The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Validation Report - Vocational Education & Training SectorEmpatic Project
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
A report on the profiles of the knowledge exchange projects in the KEEN programme funded by the European Regional Development Fund and managed by the University of Wolverhampton
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Validation Report - Vocational Education & Training SectorEmpatic Project
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
A report on the profiles of the knowledge exchange projects in the KEEN programme funded by the European Regional Development Fund and managed by the University of Wolverhampton
D2.4 e participation-bestpractices_v0.5George Zhukov
This document provides guidelines and best practices for engaging university stakeholders and increasing e-participation in university decision-making. It summarizes the MyUniversity project, which equipped universities with an e-participation platform. It then outlines eight ground rules for effective e-participation, including transparency, respect, trust, and inclusion. The document also presents a conceptual model for managing e-participation initiatives, including phases for programming, planning, design, implementation, and evaluation. It provides details on stages for each phase and guidelines for successful e-participation.
Executive Summary
The main findings are summarized below.
for the MSc program are:
• Preferred candidates: engineers (chemical, electrical, energy, mechanical)
• Selection based essentially on a personal interview (touch or Skype-like) and the English level
• Duration: preferred 2 years (120 ECTS)
• Mobility should be mandatory
• Content of the syllabus: tech transversal, innovation and management
• Vision of the MSc, more oriented to the professional side vs the research side
• Optimal number of students in the classroom: between 10 and 20
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
MAGHRENOV deliverable 2.1: Roadmap of an EU-MPC entrepreneurial education pro...Maghrenov
Executive Summary : this report is a practical approach to plan the development of educational programs intended to create a new generation of game changers in the Maghreb Partner Countries (MPC)
The document summarizes a workshop held in Barcelona to define future needs for human resources capacity building between the EU and Mediterranean Partner Countries (MPC). The workshop included sessions on concepts of capacity building in MPC areas and private-public involvement. It aimed to agree on best collaboration models and tools to effectively create capacity building through higher education programs. A specific focus was structuring a joint EU-MPC Master's program. Presentations were given by representatives from research institutions and industry in Europe and MPC countries. The conclusions defined a taskforce to develop applications for ERASMUS+ programs aligned with the goals of the MAGHRENOV project. Annexes provide links to multimedia materials from the workshop like presentation slides
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
White paper concerning new educational entrepreneurial programsMaghrenov
This document summarizes a white paper concerning new educational entrepreneurial programs in renewable energy and energy efficiency in Morocco and Tunisia. It analyzes the current state of education and training in these fields in both countries, identifying strengths and weaknesses. It then provides recommendations to address challenges, including establishing political dialogue on Euro-Med cooperation in higher education, expanding bilateral cooperation programs, creating a new Euro-Med master's program, and forming a network of training structures in renewable energy and energy efficiency. The recommendations aim to foster development of an Euro-Mediterranean innovation space in these industries.
This document presents a vision for establishing an ERA-NET+ platform to continue the work of the MAGHRENOV project in a sustainable way after the project ends. It assesses the feasibility of an ERA-NET+ through a questionnaire of the MAGHRENOV network. It also explores two alternative options: continuing joint calls for proposals or establishing a joint undertaking with public and private organizations. The document concludes that political will and financial guarantees would be needed to establish any long-term cooperation beyond the project, and an ERA-NET+ or similar platform could help consolidate achievements if these challenges can be addressed.
MAGHRENOV deliverable 3.8 Investments opportunities report on research infras...Maghrenov
This document summarizes the current state of research infrastructures in Europe, Morocco, and Tunisia related to renewable energy and energy efficiency. It finds that while Europe has a rich and dynamic research infrastructure landscape guided by a coherent strategy, infrastructure in Morocco and Tunisia is more dispersed across various projects and laboratories. It then outlines major funding programs and opportunities for research infrastructure development in the region, including the European Strategy Forum for Research Infrastructures, the Facility for Euro-Mediterranean Investment and Partnership, and Horizon 2020. Key principles for effective research infrastructure investment are discussed. Finally, recommendations are provided to improve research infrastructures across macro, meso, and micro levels.
The document proposes a Joint Action Plan to address gaps and challenges for EEU organizations participating in ICT research. It analyzed six EEU pilot projects to identify barriers in enterprise interoperability and collaboration research. The Joint Action Plan aims to provide guidelines for EEU policymakers and researchers to better participate in European projects by removing barriers. It was developed through workshops involving EEU stakeholders to validate recommendations and examples of initiatives supporting ICT research in the EEU.
MAGHRENOV deliverable 5.2: 3 seminars with other R2I projects Medspring and B...Maghrenov
This deliverable 5.2 presents the preparation and organisation of the three seminars on Business
creation, which took place over a six month period, from December 2014 to May 2015.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
MAGHRENOV deliverable 3.4: Catalogue of evaluated competenceMaghrenov
A Competence Mapping is a strategic exercise that intends to map against identified priorities the existing competencies of players in a specific domain.
In MAGHRENOV, the intention is to deploy the Competence Mapping methodology in order to characterize the regional innovation competencies in the fields of Renewable Energy and Energy Efficiency. Similar to the KIC InnoEnergy methodology, the objective is to characterize these competencies against Maghrenov’s identified priorities, as contained in Maghrenov’s Strategy and Roadmap and to identify best players and competencies in these priorities. To date, Maghrenov Roadmaps cover 47 priorities in Renewable Energies, and 78 priorities in Energy Efficiency, for a total scope of 125 priorities overall.
MAGHRENOV deliverable 3.7: Workshop articulating with ESFRI agendaMaghrenov
This document summarizes a workshop focused on research and innovation infrastructure needs for renewable energy and energy efficiency in the EU and Maghreb countries.
The workshop included two panels that discussed regional needs for such infrastructures and opportunities for sharing resources. Speakers from Spain, Tunisia, Morocco and France shared perspectives on existing infrastructure in their countries and priorities for development. Key topics included the need to map, share and certify equipment, as well as opportunities for multilateral collaboration.
The workshop aimed to help articulate results with the European Strategy Forum on Research Infrastructures agenda and roadmap to support coordinated infrastructure development in renewable energy across Europe and North Africa.
