LIFELONG LEARNING PROGRAMME COMENIUS Application form …€¦ · 2 COMENIUS PARTNERSHIPS General...

1

COMENIUS PARTNERSHIPS

LIFELONG LEARNING PROGRAMME COMENIUS

Application form 2013 for Comenius Regio Partnerships

PLEASE NOTE THAT THE TABLES REFERRED TO IN CERTAIN FIELDS OF THIS FORM CAN BE FOUND IN THE ANNEX.

Programme Lifelong Learning Programme

Sub-Programme COMENIUS

Call for Proposals LLP Call for Proposals 2013

Action COMENIUS REGIO PARTNERSHIPS

Deadline 21.02.2013

National Agency of the coordinating region

GB1

Project title The Bedford-Copenhagen Learning Exchange

Project acronym BCLE

Working language of the partnership

EN

Number of participating regions 2

Total number of local partners (both regions)

6

Name of the applicant institution in the coordinating region

Bedford Borough Council

Name of the applicant institution in the partner region

The City of Copenhagen

2


General information

Before completing this form, please read the relevant sections in the Lifelong Learning Programme Guide and the 2013 Call for Proposals published by the European Commission. Please consult also the website of your National Agency, which contains additional information on closing dates and National Agency addresses to which the application must be sent. A link to the European Call for Proposals, the Programme Guide and further information such as Frequently Asked Questions can be found on the Lifelong Learning Programme website:

http://ec.europa.eu/education/comenius/doc854_en.htm

Comenius Regio Partnerships consist of two partner regions, one of which acts as a "coordinator" for the project. The role of the coordinating region (Partner region 1) is purely administrative; both partner regions have the same rights and obligations with the partnership. In each partner region, the relevant authority is asked to involve at least one school and one other organisation in the project. The other organisation should make a significant contribution to the aims of the project. Only the authority has to sign and submit the grant application on behalf of its region. It manages the project in its region. 1 This application form should be completed by the relevant authority in the coordinating region (Partner region 1) of the proposed Comenius Regio Partnership, in close cooperation with the partner region (Partner region 2). It shall give full details of the Partnership including the details of all partners (regional/ local authorities and regional/ local partners), all planned mobilities and the grant requests for both partner regions. The coordinating region (Partner region 1) must send a copy of the completed form to the relevant authority in the partner region (Partner region 2). The authorities in both partner regions complete and sign the declaration and fill the information on the cover page of their individual copies. They submit their copy to their National Agencies by 21 February 2013 (date as postmark) attaching letters of intent from each of the organisations participating in their region. The partner region must not change any of the information contained in the form completed by the coordinating region; all copies must be identical except for the Declaration. Please note that the form should be completed well in advance before the deadline so that both participating regions are able to post its copy of the application on time. Please note that each National Agency may request applicants to submit additional information in support of a Partnership application. Each partner region should check the details of the application procedure on the website of its National Agency before submitting the form.

1 At application stage only the relevant authority signs the application form. The regional/ local partners involved in the project will have to sign a letter of intent in which they express their intention to participate in the project.

3


CHECKLIST Before submitting the application, please make sure that it fulfils the requirements listed below.

[NAs which require electronic submission (online or offline / email) should indicate such requirements here.]

The application has been submitted by the applicant institution on the 21 February 2013 at the latest (postmark date).

The application has been submitted using the correct application form.

The application has been submitted according to the instructions published by the National Agency.

The form is not hand written (except for the Declaration).

The form has been completed in full.

The form has been completed using one of the official languages of the EU.

Part E (Requested funding) includes the Partnership type or the grant amount requested by the applicant institution for mobilities.

Part E (Requested funding) includes a budget for additional project costs or states that no grant for additional project costs is requested.

The partnership consists of two regions, each one located in one of the countries participating in the Lifelong Learning programme.

At least one participating region is located in a Member State of the European Union at the starting date of the Partnership.

