Support for application form Erasmus+ KA1 School education staff mobility.
Support for Euneos course 'How to make your VET organisation more
international' for Vocational education and training.
Special edition of 'How to make your school more international'
http://www.euneoscourses.eu
Version 21 December 2015
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Download the form from the website of your National Agency and read the instructions on
the website
Check if your school has a PIC code - or register for a PIC. See PIC.doc and ECAS-user
manual.pdf in Support folder General.
Prepare your texts for the application in a word document before filling in the application
form.
Advices
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Please, don’t copy paste the text but adapt those parts that are important for the questions in
the European development plan and in the application.
Be as precise and concrete as possible. Give evidence that this course is what your staff
members need and that the topics of the course address the needs of the school.
The added value of the course will increase if a school takes part with more than one
participant.
C.1.3. Background and experience
1
Present your school
What are the activities and experience of your school in the areas relevant for this application
For schools with experience. Refer to the title “Make your school MORE international “
Pls explain detailed the international projects and activities (exchanges, eTwinning, virtual projects,
Comenius partnerships etc.) and make clear that you need more expertise in this area (why not referring
at some failures.?) Explain also that there is a need to develop a more solid policy.
For schools without experience.
Tell that your school has not been able to start with international activities yet (why…) but that there is a
strong belief that you need to make your school “international”. Explain that there are already
international aspects in the curriculum etc.
Please give information on the key staff/persons involved in this application and on the
competences and previous experience that they will bring to the project.
The school will set up a team of qualified teachers/coordinators. The persons involved will carry out tasks
in this team. What are their competences?
Refer to knowledge, skills and attitude.
Knowledge (any e.g. languages, European programmes, e-Twinning platform etc.
Competences: (any organisational competences, intercultural competences, developing materials for
projects based learning, communication, ICT etc.)
Attitude: Motivation and position in the school to take initiatives to make the school more international
Experience with internationalisation or with other fields related to internationalisation (intercultural
experiences)
At the end of C.1.5: If your project includes job shadowing or teaching assignment at a partner
organisation abroad, please click the button below to add information about the partner
organisation.
You don't need to click on Add Partner.
Courses are not jobshadowing or teaching assignement.
But some national agencies insist on adding the course provider as partner.
More information in case you would need it:
See first: http://www.euneoscourses.eu
Go to menu: About Euneos, About and People
2
Also the Pic code is there.
FAQ
Euneos is not a school or institute but a company with course providing as main activity.
No learners: because Euneos is not a school nor university.
Euneos has 4 boardmembers: the 3 founders that you find on the website and Annemie Mateusende Wolf (course administration).
Euneos has one employee (course secretary) and has contact with many trainers in many fields.
Trainers are not employed by Euneos but hired for the courses.
Legal representant and official contact person:
Ilpo Halonen
Chair of board Euneos
Euneos Corporation
Vaijeritie 12, 01640 Vantaa, Finland
ilpo.halonen@euneos.fi
TEl. +358 50 3460015
More information about trainers: see below in this document in part E. Description of the project.
D. European Development Plan. What are the organisation's needs in terms of
quality development and innovation?
Please identify the main areas for improvement (for example management competences, staff
competences, new teaching methods or tools, studying and learning processes, curriculum, the
organisation of teaching and learning). For example, if the organisation's focus lies on STEM
subjects (science, technology, engineering, mathematics) the needs are specific.
Suggestions for your answer. Don’t copy paste but use some of the ideas described below.
General.
Our school has no experience with internationalisation of the school
Our school wants to improve the quality of the internationalisation
Our school therefore needs (more) qualified staff that can
 develop – together with the board members - a vision and a school policy plan on internationalisation
 manage and organise all kind of international activities with or without partners abroad
 ensure the quality of the projects and link them to the curriculum
 stimulate the streamlining of curricular elements with an international orientation
 apply successfully for grants within the Erasmus plus programme
 communicate and collaborate intercultural with partners abroad
Additional added value of the course
The course 'How to make your school more international’ offers partner search possibilities. Our school
hopes to find partners for KA2 partnerships and eTwinning activities during the KA1 mobility course
organised by Euneos.