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
MAGHRENOV deliverable 3.6: List of existing facilities along with the ESFRI c...Maghrenov
MAGHRENOV deliverable D3.6 aims at the
establishment of a database of existing research infrastructures in Maghreb area taking into consideration the ESFRI classification scheme and also the existing data from ESFRI.
The methodology was based on an integrated approach focused on questionnaire, documents studies, survey,
and interviews with experts.
Introduction to project evaluations for SLOGA / TrialogInka Pibilova
This document summarizes the key points from a workshop on project evaluations. The workshop covered:
1) An introduction to project evaluations and the project cycle.
2) Discussion of evaluation criteria like relevance, effectiveness, efficiency, impact and sustainability. Quantitative and qualitative indicators were also covered.
3) Methods for data collection, developing evaluation questions, and analyzing qualitative data. Key points on developing terms of reference for evaluations were also provided.
The document provides a starting report for the Iktimed project which aims to improve open innovation between research institutions, businesses, and public policymakers in regions of southern Europe and the Mediterranean area by establishing collaboration systems and knowledge communities. It outlines the background and goals of the project, describes the main problems it seeks to address, and provides details on the project structure, management, components, and operational plan.
This document provides a marketing communication strategy for the Southwark Pilot of the OPTIMUM2 project. It recommends adopting a six-step process based on social marketing theory: 1) set objectives, 2) specify target groups, 3) design techniques, 4) set a schedule, 5) specify a budget, and 6) monitor and evaluate. The strategy identifies key target groups and recommends techniques like presentations and conferences to promote results to professionals, policymakers, and funders. It provides an estimated budget of €36,000 and evaluation methods to assess the strategy's effectiveness.
Workshop proceedings of "Identifying contextualized indicators to measure SDGs"4th Wheel Social Impact
Keeping social impact management at the centre, 4th Wheel Social Impact is committed to strengthening social programs in India by improving the way they are designed, implemented, monitored and evaluated. The organization believes the integration of data, technology and partnerships will enable the achievement of the Sustainable Development Goals (SDGs).
The workshop focussed on Theory of Change, Indicator Development, SDG linkages of indicators.
This workshop was supported by Swedish Institute.
D2.4 e participation-bestpractices_v0.5George Zhukov
This document provides guidelines and best practices for engaging university stakeholders and increasing e-participation in university decision-making. It summarizes the MyUniversity project, which equipped universities with an e-participation platform. It then outlines eight ground rules for effective e-participation, including transparency, respect, trust, and inclusion. The document also presents a conceptual model for managing e-participation initiatives, including phases for programming, planning, design, implementation, and evaluation. It provides details on stages for each phase and guidelines for successful e-participation.
Executive Summary
The main findings are summarized below.
for the MSc program are:
• Preferred candidates: engineers (chemical, electrical, energy, mechanical)
• Selection based essentially on a personal interview (touch or Skype-like) and the English level
• Duration: preferred 2 years (120 ECTS)
• Mobility should be mandatory
• Content of the syllabus: tech transversal, innovation and management
• Vision of the MSc, more oriented to the professional side vs the research side
• Optimal number of students in the classroom: between 10 and 20
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
MAGHRENOV deliverable 2.1: Roadmap of an EU-MPC entrepreneurial education pro...Maghrenov
Executive Summary : this report is a practical approach to plan the development of educational programs intended to create a new generation of game changers in the Maghreb Partner Countries (MPC)
The document summarizes a workshop held in Barcelona to define future needs for human resources capacity building between the EU and Mediterranean Partner Countries (MPC). The workshop included sessions on concepts of capacity building in MPC areas and private-public involvement. It aimed to agree on best collaboration models and tools to effectively create capacity building through higher education programs. A specific focus was structuring a joint EU-MPC Master's program. Presentations were given by representatives from research institutions and industry in Europe and MPC countries. The conclusions defined a taskforce to develop applications for ERASMUS+ programs aligned with the goals of the MAGHRENOV project. Annexes provide links to multimedia materials from the workshop like presentation slides
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
White paper concerning new educational entrepreneurial programsMaghrenov
This document summarizes a white paper concerning new educational entrepreneurial programs in renewable energy and energy efficiency in Morocco and Tunisia. It analyzes the current state of education and training in these fields in both countries, identifying strengths and weaknesses. It then provides recommendations to address challenges, including establishing political dialogue on Euro-Med cooperation in higher education, expanding bilateral cooperation programs, creating a new Euro-Med master's program, and forming a network of training structures in renewable energy and energy efficiency. The recommendations aim to foster development of an Euro-Mediterranean innovation space in these industries.
This document presents a vision for establishing an ERA-NET+ platform to continue the work of the MAGHRENOV project in a sustainable way after the project ends. It assesses the feasibility of an ERA-NET+ through a questionnaire of the MAGHRENOV network. It also explores two alternative options: continuing joint calls for proposals or establishing a joint undertaking with public and private organizations. The document concludes that political will and financial guarantees would be needed to establish any long-term cooperation beyond the project, and an ERA-NET+ or similar platform could help consolidate achievements if these challenges can be addressed.
MAGHRENOV deliverable 3.8 Investments opportunities report on research infras...Maghrenov
This document summarizes the current state of research infrastructures in Europe, Morocco, and Tunisia related to renewable energy and energy efficiency. It finds that while Europe has a rich and dynamic research infrastructure landscape guided by a coherent strategy, infrastructure in Morocco and Tunisia is more dispersed across various projects and laboratories. It then outlines major funding programs and opportunities for research infrastructure development in the region, including the European Strategy Forum for Research Infrastructures, the Facility for Euro-Mediterranean Investment and Partnership, and Horizon 2020. Key principles for effective research infrastructure investment are discussed. Finally, recommendations are provided to improve research infrastructures across macro, meso, and micro levels.
The document proposes a Joint Action Plan to address gaps and challenges for EEU organizations participating in ICT research. It analyzed six EEU pilot projects to identify barriers in enterprise interoperability and collaboration research. The Joint Action Plan aims to provide guidelines for EEU policymakers and researchers to better participate in European projects by removing barriers. It was developed through workshops involving EEU stakeholders to validate recommendations and examples of initiatives supporting ICT research in the EEU.
