Professional Documents
Culture Documents
Call: EACEA/41/2016
Forward-Looking Cooperation Projects
Erasmus+
EN-Version 1
This part m ust be com pleted separately by each applicant in the project (coordinator and
partners).
Teacher Training. Teacher Education in the University in based in the Faculty of Education and Communities, and
brings together the very best practices at both founding institutions and will build on the early successes of the South
West Wales Centre of Teacher Education (SWWCTE). This Centre, which was established as one of three regional
centres across Wales, following the Furlong Review of teacher education in 2006, was formally launched in July 2011
and has, as its primary aim, the training of high quality Newly-Qualified Teachers (NQTs) for primary and secondary
schools in Wales and beyond. Altogether, some 750 trainees are currently trained to become teachers on the
University’s Swansea and Carmarthen campuses. Teacher Education in the University is an agile, fleet of foot,
politically astute. By bringing together the reputable strengths of staff at Swansea and Carmarthen, together with the
best training and mentoring available in schools, the Faculty clearly has a key role to play in supporting and
implementing a range of Welsh Government policies aimed at improving the effectiveness of primary and secondary
education across Wales. The three main initial teacher education and training (ITET) programmes offered within the
Faculty are the three year BA Primary Education with QTS programme, delivered in Carmarthen, and the one year
PGCE Primary Education and PGCE Secondary Education programmes, both of which are delivered on the Townhill
campus in Swansea. These three programmes are delivered in partnership with over five hundred partner schools
located across South, Mid and West Wales. We are also responsible for piloting innovative, new programmes of
school-based study and school-based development and practice and have strong relationships with our graduates who
Entrepreneurship Education. The International Centre for Creative Entrepreneurial Development (IICED) was
established within UWTSD to be an international focal point bringing together a distinguished group of international
experts in entrepreneurial education to engage in high-level discussions and to consider global perspectives that can
impact, or have impacted, on policy-making. The Institute researches and is actively engaged in developing
international best practice in enterprise, entrepreneurship and entrepreneurial teaching, learning and evaluation. The
team are acknowledged experts in developing Learning environments that enhance innovation and creativity capacity
within learners. On an international basis, IICED staff (in particular Prof. Andy Penaluna and Associate Professor
Kath Penaluna) are engaged in disseminating practice for embedding enterprise education/skills in the curriculum, from
both a research perspective at international conferences, such as the International Institute for Small Business and
Entrepreneurship ‘s annual conference and consultancy projects, such as the Ministry of Macedonia, the OECD with
its Entrepreneurship 360 project and the United Nations Empretec program. Liaison and collaboration with the
international entrepreneurship research community is on- going. Indicative of the interest in the co-authored research
and models of entrepreneurship education is the citation by peers and requests to support module development on
undergraduate and post graduate programmes internationally. Pedagogic approaches are incorporated as a best practice
case study in the HEA: ADM Emergent Practices for Entrepreneurship in the Creative Industries (Kellet, 2006) and
cited in ‘The Impact of Culture on Creativity’, A Study prepared for the European Commission (Directorate-General
for Education and culture) June 2009. Through IICED, UWTSD is networked in Wales to the Welsh Government,
Enterprise Champions network of 30 designated points of contact in each Further Education College and University in
Wales. Through consultancy, with the EU and the United Nations, we are likewise networked with 1000+ educators
at all levels of education.
UWTSD developed the first University-accredited teacher training provision for school teachers in collaboration with
Welsh Government and other educational partners in 2011. The new approaches they devised, and in particular the
learning outcomes and goals, were adopted by the European Commission’s Acknowledging and Developing
Entrepreneurial Teacher Training (ADEPTT 2012) project. The UWTSD teacher training initiative is the first in the
UK to offer a fully validated PGCE/PCET teacher training module in entrepreneurship education. Again, this initiative
is closely linked to the QAA Guidance initiative. The University is a member of the Building Enterprise Education in
Swansea (BEES) group. This group develops and co-ordinates enterprise education programme across all schools,
colleges and universities in Swansea, so that all young people can access high quality provision in entrepreneurship
and to develop the Enterprise Education Strategy for Swansea. UWTSD’s extensive network meant it received the
Global Enterprise Week’s High Impact Award for the range of its activities in 2014 and in terms of the number of
events during the week; it was the top of the UK University listing with 22 events.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Associate Professor Associate Professor Russell Grigg (PhD) (M) Grigg was Head of the South West Wales
Russell Grigg Centre of Teacher Education between 2011-14 before being invited to take up his current
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role as Executive head of Research in the Wales Centre for Equity in Education. He has
more than twenty years’ experience in higher education, teacher education and inspection,
which us now centred on applied research and policy development. Grigg has professional
expertise in teacher training and education, serving in various roles including: senior
lecturer, MA programme director, quality assurance officer, head of centre, registered
inspector for Estyn, consultant, writer and researcher. He has provided courses for local
authorities e.g. Pembrokeshire and Rhondda Cynon Taf on aspects of primary curriculum
such as teaching the humanities and more recently on outstanding primary teaching. A
member of the Historical Association and BERA (British Educational Research
Association) he has research interests in: addressing equity issues in education; history of
teacher training and education in Wales; history teaching/humanities in the primary school;
problem-based learning; thinking skills in the primary school. Grigg has published
extensively in teacher and history/humanities education.
Entrepreneurial learning in Finland: Since 1994, Finnish core curricula for basic education has included
entrepreneurship education as one of the cross-curricular theme. Moreover, a new curriculum was recently established
(autumn 2016 onwards), which emphasises themes of entrepreneurship, employability skills and entrepreneurial
learning. Moreover, Finnish Ministry of Education launched guidelines for entrepreneurship education in 2009. At this
moment, the Ministry is leading a process where new guidelines for entrepreneurship will be created. LUT has been
participating in both processes lead by the Ministry, but also the curricula renewal process, led by the Finnish National
Board of Education. All of these initiatives lay a good foundation to introduce and strengthen entrepreneurial learning
into teacher training and continuous professional development of teachers.
Relevant Partnerships for dissemination: LUT representatives are members in many steering groups related to
developing and studying entrepreneurship education. For example, member in Finnish Ministry of Education and
Culture’s steering group and working group of entrepreneurship, aiming at developing guidelines for Finnish
entrepreneurship education; Board member of Scientific Association for Entrepreneurship Education; Partners in 8
Finnish regional projects where regional strategies for entrepreneurship education were created (steering group
memberships, invited external experts, and partners responsible for evaluating and measuring entrepreneurship
education in regions’ basic, secondary and VET schools); Leader of LUT’s entrepreneurial university process; invited
Expert Group member by the European Commission in Entrepreneurship Education and Entrepreneurial Universities
as well as Evaluation of Entrepreneurship Education; an Expert Advisory Group member in “Entrepreneurship360” by
the OECD; Chair of a Working Group of Instruments to collect and assess information on international EU project
called European Entrepreneurship Education NETwork (EE-HUB.EU). LUT representatives have wide networks both
in Finland and abroad. They work intensively with practitioners, researchers, authorities and decision makers.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
The NCDIEL team has also been active in various levels of Entrepreneurial learning development. They have
developed the Macedonian National Strategy for Entrepreneurial Learning, the national curricula for the subject
Business and Entrepreneurship in the first, second and third year of secondary (high-school) education and
implementation of innovative and entrepreneurial spirit rising teaching units in the curricula for the subjects: biology,
mathematics, chemistry, physics and arts in the last year of the elementary schools. The NCIDEL team has also
published 3 books that are recommended as innovation and entrepreneurship preparation material for high and
elementary school teachers. Furthermore, the NCDIEL team is highly skilled in development of micro, mezzo and
macro level innovation and entrepreneurship strategies and policy measures. They have been involved in the
development of strategic documents regarding innovation on different levels: the Western Balkans Regional R&D for
Innovation Strategy, Entrepreneurial Learning Strategy of the Republic of Macedonia 2014-2020, the Macedonian
innovation strategy 2012-2020, and they have developed the Innovation Strategy of the Municipality of Veles.
The establishment and operation of NCDIEL is supported by: Austrian Development Cooperation (ADC), Regional
South-east European Centre for Entrepreneurial Learning and also by a wide range of national relevant bodies and
institutions: Ministry of Economy and Ministry of Education and Science of the Republic of Macedonia, the three
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biggest chambers, the Faculty of Mechanical Engineering - Ss. Cyril and Methodius University, the Centre for
Research, Development and Continuous Education, Bureau for Development of Education and most of the local
governments. It is also supported by the Roma youth NGO, the Roma Resource Centre and by the students’
organizations ESTIEM, BEST and AIESEC.
NCDIEL is founder of the NEEN (National Entrepreneurship Educators Network) with more than 300 members most
of which entrepreneurial learning teachers in all official levels of education, as well as mangers of educational
institutions. Also, NCDIEL is co-founder of the YES (Youth Entrepreneurs Support) Network which is in its first year
and its already connecting more than 30 non-for-profit public and private organizations that are supporting young
entrepreneurs. This organization is National partner of SEECEL (South-East European Centre for Entrepreneurial
Learning), covering most of its activities in Macedonia.
They will also share their expertise of driving development of local entrepreneurial learning ecosystems for the co-
creation of learning between schools, policy and external community, business and entrepreneurs – supporting the
development of local stakeholder steering groups for the project.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Professor Radmil Polenakovik, PhD (M) is a professor on Entrepreneurship and Small
Business Management, Human Resource Management and Business Logistics at the
Faculty of Mechanical Engineering at Ss. Cyril and Methodius University in Skopje,
Macedonia. He has published more than 240 papers, reports and articles (12 books). He is
a team leader for GEM (Global Entrepreneurship Monitor) for Macedonia, member of
European Academy for Sciences and Arts, evaluator of FP7 and other EU funded projects,
member of ETF (European Training Foundation) expert group, NCP for Horizon2020
(transport), part of the national team for development of innovation strategy, strategy for
entrepreneurial learning, etc. Polenakovik developed, ran or acted as an expert in more
than 25 projects funded or supported by: OECD, World Bank, ETF, ADA, USAID, GTZ,
CEI, UNCTAD, SEECEL, ZSI, SEE-JTC (IPA-funds), UK Embassy in Macedonia,
Professor Radmil Macedonian ministries and agencies, etc. Polenakovik now is leading the Ss. Cyril and
Polenakovik Methodius University Business Start-Up Centre that supported the creation of 54 start-ups
in the last 7 years. He is also a founder and President of the National Centre for
Development of Innovation and Entrepreneurial Learning.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Arnaud Thyssen, Director General of the European Business Summit. (M) After
being Assistant Professor at the Law Faculty of Université Catholique de Louvain
(Belgium) and lawyer at the Brussels Bar, he followed the PhD programme in EU law at
the European University Institute (Florence, Italy). In 2009 he joined the Federation of
Enterprises in Belgium (FEB) at the occasion of the EU Presidency of Belgium. Since
Dr. Arnaud Thyssen
2012, Arnaud has been successfully developing the European Business Summit by
enlarging the EBS networks, attracting high-ranking profiles and expanding partnership
and research collaborations with stakeholders from the business community. Besides his
academic background, Arnaud Thysen will bring to the project his knowledge and
expertise on the European business sector.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Elin McCallum (BSc) (F) is Director of Bantani Education and experienced in policy,
practice and evaluation at UK and EU level, particularly entrepreneurship education.
