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www.leargas.ieLeargas.Ireland @Leargas
KA2 –Strategic Partnerships Application Workshops
6th February 2018VET, Adult Education & School Fields
• Understanding the structure and activities of KA2 Strategic Partnerships projects
• How to describe the needs and impact of your project• Understanding the Award Criteria used when assessing
applications• Time for questions and clarifications
Aims for the day
• 10.30 – 11.00 Overview and Roadmap• 11.00 – 11.45 Needs Analysis• 11.45 – 12.00 Coffee Break• 12.00 – 12.30 European Priorities• 12.30 – 13.30 Impact and Dissemination• 13.30 – 14.15 Lunch• 14.15 – 14.45 Project and Quality Management• 14.45 – 15.45 Strategic Partnership Activities• 15.45 – 16.00 Summary and questions
Agenda for the day
• Project Outline forms – allow us to provide feedback on your idea – Submit at least 2 weeks before the 21st March deadline to [email protected]
• Application form Webinar –Wednesday 21stFebruary 10.00am – To take you through the 2018 Application form and budget
• Draft Application form with prompt questions
• Telephone support for queries
• Applicant pack to include relevant documents etc. by email
Further Support
What is a Strategic Partnership?
Strategic Partnerships aim to support the development, transfer and/ or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer
learning and exchange of practice at a European level.
The partnership can take the form of one of two types;
1. Strategic partnerships supporting the exchange of good practices
2. Strategic partnerships developing Innovation
Strategic Partnerships for Exchange of Good practices
The aim of this type of project is to allow organisations to;
• Develop and reinforce networks, • Increase organisational capacity to work at a transnational level• Exchange ideas, practices and methods• May also develop small tangible outputs• Disseminate the findings of their activities in a way that is
proportionate to the aims and scope of the project
Strategic Partnerships for developing innovation
Strategic Partnerships for developing innovation are expected to develop innovative outputs (Intellectual Outputs) that are relevant and useful to the field.Projects engage in intensive dissemination and exploitation activities of produced products/ innovative outputs.
Applicants have the option to request a dedicated budget for Intellectual Outputs and Multiplier Events.
Any type of public or private organisation. Examples:
• a higher education institution• a school/institute/educational centre (at any level, from pre-school to upper secondary education, and including vocational education and adult education)• a non-profit organisation, association, NGO• a public, private small medium or large enterprise (including social enterprises)• a public body at local, regional or national level• a social partner or other representative of working life, including chambers of commerce, craft/professional associations and trade unions• a research institute/ a foundation•a body providing professional counselling and information services• a body validating knowledge, skills and competences acquired through the validation of non-formal and informal learning• See p.112 of Programme Guide for further examples
Please note that applicants and participants must be registered companies. Sole traders cannot apply
Who can participate?
Strategic Partnerships – Eligibility Criteria
At least 3 organisations from 3 different Programme Countries
• All participating organisations must be identified at the time of applying for a grant.
• All participants (includes all project partners) must register with the Participant Portal
Number and profile of organisations forStrategic Partnerships
Strategic Partnerships – Eligibility Criteria
• Any organisation from a Programme Country can apply
• Organisations from Partner Countries anywhere in the world can take part as project partners (not as applicants) and only if they bring essential added value to the project
• Note: If the partner country is deemed not relevant then the entire application is failed.
•Projects can also include Associated Partners however they are not eligible to receive funding (see p.111 of Programme Guide)
Who can apply/participate?
Strategic Partnerships – Eligibility Criteria
Programme Countries
Strategic Partnerships – Eligibility Criteria
Duration: Between 12 and 36 months
Where to Apply: To the National Agency of the country in which the Coordinator-applicant organisation is established.