MAGHRENOV deliverable 5.2: 3 seminars with other R2I projects Medspring and B...Maghrenov
This deliverable 5.2 presents the preparation and organisation of the three seminars on Business
creation, which took place over a six month period, from December 2014 to May 2015.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
MAGHRENOV deliverable 3.4: Catalogue of evaluated competenceMaghrenov
A Competence Mapping is a strategic exercise that intends to map against identified priorities the existing competencies of players in a specific domain.
In MAGHRENOV, the intention is to deploy the Competence Mapping methodology in order to characterize the regional innovation competencies in the fields of Renewable Energy and Energy Efficiency. Similar to the KIC InnoEnergy methodology, the objective is to characterize these competencies against Maghrenov’s identified priorities, as contained in Maghrenov’s Strategy and Roadmap and to identify best players and competencies in these priorities. To date, Maghrenov Roadmaps cover 47 priorities in Renewable Energies, and 78 priorities in Energy Efficiency, for a total scope of 125 priorities overall.
MAGHRENOV deliverable 3.7: Workshop articulating with ESFRI agendaMaghrenov
This document summarizes a workshop focused on research and innovation infrastructure needs for renewable energy and energy efficiency in the EU and Maghreb countries.
The workshop included two panels that discussed regional needs for such infrastructures and opportunities for sharing resources. Speakers from Spain, Tunisia, Morocco and France shared perspectives on existing infrastructure in their countries and priorities for development. Key topics included the need to map, share and certify equipment, as well as opportunities for multilateral collaboration.
The workshop aimed to help articulate results with the European Strategy Forum on Research Infrastructures agenda and roadmap to support coordinated infrastructure development in renewable energy across Europe and North Africa.
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
MAGHRENOV deliverable 3.6: List of existing facilities along with the ESFRI c...Maghrenov
MAGHRENOV deliverable D3.6 aims at the
establishment of a database of existing research infrastructures in Maghreb area taking into consideration the ESFRI classification scheme and also the existing data from ESFRI.
The methodology was based on an integrated approach focused on questionnaire, documents studies, survey,
and interviews with experts.
Introduction to project evaluations for SLOGA / TrialogInka Pibilova
This document summarizes the key points from a workshop on project evaluations. The workshop covered:
1) An introduction to project evaluations and the project cycle.
2) Discussion of evaluation criteria like relevance, effectiveness, efficiency, impact and sustainability. Quantitative and qualitative indicators were also covered.
3) Methods for data collection, developing evaluation questions, and analyzing qualitative data. Key points on developing terms of reference for evaluations were also provided.
The document provides a starting report for the Iktimed project which aims to improve open innovation between research institutions, businesses, and public policymakers in regions of southern Europe and the Mediterranean area by establishing collaboration systems and knowledge communities. It outlines the background and goals of the project, describes the main problems it seeks to address, and provides details on the project structure, management, components, and operational plan.
This document provides a marketing communication strategy for the Southwark Pilot of the OPTIMUM2 project. It recommends adopting a six-step process based on social marketing theory: 1) set objectives, 2) specify target groups, 3) design techniques, 4) set a schedule, 5) specify a budget, and 6) monitor and evaluate. The strategy identifies key target groups and recommends techniques like presentations and conferences to promote results to professionals, policymakers, and funders. It provides an estimated budget of €36,000 and evaluation methods to assess the strategy's effectiveness.
Workshop proceedings of "Identifying contextualized indicators to measure SDGs"4th Wheel Social Impact
Keeping social impact management at the centre, 4th Wheel Social Impact is committed to strengthening social programs in India by improving the way they are designed, implemented, monitored and evaluated. The organization believes the integration of data, technology and partnerships will enable the achievement of the Sustainable Development Goals (SDGs).
The workshop focussed on Theory of Change, Indicator Development, SDG linkages of indicators.
This workshop was supported by Swedish Institute.
Report on the Training of Monitoring and Evaluation staff of IFAD Projects in...FIDAfrique-IFADAfrica
JENOI, GAMBIA. 17th to 21st September 2012. The training was undertaken under contractual agreement between the Central Projects Coordination unit (CPCU), Ministry of Agriculture and the West Africa Rural Foundation. The
training was funded by the following IFAD projects in the Gambia: Livestock and Horticulture
Development Project, Participatory Integrated Watershed Management Project and Rural
Finance Project.
Module 6: Implementing the Strategy Dima course contentMichael Kenny
This 13 slide presentation Implementing the Strategy is Module 6 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Maximising Horizon 2020 Research Impact and the competitiveness of your proposalCharles Henderson
Impact is the most important aspect of a Horizon 2020 proposal for evaluators. In this presentation we show how the competitiveness of proposals can be enhanced and how research impact can be improved through the project life cycle. We give examples of how we are improving the exploitation and dissemination of existing projects.
How to write an development project evaluation report. Format and principle guidelines for mid-term and for completed projects. This format can be used for any kind of development project.
The document proposes a 360 Degree Risk Management Model to help organizations holistically manage risks. The model comprises people, processes, tools, and governance to 1) identify risks early, 2) mitigate negative risks, and 3) leverage learnings from risks to enhance competencies. Key aspects of the model include a corporate risk database, risk analytics dashboards, and knowledge sharing programs. The document argues the model can help organizations gain competitive advantages and improve outcomes by taking a more holistic view of risks.
The document summarizes a masterclass on applying the risk management guide ISO/TR 31004:2013 for implementing ISO 31000. The masterclass aims to promote learning of cutting edge risk management practices and foster creative and collaborative thinking. It focuses on how to design a risk management framework according to ISO 31000 principles, integrate risk management into organizational processes and management systems, and ensure continual improvement.
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e-mail: bhavi.bhatia.411@gmail.com
Phone: +91-9779703714, +91-9814614666
The document discusses several strategic initiatives at the International Rescue Committee (IRC) aimed at improving program quality and effectiveness. It describes the Outcomes and Evidence Framework (OEF), which defines expected program outcomes, theories of change, core indicators, and evidence summaries. It also details COMET, a data platform for uploading and analyzing program indicators, and Monitoring for Action (MfA), focused on improving data quality and use through organizational standards, tools, and regional coordinators. Finally, it explains how these initiatives relate to and support country-level Strategy Action Plans, which define priority outcomes, locations, and populations for programming.
