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Frequently Asked Questions for Transfer of Innovation Projects

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Frequently Asked Questions for Transfer of Innovation Projects. Which reference documents are necessary for submitting a TOI project?. Decision 1720/2006/EC of the Parliament and of the Council of 15 November 2006 General Call for Proposals 2009:

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which reference documents are necessary for submitting a toi project
Which reference documents are necessary for submitting a TOI project?

Decision 1720/2006/EC of the Parliament and of the Council of 15 November 2006

General Call for Proposals 2009:

  • Official announcement of the Call for Proposals
  • Strategic Priorities
  • Administrative and financial information (available in the General Call 2008)
  • LLP Guide 2009 : Part I - General provisions
  • LLP Guide 2009 : Part II - Sub-Programmes and Actions
  • LLP Guide 2009 : Part II - Explanations by Action

All these documents are available on the official web site of the programme (http://ec.europa.eu/education/programmes/llp/index_en.html)

as well as on the NAs web sides

A regular consultation of them is warmly suggested!

which is the difference between a toi and a doi project
Which is the difference between a TOI and a DOI project?
  • Transfer of innovation projects focus on the identification of one (or more) innovative solution/s for adaptation and implementation in different countries and/or sectors and/or target groups (Procedure NA2)
  • Development of innovation projects develop new solutions to help several countries and/or sectors to cope with a common challenge which is not yet addressed at European level (Procedure COM)

As long as the main focus of the proposal is to put the results into practice it will be considered as an eligible proposal under the Transfer of Innovation action

what are the common principles for the validation of non formal and informal learning 1 2
What are the common principles for the validation of non-formal and informal learning? (1/2)

These common principles cover four key areas:

  • Individual entitlements: the identification and validation of non-formal and informal learning should, in principle, be a voluntary matter for the individual. There should be equal access and equal and fair treatment for all individuals. The privacy and rights of the individual are to be respected.
  • Obligations of stakeholders: stakeholders should establish – in accordance with their rights, responsibilities and competences – systems and approaches for the identification and validation of non-formal and informal learning. These should include appropriate quality assurance mechanisms. Stakeholders should provide guidance, counselling and information about these systems and approaches to individuals.
what are the common principles for the validation of non formal and informal learning 2 2
What are the common principles for the validation of non-formal and informal learning? (2/2)
  • Confidence and trust: the processes, procedures and criteria for the identification and validation of non-formal and informal learning must be fair, transparent and underpinned by quality assurance mechanisms.
  • Credibility and legitimacy: systems and approaches for the identification and validation of non-formal and informal learning should respect the legitimate interests and ensure the balanced participation of the relevant stakeholders. The process of assessment should be impartial and mechanisms should be put in place to avoid any conflict of interest. The professional competence of those who carry out assessment should also be assured.
what is the european qualifications framework eqf
What is the European Qualifications Framework (EQF)?

EQF is a“meta-framework”

that is to say a neutral reference point for classifying qualification levels and a sort of translation device for comparing qualifications across Europe, that Member States are invited to use on a voluntary basis.

It is not meant to replace existing national frameworks or systems, but only to allow a better comparison and easier communication among them. Yet, by recommending governments to relate their qualifications systems to the common framework.

The EQF inevitably aims also at acting as a catalyst for national reforms and, in particular at promoting the development of National Qualifications Frameworks (NQFs)

which are the general features of eqf
Which are the general features of EQF?
  • its lifelong learning perspective (from general education to the highest level of academic and professional education and training);
  • its approach based on learning outcomes for defining and describing qualifications;
  • the promotion of the validation of non-formal and informal learning (in particular for those citizens most likely to be subject to unemployment or insecure forms of employment);
  • its attention to quality assurance as a basis for ensuring mutual trust.
which are the specific features of eqf
Which are the specific features of EQF?

The EQF is based on eight reference levels,from qualifications achieved at the end of compulsory schooling to higher academic qualifications.