Each applicant institution is eligible to receive funding from this National Agency to participate in a Comenius Regio Partnership.

In each partner region, at least one school and one other organisation will be involved in activities (in addition to the applying local or regional authority).

At least one of the schools involved in the Comenius Regio Partnerships in each applicant region is eligible in Comenius School Partnerships.

The form has been signed by the legal representative of the applicant institution or a person duly authorised by the legal representative. Please note that in both regions (the coordinating region and the partner region) the applicant institution is the local or regional authority with a role in school education.

Letters of intent from all organisations participating in the respective partner region have been attached to the signed copy submitted to the National Agency.

Each participating institution has fulfilled its contractual obligations in relation to any earlier grants received from the National Agencies concerned. (exclusion criterion)

The application includes a grant request in euros.

4


A. Applicant and other organisation data A.1 – Organisation

Role in the Project COORDINATING REGION / PARTNER REGION 1

Legal Name Bedford Borough Council

- in Latin characters

Acronym – if applicable

National ID Number – if applicable

Official address Bedford Borough Council, Borough Hall, Cauldwell Street, Bedford

Postal code MK42 9AP Town Bedford

Country UK Region East of England

Website http://www.bedford.gov.uk

National Agency GB1

A.2 – Legal representative

Name

Mr

Mrs/Ms Dennison

Gough

First Name Margaret

Michael

Position Executive Director Children's Services

Assistant Chief Executive Governance

Official address Bedford Borough Council, Borough Hall, Cauldwell Street, Bedford

Postal code MK42 9AP Town Bedford


Telephone 1 01234 267422 Telephone 2

E-mail [email protected]

[email protected]

Fax

A.3 - Contact person

Name Mrs Lewandowski First name Jan

Department

Position Consultant for Languages and International Learning

Official address St Thomas More Catholic Teaching School, Tyne Crescent, Bedford

Postal code MK41 7UL Town Bedford


Telephone 1 01234 831687 Telephone 2 07834175940

E-mail [email protected] Fax

5


B. Organisation and activities B.1 Structure

Geographical scope (region, municipality, etc)

Bedford is a Unitary Authority with the status of a Borough in the ceremonial county of Bedfordshire.

It is approximately 60 miles north of London and it covers an area of 183 sq miles (476.4 km2). The population is approximately 160,000.

Organisation type PUB-LOC

B.2 Objectives and activities of the organisation

Please provide a short presentation of the organisation in relation to the thematic area covered by the project

Bedford Borough Council is committed to working with its communities and partners to improve local quality of life. Raising the level of academic achievement is a top priority for the council and improving learning outcomes for all our pupils in all schools/settings.

Bedford Borough covers the following exemplar areas of activity:

(a) Council and Democracy

(b) Education and Learning

(c) Environment and Planning, including waste management

(d) Health and Social Care

(e) Housing

(f) Leisure and Culture

(g) Marriages and Bereavement Services

(h) Business and Regeneration

Please describe the role of your organisation in the project

� Oversee the contract in the UK and be the first point of contact with the UK Comenius National Agency. (Note: All partners sign the contract)

� Representative would be a member of the Project Management Group, which will have oversight of the project planning and delivery. Attend Project Management Group meetings.

� Provide professional direction to the development and delivery of the project.

� Have responsibility for project finances in accordance with Bedford Borough and Comenius financial regulations. Disperse finances to the other project partners in the UK as project expenditure occurs.

� Keeps records of project activity and archives them for the required 5 years after the end of the project.

� Submit claims and reports to the Comenius National Agency as set out in the contract.

� Monitor and evaluate the project implementation and take corrective action as appropriate.

� Assist in the dissemination of learning from the project.

B.3 Other European Union grants Details of projects in which your organisation has participated with the financial support of the European Union and which were related to education and training

Year Programme Agreement number Project title

6


Is the regions involvement result of a contact seminar or preparatory visit?

