This document provides guidance on preparing competitive project proposals for Erasmus+. It emphasizes that a successful proposal demonstrates concrete and sustainable results that benefit all partners. It should be jointly prepared by an international partnership and have full institutional commitment. The document advises starting with local needs and identifying potential international partners from past collaborations. Good proposals are coherent, simple, concrete, clear, explicit, rigorous, and focused on fulfilling all requirements. Proposal drafting is a shared exercise requiring regular revision. Advice is given on mobility actions and respecting call criteria to develop a manageable and cost-effective project.
This application form is for Erasmus+ funding for school education staff mobility projects. The form requests information about the applicant organization, project description and activities, participants, budget, and preparation and follow up plans. It will be used to apply for a grant to fund staff training and job shadowing abroad.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
EMMC: Course management, promotion, visibility, sustainability and perenityEMAP Project
Presentation by lain Trémeau from Université Jean Monnet, France. Presentation was held at the EMAP training seminar in Latvia, Riga for future Erasmus Mundus Master Courses consortia (17-20 February 2011).
Presentation by Leopold Kögler from University of Leipzig. Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Joint Masters consortia ( 18-21 February 2010)
The document is an application form for the Erasmus+ program's Key Action 1 - Learning Mobility of Individuals funding. It requests information about the applicant organization, the proposed project activities and participants, budget, and other logistical details. The form consists of several main sections requesting context and identification details, information about participating organizations, a description of the project and activities, participant profiles, preparation, management and follow up plans, budget, and required annexes.
T
- has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the
legal provisions of the country in which it is established or those of the country of the responsible National Agency or those of the
country where the grant agreement is to be performed;
- has not been the subject of a judgment which has the force of 'res judicata' for fraud, corruption, involvement in a criminal
organisation or any other illegal activity detrimental to the Communities' financial interests;
- it is not currently subject to an administrative penalty referred to in Article 109(1) of the Financial regulations ;
The document provides information about an application form for the Erasmus
This application form is for Erasmus+ funding for school education staff mobility projects. The form requests information about the applicant organization, project description and activities, participants, budget, and preparation and follow up plans. It will be used to apply for a grant to fund staff training and job shadowing abroad.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
EMMC: Course management, promotion, visibility, sustainability and perenityEMAP Project
Presentation by lain Trémeau from Université Jean Monnet, France. Presentation was held at the EMAP training seminar in Latvia, Riga for future Erasmus Mundus Master Courses consortia (17-20 February 2011).
Presentation by Leopold Kögler from University of Leipzig. Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Joint Masters consortia ( 18-21 February 2010)
The document is an application form for the Erasmus+ program's Key Action 1 - Learning Mobility of Individuals funding. It requests information about the applicant organization, the proposed project activities and participants, budget, and other logistical details. The form consists of several main sections requesting context and identification details, information about participating organizations, a description of the project and activities, participant profiles, preparation, management and follow up plans, budget, and required annexes.
T
- has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the
legal provisions of the country in which it is established or those of the country of the responsible National Agency or those of the
country where the grant agreement is to be performed;
- has not been the subject of a judgment which has the force of 'res judicata' for fraud, corruption, involvement in a criminal
organisation or any other illegal activity detrimental to the Communities' financial interests;
- it is not currently subject to an administrative penalty referred to in Article 109(1) of the Financial regulations ;
The document provides information about an application form for the Erasmus
This document is an application form for the Erasmus+ programme. It requests information in several sections, including general information about the applicant organizations, a description of the proposed project's objectives, planning, and activities. It also asks for details on project management, dissemination of results, and planned intellectual outputs, multiplier events, and learning/teaching activities. If selected, the project would receive EU funding to promote cooperation and innovation in adult learning through transnational partnerships.
This document is an application form for the Erasmus+ program. It requests information about the applicant organizations, the proposed project details, budget, and impact. The form has several sections including general information, participating organizations, project description, preparation, management, implementation, dissemination, budget, and a summary. It collects contact information, background of the organizations, project activities, intellectual outputs, events, and financial information to assess the proposed project.
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
This application form is for applying for funding under the Erasmus+ Programme for a VET learner and staff mobility project under Key Action 1 (KA1). The summary provides an overview of the different sections of the application form, which requests information about the applicant organization, project description, budget, and other details. Applicants are advised to read the e-Forms Guideline for help filling out the form correctly. The deadline for submission is provided.
The document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2 - Cooperation and Innovation
for Good Practices funding scheme. The form requests general information about applicant and partner organizations, a description of
the proposed project activities, budget, and expected results. It guides applicants through sections on project context and management,
participating organizations, activity planning, budget, dissemination of results, and required declarations.
This application form is for the Erasmus+ programme Key Action 1 funding for mobility projects. It requests information about the applicant organization, the proposed mobility activities and participants, project budget, and supporting documents. The form must be validated and submitted electronically to the relevant National Agency by the specified deadline. Additional guidance is available to help complete the form correctly.
This document summarizes a project to analyze the implementation of Kosovo's Law on Environmental Impact Assessment and Law on Strategic Environmental Assessment. The project was divided into three stages: 1) Assessing implementation through questionnaires to government ministries and interviews with stakeholders, 2) Analyzing collected data and publishing a report of findings, 3) Hosting a roundtable to present decision-makers with the report and recommendations to improve enforcement of environmental laws. The goal was to evaluate compliance with the laws and identify any gaps to inform future projects.
EMMC: Course management and joint degreesEMAP Project
Presentation by Bénédicte Lang. Presentation was held at the EMAP training seminar in Prague for future Erasmus Mundus Master Courses consortia (4 – 7 February 2010).