When to Apply: By 11 a.m. on 21st March 2018
Strategic Partnerships – Eligibility Criteria
Strategic Partnerships 2018 – Split between projects
Strategic Partnership in the field
of:
% of KA2 funds allocated to the
Strategic Partnerships for innovation
% of KA2 funds allocated to Strategic
Partnerships for exchanges of good
practices
Total Budget Available in 2018
VET 90% 10% €1,235,554School education 50% 50% €1,494,208
Adult education 80% 20% €1,216,913
• Maximum grant of €150,000 per year ‐ Therefore a three year project will have a maximum grant of €450,000‐ A two year project will have a maximum grant of €300,000‐ Pro‐rata approach for projects between 24 and 36 months – maximum
of €12,500 allowable per month (e.g. a 25 months project will have a max. grant of €312,500)
• Grants are activity‐driven
‐ Therefore applicants should focus on the aims and objectives of the project rather than the potential grant size
• Applicant managed funding ‐ The Coordinator organisation applies to manage the grant on behalf of the other partners
Funding Principles
Activities are directly related to the project grant
• Automatic Activity:‐Project management & Implementation
• Conditional Activities:‐ Transnational Project meetings‐ Transnational Training, Teaching & Learning Activities
• Conditional Supports:‐ Exceptional Costs; Special Needs Support; Linguistic Support
Activities & Budget – Exchange of Good Practice
Activities are directly related to the project grant
• Automatic Activity:‐Project management & Implementation
• Conditional Activities:‐ Transnational Project meetings‐ Transnational Training, Teaching & Learning Activities‐ Intellectual Outputs‐ Multiplier Events
• Conditional Supports:‐ Exceptional Costs; Special Needs Support; Linguistic Support
Activities and Budget – Development of Innovation
Name of the project: [please complete the name of the project as in the application form]
PROJECT TIMETABLE
MONTHS M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 M15 M16 M17 M18 M19 M20 M21 M22 M23 M24 M25 M26 M27 M28 M29 M30 M31 M32 M33 M34 M35 M36Project activity*
Project mgmt & impTrans. Project MeetngsIntellectual Output 1 (O1)
O2O3
Trans Teach, Train, Learn 1 (C1)C2
Multiplier Event 1 (E1)E2E3
Please insert rows as needed
*Project activity types:
An‐ PROJECT MANAGEMENT AND IMPLEMENTATION ACTIVITIES
On/An ‐ INTELLECTUAL OUTPUTS/ACTIVITIES
Mn‐ TRANSNATIONAL PROJECT MEETINGS
En‐MULTIPLIER EVENTS
Cn ‐ LEARNING/TEACHING/TRAINING ACTIVITIESn ‐ number of the activity
Please enter all main project activities and meetings, intellectual outputs and related activities, multiplier events and training/teaching/learning activities. Use the reference numbers as they appear in the application form. Where no numbers exist in the application form (i.e. for activities included in project management and implementation), use reference numbers A1, A2 etc. For each activity, meeting or event, indicate the month(s) in which they will be produced/take place by colouring the corresponding cells.
10 minutes
• Participants reflect on their current position in terms of designing their application
Roadmap Activity
Why focus on the clarifying the need for your project?
Why focus on clarifying the need for your project?
Section E in the application form:
Description of the Project• Please explain the context and the objectives of your project as well as the needs and target groups to be addressed?
Why focus on clarifying the need for your project?
Relevance Criteria The evaluator must evaluate the extent to which…
• The proposal proves that a solid analysis, drawing on existing knowledge, know‐how, and practice, has been carried out to identify needs of the target group(s), and organisations.
• The needs identified are relevant for the field under which the proposal was submitted and are clearly linked to the priorities that the project intends to meet.
Why focus on clarifying the need for your project?
Impact CriteriaThe evaluator must evaluate the potential impact of the project;
• On participants and participating organisations, during and after the project lifetime
• Outside the organisations and individuals directly participating in the project, at local regional, national and/or European levels
Why focus on clarifying the need for your project?
Being clear on the need for your project helps you address these award criteria
more clearly and effectively
DESIRED RESULTSCURRENT SITUATION
Group Exercise
• Read the short project description• How would you evidence the gap/need for this project?
• How would you demonstrate that the project idea will address the gap?
20 Mins
Macro ‐ Secondary research, Policy documents
Micro – primary research, examples from partners, testimonials
Transnational v National approach
Tea/Coffee Break
Thinking about Erasmus+ priorities for KA2 Strategic Partnerships
Thinking about Priorities
The application form asks…
• Please select the most relevant horizontal or sectoral priority according to the objectives of your project.
• Please comment on your choice of priorities.
Thinking about Priorities
• The evaluator must evaluate if the project addresses at least one of the priorities ( either horizontal OR field specific) as specified in the Programme Guide.