Each leveldescribes what a learner knows, understands and is able to do - regardless of the system where a particular qualification was acquired.

The EQF reference levels therefore shift the focus away from the traditional approach, based on learning inputs (duration of a learning experience, type of institution, etc.), to a scheme related to learning outcomes (knowledge, skills and competences acquired on completion of a learning pathway).

Recommendation on EQF:

http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

what is the european quality assurance reference framework for vocational education and training
What is the European Quality Assurance Reference Framework forVocational Education and Training?

The EQARF is based on the Common Quality Assurance Framework (CQAF), which was developed in 2004 in the course of the Copenhagen Process.

The European Quality Assurance Reference Framework for Vocational Education and Training aims at supporting the European member countries in advancing the continuous improvement of their vocational education and training systems by means of common European reference indicators and in monitoring them.

which are the objectives of the eqarf
Which are the objectives of the EQARF?
  • Providing a quality assurance and improvement cycle of planning, implementation, evaluation/assessment and review of VET, supported by common quality criteria, indicative descriptors and indicators
  • Stimulating monitoring processes, including a combination of internal and external evaluation mechanisms, to be defined by Member States as appropriate in order to identify the strength of systems, processes and procedures and areas for improvement
  • Supporting the use of measuring tools to provide evidence of effectiveness

Proposal for a recommendation on the establishment of EQARF:

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:0179:FIN:EN:PDF

what is the european credit system in the area of vocational education and training ecvet
What is the European Credit System in the area of Vocational Education and Training (ECVET)?

According to the proposal, ECVET can be defined as a method for describing “a qualification in terms of units of learning outcomes (knowledge, skills and competences)

  • which are transferable
  • and which can be accumulated, with associated credit points”.
  • A device for facilitating “the transfer and accumulation (capitalisation) of learning outcomes of individuals” who pass from one learning context to another, from one system of qualification to another.
  • A unit is the “smallest part of a qualification that can be assessed, validated and possibly certified”.
  • The credit points are meant to represent “the relative value of a unit in relation to the whole qualification” and to foster the transfer of learning outcomes by providing a common European reference.
which are the objectives of ecvet
Which are the objectives of ECVET?
  • the geographic and professional mobility of individuals (transfer)
  • the individual development and employability (accumulation)
  • the transparency and comparability of qualifications across Europe
  • the validation of all types of learning in a lifelong and lifewide perspective
  • the cooperation and the promotion of a mutual trust among VET stakeholders in the great variety and diversity of VET systems
which are the features of ecvet
Which are the features of ECVET?
  • The objectives of a learning pathway, a training programme or units/elements of a qualification are expressed in terms of learning outcomes, i.e. knowledge, skills and competences to be mastered at a given reference level;
  • one body/institution assesses certain learning outcomes achieved by an individual in whatever context (be it either through a formal training pathway or, for instance, on the job) and awards credits to the learner;
  • a second body/institution – from a different country but also within the same national context – validates (accepts) the credits and recognises them for the award of a qualification.

Proposal for a recommendation on the establishment of ECVET:

http://ec.europa.eu/education/ policies/educ/ecvet/com180_en.pdf

is there an optimum size for a toi project partnership
Is there an optimum size for a TOI project partnership?
  • Assessors of project proposals look for evidence of a multi-player and a transnational dimension in a Leonardo project partnership
  • The most important thing is that the proposal is focused upon the specific needs and results which you identify, and that the partnership is relevant to these
what is meant by a multi player partnership and why is it important
What is meant by a multi-player partnership and why is it important?
  • Multi-player, or multi-actor partnerships are those involving different types of organisation - e.g. companies, social partners, industry or sectoral bodies - rather than only training providers
  • In evaluating project proposals, assessors look for evidence of need, and demonstration that a project will have maximum impact through effective dissemination and evaluation
what does dissemination and exploitation of results mean
What does “dissemination and exploitation of results” mean?

