Aims and objectives: The course in European Project Planning, aimed at school staff, is a Higher Education proposal on European Project Planning techniques that provides skills and knowledge that can be immediately spent in one’s professional field.
It also allows schools to equip themselves with human resources that can enhance and increase the activities proposed in the educational offer plan by the school, guaranteeing it the possibility of accessing the request for European funding, thus increasing the range of opportunities and services offered .
The aim of the course is to train teachers who can achieve the skills necessary for success in acquiring funding from participation in European calls with a particular focus on the “Erasmus +” program, the European program which has as its purpose the implementation of training and education.
Specific objectives of the project are:
- professionally raise the skills related to the design and drafting of the project;
- promote the acquisition of skills related to the ability to navigate between direct and indirect funds and identify those most suitable for your area or specific project ideas;
- acquire planning and enhancement skills of the proposed training services;
- encourage the attainment of skills on European funding sources and on project management;
- orient, organize, use and optimize resources to achieve the objectives;
- ability to manage and elaborate the budget as well as notes on cost reporting procedures.
The structure of the training model provides three distinct levels of learning:
- Cognitive level – This level includes the activities of acquiring the theoretical and practical concepts aimed at promoting a new awareness in the participants. Although information is an indispensable component in managing change, programs that only limit themselves to this aspect have a low impact on behavior change.
- Experiential level – This level includes the practical activities experienced directly by the recipients of the training process, both in the classroom through simulations and practical activities, and in the exercises, simulations, case analysis, project work etc., where the learning process stabilizes with the continuity of experience. Abstract concepts find new locations and meanings in experiencing reality.
- Level of knowing how to be of personal growth – At this level the learning process takes place through the emotional dimension, the objectives are self-awareness, self-esteem, assertiveness, the enhancement of one’s resources. It learns about itself.
These three levels allow a stabilization of learning which become versatile tools for managing specific role criticalities, as well as transversal skills that can be reused in different contexts.
For this purpose, the teaching method is strongly centered on a “blended” approach that combines theoretical concepts with practical tests, therefore following the “learning by doing” methodology. The classroom training will alternate frontal training moments, with case study phases, practical exercises / simulations and group work that allow participants to immediately apply the notions they have just acquired. Therefore, real “case studies”, documents and official forms belonging to various Community programs will be used, and navigation on the portals of the European Commission and executive agencies is expected, as well as sharing examples of project forms.
A not secondary aspect will be the elaboration of a project work which will be given back in the classroom in order to simulate a real presentation of a project related to European funds. The verification and return of the project work developed by the students will therefore be cut out an entire day.
The blended modes allow the release of real operational tools that can be reapplied in real work contexts.
The classroom course will have a total duration of 30 hours, spread over 5 working days (each lasting 6 hours), and an extra hour dedicated to evaluation and verification.
Evaluation and verification
The consequent assessment and verifications provide for both a phase of analysis of the learning of the contents achieved by the students and an analysis of skills. If, in a periodic and circular self-assessment process, deficiencies are found regarding the levels reached by the individual student. This will be adequately supported in order to fill the gap found.
In order to evaluate the learning process, space will also be dedicated to the evaluation of customer satisfaction by the teachers on the proposed training course and the critical issues encountered if present.
The assessment of learning, both of content and professional competence, as well as the assessment of satisfaction, will be carried out through questionnaires, tests, simulations,
project work and anything else in line with the participatory interactive methods characterizing the teaching process.
Periodicity (initial, intermediate, final):
The whole process of monitoring and evaluation of the proposed training path, as well as of the learning achieved by the trainees, will be structured in a cyclical and circular process which provides for the administration of assessment tools and the consequent verification structured on three phases: initial, intermediate and final.
This will allow not only the verification of outgoing learning but also the possible emergence of critical issues and therefore the possibility of monitoring the process for better replicability.
|Introduction to the EU course||
|From design ideas to European programs||
|From design ideas to European programs||
|The Logical Framework Approach: from problems to design ideas||
|The project budget||
|The application form||
|The quality of a project proposal||