• If the project addresses a Horizontal Priority, it must clearly prove the impact in the field under which it is applying.
• If a project addresses the horizontal priority ‘inclusive education, training and youth’ it will be considered highly relevant.
• The Irish National Agency is not prioritising a European priority in a national context.
• If a proposal does not provide convincing evidence that is relevant to at least one priority the proposal must be scored as ‘weak’ for the award criterion ‘Relevance of the Project’ as a whole, and rejected as a consequence.
Where are the priorities coming from?
Europe 202020 million fewer people at risk of poverty40% completion of tertiary educationEmployment rate 75% among 20‐64 year oldsEarly school leaving at < 10%
Lifelong learning & mobilityQuality of Education & TrainingEquity, social cohesion, active citizenshipCreativity, innovation, entrepreneurship
Rethinking Education 2012o Development of transversal skills – problem solving, creative thinking,
communication etc.o Foundation or basic skills are achieved by all….o Language learning o Potential of ICT in learning and teaching ( and OER)o Supporting Europe’s teachers to upskill
New Skills Agenda -2016
Paris Declaration - Promoting Citizenship and the common values of freedom, tolerance and non discrimination through education- 2015
4 million mobilities 2 million HE students650,000 VET students800,000 Staff from AE, HE, School, VET 25,000 partnerships
2014-2020
Upskilling Pathways -2016
School Development and Excellent Teaching for a Great Start in Life (2017)
Strategic Partnerships must address either at
least one horizontal priority or at least one specific priority relevant to the field
that is mostly impacted
Strategic PartnershipsHorizontal Priorities 2018
ACHIEVEMENT OF RELEVANT AND HIGHQUALITY SKILLS AND COMPETENCES
SOCIAL INCLUSION
OPEN EDUCATION AND INNOVATIVEPRACTICES IN A DIGITAL ERA
EDUCATORS (INITIAL TRAINING, RECRUITMENT, INDUCTION, PROFESSIONAL
DEVELOPMENT ETC.)
TRANSPARENCY AND RECOGNITION OFSKILLS AND QUALIFICATIONS
SUSTAINABLE INVESTMENT, PERFORMANCE AND EFFICIENCY IN
EDUCATION AND TRAINING
SOCIAL & EDUCATIONAL VALUE OFEUROPEAN CULTURAL HERITAGE
Strategic PartnershipsSchool Priorities 2018
STRENGTHENING THE PROFILE OF THETEACHING PROFESSIONS
PROMOTING THE ACQUISITION OF SKILLSAND COMPETENCES
SUPPORTING SCHOOLS TO TACKLE EARLYSCHOOL LEAVING
SUPPORTING EFFORTS TO INCREASEACCESS TO EARLY CHILDHOOD EDUCATION
AND CARE
Strategic PartnershipsVET Priorities 2018
Strategic PartnershipsAdult Ed Priorities 2018
IMPROVING AND EXTENDING THE OFFEROF HIGH QUALITY LEARNING TO ENHANCE
LITERACY, NUMERACY AND DIGITALCOMPETENCES
FACILITATING ACCESS THROUGH SKILLSIDENTIFICATION, TAILORED LEARNING &
VALIDATION OF NON/ INFORMALLEARNING
GUIDANCE TO ENCOURAGE ADULTS TOUPGRADE THEIR LITERACY, NUMERACY
AND DIGITAL SKILLS
EXTENDING AND DEVELOPING ADULTEDUCATORS COMPETENCES INCLUDING
ICT
PROMOTING WORK‐BASED LEARNING
INCREASING THE QUALITY OF VETPROVISION IN LINE WITH EQAVET
RECOMMENDATIONS
FURTHER STRENGTHENING VETCOMPETENCES IN VET CURRICULA
ENHANCING ACCESS TO TRAINING ANDQUALIFICATIONS FOR ALL THROUGH
CONTINUING‐VET
Strategic PartnershipsVET Priorities 2018
CONTINUING PROFESSIONALDEVELOPMENT OF VET TEACHERS,
TRAINERS AND MENTORS
DEVELOPING INSTITUTIONALPARTNERSHIPS SUPPORTING
INTERNATIONALISATION STRATEGY OF VET LEARNERS
Group exercise
10 mins
Read the project description on your table
Assign a horizontal and/OR field specific priority to it
Charis HughesCommunications & Impact Research
Léargas
www.leargas.ieLeargas.Ireland @Leargas
Impact and Dissemination
The Score
• 30 out of 100 points
• Must score 15 points to pass threshold
The Award Criteria Summarised
Projects show potential for impact on: • participants (staff/learners) • participating organisations• external organisations • external individuals
Results should be: • Replicable and transferrable• Shared with a relevant audience• As accessible as possible• Sustainable beyond the end of the funding
}During and after project lifetime
}local, regional, national, European level
Why the Low Scores?