Positive, motivated and able to engage partners at all levels. She has a strong background
in European policy at EU and UK level, with excellent networks across the education,
enterprise and employment policy areas, supported by practical understanding of EU
policy functions and drivers and is a specialist in entrepreneurial learning with 12 years
experience in national / international policy & practice, including 2.5 years at the European
Commission fulfilling the specific objectives for entrepreneurial learning within
Europe2020 and 8 years developing entrepreneurial learning strategy and innovative
practice for Welsh Government. Expertise includes:
Recent publications:
European Commission, (Eurydice) Entrepreneurship Education at School in Europe (2016)
Conference Paper: Promoting the Entrepreneurship Competence Of Young Adults In
Europe: Towards a Self-Assessment Tool, ICERI 2016 / IATED Academy
Particular experience in this regard includes INNO’s regular interaction and support to young entrepreneurs and SMEs
participating in the Erasmus for Young Entrepreneurs Programme, where the matching and the gaps between the young
entrepreneurs’s competences and entrepreneurial attitude and the expectations from experienced entrepreneurs are
evidenced and tackled to facilitate successful exchanges, and its work with schools, teachers, businesses, policy makers
and other stakeholders in the field of Education and Entrepreneurship in the framework of the Erasmus+ projects
PromoteWBL and ECOSystemApp. As Business Support Organisation INNO will build on its long lasting relationship
with triple-helix organisations involving academia, public authorities and industry, to ensure that teachers’ training and
competences are developed bearing in mind the perspective of the needs that students will face when entering the
business and innovation world. INNO is member of the EBN Innovation Network that brings together 250 business
and innovation centres and organisations that support the development and growth of innovative entrepreneurs, start-
ups and SMEs. Innogate to Europe’s Directors are Members of the Professional Women Network PWN Global (PWN
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Paloma Lozano (F) – Managing Director. Paloma Lozano holds a Law Degree, Master
in Laws and a Postgraduate Diploma in European Union Law by San Pablo-CEU
University of Madrid. Co-Founder and Managing Director at Innogate to Europe since
2011. She is project coordinator of E4IC II under the Erasmus for Young Entrepreneurs
programme, facilitating the mentoring and exchange of experience programme between
new and experienced entrepreneurs in COSME participating countries. She is also the
project coordinator of the ArtReefs EU Project (EMFF) and has participated as project
manager and project partner in numerous EU projects since 2001. Since 2008 she manages
the International Innovation Unit of Madrid Network (Madrid Region Parks and Clusters
Network) by providing business support services to its 700 members, including SMEs and
entrepreneurs, public administrations, non-profit organisations. As such, she is in charge
Paloma Lozano of networking and collaboration with regional and national stakeholders of the
entrepreneurial ecosystem (Accelerators, the business world, Higher education
Institutions, and public institutions, among others) and she disposes of large experience in
implementing networking and business/research partnering activities for entrepreneurs and
SMEs. She is member of the Enterprise Europe Network (EEN) sector group on Women
Entrepreneurship and the Executive Team of the Thematic Group of Cluster Contact
Points. Member of the School Board of Colegio Nervión School in Madrid as parents’
representative since 2014 (private-public Primary and Secondary School). She is
participating as Mentor for children aged 10-12 (5th and 6th grades in Spanish Primary
School) in the 2017 edition of the programme “We build our project” of the Créate
Foundation, to develop entrepreneurial learning in Primary, Secondary and VET schools.
Silvia Sarria (F) – Business Development Director. Silvia Sarria has graduated with a
BA in Political Science and Public Administration (Universidad Complutense, Madrid)
and a Master's Degree in European Politics (Université Libre de Bruxelles).
She disposes of ten years’ experience in business support for innovation. She is involved
in Enterprise Europe Network and acts as contact point for the national network of
Information Points for Research, Development and Innovation (Red PIDI, Spain). She has
Silvia Sarria
a vast experience in the inception and implementation of EU Projects both as member of
the coordination team and as project partner. Under Erasmus for Young Entrepreneurs she
is in charge of networking and dissemination activities. As female entrepreneur herself,
she is member of the “Professional Women Network” (PWN), promoting female
entrepreneurship.
During the last three years, the focus of Materahub’s activities has been on:
• Promoting entrepreneurship as a mean for local development based on sustainability, social innovation and
valorisation of local heritage material and immaterial
• Entrepreneurship Education for young entrepreneurs, wanna-be entrepreneurs, students through mentoring
initiatives (in particular tailored on CCS)
• Business development supporting start-ups specifically in the creative and cultural sector but also on tourism and
other sectors
• Support to start ups and business incubators in connecting with other European experiences to be taken as
benchmark
• Promotion of new models of economy based on social enterprise, social innovation and sharing economy
• Supporting Creative and Cultural operators to transform their projects into sustainable economic activities
• Promoting Cross Fertilization of Creative and Cultural Industries and traditional economic sectors to activate and
foster innovation and new economic opportunities
• Supporting Creative and Cultural industries in Italy to be recognized by policy makers and receive adequate
support in terms of public funding and public policies
• Supporting Creative and Cultural industries in South of Italy to become aware of their role in local sustainable
development
• Supporting Cultural Centres at regional level to connect and enter into EU networks to promote competencies,
resources and people exchanges
• Promotion of local cultural heritage and development of innovative approaches on safeguard, restoration and
valorisation
• Promotion of new tourism models based on the interaction of tourism with creativity and culture and every day
life of citizens
• Support to local food industry and food clusters to activate projects of internationalization of “Made in Italy” by
joining efforts and productions
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Luigi Martulli (M) has 20 years of experience as business consultant/trainer & over 10
years of experience in the management of regional, national and European projects in the
same fields. Among the EU projects he worked as manager: Life Third Countries CBSTD;
Interreg IIIA The Banking Bridge; LdV Pilot UBI MINOR; LdV ToI TTrainSME; AAL
Socialize. In the framework of these projects he developed and applied Quality Plan for
Luigi Martulli
the monitoring of projects results & outputs. He is involved in other EU funded project for
the support of entrepreneurship education like EYE, Aspire2Create, ReadyforBusiness. He
is actually in charge of the evaluation of business plans presented by young entrepreneurs
under the EYE program.
Raffaele Vitull (M): Currently working as project maker and facilitator in the network of
materahub, covering the official role of vice-president. His professional career starts on
2006, when he funded and managed a cultural enterprise called ARTEZETA, born to
develop a network for the cultural and tourist valorisation of Basilicata. In 2010 he started
his career on projecting and creation of cultural events by the coordination of a team of
professional of theatre and performing arts to realize the first work of contemporary theatre
of the city of Matera. Finally, since 2011 he is in charge of strategy for the management
Raffaele Vitull and valorisation of Cultural Heritage and project making in the sector of creative and
cultural industries trying to support and stimulate the development of new companies in
the field of culture and creativity in the area of Matera.With Materahub he is following all
projects related to the development of entrepreneurship education courses with a focus on
social enterprise, social innovation and mentoring. He has been certified as mentor of the
Mentoring Circle methodology and assessor of the Aspire2Create framework to assess
competences developed by artists in non-formal education processes.
Paolo Montemurro (M): With a degree in International Studies and a period of research
at Leiden University (Netherlands) for his final thesis, he had a period of training at Central
Unit of Italian Cooperation at the Ministry of Foreign Affair in Rome and at the Ministry
for Economic Development. Since 2008 he is working as a trainer in EU related subjects
and in the project management of several European initiatives for private organizations
and public bodies (consultant). He is the director of Materahub in charge for the EU
projects area and International cooperation. He is currently involved as project manager of
Paolo Montemurro
the project MOBILITAS - EYE program in which Materahub is involved. He is
coordinating the Strategic Partnership Break In The Desk which developed the Creative
Project Canvas, an innovative tool to support creative and cultural industries operators in
developing sustainable projects and entrepreneurial skills. He has been part of the group
that supported DG Growth in structuring the format of the Erasmus for Young
Entrepreneurs.
LoopMe (www.loopme.io) is an IT platform originally developed for research purposes at Chalmers University of
Technology in Sweden. The first version of the platform was used on entrepreneurship students in 2012. In 2014 the
platform was spun out as a research based education technology startup placed in the regional incubator Chalmers
Innovation. Numerous assessment studies have been conducted using LoopMe as a data collection tool, investingating
the impact of different kinds of entrepreneurial education on students of all ages, from primary education to higher
education and adult education. LoopMe has so far been used by some 3000 users in Sweden, Norway, Denmark, France
and Turkey.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Martin Lackéus (PhD) (M): Chairman at Me Analytics AB. Martin is a serial
entrepreneur in IT with long experience in mobile software design. He also works as a
researcher at Chalmers University of Technology focusing on entrepreneurial education
and its assessment. Martin has an academic educational background in Industrial
Engineering and Management, with major in entrepreneurship at Chalmers School of
Entrepreneurship and a PhD focusing on action-based entrepreneurship education and
Dr. Martin Lackéus university commercialization of technology.
Carin Sävetun (F): CEO at Me Analytics AB. Carin has a long experience of managing
different projects and organizations, also helping schools with different pedagogical
changes. She has also worked 4 years as research assistant in impact assessment projects
Carin Sävetun
outlined above. Carin has an academic educational background in communications and
media, and is also a certified coach.
FINEEC started its operations on 1 May 2014. It was formed by combining the evaluation activities of the Finnish
Higher Education Evaluation Council, the Finnish Education Evaluation Council and the Finnish National Board of
Education. The aim was to collect duties and competence related to evaluation under a clear entity and to consolidate
evaluation activities crossing educational level boundaries. The new Evaluation Centre creates improved preconditions
for the development of evaluation methods. In addition, the aim is to improve the preconditions for international
evaluation cooperation. The overall number of staff is approximately 45. The main office of FINEEC is located in
Helsinki. Some of the FINEEC operations are located in Jyväskylä. An Evaluation Council, appointed by the
Government to work in conjunction with FINEEC, monitors and develops the operations of the center and draws up its
strategic policies. The Higher Education Evaluation Committee decides on evaluation plans as well as planning and
evaluation teams for higher education evaluations. The Committee also decides on the outcomes of audits of the quality
systems of higher education institutions.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Mari Räkköläinen (PhD, MSc and Vocational Teacher), (F) is a Counsellor of
Evaluation in the Evaluation of Learning Outcomes unit at the Finnish Education
Evaluation Centre (FINEEC), Helsinki, Finland. She has overseen the national
development project of the national evaluation system of learning outcomes in VET. She
has made her research on context-based assessment as basis of learning outcomes. Her
research is focusing especially on the tensions control and trust present in national
evaluation, assessments, reliability of assessments and confidence in the assessment
process. Her special area is continuous professional development of education personnel
and she has been a member of the group which has prepared the VET Quality Strategy
2011–2020 (Finnish Ministry of Education and Culture). She has conducted several
evaluations and worked as an evaluator in many national evaluations. One of them
focused on social and communicative competencies required in working life. It provided
information about social skills, communicative competencies, learning-to-learn skills,
Dr. Mari Räkköläinen and competencies related to entrepreneurship.