This document provides information about an Erasmus Mundus program on sustainability hosted in Prague from February 4-7, 2010. It discusses the objectives of Erasmus Mundus programs to enhance quality in higher education and promote intercultural understanding. Selection criteria for Erasmus Mundus Masters Courses and Joint Master Degrees are outlined, focusing on academic quality, management, and sustainability measures. The document also provides details about a specific Erasmus Mundus program on earthquake engineering and seismology, including scholarships, tuition fees, academic requirements, faculty, and student enrollment.
This document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2
Strategic Partnerships action. The form requests information about the applicant organizations, the project
description and activities, budget, and participating organizations. It guides applicants through sections on
project context and objectives, preparation, implementation, management, dissemination of results, and
includes a summary and budget breakdown. Upon completion, applicants must check eligibility criteria and
provide personal data acknowledgements before final submission.
Anexo IV acuerdo-de-aprendizaje-para-practicas junio-2014oscarpesainz
This document outlines an agreement for a traineeship as part of the Erasmus+ program. It includes sections to be completed before, during, and after the mobility period. The sections to be completed before include details of the trainee, sending institution, receiving organization, proposed mobility program including tasks and learning outcomes, monitoring and evaluation plans, and commitments of all parties. Sections during the mobility allow for changes to responsibilities or programs. The final section requires the receiving organization to provide a traineeship certificate within 5 weeks of completion, and the sending institution to provide transcripts and records.
This document is an application form for the Erasmus+ programme. It requests information in several sections: Context, Participating Organisations, Description of Project, Participants, Preparation, Main Activities, and Budget. The form is used to apply for funding for a learning mobility project involving exchanges of individuals between countries.
This document provides a summary of recent and forthcoming policy measures across EU Member States in response to the Europe 2020 strategy priorities in education and training. It covers reforms in four areas: early school leaving, higher education, youth employment and skills, and lifelong learning.
The majority of countries report initiatives to prevent early school leaving through improving early childhood education, supporting disadvantaged students, and strengthening vocational education and training. To improve higher education, countries focus on widening participation, quality assurance, and graduate employability. Youth employment measures center around work-based learning, skills forecasting, and upskilling opportunities. Finally, lifelong learning reforms aim to increase participation through career guidance, flexible learning, and support for low-skilled
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 Strategic Partnerships for Youth. [1] The form requests general information about the applicant organizations and partners, a description of the proposed project, activities, budget, and expected impacts. [2] It explains that applicants must provide details of the project rationale, objectives, methodology, timeline, management, and a summary of the results and benefits. [3] Additional documents may need to be attached for the application to be complete.
EMMC: Course quality assurance and evaluationEMAP Project
Presentation by Wicher Schreuders from Erasmus University Rotterdam, Netherlands. Presentation was held at the EMAP training seminar in Warsaw for future Erasmus Mundus Master Courses consortia (28 January 2011).
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 strategic partnerships grant. The form requests information in several sections, including general information about applicant and partner organizations, a description of the proposed project activities and objectives, a budget, and required supporting documents. It informs applicants about the application and selection process and important conditions related to applying for and receiving EU funding.
This document provides an overview of the hierarchy of strategic documents related to IPA funding and sector planning. It outlines the purpose and sections included in a typical Sector Planning Document (SPD) template, including describing the sector, justifying the programme, describing the programme, and providing a indicative 3-year sector budget. It also provides guidance on determining contract values and budget planning for different types of IPA-funded contracts like services, supplies, works, and grants. Finally, it discusses the EU and national co-financing frameworks.
Preparing IPA II Sector Planning Documents - SerbiaPPF5Serbia
This document provides an overview of preparing sector planning documents for IPA II assistance in Serbia. It covers the objectives of the training, the legal framework for IPA II, the hierarchy of strategic documents, programming terms, and the proposed template for sector planning documents. Key aspects include using a sector approach to increase national ownership over public policy and resources. Sectors are defined policy areas that should have relevance for EU accession and national development. The training explains how to assess sector maturity based on criteria such as institutional capacity and coordination, and how this informs the programming of budget support and other actions.
This document outlines a project preparation process funded by the European Union and Government of Serbia. It involves 6 steps: 1) collecting existing infrastructure project pipelines, 2) identifying projects through project identification forms, 3) a strategic relevance assessment, 4) creating a shortlist, 5) a gap assessment analysis, and 6) finalizing a prioritized project list. Project promoters will complete identification forms providing basic project details, which will then undergo a strategic relevance assessment. Selected projects will have further gap assessments to analyze technical, institutional, financial, and environmental elements, resulting in a final prioritized list of projects categorized by readiness.
This document provides guidance for authoring advanced math exercises in Math-Bridge, an education solution. It explains that exercise steps should include different interaction types and that the order of transition conditions is important, with the first matching the final correct answer and the default transition last. It also recommends using syntactic comparison for the exact correct answer and semantic comparison for other conditions like correct but simplified answers or typical errors. Partial credit can be given based on syntactic and semantic analysis of responses.
This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
This document is an application form for the Erasmus+ programme. It requests information in several sections, including general information about the applicant organizations, a description of the proposed project's objectives, planning, and activities. It also asks for details on project management, dissemination of results, and planned intellectual outputs, multiplier events, and learning/teaching activities. If selected, the project would receive EU funding to promote cooperation and innovation in adult learning through transnational partnerships.
This document is an application form for the Erasmus+ program. It requests information about the applicant organizations, the proposed project details, budget, and impact. The form has several sections including general information, participating organizations, project description, preparation, management, implementation, dissemination, budget, and a summary. It collects contact information, background of the organizations, project activities, intellectual outputs, events, and financial information to assess the proposed project.
