ENTITLE kick off: introduction

1
ENTITLE kick off introduction

• Rob Davies, MDR
• London
• 5/6 February 2008

2
Libraries and lifelong learning a brief overview
of EU initiatives and projects
3
Political and strategic initiatives - i-2010

• One of major pillars calls for "inclusion,
  better services for citizens and quality of life"
  
• Emphasises enhanced use of ICT for life-long
  learning and social inclusion
• Improve quality and effectiveness of EU education
  and training systems
• Ensure they are accessible to all
• Open up education and training to the wider world
• especially those who, due to their geographical
  location, socio-economic situation or special
  needs, do not have easy access to traditional
  education and training.

4
Some EU communications and reports (there are
more)

• 2001 EC Communication Making a European Area of
  Lifelong Learning a Reality
• traditional systems must be transformed to become
  more open and flexible
• learners to have individual learning pathways,
  suitable to needs/interests
• take advantage of opportunities throughout their
  lives
• 2006 - Joint Interim Report on progress under the
  "Education and Training 2010" work programme
• all citizens need to acquire and update their
  skills throughout life
• special attention to specific needs of those at
  risk of social exclusion
• adult learning ( quantity and quality) is also
  important for the competence development of
  medium and high-skilled people

5
2006 EU Communication Adult Education it's never
too late to learn

• Countries to promote adult learning in Europe and
  place it firmly on the political agenda
• Personal benefits of development and fulfillment
• Raise skill levels
• Reduce social exclusion
• Promote active citizenship
• Support employability and mobility in the labour
  market
• Major challenge lifting the barriers to
  participation for all groups, especially the
  ageing population and migrants
• European Qualifications Framework (EQF)

6
Action Plan (2007) Its always a good time to
learn key messageshttp//ec.europa.eu/education
/policies/adult/com558_en.pdf

• Implement the 5 key messages in the Communication
  to remove barriers to participation
• increase quality and efficiency
• speed up the process of validation and
  recognition
• ensure sufficient investment
• monitor the sector
• focus on those who are disadvantaged because of
  low literacy levels, inadequate skills for work
  and social integration

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Action Plan some goals

• Complexity of sector
• Reduce labour shortages due to demographic
  changes
• Address problem of high number of early school
  leavers (nearly 7 million in 2006)
• offer a second chance
• Increase integration of migrants in society and
  labour market
• Increase participation in lifelong learning
• decreases after the age of 34
• adult (age 25-64) participation in lifelong
  learning is no longer increasing

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The Action Plan some specific aims

• Increase possibilities for adults to go "one step
  up"
• to achieve a qualification at least one level
  higher than before
• broader notion of individual progression?
• Speed up assessment of skills and social
  competences
• have them validated and recognised in terms of
  learning outcomes
• Improve the monitoring of adult learning sector
• Member States developing National Qualification
  Frameworks linked to the European Qualification
  Framework
• how to access, progress and transfer
• 2008 analysis of the implication of national
  reforms
• 2009 results of analysis showing trends,
  achievements and gaps at European and national
  level
• Can ENTITLE tie-in?

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Improve the quality of provision in the adult
learning sector

• Affected by policy, resources, accommodation etc
• Key factor is the quality of staff involved in
  delivery
• Little attention has been paid to the training
  (initial and continuing), status and payment of
  adult learning staff
• crucial in motivating adult learners to
  participate
• 2008 results of the study Adult learning
  professions in Europe to be published
• identify existing good practice in Member States
  and formulate recommendations
• 2009 Development of standards for adult learning
  professionals, including guidance services, based
  on existing good practice
• 2010 Further research on development of quality
  standards and accreditation of providers
• will contribute to the monitoring of the sector
• Can ENTITLE tie in?