International projects
• VET-LSA 2008–2009 (European Large Scale Assessment for Vocational Education
and Training / called ”Vocational Pisa”): Finnish coordinator in 2008–2009. The
project included eight European countries. Writer of the country report (2009)
• EU-TWINNING EGYPT -PROJECT: Strengthening the National Authority for
Quality Assurance and Accreditation of Education institutional capacity (NAQAAE)
in Egypt, short term expert 2013–2014
• Public Education Evaluation Commission (PEEC), Saudi Arabia, short-term expert
in evaluation of Saudi Arabia´s 45 school districts, working part of an international
evaluation team five weeks 12.10–15.11.2014
• ET 2020 Working groups: Member of the transversal Skills WG, expert in
Entrepreneurship 2015–2016. The working group contributed to the European
Reference Framework for Entrepreneurship Competence (EntreComp framework
defines entrepreneurship as key competence for lifelong learning). I was invited also
to Reviewers Body (2016) for validation of learning outcomes framework in
EntreComp
Besides education, our aim is to tutor each pupil’s entire personality. Our PPGO is the result of sound democratic
management, based on insight, understanding and participation. Education should provide each individual with
opportunities to develop their talents fully, avoiding excessive standardisation. Special attention is given to the
acquisition of an unbiased and creative view on man, nature and society. Each person is unique: that is why we want
every pupil’s individual features to bloom in all educational situations. This implies, among other things, equal
opportunities for pupils of equal ability. We educate youngsters to become socially involved, eco-friendly and tolerant,
with a broad-based interest in cultural events, both at home and abroad. The challenge was and still is to offer high-
quality education in an innovative and authentic way to the diverse student body. This asks for an innovative and
adapted approach.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
(Please add lines as necessary)
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Prof. dr. Koen DePryck (M), General Director of GO! School District Antwerpen. Prof
dr Koen DePryck teaches innovation of education and related subjects at the Vrije
Universiteit Brussel (VUB). Former director of one of the larger centres for adult education
in Flanders, he Is now superintendent of schools in the Antwerp region. Prof. DePryck
publishes and lectures extensively on evolutionary aspects of learning, the use of ICT in
education, formal and informal learning, the challenges of megatrends for education. He
is professor of research and education for sustainable entrepreneurship at the Anton De
Prof. dr. Koen DePryck
Kom University of Suriname. Koen DePryck is also member of the board and vice
chairman of VELOV, the Flemish association of teacher trainers. He is advisor on
education to the Organization of American States. As an accomplished Professor and
Director, Koen DePryck is skilled in achieving operational efficiency and increasing
revenue in Corporate Social Responsibility and he is committed to deliver high quality
results on sustainable education.
Ann Cox (F), Head of the department Internationalisation and Innovation. Ann Cox (F)
holds a master in law and excels at intercultural communication demonstrated by several
years of experience as a member of the Equal Education Opportunities (GOK) policy-
making team. She also is experienced due to professional know-how as a Vice Principal
and Principal in schools with a diverse student body. Responsible for project management
Ann Cox
of GO! school district Antwerp, she specializes in maximizing project opportunities in
various educational settings. Pluralism and cultural diversity are values preached by Ann
Cox, as shown in the elaboration of her project policy. Ann Cox has gained experience in
international project management through involvement in previous projects.
Hannelore Audenaert (F) works as international project officer and financial officer. She
obtained her master in communication science in 2007 and has been working as a project
manager ever since. With several years of experience in project management and financial
Hannelore Audenaert
controlling. Her contribution will focus on the project administration and day-to-day
management.
The Department of Educational Sciences is research-based and internationally oriented offering several high-quality
educational programs in instructional and educational sciences. One of the research groups within the department is
the Research Unit BILD (Brussel centre for Innovation, Learning and Diversity). BILD promotes interdisciplinary
collaboration for educational innovation. It works as an eclectic collection of researchers, educators and practitioners
with diverse backgrounds and experience, generating ideas and implementing experiments that have the potential to
transform education. IDEA programs share the common purpose of promoting social inclusion in educational priority
areas and implementing innovative learning environments. The BILD group is composed of 50 core and associated
members. The research group combines its multidisciplinary expertise on educational change, teachers’ professional
development, personalised learning, educational technology, and management and leadership in order to extend
knowledge on change processes in education.
Implementing learning environments for self-directed learning and synergizing personalized education (self-regulated
learning) and digital learning (blended and mobile learning) is a major focal area within the research programs of IDEA.
Throughout a long tradition within this domain, the research group aims at understanding the problems and processes
of educational change through e-learning environments and the application of these understandings for improving
schools and classroom practice. At the micro-level (teachers and learners), processes and effects of innovations on
learners, and factors, conditions and interventions and their impact on student learning are investigated. At the
organizational-level, the impact of the organizational culture, policy and the role of leadership in the change processes
is a particularfocus of attention. In particular, the research group examines how change and instructional innovations
can meet the needs of the rapid technological developments, and how individuals and organisations react and adopt
technology-enhanced innovations at various educational levels.
VUB will bring in scientific expertise within the domain of educational sciences. More specifically, it will provide its
expertise on personalised learning, professional development, pedagogical models (e.g., project based learning and
communities of practice), and educational innovation. Especially, ECT will greatly benefit from VUB’s expert
knowledge concerning factors that may aid the implementation of educational innovation (such as ECT) in daily
teaching practice. VUB will moreover draw upon its experience with Technology Enhanced Learning Environments
(TELE) with regards to in-service training and student learning (i.e., primary, secondary and adult education; teacher
training; mobile learning…). Through its recent involvement as t-MAIL project leader, VUB gains increased insights
into the mechanisms of direct feedback (through learning analytics) in order to boost student self-regulation and in-
service teacher learning. In addition, VUB has extended experiences with leading and participating European projects
that are thematically linked to ECT. These collaborative experiences make VUB a reliable consortium partner.
Moreover, the networks formed in the framework of previous European projects will be used to widely disseminate
and exploit ECT outputs. VUB can draw upon multiple networks at different levels, being academic, educational
(teachers, schools, teacher educators, educational policy), and European [e.g., UNICA (Network of Universities from
the Capitals of Europe), EARLI (European Association for Research on Learning and Instruction), EFEE (European
Federation of Education Employers), EDEN (European Distance and E-Learning Network), ETUCE (European Trade
Union Committee for Education), and ATEE (Association for Teacher Education in Europe)].
• VUB will draw upon its extended expertise relating to personalised learning, self-regulation and socially-shared
regulation to provide a sound framework underpinning the pedagogical design of the ECT CPD model,
technological infrastructures and procedures. It will equally apply its standard knowledge of pedagogical models
such as project-based learning, communities of practices and capacity strengthening.
• In this regard, VUB will safeguard sound application of ICT’s in education and will justify technology integration
from an educational perspective. It will ensure that technologies will effectively empower teachers and students
and help them self-regulate their learning rather than focus on transmission of knowledge to enhance
entrepreneurial competencies.
• Given the focus of ECT to use direct feedback loops to improve personalized entrepreneurial learning, VUB will
bring in its recent t-MAIL experiences with integrating learning analytics and direct feedback mechanisms to
multiple stakeholders (teachers, students, teacher educators, policy stakeholders, and scientists).
• Moreover, VUB has extended experiences with multi-stakeholder projects, which will be crucial for all WP4
activities related to CPD and for mapping learner needs (in e.g., teachers as learners). More specifically, VUB will
put to use its scientific studies with regards to a community school approach (engaging teachers and schools’ local
stakeholders) aimed at increasing student entrepreneurial learning.
• In addition, VUB will exploit its diverse range of networks to disseminate and exploit ECT’s results. Finally, VUB
has sound expertise in the design and evaluation of pilot studies, and in teacher professional development. As such,
VUB can contribute to other WP’s which aims to test and evaluate ECT in different pilot countries.
1.3 Operational capacity: Skills and expertise of key staff involved in the project
Summary of relevant skills and experience, including where relevant a list of recent
Name of staff member
publications related to the domain of the project.
Professor Koen Lombaerts (PhD) (M). Full Professor Koen Lombaerts is Fead of the
Department Educational Sciences and chair of the research group BILD (Brussels centre
for Innovation, Learning and Diversity) at the Vrije Universiteit Brussel. The work of Dr.
Lombaerts deals with the development and implementation of innovative learning
environments within formal and informal educational settings. A central focus in his
research is clarifying learner needs when designing learning and e- learning environments,
taking into account the impact of self-regulatory skills of students and teachers. He is
currently promoter of several PhD’s within this domain and published several peer-
reviewed articles in high standard international scientific journals on these topics.
Currently, he is the project manager of the recently granted Erasmus+ Key Action 3
projects, several national inter-university basic research programs and Flemish policy
Professor Koen research projects on educational innovation, teacher professional development and
Lombaerts personalised TECH-integrated learning.
Proposals submitted under the present call must select one of the listed priorities. Please identify which priority this
application addresses:
Describe briefly how your project addresses the selected priority (max. 1000 characters):
This project will address professionalisation of teachers through a skills framework model to understand and
strengthen teacher competences for entrepreneurial learning. This will impact on building creative and
entrepreneurial mindsets and bringing in real-life context within their teaching.
The project will develop and test EntreComp for Teachers via (1) EntreCompEdu a Professional
Entrepreneurial Skills framework. The project will consult widely to develop a competence based
framework outlining the skills that teachers can use to facilitate entrepreneurial learning in the classroom,
supporting by extensive user testing with learners, teachers, leaders, community and business. An (2)
Implementation Practice Map, collated by teachers and for teachers, will contain practical examples of
how teachers themselves have used these skills in their teaching.
This will be followed by development and testing of a (3) Scalable Model for Initial and Continuing
Professional Development [CPD] based on ECT, using an innovative social learning media to network and
support both trainee and existing teachers to enhance their skills.
2.2 The field(s) of education that will benefit from the activities /outcomes
☐ Adult education
☐ Higher education
x School education
x Vocational training
☐ Youth
Describe briefly how your project addresses these horizontal and sectoral priorities (max 1000 characters)
Promoting the take-up of practical entrepreneurial experiences in education, training and youth work:
Through the EntreComp for Teachers deliverables (skills framework, practice map, CPD), there will be
a clear rationale of what skills teachers need to implement practical entrepreneurial experiences, an
understanding of how to bring the real-life context to their teaching, and how to involve external partners
from community and business.
2.5 Topics
Please indicate below the topics that are addressed by this application (maximum 3 choices)
Describe briefly how your project addresses those topics (max. 500 characters):
The rationale:
Teachers are at the frontline of education, and in a changing world there are ever more demands on their
time and expertise. Entrepreneurial learning is perceived as an add on task by many teachers, and there is no
clear understanding of how these teaching pedagogies and didactics can actually support curriculum and
subject delivery while potentially addressing wider learning priorities such as learner engagement,
citizenship, social cohesion or employability. While EntreComp is a clear framework of the skills that
learners need to be entrepreneurial, there is no clear map to let teachers see how these skills can be integrated
into any type of learning, nor to show a teacher the strengths they already have and how they can use these
to deliver impactful entrepreneurship education within their own teaching. That it may be about rethinking
and re-purposing the skills they already have from their teaching or wider life experience learning, or seeing
exactly how these skills can be pot into action in the classroom.
Yet national and international policy continues to ask schools and teachers to respond to the call for increased
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action to develop entrepreneurial skills and behaviours 1, leaving them struggling to reconcile competing
demands. This also reflects the ongoing challenges of flexibility in curriculum delivery, assessment
constraints, engagement of external partners and crucially the training of teachers as the individuals at the
frontline of the learning experience for young people across Europe.