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
This application form is for applying for funding under the Erasmus+ Programme for a VET learner and staff mobility project under Key Action 1 (KA1). The summary provides an overview of the different sections of the application form, which requests information about the applicant organization, project description, budget, and other details. Applicants are advised to read the e-Forms Guideline for help filling out the form correctly. The deadline for submission is provided.
The document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2 - Cooperation and Innovation
for Good Practices funding scheme. The form requests general information about applicant and partner organizations, a description of
the proposed project activities, budget, and expected results. It guides applicants through sections on project context and management,
participating organizations, activity planning, budget, dissemination of results, and required declarations.
This application form is for the Erasmus+ programme Key Action 1 funding for mobility projects. It requests information about the applicant organization, the proposed mobility activities and participants, project budget, and supporting documents. The form must be validated and submitted electronically to the relevant National Agency by the specified deadline. Additional guidance is available to help complete the form correctly.
This document summarizes a project to analyze the implementation of Kosovo's Law on Environmental Impact Assessment and Law on Strategic Environmental Assessment. The project was divided into three stages: 1) Assessing implementation through questionnaires to government ministries and interviews with stakeholders, 2) Analyzing collected data and publishing a report of findings, 3) Hosting a roundtable to present decision-makers with the report and recommendations to improve enforcement of environmental laws. The goal was to evaluate compliance with the laws and identify any gaps to inform future projects.
EMMC: Course management and joint degreesEMAP Project
Presentation by Bénédicte Lang. Presentation was held at the EMAP training seminar in Prague for future Erasmus Mundus Master Courses consortia (4 – 7 February 2010).
This document provides information about an Erasmus Mundus program on sustainability hosted in Prague from February 4-7, 2010. It discusses the objectives of Erasmus Mundus programs to enhance quality in higher education and promote intercultural understanding. Selection criteria for Erasmus Mundus Masters Courses and Joint Master Degrees are outlined, focusing on academic quality, management, and sustainability measures. The document also provides details about a specific Erasmus Mundus program on earthquake engineering and seismology, including scholarships, tuition fees, academic requirements, faculty, and student enrollment.
This document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2
Strategic Partnerships action. The form requests information about the applicant organizations, the project
description and activities, budget, and participating organizations. It guides applicants through sections on
project context and objectives, preparation, implementation, management, dissemination of results, and
includes a summary and budget breakdown. Upon completion, applicants must check eligibility criteria and
provide personal data acknowledgements before final submission.
Anexo IV acuerdo-de-aprendizaje-para-practicas junio-2014oscarpesainz
This document outlines an agreement for a traineeship as part of the Erasmus+ program. It includes sections to be completed before, during, and after the mobility period. The sections to be completed before include details of the trainee, sending institution, receiving organization, proposed mobility program including tasks and learning outcomes, monitoring and evaluation plans, and commitments of all parties. Sections during the mobility allow for changes to responsibilities or programs. The final section requires the receiving organization to provide a traineeship certificate within 5 weeks of completion, and the sending institution to provide transcripts and records.
This document is an application form for the Erasmus+ programme. It requests information in several sections: Context, Participating Organisations, Description of Project, Participants, Preparation, Main Activities, and Budget. The form is used to apply for funding for a learning mobility project involving exchanges of individuals between countries.
This document provides a summary of recent and forthcoming policy measures across EU Member States in response to the Europe 2020 strategy priorities in education and training. It covers reforms in four areas: early school leaving, higher education, youth employment and skills, and lifelong learning.
The majority of countries report initiatives to prevent early school leaving through improving early childhood education, supporting disadvantaged students, and strengthening vocational education and training. To improve higher education, countries focus on widening participation, quality assurance, and graduate employability. Youth employment measures center around work-based learning, skills forecasting, and upskilling opportunities. Finally, lifelong learning reforms aim to increase participation through career guidance, flexible learning, and support for low-skilled
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 Strategic Partnerships for Youth. [1] The form requests general information about the applicant organizations and partners, a description of the proposed project, activities, budget, and expected impacts. [2] It explains that applicants must provide details of the project rationale, objectives, methodology, timeline, management, and a summary of the results and benefits. [3] Additional documents may need to be attached for the application to be complete.
EMMC: Course quality assurance and evaluationEMAP Project
Presentation by Wicher Schreuders from Erasmus University Rotterdam, Netherlands. Presentation was held at the EMAP training seminar in Warsaw for future Erasmus Mundus Master Courses consortia (28 January 2011).
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 strategic partnerships grant. The form requests information in several sections, including general information about applicant and partner organizations, a description of the proposed project activities and objectives, a budget, and required supporting documents. It informs applicants about the application and selection process and important conditions related to applying for and receiving EU funding.
This document provides an overview of the hierarchy of strategic documents related to IPA funding and sector planning. It outlines the purpose and sections included in a typical Sector Planning Document (SPD) template, including describing the sector, justifying the programme, describing the programme, and providing a indicative 3-year sector budget. It also provides guidance on determining contract values and budget planning for different types of IPA-funded contracts like services, supplies, works, and grants. Finally, it discusses the EU and national co-financing frameworks.
Preparing IPA II Sector Planning Documents - SerbiaPPF5Serbia
This document provides an overview of preparing sector planning documents for IPA II assistance in Serbia. It covers the objectives of the training, the legal framework for IPA II, the hierarchy of strategic documents, programming terms, and the proposed template for sector planning documents. Key aspects include using a sector approach to increase national ownership over public policy and resources. Sectors are defined policy areas that should have relevance for EU accession and national development. The training explains how to assess sector maturity based on criteria such as institutional capacity and coordination, and how this informs the programming of budget support and other actions.