Additionally. The course “How to make your school more international’ offers participation in a virtual
global project.
3
Our schools wants to join a virtual project where schools in Europe collaborate with schools in Asia.
Our staff members will acquire the necessary skills to develop research questions in appropriate project
scenarios, to develop project based learning methods in their lessons, to use the videoconferencing’s to
improve basic skills of their students (linguistic, presenting skills) and to acquire intercultural
competences.
Please outline the organisation's plans for European mobility and cooperation activities, and
explain how these activities will contribute to meeting the identified needs.
Suggestions for your answer. Be realistic. Choose two or three elements. If you have more than one
participant from your school, you can deal with more topics and learn much more.
The topics and working methods of the Course “How to make your school more international” offer possibilities to ensure a
better qualified staff in different respects
1.
Long term school policy plan
Our school wants to set up a long term school policy plan in which we describe
 what our aims are for internationalisation
 how we are going to organise the international activities at school level (setting up a team, appointing a coordinator of
internationalisation, describing tasks of the team etc..)
 what our short term and long term policy is for the school (more emphasis on language learning, job shadowing
activities, bilingual education, streamlining of international elements in the curriculum etc..)
 how we are going to evaluate our international activities and to ensure the quality of the European dimension in the
curriculum
o what are the tools, methods, involvement of stakeholders
o how we can set up a method of permanent quality assurance of all our activities
o how we can use portfolios as a way to document students’ progress
o how we can deliver certificates to students who have met the standards set by the school
o how can we use the self assessment tool CFEC (Common framework of Europe competence)
 how we can inform and disseminate our activities and products/methods and how we can make them more sustainable
Therefore training of staff is needed to acquire the following competences
 How to develop a vision on international cooperation together with the relevant groups in the school, how to link the
mission of the school to the goals of internationalisation (in terms of knowledge/skills/attitude) for students, teachers
and for the school as a whole.
 How to gear these goals to short and long term policy measures, such as e.g.: language policy, bilingual education
policy.
 How to implement a wide variety of international activities that can be executed in cooperation with partner schools
(virtual, mobility) or without partner school
 How to implement the process of streamlining the international elements in the curriculum
 How to evaluate the international activities and the European dimension in the curriculum
 How to disseminate the activities and products/methods
2.
Team of qualified European coordinators
Our school wants to set up a team of qualified European coordinators.
Therefore training of staff is needed to acquire the following competences
 How to support school management and colleagues to make the curriculum more European and international oriented
 How to coach colleagues in international activities and how to make students and colleagues enthusiastic
 How to design new international project scenarios and project activities
 How to manage the international activities (budgeting, chairing meetings, reporting, monitoring, networking etc.)
 How to collect information about the subsidy channels, programmes and Quality Assessment criteria (both national
and European)
 How to design and write an Erasmus + project application
3.
High quality formats of international projects
4
Our school wants to develop high quality formats of projects (virtual projects and projects for mobility), that are linked to
the curriculum and that are repeatable.
Therefore training of staff is needed to acquire the following competences
 How to apply the characteristics of project based learning in international projects, both virtual and mobility
 How to apply the basic principles of digital didactics for a successful implementation of virtual projects.
 How to link the international projects to the curriculum
 How to create challenging, innovative and creative activities for students in project based learning projects with
partner schools
 How to use appropriate methods and tools to evaluate the projects
 How to manage and coordinate international projects (social, intercultural skills )
 How to learn the technical know-how of relevant ICT-tools and how to integrate the appropriate ICT-tools and Video
conferences in the international projects
4. Erasmus plus.
Our school would like to apply for a Erasmus plus KA 2 partnership and – possibly- after approval- coordinate the project
The project idea
 should be realistic, consistent, repeatable and linked to the curriculum
 provides an added value for the own school and for the partner schools.