Preparatory visit No

Contact seminar No

Agreement number: N/A

7


A.1 – Organisation

Role in the Project LOCAL/ REGIONAL PARTNER - SCHOOL Linked to coordinating region/ Partner region 1

Legal Name Springfield Lower School



National ID Number – if applicable 109514

Official address Springfield Lower School, Orchard Street, Kempston, Bedford

Postal code MK42 7LJ Town Bedford


Website http://www.springfieldlower.org.uk


Name Mr Moon First Name Peter

Position Chair of Governors

Official address - if not the same as above -

Postal code Town

Country Region


E-mail [email protected] Fax 01234 306001


Name Mr Benson First name Richard

Department

Position Headteacher


Postal code Town

Country Region



8



Profit Non-profit Public X Private

Organisation type EDU-SCHPrm

Number of pupils 294



Springfield Lower is a community school for children aged 4-9 years old and is situated in Kempston which is south east of Bedford.

School aims:

(a) To provide the physical, social, moral, spiritual emotional and academic needs of all the children, valuing the knowledge, skills and cultural heritage that they bring to the school.

(b) To offer a broad and balanced, stimulating and well structured curriculum.

(c) To promote each child’s progress through praise and sensitive, constructive comments.

(d) To work in partnership with families to ensure that each child achieves her/his full potential.

(e) To try at all times to provide a calm purposeful working atmosphere.

Activities:

(a) Provide a quality education to its pupils.

(b) Work in partnership with parents in providing that education.


� Member of the partnership / actual signatory to the contract



� Encourage staff to take part in the project and provide support as required.

� Have responsibility for its own project expenditure in line with project financial/work plans.

� Submit claims and reports as required by the Bedford-based partnership agreement.

� Monitor and evaluate the project implementation.


B.3 Other Community subventions

Details of projects in which your organisation has participated with the financial support of Community funding and which were related to education and training


If more than one school in your region is involved in the project, please copy & paste the relevant sections of the form.

9



Role in the Project LOCAL/ REGIONAL PARTNER – OTHER ORGANISATION

Linked to coordinating region/ Partner region 1

Legal Name Bedford Borough Learning Exchange


Acronym – if applicable BBLE

National ID Number – if applicable

Official address Bedford Borough Learning Exchange Stewart House, 69-71 Bromham Road, Bedford

Postal code MK40 2AQ Town Bedford


Website http://www.bble.org.uk


Name Mr Mrs/Ms Royden First Name Corinne

Position Vice Chair







Name Mrs/Ms Towers First name Lucy

Department

Position Administrator






10



Profit Non-profit X Public Private

Organisation type ASC-SCH (Membership also includes a University, a College of Further Education and the Local Authority)

Number of staff 17 (1 member of staff plus a Development Group consisting of 16 members). BBLE is able to call on other staff from within its membership organisations as needs require.



The Bedford Borough Learning Exchange (BBLE) is an educational collaborative that includes all educational organisations in Bedford including all state (including Academies and Free School) and private schools, the Local Authority (Bedford Borough Council), Bedford College of Further Education, University of Bedfordshire, The Pilgrim Partnership (School Centred Initial Teacher Training provider), The Higgins Gallery and Museum, and the Prison Education Service – 97 organisations in all.

BBLE’s objectives are:

(a) Fostering the mutual support and understanding of educational practitioners in Bedford Borough.

(b) The regular sharing of good and emergent practice.

(c) Consensus building and collaborative planning.

(d) Development of effective working partnerships across the educational system.

(e) Maximising the resources available to BBLE partner organisations.

(f) Engaging in systematic programmes of innovation and improvement to improve the quality of learning, drive up levels of achievement and improve individual life chances.

BBLE activities are planned and managed by its Development Group. Previous activities include:

(a) Monthly professional development and knowledge sharing BBLE meetings.

(b) A self-funded scoping visit by Bedford Headteachers to Copenhagen in November 2012 in preparation for this Comenius submission.