The document discusses several strategic initiatives at the International Rescue Committee (IRC) aimed at improving program quality and effectiveness. It describes the Outcomes and Evidence Framework (OEF), which defines expected program outcomes, theories of change, core indicators, and evidence summaries. It also details COMET, a data platform for uploading and analyzing program indicators, and Monitoring for Action (MfA), focused on improving data quality and use through organizational standards, tools, and regional coordinators. Finally, it explains how these initiatives relate to and support country-level Strategy Action Plans, which define priority outcomes, locations, and populations for programming.
Monitoring and evaluation (M&E) is important for tracking the progress and determining the effectiveness of ecosystem-based adaptation (EbA) projects. There are four key steps to designing and implementing an M&E system for EbA: 1) developing a results framework using a Theory of Change, 2) defining indicators, baselines and targets, 3) operationalizing the M&E system, and 4) using and communicating the results. Undertaking M&E contributes to the adaptive management, learning, and sustainability of EbA actions.
The LikeHome project aims to foster inclusion of newly arrived migrants and refugees in education and the economy. It seeks to assess and recognize prior learning, qualifications, and competencies of migrants. The project will develop a framework of best practices for inclusion and run three phases: needs analysis, framework development, and testing. It will enhance access to education for disadvantaged learners and better assess migrants' prior knowledge and skills to facilitate integration. A focus group will evaluate tools developed and trainers will help disseminate results to stakeholders to promote adoption of framework across EU countries.
293_ILO_Preventing trafficking in girls and young women for labor_ChinaMichael Midling
This document provides a summary of the findings and recommendations from a mid-term evaluation of the project "Preventing trafficking in girls and young women for labor exploitation within China". The project aims to eliminate labor exploitation and trafficking of girls and women in China through knowledge building, direct assistance, and policy development. The evaluation found that the project design remains relevant but identified challenges with language barriers and data collection. It also found that the project has strengthened partner capacity and contributed to policy changes. Key recommendations center on improving communication, research methods, direct services, and maintaining a focus on prevention through education and awareness raising.
This is the short version of the MaFI 2013 Work Plan. If you do not have much time to read the details, here’s a summary of objectives and modules:
Objectives:
- To continue influencing the principles, rules and practices of international development to promote facilitation approaches in inclusive market development using the MaFI-festo as a general guideline.
- To further the practice and thinking of inclusive market development facilitation through a systematic process of learning and action-research between market facilitators and M&E and complexity experts, mainly through the Complexity Dialogues and the Systemic M&E Initiative.
- To produce knowledge products based on MaFI’s learning agenda and processes (e.g. online discussions, webinars and in-person meetings) that inform and build the capacity of field practitioners and are relevant and interesting to other decision-makers such as donors and lead firms.
- To promote in-person interactions and local-global dialogue, learning and coordination through formal and informal initiatives such as Local Learning Groups, MaFI Ambassadors, workshops and conferences.
- To continue improving the efficiency and effectiveness of MaFI’s back-end operations (e.g. guidance to members, processing and selection of requests to join, MaFI introductions, selection of Top Influencer of the Month, etc.)
Modules:
- M&E of MaFI: To build better theories of change and indicators to monitor how learning and collaboration processes change in MaFI and to assess MaFI’s impacts on its members
- MaFI “Instructions Manual”: To codify the operational principles and the lessons learned by the facilitator of MaFI since its beginnings in 2007-8 and to provide tips and instructions about how to manage the back-end processes that keep MaFI running efficiently.
- Systemic M&E, Phase II: To illustrate the practical application, implications and impacts of the principles proposed in the Systemic M&E synthesis document in the context of inclusive market development initiatives.
- Complexity Dialogues: To build a learning agenda that will help MaFI to interact in a more systematic way with complexity experts to improve the application of complexity science in inclusive market development practice and policy-making.
- Capacity Building: To build global convergence and consensus around the basic skills and attitudes that effective and efficient facilitators of inclusive market development initiatives should have.
- Knowledge Production System: To convert the best discussions ever produced by MaFI into knowledge products that are easy to read and can reach large numbers of practitioners globally, both for information and training purposes.
- Local Learning and collaboration: To promote locally contextualised learning and collaboration between key development actors such as field practitioners, policy-makers and donors around issues related to facilitation of inclusive market development
This document provides an overview of the National Framework for Effective HPN SBCC, which aims to harmonize social and behavior change communication (SBCC) strategies with national health priorities in Bangladesh. The framework is intended to guide stakeholders through developing, implementing, and evaluating effective SBCC strategies and programs. It consists of three main steps: 1) developing a profile of the current SBCC situation through research and analysis, 2) strategic design using coordination, capacity building, and community engagement, and 3) creating an implementation plan with timelines, outputs, indicators, and M&E strategies. Cross-cutting themes of research, documentation, knowledge management, and gender are also addressed. The framework is meant to be adaptable on conceptual and
You will construct a manual for your company that defines the Risk M.pdfthangarajarivukadal
You will construct a manual for your company that defines the Risk Management Policy for all
future projects. For this, you can adopt the perspective of either a: - Option 1: o For Profit
Company that develops new products, and each product might be considered a project. For this
you will adopt the perspective of a Project Management Office (PMO) and you are developing
the manual that is used by all Project Managers (PM) who will be conducted a risk assessment
for all future projects. - Option 2: o City or town that has many projects in development or
underway, such as park operations, traffic operations, public works, etc… For this you will adopt
the perspective of a risk manager for a production facility or city/town, and you are drafting
policy for risk assessments of worker safety Whether you select Option 1 or Option 2, you will
draft the manual using the tools and materials that we have reviewed in Weeks 1 through 4 of
this class. The manual should be in a form such that a reasonably educated and informed
individual is able to pick the manual up, and have enough guidance for implementing the policy.