 meets the requirements of the Quality Assessment criteria of KA2
Therefore training of staff is needed to acquire the following competences
 How to investigate the needs and requirements of the school to identify
 the theme and the objectives to be achieved
 the age group
 the links to the curriculum
 the added value in terms of expertise and intellectual outputs achieved
 How to negotiate with possible partner schools these elements
 How to proceed in writing the application (on-line communication tools, division of tasks, submitting procedures)
 How to self assess the application against the Quality Assessment criteria of KA2 before submitting
 How to manage and coordinate international projects and which social, management and intercultural skills are
needed
 How to report, monitor, communicate with partners, evaluate the on-going project
Our school is searching for (a) project partner(s) to set up a Erasmus plus partnership during the KA1 course “How to make
your school more international”
5. International dimension of the curriculum
Our school wants
 to make – step by step- an inventory of the elements in the curriculum that include European and international topics
 to start streamlining these elements in the subjects across school years and across subjects (croscurricular approach)
 to organise gradually more and more activities that enhance our European and international dimension (e.g.
international guest speakers, international activities, participation in international contests, contacts with international
institutions or local firms that are active in other countries, et cetera. )
 to use the so called Common Framework of Europe Competence (CFEC) to assess to what extent students acquire
international competences
Therefore training of staff is needed to acquire the following competences
 to get acquainted with a format to investigate which elements of international orientation are already present in the
current curriculum and activities (text books, project activities, assignments)
 to persuade the colleagues to fill in the inventory per subject
 to update the inventory of the elements that include European and international topics and to streamline these
elements and activities
 to broaden the range of international activities to which students should be exposed (inviting international guest
speakers, visits to local firms that are active in other countries, et cetera. )
 to learn the characteristics of the so called Common Framework of Europe Competence (CFEC)
 to use the CFEC to let students self assess to what extent they acquire international competences
6. Intercultural competences
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Our school wants
 to develop the intercultural competences of the teachers taking part in international projects.
 to give staff members the opportunity to learn
o about the most widely used theories on intercultural communication (Hofstede..)
o about a matrix of intercultural competences (INCA)
 and about order to develop and self assess their intercultural communication skills using appropriate tools
 to provide staff members the opportunity to acquire these competences in an intercultural setting
Therefore training of staff is needed to acquire the following competences
 to learn more about theories on intercultural communication (dimensions of Hofstede, multi-identity)
o I know the emotional value of symbols, rituals, heroes for (some) people in my country and can explain this
to foreigners.
o I know the views of people in my country regarding certain values (faith, ethical views, casual clothing at
school, culture of tolerance, domestic cosiness, etc.) and I can explain them to foreigners.
 to learn about the INCA framework (including INCA on-line) for the assessment of intercultural competence
 to learn how to use the CEFCULT tool (http://cefcult.eu/tool/) where learners are able to record themselves and make
annotations, and can peer review assessments.
Please explain how your organisation will integrate the competences and experiences acquired by
staff participating in the project, into its strategic development in the future?
The topics and working methods of the Course “How to make your school more international” offer
possibilities to ensure a better qualified staff in different respects
Suggestions for answers. Select the competences /plans that will be implemented
1.
2.
3.
4.
5.
6.
Our school will use the first version of the school policy plan drafted as an intellectual output of the course to
develop a long term school policy plan within six months after the end of the course
Our school will set up a team of qualified European coordinators / appoint one coordinator
Our school will develop further the first versions of projects and will implement (some of) them - hopefully with
partner schools that take part in the course
Our school would like to apply for a Erasmus plus KA 2 partnership hopefully with one or more partner schools
that take part in the course
Our school wants to strengthen the international dimension of the curriculum and will set the necessary steps to
first make an inventory of the elements in the curriculum that include European and international topics and than to
start streamlining these elements in the subjects across school years and across subjects (croscurricular approach)
Our school wants to use the tools and methods learnt at the course to train the staff and students involved in
international project activities
Will your organisation use twinning in connection with your mobility project? If so, please describe
how. The eTwinning website can be accessed through the following hyperlink:
www.etwinning.net
Finding partners for international projects
E. Description of the project
Why do you want to carry out this project? What are its objectives?
