Support for application form Erasmus+ KA1 School education staff mobility.

Support for Euneos course Integrated curriculum- Teaching global skills (STEAM and beyond)
Call 1 February 2018

See EUNEOS website https://www.euneoscourses.eu

Version Nov 2017

At this moment the new online application forms are not yet available. Below the form of 2017. It is
possible that there are small changes in the design of form 2018.

• Download the form from the website of your National Agency and read the instructions on the
website. You can find your Erasmus+ National Agency on the list of agencies:
http://ec.europa.eu/education/tools/national_agencies_en.htm
• Check if your school has a PIC code - or register for a PIC. Download PIC.doc
(https://erasmusplus.org.uk/file/704/download) and ECAS-user manual.pdf
(http://ec.europa.eu/programmes/erasmus-plus/documents/manualurf_en.pdf)
• Prepare your texts for the application in a word document before filling in the application form.
• Please, don’t copy&paste the text completely but adapt those parts that are important for the
questions in the European development plan and in the application.
• Be as precise and concrete as possible. Give evidence that this course is what your staff members
need and that the topics of the course address the needs of the school.
The added value of the Integrated curriculum! Teaching global skills through science & arts
• Course - will be immeasurably higher for the school if both teachers of humanistic, social and
scientific subjects participate; they will have the chance to experiment team teaching and methods of
how phenomena-based education could actually be organised collectively. The participation of the
school management is highly recommended, as they could observe the school performance from this
perspective in order to manage such courses in their schools.
C.1.3. Background and experience

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C.1.2 Consortium

• If you apply on behalf of a consortium of schools, be sure that each school has a strong argumentation
and convincing evidence for its own demands.

C.1.3 Present your school

Please explain detailed your school has done so far to make its education more attractive and innovative
to meet today's key competences and how they could be taught to students. (Key Competence
Development in School Education in Europe, see http://ec.europa.eu/education/policy/school/teacher-
training_en.htm )

Mainly improving support for teachers, school leaders, and teacher educators, by setting framework
competences for teachers:shared representations of visions of practice, i.e. means for describing a
consensus model of what is most valued in teaching knowledge and practice;measuring tools for
professional judgement , i.e. tools for making judgements and decisions in the context of shared meanings
and values (Sykes and Plastrik, 1993), and/or instruments for providing specifications of levels of
achievement (Kleinhenz & Ingvarson, 2007).

For school management and administrators

• a ‘developmental’ approach, with loose definitions of competences indicative of performance,

stressing principles and codes of practice.

• highlight the professionalism / knowledge / skills that are unique to teachers;

• provide teachers with a clear image of their profession and its role in society, leading to enhanced
professional pride and social standing; and

• be a starting point to encourage teacher self-reflection, and therefore point teachers towards
possibilities for further professional development.

Please give information on the key staff/persons involved in this application and on the
competences and previous experience that they will bring to the project. Try to make clear
why the course is especially beneficial for both your school/institution and the person to be
sent to the course.

What are their competences?

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Competences are defined in terms of outcomes rather than processes (see
http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf). This would first of all imply a
student perspective view of the teachers’ competences and performance. Second, to have mindfulness or
better said a flexible mindset, which will assist with the above objectives regarding teachers competences.
Thirdly, the teacher should have a clear vision related to which competences are needed in practice and he
or she should be (self) responsibility for the actions needed to acquire and practice the competence.
Coaching skills are needed and will support teachers’ self-responsibility regarding their own progress and
performance(http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf)

At the end of C.1.5: If your project includes job shadowing or teaching assignment at a partner
organisation abroad, please click the button below to add information about the partner
organisation.

You don't need to click on Add Partner.

Courses are not jobs hadowing or teaching assignment.

But some national agencies insist on adding the course provider as partner.
More information in case you would need it:

See first: http://www.euneoscourses.eu

Go to menu: About Euneos, About and People
Also the PIC code 950782555 is there.

FAQ
Euneos is neither school nor institute, but an SME, a company working as a course provider. Euneos was
registered in Helsinki 2005, reg. number 1935880-3, VAT number: FI19358803.
NB! Schools or institutions registered for VAT in their country can reimburse VAT 24 % included in
the fee of benchmarking courses organised in Finland. They should give their VAT number when
registering for a benchmarking course in Finland.
No learners: because Euneos is neither a school nor a university.
Euneos has a board of 3 members. More information on the website of Euneos.
The owners of Euneos work in the company. The company has one full-day employee, and as many
freelance trainers as needed for running the courses. Accountancy is outsourced.

Legal representant and official contact person:

Ilpo Halonen
Chair of Euneos board
Euneos Corporation
Vaijeritie 12, 01640 Vantaa, Finland
ilpo.halonen@euneos.fi
TEl. +358 50 3460015
PIC: 950782555
VAT number: FI19358803

More information about trainers: see below in this document in part E. Description of the project.

D. European Development Plan. What are the organisation's needs in terms of quality development
and innovation?

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Please identify the main areas for improvement (for example management competences, staff
competences, new teaching methods or tools, studying and learning processes, curriculum, the
organisation of teaching and learning). For example, if the organisation's focus lies on STEM
subjects (science, technology, engineering, mathematics) the needs are specific.

Suggestions for answers.

Components of teacher competences often include the so-called KSAVE (knowledge, skills, attitudes,
values and ethics) model. The descriptors should:
 reflect the culture and context in which they will be used;
 be expressed in a way that promotes teacher agent qualification;
 be based on a culture of trust;
 motivate each teacher to grow as a professional;
 be of sufficient detail for the intended purpose;
 be dynamic, rather than too fixed (to ensure that they can be further developed in line with changing
circumstances);
 use language in which teachers can recognize themselves and their school reality, and that is as
concrete as possible, unambiguous, clear, simple, understandable by all users, consistent, empowering,
affirming and positive, action-oriented (e.g. can do -statements with examples of concrete applications to
teachers’ daily work).
( see http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf)

According to European Commission, teachers’ competences regarding social context, multiculturalism

(including here multi-literacies) is one of the three main categories. According to ‘Common European
Principles for Teacher Competences and Qualifications’, produced by a working group of Member State
experts, there are three broad areas of competence:
• Working with others
• Working with knowledge, technology and information
• Working in and with society.

The last one particularly requires teachers to act as responsible professionals in local educational
communities and with different actors, and to promote the development of students as European citizens
with global responsibilities, encouraging dispositions and attitudes towards cooperation and mobility,
intercultural dialogue and respect (European Commission DG Education and Culture, 2005).