The impact of this work comes back to reducing the increasing skills mismatch between the skills our
education systems are delivering and the needs of society – that teachers are asked to combat, that is resulting
in a serious skills shortage and damaging the aspirations of Europe's young people and, ultimately their
future well-being and prosperity. 2 In a typical education system such as the US 3, results indicated that ‘since
1990, even as IQ scores have risen, creative thinking scores have significantly decreased' 4. These skills and
mindsets are indispensable in a society and workforce that must be alert and responsive to change and
capable of designing and implementing new innovative and entrepreneurial solutions to complex problems.
The solution:
Teachers need to rethink the skills they have and how they can be used, by seeing their own strengths within
a professional entrepreneurial skills framework designed with and for teachers. This project aims to improve
the quality (and inclusiveness) of school education through making direct policy and practice based links
between the professionalisation of teachers, educators and leaders and how this can be supported by
developing the capacity of teachers to deliver entrepreneurship education through their teaching. The
‘content’ of a professional skills framework will be drawn from the EntreComp framework, designed to
support learners in developing the kinds of creative and critical thinking skills they need for life and
employment. 5 This framework is chosen because it meets European-wide policy imperatives, offers
consistency to the quality assurance of the project and enables teachers to tailor and align their own
professional learning to student focused outcomes. This will be the first time in Europe that a teacher focused
skills framework has been developed to address the high priority yet difficult-to-address teaching area of
entrepreneurship education. The skills framework will operationalise a teacher-focused model of the skills
teachers need to develop to facilitate entrepreneurship education, a Practice Map will demonstrate both what
these skills look like in practice and a personalised learning process and an innovative collaborative training
model will provide a personalised learning model to support teachers to develop and/or strengthen these
skills and practices. This will be brought together into a Policy Toolkit to demonstrate how implementation
of these deliverables can be scaled up to impact at macro-level through more and better quality practical
entrepreneurial learning experiences for young people.
Project Strategic Objectives:
SO1 Design and development of ECT - a professional entrepreneurial skills framework for teachers,
a both strategic and practical tool supporting a common understanding and operationalization of skills
development needed for the delivery of entrepreneurial teaching, learning and assessment. This aims
to support teachers to empower all young learners, with an explicit focus to engage learners from all
abilities, less privileged backgrounds and those with disabilities, to develop their innovative and
entrepreneurial capacity.
SO2 Develop an innovative self assessment tool which will empower teachers to understand their own
skills and strengths to deliver entrepreneurial teaching, learning and assessment.
SO3 Design and pilot cutting edge professional development for trainee and existing teachers that
develops teachers skills based on ECT skills framework and demonstrates how these skills can be put
into action in their teaching through a Practice Map, to support practical entrepreneurial experiences,
1
Ruskovaara, E. and Pihkala, T. (2013), "Teachers implementing entrepreneurship education – classroom practices", Education + Training, vol. 55, 2,
pp. 204-216.
2
World Economic Forum, (2016) The Future of Jobs, Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, Global Insight
Report http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
3
No comparative or detailed data available for Europe
4
Kyung Hee Kim (2011): The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking, Creativity
Research Journal, 23:4, 285-295 http://www.nesacenter.org/uploaded/conferences/SEC/2013/handouts/Kim_Creativity-Crisis_CRJ2011.pdf
5
Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence
Framework. Luxembourg: Publication Office of the European Union
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engagement of stakeholders into education and development of entrepreneurial and creative mindset
of learners.
SO4 Embed the use of Entrecomp as a learning outcomes framework developing innovative, empowered
learners.
SO5 Develop a system model of ECT through a policy toolkit that can be promoted to and for the policy
level with clear evidence of how it can support system change
SO6 To generate a sustainable and systemic impact on education by widely disseminating the
knowledge generated to key stakeholders at all levels of policy, community, business and education
Project Outcomes:
- Co-constructed and tested EntreComp for Teachers - a Professional Entrepreneurial Skills framework
for Teachers inspired by EntreComp, developed in close consultation with learners, teachers, school
leaders, community and business
- Clear understanding of how a professional entrepreneurial competences framework is applicable to all
curriculum areas
- Demonstration of the effectiveness of the principle of Deliberate Practice in teaching to drive effective
CPS and support life long learning mindsets for teachers
- Training model for teachers through initial teacher education and continuing professional development
using an innovative and collaborative social learning media environment (loopme.io)
- A policy toolkit outlining why and how the SKILLS FRAMEWORK can be embedded into existing
ITE and CPD at national and regional level, developed in consultation with European and
national/regional policy-makers
Building on this, our project will be based on the characteristics of the most effective CPD. These include:
● opportunities for collaboration
● evidence informed decision-making
● regular and critical self-evaluation and reflection
● an inquiry-based approach
● student focused outcomes
6
https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology/
7
http://www.suttontrust.com/wp-content/uploads/2015/01/Developing-Teachers.pdf
8
Curee (2012) Understanding What Enables High Quality Professional Learning, Coventry.
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● sustainable and relevance practices. 9
ECT will design and test blended cross-cultural teacher development program (tailored to firstly initial and
secondly continuing professional development) focused on fostering inclusive engagement in
entrepreneurship education. Training will be facilitated via LoopMe, a collaborative social learning media
environment, providing a professional learning community where teachers can share ideas, evaluate,
reflect and retain control over their own learning and commitment to professional development.
The first phase of training will engage trainee and existing teachers from six countries as action researchers,
to test and research their own personalised learning. This will result in concrete outcomes in terms of teacher
skills development measured through a tailored self-assessment tool and validated through learning outcomes
mapped within the ‘LoopMe’ social learning media training environment. All teachers would be asked to
contribute practice examples – pedagogies, technology-based tools or teacher techniques, that they consider
demonstrate ECT skills framework areas in action.
A second phase of CPD will open this process to online-only participants engaging via the LoopMe
platform, allowing a low cost and scalable model to be tested and validated. This training phase would be
promoted to all countries in Europe via strategic partners and collaborators.
Links between education and community/business – building real-life context into learning:
A strong focus across the ECT project will be to develop the engagement of external stakeholders. This
would be through the design and testing of all project deliverables, as well as to build understanding and
knowledge of the why and how to engage these partners into the learning process. Research from the UK 10
shows that strong links between schools and employers contributes positively to prospects
for student employability.
3.1.3 Innovation
Please describe the project's innovation potential and what are the main innovative elements of the project (e.g.
ground-breaking objectives, novel concepts and approaches).
Translating EntreComp into a professional skills framework for teachers
While this is about to be launched for DigComp (DigCompEdu), a teacher-based skills framework has not
yet been developed for EntreComp. There is no existing skills framework linked to the delivery of
entrepreneurial learning in the classroom, and importantly no existing practice map aligning identified skills
areas to practical ways to put these skills into action with learners. Our ECT skills framework will be co-
constructed with teachers themselves, alongside consultation and user testing with learners, policy-makers,
community, business and entrepreneurs. professional learning community of teachers and partners. This
will denote a shift from a traditional ‘fix it’, top-down attitude to a ‘growth-driven’, collaborative, inquiry-
based approach to professional learning. The focus will be entrepreneurial education using EntreComp as a
shared, bridging framework between teaching and learning
9
See, for example, Walter, C. and Briggs, J. (2012) What professional development makes the most difference to
teachers? University of Oxford Department of Education
10
Brooks, Ruth (2012) Evaluating the impact of placements on employability. In: Employability, Enterprise and
Citizenship in Higher Education Conference 2012, 27 March 2012, Manchester Metropolitan University. Pegg, A. et al
(2012) Pedagogy for Employability, London: HEA.
11
Erisson, K. (2016) Peak: Secrets from the New Science of Expertise, Houghton Mifflin
20 Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.
The transnational cooperation of this project adds to the depth and applicability of the toolkit for policy
makers. By being tested in six regions/countries spread across Europe and of diverse nature and size, this
will provide the breadth of experience needed to demonstrate applicability of the model to countries across
Europe:
South-East / Pre-
FYRO Macedonia accession National NA Modest Innovator
Regional and
Italy South National 14.7% Moderate innovator
M10-20 Development and delivery Will professionalise teachers by developing their ability to
of CPD - Phase 1 embed entrepreneurial learning into their teaching through
a blended learning approach within the LoopMe social
Incl. design and
learning media environment, by:
implementation process,
- Introducing them to the skills framework
CPD phase(s)
- Developing understanding and buy-in for
entrepreneurial learning in their teaching
- Self assess strengths against skills framework
- Using the principle of deliberate practice, will allow
teachers to identify and improve specific skills to
support improvement in their teaching (personalised
learning). Includes specific focus on engage external
partners into learning
− Teachers develop their own practice examples to share
with other teachers and critically review the training
process through role as action researcher
M12-30 Development of ECT Ongoing action to collate and review practice examples by
Practice Map and for teachers, and bring these together into a practice
map linked to the ECT skills framework.
M20-30 Development of CPD Phase Training is redesigned to be delivered online only, and
2 – online teacher training opened to teachers across Europe.
Incl. design and
implementation process,
CPD phase(s)
M24-36 Dissemination and Includes the development of policy toolkit (by M30 to be
exploitation launched at European Business Summit) to demonstrate
findings and their relevance as a policy tool to support
education, employment and economic outcomes/impacts
and disseminating it to policy makers.
M1-36 Evaluation Baseline and final assessment of teacher competences.
User testing of deliverables to inform review and ongoing
improvement
Demonstrate how efficacy and relevance of different
deliverables and the policy toolkit which brings these
together into one model.
Teachers
− Who lack an understanding of how teacher entrepreneurial skills are relevant to and can impact their
teaching
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− Who lack high quality professional development relevant to entrepreneurship education
− Who lack the awareness of entrepreneurial pedagogies
− Who lack high quality teacher tools.
− Gaining an understanding of the why and how to facilitate the creative mindset development through
innovative learning and teaching practices
− Having tools at hand to measure their entrepreneurial skills and are being given approaches how to
improve their skills
− Having ideas how entrepreneurial learning can easily be introduced into their pedagogy without
creating additional workload
− Having routes to introduce the wider community into the school life
− Having an understanding and acceptance how skills developed through wider life experience can
contribute to skills for teachers in the classroom.
− Who are not responding to the need for new methods of learning to build entrepreneurial skills
− Who are not providing the required support to enable school change
− Having tools at hand to easily implement entrepreneurial learning approaches into their classrooms
− Being connected with a community of like-minded practitioners for reflection
− Having the skills and tools to actively achieve education innovation for the benefit of teaching and
learning
− Being embedded as central part in the wider community.
Policy Makers
− Who face ongoing challenges of learner disengagement and early school leaving
− Who have no international indicators relevant to entrepreneurial learning
− Who face a disconnect between learning in the school system and skills employers need
− Who have no national mainstreamed approach to entrepreneurial learning in Europe
− If entrepreneurship education exists, the focus is on business and not its social value.
In addition to these target groups, learners and the society at large are clear beneficiaries of the ECT
project too.
− Are provided with the skills (in particular innovative and entrepreneurial thinking) to be part of a
workforce that is alert and responsive to change and capable of designing and implementing new
solutions to complex problems
− Have the opportunity to meet external stakeholders through learning.
− Understand and see ways that they can engage in learning – to support more real life context for
learners within their learning experiences
− See the concern about low levels of entrepreneurship spirit in Europe addressed
− Benefitsfrom the engagement between schools and business / the wider community and provides
community representatives (civil society, business, social innovators, parents) with avenues showing
them why they should and how they can engage
− Benefit from the project’s focus on the creative mindset as an enabler of innovation.
The Lead Partner, UWTSD, will be responsible for the implementation of this WP and will appoint a
Project Coordinator, Finance Manager and Administrator to work on the project as described below.