(c) Professional development sessions which included presentations from several prominent speakers, e.g. David Bell PPS, Sir Keith Ajegbo, John Bangs and Estelle Morris.

(d) High quality collaborative working on the creation of local Teaching Schools to act as a focus for powerful Initial Teacher Training and career-long professional development.

(e) Annual professional development conference for all Headteachers in the Borough.

(f) Strategic review and planning of education developments within the Borough; providing management expertise and educational knowledge/understanding to new initiatives as required.


� The BBLE Development Group will provide a professional steer as to Bedford-focused project activities and coordinate the overall project (including both Bedford and Copenhagen partners).

� Day-to-day coordination of the project within Bedford by providing staff to assist with the administration and direct facilitation of the partnership working both within the borough partnership and between the two regional partner groups. This will be undertaken by the Bedford-based project

11


Facilitator provided by a member of the BBLE. (Note: The Bedford-based project Facilitator and the Copenhagen-based project Facilitator will be the key operational drivers of the project)

� Promote the project to all BBLE members.

� Headteachers/Principals and senior staff will be encouraged and enabled to take part in the development activities, including mobility activities. Supporting funding will be provided by participant schools/academies/college. Indirect project costs such as staff release costs will be met by the participating organisations.

� The Facilitator will assist schools in the Copenhagen project partnership to determine their development needs and broker links with appropriate schools in Bedford. He will provide support to the Bedford participants to take their planned development/learning forward.

� Record project and expenditure activity; submitting claims as agreed.

� BBLE will provide an effective and structured means of disseminating the lessons learned within the project – increasing the potential learning locally, regionally, nationally and internationally. Providing a multiplier effect.

� Take part in rigorous on-going self-evaluation of the project, its direction, implementation, outcomes and impact; involving all the BBLE membership and building forward into the further 3 years of the Bedford-Copenhagen Learning Exchange Programme. (The Comenius funded part is the first 2 years of a planned 5 year programme)




If more than one other organisation in your region is involved in the project, please copy & paste the relevant sections of the form.

12



Role in the Project PARTNER REGION 2

Legal Name The Children and Youth Administration, The City of Copenhagen



National ID Number – if applicable CVR 64942212

Official address City Hall

Postal code 1599 Town Copenhagen V

Country Denmark Region

Website http://www.kk.dk

National Agency DK1


Name Mrs/Ms Jørgensen First Name Mikala

Position Head of office

Official address Gyldenløvesgade 15



Telephone 1 2720 4344 Telephone 2 3366 4201


A.3 Contact person

Name Mrs/Ms Jørgensen First name Mikala

Department The office of Educational support

Position Head of office

Official address Gyldenløvesgade 15





13



Geographical scope (region, municipality, etc)

Copenhagen is the Capital of Denmark and the City of Copenhagen is the largest municipality in Denmark. The population is approximately 557.920.

Organisation type PUB-LOC



One of the aims of the Children and Youth Administration is raising the level of academic achievement and improving learning environment and outcomes in day-care and public schools.

The administration covers the following exemplar areas of activity:

(a) Day-care

(b) Education and Leisure Time

(c) Support and Advice

(d) Health and Environment

(e) The Planning and Ordering Unit

(f) Youth and Adult Training and Education


� Oversee the contract in Copenhagen and be the first point of contact with the Comenius National Agency. (Note: All partners sign the contract)



� Have responsibility for project finances in accordance with Copenhagen?? and Comenius financial regulations. Disperse finances to the other project partners in Denmark as project expenditure occurs.

� Keeps records of project activity and archives them for the required 5 years after the end of the project.