This document outlines a project preparation process funded by the European Union and Government of Serbia. It involves 6 steps: 1) collecting existing infrastructure project pipelines, 2) identifying projects through project identification forms, 3) a strategic relevance assessment, 4) creating a shortlist, 5) a gap assessment analysis, and 6) finalizing a prioritized project list. Project promoters will complete identification forms providing basic project details, which will then undergo a strategic relevance assessment. Selected projects will have further gap assessments to analyze technical, institutional, financial, and environmental elements, resulting in a final prioritized list of projects categorized by readiness.
This document provides guidance for authoring advanced math exercises in Math-Bridge, an education solution. It explains that exercise steps should include different interaction types and that the order of transition conditions is important, with the first matching the final correct answer and the default transition last. It also recommends using syntactic comparison for the exact correct answer and semantic comparison for other conditions like correct but simplified answers or typical errors. Partial credit can be given based on syntactic and semantic analysis of responses.
This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
This document discusses learning objects and their representation in the Math-Bridge project. It covers:
1) Different types of learning objects like definitions, axioms, examples, and their relations.
2) Representing learning objects and their relations like "for" and "domain-prerequisite" using XML/OMDoc.
3) Tools like JEditOQMath for developing and testing learning object representations that integrate with Math-Bridge.
The document describes the architecture of a math training program called Math-Bridge. It includes components like Apache Tomcat for web delivery, Maverick as a model-view-controller framework, and a core component for system functionality. Content is stored and indexed in a ContentDB using technologies like Java, Lucene and OMDoc. A learner model tracks user progress. Other components include presentation of content, user accounts, exercises that interface with a computer algebra system, and a tutorial component. The program uses technologies like Java, databases, XMLRPC and XSLT to power its functionality.
- Math-Bridge is an education solution that provides teacher tools in its platform.
- The teacher tools allow teachers to manage users and user groups, content like books and tests, and generate reports on student activity.
- Specifically, teachers can edit user parameters, assign roles, import and export user lists, create and assign user groups, restrict access and assign tutors to groups. Teachers can also create and edit books and tests to include as content.
This document provides instructions for translating the user interface of a math training program called Math-Bridge. It explains that interface phrases are saved in Java properties files labeled Phrases_LANG.properties using UTF-8 encoding, and that translators should open the file, translate the phrases, save it, and run an 'ant i18n' target to restart the system with the new translations.
Math-Bridge is an educational software solution that automatically generates math exercises. It uses domain reasoners and a knowledge base to create multi-step exercises that provide feedback, hints, and solutions. Exercises are generated and can be customized through an authoring interface that allows domain experts to construct exercises and feedback for students.
This document provides instructions for authoring basic math exercises using the Math-Bridge education solution. It explains the structure of interactive exercises as graphs consisting of tasks, interactions and transitions. It then provides a step-by-step guide to creating the simplest possible exercise with one task node, one interaction node, and two transitions connecting to feedback nodes for correct and incorrect answers. The instructions cover adding and connecting the different node types, authoring their content, and testing the created exercise. More complex exercise graphs are also possible within this authoring tool.
Erasmus+: Capacity Building in Higher Educationmetamath
This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects aimed at modernizing higher education systems. Eligible applicants and partners are described. National and regional priorities for different countries/regions are outlined. Budget information is presented, including funding amounts for previous calls and budget categories. The application and selection process are also summarized.
Math-Bridge is an education solution that uses an event framework to facilitate communication between its components. The event framework allows components to publish events about actions taken, which other interested components can subscribe to and listen for. Events contain information about the action, timestamp, and source. Example events include a page being presented in a book, an exercise being started or completed, and individual exercise steps. The event framework supports listening, subscribing, and publishing events to allow components like the student model and exercise subsystem to share information and update each other.
The document provides steps for installing and configuring the Math-Bridge system, including installing Java, copying system files, compiling, configuring the system properties and ports, adding courses, starting and stopping the server, and finalizing the administrator user configuration. It also provides tips for production settings like adjusting JVM settings and enabling caching.
The document describes a new authoring workflow and environment for creating and editing learning objects. The new authoring environment is web-based, WYSIWYG, and integrated with the rest of the platform. It allows authors to create new learning objects, edit existing ones, and automatically populates metadata. When publishing a modified learning object, it will either overwrite the existing one if the author is a contributor, or create a new copy with the author attributed if they are not previously a contributor.
This document provides instructions for using the jEdit text editor with the OQMath plugin to author and transform content using Math-Bridge. It describes how to configure jEdit and OQMath, enter mathematical formulas, browse available symbols, transform content to omdoc format, and common errors that may occur. Examples of different types of exercises that can be authored using this process are also provided, including fill in the blank, single choice, and multiple choice exercises.
The document provides troubleshooting tips for common problems that may occur when using the Joint Math-Bridge Training Program. It lists potential issues like an address already being in use, a Derby database being locked, parse errors when loading views, and users being unable to log in. For each problem, it identifies the possible cause and recommends solutions like checking log files, cleaning and restarting projects, deleting lock files, validating XML structure, and copying dtd folders.
This document describes the Math-Bridge education solution which provides pre-recorded math courses covering basic to advanced mathematics topics. The courses include videos, exercises, and assessments. Content areas include numbers, arithmetic, algebra, functions, geometry, trigonometry, calculus, probability, and more. The content is organized into collections and designed to be reusable across programs and institutions. Some content has been implemented at Leuphana University in Lüneburg, Germany for a bridging mathematics course.
