Face it LLL objectives and priorities

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Face itLLL objectives and priorities

• Reference 134362-2007-NL-COMENIUS-CMP
• Life Long Learning Programme Call for Proposals
  2007 (EAC/61/2006)
• Sub-Programme Comenius Multilateral Projects

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Face it

• LLL objectives and priorities
• Aims and objectives
• Organisation / evaluation plan / outputs /
  dissemination
• Budget tables / Contracts etc.
• Evaluation report of the application

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Specific objectives of the Life Long Learning
Programme

• Developement of quality of LLL
• Developement of innovative ICT-based content

• LLL environment in the course / E-learning
  environment / European content
• Guided inquiry models / adding student work or
  good practices

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Specific objectives by the Comenius Programme

• To enhance the quality and European dimension of
  teacher training
• To develope knowledge and understanding among
  young people and educational staff of the
  dicersity of European cultures and languages and
  its value
• To help young people acquire the basis
  life-skills and competences, for their personal
  development, for future employment and for active
  European citizenship

• Course materials for European Teachers /
  initiate, run and coordinate international
  projects
• Studying from their own national perspective ?
  multiperspectivity and awareness of diversity of
  cultures in Europe in international groups
• Meaning of being an European citizen / the course
  makes students aware of their possibilies on the
  European free labour market

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Priorities Call for Proposals 2007

• Policies helping educational providers to foster
  transversal competences,
• such as
• social and civic competences,
• cultural sensitivity and expression,
• digital competences,
• entrepreneurship,
• a sense of initiative and learning to learn,
• among all students

• The proposal will increase
• cultural sensitivity and
• digital literacy.
• The methodology will allow students to
• develop their competence to learn independently,
• do their own research, and thus to learn how to
  learn.
• initiate international projects with schools in
  other countries.
• Implementation in the partner institutes and the
  dissemination of the outcomes can have a
  cascading effect and will eventually reach more
  and more students

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Lisbon Key competencies

• Inward and outward mobility of teachers and
  trainers within the LLL Programmes
• Interpersonal, intercultural and social
  competences and civic competence

• Bilateral agreements for student and teacher
  exchange in the Erasmus programme.
• The course materials developed in this project
  focus on intercultural awareness and world
  citizenship. The latter implies the development
  of civic competences. Interpersonal competence is
  at issue in group work and in learning to set up
  international projects between schools.

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LLP Horizontal policies

• Promoting an awareness of the importance of
  cultural and linguistic diversity in Europe

• The course materials to be developed around the
  four content areas will raise and promote the
  students awareness of cultural diversity in
  Europe. One of our attitudinal aims is that
  students value this diversity.
• Linguistic diversity can be part of the course
  content. A linguistic side-effect will be that
  the course materials will be in English, so that
  the students will be helped on their way to teach
  in a language other than their first language.

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Complementarity with other policies

• Culture

• One of the starting points in the course content
  presented in this proposal is that knowledge,
  awareness and appreciation of different cultures
  are prerequisites for becoming a European
  teacher. One of the content areas is therefore
  cultural heritage.

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Face itAims and objectives

• Overall Aim of the project
• Concept of an international teacher (ENTEP)
• Objectives
• Course materials
• Methodology / framework
• On line course for an European Teacher

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Overall Aim

• to develop content and a methodology
• to enable students of teacher training colleges
• to acquire the knowledge and
• to develop the competences, skills and attitudes
  required
• to become a European teacher.

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European Teacher

• 1. European identity A European Teacher sees
  himself/herself as someone with roots in one
  particular country, but at the same time
  belonging to a greater European whole. This
  coexistence of national identity and a
  transnational awareness provides a valuable
  perspective on questions of heterogeneity.
  Diversity within unity is therefore a key-aspect
  of a developed European identity with an open
  mind toward the world as a whole.

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European Teacher

• 2. European knowledge A European Teacher has
  some knowledge of other European education
  systems and, possibly, of educational policy
  matters at an EU level. He/she has a European
  approach to subject areas of European and world
  affairs and is aware of European history
  (histories) and its (their) influence on
  contemporary European society.

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European Teacher

• 3. European multiculturalism A European Teacher
  engages with the multicultural nature of European
  society, has a positive relationship with his/her
  own culture and is open towards other cultures.
  He/she copes with the challenges of the
  multicultural aspects of the knowledge society.

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European Teacher

• 4. European language competence a European
  teacher speaks more than one European language
  with differing levels of competence and is able
  to teach subjects in languages other than his/her
  first language.