10
Speed up assessing and recognizing non-/informal
learning for disadvantaged groups

• Recognition and validation of non-/informal
  learning
• many Member States have a legal framework and
  pilot programmes
• Assessment and recognition of skills and social
  competences, regardless of where and how
• especially important for those who do not have
  basic qualifications
• Positive approach to recognition of non/informal
  learning
• including that brought by migrants
• 2008 Identification of good practice in
  recognition/validation of non/informal learning
• special focus on social competences, acquired
  outside formal learning
• 2009 Peer learning activity at European level
• exchange of good practice, crossborder exchanges,
  funded by LLP
• 2010 First report of results presented and
  discussed
• Can ENTITLE tie-in?

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Improve monitoring of the adult learning sector

• Lack of comparable data in the sector
• a minimum set of core data is required every 2
  years
• Strong relationship with the ongoing development
  and work on indicators and benchmarks
• including work done in the Standing Group on
  Benchmarks and Indicators
• 2008 Study launched by the Commission leading to
  proposal on consistent terminology to be agreed
  by Member States/ stakeholders
• Study also to propose a set of core data
• 2009 Collection of core data will start in the
  Member States who wish to participate
• 2010 Results published in Joint Progress Report
  on Education and Training 2010
• ENTITLE tie-in?

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Key funding programmes

• LLP (Grundtvig, Comenius, Leonardo da Vinci,
  Erasmus, KAs)
• KAs are transversal
• Practice to policy
• ESF/national structural funds
• These 2 seen as specific to implementation of the
  Action Plan on Adult Learning
• IST research programme (cultural heritage
  applications and technology-enhanced learning)
• eContentplus
• EQUAL
• Interreg
• National funding programmes

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Informal learning, technology etc

• Learning not confined to formal institutions such
  as schools, colleges and universities
• Learning occurs increasingly through leisure
  activities that are mediated by digital
  technologies
• part of people's social and cultural lives
• playing of computer games use of chat rooms
  mobile devices exploitation of digital media
  (cameras) digital television etc
• Young people are immersed in ICT-related
  activities in their homes and with their friends
• Young people are getting olderand anyway old
  people do it too
• Concept of a wide ecology of learning
• education institutions, homes, families and
  friends, the workplace, talking to people,
  leisure activities etc
• interaction with libraries and other community
  and cultural organisations all play a role

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Public libraries and the learning agenda

• Public libraries in Europe are used by lots of
  people
• (180 million members)
• Increasingly able to extend multiple learning
  experiences to visitors
• from all age groups and sections of society
• Many calls for greater collaboration between
  libraries, schools/adult education sector
• most often takes place at local level, even where
  a broad national policy framework exists.
• Interest in informal learning is a more
  mainstream political concern
• not assigned sufficient resources or co-ordinated
  to maximise impact
• Lots of projects, programmes to develop/promote
  the role of libraries
• digital literacy, ICT skills development,
  provision of digital content e-Learning
• How big is the impact?
• Public libraries must offer new and innovative
  services and activities

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Some important projects to date

• IST Research Programmes FP4-6 (1998-2005)
• PubliCA, PULMAN and CALIMERA
• Oeiras Manifesto compiled under PULMAN, monitored
  under CALIMERA - disparities
• Guidelines on public library services (including
  learning) translated into 30 languages
• Projects under LLP and predecessors (Grundtvig
  etc)
• DILLMULI (public libraries and museums)
• PULLS
• Games in libraries (AITMES, Mapps.com)
• There are more.
• EQUAL
• LearnEast
• ABSIDE

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CALIMERAhttp//www.calimera.org
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Oeiras Manifesto (2003) 4 strands

• Democracy and citizenship
• Economic and social development
• Cultural diversity
• Lifelong Learning
• Focus on the needs of children, and those who
  care for them, by providing a fun, safe and
  stimulating environment for school work and
  leisure, incorporating games and new technologies
  and by creating partnerships with schools and
  other educational bodies
• Develop their role as centres for
  de-institutionalised and informal learning,
  offering content, training and support to
  citizens at all stages of their lives, taking
  full advantage of the potential of e-learning
• Contribute to the development of a functionally
  literate information society by continuing to
  promote reading, using all means, including the
  World Wide Web