Within the framework, which is parallel to the EQF for Higher Education (Dublin Descriptors), teachers’
qualifications descriptors include highly specialized knowledge and critical awareness; specialized
problem-solving skills in research and innovation; competences in managing and transforming complex,
unpredictable contexts, as well as contributing to professional knowledge and practice, individually and
participating in/coordinating teamwork (European Communities, 2008). DeSeCo classifies three broad,
interconnected categories of competencies, underpinned by common values of democracy and
sustainability:
1. use tools interactively
1a. use language symbols and text interactively (communication, literacy, numeracy)
1b. use knowledge and information interactively (scientific literacy)
1c. use technology interactively
2. interact in heterogeneous groups
2a. relate well to others (empathy, emotional management)

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 2b. cooperate (present and listen to ideas; debate dynamics; build alliances; negotiate; consider
different opinions in decisions
2c. manage, resolve conflicts
3. act autonomously
3a. act within the big picture (understand system patterns, rules, expectations; identify consequences
of actions for action choices
3b. form and conduct life plans and personal projects
3c. assert rights, interests, limits, needs.(see OECD’s DeSeCo project (Rychen & Salganik, 2003-
similar instrument of PISA)

At the (WFATE) WORLD FEDERATION OF ASSOCIATIONS FOR TEACHER EDUCATION

(WFATE) Fourth Biennial International Conference, organised in 2016 in Barcelona,
multiculturalism (and multiliteracy) was the first topic on the agenda, together with social science
teachers for a new era and innovation in teacher education monitoring and change, out the 15 topics.

LANGUAGE TEACHERS:
Two international studies on the objectives and features of European Language Teacher Education, as
linked with teacher requirements, have been carried out by the University of Southampton for the
European Commission. They are directly connected to European policies about multilingualism and
multiculturalism, as interweaved with other key competences (e.g. entrepreneurship). (SEE Education
and Training 2020 Thematic Working Group ‘Professional Development of Teachers’ Literature
review Teachers’ core competences: requirements and development Author: Francesca Caena April
2011, page 6)

Finland has applied a new curriculum reform starting 2014 at all 3 policy levels- national, municipal and
school level (Open Method of Coordination) and this curriculum has started with pre-school ending with
upper secondary. Integrated curriculum and teaching global skills are at the heart of this reform.
Integrated curriculum is as objective in the national curriculum each municipality was free to choose the
methods on how to implement it and each school hence each teacher free to choose their own tools and
content. For global skills, in Finish schools emotional intelligence and drama in the class where
introduced as block subjects. Teachers get the opportunity to experience how such skills are put into
practice in schools and how teachers are assisted to get the competences and skills needed to teach
integrated curriculum and global skills to pupils. Finland promoted and guaranteed the multiculturalism
through bilingualism even in the remote past. The second reason why Finland is the place where to
acquire teachers’ competences to global skills and multiculturalism is the fact that the education system
has integrated students in mainstreaming public schools and classes for half a century. According to the
national law of education all children are entitled to education with no exception, that is, Finnish schools
were compelled to develop best practices to integrate all students including children with disabilities or
special needs in mainstreaming schools.
Integrated curriculum through tools like phenomena-based education, is implied in the 2014 curriculum
reform which was launched in 2016.It is at the core of the new educational reform in Finland, something
that put the educational agenda on the international spotlight. Therefore schools implement topic-based
courses not only subject-based courses in their teaching. Since 2016 schools reorganise their curriculum,
and this change is considered in development plans of schools. And, consequently, teachers have the
opportunity to develop skills related to phenomena-based education, to develop and implement such
processes in action (see National Finish National Curriculum at

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https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Finland:Teaching_and_Learning_in_Single
_Structure_Education)

Our school feels greatly challenged about today's key competences and how they could be taught to
students, how to manage the immigration waves changing the context of our schools, and how to assist
the shift from project-based learning to phenomena-based learning(or design based learning), integrating
subjects, and last but not least, how to assist our teachers in team teaching and in cooperative learning for
the entire school environment ( see Centre for teaching and learning, Stamford University, Team
Teaching: Benefits and Challenges, Fall 2006, vol 16 no 1). Therefore we want to learn about work
organisation and team teaching, teaching environments for integrated curriculum education (or
phenomena based learning) in Finland and other countries holding best practices. We are keen on topics
such as teachers competences regarding student framework view (students as learning agents), growth
mindfulness environment(learning from mistakes, culture of trail and error), social innovation and
education(social entrepreneurship and circular economy), new in-service training methods, teaching of
key competences, well-funded students’ support system, contribution of research and science, training of
management and office staff, different education systems in Europe, Erasmus+ mobility’s, synergy of
education competitiveness by means of international collaboration, and good practices of European
schools.
Our school wants to improve the quality of education, to face the challenge of multiculturalism and
perform with a student agent perspective on the future PISA measure of global skills. Our school wants to
assist social change not only adapt to it by promoting and adopting phenomena-based education, teaching
kids how to learn, critical thinking and communication in multicultural contexts at the earlier ages.
.
Our school wants to achieve a higher level of competences for school staff
Our school therefore needs (more) qualified staff that can
• develop – together with stakeholders - a vision about innovation and chapters for education
performance
• create standing structures and models for learning aligned with today’s challenges – integrated
curriculum, topic based teaching not subject based teaching
• facilitate school or institution in transition bureaucratic evaluation of teachers competences to a
development type of (self) evaluation of competences
• understand and create a flexible mind growth environment in the class
• understand and assume accountability for their own progress and development
• understand and create a student view perspective when evaluating impact
• introduce teachers, head teachers to team teaching and open learning environment
• in service training model for how school manage team teaching and integrated curriculum planning at
school level
• arrange different activities with stakeholders, such as homes, local enterprises, municipality
• Our school wants to ensure the quality of the projects and link them to the curriculum.
• stimulate the streamlining of curricular elements with an innovative orientation
• apply successfully for grants within the Erasmus plus program
• communicate and collaborate with domestic partners and partners abroad to keep up with
advancement

STEAM TEACHERS:

• Developing inquiry-based and multidisciplinary approach

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 • Project based learning skills
• Team teaching competences
• Abilities to cope with the challenges of science education
• Supporting hands on education with serious games and gamification, arts
• Classroom subject based projects (phenomena-based education)
• Supporting social nets for STEM students, identify and support social innovation as
much as STEAM innovation

Our school will carry out pre-course tasks like SWOT (Strengths – Weakness – Opportunity – Threat)
analysis about development in our own school. We will collect knowledge about teaching, studying and
learning processes in our own school/s to be prepared to share it to others during the coaching for teachers
course. We hope that our contribution will inspire discussions of the course and believe that by sharing
information mutually all participants will benefit from the knowledge and ideas of the others.
We will also develop as post course and project material learning diaries which will include: lessons
to learn, compentences&skills; development plans, learning diaries will be shared with teachers
from our schools to creat a learning community and with teachers from other European countries
participating in the course.