• Last section of form = application exhaustion!
• Impact and dissemination may feel less tangible and more distant than project activities
• Unsure how to ‘forecast’ impact before it’s happened
• Out of direct control: need engagement from others
• “The most common adaptation to a deficit is avoidance”
Why Impact Matters
“It’s one thing to be concerned by a problem, another to take action, and
then a whole other thing to take the kind of action that has the potential
to bring about changes and solve it”‐ Rev Dr Bernard LaFayette Jr,
‘From Freedom Rides to Ferguson’
What to do
Reverse the order and begin with impact: • What change do you want to create?
• How do your project activities lead to that change?
• How will you measure the difference you make?
• Who will directly benefit from the changes you bring about?
• Who will benefit from learning about the changes later?
How Experts Assess
“Experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application.
Experts cannot assume information that is not explicitly provided.
Information relevant for a specific award criterion may appear in different parts of the application and experts take all of it into account when scoring.”
2017 Erasmus+ Guide for Experts on Quality Criteria
Why Impact Matters
S
Ask yourself “Why?” or “Then what?”
“We want to educate teachers about PEI”Why?“So they understand how to use it” Why?“So they can encourage their organisations to adapt it/work with parents to reduce stress/improve mental and physical health of children in their care/ etc…”
Know the Change
The Impact Chain
ACTIVITY OUTPUT OUTCOME IMPACT(Or Impact Framework, Impact Pathway, Theory of Change,
Logic Model etc…)Whatever you call it, it can help you see how your activities
can lead to long‐lasting change
Impact Chain
The resources you put into the project
The actions you take to reach your project goals
The tangible experiences or products the project creates
The immediate effects of those
experiences or products
The fundamental changes
INPUT ACTIVITY OUTPUT OUTCOME IMPACT
‘Home‐Based Care’ Impact Chain
Staff time, Erasmus+ funding, expertise
Virtual and physical mobility,training, research,
pilot testing
An online course,
a guide for organisations, transnational conference
Increased skills and knowledge among home care providers
Better care for dementia sufferers in their own homes
INPUT ACTIVITY OUTPUT OUTCOME IMPACT
The Award Criteria Summarised
Projects show potential for impact on: • participants (staff/learners) • participating organisations• external organisations • external individuals
Results should be: • Replicable and transferrable• Shared with a relevant audience• As accessible as possible• Sustainable beyond the end of the funding
}During and after project lifetime
}local, regional, national, European level
Every Small Change is Part of a Bigger Picture!
Your change can be smallbut it must affect participants, organisations,
individuals, systems…
REMEMBER THAT OUTPUTS DO NOT GUARANTEE IMPACT!
A Word in Your Ear
Not ifI don’t
read it!
“Léargas have bought lunch, I’m guaranteed not to go hungry”
“My child goes to grinds, she’s guaranteed to pass her exams”
“The impact is guaranteed by providing our online linguistic and cultural modules and app”
What’s Wrong with this Picture?
The Strange Case of the Missing Outcomes
To show sustainable impact beyond the lifetime of the project, your application needs to be clear on the progress you expect to make andhow you will measure it.
“The immediateeffects of
the experiences or products your project creates”
Progress and Measurement
To measure progress, you will need:
• an expected impact (the change you want)
• an indicator (a way of knowing it’s happening)
• a data source (evidence).
Progress and Measurement
Expected impact (change you want):Improve general fitness
Indicator (how you know it’s happening): Lost five kilos
Data source (evidence): Bathroom scale
Participants: Improve skills, motivation or confidence; increase employability
Organisations: Introduce new technology; improve work structure Systems: Change curriculum to
strengthen connection to world of workWays of thinking: Increase tolerance and
intercultural understanding
Expected Impact: Examples
Identify Your Expected Impact
What specific events do you hope to see?