This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
The document describes the exercise system of Math-Bridge, an educational solution. It includes various types of exercises like self-assessment, multiple choice, and fill-in-the-blank questions. Exercises can provide manual or automatic feedback and hints. Automatically generated exercises are powered by domain reasoners to recognize correct and typical incorrect student answers. The exercise system architecture involves components like the exercise manager, presentation engine, and domain reasoners to generate and diagnose exercises.
Math-Bridge is an education solution that allows for the creation of static learning objects (LOs). It features a WYSIWYG authoring tool that allows editing of LO metadata and inclusion of mathematical formulas. Different types of LOs can be defined with their own applicable metadata. The tool allows users to create, edit, translate, and publish LOs. Published LOs are moved from the local workspace to collections for sharing.
The document describes the student interface of a math education solution called Math-Bridge. It summarizes key features such as the main dashboard containing courses, tests, bookmarks and instructional videos. It also describes the registration/login process, an extended book interface with three panels for content, metadata and related concepts. Additional features covered include adaptive course generation, micro-course generation, different exercise types with intelligent feedback, and integration of external multimedia content. Hands-on tasks are provided to demo the student experience.
Intelligent Adaptive Services for Workplace-Integrated Learning on Shop Floorsmetamath
The document discusses intelligent adaptive services to support workplace-integrated learning on the shop floor. It provides context on Industry 4.0 and the transformation of manufacturing workplaces through digitalization and cyber-physical systems. The APPsist project aims to develop assistance and knowledge acquisition services for smart production environments. Services select appropriate work processes, learning content, and assistance based on the user and machine context to guide operators and support flexible on-the-job learning. The services were implemented and tested in pilot scenarios at industry partners.
ERASMUS MUNDUS - Call for proposals 2012Joel Devalez
The document provides guidance on applying for funding through the EACEA's Call for Proposals 2012. It outlines three actions - Joint Masters and Doctoral Programmes, Partnerships between higher education institutions, and Promotional projects. For each action, it describes the eligible applicants and activities, award criteria, application process and documents required. Applicants must submit their proposals by April 30, 2012 following the instructions and using the application forms provided to be considered for funding.
Presentation by Hélène Pinaud from Erasmus Mundus National Structure France and Annika Sundbäck-Lindroos from Erasmus Mundus National Structure Finland. Presentation was held at the EMAP training seminar in Ljubljana for future Erasmus Mundus Master Courses consortia (1-4 February 2012). For video see http://vimeo.com/36829480 and http://vimeo.com/37363514.
The document provides information on the Erasmus+ 2018 Call for Proposals for Capacity Building in Higher Education. It outlines the objectives to modernize higher education institutions and systems through joint projects between Programme and Partner Countries. Eligible projects include national projects between 1 Partner Country and minimum 2 Programme Countries, or multi-country projects with minimum 2 Partner Countries and 2 Programme Countries. The budget categories include staff costs, travel costs, costs of stay, equipment, and sub-contracting. Applications are assessed based on their relevance, quality of design and implementation, quality of team and cooperation, and impact and sustainability.
- The document outlines the requirements and procedures for monitoring and reporting on Erasmus+ projects.
- Projects must submit interim and final reports through the Mobility Tool+ to the National Agency, providing information on activities, outcomes and finances. Reports are assessed and high-quality implementation can result in full funding.
- National Agencies monitor projects through tools like Mobility Tool+, calls and visits to check progress and support beneficiaries. Regular, clear communication between partners and record-keeping are important for successful project management and reporting.
The FP7-OCEAN-2013 call will fund several collaborative projects related to ocean monitoring technologies. There are 4 topics that projects can apply to: biosensors, multifunctional sensors, anti-biofouling, and offshore wind energy deployment systems. Successful proposals will have maximum EU contributions between 6-10 million euros depending on the topic. Evaluation will consider the scientific/technical quality, implementation plan, and impact of proposed projects. The deadline for submissions is 7 February 2013.
The report “EUA member consultation: A contribution to the Erasmus+ mid-term review” showcases the responses of more than 200 higher education institutions from 36 countries that participated in a survey on the Erasmus+ programme.
This document provides an agenda and overview for a Start Up Seminar on the 2016 Call for proposals under the Erasmus+ Key Action 2 programme. The morning sessions will cover managing grants, budget transfers, IT tools for project management and reporting requirements. The afternoon will feature presentations on best practices, monitoring, impact evaluation and dissemination. It also includes statistics on approved projects from previous calls and an overview of the roles and responsibilities of the National Agency and beneficiaries.
This project provides technical assistance to strengthen the capacity of institutions to manage and implement EU-funded operational programs in Macedonia. It consists of three components: training in monitoring and evaluation, support for monitoring and evaluation, and donor coordination. The donor coordination component involves improving donor coordination, reviewing sector policies and strategies, and establishing guidelines and frameworks for performance assessment, budgeting, and monitoring of sector programs.
This document provides information about the Erasmus+ 2017 KA1 Convention for VET and Adult Education. It congratulates attendees on the high demand and competition for 2017 funding. It outlines the purpose of the convention in providing practical information, networking opportunities, and sharing of best practices. Statistics on funding requests and allocations are given. The document also looks ahead to the status of Erasmus+ in the UK after Brexit, upcoming events like VET Week, and the ErasmusPRO program in 2018. Information is provided on joining the ECVET Community of Practice and the project lifecycle and responsibilities of beneficiaries and coordinators.
The EOSC Secretariat coordinates support for the EOSC Governance, including the Executive Board. It works openly with communities to develop the European Open Science Cloud in an inclusive way. The Secretariat provides strategic and implementation planning, studies to inform decision making, and a co-creation budget for additional activities. It encourages engagement through events, webinars, and working groups to help shape the EOSC.
