Information webinar KA240 - European Partnerships for School Development II

Name: Information webinar KA240 - European Partnerships for School Development II
Uploaded: 2025-12-15T13:01:22.000Z
Duration: 3 h 6 min 48 s
Description: Information webinar KA240 - European Partnerships for School Development II 20251210

Introduction to the European Partnerships for School Development

Welcome and Overview

Christian Kefir introduces the session, thanking participants for joining the second information session on European Partnerships for School Development.

He works with the European Commission's directorate general for education, youth, sports, and culture, alongside colleagues Jaclyn Pakrred Gusta and Christian Vukulich.

The session is recorded; participants' microphones are muted. Questions can be submitted via chat or by raising hands.

Session Agenda

The agenda includes an introduction to the new action, its origins, eligibility criteria, funding details, and application tips.

Participants will have opportunities to ask questions throughout the session.

Jaclyn Pakrred Gusta's Insights

New Action in Erasmus+

Jaclyn introduces herself as head of the sector responsible for Erasmus+ in education and training sectors.

She emphasizes that this new action aims to support school authorities in their internationalization strategies through partnerships.

Collaboration with National Agencies

The design of this new format involved collaboration with national agencies to ensure effective implementation.

Overview of Erasmus+ Program

Introduction by Christian Vukulich

Christian provides a brief overview of the Erasmus+ program structure focusing on decentralized actions managed by national agencies.

Importance of Decentralized Actions

These actions represent a significant portion of the program and include well-known mobility actions that facilitate educational exchanges across Europe.

Understanding Key Actions in Erasmus+

Overview of Mobility and Project Types

The discussion begins with the concept of mobility for staff and pupils, highlighting various partnership formats within Erasmus+ projects.

Key Action 1 focuses on school-centered projects aimed at improving specific objectives and needs identified by the school itself.

In Key Action 1, partner selection is secondary to the school's core objectives, which are central to the application process.

Differences Between Key Actions

Key Action 2 emphasizes cooperation among organizations rather than focusing solely on one school; it aims to achieve a joint idea or result through collaboration.

Cross-border exchanges are fundamental to both actions, but in Key Action 2, they serve a broader purpose beyond mere mobility.

The main goal of Key Action 2 is to turn collaborative ideas into reality, requiring contributions from all project partners involved.

Application Process Insights

The composition of partnerships is crucial in applications for Key Action 2; reasons for selecting specific partners must be clearly articulated.

Understanding these differences between key actions is essential for effectively applying them to new initiatives within Erasmus+.

New Developments in Erasmus+ (2021)

Introduction of Pupil Mobility

The introduction of pupil mobility as its own action under Key Action 1 marks a significant change from previous programs where it was part of cooperation projects.

This shift has led to increased demand for mobility opportunities among schools, teachers, and pupils alike.

Accreditation Scheme Benefits

An accreditation scheme allows organizations to apply once for multiple years, facilitating easier access to funds without needing repeated applications each year.

Over 10,000 organizations have been accredited across Europe since this scheme's implementation, indicating its success in promoting internationalization.

Challenges Faced by Schools

Despite successes in mobility and accreditation, schools face challenges such as limited resources and experience managing cross-border projects.

Teachers often bear the administrative burden outside their working hours due to insufficient support structures within schools.

Challenges and Opportunities in School Education

Systemic Involvement of School Authorities

Schools can participate in initiatives, but systemic change requires the involvement of school authorities due to restrictive regulations on staffing and finances.

Many countries face challenges such as teacher shortages and increasing demands on educators, compounded by limited budgets for programs like Erasmus+.

Addressing Challenges through Positive Momentum

The new action aims to leverage positive developments while addressing existing challenges faced by schools and authorities. This includes focusing on improving the school education sector.

A shift in mindset is proposed where school authorities take a leading role in projects, contrasting with previous models where schools often led initiatives.

Capacity Building and Sustainable Practices

The initiative emphasizes building capacity within school authorities to implement innovative practices sustainably, ensuring long-term impact beyond project completion.

School authorities are expected to act as multipliers, sharing successful practices with other schools under their supervision that did not participate directly in the project.