If you think about some of the documents we have reviewed thus far, they are a mix of policy,
guidance and specific methodologies. Your manual should follow the same general form: - What
is the general purpose of the manual - What is the interaction between policy and implementation
- What specific method are employed to assess the risk so that it can be managed It is expected
that - you will select two or more (but certainly not all) of the methods from the ISO and USCG
documents as the official method used to assess risk within your organization. - Offer guidance
as to when some specific method should be employed. Notice that this format follows the USCG
Risk-based Decision Making (RBDM) wherein they offer substantive guidance as to which
method should be used for which situation. This is compared to the ISO document which offers
generalities as to risk management policy, but offer limited guidance as to when to use specific
methods. Therefore, the project is NOT expected to be 27 pages of text (for example), but it IS
expected to be more than 5. Maybe 10? It all depends on what is necessary to get the job done. -
It is up to you, the student, to determine what is required based on your understanding of the
material thus far, and to draft a manual that is robust enough that you would feel comfortable
submitting to your supervisor if that supervisor asked for a risk management manual to be
drafted. The basic question is: what do you think this manual would look like? - What is you
organizational process for answering the 5 questions for any new project that is being considered
- There should be enough procedure and guidance information that the user is able to open the
document and leverage it towards a robust risk assessment that can be applied to the 90%
situation - Submit this as a ‘professional’ manual that you might find in the risk ma.
Similar to Quality, risk and impact strategy.pdf (20)
The document summarizes the International Workshop "Information Literacy Development in the School Sector" held in Krakow, Poland on June 8, 2011. The workshop aimed to validate models, standards, and case studies related to information literacy (IL) in schools that were developed as part of the EMPATIC project. Over 30 participants from Poland and abroad discussed various topics regarding IL in K-12 education, including national strategies, teacher training, best practices, and real-world IL initiatives in Polish schools.
The document describes the scope, purpose and methodology used to identify 20 best practice cases of Information Literacy development initiatives in Europe. It aimed to find programs that illustrated strategic, coherent approaches to IL education across different sectors. Selection criteria included the country, funding source, focus/type, learning sector, literacy area, and range/stakeholders of each initiative. The best cases were meant to exemplify how to change IL policy at the EU level, as currently most activities are ad hoc and fragmented. It was difficult to evaluate initiatives due to lack of complete information, but formal criteria like illustrating the EMPATIC goals and having clear descriptions were used.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
This document provides an agenda for the Qualitative and Quantitative Methods in Libraries International Conference (QQML2011) taking place from May 24-26, 2011. The conference includes keynote speeches, sessions, and workshops on topics related to qualitative and quantitative research methods in libraries. Sessions will cover areas such as library assessment, bibliometrics, information literacy, human resources, and users and their behaviors. The agenda lists the date, time, chairs, presenters, and titles for each session slotted throughout the three day conference.
The one-day EMPATIC Project International Workshop was held on May 30, 2011 at the National Library of Turkey in Ankara. The program included opening speeches, two keynote speeches on the importance of information literacy and on vocational education and training, breaks, a presentation on the EMPATIC Project, lunch, a workshop on vocational education and information literacy, remarks and an evaluation, and closing. The workshop aimed to discuss topics related to information literacy and vocational education.
The document announces an international workshop on information literacy development in schools to be held on June 8, 2011 in Krakow, Poland. The workshop is part of the EMPATIC project at Jagiellonian University. The day-long workshop will consist of presentations on developing information literacy programs and standards for schools from speakers representing Poland, Turkey, Finland, Great Britain, and Hungary. Topics will include information literacy curriculum, best practices in Europe, and using eTwinning projects and virtual mobility to enhance information literacy in international contexts. The workshop aims to discuss information literacy development in K-12 education.
This document provides information about an international workshop on information literacy policies that was held in Athens, Greece. The workshop aimed to point out the strategic role of methodological approaches in developing information literacy policies. It discussed models of information literacy policies in higher education and selected methodological issues. The workshop also included panels on strategic and interdisciplinary approaches to information literacy skills. Additionally, the document provides background information on the EMPATIC project, which aims to improve perceptions of information literacy among European policymakers and support increased implementation of information literacy in education.
This document summarizes an international workshop on the importance of information literacy in the vocational sector that was held on May 30, 2011 at the Turkish National Library in Ankara, Turkey. The workshop aimed to discuss how information literacy skills can be improved and integrated into vocational education through the EMPATIC project, which is funded by the European Commission to create a framework for exploiting information competency programs. The workshop featured a keynote speech by Professor Dr. Serap Kurbanoglu and was organized by a committee chaired by Professor Dr. Bülent Yılmaz.
The document summarizes an international workshop on developing information literacy in schools. The workshop will discuss goals, strategies, models and methods for improving information literacy among K-12 students. It will highlight examples of good practices from Europe and existing IL standards for schools. The workshop is part of the EMPATIC project funded by the EU to improve perceptions of information literacy, expand piloting of IL programs, and integrate IL into education reform across multiple sectors. The workshop will be held at the Institute of Information and Library Science at Jagiellonian University in Krakow, Poland.
This document provides information about an international workshop on information literacy held in Athens, Greece. The workshop was part of the EMPATIC project, funded by the European Commission to create a framework for effectively utilizing results from lifelong learning programs related to information literacy. The workshop's target groups included stakeholders in adult education, decision makers, librarians, and university professors. It aimed to improve policymakers' understanding of information literacy and help mainstream competencies in all levels of education.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
Metoda studium przypadku w badaniach kultury informacyjnej Empatic Project
Paper presented by: Sabina Cisek and Maria Próchnicka
Instytut Informacji Naukowej i Bibliotekoznawstwa, Uniwersytet Jagielloński w Krakowie
Venue: XI Forum on Scholarly and Technical Information,
Zakopane, Poland
20-23 September 2011
EMPATIC - International Workshop: Information Literacy Development in the Sc...Empatic Project
The document summarizes an international workshop on information literacy development in schools that took place in Krakow, Poland in June 2011. The workshop was part of the EMPATIC project, a two-year European Commission-funded project aimed at promoting strategic approaches to information literacy education across different levels and sectors of education. The workshop's goals were to discuss strategies, models, and methods for developing information literacy in schools, share experiences and advice on the topic, and validate project deliverables related to strategic models and case studies of information literacy.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Quality, risk and impact strategy.pdf
1.