Put in other words what you have written under School development plan
Our school has no experience with internationalisation of the school
Our school wants to improve the quality of the internationalisation and therefore needs (more) qualified
staff that can
 develop – together with the board members - a vision and a school policy plan on
internationalisation
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manage and organise all kind of international activities with or without partners abroad
set up high quality formats of international projects and ensure the quality of the projects and link
them to the curriculum
stimulate the streamlining of curricular elements with an international orientation
communicate and collaborate intercultural with partners abroad
How did you choose your Course providers.
Suggestions
We found out about this course via
 mailing list course providers
 recommendations from other participants
 National Agency
 Internet
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What experiences and competences will they bring in the project?
Euneos is a very reliable KA1 course organiser that has organised Comenius courses since 2006 and
Erasmus plus courses since 2004.
The course has been designed based upon a large and long experience with internationalistion of the
trainers
Ludo Mateusen. As coordinator internationalisation of a secondary school in the Netherlands he founded
an international network of schools with currently 18 schools from 17 countries.
He was part-time in-service-teacher-trainer of internationalisation of schools at the University of Leiden
(Netherlands) 1993 till 1997
and at the University of Leuven (Belgium) 1997-2006.
On behalf of the Dutch National Agency he organised courses on ‘How to make your school more
international’ (2006-2013).
He has been involved in several EU-funded centralised projects under Socrates and Life Long learning
programmes.
He is chairperson of EUMIND (Europe meets India), a platform to connect schools in India and Europe
(2009 – on-going)
Frans Schmitz, ex-principal
Former headmaster of Udens College (Uden / The Netherlands). His school is a very active school with a
broad area of international activities (exchanges and Comenius projects)
Former president of the International Committee of the Association of school leaders for secondary
education in the Netherlands
Former member of the General Board of ESHA (European School Heads Association)
Advisor of the European Platform (National Agency in the Netherlands) to support schools to set up a
solid school policy on internationalisation (http://www.europeesplatform.nl/eloseducation)
Sérgio Fernandes
INSIGNARE – Associação de Ensino e Formação- Ed. Paço do Conde Rua Dr. Francisco Sá Carneiro
2490-548 Ourém - Portugal
Head of Training and Employment Department for two VET secondary schools;
Coordinator of International Cooperation Unit of that Department, in charge of applying, managing and
reporting EU funded projects;
Former Dean of a Higher Education Institution;
Author and co-author of several sucessful Long Life Learning Programme (Comenius, Leonardo,
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Grundtvig and Transversal) and Erasmus + (KA1 and KA2) applications;
BSc in Management, MSc in Human Resources Management, Executive MSc in Hospitality
Management.
What are the most relevant topics addressed by your project?
Suggestions. Select two or more topics from the course description that address best what your school
needs
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Long term school policy plan (with short description)
Team of qualified European coordinators (with short description)
High quality formats of international projects (with short description))
Erasmus plus application (with short description)
Strengthening International dimension of the curriculum (with short description)
Knowledge and competences about intercultural communication (with short description)
F. Participants' Profile
Please describe or each planned activity the background and needs of the participants involved and
how these participants have been or will be selected.
Per participant (to be linked to school development plan). Be as concrete as possible
Who will attend the course. Subject, experience with international projects. Which of the topics will be
covered by the participant(s) .
What will be the task of the participant related to the topics/competences acquired after the course .
Person 1 will further develop the school policy plan Person 2 will be n charge of KA2 application etc..
Selection procedure . Describe the procedure in your school. In some countries a clear selection
procedure will set up …
F.1.Learning Outcomes
Which competences (i.e. knowledge, skills and attitudes/behaviours) are to be acquired/improved
by participants in your project/course?
Suggestions. Per participant select a set of competences
Long term school policy plan
Therefore training of staff is needed to acquire the following competences
 How to develop a vision on international cooperation together with the relevant groups in the school, how to link the
mission of the school to the goals of internationalisation (in terms of knowledge/skills/attitude) for students, teachers
and for the school as a whole.
 How to gear these goals to short and long term policy measures, such as e.g.: language policy, bilingual education
policy.