Additional added value of the course Integrated curriculum! Teaching global skills through
science&arts

Good instruction is 15 to 20 times more powerful in producing student achievement than family
background and income, race, gender, and other explanatory variables. Student learning must be
at the heart of all decisions made in the school. (Hershberg 2005, page 224 The First Days of School).

Collaboration for schools by supporting teaching global skills, phenomena based learning is important
because schools transit to new learning methods, based on the societal and economic shift is a must not
an innovation option anymore (see M Fullan culture of change& diffusion of innovation). They are
challenged by a great deal of new demands concurrently, demands that can become obstacles or
opportunities, it is also another great challenge: that of occasional unscale education innovation that are
counter effective for schools new learning environment and blocks the process of deep learning (M
Fullan, New pedagogies for deep learning). Integrated curriculum! Teaching global skills course helps
schools to innovate their teaching, studying and learning processes and to develop their working
organisations, supporting team teaching, as a prerequisite of integrated curriculum. It is also a training
that allows schools and teachers advance on their very particular interest like improving readying habits,
schools wellbeing environment and dealing with bullying, professionalization of the teacher etc.
Mutual contacts of the course participants before, during and after the courses leverage principals and
teachers to contribute to the development of their own schools and also to school development at large.
Thanks to intensive information and communication throughout the course they learn to identify the best
practices of the field. Essential outcome of the courses are the recommendations of the participants for
their own schools and institutions.
The course Integrated curriculum! Teaching global skills, offers partner search possibilities and show of
best practices related to social innovation –school management, library system & reading, topic based
teaching, class ergonomic, music and art as horizontal teaching for STEM courses. Schools have good
chances to find partners for eTwinning activities and Erasmus+ partnerships and during KA1
benchmarking courses organised by Euneos FI. There are no big challenges for foreigners to cope with
languages. Even if Finnish and Swedish are the official native languages, English is spoken quite fluently
everywhere in Helsinki area.

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[For your information: more about Coaching strategies for schools course)
Topics
Main topics of the course
Modules of learning/ proposed agenda
Monday School culture change
Knowledge building: Phenomena based learning; Design based learning; active learning
Skills: operating with skills and knowledge, data and information
Workshops, practicing skills-ability to step back;-the forth models of personality in (re)action; resistance to change
Afternoon: -negotiation skills and problem solving tool; Cultural awareness program
Tuesday Emotional intelligence
Morning session: managing people & situations; teaching global skills; mindfulness vs fixed mindset
Afternoon: Best practice, role playing and peer to peer learning
Wednesday Social entrepreneurship
Morning sessions: Social entrepreneurship (model& principles); Community capacity building – managing relation
school-community
Afternoon sessions: acknowledge the role of the school in community ); visit to the youth entrepreneurship cluster or
hub
Thursday Schools as living labs
Cultural change in schools; observation school living labs
Schools as learning based organisations
Networking intelligence
Friday Schools as social wellbeing providers
Digital support for equal opportunities in learning and improving learning relation
Glocalisation- the importance of local cultural awareness to build up global skills
Bulling- schools community led local development projects vs best practices and benchmarking
Afternoon sessions: – peer to peer learning; -school plan for global skills

Saturday Feedforward sessions and evaluation of training outcome; Culturally situated experience

Why Finland?
Since autumn 2014, Euneos, a Finnish course provider, organises Erasmus+ KA1 courses in schools of
Helsinki capital city area. EUNEOS is always trying to offer teachers a hands one training programs that
builds skills rather than knowledge and that are “open-source” rather than “licensed”. What does that
mean. Finland is known for its “free, accountable education system”, the teacher is putting it simple
deciding what to teach and when, this is not a policy but rather a value in Finland. The same with
EUNEOS trainings and that is why they are unique, teachers will see best practices and day to day
school activities, they will have the freedom to choose between different workshops and different levels
based on their needs and interests. The aim is to promote school development by benchmarking what
schools in Finland have managed to do well. Finland has a good reputation as a country with excellent
PISA results for years. And according to the OECD study in 2014 schools in Finland were the most
productive ones in the world. Several international researches indicate that Finland is the top performers
in school education for the time being.
The high level of teacher education explains a lot about the good PISA success of Finland, says the
scientific research. Participants can eye-witness other possible explanations during their observations
and active visits, discussions and workshops. And they can have evidence and share with others what
might be done better in their own schools, visioning the change and how to be accountable for that.
Helsinki is a special Nordic capital, where arts, design and music were historically socially and
technologically blended. Finland is the country with the largest number of music folk schools, with a
public library considered a social innovation. It is also an unique opportunity to actually see how the new

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curriculum change (started in 2014 and which will finalise 2018 completely with full matriculation exams
online) is working in practice, in schools- part of this change is phenomena based education no more an
optional but a must in schools.

Personal competences
Teaching global skills –phenomena based learning, means steps forward in your thinking of day to day,
professional skills and attitudes. You get a better idea about your European colleagues, and you improve
your general and specific teaching and personal –communication skills. And you may also have a better
understanding of ethical, social and political responsibilities of education. Teaching global skills courses
are there not only to raise the quality of schools but above all to give more self-esteem to teachers and
other educational staff and emphasize/regain the social value of the teacher’s role in community. The
course is highly integrated with arts- music, architecture, design, assisting teachers’ creativity and
positive attitude which will foster the flexible mindset ones back to school.
If teachers attend to course together with principals/vice principals, or with other managers eligible for
Erasmus+ mobility’s, schools can take more immediate advantage of the outcomes of teaching global
skills courses and to implement innovative reforms at an accelerated pace regarding learning
environment.

Teaching global skills course in practice

Courses 7 days visits to schools and other good practice actors in the Helsinki area and to other
educational or cultural institutions where participation in true learning situations is going to fresh up
one’s professional skills. Target schools and the specific content of classroom observations are defined
according to a participant’s school level. While participants can get their own impressions, knowledge
and skills by means of observation with the occasion of workshops on social innovation directly linked to
phenomena based learning (multiculturalism, open museums, free educational environments, inclusive
schools environments for all students including ones with disabilities, multilingual context, music and art
in class). There are presentations of experts about the main topics. The workshops best practices visits
help one to digest, reflect and restructure the large amount of input achieved during observations.
Collaborative work is prepared, executed, assessed and diagnosed in cooperation with colleagues and
with local presenters and trainers.
There are pre-course live sessions for preparation and post-course sessions for assessment and
dissemination purposes, and online tuition and help desk on a community platform for the entire course.
Participants are provided with certificates and on-demand testimonies for Europass.]