� Provide administrative support




Partnership between the City of Copenhagen and Tuscany, Italy

Could not determine in time

Children art relationship education

Is the regions involvement result of a contact seminar or preparatory

No Preparatory visit Agreement number:

14


visit? No Contact seminar


Role in the Project LOCAL/ REGIONAL PARTNER - SCHOOL Linked to Partner region 2

Legal Name Nørrebro Park Skole


Acronym – if applicable NPS

National ID Number – if applicable Cvr 22 48 80 15

Official address Jagtvej 34

Postal code 2200 Town København N

Country Denmark Region København

Website http://www.nps.kk.dk


Name Mr Mrs/Ms Aksten First Name Peter

Position Headmaster


Postal code Town

Country Region

Telephone 1 +45 35398310 Telephone 2 +45 28111024



Name Mr Mrs/Ms Aksten First name Peter

Department Nørrebro Park Skole

Position Headmaster


Postal code Town

Country Region

Telephone 1 +45 35398310 Telephone 2 +45 28111024


15



Profit Non-profit X Public X Private

Organisation type EDU-SCHPrm + EDU-SCHSec

Number of pupils 660



A municipality school for pupils age 6-16

Just joined together 4 years ago, two old schools to one new

Working with teams of teachers





� Undertake self-assessment of development activities in own school.

� Assist in monitoring and evaluating the project.

� Assist in the dissemination of learning from the project




2008 LLP Cominius K09-1-022 European Youth – From differences to similarities

2011 LLP Cominius Assistant ho11-056 Comenius Assistant



16



Role in the Project LOCAL/ REGIONAL PARTNER – OTHER ORGANISATION

Linked to Partner region 2

Legal Name Autens

- in Latin characters AUTENS


National ID Number – if applicable CVR 29024812

Official address Rabalderstraede 11

Postal code 4000 Town Roskilde


Website http://www.autens.dk


Name Mr Mrs Jensby Lange First Name Lene

Position Owner, educational facilitator


Postal code Town

Country Region

Telephone 1 +45 2070 5230 Telephone 2



Name Mrs/Ms Jensby Lange First name Lene

Department

Position


Postal code Town

Country Region

Telephone 1 +45 2070 5230 Telephone 2


17



Profit Non-profit Public Private

Organisation type CON-CNST This is the code for a consultancy

Number of staff 1,5



Autens works with local authorities and schools to redefine models of learning, schools, and praxis in light of the 21st Century conditions, requirements and potentials. Our aim is to co-create the best learning circumstances for learners of all ages. We see this project as an inspiring approach to lift and promote reflection and innovative praxis in schools.


� A professional steer as to Copenhagen-focused project activities.

� Day-to-day coordination of the project within Copenhagen by providing the Copenhagen-based project Facilitator – she will support the partnership working both within the Copenhagen partnership and between the two regional partner groups. (Note: The Bedford-based project Facilitator and the Copenhagen-based project Facilitator will be the key operational drivers of the project)

� Promote the project activities to project partners and to other potential participant schools. Headteachers/Principals and senior staff will be encouraged and enabled to take part in the development activities, including mobility activities.

� The Facilitator will assist schools in the Copenhagen project partnership to determine their development needs and broker links with appropriate schools in Bedford. She will provide support to the Copenhagen participants to take their planned development/learning forward.

� Record project and expenditure activity in Autens; submitting claims as agreed.

� Develop an effective and structured means of disseminating the lessons learned within the project – increasing the potential learning locally, regionally, nationally and internationally. Producing a multiplier effect.

� Undertake rigorous monitoring and on-going self-evaluation of the project, its direction, implementation, outcomes and impact; suggesting corrective action to the Project Management Group as required.

� Assisting the project partnership to build forward into further partnership of Bedford-Copenhagen Learning Exchange Programme.




If more than one other organisation in your region is involved in the project, please copy & paste the relevant sections of the form.

18


Declaration To be signed by the person legally authorised to enter into legally binding commitments on behalf of the applicant institution. This Declaration must be separately completed and signed by each applicant institution in its copy of the application. I, the undersigned, Request from my National Agency a grant for my organisation as set out in section E of this application form. Declare that:

� All information contained in this application, is correct to the best of my knowledge. � The organisation I represent has the adequate legal capacity to participate in the call for proposals.