 How to implement a wide variety of international activities that can be executed in cooperation with partner schools
(virtual, mobility) or without partner school
 How to implement the process of streamlining the international elements in the curriculum
 How to evaluate the international activities and the European dimension in the curriculum
 How to disseminate the activities and products/methods
Team of qualified European coordinators
8
Therefore training of staff is needed to acquire the following competences
 How to support school management and colleagues to make the curriculum more European and international oriented
 How to coach colleagues in international activities and how to make students and colleagues enthusiastic
 How to design new international project scenarios and project activities
 How to manage the international activities (budgeting, chairing meetings, reporting, monitoring, networking etc.)
 How to collect information about the subsidy channels, programmes and Quality Assessment criteria (both national
and European)
 How to design and write an Erasmus + project application
High quality formats of international projects
Therefore training of staff is needed to acquire the following competences
 How to apply the characteristics of project based learning in international projects, both virtual and mobility
 How to apply the basic principles of digital didactics for a successful implementation of virtual projects.
 How to link the international projects to the curriculum
 How to create challenging, innovative and creative activities for students in project based learning projects with
partner schools
 How to use appropriate methods and tools to evaluate the projects
 How to manage and coordinate international projects (social, intercultural skills )
 How to learn the technical know-how of relevant ICT-tools and how to integrate the appropriate ICT-tools and Video
conferences in the international projects
Erasmus plus. Application KA2
Therefore training of staff is needed to acquire the following competences
 How to investigate the needs and requirements of the school to identify
 the theme and the objectives to be achieved
 the age group
 the links to the curriculum
 the added value in terms of expertise and intellectual outputs achieved
 How to negotiate with possible partner schools these elements
 How to proceed in writing the application (on-line communication tools, division of tasks, submitting procedures)
 How to self assess the application against the Quality Assessment criteria of KA2 before submitting
 How to manage and coordinate international projects and which social, management and intercultural skills are
needed
 How to report, monitor, communicate with partners, evaluate the on-going project
International dimension of the curriculum
Therefore training of staff is needed to acquire the following competences
 to get acquainted with a format to investigate which elements of international orientation are already present in the
current curriculum and activities (text books, project activities, assignments)
 to persuade the colleagues to fill in the inventory per subject
 to update the inventory of the elements that include European and international topics and to streamline these
elements and activities
 to broaden the range of international activities to which students should be exposed (inviting international guest
speakers, visits to local firms that are active in other countries, et cetera. )
 to learn the characteristics of the so called Common Framework of Europe Competence (CFEC)
 to use the CFEC to let students self assess to what extent they acquire international competences

Intercultural competences
Therefore training of staff is needed to acquire the following competences
 to learn more about theories on intercultural communication (dimensions of Hofstede, multi-identity)
o I know the emotional value of symbols, rituals, heroes for (some) people in my country and can explain this
to foreigners.
o I know the views of people in my country regarding certain values (faith, ethical views, casual clothing at
school, culture of tolerance, domestic cosiness, etc.) and I can explain them to foreigners.
 to learn about the INCA framework (including INCA on-line) for the assessment of intercultural competence
 to learn how to use the CEFCULT tool (http://cefcult.eu/tool/) where learners are able to record themselves and make
annotations, and can peer review assessments.
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The Erasmus+ Programme promotes the use of instruments/certificates like Europass, ECVET and
Youthpass to validate the competences acquired by the participants during their experiences
abroad. Will your project make use of such European instruments/certificates? If so, which ones?
Are you planning to use any national instrument/certificate? If so, which one?
Europass will be provided by the course providers
How will you use the European/national instrument(s)/certificate(s) selected?
To give evidence of the European activities and to show progress in the competences acquired
G. Preparation
A. Please describe what will be done in preparation, by your organisation and, if relevant, by your
partners before the main activities take place.
Suggestion for your answer
Preparation
The programme of the course is tailor made. Participants will fill out an intake form so that we can design the course as much
as possible according to the level of experience and the concrete wishes of the participants.
The participants will join a closed social community (Mixtt) where they find all necessary information, get to know each other
and start searching partners for projects
Staff member will collect all relevant information that is needed for the topics chosen by our school participant(s): draft
versions of school policy plan, project descriptions and reports, text books of some classes (to identify elements of European
dimension), Comenius applications and other materials required by the course organisers.