Please outline the organization’s plans for European mobility and cooperation activities, and
explain how these activities will contribute to meeting the identified needs.

Suggestions for your answer. Be realistic. Choose two or three elements. If you have more than one
participant form your school, you can deal with more topics and learn much more

The topics and working methods of the Course “Teaching global skills” offer possibilities to ensure a
better qualified staff in different respects

1. Long term school policy plan

Our school wants to set up a long term school policy plan in which we describe
CHOOSE DETAILS FROM THIS LIST

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 • what our aims FOR TEACHING GLOBAL SKILLS
• how we are going to organise phenomena based learning (creating standing structures to enable
vision, accountability, growth mindset environment)
• what our short term and long term results for the school (from a student perspective, student view,
new teaching methods, student support, in-house training in classroom reality, bilingual education,
streamlining of innovative elements in the curriculum etc..)
• how we are going to evaluate our team teaching activities and to ensure the quality of the
European dimension in the curriculum
o what are the tools, methods, involvement of stakeholders
o how we can set up a method of permanent quality assurance of all our activities
o how we can use portfolios as a way to document students’ progress
o how we can deliver certificates to students who have met the standards set by the school
o how can we use the self assessment tool CFEC (Common framework of Europe
competence)
• how we can inform and disseminate our activities and products/methods and how we can make
them more sustainable

Therefore training of staff is needed to acquire the following competences

1. Understanding the learning skills of the 21 st century students and citizens

2. How to accommodate to national curriculum and local context, getting back to trail and error type
of education - studying and observing the art first, without the fear of getting something wrong
3. How to understand and approach “culturally situated art-based learning.”
4. Arts-infused learning, understand and practice- STEM TEACHERS, HOW TO USE
INTEGRATED IT IN THE CONTEXT OF THEIR OWN NATIONAL CURRICULUM
CONTEXT
5. New type of assessment, both skills and knowledge, using performance based assessments
1. Best practices regarding digital media design for education, video enhanced lessons
2. Museums class how to prepare and organise - not for walking but for learning
3. Capacity building for sustained collaboration with stakeholders involved (museums, superior
educational institutes, museums, research institutes.

2. Team of qualified EDUCATIONAL leaders

Our school wants to set up a team of qualified innovation leaders. Therefore training of staff is needed
to acquire the following competences
• How to ORGANISE TEAM TEACHING and how to make colleagues enthusiastic
• How to design phenomena based classes get colleagues on board and students interested and
enthusiastic
• How to create a growth mindset environment for teachers and students
• How to collect information about the subsidy channels, programmes and Quality Assessment
criteria (both national and European)
• How to design and write an Erasmus + project application

Components of teacher competences often include knowledge, skills and attitudes (or values). The
descriptors should:  reflect the culture and context in which they will be used;  be expressed in
a way that promotes teacher agency;  be based on a culture of trust;  motivate each teacher to
grow as a professional;  be of sufficient detail for the intended purpose;  be dynamic, rather

10
10
 than too fixed (to ensure that they can be further developed in line with changing circumstances);
 use language in which teachers can recognise themselves and their school reality, and that is: 
as concrete as possible,  unambiguous,  clear, simple, understandable by all users, 
consistent,  empowering, affirming and positive,  action-oriented (e.g. can-do statements with
examples of concrete applications to teachers’ daily work) ( see
http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf)
3. High quality formats of innovative projects
Our school wants to develop high quality formats of projects (virtual projects and projects for
mobility), that are linked to the curriculum and that are repeatable.

Therefore training of staff is needed to acquire the following competences

• How to apply the characteristics of design based learning in building competences in teachers
• How to apply the basic principles of students view didactics for a successful educational impact.
• How to create growth mindset environment for both teachers and students
• How to create challenging, innovative and creative activities for students in phenomena-based
learning projects with partner schools
• How to use appropriate methods and tools to evaluate the projects
• How to manage and coordinate innovative projects (social, innovative skills ) related to arts,
music, open museum initiatives

4. Erasmus plus.
Our school would like to apply for a Erasmus plus KA 2 partnership and – possibly - after approval -
coordinate the project
The project idea
• should be realistic, consistent, repeatable and linked to the curriculum
• provides an added value for the own school and for the partner schools.
• meets the requirements of the Quality Assessment criteria of KA2

Therefore training of staff is needed to acquire the following competences

• How to investigate the needs and requirements of the school to identify
• the theme and the objectives to be achieved
• the age group
• the links to the curriculum
• the added value in terms of expertise and intellectual outputs achieved
• How to negotiate with possible partner schools on these elements
• How to proceed in writing the application (online communication tools, division of tasks,
submitting procedures)
• How to self-assess the application against the Quality Assessment criteria of KA2 before
submitting
• How to manage and coordinate innovative projects and which social, management and
intercultural skills are needed
• How to report, monitor, communicate with partners, evaluate the on-going project

Our school is searching for (a) project partner(s) to set up an Erasmus plus partnership (b) join a platform
including e-Twinning during the KA1 course “Teaching global skills!-phenomena based learning course.

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5. Dimension of the curriculum

Our school wants

• to make – step by step - an inventory of the elements in the curriculum that are connected to new
PISA skills, or the new millennium skills
• to start streamlining these elements in the subjects across school years and across subjects (cross-
curricular approach or topic based education/classes)
• to organise gradually more and more activities where phenomena based learning is promoted (e.g.
activities about “new integrated subjects like STEM, circular economy, art & science and not only
also traditional courses)
• further training in Euneos courses “Benchmarking and Best practices” or Teaching Coaching
Teachers” is suggested for becoming competent to use the Common Framework of Europe
Competence (CFEC) to assess to what extent students acquire new PISA skills

Therefore training of staff is needed to acquire the following competences

• to get acquainted with integrated curriculum or phenomena based learning, as developed by the
Finish national educational policy
• to approach course organisation and evaluation from student view perspective
• to get acquainted with growth mindset theory for education environment and how to support it in
connection with curriculum development
• to update inventory of present elements of growth mindset in different curriculum, and elements of
fixed mindset
• to broaden learning activities to which students should be exposed (inviting guest visitors on
transversal subjects like arts&science, circular economy etc, workshops and testing integrated
subjects based lessons)
• to learn the characteristics of the so called Common Framework of Europe Competence (CFEC)
(further training in Euneos courses “Benchmarking and Best practices” is suggested for reaching
this aim)
• to learn about teachers supporting standing structures courses on Coaching Teachers is suggested
for reaching this aim
• to use the CFEC to let students self assess to what extent they acquire innovative competences
(further training in Euneos courses “How to make your school international” is suggested for
reaching this aim)

Please explain how your organisation will integrate the competences and experiences acquired by
staff participating in the project, into its strategic development in the future?