Erasmus + Capacity Building in Higher Education (CBHE)mathgear
This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects addressing higher education systems. Eligible applicants and partners are described. Regional and national priorities for different countries/regions are outlined. The document also covers budget details, including funding amounts from the previous call and budget categories. Application and selection procedures are summarized.
E+ssa 11 vyte-ezerskiene-oscar-casamian-marco-etc-tips-and-good-practiceJohannes de Zeeuw
The document provides tips and criteria for organizations applying for funding under the Erasmus+ Sector Skills Alliances program. It outlines the key areas that will be evaluated in applications: relevance of the project idea, quality of project design and implementation, quality of the project team and cooperation, and impact and dissemination of project results. For each area, it lists the maximum points awarded and provides brief explanations of what should be addressed in the project description.
Presentation by Frank Moe from Erasmus Mundus National Structure Norway and Pascal Marquet (external expert). Presentation was held at the EMAP training seminar in Tallinn for future Erasmus Mundus Joint Doctorates consortia (18-21 January 2012). For video see http://vimeo.com/38028246.
This document outlines the criteria and weightages for NBA accreditation (Tier II) of engineering programs. It discusses 12 criteria for evaluation including vision, mission and program objectives, program outcomes, curriculum, student performance, faculty contributions, facilities, teaching-learning processes, governance and finances. Maximum points are allocated to each criterion and minimum qualifying points are also specified. Guidelines for a 5-year accreditation require a minimum of 750 total points including minimum scores in mandatory criteria. A 2-year accreditation requires 600 total points and minimum scores in mandatory criteria. The document provides details on the evaluation process and points allocation for each criterion.
This document provides information about the Erasmus+ Capacity Building program. It outlines the key actions, objectives, eligible activities, and application process. The program aims to encourage cooperation between EU countries and partner countries to support reform and modernization of higher education institutions and systems. It supports joint projects between institutions to develop new curricula and teaching methods, as well as structural projects to reform national higher education policies and governance. Applications are invited from consortia of higher education institutions and other organizations. Selection is competitive based on the relevance, quality, impact, and dissemination of proposed projects. The deadline for 2019 applications is February 7, 2019.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities for vocational education and training. For slides with an overview of the programme and from other sector-specific sessions (higher education, schools, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Horizon 2020 rules outline funding rates and eligibility criteria for different types of actions in 2017. The evaluation process is designed to be fair, impartial and efficient, taking around 5 months. Proposals are evaluated based on excellence, impact, and quality of implementation against weighted criteria. Successful proposals clearly address the call topics, have measurable objectives, and convincingly demonstrate how impacts will be achieved and work implemented.
Similar to Earsmus+: How to prepare a competitive project proposal (20)
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Earsmus+: How to prepare a competitive project proposal
1. Date: in 12 ptsEducation
and Culture
HOW TO
PREPARE A
COMPETITIVE
PROJECT
PROPOSAL?
2. Date: in 12 ptsEducation
and Culture
Preparing the application based
on the requirements of the call
Erasmus+
3. Date: in 12 ptsEducation
and Culture
Submission on-line to EACEA
eForm & Annexes
Criteria
o Eligibility Criteria
o Exclusion Criteria
o Selection Criteria
o Award Criteria
Common requirements for all Erasmus+
International dimension – Centralised Actions
Erasmus+
4. Date: in 12 ptsEducation
and Culture
Most of eligibility criteria (see E+ Programme Guide) are
integrated into in the e-form.
Following criteria are double checked by the Agency staff:
Formal submission requirements
Grant size (and duration)
Applicant, Partners and Partnership requirements (number
of partners, status of the grant applicant & partners, etc.)
Eligibility criteria
Erasmus+
5. DEFINITION
• The project
contributes to the
achievement of the
policy objectives of
the participating
partners
• It is based on and
addresses real
needs & problems of
the target groups
CONTENT
• How clearly the project
addresses the Programme
objectives and priorities
(thematic, geographical
priorities: National /
Regional)
• Needs analysis and
presentation of specific
problems addressed
• Definition of target groups
• What is innovative or
complementary to other
initiatives
• How the project was
prepared
Award Criteria: 1. Relevance (30 points)
6. DEFINITION
• The activities
proposed are
appropriate to
achieve the specific
and wider objectives
• It uses the most
appropriate
methodology
• It demonstrates a
logical and sound
planning capacity
CONTENT
Description of the project
as a whole, including:
• specific objectives
• activities, expected
outcomes, wider and
specific objectives
• academic content and
pedagogical approach
• involvement of
academics, students and
stakeholders at large
• quality control
processes
6
Award Criteria: 2. Quality of Design and Implementation
(30 points)
7. DEFINITION
• The partnership
includes all the skills,
recognised expertise
and competences
required
• Suitable distribution
of tasks
• Sound
communication and
coordination
CONTENT
• Presentation of the
partners competences
and roles in the project
• Description of any
complementary skills,
expertise and
competences directly
relating to the planned
project activities
• ensure regional
dimension
• Planned measures to
ensure effective
communication 7
Award Criteria: 3. Quality Team and Cooperation
(20 points)
8. DEFINITION
• Information/outcomes
of the project are
made available to
groups not directly
involved (multiplier
effect)
• Optimal use of the
results during &
beyond the project
lifetime
• Expected impact will
be substantial and
sustainable in the long
term (financial,
institutional and policy
level)
CONTENT
• Expected impact at different
levels
• Dissemination strategy:
outputs to be disseminated,
target groups, dissemination
tools & activities
• Measures planned to ensure
the sustainability of project
outcomes and outputs at
three levels: financial,
institutional and political
• Evidence of impact on HE
at institutional / national
level in PCs
8
Award Criteria: 4. Impact and Sustainability (20 points)