Our staff member(s) taking part will also look at the information made available before the course (e.g. CFEC Common
Framework of Europe Competence) and look at some virtual projects that have been recommended by the course trainers
G.1. Practical Arrangements
How will the practical and logistic matters of the project be addressed (e.g. travel, accommodation,
insurance, safety and protection of participants, visa, social security, mentoring and support,
preparatory meetings with partners etc.)?
Participants in Euneos courses take care of organising their travel and booking their accommodation.
Euneos will give advices for accommodation near the course venue.
Visa: not needed. Social security etc own responsibility. Preparatory meeting with partners: not
applicable.
G.2. Project Management
How will you address quality and management issues (e.g. setting up of agreements with partners,
learning agreements with participants, etc.)?
Suggestions for your answer
Agreements
Preparation
Participants fill in the intake form, join and actively participate in the Mixxt Community, collect
information on internationalisation of the school and will look at information made available before
the course
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Learning agreements
The course description indicates types of intellectual outputs and time slots are foreseen to produce
them. Course trainers coach and monitor the participants. At the end of the course a certificate listing
the competences acquired and the intellectual outputs will be given
Other opportunities
Time is foreseen to meet partners to set up common projects
Participating schools are given the opportunity to join virtual projects with EU and Indian schools
Post course
Participants will have the opportunity to take part in two post course videoconferences each 90 min.
G.3. Preparation of Participants
Which kind of preparation will be offered to participants (e.g. task-related, intercultural, linguistic,
risk-prevention etc.)? Who will provide such preparatory activities?
Suggestions for your answer
Euneos will collect information from the intake form to tailor-make the course design and programme.
Euneos will inform participants about preparatory tasks
Euneos will inform all participants about practical arrangements
H. Main Activities
Please outline the main activities you plan to organise. If relevant, please describe the role of each
project partner in the activities.
How to make your school more international. Special edition: How to make your VET organisation
more international. Course for vocational education and training. Fatima (Portugal), November
2016.
(7 days)
Programme of the course (changes are possible)
SUNDAY afternoon/evening – introduction and preparation for the course
Welcome to participants. Presentation trainers.
Conference folders and badges. Practical arrangements.
Introduction course programme. Introduction participants.
Welcome dinner.
MONDAY:
Expectations: what do you want to learn? What are the intellectual outputs you
want to work on?
SWOT analysis of your school.
Introduction topic 1: Developing a school policy plan on internationalisation and sharing experiences.
Part one. My experience as a principal of a school.

Part 2. What does internationalisation mean? Objectives of the
internationalisation.
Lunch
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Introduction topic 2: How to become a good coordinator of internationalisation.
Tasks of a coordinator.
Sharing experiences. School policy and tasks coordinator of internationalisation
Creating intellectual output. Participants work individually or in groups on:
- a first draft of a school policy plan. Focus on Mission statement of the
school, objectives of internationalisation, quality of international projects;
- or: a first draft of tasks of coordinators of internationalisation
Reflections
TUESDAY
Programme of the day / overview.
Result of partner search for projects.
Introduction topic 3: International project work
a. Developing formats of international project work (virtual projects) - Introduction e-Twinning.
b. How balanced is your programme (research oriented project work, sports, observing lessons,
excursions, final presentation projects, family life) during exchange weeks?
Break
Sharing experiences 3 groups: ‘Best practices’ virtual projects and
videoconferences / Best practices’ exchange programmes. Best practices’
eTwinnning projects.
Lunch
Evaluation of international projects.
Quality assurance of internationalisation
Creating intellectual output and personal guidance
Participants work individually or in groups on school policy plan.
Focus on quality of international project work in the school policy plan
Creating intellectual output international projects and personal guidance
Developing concrete projects and project scenarios: in mixed groups
Reflections on creating intellectual outputs.
WEDNESDAY
Programme of the day / overview.
Introduction topic 4. Erasmus plus. KA 1 and KA2 .
a. KA1 Mobilities; KA2 Strategic Partnerships
Break
b. Share experiences on topic 4 (approved / rejected applications).