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European Teacher

• 5. European professionalism A European teacher
  has an education, which enables him/her to teach
  in any European country. He/she has a European
  approach to subject areas in his/her teaching and
  links up cross-curricular themes from a European
  perspective. He/she exchanges curricular content
  and methodologies with colleagues from other
  European countries.

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Key CompetencesTeachers should be able to

• Work with others
• the profession should be based on the values of
  social inclusion and nurturing the potential of
  every learner to have knowledge of human growth
  and development
• to be able to work with learners as individuals
• to increase the collective intelligence of
  learners
• to co-operate and collaborate with colleagues to
  enhance their own learning and teaching

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Key CompetencesTeachers should be able to

• Work with knowledge, technology and information
• to access, analyse, validate, reflect on and
  transmit knowledge,
• making effective use of technology
• to build and manage learning environments
• to guide and support learners in the networks in
  which information can be found and built.
• view learning as a lifelong journey.
• to learn from their own experiences and match a
  wide range of teaching and learning strategies to
  the needs of learners.

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Key CompetencesTeachers should be able to

• Work with and in society
• to prepare learners to be globally responsible in
  their role as EU citizens.
• to promote mobility and co-operation in Europe,
• To encourage intercultural respect and
  understanding.
• being aware of the diversity of learners
  cultures and identifying common values.
• to understand the factors that create social
  cohesion and exclusion in society
• be able to work effectively with the local
  community, and with partners and stakeholders in
  education parents, teacher education
  institutions, and representative groups.
• to contribute to systems of quality assurance.

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Learning Objectives

• with respect to knowledge the student
• ? gets familiar with cultural diversity in Europe
  and beyond, cultural heritage and European school
  concepts
• ? learns about world citizenship and how to
  become a world citizen
• ? gets familiar with European educational systems
  and educational policy

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Learning Objectives

• with respect to competences and skills the
  student
• ? gets familiar with methodologies to teach
  content areas from a European/international
  perspective
• ? learns to compare and value different cultures,
  cultural heritage, school concepts and
  educational systems
• ? improves his/her research methods, for instance
  seeking, finding and processing information
• ? improves his/her digital literacy by working
  with and in an electronic learning environment.
• ? learns methods to set up an international
  project with several schools in different
  countries

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Learning Objectives

• with respect to attitudes the student
• ? raises his/her awareness of different cultures
  and manners of thinking and reasoning
• ? develops an open attitude towards other
  cultures, free of prejudice and preconceived
  images

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Face itOrganisation / evaluation plan / outputs
/ dissemination plan

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Partners

• Hogeschool Edith stein / Onderwijscentrum Twente
  / NL
• Europese Hogeschool Brussel / BE
• Universitat Autonoma Barcelona / ES
• Latvija Universitãte, moderno valodu facultãte /
  LV
• Eötvös Lóránd Tudományegyetem Tanító- és Óvóképzo
  Foiskolai Kar / HU

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Partners

• 6. Hogeschool Domstad / NL
• 7. Universidade do Minho / PT
• 8. Oulun Yliopisto / FI
• 9. Uludag University / TR
• 10. Pädagogische Akademie der Steiermark / AT
  (partner for 2007)
• 11. Pädagogische Hochschule Zentral Schweiz / CH

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Work to be done
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Steering group

• ? administers the budget
• ? monitors the work processes and progress of the
  work by convoking and chairing the steering group
• ? quality assurance
• ? takes care of the organisation of the three
  main conferences
• ? chairs the three main conferences and two
  meetings in work groups
• ? takes care of quality and an evaluation plan
  (QPLN)
• ? takes care of a dissemination plan (DISS)
• ? takes care of an exploitation plan (EXP)

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Develop Group PREP 1 - 5

• ? Preparation and design of the materials
  pertaining to the content area (CH)
• ? Choice and description of an adequate
  methodology tuned to the possibilities of an
  e-learning environment ? PR16
• ? Design of try-out versions
• ? Participation in the try-out procedure ? EVENT
  05 EVENT 06 EVENT 09
• ? Develop input for the framework for competences
  and assessment of an European Teacher ? OTH