UWTSD will also take a leadership role in the oversight and quality assurance of the implementation of
WP2, WP3, WP4, WP5 and WP6, working closely with each respective work package leader and the
Working Group. Within this, UWTSD will maintain overall responsivity for technical implementation,
reporting, financial claims, audits and critical risk assessment and ethics. This management structure is
represented in 3.3.3 below. A detailed breakdown of tasks and responsibilities is as follows:
Partnership Agreement. The Partnership Agreement will be prepared and signed between the Lead
Partner and each Partner, pursuant to the Erasmus+ common provisions, ensuring the smooth completion
of partners’ obligations and the proper implementation of the project. Decision making will be based on
unanimous decisions mainly during the Coordination Meetings. Conflict resolution among partners will be
pursued via mutual understanding collaboration under the arbitration of the Lead Partner.
Task 1.3: Monitor and develop ECT project performance indicators (M1-M36): A comprehensive set
of Key Performance Indicators (KPIs) will be developed for each WP by the Working Group and Project
Coordinator, using the SMART methodology. The KPI’s will be monitored on a twice yearly basis
through Task 1.5 and reported to the Project Steering Group. The Project Advisory Board will also review
the KPIs and report on project delivery. Corrective measures will be developed for any areas of
underperformance, and good practice disseminated through the PSG and WG.
Task 1.4: Financial Management and Resource Allocation. In accordance with Consortium
Collaboration Agreement and EC Grant Agreement, the project coordinator, with the assistance of the
other consortium members, will ensure that deliverables, technical and financial reports are reviewed and
delivered to EC on time. The financial report from each project partners will be audited by the Financial
Manager, member of Project Steering Board. The Financial Manager will audit the declared expenditures
in comparison to the realised activities as stated in the progress report. The progress reports will include all
the deliverables which justify the implementation of the project activities. They will also contain a
comparison of the initially established targets and those achieved. The financial reports will include entries
for the costs incurred during the reporting period of the project, categorized according the foreseen budget
lines.
Please explain how the monitoring strategy is organised. In particular, explain how the risk identification and a mitigating
actions plan is envisaged within the monitoring strategy.
ECT is an ambitious project with a large budget and a multinational partnership. It consequently carries a
certain level of risk that will need managing effectively. As shown below, a provisional risk assessment
has been carried out, and will be monitored through Task 1.5 (Quality Management and Assurance).
Before each stage of the project commences the Project Coordinator and Work Package Leader will
complete a full risk assessment. This will follow the process of identification, evaluation (ranking in terms
of likelihood and impact) and response planning. Prevention or reduction plans can be put in place or the
risk can be accepted and tolerated. Alternatively, a contingency plan could be put into place and a
contingency trigger assigned. The impact of this risk will then be assessed and contingency resources
planned. Once the risk assessment is complete, it will be included in the Milestones Report and approved
by the Project Steering Board. Whenever a major change to the project occurs, risk assessment will be
revisited to ensure no new risks are evident and that existing risks have not changed. The management of
risk will be facilitated through the Risk Log. This will detail the identified risks, their likelihood and
impact, contingency plans, the risk owner and the contingency trigger. Once a risk contingency has been
activated it will record the details of this and the outcome for the project. The Project Coordinator
maintains the log.
Please define the specific quality measures to be put in place, as well as indicators foreseen to measure the outcomes of
the project. Explain which mechanisms you intend to use to ensure the monitoring and evaluation of the project, its
deliverables, results and outcomes.
Quality measures and the mechanisms used to ensure the monitoring and evaluation of the project
Quality assurance is given central importance in the project to ensure the appropriate quality management
and continuous improvement of the work and deliverables of the project. The quality management will
focus on management process, the evaluation results undertaken in WP6 (Research and Evaluation) and
WP 4 (CPD) The monitoring of the proper implementation of each WP and Task will be undertaken by the
Project Coordinator. The following two phases are foreseen:
• Risk Management: This phase will concern the identification of the risks, the assessment of the
impact and the cost and delay; and the definition of actions to reduce the unacceptable risks. Based
on the risk analysis and within the quality planning process, procedures will be developed oriented
to Internal Auditing and Preventive/ Corrective Actions. A Risk Management Log will be
produced in this regard.
• Quality management: will be a continuous activity during the implementation of the Project. The
purpose of quality management will be to ensure that all quality criteria are being met. Quality
control will take place before deadlines, before reporting and before milestones such as interim
and final reports. Quality management will be undertaken by the Project Coordinator and report to
the Project Steering Group within the context of the project progress reports. In addition, the
Project Coordinator will prepare the Quality Management Handbook and will be responsible for
the preparation of the Interim and Final Quality Reports. The purpose of the Quality Handbook
will be to define the structure of the project’s Quality Management System, the tasks and
responsibilities of the involved personnel and finally the procedures and guidelines which will be
used by each Work Package leader to ensure high standards of quality of the work produced. It
will include the detailed description of procedures such as:
• The evaluation measures will demonstrate the usefulness of the SKILLS FRAMEWORK and
effectiveness of the CPD.
Budget development. All budget figures presented in Part 5 of the proposal reflect the estimated costs
expected to be incurred in carrying out the project and were calculated according to the accounting systems
of the partners, who will each contribute 25% of the project budget though their own resources. The overall
financial plan matches the complexity of the project and the different roles of the partners, and the project
has been designed to achieve the highest impact with the lowest financial resource. The approach taken in
the allocation of resources to tasks and partners, to ensure good project delivery and value for money, is as
follows.
Justification of Resources.
Travel. Travel and subsistence costs have been kept to a minimum by scheduling all Project Steering
Meetings centrally in Brussels. This also means that four partners (GO, VUB, BANT and EBS), all based
in or close to Brussels, do not require project resources for this purpose. Additional meetings will be held
remotely using electronic communications (GoToMeetings). Project management meetings account for 57%
of the Travel & subsistence costs (€51,000, while a further €45,700 will be used to directly fund the travel
of teachers, school leaders and policy makers to attend project meetings and focus groups in WP2. The
partnership’s commitment to value for money and the allocation of resources to project stakeholder
involvement is reflected in this regard.
Other Costs. The Partnership is committed to ensuring the highest possible impact for ECT, and has
committed 17% of the budget on ‘other costs’ to ensure the direct and high quality engagement of
stakeholders in the project’s activities. Under this category we have included €36,000 for translation, to
ensure that teachers can access the project’s outputs in National languages (including the medium of Welsh
in the UK), €32,400 to cover 210 days of supply teacher costs to trial the CPD programme (12 teachers per
country at 2.5 each), and an additional €20,000 to ensure high quality dissemination and exploitation. The
partners have not foreseen any subcontracting and to keep cost at a minimum and will use existing equipment
in the delivery of the project.
Staff costs. The costs for the single partners are well adjusted to their individual engagements and workloads
in the WPs. Except for Partner 3, based in the Former Yugoslav Republic of Macedonia where human
resource costs are considerably lower, each Partner’s budget is relatively equal to ensure equal capacity,
commitment and involvement in ECT’s activities. Work Package Leaders have higher costs as compared to
the partners, who are contributing to the WPs, to ensure sufficient resourcing of the leadership role.
Likewise, the project coordinator (UWTSD) has allocated 70 days of project management and 60 days of
administrative support to ensure the proper implementation of the project, with the costs as follows:
While modest at just 6% of HR costs UWTSD has extensive experience of coordinating projects and
experience demonstrates this is sufficient. Any additional HR commitment will be met from UWTSD’s own
project management resources. To meet ECT’s objectives, and to ensure value for money, almost half the
project’s Human Resources are also weighted towards activities which directly engage with teachers (35%)
and stakeholders through dissemination and exploitation activity (10%), with a further 25% on the
development and evaluation of CPD resources, as can be seen below:
Likewise, the allocation of resources for Partners involved in these tasks is also weighted towards piloting
partners:
Travel &
HR costs Subsistence Translation Events Dissemination Audit Total
WP1 58289 51590 0 6000 115879
WP2 92473 36000 7500 13200 149173
WP3 28326 600 7500 36426
WP4 146283 7500 26400 180183
WP5 43460 3000 46460
WP6 7650 1000 7500 28000 44150
Total 376481 89190 33000 39600 28000 6000 572271
Under this criterion the applicants need to focus on the expertise of the partnership proposed to achieve the project's
objectives, cooperation arrangements and on the partnership's capacity to translate results into policy actions and
transfer these to policy makers as well as the ability to potentially influence the European policy Agenda.
The ECT project brings together an strong and diverse partnership consisting of three universities with
world leading expertise in creative pedagogy, education innovation, entrepreneurial education and
evaluation (University of Wales Trinity Saint David, Lappeenranta University of Technology, Vrije
Universiteit Brussel), two University spin-outs with strategic priorities in educational development and
entrepreneurship (National Centre for Development of Innovations & Entrepreneurial Learning and
MeAnalytics), educational evaluators (Finnish Education Evaluation Centre), two educational policy experts
(Bantani Education, European Business Summit), state based education providers (GO! Onderwijs
Antwerpen), and regional/business development linked organisations with a particular remit for education
(Innogate to Europe, Consorzio Materahub Industrie Culturali E Creative) and expertise on educational
software with a key expertise in social learning (MeAnalytics).
Each partner brings essential expertise and knowledge and an extensive network that will enable EntreComp
for Educators to reach its objectives. With a broad geographic spread covering Nordic, western, southern
and south-east Europe, and representing both regional and national level organisations, this offers the
diversity needed to test, validate and disseminate a system model for ECT.
The three Universities are the leading partners in creative educational development and will lead the
consortium’s first three strategic goals (though al partners have expertise in this area), SO1 (the design and
development of the skills framework), SO2 (to develop innovative self-assessment tool based on the skills
framework) and SO3 (to design and pilot cutting edge teacher development courses to develop the skills
identified in the framework). The University of Wales Trinity Saint David (UWTSD) will lead WP2 on the
ECT skills framework. Expertise here draws on the University’s long history of providing initial teacher
education and training with an extensive reach into over five hundred partner schools located across South,
Mid and West Wales. LUT will lead on WP3 (linked to SO2)regarding the self-assessment tool, building
on their vast experience of the design and implementation of the MTEE online teacher assessment tool.
VUB will lead on WP4 linked to SO3 , using the expertise of their education sciences department in online
teacher development and e-portfolios (particularly from the EU Tmail project) working in close
collaboration with MeAnalytics who bring their LoopMe social learning media platform as an online
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collaboration and networking environment allowing assessment of learning outcomes and delivery of CPD.
Their work will fulfil SO4 (to embed the use of Entrecomp for learners within the teacher training process)
providing a bridge between the teacher skills framework and the learner-centred approach of the existing
EntreComp framework, supported by UWTSD and Bantani Education involvement in the development of
the latter framework.
NCDIEL will bring their extensive EU project experience and their background as a lead organisation within
the implementation and evaluation of the Macedonian national entrepreneurship strategy. Supported by the
Finnish Education Evaluation Centre and Lappeenranta University of Technology, NCDIEL and our
partners will use their very extensive experience in the development of international and national educational
evaluation, research and benchmarking to achieve the aims of WP5 on Monitoring and Evaluation.