9. Quality
Design & Implementation
DEFINITION
• Full contribution to
the achievement of
the related project
and added value of
the project
• Transparent
procedures selection
of participants
• Quality systems
CONTENT
Relevance of the mobility
strand for the project
Well-articulated with the
project; demonstrated
added value
Demonstration of positive
impact for individual and
institutions
Validation and
recognition at institutional
level
9
Additional
Award
Criteria
Special
Mobility
Strand
10. Date: in 12 ptsEducation
and Culture
Application form and
requirements
Erasmus+
11. When? How? Where?
One deadline - One-phase submission - on-line to EACEA
Application form = unique reference information for the
submission deadline.
What?
Specific application form:
eForm: project data – parts A, B, C
+ compulsory annexes:
Detailed project description (Word doc) – parts D, E, F, G, H, I, J
Budget tables (Excel doc)
Declaration of Honour+ Mandates (in one single PDF doc)
11
Application form
12. Part A: Identification of the applicant and other organisations
participating in the project (administrative information)
A.1. Organisation
A.2 Person responsible for the management of the application (contact person)
A.3 Person authorised to represent the organisation in legally binding agreements (legal
representative)
Part B: Description of the project (general information)
B.1 Summary of the project
B.2 Priorities of the E+ Programme
B.3 Dates and languages
Part C: Specific information related to CBHE projects
C.1 Aims and objectives addressed
C.2 Specific objectives of the project as indicated in the Logical Framework Matrix
C.3 Project themes and priorities addressed by the application
C.4 Partner countries and regions involved in the project
C.5 Project history
C.6 Special Mobility Strand
C.7 Grant requested 12
eForm - contents
13. 13
eForm compulsory ATTACHMENTS - 1
1. Detailed description of the project (MS Word
document)
D - Quality of the project team and the cooperation arrangements
E - Project characteristics and relevance
F - Quality of the project design and implementation
G - Impact, dissemination and exploitation, sustainability
Logical Framework Matrix
Workplan
H - Work packages
I – Special Mobility Strand (where applicable)
J - Other EU Grants
14. 14
eForm compulsory ATTACHMENTS - 2
2. Detailed Budget (Excel tables)
Overview
Staff costs
Travel Costs and Costs of Stay
Equipment Costs
Sub-contracting Costs
Special Mobility Strand - Students
Special Mobility Strand - Staff
Co-financing
Breakdown and project funding (automatically fully filled in)
Indicative rates (informative)
15. 15
eForm compulsory ATTACHMENTS - 2
Key Action 2: Cooperation for innovation and the exchange of good practices
Capacity building in the field of higher education
Joint Project
24
ATM
0,00
0,00
0,00
0,00
0,00
0,00
0
0,00
0,00
Partner
N°
Name of Partner Country PR/PA
1. Staff
Costs
2. Travel
Costs
3. Costs of
Stay
4. Equipment
Costs
5. Subcontracting
Costs
B. Special Mobility
Strand
Total
Costs
P1 University 1 Belgium Programme Countries - - - - - - -
P2 University 2 Croatia Programme Countries - - - - - - -
P3 University 3 Vietnam Partner Countries - - - - - - -
P4 - - - - - - -
P5 - - - - - - -
B. Additional Grant for Special Mobility Strand
DISTRIBUTION OF THE GRANT BY ORGANISATION (in EUR)
2. Travel Costs
3. Costs of Stay
4. Equipment Costs
5. Subcontracting Costs
Total Grant requested from the European Union (A + B)
A. Grant for Project Activities Should be equal or above EUR 500.000,00 and cannot exceed EUR 1.000.000,00
Value cannot exceed 80% of total A
Cannot exceed 10% of total A.
Cannot exceed 30% of total A.
Cannot exceed 40% of total A.
Before completing this table please read carefully the instructions available on
CALL FOR PROPOSALS 2015 – EAC/A04/2014 - Erasmus+ Programme
Programme guide and instructions for applicants
Action
Duration number of months
Project Acronym
EU GRANT REQUESTED FROM THE EUROPEAN UNION (in EUR)
1. Staff Costs
Project Title xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
16. Financing mechanism for staff costs
(see Programme Guide page 158,
160 and page 161 Table A and B)
Amount
Unit costs
Subdivided in 4
categories and country
groups
(4 groups for Programme
and 4 groups for Partner
Countries)
per manager involved per day
Max.
40% of
the total
grant
per researcher/ teacher/trainer
involved per day
per technician involved per day
per administrative staff involved
per day
16
Part II: How to calculate the budget - STAFF
COSTS
17. DAYS STAFF STUDENTS
1-14 120€ 55€
15-60 70€ 40€
61 - 180
50€ n.a.