Lunch
Excursion
THURSDAY
Programme of the day / overview.
How to set up a project and how to apply successfully for an Erasmus+
grant?
KA 1 Applications:
a. Staff mobility
Teaching Assignments
Training - Courses or Job Shadowing or Internships (VET teachers)
b. Students and Graduates mobility
Learning periods
Internships
c. Accompanying persons.
Intermediate/partner organizations
Break
Project Selection Criteria
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Project relevance
Project Workplan Quality and Implementation
Impact and dissemination
Lunch
Key aspects when writing the form
Duration of the project - starting and finishing date
European Development Plan
Type and number of mobilities
Duration of the mobility and hosting city/ country
Budget
Project preparation, implementation (key human resources) and evaluation
Impact
Sustainability
Dissemination
FRIDAY
Programme of the day / overview.
How to set up a project and how to apply successfully for an Erasmus+
grant?
KA 2 Applications:
a. Sectorial partnerships
b. Trans-sectoral partnerships
c. School partnerships
d. Local/regional partnerships
Break
Priorities, objectives, final outputs, activities and budget.
Project Selection Criteria
Project relevance
Project design and implementation Quality
Project team and cooperation arrangements
Impact and dissemination
Lunch
Key aspects when writing the form
Duration of the project - starting and finishing date
Type and number of mobilities
Duration of the mobility and hosting city/ country
Work plan and Intellectual Outputs
Needs analysis and innovation
Budget
Project preparation, implementation (key human resources) and evaluation
Impact
Sustainability
Dissemination
SATURDAY
What did you learn this week? Filling in online evaluation of the course.
Presentation of intellectual outputs
International projects (set up during this course).
School policy plans.
Erasmus plus projects and applications.
Final session.
Validation and Recognition.
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Certificates.
Europass.
Follow-up, networking - Group photo.
Lunch
Personal guidance on demand.
If applicable, how do you intend to cooperate and communicate with your project partners and
other relevant stakeholders?
What is the role of each partner in the activities? How do you intend to cooperate and communicate with
your project partners and other relevant stakeholders? How will the participants be monitored during their
training placement? Who will monitor their work programme and progress?
Partner = Euneos. Course provider.
Before
Intensive communication before the course (intake, online community), assignments to be done and
information to be collected
During the course.
Agreements. Participants choose topics and create intellectual outputs on the topics chosen
Trainers will coach and monitor the work in progress
Participants are given time to set up a project with project partners at the course
Recognition of the tasks done and of the competences acquired will be given by listing them on the
certificate handed out at the end of the week
After the course
Post course support. Free participation in two videoconferences (90 min.) each covering a topic
How will the participants be monitored during their training placement? Who will monitor their
work programme and progress?
Suggestion for your answer
1. Evaluation of the course by the participants by the participants
At the end of each day self assessment of the competences
At the end of the course on-line evaluation focusing on the different aspects of the course : content,
working methods, guidance, materials provided, quality of the teaching staff, opportunities to create your
international projects
See results of the 2014 KA 1 courses on
2. Evaluation by the course organisers
What will be evaluated? The output and the competences acquired
How?
They will use the document analysis method as an excellent indicator to measure the quantative and
qualitative output of the course (draft versions of school policy plans, versions of project scenarios and
first versions of Erasmus plus applications etc..
They will list the competences acquired and the outputs realised on the Certificate of coordinator of
internationalisation to be handed out to the participants of the course
3. Post course
At school level : meeting with board members, reporting to staff
Monitoring by board members on the activities undertaken
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Report to the NA
I. Follow-up
Please describe what will happen after the end of your main activities.
Suggestions for your answer
Please identify for each of the topics chosen what the school will do
 Our school will use the first version of the school policy plan drafted as an intellectual output of
the course to develop a long term school policy plan within six months after the end of the course
 Our school will set up a team of qualified European coordinators / appoint one coordinator
 Our school will develop further the first versions of projects and will implement (some of) them hopefully with partner schools that take part in the course
 Our school would like to apply for a Erasmus plus KA 2 partnership hopefully with one or more
partner schools that take part in the course
 Our school wants to strengthen the international dimension of the curriculum and will set the
necessary steps to first make an inventory of the elements in the curriculum that include European
and international topics and than to start streamlining these elements in the subjects across school
years and across subjects (croscurricular approach)
 Our school wants to use the tools and methods learnt at the course to train the staff and students
involved in international project activities
I.1. Impact
What is the expected impact on the participants, participating organisation(s) and target groups?