Suggestions for answers. Select the competences /plans that will be implemented

1. Our school will integrate phenomena based learning tools within six months after the end of the
course
2. Build a wellbeing learning environment (peaceful, mindfulness and acceptance of trail and error
processes, equal opportunities and cooperative learning)
3. Support gender mainstreaming for science and arts STEAM teaching
4. Support digital awareness and inclusiveness practices
5. Support skills based education and scale up of education innovation

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 6. Our school will create standing structures for (self) evaluation development, e.g. to set up a team
of qualified coordinators / supporting staff-teachers, students, outsourced etc)
7. Our school will make a realistic schedule about students impact of the project [2- 3] years, in
cooperation with administration
8. Our school will develop further the first piloting projects and will implement (some of) them -
hopefully with partner schools that take part in the course
9. Our school would like to apply for a Erasmus plus KA 2 partnership hopefully with one or more
partner schools that take part in the course
10. Our school wants to strengthen teachers competences based on students impact evaluation
approach to the curriculum and will set the necessary steps to first make an inventory of the
elements in the curriculum where there is space for student perspective, and then to streamline
these elements in the subjects across school years and across subjects (cross-curricular
approach)
11. Our school will disseminate the best practices learnt in the course by giving in-house training to
staff and students.

Will your organisation use eTwinning in connection with your mobility project? Erasmus+
program supports eTwinning a lot, and it is beneficial for your application if you can include
eTwinning activities going on or planned for future into it. Please describe how your school does it.
The eTwinning website can be accessed through the following hyperlink:
www.etwinning.net

E. Description of the project

Why do you want to carry out this project? What are its objectives?

Put in other words what you have written under School development plan

Our school/institution wants to improve the quality of education, to develop our work organisation and to
explore how classrooms are or should be organised regarding the challenges of transition from non-digital
to digital and the greater challenge of multiculturalism as the effect of rapid growth in immigration in
Europe
• to support school management and colleagues to make the curriculum more European and
student/education impact oriented
• ORGANISE TEAM TEACHING and how to make colleagues enthusiastic
• design phenomena based classes get colleagues on board and students interested and enthusiastic
• create a growth mindset environment for teachers and students to ensure embracing or facing
change rather than merely adapting to change
• Promote active local or community belongingness indifferent of child’s language, family
background, financial situation, language, nationality etc.
• Facilitate art-infused learning which will facilitate student view perspective on learning process
itself
• Support open learning environments through team teaching, phenomena based learning courses
(topic courses), learning outside the classroom experience

Our school wants to achieve a higher level of competences for school staff
Our school therefore needs (more) qualified staff that can
1. Understanding the learning skills of the 21 st century students and citizens

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 2. How to accommodate to national curriculum and local context, getting back to trail and error type
of education -Studying and observing the art first, without the fear of getting something wrong
3. How to understand and approach “culturally situated art-based learning.”
4. Arts-infused learning, understand and practice- STEM TEACHERS, HOW TO USE
INTEGRATED IT IN THE CONTEXT OF THEIR OWN NATIONAL CURRICULUM
CONTEXT
5. New type of assessment, both skills and knowledge, using performance based assessments
1. Best practices regarding digital media design for education, video enhanced lessons for digital
equity and equal opportunity in learning
2. Understanding how to manage team teaching and collaborative teaching
3. Museums class how to prepare and organise - not for walking but for learning
4. Capacity building for sustained collaboration with stakeholders involved (museums, superior
educational institutes, museums, research institutes, social innovation
5. Support students community awareness (crucial aspect according to the Fourth Biennial
International Conference Innovation in Teacher Education within a Global Context, April 2016)

What are the most relevant topics addressed by your project?

Suggestions. Select two or more topics from the course description that address best what your school
needs

• Long term school policy plan (with short description) for phenomena based learning
• Leadership plans for Principals to support school culture and competence based teaching
• Training of management and office staff (with short description)
• In-house expertise for team-teaching for competences needed according to a development
strategy, conferences and in-service training (with short description)
Introducing new in-service training methods into school practice (with short description)
• Leveraging new ideas into working methods and work organisation as a whole (with short
description)
• Assisting transition from non-digital to digital in education from knowledge based education
to skills based education (with short description)
• Assisting school policy and curriculum (possible reforms) to the new PISA measurement of
global skills
• New ideas into design of contemporary school premises (with short description)
• Supporting pedagogical and technological innovations (with short description- see M Fullan
new pedagogies and deep learning)
• Increasing interest in Erasmus+ programme and expanding awareness of mobilities (with short
description)
• Strengthening integrated dimension of the curriculum-based on topics not on subjects (with
short description-phenomena based learning)
• Skills to work out new PISA challenge and educational reforms (with short description)
• Change of attitudes based on mindfulness and flexible mindset learning environment (with
short description)
• Pedagogical intercourse about competences, values and ethics (with short description)
• Methodology of how today's key competences could be taught to students (with short
description)

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 • Importing impulses from different education systems in Europe (with short description)
• Finding synergy of innovation by means of international networking and collaboration (with
short description)
Utilising impulses of well-funded students’ support system (with short description)
• Bringing results of research and science into curriculum and syllabuses (with short
description)
• Mainstreaming equal opportunities for STEAM –girls participantion and support for math and
science, boys results and participation to social science and arts
• Mainstreaming immigration and school change

[How did you choose your Course providers.

We found out about this course via

• mailing list course providers

• earlier courses of the same course provider
• recommendations from other participants
• National Agency
• Social media, which service?
• other, what?

What experiences and competences will they bring in the project?

Euneos is a very reliable KA1 course organiser that organises dozens of runs of courses on various
topics on annual basis. All courses had very high evaluation scores by participants.