Distance Bands Unit Cost
100-499 km 180€
500-1999 km 275€
2000-2999 km 360€
3000-3999 km 530€
4000-7999 km 820€
8000 km and
more
1.100€
17
Unit costs per day Unit costs
Part II: How to calculate the budget Travel/Cost of Stay
Costs of Stay
(see Programme Guide page 159)
Travel Costs
(see Programme Guide page 158)
for eligible activities please refer to page 287-288
18. http://ec.europa.eu/programmes/erasmus-
plus/tools/distance_en.htm
Example 1:
Staff Trip: From Paris to Brussels
(308 KM)
Duration 2 days
Real expense:
Travel Costs :120 €
Hotel + Subsistence Costs (250 €)
Total real expenses: 370 €
Calculation (unit-costs):
Travel Costs: 180 €
Costs of Stay: 2 x 120 € =240 €
Total unit-costs: 420 €
18
Example 2 :
Staff Trip: From Paris to Berlin
(771 KM)
Duration 2 days
Real expense:
Travel Costs :250 €
Hotel + Subsistence Costs (300 €)
Total real expenses: 550 €
Calculation (unit-costs):
Travel Costs: 275 €
Costs of Stay: 2 x 120 € =240 €
Total unit-costs: 515 €
How to calculate the budget - Travel/Cost of Stay
19. Distance Bands Unit Cost
100-499 km 180€
500-1999 km 275€
2000-2999 km 360€
3000-3999 km 530€
4000-7999 km 820€
8000 km and
more
1.100€
19
Part II: How to calculate the budget -
Travel Costs
Special
Mobility
Strand
20. Part II: How to calculate the budget
STUDENTS - Cost of Stay
Costs of Stay €/Month
20
Students from
Programme
Countries
Irrespective of hosting country
650 €
Country
group 1
hosting
Country
group 2
hosting
Country
group 3 + 4
hosting
850 € 800 € 750 €
Students from
Partner countries
Special
Mobility
Strand
21. Part II: How to calculate the budget
STAFF Costs of Stay
Cost of Stay €/Day
Staff from Partner Countries
Cost of Stay €/Day
Staff from Programme Countries
21
Days
Country
group 1
hosting
Country
group 2
hosting
Country
group 3
hosting
Country
group 4
hosting
1-14 160 € 140 € 120 € 100 €
15-
60
112 € 98 € 84 € 70 €
Days
Irrespective of
hosting
country
1-14 160 €
15-60 112 €
Special
Mobility
Strand
22. 22
eForm compulsory ATTACHMENTS - 3
3. Declaration of Honours + Mandates (PDF)
Declaration of Honours – only from the Applicant
organisation
Mandates – from all partners (except for P1 – Applicant)
- not required for Associated Partners (if applicable)
- must be scanned and attached in one single document, with
Mandates keeping the order as in List of Partners (P1-Pn)
23. Date: in 12 ptsEducation
and Culture
Successful vs. good proposals
How should I start?
Drafting a good proposal
When can I start?
24. Date: in 12 ptsEducation
and Culture
A successful proposal
demonstrates that the combination of all its elements
will produce concrete and sustainable results for the
benefit of all the parties concerned.
Has been prepared and agreed jointly by the
partnership-> a joint institutional commitment
Has received the full commitment and support of the
participating institutions.
Is ready to start immediately after the
selection decision.
25. Date: in 12 ptsEducation
and Culture
1. You have a "broad knowledge" of Erasmus+
What/who is it for? How does it work? What activities does it
support and how? Who could help you understand it better?
2. You have a concrete idea for an international cooperation. project
Does it fit the programme' s objectives, priorities, requirements,
intervention modalities, etc.?
Does it address your institution /sector /country needs?
3. Your idea is supported by your institution
You have discussed it with the relevant authorities
You will be supported for the proposal preparation and, if
successful, the project implementation
4. You can set up/be part of an international partnership for carrying
out the project?
26. Date: in 12 ptsEducation
and Culture
Start locally
In your institution
(other colleagues, services, departments, authorities)
Among local stakeholders (other universities, education providers,
employers, local / regional / national authorities, NEOs in Partner
Countries)
International partners
Colleagues/Organisations you/your partners have worked with in the
past
Partners are not individuals, they are organisations
Each partner must
Bring a concrete added value to the project
Gain a concrete added value from the project
Cooperation is based on trust, confidence and on formalised agreements
27. Date: in 12 ptsEducation
and Culture
Drafting the proposal is a shared exercise
It reflects the partners shared responsibilities at project
implementation stage
It requires regular revisions/rewriting in order to ensure
Consistency and coherence
Comprehensiveness
Fulfilment of all the E+ Action requirements
- Choose the language common/comfortable to all project partners
- Have your final draft proofread by a colleague not involved in the proposal
28. Date: in 12 ptsEducation
and Culture
COHERENT: in its entirety; avoid contradictions; avoid "patchwork"
SIMPLE: better a few well-chosen words than long/vague explanations
CONCRETE: down to the point, justify your statements, bring proofs
CLEAR: Follow the questions and answer them in the right order
EXPLICIT: do not take anything for granted, don't assume: experts
cannot read your mind; avoid abbreviations or explain them
RIGOROUS: the application is the basis on which your project will be
implemented; it is also the cornerstone of your partnership commitment
FOCUSED: stick to what is asked
COMPLETE: ensure (twice!) you have followed all the instructions and
that the proposal fulfils all the mandatory requirements.
29. Date: in 12 ptsEducation
and Culture
When to start? Now!
Propose / Discuss potential cooperation projects within your
institution
If a mobility action is in view,
What type of mobility: staff or student? (level of study,
duration, thematic area, type of activities)
What added value can you offer to incoming students / staff?
Does your university fulfil the principles of the Erasmus
Charter ?
On what criteria will you select your EU mobility partners?
30. Date: in 12 pts
Respect the Call requirements & criteria
Be clear, well-structured, concise and to
the point (see guiding questions in the
Application Form)
Target oriented
Manageable partnership
Cost-effective
31. Date: in 12 ptsEducation
and Culture
1. A good proposal is (much) more than a
successful proposal.
2. Nobody else knows your institution/country
needs better than you.
3. Have everybody on board as early as
possible.
Good luck !!
CONCLUSIONS