Bantani and the European Business Summit (EBS) will lead on interaction and dissemination at European
level to support SO8, and direct this work at national level, supporting WP6. Bantani is a European-level
non-profit organisation leading on entrepreneurial learning promotion, while EBS is a leading policy
interlocutor at EU level working to bring the voice of business into different policy areas including
education. These organisations will lead the development of the Policy Toolkit, leading on consulting and
user-testing to ensure its relevance and usefulness to policy-makers at all levels. This policy toolkit will
bring together all deliverables of the project into one tailored package as the primary deliverable of the
project and fulfil SO7.
Practice:
A wide range of practice expertise exists within the partnership:
Skills frameworks development – UWTSD, FINEEC, BANT, LUT, NCDIEL
Teacher Education - UWTSD, VUB, GO, BANT, LUT
Entrepreneurship/creative education - BANT, UWTSD, GO, MATHUB, ME, INNO
Education-business partnerships - NCDIEL, INNO, GO, MATHUB,
Education innovation – VUB, UWTSD.
Analysis:
Skills frameworks research and development – UWTSD, FINEEC, BANT, LUT, NCDIEL
Research and country analysis – UWTSD, VUB, LUT, BANT
Policy making:
All partners have connections to and experience of working at policy level, particularly UWTSD, BANT,
EBS, LUT, NCDIEL and FINEEC. While section 3.3.4 demonstrates the routes to policy for all partners,
there is also a EU coordination led by BANT and EBS. They will be actively focused (via WP6) on
promoting to the regional, national and EU policy level through their strategic connections and partnerships
(Business Europe, CSR Europe, EARLLAL, LifeLongLearning Platform, ReSET Network, ERRIN,
European Institutions)
Project Steering Board. Each partner will delegate one representative to the Project Steering Board
who will have one vote. The Project Steering Board will meet two times per year Project Steering
Board will monitor and guide the implementation of the project, resolve raising conflicts, as well as
review work plans and deliverables.. The tasks and decisions of the Project Steering Board will be
guided by the outcomes of the Quality Monitoring, Auditing and Evaluation system (Task 1.4)
Working Group. The Working Group which will be chaired by the Project Coordinator, is the central
unit for the technical coordination of all the tasks across each WP. Each partner will delegate one
technical representative to the WG.. The Working Group will meet at least on a 3-monthly basis, twice
per year at face-to-face meetings which will tie in with the meetings of the Project Steering Board (and
at least twice by year by remote means). The Project Coordinator may request more frequent meetings
if required.
Project Coordinator (PC) The Project Coordinator and will be responsible for managing the project
on a day-to-day basis. This role will involve chairing the Project Steering Board and Working Group
meetings, managing the project on behalf of the Project Management Group, liaising with the EC’s
Officer and providing project administration support. The PC will be responsible for:
• Managing the project, organizing and supervising operations within schedule and budget
• Proposing strategic orientations to Consortium members
• Control of risks and contingency plans during the execution of the project
• Provide overall financial status information and identification of financial issues
• Ensuring fluid communication with the EC, including reports delivery
The Project Management Group have also appointed a Dissemination and Exploitation Manager
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(Rebecca Weicht, BANT) a Financial Manager (Dr Matt Briggs, UWTSD) and an Innovation Manager
(Elin McCallum, BANT) who will report directly to the Project Steering Board and Project
Management Group. They will respectively be responsible for the development and coordination of the
dissemination and exploitation strategies for the project.
Innovation Management. Innovation management will be led by the Innovation Manager (Elin
McCallum, BANT). Management of knowledge and innovation is an integral part of our project. We
will focus on the role and synergies between partners’ experiences, competences, capabilities, and on
how partners will protect inform policy and practice, and share, manage IPR capital and undertake
effective exploitation. Detailing of the exploitation plans and preparation for innovation activities will
be continuously followed up throughout the project. In the event of any conflict between project
participants, issues will be dealt with appropriately and pragmatically be the Project Management Board,
to ensure that problems are dealt with promptly and with minimal disruption to project delivery.
Work Package Leaders. We have defined the role for Work Package Leaders (WPL). Each WPL,
identified in work package descriptions in Table 4, will be responsible for the management and
successful delivery of that work package and will be members of the Working Group. The following is
a list of the responsibilities of the WPL:
• Coordinate the cooperation between partners within the WP
• Coordinate the technical work of the WP
• Agree tasks to members of the Work package teams (Task Leaders)
• Monitor the milestones, deliverables and the expected outcomes of the work in the WP
• Plan, coordinate and harmonise deliverable content
• Report on progress to the PC in activity and progress reports
• Organise WP meetings as necessary
• Coordinate the WP input/output from/to supporting partners and external parties
• Share and disseminate information to the other work package leaders to ensure a smooth
coordination of work package activities.
This structure will allow an appropriate balance between analysis work and exploitable outputs for policy
making.
Project Advisory Board A Project Advisory Board, (PAB), will be assembled to provide global
expertise and a further layer of quality control and provide their opinion on the direction in which the
project is going is an important input to the project. The PAB will be made up of selected experts in the
field, from a diverse set of backgrounds (education industry, social innovation etc.) and geographies,
who have technical expertise in a subset of the topics that the project is developing and testing. The
role of the PAB will be to periodically review the progress and results of the project from a variety of
angles and provide advice on ongoing and future work. The Project Advisory Board members will be
invited approximately once per year to attend one of the regular project meetings. They are expected to
inform the consortium about education, technology or other trends that are of relevance to the project
work, increase the impact of the project by creating visibility of ECT in other geographic regions (e.g.,
US, China, etc.), and provide an external view of the project, to allow the project leaders to better
position and articulate the public profile of the project. Project Advisory Board members may also
participate in some of the planned dissemination activities of the project, such as training activities or
transnational workshops etc. The Project Advisory Board, is chaired by the Innovation Manager. The
following individuals will be invited to participate:
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Organisation Contacts Scope
UNCTAD – United Fiorina Mugione – Chief of International
Nations Conference on Entrepreneurship Section
Trade and Development
Margherita Bacigalupo – Joint Research European (lead for EntreComp)
European Commission Centre (confirmed)
Global Education expert Kelwyn Looi (confirmed) International
European Commission TBC - DG EAC EU
European Commission TBC – DG EMPL EU
EU Partner Countries – south
European Training eastern Europe, Eastern
TBC
Foundation Partnership, south
Mediterranean
The partners in the EntreComp for Teachers project are policy oriented with engagement into the regional,
national and European development of strategic priorities in educational development and entrepreneurship.
They have expertise in supporting the role of entrepreneurial learning ecosystems at regional and national,
including connecting learners and educators with external partners from business, community and policy to
be directly engaged in design and delivery of learning
This project will engage in high-level discussions and to consider global perspectives that can impact, or
have impacted, on policy-making is enhanced by the expertise of Bantani Education and the European
Business Summit both of whom contribute to educational policy development at national and EU levels.
Project coordinators, UWTSD’s International Centre for Creative Entrepreneurial Development, the
National Centre for Development of Innovations & Entrepreneurial Learning and Bantani Education are
highly active in the national educational state policy sphere with regular high level work for the respective
state departments, agencies and international NGOs (such as national and regional governments, European
Commission, European Training Foundation, UNESCO UNCTAD and the World Bank). IICED will also
make significant policy interventions by bringing their distinguished group of international experts in
entrepreneurial education to further promote the findings into academic journals and scientific discourse.
The direct involvement of the Joint Research Centre through the Project Advisory Board will allow the
project results to be disseminated through the interenational policy communities and promoted as a
transnational example of EntrreComp implementation via European Commission expert and working
groups. We will also invite existing contacts with DG EAC AND DG Employment to join the project
advisory board to act as advisors with support dissemination to relevant Member State Ministries.
Our piloting partners (GO! Onderwijs Antwerpen (GO), National Centre for Development of Innovations
& Entrepreneurial Learning (NCDIEL), University of Wales Trinity Saint David (UWTSD), Finnish
Education Evaluation Centre (FINEEC), Innogate to Europe (INNO) and Consorzio Materahub Industrie
Culturali E Creative (MATHUB) will further ensure this wide dissemination and have established linked
to the policy level to ensure engagement of the policymakers with competence for education from the
outset of the project, and to engage them into a local steering group to guide and oversee the progress and
dissemination of project results:
− GO! is part of the Go! Flanders-wide network of community schools with over 1000 institutions across
the region. They are funded directly by government to deliver education at all levels. They work
directly with government policy makers and are key influencers within the development and
monitoring of Flanders entrepreneurial education strategy.
− NCDIEL is a lead organisation within the National Steering Group for Entrepreneurship Education,
working closely with policy makers from the economy and education areas to develop national
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initiatives to support the implementation of this national strategy.
− UWTSD work directly with schools and policy. They work closely with Welsh Government as expert
advisors on entrepreneurial learning to the network of Welsh Pioneer Schools leading development of
a new competence framework for wider skills (e.g. digital/entrepreneurial) and also as the first
University-accredited teacher training provision for school teachers on entrerpreneurship education in
collaboration with Welsh Government and other educational partners in 2011. The UWTSD teacher
training initiative is the first in the UK to offer a fully validated PGCE/PCET teacher training module
in entrepreneurship education. They also chair the Wales Education Commission, implementing the
latest recommendations for the evolution of the Welsh Education System from the Donaldson review.
− INNO work closely with the Spanish Confederation of Schools (CECE) on projects and initiatives
related to both policy and practice. This ensures links to policy makers at national level building on
their strong collaboration with the regional Autonomous Community education ministry in Madrid.
− FINEEC work on the national evaluation of education, and are key partners of the Ministry of
Education and the national steering group for entrepreneurship education and this results in concrete
influence and contact with policy makers and schools.
− MATHUB has a signed working agreement with the Regional Office for Schools, the representative
institution of the Italian Ministry at regional level, to involve and promote initiatives relevant for the
topic of entrepreneurship education. The direct link to policy is clear, and through this as well as active
development of entrepreneurship education networks in the area, have forged working links with a wide
range of schools via education-business projects and regional initiatives.
Supporting this is a map of how these skills translate into teaching pedagogies and didactics, as well as
professional development to understand strengths and identify where to target training to develop individual
teacher competences. The result is teachers who understand the why (importance) and how (methods) of
community and business engagement to support entrepreneurial learning. The impact is professionalisation
of the teacher community in terms of their confidence and ability to deliver high quality entrepreneurship
education within curriculum, and an understanding of how these methodologies support wider policy
priorities (e.g. citizenship, employability).
− Project website (developed by EBS) using simple engagemrnt tools like padlet and tricider
− Project newsletters 3 per year (developed by all project partners, led by BANT)
− Social media accounts – facebook and twitter (managed by BANT)
− Conference workshops e.g. European Business summit (event managed by EBS), EU Evaluation
conference (by FINEEC), ISBE and IEEC (by UWTSD)
− Demonstrator events for EU policy makers e.g. through OMC groups (managed by BANT)
− Overall coordination of national dissemination and exploitation activities (managed by project
partners in each country)
Primary target audiences for the project are teachers, school leaders and policy makers, to achieve wide-
spread EU up-take of the professional skills framework and practice map. Our dissemination activities
13
Such as Rethinking Education (2012), Entrepreneurship Action Plan 2020 (2012) and the 2014 Final Report of the EU
Thematic Working Group on Entrepreneurship Education.
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facilitate the project's general and strategic objectives by increasing their reach, enabling exchange and
engaging partners. This is of importance as the project is only then successful when it can make a broad
impact and bring its innovative approach to education. Thus, dissemination activities are closely linked to
engaging target audiences effectively at the level where they have the competence to make a change.