Targeted Actions for Improvement

The focus is on helping schools reflect on their operations—practices, policies, and procedures—to enhance internationalization efforts within their daily activities.

Schools are encouraged to identify specific challenges related to internationalization that they can address through European partnerships for development.

Partnership Dynamics and Eligibility Criteria

To participate, a school authority or coordination body must apply for the project; only one application per deadline is allowed per organization. Normal participation is permitted in other projects coordinated by different organizations.

Eligible partners include general education schools (pre-primary, primary, secondary) that meet criteria established under key action one; this ensures a broad base of collaboration among educational institutions.

Understanding School Authorities and Participation in the Erasmus+ Program

Definition of School Authorities

The concept of school authorities varies significantly across countries, making it challenging to establish a unified European definition.

Each participating country in the Erasmus+ program will define its own school authorities and coordination bodies, emphasizing national discretion.

Categories of Organizations

There are three main categories for eligibility:

National authorities (defined by each country)

School authorities or coordination bodies

Other relevant organizations such as teacher associations and parent groups.

The importance of an organization’s role in the education system is crucial; national authorities will determine which organizations qualify under these categories.

Pilot Call Considerations

As this is a pilot call, some organizations may not be included initially due to perceived relevance or existence within the country.

Definitions from national authorities will be published around mid-January, determining eligibility for participation across all projects.

Eligibility Across Countries

A key point is that definitions provided by national authorities apply universally within their respective countries, affecting participation in projects regardless of where they are applied.

For example, if Country A excludes certain organizations under category 3, those organizations cannot participate in any project even if they are eligible elsewhere.

Project Requirements and Structure

Projects must have at least six participating organizations from at least two different countries.

Each project requires a coordinator who must include two schools from their country along with a partner school authority from another country.

Expansion Opportunities

Beyond minimum requirements, projects can expand to include additional partners from any eligible category without restrictions on size or number.

Participating Countries

All EU member states and fully associated third countries (e.g., North Macedonia, Serbia, Norway, Turkey) can participate; however, non-associated third countries are excluded.

Project Duration and Focus Areas

Projects will commence on October 1st next year and last for three years until September 2029. Early application deadlines will precede this start date.

Improving Quality of Learning and Teaching

Overview of Project Strands

The initiative is organized into two main strands: improving the quality of learning and teaching at schools, and capacity building for cross-border cooperation.

Strand 1: Improving Learning and Teaching

Innovative Teaching Formats: Focus on developing new teaching methods for various topics including basic skills, EU values, and language learning.

Collaborative Teaching: Encourages joint teaching efforts between teachers from different countries and schools to enhance educational experiences.

Peer Learning & Mentoring: Emphasizes peer learning opportunities such as job shadowing to foster professional development among educators.

Resource Pooling for Teacher Substitution: Addresses challenges in teacher mobility by pooling resources to manage teacher shortages effectively during absences.

Capacity Building for Cross-Border Cooperation

Strand 2: Strengthening School Engagement

Mobility Coordinators & Offices: Establishes support structures like mobility coordinators or offices to assist schools in international cooperation efforts.

Standardizing Procedures: Projects can work on creating standards for exchanging learners with specific needs, ensuring smoother mobility processes.

Testing Mobility Windows: Identifies optimal periods within the academic calendar when students or staff can participate in mobility without facing significant obstacles.

Recognition of Learning Outcomes: Aims to improve how learning outcomes from abroad are recognized, allowing students and teachers to avoid additional burdens upon return.

Project Management Training

Enhancing Project Management Skills

Projects may include training in project management and financial management to build capacity among educators involved in international projects. This addresses existing gaps in skills necessary for effective project execution.

Questions & Clarifications

Addressing Participant Queries

Clarification on participation limits indicates that organizations can partner in unlimited K240 applications but are limited to ten applications under the 220 projects category; these are separate entities with no overlap in counting applications.

Eligibility questions regarding non-formal education authorities will be addressed by national authorities, emphasizing the framework's focus on schools, school authorities, and other key stakeholders involved directly in education systems.

Understanding the Diversity of Educational Institutions

The Role of Various Educational Bodies

The discussion highlights the diversity among member states, emphasizing that each country has a variety of educational institutions such as research centers and advisory bodies that are difficult to categorize uniformly.