The coaching for schools training is launched based on the great success of the benchmarking training,
and as a permanent objective of EUNEOS to assist schools in getting more then training, the experience
of what they need from Finish educational model and how should they implement that change in their
own context. The schools we will visit for best practice and benchmarking in coaching schools and
teachers are in Helsinki capital city area, near to Helsinki-Vantaa airport. The concentration of schools
in that area represents all different forms of Finnish school education, and education is given there to
more than 3000 students from pre-school to adult age.
Organizer:

Coaching strategies for schools courses are produced by Ilpo Halonen, M.A., teacher trainer and
consultant of educational ICT, language teacher (senior), author of lesson books & online materials, ICT
course coach & live online sessions moderator, co-owner and chair of board of EU course provider
Euneos Corp. Mr Halonen has experience of lecturing about educational ICT in English and German
both in the courses and events of the EU, Nordic Council of Ministries and Goethe institutes/Deutsche
Auslandsgesellschaft since 1998. Mr Halonen was the main organiser of the 16th conference of European
Schools Project in Finland with 205 participants in 2005 He gave training courses to Finnish teachers
with OPEKO, the state centre for in-service training from 2002-2008, and coached Comenius 2 courses
in Inari Lapland Finland from 2006- 2012. He organises Erasmus+ KA 1 several benchmarking courses
in Helsinki area Finland since autumn 2014 on an annual basis.

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Course Trainer: Andreea Gatman, MBA in PGM Modul University of Vienna, MA in European Studies,
Graz University. She has been implementing Erasmus project for the last 14 years, working with how to
integrate educational policies in social economic context, community capacity building for schools and
stakeholders engagement. She has a special training on coaching for teachers from MATCH Institute. She
is also a trainer for the Benchmarking and best practice course of EUNEOS. She has also trained in
Erasmus projects on the subject of Problem Solving and Conflict Management. She was also an external
trainer on social innovation/entrepreneurship for Master program at University of Economic Studies in
Bucharest and trainer for social innovation, active inclusiveness for the Ministry of Labour for 2 years
training project.

THE COURSE WILL HAVE INVITED SPEAKERS- ART SPEAKERS, MUZIC SPECIALISTS, DIGITAL
CONTENT AND GAME-ification workshops, hands on museum workshops.

F. Participants' Profile

Please describe the background and needs of the participants involved and how these participants
have been or will be selected.

Per participant (to be linked to school development plan). Be as concrete as possible

Who will attend the course. Subject, experience with innovative projects. Which of the topics will be
covered by the participant(s) .
What will be the task of the participant related to the topics/competences acquired after the course .
Person 1 will further develop the school policy plan Person 2 will lead the team of innovation Person 3
will be responsible for innovation in his subject Person 4 will be in charge of KA2 application (Strategic
partnership project) etc..

If you don’t know the names of the participants, describe the procedure to select the participants.

In some countries schools organise an open call to teachers with internal selection procedure.

F. 1. Learning outcomes

Which competences (i.e. knowledge, skills and competencies) or competences (i.e. knowledge, skills
and attitudes/behaviors) are to be acquired/improved by participants in each planned activity of
your project?

Suggestions. Per participant select a set of competences

Long term school policy plan

Therefore training of staff is needed to acquire the following competences
• support learning how to learn, learning skills not facts (in terms of teachers competences meaning
integrated curriculm approach, critical thinking, flexible mindset
• teaching transversal subjects, related to phenomena based learning- teach topics not subjects, in
terms of competences for teachers is team teaching

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 • support community led local development (social innovation) meaning cultures/ attitudes of
reflective practice, research, innovation, collaboration, autonomous learning.
• Team teaching and collaborative learning
(see EU priorities for improving Teacher Quality and Teacher Education, as defined in the
Conclusions of the Education Councils of November 2007, 2008 and 2009, recall the need to improve
teacher competencies, as well as to promote professional values and attitudes, mentioning as
examples the following teacher requirements (Council of the European Union, 2007, 2008, 2009): • a
specialist knowledge of subjects • pedagogical skills, comprising the following: • teach heterogeneous
classes • use ICT • teach transversal competences • create safe attractive schools • cultures/ attitudes
of reflective practice, research, innovation, collaboration, autonomous learning- in Education and
Training 2020 Thematic Working Group ‘Professional Development of Teachers’ Literature
review Teachers’ core competences: requirements and development Author: Francesca Caena April
2011)

STEM TEACHERS/LANGUAGE TEACHERS/ TEACHERS OF ANY SUBJECT

Therefore training of staff is needed to acquire the following competences

• have a substantial understanding of PHENOMENA BASED LEARNING
• develop basic flexible mindset skills
• be able to deliver a plan for team teaching, topic based course
• for STEAM teachers especially apply trail and error type of education
• team teaching and collaborative learning tools/models
• how to support critical thinking in student framework perspective
• how to apply community capacity building tools for multiculturalism, global skills development
(for more ideas please see also WORLD FEDERATION OF ASSOCIATIONS FOR TEACHER
EDUCATION (WFATE) WORLD FEDERATION OF ASSOCIATIONS FOR TEACHER EDUCATION
(WFATE) Fourth Biennial International Conference Innovation in Teacher Education within a Global
Context Synthesis Document, April 2016)

High quality formats of innovative projects

Therefore training of staff is needed to acquire the following competences

1. Understanding the learning skills of the 21 st century students and citizens

2. How to accommodate to national curriculum and local context, getting back to trail and error
type of education -Studying and observing the art first, without the fear of getting something
wrong
1. How to understand and approach “culturally situated art-based learning.”
3. Arts-infused learning, understand and practice- STEM TEACHERS, HOW TO USE
INTEGRATED IT IN THE CONTEXT OF THEIR OWN NATIONAL CURRICULUM
CONTEXT
4. New type of assessment, both skills and knowledge, using performance based assessments
2. Best practices regarding digital media design for education, video enhanced lessons for digital
equity and equal opportunity in learning
3. Museums class how to prepare and organise - not for walking but for learning
4. Capacity building for sustained collaboration with stakeholders involved (museums, superior
educational institutes, museums, research institutes, social innovation
5. Support students community awareness (crucial aspect according to the Fourth Biennial
International Conference Innovation in Teacher Education within a Global Context, April

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 2016)
6. To support mainstreaming gender equality for STEAM (encourage girls performance in math
and science boys reading habits)
7. Support mainstreaming special giffted pupils through integrated curriculum and pehnomenon
based learning

Erasmus plus. Application KA2

Therefore training of staff is needed to acquire the following competences

• How to investigate the needs and requirements of the school to identify

• the theme and the objectives to be achieved
• the age group
• the links to the curriculum
• the added value in terms of expertise and intellectual outputs achieved
• How to negotiate with possible partner schools on these elements
• How to proceed in writing the application (online communication tools, division of tasks,
submitting procedures)
• How to self-assess the application against the Quality Assessment criteria of KA2 before
submitting
• How to manage and coordinate innovative projects and which social, management and
intercultural skills are needed
• How to report, monitor, communicate with partners, evaluate the on-going project
• How to identify the skills into students and encourage skills based learning
• How to scale up innovation in the class