Before and throughout the project, ECT consortium partners and Project Advisory Board will use their
networks and access to influencers to disseminate information on the project to grow interest. It will do so
by heavily promoting ECT through network or institutional contacts (meetings as well as using newsletters
and social media channels that hold information available for the target audiences and can be accessed at
times of their convenience, e.g. during a commute in the form of bite size video updates) in the first year of
implementation. We will interest the target audiences by highlighting the innovative and easily
scalable approach of ECT and its tools. Teachers and school leaders will understand that they are not
required to do more work but learn how the work they are doing already will align with the teaching of
entrepreneurial skills through awareness raising of what it means to teach entrepreneurial learning.
Thanks to the partners’ strong networks to policy makers, we will engage policy makers continuously
throughout the project lifecycle. We will first raise awareness of the project in the networks of partners
through networks contact. These range from working groups engaged with topics of entrepreneurial and
creative learning (e.g. National Entrepreneurship Steering Group in Finland, LLLP, EARLLAL),
professional associations (e.g. the Association of Teacher Educators in Europe, EURASHE, EUROCLIO),
sustainability initiatives (e.g. through EBS’ partner CSR Europe) and more. We will then continuously
update a wide range of stakeholders through newsletters and social media channels (namely Facebook for
these audiences to be able to follow the aspects of the project they are particularly interested in both a
professional and personal capacity). Finally, building on this constant stream of information, we will host
workshops in all partner countries to really engage with teachers, school leaders and policy makers. This
will be (NB activity is in addition to the user testing with these audiences through WP2), focused on
dissemination of project results. It is deemed that local events will be more effective than one final
conference to ensure maximum uptake at regional and national policy level.
At European level, EBS will be a crucial partner who will disseminate the project outcomes and outputs to
policy makers and practitioners through its networks and importantly through their yearly European
Business Summit that attracts thousands of influencers from EU policy making, industry and
beyond. BANT will focus on the OMC networks and the European Institution policy contacts, working to
share results and secure ‘demonstrator event within the Member State and EU regions networks to reach
education policymakers.
Learners will be one of the key stakeholders of the project. We will engage learners by including them
within the consultation process for the skills frameworks and training material (the EntreCompEdu
professional skills framework and practice map).
The project’s research outcomes will be presented to researchers in the field at important conferences
such as the European Evaluation Society Annual Conference.
In addition to its European Union focus, the project will be able to disseminate its findings and tools
widely on a global stage through the members of the project advisory board who work with EU partner
countries or globally in their policy and practice scope.
We will disseminate the project to the general public via the project website as well as by making the
newsletter and its video updates openly available. This enables anyone interested in the field to also access
the project outputs freely. They will be hosted on the project website as part of the Creative Commons
licence BY NC SA 4.0 for download. This means that users are free to share, copy and redistribute the
material in any medium or format and adapt, remix, transform, and build upon the materials under the
following terms: Attribution: one must give appropriate credit, provide a link to the license, and indicate if
changes were made. One may do so in any reasonable manner, but not in any way that suggests the
licensor endorses him/her or his use; Non-Commercial: one may not use the material for commercial
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purposes; Share Alike: if one remixes, transforms or builds upon the material, one must distribute his/her
contribution under the same license as the original.
ECT
STAKE Contextual conditions Activity and Deliverables How it will be measured? Outcomes related to policy
HOLDERS
Learner benefits from practical entrepreneurial
(1) Baseline evaluation of teacher
Concerns about low level (1) Teacher progress data / experience – through increased teacher understanding
competences and state of play of
of entrepreneurship spirit in learning outcomes from LoopMe and expertise of how to embed this in their teaching
CPD in partner countries
Europe. – illustrates feedback from teacher Learner benefits from increased methodologies
(2) Local steering groups about impact of their training dedicated to increasing learner engagement –through
Lack of learning focus on within the classroom
involving diverse stakeholders increased teacher expertise via professional
creative mindset as an
including policy-makers, to guide development (PD)
enabler of innovation. (2) Learner opinion surveys –
development of project at partner
Children and level (e.g. learners, teachers, teacher led surveys to gather Learner benefits from creative mindset development
Lack of opportunity to meet opinion on the introduction of new
young school leaders, parents, community, - in line with education neuroscience
external stakeholders methodologies in the classroom
people… business, entrepreneurs, policy) recommendations on maintaining child levels of
through learning.
(WP2) creativity - via increased teacher expertise via PD
(3)Learning Outcomes Learner benefits from increased contacts with
(3) The EntreCompEdu Assessment - teacher based external stakeholders through learning experience –
professional entrepreneurial via focus within PD on more and better engagement
Lack of understanding of skills framework for teachers (4) User testing results of the Teacher professionalisation via understanding of why
teacher competences to (WP2). Consultation and user EntreCompEdu skills framework and how to facilitate entrepreneurial mindset
support entrepreneurship testing with stakeholders – learners, – understanding the usability and development among learners – and how it links to
education and wider teachers, school leaders, parents, ensuring relevance of the wider priorities e.g. learner engagement,
priorities. community, business, framework employability, citizenship education
entrepreneurs, policy Teacher awareness and confidence in own skills and
Lack of high quality (5) Self-assessment tool – teacher abilities to integrate entrepreneurship education into
Educators teacher professional (4) Project advisory Board at EU self-perception of skills strengths own teaching
and development relevant to level to guide strategic direction of and areas for improvement Professional development on entrepreneurial
education entrepreneurship education. project and promote policy
teaching, learning and assessment - as part of
leaders… dissemination and mainstreaming (6) Initial and Continuing professional development (for trainee and existing
(WP1) Professional Development – teachers)
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Lack of awareness of progress, assessment and Opening up recognition of teacher skills - common
entrepreneurial pedagogies (5) Self-assessment tool for completion understanding and acceptance of how skills developed
and tools. teachers to map their strengths through wider life experience can contribute to skills
against the (1) Skills framework for teachers in the classroom
Schools are not responding (WP3). Consultation and user School modernisation - teachers encouraged to
to the need for new testing with teachers and education support a school-wide commitment to building the
methods to build leaders (7) Project Impact Survey – entrepreneurial and innovative capacity of learners
entrepreneurial skills. completed by each teacher to
(6) Practice Map of practical collate wider impact measures of
Education systems are not pedagogies, didactics and tools that project activity Schools within community - Teachers and leaders
Schools… providing required support demonstrate how to put the encouraged to support outward looking school
to enable school change. EntrCompEdu skills into practice in actively engaging community and entrepreneurial
teaching partners
Low levels of engagement (8) Involvement of stakeholders in Community awareness - external partners understand
(7) Professional development
between schools and local steering groups and are empowered to support and advocate
business / community. pathways for trainee and existing entrepreneurial learning
teachers to implement the skills
(1) Analysis of teacher learning Collaboration - Conversations are created within and
Lack of awareness among framework into skills training for
outcomes via LoopMe to identify across borders between teachers about why and how
community representatives teachers
Communities results on external engagement to engage external partners
… (civil society, business, Engagement - Involvement of external stakeholders in
parents) about why and how (8) Innovative online community
(5) Teacher self-assessment tool the design and user testing of the EntreCompEdu skills
they can engage. (LoopMe) for networking, peer
framework
learning and the facilitation of
No national mainstreamed Policy makers understand and are empowered via the
Professional Development
system approach to (9) Engagement of policy makers Policy Toolkit to support and advocate a professional
Pathways
professional development in local steering groups and EU entrepreneurial skills framework for teachers and its
for entrepreneurship advisory board supporting tools, to support entrepreneurship
(9) Sustainability development
education in Europe. education in schools
plan to drive the policy
mainstreaming efforts beyond the (10) Successful access to EU level Policy makers can directly link the EntreComp for
Ongoing challenges of policy environmenrt e.g. OMC Teachers Model to wider policy agendas –
lifetime of the project
learner disengagement and groups in DG EMPL and DG employment, citizenship, learner engagement
early school leaving. EAC
(10) High Quality online Policy
Policy Toolkit to support dissemination
Disconnect between (11) Final Project Report: collated
makers… and mainstreaming
learning in school system evaluation and findings from all
and skills needs of elements of ELSIE Learning
employers. Model
(11) Final evaluation of project
Elin McCallum of BANT will manage all exploitation planning as the Innovation and Exploitation Manager.
She will oversee this throughout the funding period, and coordinate exploiting project results after the project
lifetime. She will also oversee the creation of the final policy toolkit (WP 6) as one of the primary
exploitation products from this project. She is particularly well placed to do so as she has contributed to the
development of the EntreComp framework as well as has a strong and wide network of policy contacts
thanks to her previous experience in entrepreneurial learning with 14 years experience in national /
international policy & practice, including at the European Commission fulfilling the specific objectives for
entrepreneurial learning within Europe2020 and developing entrepreneurial learning strategy and innovative
practice for Welsh Government.
The exploitation and sustainability efforts will be achieved by:
• Involving experts and policymakers from education and employment policy to guide development
and quality,
• Work with EU level policy makers to support exploitation through provision of briefings and/or
worksbops for the DG EMPL working groups, DG EAC led ET2020 working groups and DG
Schools involving with Member States and social partners via the open method of coordination
• Participating in events to network and to help mainstreaming the project (e.g. attend meetings,
conferences and debates, have one-on-one conversations with key actors, showcase results).
• Feeding international debate on teacher education particularly linked to teacher competences for
entrepreneurship education, to influence high-level change in policy development, promote project
results, and align work with local, national and European levels
• Promoting the tools to policy, academic, research, public and private sector organisations on a
regional, national, EU and global level (including via project advisory board)
• Commitment to extend promotion of the project results by mainstreaming into UWTSD and BANT
policy work at EU and global level.
• Developing a sustainability development plan in an early stage to create broader sustainability with
wider policy stakeholders and networks lasting beyond the 3-years funding period
Work
1- Project Management
package No.
☐ Preparation
x Management
Work ☐ Implementation (the substance of the work planned including production, testing, etc)
package/Acti
vity type ☐ Quality Assurance (quality plan)
☐ Evaluation
☐ Dissemination and Exploitation of results
This work package is broken down into two main areas - project management and quality
assurance.
The objective of the work package is the establishment of the appropriate organizational
structure and its effective function to assure the successful elaboration of the project, the
effective communication among the partners and stakeholders, the maximisation of project
impact and the proper reporting to the European Commission.
Through WP1 the partnership will
Description
• Deliver high quality and value for money: ensuring the project & beneficiaries are well
managed facilitating quality delivery on time and in budget
• Maximise exploitation potential: ensuring regular reviews of project exploitation potential
• Implement effective coordination and communication: ensure a smooth implementation of the
work plan, meaningful monitoring and control of project activities, with productive and
transparent communication between partners and project bodies
• Coordinate the overall legal, contractual and administrative management of the consortium.
WP1 is broken down into six Tasks and is led by UWTSD, while all partners will contribute to
the realization of the foreseen activities.
UWTSD, as lead partner, will be responsible for the implementation of this WP and will
appoint a Project
Coordinator. UWTSD will maintain overall responsivity for project coordination, technical
Tasks / implementation, reporting, financial claims, audits and critical risk assessment and ethics.
Activities
A detailed breakdown of tasks and responsibilities is provided below. The partners will engage
their competent staff in the various activities based on their experience and expertise.