It is clarified that these organizations should be recognized as system actors, which is crucial for understanding their role in education.

Defining School Authorities

The definition of school authorities will be determined by national authorities, typically including formal bodies like ministries or municipalities responsible for schools.

Examples provided include different levels of ministries and municipalities; however, definitions may vary based on the specific educational context within each country.

Partnership Eligibility Questions

Queries arise regarding whether a school association or NGO can partner in projects; eligibility depends on national authority definitions.

If two education authorities from different countries form a partnership, they must submit one application form together, designating one as the project coordinator.

Application Process Insights

A recurring theme in questions pertains to eligibility for participation; it is emphasized that individuals must consult their national authority for definitive answers.

General definitions are available in the program guide, underscoring the importance of checking with local agencies to understand eligibility criteria.

Project Structure and Requirements

Task Selection Criteria

Participants are required to focus on both established strands within their projects, selecting at least three tasks covering both areas.

A total of ten tasks are outlined, with each task corresponding directly to work packages necessary for project applications.

Mandatory Work Packages

In addition to content-related work packages, there are two mandatory ones: project management and long-term impact planning.

The long-term impact package encourages participants to consider sustainability beyond funding periods and how impacts can continue after project completion.

Eligibility and Funding in Erasmus+ Projects

Understanding the Work Package and Long-term Impact Plan

The work package may consist of five or more tasks, emphasizing the need for a long-term impact plan from the project's inception.

Role of National Authorities

National authorities supervise national agencies, typically education ministries, which determine eligibility criteria for projects. This clarification is crucial for applicants to understand where to direct their inquiries.

If there are disagreements regarding eligibility or guidance, applicants should consult their respective ministries rather than the overseeing body. Guidance from national authorities is expected by mid-January.

Eligibility Criteria for Schools and Organizations

Schools or local regional authorities already active in Key Action 1 can apply with high certainty; however, many questions arise about Category 3 organizations' eligibility.

Experience with Erasmus+ projects is not a formal requirement for schools included in partnerships; project design will dictate necessity instead. Thus, applications won't be disqualified based on prior experience alone.

Eligible Project Expenses

Key Action 2 funding cannot be used for mobility expenses; this is reserved for Key Action 1 projects as clarified at the beginning of the webinar. Instead, funds can support testing new agreements and methods among partners.

The funding structure includes a lump sum of €400,000 per selected project, which must align with project ambitions and partner involvement levels to ensure effective resource allocation. Applicants should consider narrowing tasks if they find the budget insufficient or increasing ambition if it seems excessive.

Personnel Costs and Fund Distribution

Personnel costs are partially fundable under Key Action 2 but require co-funding contributions from participants as part of their financial commitment to the project. This balance ensures sustainability within funded initiatives.

The distribution of funds among participating organizations depends on each partner's specific roles within the project framework; clarity on responsibilities will guide equitable fund allocation across all involved entities.

Understanding Project Funding and Award Criteria

Importance of Resources for Schools' Participation

The necessity for schools to participate in projects is emphasized, highlighting the importance of providing adequate resources to facilitate their involvement.

Clarification on project funding distribution indicates that while a lump sum of 400,000 euros is allocated, there are no strict rules on how it should be divided among organizations involved.

Formal Eligibility and Award Criteria

Discussion transitions from formal eligibility criteria to award criteria, which determine which proposals receive funding based on a ranking system.

A minimum score of 70 out of 100 points is required for consideration, with specific thresholds set for each category within the award criteria.

Breakdown of Award Criteria Categories

The four categories include:

Relevance: Maximum 15 points; at least 8 needed to pass.

Quality of Project Design: Maximum 30 points; at least 15 needed to pass.

Quality of Partnership and Cooperation Arrangements: Maximum 20 points; at least 10 needed to pass.

Impact: Maximum 35 points; at least 18 needed to pass.

Understanding Assessment Expectations

It’s crucial for applicants to read the program guide thoroughly as it outlines what constitutes a good project and how applications will be assessed against the award criteria.

Applicants are encouraged to directly address questions in the application form as they relate closely to assessment criteria outlined in the program guide.