Quality
Strategy
Author:
Bulent
Yilmaz
Ver:
0.2
This
project
has
been
funded
with
support
from
the
European
Commission
2. EXECUTIVE SUMMARY
The EMPATIC Quality Strategy forms Deliverable 3.1, in Work Package 3: Quality
assurance and impact.
The strategy sets out the quality and risk management procedures; together with the
impact assessment methods that the partners in the EMPATIC project will use to
ensure that all project outputs are of acceptable quality, that project risks are
identified and managed and that the impact of the project’s work and outcomes is
assessed and evaluated.
2
3. Table of Contents
EXECUTIVE SUMMARY ................................................................................................ 2
SECTION 1: INTRODUCTION....................................................................................... 4
1.1. INTRODUCTION ....................................................................................................... 4
1.2. QUALITY OF PROJECT OUTPUTS .................................................................................... 5
1.3 RISK MANAGEMENT.................................................................................................... 5
1.4 IMPACT ASSESSMENT ................................................................................................. 5
SECTION 2: QUALITY OF PROJECT OUTPUTS .............................................................. 6
2.1 GENERAL PRINCIPLES................................................................................................. 6
2.2
PREPARATION OF DOCUMENTS ................................................................................... 6
2.3 ACTIVITIES AND PROCESSES ........................................................................................ 7
2.4 WEBSITE AND DISTRIBUTION FACILITIES ....................................................................... 8
2.5 PROJECT WORK PLAN ................................................................................................. 8
SECTION 3: RISK MANAGEMENT ............................................................................... 10
3.1 INTRODUCTION ...................................................................................................... 10
3.2 RISK QUANTIFICATION ............................................................................................ 10
3.3 RISK RESPONSE/MONITORING ................................................................................... 10
SECTION 4: IMPACT ASSESSMENT ............................................................................ 13
4.1 ........................................................................................................................... 13
3
4. SECTION 1: INTRODUCTION
1.1. Introduction
Within the project plan the objective of WP3 is to ensure that project outputs are of
acceptable quality, to manage project risks and to assess the overall impact of the
project.
The core objectives of the EMPATIC project are to:
• draw together and valorise the results of previous Information Literacy
initiatives and projects across the school, university, adult and vocational
learning sectors;
• use this evidence to influence policy makers’ perceptions and actions to support
a marked increase in piloting and mainstreaming of Information Literacy;
• have a significant impact on validating new learning paradigms and strategic
thinking on curriculum reform.
The major outputs of the project will be:
• A state of the art report on Information Literacy covering: the role information
literacy plays within respect to lifelong learning; definitions of information
learning; a summary of frameworks addressing information literacy and data on
the projects in the information literacy domain supported by the European
Union between 1994–2010. Section 3 of the report synthesizes the point of
view taken by the Empatic project which identifies three dimensions of
Information Literacy: Information Literacy as a discipline of study; as a social
objective; and as a cognitive acquisition of individuals. This theoretical
background sets the scene for the subsequent work on the policy
recommendations.
• A report outlining strategic models for Information Literacy which suggests a
conceptual, generic and tentative framework for the strategy/strategic model of
Information Literacy development. It is not a model of Information Literacy
itself, but a strategy for Information Literacy development.
• A Report detailing 20 illustrative case approaches pertaining to the 4 sectors:
schools, Higher Education; adult education and vocational training (5 for each
sector).
• A series of 4, one day, workshops - one for each sector, to validate the models
through round-table discussion and to which leading European experts are
invited.
• 4 structured online report on Information Literacy models and case approach
trials, one for each sector, validating or modifying the findings to date by
means of expert input from a) active policy makers and other key stakeholders
and b) expert practitioners in the field.
• A series of illustrative good practice case studies of Information Literacy in
action at each level (schools, higher education, adult education and vocational
training) with links to key IL resources across Europe which will be used to
support the exploitation and dissemination strategies.
4
5. • An interactive web environment will provide state-of -the art support for the
whole range of EMPATIC’s dissemination and information activities. It will be
underpinned by a stakeholder distribution database, chiefly drawn from the
policy making community.
• An advocacy framework covering: planning, explanations of the various
advocacy methods and materials available, information about their deployment
and use, together with an illustrative range of advocacy materials which
campaigners can customise and build on, aimed at policy makers.
• A Strategy and set of Recommendations setting out ways and means to
improve the spread and level of Information Literacy at both transversal level
and across the four sectors; and proposing a future means of stakeholder
community ownership and maintenance of the portal environment. The
Declaration from the Final Policy Conference will be added after the conference.
• Final policy conference, for up to 150 policy makers and representatives of
national and international associations representing the four learning sectors
and also IL.
1.2. Quality of project outputs
TKD will be responsible for assuring the quality of project outputs by putting in place
and implementing appropriate peer review mechanisms, using the project’s
‘basecamp’ file sharing and communications facility. Working with MDR, the co-
ordinator, it will also ensure that any modifications to the nature or timing of
deliverables are agreed by the PMB and reported to the Agency.
1.3 Risk management
Continuous monitoring and management of the risks faced by the project is essential
for project success. Potential risk factors can include both internal factors (e.g. lack of
commitment, poorly defined goals; resource problems, delays, personal or
professional issues) and external factors (e.g. lack of target group willingness or
capacity to cooperate, lack of interest of policy-makers, lack of knowledge in some
countries about information literacy and its positive impact). TKD have drawn up a
risk management framework which covers: risk identification; risk quantification; risk
response; and risk monitoring and control. TKD will use this to actively monitor and
manage project risks throughout the project.
1.4 Impact assessment
TKD, supported by MDR, have developed a clear set of criteria, measurements and
data collection tools for evaluating the impact of the work and outcomes of the
project. A mixture of quantitative and qualitative approaches have been used. The
focus is on measuring, at various stages, the impact of the project’s work on policy
makers, their interest in and attitudes towards information literacy, and any changes
in their behaviour and actions as a result of the sequence of interventions by the
project. This involves the identification of sample and control groups of policy makers
whose responses can be tracked or surveyed throughout the timeframe of EMPATIC.
5
6. SECTION 2: QUALITY OF PROJECT OUTPUTS
2.1 General principles
In order to ensure the quality of the outputs in the project, all deliverables are subject
to a quality assessment review prior to finalisation. Each deliverable, as it nears
completion, is made available to the other partners for comment, adjustment and
improvement if necessary. TKD is responsible for ensuring that all deliverables go
through such a quality management review process. Working with MDR it will also
ensure that any modifications to the nature or timing of deliverables are agreed by
the Project Management Board and notified to the agency.