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DILLMULI toolkithttp//www.dillmuli.feek.pte.hu/t
k1.pdf

• Toolkit
• intended to assist practitioners and policy
  makers to identify guidance and best practice
  across a wide range of aspects concerning the
  role of museums and libraries in adult education
• structured according to six main content
  categories
• Policies
• Applied learning theory and practice
• Good practice, barriers and problems
• Staffing
• Funding programmes
• Dissemination and advocacy
• Exhibition
• included e.g. Inspiring Learning for All and
  PULMAN

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Position of international library associations

• IFLA
• The Role of Libraries in Lifelong Learning Final
  report of the project under the Section for
  Public Libraries, 2004 http//www.ifla.org/VII/s8/
  proj/Lifelong-LearningReport.pdf
• Recommendations on library and educational
  policy, co-operation, need for change in public
  libraries (working methods, new professional
  profiles)
• EBLIDA
• Statement to the EC Memorandum on Lifelong
  Learning (June 2001) Role of libraries in
  lifelong learning
• libraries have fundamental role to play in
  development of strategies
• disappointed that libraries mentioned just once
  along with shopping malls and bus stations
• overlooks key function of libraries active
  partner offering access, professional guidance
  and training to global resources in local setting
• Children actively encouraged to use and evaluate
  information independently
• LLL one of 5 stated current priorities for EBLIDA

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Position of European education associations

• European Schoolnet
• European Association for Adult Education (EAEA)

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ENTITLE objectives and workplan
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What is ENTITLE doing - broadly speaking?

• Multilateral project under LLP KA4 Dissemination
  and Exploitation of Results
• valorisation getting the most out of things
• Support and extend progress made to date by
  Europes public libraries in supporting learning
• for all age groups and sections of society
• transversal i.e. across education sectors
  school, higher, vocational
• Disseminating, consolidating, enhancing the work
  of key existing networks, projects and
  initiatives
• Trying to develop ways to measure the impact of
  learning through (public) libraries
• Focus on the contribution to be made through
  informal learning settings (libraries) to
  lifelong learning ,
• combating digital illiteracy and social exclusion
• special attention to role of ICT

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Underlying assumptions

• Informal learning organisations e.g. libraries
  have a vital job to do
• supporting individual learners needs
• providing them with choices and flexibility
• helping people to continue and return to learning
• enabling adults to get a job, qualification or
  skill
• signposting and inspiring people to take up other
  courses
• helping children to learn
• supporting schools in diversifying childrens
  experiences
• Specific case for investment needs to be better
  and more measurably demonstrated to policy makers
  and funders
• Deployment and mainstreaming of innovative
  activities and services remains inconsistent
  across EU countries
• effective co-ordination lacking in some countries

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ENTITLE 2 main objectives

• Identify, describe and disseminate good practice
• specific services, tools and approaches used for
  learning in public library settings
• build on work conducted under different
  programmes
• support multiplication and mainstreaming
• enable fuller understanding of contribution to
  learning agendas, maximise consensus
• recommendations to Member States/EU for
  supporting and extending contribution to lifelong
  learning policies and actions
• Provide an evidence-based framework for
  comparison and exploitation of results within and
  between countries
• impact on learners
• potential for future use in comparative research
  studies

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Significant and continuing effect

• Development and assessment of new learning
  services provided by public libraries
• Development of fruitful relationships with
  learning partner organisations
• Ripple-effect at both policy and practitioner
  level.
• Benefit for end users
• among schools, adult learners and
  vocationally-oriented learners
• access and experience of informal/non-formal
  learning
• more seeking access to informal opportunities
• Sustain a Europe-wide community of practice
• post-project arrangements for collaborative web
  environment, at least two years after project

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Measuring our success quantitative indicators

• Public library services of 12 member states
• account for about 30 of Europes estimated
  96,000 public libraries
• about 50,000 staff.
• 180 million citizens of the EU currently use
  public libraries
• Assumption about 15 of staff have an explicit
  responsibility for provision of learning services
  
• By end of the process initiated by the project
  about 40 (3000) of these will be aware of the
  projects results.
• Impact assessment framework will be understood by
  smaller number of more specialist staff
• management and decision-maker level
• estimated at about 50 (1500) of the above.
• Extension of project results to other Member
  States through web and final conference (policy
  makers)

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Can we define and measure learning outcomes?