Innovative dimension of the curriculum

Therefore training of staff is needed to acquire the following competences
• to get acquainted with a format to investigate which elements of innovative orientation are already
present in the current curriculum and activities (work organisation, digital means of work, in-service
training, learning material, project activities, assignments) related to phenomena based learning (topic
based learning), teaching STEAM though arts; evaluations of skills not facts as results of learning,
evaluation of students (pupils) as demonstrations of skills
• standing structures for team teaching plans(groups of teachers),
• teach outside classroom (community capacity building, collaboration with Museums, music
centers, digital content for arts&music, digital content for equity and equal opportunity for
learning)
• to broaden the range of innovative activities to which students should be exposed (in-house
training by means of digital apprenticeship “Meister-Geselle-Lehrling”, inviting guest visitors to
speak about innovation, visits to local firms that are active innovators, etc.).
• scale up innovation in the class and impact school organizational culture

The Erasmus+ Programme promotes the use of instruments/certificates like Europass, ECVET and
Youthpass to validate the competences acquired by the participants during their experiences
abroad. Will your project make use of such European instruments/certificates? If so, which ones?

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Are you planning to use any national instrument/certificate? If so, which one?

Europass Mobility will be provided by the course provider.

How will you use the European/national instrument(s)/certificate(s) selected?

To give evidence of the European activities and to show progress in the competences acquired.

G. Preparation

Please describe what will be done in preparation, by your organisation and, if relevant, by your
partners and/or consortium members before the main activities take place.

Suggestion for your answer

Preparation
The programme of the course is tailored to the needs. Participants will fill out an intake form so that the
course organiser can design the course as much as possible according to the level of experience and the
concrete wishes of the participants.
The participants will get access to online folders where they will find all necessary information,
and they will be invited to a Social media community where they get to know each other, are informed
about current issues, communicate and share information and ideas and prepare for their own course
identified opportunities.

The sending organisation is responsible for collecting relevant information about their own school or
institution. There is need for specific information about the transition from teaching facts to learning how
to learn. According to WORLD FEDERATION OF ASSOCIATIONS FOR TEACHER EDUCATION
conference communicate April 2016, classrooms are not changing as fast as we thought they would, and
many still look like they did 100 years ago. Often, teachers can better understand what changes must take
place for the needed transformation toward embracing innovation, it is therefore the responsibility of the
school to document the needed training for teachers, school needs, but also think of local opportunities
and strength to support global skills teaching through phenomena based learning
(IE: important local art traditions, music centres, digital innovative for equity and equal opportunities for
learning, museum open day/class to the museum interactive programs, teaching STEM through arts
innovative any other social innovation)

G.1. Practical Arrangements

How will the practical and logistic matters of the project be addressed (e.g. travel, accommodation,
insurance, safety and protection of participants, visa, social security, mentoring and support, preparatory
meetings with partners etc.)?

Participants take care of organising their travel and booking their accommodation by themselves. Euneos
will give advice about accommodation near the course venue.
Visa: not needed. Travel insurance has to be valid as Erasmus+ program presupposes. Social security etc
on one's own responsibility.
As soon as participants have registered for the course, there will be communication with them. Virtual
mentoring and support takes place via email, online folders, Social media communities and websites. It is
continuous throughout the processes of the course.

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Participants are also given opportunities to meet organisers and fellow participants in pre-course live
sessions in the Internet. Participants is the main task of the trainers on-site. Workshop coaches and
presenters also do their best to coach and monitor the participants. Teaching global skills for schools
courses are welcoming and safe environments for participants. This course especially will provoke
teachers creativity through the very culturally place where workshops will be organised (art induces,
music centres etc), creative positive atmosphere, culturally rich training experience that will support a
mindfulness state of mind of the teachers attending. The course description indicates types of intellectual
outputs and time slots are foreseen to produce them. At the end of the course a certificate listing the
competences acquired and the intellectual outputs will be given to participants.
Time is foreseen for partners to set up common projects.

G.2.Project Management

How will you address quality and management issues (e.g. setting up of agreements with partners,
learning agreements with participants, etc.)?

Suggestions for your answer

Agreements
Euneos, the course provider, is not obliged to provide Declaration of Honour or Mandate Letters due
to Erasmus+ KA1 courses.
If a consortium of schools/institutions applies for funding, such documents are required between the
members of consortium. The course provider is not included in the mutual tasks of consortium
members.

G.3. Preparation of Participants

Which kind of preparation will be offered to participants (e.g. task-related. Intercultural, linguistic, risk-
prevention etc.)? Who will provide such preparatory activities?

Suggestions for your answer

Participants fill in the intake form, join and actively participate in the online Community, collect
information on innovation of the school and visit the online folders where information is made
available for them by the organiser before the course. The organiser invites the participants to one or
more pre-course sessions in the Internet. Preparation is task-oriented and informative.
Euneos will collect information from the intake form to tailor-make the course design and
programme. Euneos will create an online community, inform participants about preparatory tasks and
inform all participants about practical arrangements.

H. Main Activities

Please outline the main activities you plan to organise. If relevant, please describe the role of each
project partner in the activities.

Teaching Global Skills! Through phenomena based education

Day General topics per day

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 Sun Learn to know organizational issues and persons involved in the course.
Mon New reform education system, PISA 2018, global competence and skills, best practices
Tue Digital support for arts&music with STEAM, trial& error, growth mindset workshop
Wed Learn to about student view. Equal opportunities for learning STEM, Digital Equity
Thu Learn to manage team teaching, collaborative working in digital turn
Fri Phenomena based education, lecture and workshops, best practices, observation of
educational process
Sat Multi-literacy, best practices and visits, stakeholder engagement in supporting art infused
learning

Provisional program

Modules of learning/ proposed agenda

Monday School culture change
Knowledge building: Phenomena based learning; Design based learning; active learning
Skills: operating with skills and knowledge, data and information
Workshops, practicing skills-ability to step back;-the forth models of personality in (re)action; resistance to change
Afternoon: -negotiation skills and problem solving tool; Cultural awareness program
Tuesday Emotional intelligence
Morning session: managing people & situations; teaching global skills; mindfulness vs fixed mindset
Afternoon: Best practice, role playing and peer to peer learning
Wednesday Social entrepreneurship
Morning sessions: Social entrepreneurship (model& principles); Community capacity building – managing relation
school-community
Afternoon sessions: acknowledge the role of the school in community ); visit to the youth entrepreneurship cluster or
hub
Thursday Schools as living labs
Cultural change in schools; observation school living labs
Schools as learning based organisations
Networking intelligence
Friday Schools as social wellbeing providers
Digital support for equal opportunities in learning and improving learning relation
Glocalisation- the importance of local cultural awareness to build up global skills
Bulling- schools community led local development projects vs best practices and benchmarking
Afternoon sessions: – peer to peer learning; -school plan for global skills

Saturday Feedforward sessions and evaluation of training outcome; Culturally situated experience

If applicable, how do you intend to cooperate and communicate with your project partners and/or
consortium members and other relevant stakeholders?