The overall quality management of the project and its outputs is ensured through two
main mechanisms:
1. the proactive participation of all partners in the regular project management
meetings;
2. the day to day co-operation and support partners give each other in ongoing
work, often remotely. This ongoing dialogue and co-operation is facilitated and
supported by the collaborative file sharing and communication system
(basecamp) which has been established for the project
2.2 Preparation of documents
A template has been created for project deliverables which complies with EACEA
requirements for project reporting. All project reports are presented in this format.
Each document:
• is presented in Verdana font (minimum size 11)
• has a title page which carries the logos of both EMPATIC and the EACEA, as
well as the lifelong learning programme, the project name and agreement
number, the deliverable number (where appropriate), and the title
• has a description of the status and provenance of the document
• an executive summary
• an clickable contents page
• and where appropriate:
o a selected bibliography
o references
o list of figures
o list of graphs
o list of tables
o list of abbreviations
o etc
6
7. All documents will be written in English, some will be translated during the project
– as stipulated in the work plan. Wherever possible all deliverables will be
presented to the Agency in pdf format (with paper copy as required).
2.3 Activities and processes
The partners will carry out a simple self assessment exercise of the activities and
processes at least twice during the course of the project. The results of the first self-
assessment exercise are summarised in the table below:
Activity Actions and assessment (Completed/satisfactory, Needs
improvement (what), Delayed (why/new date), Other
Communication Satisfactory
with the EC
Communication Other – the work of the first year is necessarily largely
with the preparatory (creating the initial materials).
stakeholders Communication largely kicks off in second year.
Internal Satisfactory – basecamp established and well used
communication
within the project
team
General quality Satisfactory
management
according to the
general principles
Setup of the Satisfactory – some tasks re-scheduled at PMB meeting
project team and in June 2010
planning,
distribution of
tasks
Responsibilities of Satisfactory – partners are clear about their roles and
project team responsibilities
members are clear
Regular reviews Satisfactory – regular online communication and 3 PMB
and meetings of meetings held
the project team
members
Quality assurance Satisfactory – has taken place either face-to-face during
of deliverables meetings or electronically
Document Satisfactory – basecamp and website successfully
7
8. exchange internally established
and externally
Timely delivery of Satisfactory – project schedule and timing of some
tasks and deliverables adjusted as workloads involved became
deliverables as clearer at June PMB meeting
according to the
work plan
Official reporting Needs improvement – slightly late at end of first period
(with regard to LLP
Standard)
2.4 Website and distribution facilities
The official website of the project is available at http://empat-ic.eu/eng/
It has been developed using the EzPublish open source content management system.
It is in English and the top level pages of the site will be translated into Turkish
(completed), Polish (part), Italian and Greek (shortly).
The site provides information about the project, the partners, the main activities and
links to events (the Validation Workshops and later the Final Conference).
As the first year of the project has been largely preparatory usage of the site is slight
to date, but this will change as the project enters its second year. Registration for the
4 validation workshops for example will be via the site and will drive awareness and
traffic.
Usage and referral statistics are presented below:
2.5 Project work plan
The project has a number of work packages:
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9. WP Type Title Start Finish
No
1 Development Desk research 1 4
2 Dissemination Dissemination 3 24
Quality assurance
3 Quality Plan 3 24
and impact
Strategic
4 Exploitation 5 11
modelling
5 Exploitation Validation 12 16
Resource
6 Exploitation 17 21
development
Exploitation
7 Exploitation 17 23
strategy
Project
8 Management 1 24
management
The work plan and some delivery dates were revised as follows at the June PMB
meeting:
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10. SECTION 3: RISK MANAGEMENT
3.1 Introduction
Continuous monitoring and management of the risks faced by the project is essential
for project success. Potential risk factors can include both internal factors (e.g. lack of
commitment, poorly defined goals; resource problems, delays, personal or
professional issues) and external factors (e.g. lack of target group willingness or
capacity to cooperate, lack of interest of policy-makers, lack of knowledge in some
countries about information literacy and its positive impact).
TKD have compiled a risk management framework which covers: risk identification;
risk quantification; risk response; and risk monitoring and control. They use this to
actively monitor and manage project risks throughout the project. Using the
framework the partners have identified a number of real and potential threats to a
successful project outcome and determined the activities required to minimise or
eliminate them.
3.2 Risk Quantification
Partners identified a number of actual or potential risks and quantified using the
following Summary Risk Profile (or probability/impact matrix):
Risk Likelihood Impact
1 Alterations to timing of Med Low
activities or deliverables
2 Unexpected costs arise or Low Med
cost overspends
3 Conflicts between partners Low Med
4 Project approach found to Low High
be unsuitable
5 Required information Low Med
unavailable
6 Project resources not good Low Med
quality/suitable
7 Difficulty involving policy High Med
makers and stakeholders
8 Project has limited visibility Low Med
3.3 Risk response/monitoring
For each risk identified above TKD has identified the following actions, designed to
either eliminate or mitigate the risk:
1. Timing of project activities and delivery of outputs to be monitored on an
ongoing basis by the project managers (MDR) and any significant or required
10
11. deviations discussed and re-planned if necessary by project partners, preferably
at PMB meetings but if necessary by email.
2. MDR will provide all partners with copies of the Grant Agreement and other
guidance from the Agency, MDR will seek to ensure that all partners understand
the cost ‘rules’ and will also ensure that all partners adhere to this when
submitting cost claims.