• How do how public library services contribute to
  valid learning outcomes (knowledge, personal
  development, skills, inclusion etc)
• Supporting basic skills and competences (reading,
  numeracy, ICT)
• Language learning
• Digital Literacy, creativity and content
  creation
• Strengthening progression to other phases of
  learning and employment
• Complementing and enriching formal learning
  (vocational and business education, homework,
  course, research and project support, out of
  school, holiday activities)

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Libraries need to act

• Public libraries have natural advantages
  including
• strong roots in local communities
• tradition of partnership with schools and
  learning-oriented services of various kinds for
  children
• increasingly established role as part of Lifelong
  Learning landscape
• Embed more thoroughly into their policies a
  learning culture
• Find ways of measuring/demonstrating their impact
  on peoples learning
• Spread awareness of results of successful
  initiatives across Europe
• Convince education and cultural policy makers
  that they have a key role in learning delivery
• Work out where their major value lies in new
  learning agendas

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Outcomes for libraries

• Build a learning culture which enables and
  empowers libraries to
• provide effective learning opportunities
• consult and form partnerships with other
  stakeholders
• create a learning environment (spaces, equipment,
  staff support for learners)
• respond to political initiatives and gain funding
• promote the organisation as a place to learn
• evaluate the impact of services on learners and
  learning

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ENTITLE expected results

• Guidelines and recommendations
• Establish a web-based dissemination environment
• Including case studies
• Promotion innovation and consult via a series of
  national meetings
• Establish an impact assessment framework
• specific contributions of libraries to learning
• provide a basis for future comparison, experience
  sharing and assessment of progress
• Valorise and endorse through Final Conference for
  policy makers

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Who are we aiming at

• Policy makers, associations and networks in the
  cultural and educational sectors
• regional, national, and European level
• municipality and regional learning departments
  and decision-makers
• library managers and practitioners in the
  provision of learning services
• teachers/practitioners in the school,
  vocational and adult contexts and frameworks

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This meeting Day 1

• Libraries and lifelong learning a brief overview
  of EU initiatives and projects (Rob Davies)
• Overview of project objectives and workplan (Rob
  Davies, MDR)
• Public libraries, innovation, ICT and adult
  learning (Anne-Marie
• Schmidt, Aarhus)
• Children, schools, libraries and learning (Roger
  Blamire, European SchoolNet)
• How can we assess the impact of lifelong learning
  through libraries learning from experience (John
  Dolan, MLA)
• Progression and accreditation through informal
  learning from what to what? (Peter Wilson,
  NIACE)
• The ENTITLE website what does it need to do?
  (Luc Chase, MDR)

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Day 2

• Key developments in participating countries (tour
  de table - 10 mins
• each max)
• Discussion what are the main similarities and
  differences between
• national approaches? Can we achieve a comparative
  framework?
• Project responsibilities, management and finance
  how it will
• work and next steps (Rob Davies, MDR)

36
The ENTITLE consortium

• 12 country focus
• Austria, Bulgaria, Czech Republic, Denmark,
  Finland, Greece, Hungary, Malta, Portugal,
  Romania, Slovenia and UK
• BUT results to be applicable and usable in all
  countries of Europe.
• Complementary competences
• 1 European network European Schoolnet
  (Eblida?)
• 2 national agencies MLA (UK) and NUK (Slovenia)
  - with strategic responsibiity
• 5 major municipal public library services
  Aarhus (Denmark), Cluj (Romania), Helsinki
  (Finland), Lisbon (Portugal), Veria (Greece)
• 3 national professional library associations
  BVOE (Austria), ULISO (Bulgaria) and Publika
  (Hungary)
• 3 NGO/SMEs CrossCzech (Czech Republic),
  AcrossLimits (Malta) and Malta (UK) with EC
  implementation track records and strong
  ministerial contacts