Relevance Criterion Explained

The relevance criterion includes four elements that must align with the objectives stated in the program guide.

Emphasis is placed on understanding European added value and EU values, ensuring projects contribute beyond local contexts.

Conducting a Needs Analysis

A needs analysis is highlighted as critical for connecting projects with real-world issues. This requires applicants to demonstrate practical experience and knowledge about challenges faced in their field.

Concrete examples from fieldwork can significantly enhance an application by showcasing genuine understanding rather than theoretical ideas.

Understanding Project Design and Quality in Erasmus Plus Applications

Importance of Realistic Texts

The emphasis is on using AI tools to create appealing texts, but assessors are instructed to prioritize realistic content over stylistic perfection.

Applications should reflect practical experience in the field, focusing on real issues that need addressing rather than just polished language.

Key Elements of Project Design

Essential components include monitoring and budgeting, which ensure accountability and timely execution of project tasks.

Clear assignment of responsibilities is crucial; applicants must demonstrate who will oversee project management effectively.

Work Packages Structure

Work packages break down projects into manageable parts, allowing for a logical structure and effective handling of tasks.

Each work package should define specific activities to illustrate how the project will be executed.

Dimensions of Erasmus Plus Projects

Four key dimensions—Inclusion, Environmental Sustainability, Participation & Engagement, and Digital Education—are integral to all projects.

Inclusion and diversity can enhance applications; digital tools like eTwinning may also strengthen proposals by facilitating collaboration.

Quality of Partnerships

Effective partnerships require capable coordinators who can manage resources and reporting obligations associated with European funding.

Partner authorities from at least two countries must actively engage throughout the project lifecycle, not merely as passive participants.

Role of Schools in Projects

Schools should play an active role in testing project outcomes to validate proposed solutions through practical application.

Task Allocation Considerations

Assessors will evaluate whether task allocation among partners is balanced according to their expertise and resources. Justifications for these allocations must be clearly articulated in applications.

Understanding Project Complementarity and Impact

The Role of Complementarity in Projects

Complementarity involves collaborating with organizations that have prior experience, particularly those engaged in K action one, which provides access to mobility funding. This can enhance project dimensions.

Utilizing mobility funding allows for innovation within school development partnerships, enabling the testing and scaling of developed ideas.

Communication and Coordination in Project Management

Effective communication and coordination are essential for managing partnerships over a three-year project duration. Clear presentation of partnership management strategies is required in applications.

Demonstrating commitment to communication efforts is crucial as it requires resource allocation from your side.

Importance of Impact in Project Evaluation

Impact is a critical evaluation criterion, assigned 35 points, emphasizing the need for projects to create lasting changes beyond their implementation period.

Unlike cooperation partnerships focused on producing new innovations, newer partnerships prioritize applying existing practices or results from other projects.

Tracking and Enhancing Project Outcomes

Projects should not necessarily aim to create something entirely new; instead, they can build upon existing successful practices or products.

It’s vital to track both the results achieved during the project and their subsequent impact on educational practices.

Long-term Planning for Sustainability

A long-term impact plan is essential; projects should prepare for sustainability post-funding by ensuring continued engagement with learned practices.

Results must be transferable and shareable with others to maximize impact and encourage broader adoption of successful initiatives.

Early Consideration of Impact in Applications

The application process emphasizes defining desired end benefits early on, guiding all subsequent planning stages effectively.

Project Management and Work Packages Overview

Understanding Project Tasks and Work Packages

The project tasks presented will evolve into work packages, simplifying the process for participants as they won't need to create work packages from scratch.

Participants must contextualize their chosen work packages within the overall project framework, ensuring coherence with previously discussed criteria.

Emphasis is placed on testing various elements multiple times; schools play a crucial role in this iterative improvement process.

Monitoring and tracking are essential for demonstrating progress over time, allowing teams to report improvements effectively at project completion.

Minimum and Maximum Requirements for Work Packages

A minimum of three work packages is required: two from one strand and one from another, plus mandatory packages on project management and long-term impact.

The absolute minimum number of work packages is five, while ambitious projects may include up to twelve, depending on participant goals.