1.1 Organisational set-up and communication
● Signing partnership agreements
● Formal establishment of project’s organisational structure
Estimated
Start Date January 2018
(mm-yyyy)
Estimated
End Date December 2020
(mm-yyyy)
Lead UWTSD
Partner
Number D1.1
Type Report
Language EN
Media(s) Document
X Public
☐ Restricted to other programme participants (including Commission services and project
Dissemination
reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and Commission
services and project reviewers)
HR Travel &
costs Subsistance Audit Total
WP1 58289 51590 6000 115879
Human Resources.
€58,289 has been allocated for staff costs. This includes €15,330 for project coordination (70 days) and €7,920 for
administrative support (60 days). Staff resource has been kept at a minimum with each partner contributing 11 days
to attend the Project Steering Boards and to engage in reporting (an average of €2,800 per partner) other than BANT
who will commit a further 30 days to quality assurance tasks (€8,400).
Travel and Subsistence. Project management meetings account for 57% (€51,590) of the Travel & subsistence
costs. All travel has been kept to a minimum, with budget allocated for one partner representative on the Project
Steering Board, except for the Lead Partner, whose financial manager will also attend. Working Group meetings,
when they do not coincide with Project Steering Boards, will be held by remote means. The partnership’s
commitment to value for money and the allocation of resources to project stakeholder involvement is reflected in this
regard.
Audit. A budget of €3,000 has been allocated to P1 and P11, who will require the services if an auditor to verify
expenditure, as these partner budgets exceed €6,000
☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results
Task 2 - European level consultation led by BANT i.e. survey of views and
contributions- target EU level organisations representing learners, teachers,
education leaders, community, business, policy makers
− Brussels based meeting (web-streamed)
− Online focus group
− EU steering group established for ongoing advice
Task 4 - Each piloting partner to establish Local steering group for ongoing
advice and meetings once per six monthsn t review progress of activity and
Contributing partners BANT, LUT, NCDIEL, INNO, MATHUB, FINNEC, GO, VUB.
Number D2.1
Type Document
Media(s) Document
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
Human Resources.
340 days of staff resource are allocated to WP2. UWTSD are leading this WP and have budgeted for 85 days
(€27,000), with additional support from LUT who have budgeted for 51 days work (€14,000). The remaining
partners will also contribute with an average allocation of 22 days (€5600).
Translation
Translation. Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP2. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance
Events.
€13,200 has been allocated for the hosting of 8 school and teacher engagement events in each piloting region /
country. Costs have been kept to a minimum with a budget of €350 each covering catering and venue hire. Any
underspend in this area will be used to fund additional supply teacher days.
☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results
Contributing partners UWTSD, BANT, NCDIEL, EBS, INNO, MATHUB, GO, VUB.
Number D3.1
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
HR Travel &
costs Subsistence Translation Total
WP3 28326 600 7500 36426
Human Resources.
Partner 2 (LUT) have a budget allocation of 75 days (€20,075) to lead on WP3, with partners 1, 3, 4, 5, 6, 7, 10 and
11 contributing 31 days (€7,251) to the WP’s activities and deliverables.
Translation
Translation. Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP3. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance
☐Preparation
☐Management
x Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
☐Evaluation
☐Dissemination and Exploitation of results
Process:
− Baseline measure of teacher understanding will be achieved through a self-
assessment questionnaire for teachers.
Description − Country based research on the following areas:
o Existing Professional Development (PD) routes
o Awareness of EntreComp
o Baseline of teacher understanding of entrepreneurial skill
development including EntreComp
o Teacher perception of what CPD they need
A PD process will be developed to enhance educators abilities to develop
entrepreneurial skills with learners through the context of social innovation,
focused on increasing creative mindset, citizenship and employability. CPD will
promote understanding and use of EntreComp.
Using LoopMe – this will establish a learning community to foster peer-to-peer
learning, collaboration and reflection, using an online social learning media
environment where they are encouraged to peer learn and feedback both within
and between countries
Contributing partners UWTSD, LUT, NCDIEL, EBS, INNO, MATHUB, FINNEC, GO, VUB, ME.
Number D4.1
Title CPD
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
Number D4.2
Title CPD
Media(s) Online
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
EntreCom p for Teachers / ECT
P age 72 of 88
4.3 Explanation of work package expenditures
Please explain what costs will be associated to each work package.
Human Resources.
VUB (partner 11) will lead WP4 with 143 days (€52,000) budgeted for their work. Partner 8 (MeAnalytics) have 118
days to pilot and support the use of the LoopMe social learning system. The remaining 6 piloting partners will
commit an average of 35 days each to this WP (€9,000).
Events
We have allocated supply teacher cover for 12 teachers per piloting country (2.5 days each) at a
total cost of €26,400 to enable the trial and dissemination of the CPD framework.
Translation
Translation costs of €33,000 have been allocated across all work packages, with €7,500 in WP4. These are necessary
to ensure wide stakeholder engagement with the project’s major deliverables which will be made available in national
languages, including Welsh in the UK. In this regard the following outputs will be translated into Dutch, Welsh,
Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance
☐Preparation
☐Management
☐ Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐Quality Assurance (quality plan)
x Evaluation
☐Dissemination and Exploitation of results
Title Evaluation
The work package will be the core for the baseline and final assessment of
teacher competences. The evaluation measures will demonstrate how useful the
skills framework is, the effectiveness of the CPD via progress on the self-
assessment tool and the user perception of the policy toolkit
Evaluation measures
1. User testing results of the EntreCompEdu skills framework – understanding
the usability and ensuring relevance of the framework
2. Use of self-assessment tool – as baseline and final measure of teacher
competences
3. Impact of Professional development:
• Progress: Reporting from teacher progress data within LoopMe –
illustrates feedback from teacher about impact of their training
within the classroom
• Assessment of learning outcomes within Loopme as perceived by
the teacher
• Results from learner opinion surveys – teacher led surveys to gather
opinion on the introduction of new methodologies in the classroom
during teacher training
• Completion rates and surveys from teachers involved in PD
Description 4. Project Impact Survey – completed by each participaoting teacher to collate
wider benefits/impacts of project engagement
5. Level of Involvement of stakeholders in local steering groups
6. Level of engagement of policy makers in local steering groups and EU
advisory board
7. Successful access to EU level policy environment
8. User testing of policy toolkit
For the purposes of the FLCP project, a self-assessment tool for teacher
evaluation will be developed, as presented in details in WP3. It is important that
ways in which entrepreneurship educators are assessed come in line with the
goals of entrepreneurial education. The overall aim of this work package is to
assess, to value and to make the results of the individual improvement of
teachers’ competences, as well as to validate the learning outcomes and to
demonstrate and promote the usefulness and effectiveness of the SKILLS
FRAMEWORK in general. In addition to this, the proposed evaluation process
will produce indications and guidelines on further improvement of SKILLS
FRAMEWORK . The evaluation is based on the self-assessment tool in
combination with a methodology that will be developed for analysing the
assessed results.
WP6 is led by NCDIEL and counts on the active participation of each partner.
NCDIEL has an extensive experience in developing evaluation tools and
methods for a variety of target groups and educational sectors. Its team has been
involved into development, evaluation and alteration of various formal and
informal entrepreneurial education systems and assessment systems.
Task 1 – Design and agreement of full project evaluation strategy to address the
implementation and evaluation of all actions (as indicated in the guide to
evaluation measures above and in logic model) involving liaison with WP3 (self
assessment tool) and WP4 (CPD using LoopMe tool).
− Developing and testing the methodology for analysing the self-assessment
results (Testing the draft methodology and fine-tuning, Delivering the final
methodology)
− Analysing the effectiveness of the CPD using methods identified in
description=, including comparisons with the results from the previous
evaluations during the project
Tasks / Activities − Proposing further directions for improvement of the skills framework
(Collaboration with the kills framework development team and sharing the
results and conclusions)
Task 2 - project evaluation (part of the final assessment planned for month 12)
− Guiding for the inclusion of evaluation methods into WP2, 3 and 4
− Collating and reviewing all evaluation results
− Summarising the results of the all evaluation activities (including
through WP 2, 3 and 4
− Reviewing the project objectives and indicators that are achieved
− Evaluating the success of the project
Estimated Start Date
January 2018
(mm-yyyy)
Contributing partners UWTSD, LUT, EBS, BANT, INNO, MATHUB, FINNEC, GO, VUB,
Number 5.1
Type Document
Language(s) EN
Media(s) publication
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
Number 5.2
Type Document
Deliverables, Description The final report of the evaluation actions across all project activity
outputs, outcomes
Due date Month 33
Language(s) EN
Media(s) publication
x Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
HR
costs Translation Total
WP5 7650 3000 10650
Human Resources.
Partner 3 (NCDIEL) will commit 50 days to this task (€4810) as WP leader. BANT will support with a further 10
days’ work (€2,800).
Translation
Translation costs of €33,000 have been allocated across all work packages, with €3,000 in WP5. These are necessary
to ensure wide stakeholder engagement with the project’s major deliverables which will be made available in national
languages, including Welsh in the UK. In this regard the following outputs will be translated into Dutch, Welsh,
Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance
☐Preparation
☐Management
☐ Implementation (the substance of the work planned including production,
Work package/Activity testing, etc)
type
☐ Quality Assurance (quality plan)
☐ Evaluation
x Dissemination and Exploitation of results
Number D6.1
Media(s) Online
Number D6.2
Type Plan
Language(s) EN
Media(s) Online
X Public
☐ Restricted to other programme participants (including Commission services and
Dissemination
project reviewers)
level
☐ Confidential, only for members of the consortium (including EACEA and
Commission services and project reviewers)
HR Travel &
costs Translation Dissemination Subsistance Total
WP6 43460 7500 28000 1000 79960
Human Resources.
Partners 4 (EBS) and 5 (BANT) will contribute equally to WP5, with 65 days each allocated to the tasks (€31,000).
All other partners have budgeted for 5 days (€14,460).
Dissemination
A total of €23,000 has been allocated for dissemination costs, with a further €5000 for website development, hosting
and graphic design. While the budget has been devolved to partners, the Dissemination and Exploitation Manager
will develop a Dissemination plan by Month 3 of the project, in order to ensure a coordinated approach, value for
money and maximum impact for each partner, at regional, national and EU levels. The Project Advisory Board will
also insure an international reach for the project’s work.
Translation
EntreCom p for Teachers / ECT
P age 80 of 88
Translation. Translation costs of €33,000 have been allocated across all work packages, with 3,000 in WP6. These
are necessary to ensure wide stakeholder engagement with the project’s major deliverables which will be made
available in national languages, including Welsh in the UK. In this regard the following outputs will be translated
into Dutch, Welsh, Macedonian, Spanish, Italian and Finnish. List deliverables to be translated
• EntreCompEdu Policy Toolkit
• Professional Entrepreneurial Skills framework for Teachers
• Practice Map
• Self-Assessment tool
• Professional Development content
• LoopMe environment and guidance
Indicative input of consortium staff - The total num ber of days per staff category should correspond w ith the inform ation provided in the Detailed
budget table.
Please add lines as necessary according to number of work packages and project results (outputs).
No of Work Start End Outputs Medium that will be Languages Dissemination Target groups/potential
package date date used (publication, level (Public, beneficiaries
electronic, online, Restricted,
other (specify)) Confidential)
1 M30 M36 Final Report publication EN Public Policy, Business,
Community, School
leaders, Teachers
4.1 M6 M16 Professional development training online EN, IT, Public Teachers, school leaders
relevant to trainee and existing ES, MK,
teachers FI, NL,
Welsh
4.2 M12 M30 Practice Map Online EN, IT, public Teachers, school leaders
ES, MK,
FI, NL,