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WP 1 kick-off meeting and briefing (leader MDR)

• Brief participants on project concepts, workplan,
  financial and reporting provisions etc
• Gather preliminary information on policy
  backgrounds, trends, initiatives
• Present innovative and stimulating approaches
• Assess the state of the art in impact assessment
  in each country
• D1 Report of kick of meeting (WP1)
• A report on the initial country-by-country
  findings on the state of the art and an action
  plan for the project

38
WP 2 Review of existing results, initiatives and
progress (leader Cross Czech)

• Structured survey, designed and co-ordinated by
  MDR
• Completed for all participating countries
• identify and document the policy background
• good practice instances
• dissemination and exploitation activities
• Results of available data collection and
  evaluation activities
• national and regional/local level
• impact assessment activities and frameworks
• Results consolidated and gaps identified
• presented on web site
• enable future moderated contributions (WIKI?)
• baseline for gap analysis and future work
• D2 Baseline survey results
• A systematic structured baseline document with
  data on which to base development of the
  remaining project work and outputs

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WP 3 Impact assessment framework design and
testing (leader - MLA )

• Design a framework for impact assessment
• build on work to date
• range of quantitative and qualitative instruments
  
• MLA working with MDR and EUN
• Online document for test completion by 3
  countries
• both institutional and national or regional level
  data completion
• 4 month testing period
• Multi-stakeholder meeting in Slovenia (M10)
• experts review framework in light of preliminary
  results
• Revise and extend framework to all participant
  countries
• Review and produce final framework
• conclusions and gaps in data availability
  highlighted
• basis for full scale use in future comparative
  studies
• D3 Finalised impact assessment framework
• A portfolio document providing validated and
  tested instruments for conducting impact
  assessment and analysing the data collected

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WP 4 Guidelines and recommendations (leader -
Aarhus)

• Series of concise guidelines on e.g. effective
  policy provisions, learning management, use of
  ICT
• draw on results of WP2
• Define coverage of guidelines
• link to good practice in service provision (e.g.
  CALIMERA)
• working group of 5 partners, editing by EUN and
  MDR
• dissemination and contributive comment on Web
• integrate with impact assessment work
• Draft recommendations for policy makers and
  professionals
• in public libraries and wider related learning
  communities
• Assess and review at multi-stakeholder workshop
  in Slovenia (M10)
• modify as agreed
• translate into national languages (nb limited
  funding)
• D4 Guidelines with draft recommendations
• A structured and navigable web tool for online
  browsing

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Possible areas for guidelines - learning
management

• Staff competences and workforce development
• Funding for the development of learning services
• Improving diversity of provision types of
  learning services
• Partnerships with schools, adult learning
  providers and employers
• Increasing learner participation
• re-engaging adult learners, including marginal
  groups, family and inter-generational learning)
• Learner support methods
• Accreditation availability and demand for
  learning certification
• including services currently provided, such as
  ECDL)
• Development of an organisational learning and
  evaluation culture and practices

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Possible areas for guidelines - ICT

• Creation of networked eLearning environments
• Personalisation of learning
• New tools (mobile learning, interactive TV, Web
  2.0, computer games-based learning etc)
• Designing inspiring, safe and accessible learning
  spaces and virtual environments
• ALSO Guidelines on Learning Outcomes

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WP 5 Twelve National Meetings (leader - Veria)

• Audience
• policy makers, senior practitioners and partners
  from other learning sectors to disseminate
• Discuss and promote adoption of emerging ENTITLE
  results
• guidelines, recommendations and impact
  assessment framework
• 60-150 people
• Held in national languages
• Common core agenda
• flexibility to incorporate national perspectives
  and agendas
• outcomes incorporated in guidelines,
  recommendations, impact assessment
• WP 5 Reports from 12 national meetings
• Compiled as a section within the ENTITLE web
  environment , structured according to template
  format for purposes of comparability in national
  languages with translated versions in English

