths based on OER database.
All educational materials (courseware) produced by the Community of
practice will be made available to the general public through the COMMONS
website. The marketing and dissemination strategy will follow centralized
and local/national actions. An appropriate sustainability strategy is
planned after the funding period.
17. Commons evaluation [5]:
General evaluation of the project and Comment:
Total Score: 91,5
The proposal is well written, answers in a more than adequate way to all the
requirements of the application. It is relevant to the programme and action objectives.
The project demonstrates a strong link with policy objectives (Europe 2020-
Modernisation Agenda-Entrepreneurship education, Rethinking education) aimed at
improving the quality of cooperative learning.
The partners represent a mix of competences suitable to reach the projects' results
and gives evidence of links to businesses and labour market stakeholders to
successfully deliver all aspects of the proposal. One of the partners is a one-man
company: the related risks, mainly in consideration of the duration of the project, are
not mentioned. The work programme created gives clear evidence of the tasks
assignments, of the deadlines, the progress of planned activities. The involvement of
50 participants with fewer opportunities is a very positive feature of the proposal.
However, including in this group foreign university students and professionals with a
limited knowledge of partner languages, is not appropriate, and cannot be included in
the category "cultural differences". The teaching, training and learning activities are
not planned. Recommended recognition tool are not mentioned. The methods of
project coordination and means of communication are planned and clearly described.
The intensive use of social networks is appropriate to the nature of the project. The
partnership has provided clear dissemination plans. Indicators are mentioned and
qualitative and quantitative monitoring and evaluation methods are well described. An
appropriate sustainability strategy is planned after the funding period.
18. Commons start-up [1]:
Si informa che sono consentiti trasferimenti tra le voci di spesa ammissibili,
purché siano rispettate le seguenti regole:
Il beneficiario può trasferire fino al 20% dei fondi destinati alle categorie di spesa
Gestione e implementazione del programma di lavoro, Incontri di progetto transnazionali,
Opere di ingegno, Eventi moltiplicatori, Attività di
apprendimento/insegnamento/formazione e Costi Eccezionali a ogni altra categoria di
spesa ad eccezione delle categorie Gestione e implementazione del programma di lavoro
e Costi Eccezionali.
Qualsiasi trasferimento di fondi [RPR- reallocation of project's resources, see slide
17] deve risultare in un aumento non più alto del 20% dell'importo assegnato alla
categoria di spesa sulla quale i fondi vengono trasferiti.
Il beneficiario può trasferire i fondi dalle altre categorie di spesa verso la categoria di
spesa Bisogni Speciali, anche se inizialmente non erano stati richiesti fondi per questa
voce. In tal caso non si applica l'aumento massimo del 20% della categoria di spesa
Bisogni Speciali.
Le attività del progetto potranno avere inizio non prima del 1 settembre 2014 e
dovranno terminare non oltre il 31 agosto 2017 (36 mesi).
19. Commons start-up [2]:
Please note that transfers are permitted between the eligible expenses, subject
to the following rules:
The beneficiary may transfer up to 20% of the funds earmarked for expense categories
Management and implementation of the work program, Transnational Project
meetings, Deliverables and Original Works, Multipliers Events, learning /
teaching activities / training costs and Exceptional Costs in every other category with
the exception of Management And Implementation of the work program and
Exceptional Costs. Every fund reallocation Qualsiasi trasferimento di fondi [RPR-
reallocation of project's resources, see slide 17] must be lower then 20% of the
whole sum of the expenses category to whom funds are transferred.
The beneficiary may reallocate (transfer) funds from other expenditure
categories towards Special Needs category, even if no funds have been requested
on this category in the original application. Only in this case it is not applied the limit of
20% of increment of the Expenditure Category Special Needs .
Projects activities shall be started not before 1. September 2014 and must be
completed within and no later then 31 of August 2017 (36 months)
20. Next steps [1]:
Grant Agreement:
In mid November the National Agency will send to the Applicant
Organization (SAP) the Grant Agreement completed. At the moment
we have a draft of the GA (see file Annex GA)
RPR- Reallocation of Project's Resources :
Reallocation of resources and a request for a new approval of the
Project plan has to be presented the day after that Grant
Agreement will be accepted and undersigned (>15 november)
Partner Agreement:
It’s good practice to subscribe also a Partner Agreement that defines
rules between partners for exploiting products and results of the
activity of the project.
We have models of this kind of agreement and we can start
discussing here about
What we want to regulate
Which are each partner's expectations
How far are we able to anticipate problems and opportunities that will arise
in 36 months
21. Next steps [2]:
Grant Agreement:
In mid November the National Agency will send to the SAP the Grant
Agreement completed. At the moment we have a draft of the GA (see
file Annex GA)
Funding (100 % )
payment of the first tranche of financing of 40% after the Grant
Agreement will be accepted and undersigned
payment of the second installment of 40% after the delivery of
the report in Mid-progress Report
payment of 20% upon completion of the funds after the delivery
of the Final Report
Payment will be executed to Sapienza onto a dedicated account