What would make you celebrate?
Expected Impact & Indicator
Change you hope to see (‘expected impact’):Improve migrant integration into school life
How you can tell that change is happening (‘indicator’):
‐Fewer incidences of racist bullying‐Teachers more aware of cultural considerations
‐More parents of migrant children involved in school committees
Indicator & Data Source
How you know change is happening (‘indicator’)
Fewer incidences of racist bullying
Teachers more aware of cultural considerations
Parents of migrant children involved in school committees
Where you get the evidence(‘data source’)
?
?
?
Indicator & Data Source
How you know change is happening (‘indicator’)
Fewer incidences of racist bullying
Teachers more aware of cultural considerations
Parents of migrant children involved in school activities
Where you get the evidence(‘data source’)
Incident reports, interviews with school kids
Peer or video observation of class technique, lesson plans
Membership of PTA, attendance at school events
Data Sources (evidence)
Before and after: InterviewsSurveys
Reflective journalsPeer observation (video/work)
Choosing Data Sources
Get specific: Who will gather the evidence? When? How? What questions?
Be practical: If you have four participants, record a discussion
rather than emailing a survey
Mix qualitative and quantitative sources: Numbers show the breadth of impact but stories and testimonies show its depth
Share what you learn
It’s where you add your link to the chain
INPUT
ACTIVITY
OUTPUTOUTCOME
IMPACT
Dissemination Plan
• Who can benefit from what you’ve learned?
• What do you want them to know?
• How can you best reach them?
(“appropriateness and quality of sharing the outcomes”)
Who to share with
• Who can use your knowledge? • Who can take your information
and put it into action?• Think beyond your immediate network!
Prioritise your Effort
What to share
Knowledge that is • Transferable• Replicable• Sustainable
How to share
• The medium should fit the message (Videos and infographics suit some topics very well,
but are less useful for abstract concepts)• All partners must be involved so that the
whole project is reflected• Dissemination must be a continuous process,
not a one‐time effort when the project ends• Allocate resources to dissemination: you may need
specific assistance with press releases, maintaining a website, graphic design, or other tasks
Dissemination Resources
http://www.leargas.ie/blog/dissemination_sharewhatyoulearn/
& www.leargas.ie/blog/dissemination‐2
Impact Resources
Impact+ Workshophttps://erasmusplus.org.uk/impact
Theory of Changehttp://www.theoryofchange.org/
Choosing Indicatorshttp://www.advocacyinitiative.ie/resource/are‐we‐getting‐there‐tool‐identifying‐evaluation‐indicators‐social‐justice‐
advocacy
Group Exercise
• Identify three specific goals for one of the project examples• Think of at least one indicator for each goal
• Think of at least one data source for each indicator*Use the Expected Impact sheet to help you**Write each element on a different post‐it!*
PROJECT GOAL INDICATOR DATA SOURCE
Good luck with your project!
www.leargas.ieLeargas.Ireland @Leargas
Lunch Break
Strategic Partnership Activities
Group exercise
• 4 Tables: Exchange of Practice, Intellectual Outputs, Multiplier Events, LTTA
• Spend 15 minutes at the first table to discuss the questions then move on to the next table to review and extend the answers already there.
• Report back to the group
Where are you now?
Roadmap Activity
Duration: Between 12 and 36 months
Where to Apply: To the National Agency of the country in which the Coordinator-applicant organisation is established.
When to Apply: By 11 a.m. on 21st March 2018
Strategic Partnerships – Reminder
• Project Outline forms – allow us to provide feedback on your idea – Submit at least 2 weeks before the 21st March deadline to [email protected]
• Application form Webinar –Wednesday 21stFebruary 10.00am – To take you through the 2018 Application form and budget
• Draft Application form with prompt questions
• Telephone support for queries
• Applicant pack to include relevant documents etc. by email
Further Support ‐ Reminder
• School Education (KA201) –[email protected]
• Vocational Education and Training (KA202)–[email protected]
• Adult Education (KA204) –[email protected]
KA2 Contacts