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WP6 Web environment (leader - MDR)

• Basic site available by Month 3, ongoing
  development
• Established and maintained by MDR
• Based on a leading OS Content Management System
• Integrate moderated contributor access (wiki
  format?)
• All content and results disseminated through
  website
• guidelines, recommendations and impact assessment
  framework
• stakeholder database for distribution
• RSS newsfeeds
• newsletter
• lightweight registration (to receive
  notifications)
• Session later to discuss site sections and
  functionality
• Cost limitations !
• D6 ENTITLE web environment (WP6)
• An attractive and user friendly interface to
  project outputs, a news dissemination facility
  and a means of developing and involving a
  sustainable community of practice

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WP7 Final Conference and Report (leader - Publika)

• Hosted in Hungary (by Publika)
• Target up to 150 policy makers and
  representatives of national and European
  associations in the learning sector
• special focus on countries not directly
  represented in ENTITLE
• additional, wider opportunity to validate,
  disseminate and promote exploitation of ENTITLE
  results
• high-level political keynote speaker
• issue a Declaration
• Conference organisation committee
• ENTITLE Final Report in English
• editorial support of MDR
• D7 Final Report and Conference Proceedings
• A composite report on the ENTITLEs work,
  including the proceedings and resolutions of the
  Final Conference, available via the web
  environment and also in print format ,in English.
  Summary translations will be produced in
  participants national languages and encouraged
  in all major EU languages

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WP8 Project Management (leader - MDR)

• Project co-ordination, management and web
  dissemination infrastructure
• communication and reporting to the Commission
• day to day communications between partners
• effective management of the projects finances
• assuring quality of project outputs (peer review,
  through wiki?)
• Project decisions will be taken by PMB
• 6 partners (secretariat support provided by MDR)
• Meets 5 times (combined with other events)
• Quality of project outputs
• Peer review e.g. through wiki
• WP leaders have high level of responsibility for
  results

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Workplan overview
48
Summary of meetings

• Kick-off meeting (UK) Feb 08 2 days
• Multi-stakeholder workshop (Slovenia) Oct 08 2
  days
• 12 National Meetings Apr-Oct 09 1 day
• Final Conference Nov 09 1.5 days
• Four more Project Management Board meetings
• M6 (June 08)
• M10 (October 08, Slovenia)
• M17 (May 09)
• M22 (Oct 09, Hungary)

49
Funding overview (EUR)

• Total costs 313,744
• Staff costs 218,229 (74.4)
• Travel and subsistence 43,990 (15)
• Equipment 2,500 (0.85)
• Subcontracting
• Other 28,500 (9.72)
• Indirect costs (ohead) 20,525 (7)
• LLP contribution (74.8) 234,680

50
The budget cut

• From 399,276 in proposal to 313,744 in grant
  agreement
• 30 of staff costs across all categories
• Days now reallocated in line with costs
• Travel costs reduced from 27 to 15 of total

51
Project responsibilities, management and finance
how it will work and next steps

• (Rob Davies, MDR)

52
Contract

• Agency implements LLP and other education/culture
  programmes on behalf of Commission
• Commission does strategy, programme development,
  high level monitoring
• MDR contract with the Agency circulated
• See Annex III (URL) for the latest on admin,
  financial management
• and reporting
• ttp//eacea.ec.europa.eu/static/en/llp/reporting/
  

53
LLP project lifecycle

• Signature of Agreement
• First pre-financing payment
• Progress Report and 2nd pre-financing payment
• Final report and balance payment/recovery
• Amendments
• Possible audit within 5 years keep all docs

54
Management roles

• MDR co-ordinator
• WP leaders QA and progress on their
• MDR
• Cross Czech
• MLA
• Aarhus
• Veria
• MDR
• Publika
• MDR