3. Project management activities, decision making processes and procedures for
dealing with any conflict are clearly articulated in the work plan:
• MDR will be responsible for co-ordinating the project’s work and
monitoring progress in order to achieve successful delivery of the
expected results and the accomplishment of the objectives, on time and
to budget, including:.
o activity planning and day to day management of the project, its
communication and its activities
o supervising the project’s management and decision-making
procedures
o communication with and reporting to the Agency in compliance
with its requirements
o effective management of the project’s finances and payment
procedure
o organising Project Management Board (PMB) and kick-off meetings
• Project decisions will be taken by the PMB, consisting of all partners, with
secretariat support provided by MDR. The PMB will meet on at least five
occasions during the project, where possible in conjunction with other
project events in order to minimise costs. . Telephone conferencing will
be used where interim decision making or problem solving is needed. The
PMB will be responsible for making all strategic decisions regarding the
project. Decisions of the PMB will be made by a majority vote (in case of
a tie, the Co-ordinator will have the casting vote). All PMB Meetings will
be notified at least 2 weeks in advance and will be formally minuted. A
lead partner is clearly indicated for each individual workpackage and will
be responsible for achieving the intended results in that workpackage,
reporting to the PMB.
• In the event of a conflict arising between any of the partners, MDR will
attempt to negotiate a resolution within the limits imposed by the
contract and will inform the PMB and where necessary the Project Officer
at the Agency of the of the situation. If negotiation fails, the matter will
be referred to the PMB for a simple majority decision on the action to be
taken. The decision of the PMB will be binding for all partners.
4. PMB will meet regularly and any failings or difficulties with the project approach
will be discussed. Ways to overcome the difficulty will be identified and if
necessary alternative methods will be devised and adopted to achieve the
required result.
5. This applies particularly to the initial desk research phase. CERIS as WP leader
and the other partners have considerable prior knowledge and expertise in this
area so the risk is anticipated to be low. However, should it be the case that
particular reports or details are unavailable to the project for some reason,
assistance will be sought from the Agency to encourage the organisation
involved to be more open about the information.
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12. 6. Quality of project outputs will be assured by the processes outlined in Section 2
above.
7. The partners anticipate that it might be difficult to engage policy makers and
other stakeholders. For this reason there are already built into the workplan a
number of strategies to help minimise this problem. For example, the project
will devote considerable effort and attention to producung case study and
advocay materials that Information Literacy (IL) campaigners, activists and
practioners can use in various circumstances to to engage and influence policy
makers and decision makers. In addition activities such as the Final Conference
and the prior circulation and consultation about the projects recommendations
will specifically target policy makers and other influential stakeholders. These
activities will be monitored by TKD and also discussed at the regular PMB
meetings as well as virtually as required to ensure they are as effective as
possible.
8. The workplan includes four work packages (4,5,6 and 7) which focus on
exploitation and a number of activities designed to ensure that the project has
both impact and credibility are included in the plan. Exploitation begins with
WP4 with the production of strategic models, standards and performance
measures and illustrative case approaches which are then validated in
workshops and 'road-tested' in real world trials in WP5. The learning and new
information acquired from these will be applied in WP6 when advocacy
materials are created and finalised case studies produced. These will be
published on the project website and, following a consultation period they will
be presented at the Final policy conference along with a set of
recommendations designed to stimulate action and emulation of good practice
at national and sector levels. EMPATIC aims to ensure optimal use of results
beyond the project by achieving sustainability for its web portal. These
activities will be monitored by TKD and also discussed at the regular PMB
meetings as well as virtually as required to ensure they are as effective as
possible.
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13. SECTION 4: IMPACT ASSESSMENT
4.1 Introduction
In the project work plan we state that:
TKD, supported by MDR, will develop a clear set of criteria, measurements and
data collection tools for evaluating the impact of the work and outcomes of the
project. A mixture of quantitative and qualitative approaches will be used. The
focus will be on measuring, at various stages, the impact of the project’s work
on policy makers, their interest in and attitudes towards information literacy,
and any changes in their behaviour and actions as a result of the sequence of
interventions by the project. This is likely to involve the identification of sample
and control groups of policy makers whose responses can be tracked or
surveyed throughout the timeframe of EMPATIC.
4.2 Impact on policy makers
However, during discussions around the planning and creation of this document it
became clear that the main tools and processes which the project expects to influence
the policy makers (the advocacy materials and recommendations) will not be available
until near the end of the project – and will not in fact be presented to policy makers
on a wide scale until the final policy conference which takes in the penultimate month
of the project. Therefore it is difficult to see how we might reasonably assess the
impact on policy makers in any quantitative way.
What we can and will do is begin to engage with policy makers and other influential
stakeholders at each of the 4 sectoral workshops taking place in early summer 2011.
Each workshop will involve up to 30 invited policy makers and other expert
stakeholders (including researchers and representatives from the learning/teaching
professions) to discuss and further define major issues against a backdrop of the
EMPATIC findings to date. The organisers will seek to ensure that participation is
regionally and otherwise representative of different policy environments across the
EU. The mode of the workshops will be open and highly interactive but will start with a
summative presentation of EMPATIC's work and results to date. The results of theses
workshops will be presented in 4 separate reports (one for each sector) detailing the
outcomes and showing how the case study materials were either validated or modified
as a result of input from policy makers and experts. These reports will be available in
September 2011. The learning and new information acquired from these workshops
will be applied during WP6 to the creation of advocacy materials and the production of
modified and finalised case studies.
Attendees at the workshops will be asked to complete a short questionnaire (to be
devised nearer the time) but it might include questions about, for example:
Were
you
aware
of
the
best
practices
included
into
the
report?
13
14. Can
you
use
the
information
included
into
the
report
in
your
work?
If
yes,
how?
Are
there
any
techniques,
methods
which
you
felt
would
be
particularly
useful?
Do
you
feel
that
the
report
has
gaps
or
need
further
investigation
in
any
specific
area?
How
do
you
think
we
might
best
encourage
the
inclusion
of
Information
Literacy
classes
in
the
curriculum
What
are
the
main
barriers
that
prevent
Information
Literacy
skills
being
widely
taught
at
the
moment
Etc
The Final Policy Conference will also provide a platform at which the project’s outputs,
including the Recommendations and the Exploitation Strategy (which will set out the
ways and means to improve the spread and level of Information Literacy) will be
disseminated and where we can promote their exploitation and wider take up.
4.3 Project indicators
In addition we will monitor:
• Number of relevant case studies introduced
• Number of registered stakeholders
• Number of best practices collected
• Number of EMPATIC presentations on various events
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15. http://empat-ic.eu/eng/
Project funded by the European Commission
under the Lifelong Learning Programme
This publication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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