Partner = Euneos. Course provider.

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 Before

Intensive communication before the course (intake, online community), assignments to be done and
information to be collected

During the course.

Participants create intellectual outputs on the topics chosen

Trainers will coach and monitor the work in progress

Participants are given time to set up a project with project partners at the course

Recognition of the tasks done and of the competences acquired will be given by listing them on the
certificate handed out at the end of the week

After the course

Post course support. Free participation in one or more live online sessions about the topics of course
assessment, networking and dissemination.

How will the participants be monitored during their training placement? Who will monitor their
work programme and progress?

Suggestion for your answer

1. Evaluation of the course by the participants

At the end of each day self-assessment of the competences
At the end of the course on-line evaluation focusing on the different aspects of the course : content,
working methods, guidance, materials provided, quality of the teaching staff, opportunities to promote
innovation in one's own school.

2. Evaluation of the output and of the competences gained by the course organisers
Organisers will use the document analysis method as an indicator to measure the quantitative and
qualitative output of the course (paragraphs to school policy plan, recommendations for own schools) and
observation of presentations and discussions).
The procedure of previous day is discussed and assessed in plenary meetings in the morning.
Organisers challenge participants to answer to a triggering question about the day's topic in the morning.
The answers are checked in the afternoon workshops or group discussions.
Competences acquired and the outputs realised are stated on the course certificate.

3. Post course
At school level : meeting with board members, reporting to staff,
Report to the NA

I. Follow-up

Please describe what will happen after the end of your main activities.

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Suggestions for your answer

Please identify for each of the topics chosen what the school will do
• Our school will use the innovation chapter of the school policy plan drafted as an intellectual
output of the course to develop a long term school policy plan within six months after the end of
the course
• Our school will set up a team of qualified innovation leaders / appoint coordinator/s
• Our school will develop further the first versions of projects and will implement (some of) them -
hopefully with partner schools that take part in the course
• Our school would like to apply for a Erasmus plus KA 2 partnership hopefully with one or more
partner schools that take part in the course
• Our school wants to strengthen the innovative dimension of the curriculum and will set the
necessary steps to first make an inventory of the elements in the curriculum that include
European and innovative topics and then to start streamlining these elements in the subjects
across school years and across subjects (cross-curricular approach)
• Our school wants to use the tools and methods learnt at the course to train the staff and students
involved in innovative project activities

I.1. Impact

What is the expected impact on the participants, participating organisation(s) and target groups?

Suggestions for your answer

The impact should relate to the description of the needs

Our school has no experience with innovation of the school / will have gained sufficient expertise to
promote innovative development in our school

Our school wants to improve the quality of the innovation / will have improved the quality
Explain what the school exactly hopes to get as concrete output
School policy plan
Better innovative projects etc..

Additional added (if relevant)

Partner search possibilities. Our school hopes to find partners for KA2 partnerships and eTwinning
activities
Additionally (if relevant)
Our school integrates/integrated EU online courses about “Future Classroom Scenarios” and/or
“Innovative Practices for Engaging STEM Teaching into in-house training programme of the school.

I.2. Dissemination of projects' results

Which activities will you carry out in order to share the results of your project outside your
organisation /consortium and partners? What will be the target groups of your dissemination
activities?

Suggestion for your answer

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Informing about the course, about the results, about the added value for the school
At school level (website, meetings; information bulletin, social media)
Locally : traditional information channel (newspaper, other media)
Primary school teachers and students will be informed about the innovative activities of our school
Regionally and nationally: through associations of teachers and networks of schools where subject
teachers and board members meet
On national and innovative level; information shared via eTwinning channels and EST (European shared
treasure)

Dissemination
Target groups at school level
As a result of the course the innovative activities and dimension of the school will increase. The current
school population and future students will benefit from the initiatives undertaken by the course
participants.
Target groups outside the school.
Our innovative activities will include stakeholders outside the school: parents hosting foreign students,
people being interviewed or giving presentations at school , students presenting outcomes of research
through blogs and YouTube movies; exhibitions during Open days events, fair, local enterprises.
Some intellectual outputs (school policy plans, formats of innovative projects) will get the Creative
Commons license and will be free available provided the criteria are respected
Social Media outputs (FB, twitter, LinkedIn, Google+ etc.)

I.3. Evaluation
Evaluation of the course during and at the end of the course.
At the end of each day: self assessment of the competences. At the end of the course online evaluation
focusing on the different aspects of the course: content, working methods, guidance, materials provided,
learning outcomes.

Self evaluation after the course: producing of report of learning outcomes of the course.

External evaluation at school

Shortly after the course at school: evaluation meeting with staff members and colleagues.
The learning outcomes (e.g. school policy plan etc: all what you have produced during the course) will be
evaluated and disseminated at school level.

A few months later at school: to which extent the outcomes of the course have been implemented at
school.
Please explain more detailed and in own words.

I. Budget

J.1 Travel

Example

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 Calculation travel costs with distance calculator

Course in Tallinn, Estonia: nearest airport is Tallinn

Course in Santa Cruz, Tenerife: North airport Los Rodeos or South airport Reina Sofia
Course in Amsterdam/Haarlem: nearest airport is Schiphol/Amsterdam

Distance calculator: http://ec.europa.eu/programmes/erasmus-plus/tools/distance_en.htm

J.2 Individual support (Accommodation: hotel and meals)

J.3 Organisational support

Fill in number of participants

J. 4. Budget Course fees

Default duration of Euneos courses is 7 days. Fee price can be found on the website
http://www.euneoscourses.eu .

K. Project summary Please provide a short summary of your project. Please recall that this section
[or part of it] may be used by the European Commission, Executive Agency or National Agencies in
their publications. It will also feed the Erasmus+ dissemination platform.
Be concise and clear and mention at least the following elements: context/background of project;
objectives of your project; number and profile of participants; description of activities; methodology to be
used in carrying out the project; a short description of the results

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