55
Partner involvement

• WP 1 all partners
• WP 2 all partners
• WP 3 (expanded) MLA, MDR, Across Limits, BVOE,
  Cluj, NUK, ULISO, Veria, EUN
• NUK will host multi-stakeholder workshop
• WP 4 (expanded) all partners
• WP5 all partners (except EUN)
• WP6 MDR
• WP7 Publika, MDR, Cross Czech, EUN (Helsinki,
  Lisbon)
• WP8 PMB (proposed) MDR, Aarhus, Helsinki, NUK,
  Lisbon, Veria, EUN

56
Funding overview (EUR)

• Total costs 313,744
• Staff costs 218,229 (74.4)
• Travel and subsistence 43,990 (15)
• Equipment 2,500 (0.85)
• Subcontracting
• Other 28,500 (9.72)
• Indirect costs (ohead) 20,525 (7)
• LLP contribution (74.8) 234,680

57
Other Costs (EUR)

• Venue catering for national meetings 750 X 12
  9000
• Venue catering for final conference
  6000
• Printing and publishing of publicity, final
  report 2500
• Translation costs ex English (avg 1K per partner)
  12000

58
The budget cut

• From 399,276 in proposal to 313,744 in grant
  agreement
• 30 of staff costs across all categories
• Days now reallocated in line with costs
• Travel costs reduced from 27 to 15 of total

59
Cost claim and payment procedures

• First advance (40 minus partner share of costs
  of kick off meeting)
• Cost claim after 12 months followed by second
  advance (project receives 40)
• 70 of original advance must be spent
• Last 20 after final report
• Cost reporting is in summary form
• Timesheets needed
• MDR will send you forms when EACEA produces them

60
Claiming costs

• Claim actual expenditure but within budget
• Note ceilings
• personnel rates per country (EACEA has request in
  to derogate rtes for Bulgaria, Romania maybe
  others to higher 2008 rates)
• per staff category
• Travel and subsistence rates per city (actuals or
  per diems are ok)

61
Some rules

• In effect there are no fixed total partner
  budgets!
• management of overall budget is co-ordinator
  responsibility
• regard partner personnel budgets as a fixed
  ceiling (n.b. days have been recalculated to
  match budget)
• travel, accommodation, other costs depend on
  actual expenditure on that activity across all
  partners within ceilings
• contract between partners and MDR voluntary
• EACEA is going to provide a template

62
Eligible costs

• Reasonable, justified and necessary
• Directly connected with the project
• Generated during project lifetime
• Actually incurred and duly recorded in accounts,
  identifiable and verifiable
• Staff costs to be reported on a real basis
• Indirect costs, flat rate fixed at 7
• Subcontracting no more than 30
• Equipment depreciation governed by national rules
  
• Profit not allowed all sources of income to be
  declared
• Money remains property of Commission until final
  payment
• Interest generated must be reported
• EC contribution may be reduced if someone else
  pays over 25

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Supporting documentation

• Timesheets for staff costs (salary plus social
  charges)
• Same documents as those required by national
  accounting rules
• Currency apply infoeuro rate on 1st day of
  eligibility period http//ec.europa.eu/busget/info
  euro/

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Changes

• Must be requested before they take effect
• Not close to end of project
• Should never substantially modify the project
• Depending on type of change amendment signed by
  both parties (MDR and Agency) or simple exchange
  of letter
• Appropriate forms published on Agency website
• Budget transfers between cost categories up to
  10 of recipient category
• Accepted only if justified and a consequence of
  change in workprogramme
• Within cost categories up to consortium/co-ordinat
  or

65
Next steps

• WP 1 MDR reports on kick off meeting (27 Feb)
  leave or send your slides
• WP 6 Website launched (20 March)
• WP 2 MDR circulates survey (21 March)
• WP 3 Impact working group begins work (21 March)
  three countries for initial testing identified
• FIX DATES FOR OCTOBER MEETING
• More detailed timetable