It refers to specific actions aiming at maximising the effectiveness of results of the projects supported by the Lifelong Learning programme

which countries can join the programme
Which Countries can join the Programme?

The Leonardo da Vinci sub-programme is open to the organisations from 31 European countries:

  • the 27 EU Member States (Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom)
  • the 3 European Economic Area countries (Iceland, Liechtenstein, Norway)
  • the Candidate Country Turkey (two other Candidate Countries, Croatia and FYR Macedonia, may participate according to bilateral agreement signed by EC). Also Switzerland can join the Programme on the basis of a specific agreement
which are the eligibility criteria 1 2
Which are the eligibility criteria? (1/2)
  • Grant requested is indicated
  • Total cost of the project is indicated
  • Submission of application on the official 2009 Application Form for TOI
  • Application is submitted in original and unbounded paper form
  • Compliance with the deadline of 27 February 2009
  • Application is sent to the appropriate National Agency
  • Submission of application is in one of the official languages of the UE
  • Compliance with the minimum and maximum duration of projects
  • Compliance with the minimum number of eligible countries (at least 3 organisations coming from different countries - one of which from a EU member state)
  • Presentation of letters of intent (at least a copy) of at least the minimum number of partners/members signed by the legal representative of the organisation
which are the eligibility criteria 2 2
Which are the eligibility criteria? (2/2)
  • Financial data are expressed in €
  • Declaration of honor is signed in original by one person in the applicant legal entity who is authorised to enter into legally binding commitments
  • Application includes the Excel spreadsheet with the detailed budget
  • For private bodies with grant request exceeding € 25.000, a copy of the official accounts (an accounts certified by an appropriate external body, and/or published, and/or approved by the organisation’s general meeting) for the most recent financial year for which the accounts have been closed, should be attached to the application

NOTE: For additional documentation required refer to the web site of your National Agency

how many partner letters of intent need to be provided at application stage
How many partner letters of intent need to be provided at application stage?
  • For Transfer of Innovation projects, it is required to include Letters of Intent from the minimum number of transnational partners for the proposal to be eligible (minimum 3 eligible countries, of which one EU member)
  • At the proposal stage the letters can be in copies, but once the proposal is successful original letters are required
how many copies of the application form should i send
How many copies of the application form should I send?
  • For Transfer of Innovation projects promoters must submit one unbound original
  • As far as the number of copies, promoters have to contact their NAs
  • No need to send a copy to the European Commission
in which language may the proposal be submitted
In which language may the proposal be submitted?
  • One of the European official languages
  • Summary should be provided in EN, FR or DE

Note: Refer to your NA for further information on that

how long can a toi project last
How long can a TOI project last?
  • Minimum 12 months
  • Maximum 24 months
what proportion of the total project costs can be met by leonardo funding
What proportion of the total project costs can be met by Leonardo funding?
  • Maximum contribution 75% of the total cost
  • Maximum amount per annum € 150.000
which are the possible typologies of eu funding
Which are the possible typologies of EU funding?
  • Lump-sums the beneficiary has to be able to prove the reality of the activity for which grant support is awarded rather than the actual amount of expenditure
  • Scales of unit costs the beneficiary does not have to justify the costs incurred but has to be able to prove the reality of activities resulting into the entitlement to a specific amount
  • Real costs the beneficiary shall keep and be able to produce upon all proofs of expenditure related to the expense items based on real costs
how can i find new partners
How can I find new partners?
  • Contact Seminars

The NAs web sites periodically publish information to find out information on European partner-finding events (Contact Seminars)

  • Partner Search Databases

Some NAs implemented a Partner Search Database where is possible to find a list of partners and made them available for consultation on their web site

  • Using existing links

Many national organisations already have European links through networking bodies, partnerships or work contacts. Involving partners already known by your organisation means allow to rely on a pre-existing relationship to add commitment to the partnership