Reporting Obligations During the Project

Interim reporting is necessary for projects with significant funding (e.g., €400,000), with specific modalities provided by national agencies upon grant agreement signing.

Details regarding reporting arrangements will vary based on national agency guidelines and are not standardized at this level.

Application Process Insights

Tips for Successful Applications

National agencies serve as primary contact points for questions or support during the application process; participants should reach out to them first.

Familiarity with the Erasmus+ opportunities page is crucial as it hosts the application form that is currently open for submissions.

Partner Selection Importance

Finding suitable partners is critical; collaboration will be ongoing throughout the project's four-year duration. Strong partnerships can lead to future collaborations beyond this project.

Instead of starting by identifying potential partners, participants should first assess their own needs and desired impacts before seeking collaborators who align with those objectives.

How to Effectively Choose Project Partners

Understanding Project Needs and Partner Selection

Focus on the project's goals first before selecting partners. Consider what you want to achieve with the project rather than choosing partners based solely on existing relationships.

Evaluate potential partners, including regions, cities, or schools that align with your project objectives. Your national agency can provide support in this process.

Networking Opportunities for Collaboration

Participate in dedicated online networking events where you can interact directly with potential partners through breakout rooms, fostering a better understanding of mutual interests.

National agencies will facilitate exchanges among interested organizations to help identify suitable school authorities for collaboration.

Application Process Insights

Once partners are identified, focus on filling out the application form. It is designed to guide you through essential questions regarding your project’s purpose and expected outcomes.

The application form prompts critical reflections about your project's value for both participants and non-participants, emphasizing clarity in desired results and impact.

Planning for Success

Start by defining the end goal of your project and work backward to outline necessary steps. This reverse planning approach helps create a structured path toward achieving your objectives.

Clearly define activities within work packages that contribute to overall project coherence. Each package should interlink to present a unified vision of the project.

Timely Preparation and Resource Access

Begin preparing your application early, even before holiday breaks. Early engagement allows more time for detail-oriented preparation.

Avoid last-minute submissions; plan ahead of the April 9th deadline to account for any unforeseen technical issues during submission.

Resources Available for Applicants

All relevant information will be accessible via the European School Education Platform, including recordings from webinars and presentations related to the application process.

Upcoming webinars will continue discussing similar topics; however, prior attendance may not yield significantly new insights unless specific questions arise.

Overview of Erasmus+ Program and National Agencies

Introduction to Partnerships for School Development

The speaker suggests reaching out to various stakeholders, including managers, colleagues, partners, and school authorities, to gather information about partnerships for school development.

Fact sheets are available in English, French, and German that provide a brief overview of the action aimed at piquing interest among potential collaborators.

Accessing Program Information

The program guide is crucial for understanding technical details such as eligibility criteria, award criteria, deadlines, and project objectives. It can be found on the European School Education Platform or by searching online.

Emphasis is placed on contacting national agencies in each country for assistance with the Erasmus+ project application process.

Role of National Agencies

National agencies are highlighted as valuable resources that can answer questions and provide guidance throughout the application journey.

Eligibility of Universities in Partnerships

University Participation Criteria

A question arises regarding whether universities can join European partnerships for school development; it depends on how national authorities define eligibility.

Universities must have departments relevant to the school education system to qualify; pedagogical institutes may have a higher chance than unrelated departments.

Funding Utilization Examples

Spending Funds Effectively

Participants inquire about fund allocation since mobilities cannot be included; examples include project meetings where partners collaborate face-to-face.

Funds can also cover personnel costs like salaries for mobility coordinators or expenses related to developing new guidelines and procedures.

Innovative Project Ideas

Suggestions include creating mentoring schemes or testing new learning formats as valid uses of funds. Systematic implementation should occur under Key Action 1 rather than through this funding stream.

Application Evaluation Process

Understanding Application Review

Applications are evaluated independently within each country by evaluators rather than by national agencies themselves.

A ranking list will determine which projects receive funding based on budget availability.

Conclusion and Future Engagement

Closing Remarks

The session concludes with an invitation for further questions and encouragement to reach out to national agencies if needed.

Attendees are thanked for their participation and encouraged to apply for partnerships while wishing them success in future projects.