Suggestions for your answer
Our school has no experience with internationalisation of the school / will have gained sufficient
expertise to
Our school wants to improve the quality of the internationalisation / will have improved the quality
Explain what the school exactly hopes to get as concrete output
1.
Our school will develop a long term school policy plan
2.
Our school will set up a team of qualified European coordinators / appoint one coordinator
3.
Our school will develop further the first versions of projects
4.
Our school would like to apply for a Erasmus plus KA 2 partnership hopefully with one or more
partner schools that take part in the course
5.
Our school wants to strengthen the international dimension of the curriculum and will set the
necessary steps to first make an inventory of the elements in the curriculum that include
European and international topics and than to start streamlining these elements in the subjects
across school years and across subjects (croscurricular approach)
6.
Our school wants to use the tools and methods learnt at the course to train the staff and students
involved in international project activities
The impact should relate to the description of the needs
Additional added (if relevant)
Partner search possibilities. Our school hopes to find partners for KA2 partnerships and eTwinning
activities
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Additionally (if relevant)
Our schools hopes to join a virtual project where schools in Europe collaborate with schools in Asia
I.2. Which activities will you carry out in order to share the results of your project outside your
organisation and partners? What will be the target groups of your dissemination activities?
Suggestion for your answer
Informing about the course, about the results, about the added value for the school
At school level (website, meetings; information bulletin, social media)
Locally : traditional information channel (newspaper, incidentally other media)
Primary school teachers and students will be informed about the international activities of our school
Regionally and nationally: through associations of teachers and networks of schools where subject
teachers and board members meet
On national and international level; information shared via eTwinning channels and EST (European
shared treasure)
Dissemination
Target groups at school level
As a result of the course the international activities and dimension of the school will increase. The current
school population and future students will benefit from the initiatives undertaken by the course
participants.
Target groups outside the school.
Our international activities will include stakeholders outside the school: parents hosting foreign students,
people being interviewed or giving presentations at school , students presenting outcomes of research
through blogs and you tube movies; exhibitions during Open days events
The quality of the international activities in our partner schools will be improved
Some intellectual outputs (school policy plans, formats of international projects) will get the Creative
Commons license and will be free available provided the criteria are respected
I.3. Evaluation
Evaluation of the course during and at the end of the course.
At the end of each day: self assessment of the comptences. At the end of the course online evaluation
focusing on the different aspects of the course: content, working methods, guidance, materials provided,
learning outcomes.
Self evaluation after the course: producing of report of learning outcomes of the course.
External evaluation at school
Shortly after the course at school: evaluation meeting with staff members and colleagues.
The learning outcomes (e.g. school policy plan etc: all what you have produced during the course) will be
evaluated and disseminated at school level.
A few months later at school: to which extent the outcomes of the course have been implemented at
school.
Please explain more detailed and in own words.
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J. Budget
J.1 Travel
Example
Calculation travel costs with distance calculator
Flights to Lisbon or Porto.
Direct bus connection to Fatima from Lisbon and Porto airport.
Distance calculator: http://ec.europa.eu/programmes/erasmus-plus/tools/distance_en.htm
J.2 Individual support (Accommodation: hotel and meals)
J.3 Organisational support
Fill in number of participants
J. 4. Budget Course fees
Default duration of Euneos courses is 7 days.
K. Project summary
Please provide a short summary of your project. Please recall that this section [or part of it] may be
used by the European Commission, Executive Agency or National Agencies in their publications. It
will also feed the Erasmus+ dissemination platform. Be concise and clear and mention at least
the following elements: context/background of project; objectives of your project; number
and profile of participants; description of activities; methodology to be used in carrying
out the project; a short description of the results
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