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Organisation scheme partner institutes and
participants Face it 1-11-2007
European Identity / Cultural Heritage (CH) P
3 University d Autonoma, Barcelona P 1 Edith
Stein, Hengelo Paul Stuit P 3 University d
Autonoma, Barcelona New person (not in Oulu) P
5 Elte University, Budapest Ezter Farago P
9 University of Bursa Asude Bilgin Sezen Özeke
(not in Oulu)
School concepts in Europe (SE) P10 Hochschule
der Steiermark, Graz P 1 Edith Stein,
Hengelo Jan Dekker P 3 University d Autonoma,
Barcelona Maria Villanueva P 5 Elte
University, Budapest Katalin Nagy Orsolya Rádi
(not in Oulu) P 8 University of Oulu Eila
Estola P 11 PHZ, Schwitserland Miriam Hess
Steering Group P 1 Edith Stein, Hengelo Froukje
Bakker P 2 Ehsal, Brussel Bart Hempen P
3 University d Autonoma, Barcelona Montserrat
Rifa P 4 University Riga Mara Dirba P 7
University do Minho, Braga Maria José Alves da
Silva Machado P10 Hochschule der Steiermark,
Graz Susanne Linhofer
European Diversity (ED) P 4 University of
Riga P 4 University Riga Janis
Mencis P6 Domstad, Utrecht Marjolein
Verboom P7 University do Minho, Braga Diana
Vallescar Palanc P9 University of Bursa Aynur
Oksal Sehnaz Sungurtekin (not in Oulu)
European Citizenship (EC) P 2 Ehsal, Brussel P
1 Edith Stein, Hengelo Henny Oude Maatman P
2 Ehsal, Brussel Michèle Vanleke P 3 University
d Autonoma, Barcelona Jesus Granados P
6 Domstad, Utrecht Matthijs Brouwer
E-Learning Environment (EL) P 7 University do
Minho, Braga P 7 University do Minho,
Braga Antonio Osario (not in Oulu) P
8 University of Oulu Asko Pekkarinnen P10
Hochschule der Steiermark, Graz Heiko Vogl P
11 PHZ, Schwitserland Rosemary Smeets
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• EVALUATION PLAN

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Outputs

• ? A) A set of course materials pertaining to the
  content areas European Diversity (ED), Cultural
  Heritage (CH), European Citizenship (EC) and
  European School Concepts (SC) embedded in an
  e-learning environment (ELE)
• (B) A methodology (teaching methods) including a
  framework for the assessment and description of
  students progress in developing the skills and
  competences to become a European teacher.
• (C) A DVD containing sample materials developed
  in the project as well as the framework for
  assessment.

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Face itBudget tables / Contracts etc.

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Workplan Face it 2007
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Starting points for the budget

• Amount of working days per partner
• 40 for a partner per person (1 to 3)
• 20 for a co-ordinator
• 80 5 x 10 secretary ? Steering group
• 60 technical staff ? Braga
• Conferences and meetings
• 3 x in FI, TR and NL
• 2 x in place of co-ordinator ES, LV, BE, AT, PT
• Host teaching by Erasmus teacher exchange
• 2 x Brussel by co-ordinator of the project

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Number of working days
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Working days per work package
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Starting points for the budget

• Travelling costs (page 3)
• Average of 400,-
• Early planning and booking
• Daily subsistence cost per country
• Amount of days
• Conferences and meetings 4 days / nights ( 3
  working days)
• Steering group 2 days before the conference

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Starting points for the budget

• Equipment rent / literature / software
• Subcontracts
• External evaluator (summative evaluation)
• Accountant
• Translation costs
• Other costs
• Publication of the product
• Communication costs

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Overview of expendure - cost ()
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Overview of income
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Contracts and procedures / declaration forms etc.
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Face itEvaluation report of the application

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Evaluation report of the application

• 79 of the maximum of 100
• We have reached all thresholds
• Criteria

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Evaluation Criteria / Comment

• Quality of the methodology and the work programme
• Innovative character
• Quality of the consortium

• Important content
• Management plan, project organisation, evaluation
  are good
• Depends of the implementation in the curriculum
• Description of role of some partners

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Evaluation Criteria / Comment

• 4. European added value
• 5. The cost-benefit ratio

• Transfer of knowledge and experience
• Basis of a European identity
• Stimulates teachers and students mobility
• Description of role of some partners
• Review the resources for travelling

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Evaluation Criteria / Comment

• 6. Impact and relevance of the results
• 7. Quality of the dissemination and
  exploitation plan

• Key role of teachers in preparing learners for
  their role as European citizens
• Target groups are students of teacher training
• Use of ICT
• Amid the diversity of European of European
  Cultures, languages and values
• Strategy for long-term impact to guarantee the
  integration of the European teacher module in the
  regular curricular is missing