EITHER The organisation I represent has financial and operational capacity to complete the proposed action or work programme

OR The organisation I represent is considered to be a "public body" in the terms defined within the Call and can provide proof, if requested of this status, namely: It provides learning opportunities and

� Either (a) at least 50% of its annual revenues over the last two years have been received from public sources;

� Or (b) it is controlled by public bodies or their representatives

� I have taken note that identical or similar applications will be subject to a specific assessment in order to exclude the risk of double funding and that the Commission and the National Agencies reserve the right not to fund identical or similar applications.

I am authorised by my organisation to sign Community grant agreements on its behalf. Certify that: The organisation I represent:

� is not bankrupt, being wound up, or having its affairs administered by the courts, has not entered into an arrangement with creditors, has not suspended business activities, is not the subject of proceedings concerning those matters, nor is it in any analogous situation arising from a similar procedure provided for in national legislation or regulations;

� has not been convicted of an offence concerning its professional conduct by a judgment which has the force of ‘res judicata’;

� has not been guilty of grave professional misconduct proven by any means which the National Agency can justify ;

� has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the legal provisions of the country in which it is established or those of the country where the grant agreement is to be performed;

� has not been the subject of a judgment which has the force of ‘res judicata’ for fraud, corruption, involvement in a criminal organisation or any other illegal activity detrimental to the Communities' financial interests;

� it is not currently subject to an administrative penalty referred to in Article 96(1) of the Financial Regulation (Council Regulation 1605/2002 of 25/06/02, as amended).

Acknowledge that: The organisation I represent will not be awarded a grant if it finds itself, at the time of the grant award procedure, in contradiction with any of the statements certified above, or in the following situations:

� subject to a conflict of interest (for family, personal or political reason or through national, economic or any other interest shared with an organisation or an individual directly or indirectly involved in the grant award procedure);

19


� guilty of misrepresentation in supplying the information required by the National Agency as a condition of participation in the grant award procedure or has failed to supply this information.

In the event of this application being approved, the National Agency has the right to publish the name and address of this organisation, the subject of the grant and the amount awarded and the rate of funding. I acknowledge that administrative and financial penalties may be imposed on the organisation I represent if it is guilty of misrepresentation or is found to have seriously failed to meet its contractual obligations under a previous contract or grant award procedure.

PROTECTION OF PERSONAL DATA

Processing this form may involve the recording and processing of personal data. Such data will be processed pursuant to Regulation (EC) No 45/2001 on the protection of individuals with regard to the processing of personal data by the Community institutions and bodies and on the free movement of such data. Any personal data requested will only be used for the intended purpose, i.e.:

- In the case of grant application forms: the evaluation of your application in accordance with the specifications of the call for proposals,

- In the case of report forms: statistical and financial (if applicable) follow-up of the projects.

For the exact description of the collected personal data, the purpose of the collection and the description of the processing, please refer to the Specific Privacy Statement accompanying this form.

You are entitled to obtain access to your personal data on request and to rectify any such data that is inaccurate or incomplete. If you have any queries concerning the processing of your personal data, you may address them to your National Agency. You have the right of recourse at any time to your national supervising body for data protection or the European Data Protection Supervisor for matters relating to the processing of your personal data.

You are informed that for the purposes of safeguarding the financial interest of the Communities, your personal data may be transferred to internal audit services, to the European Court of Auditors, to the Financial Irregularities Panel and/or to the European Anti-Fraud Office (OLAF).

http://www.edps.europa.eu Signature: _______________________________ Date: ______________________ Name of signatory: ____________________________________________________ Position within the organisation: __________________________________________ Name of the applicant organisation: ______________________________________

Stamp of the organisation (if required by your National Agency):

20


C. Description of proposed partnership

Please note that this section must be completed jointly by both partner regions and must be identical in each copy submitted to each the National Agency

C.1 Summary

Abstract of the project in own language: Lene oversætter: The Bedford-Copenhagen Learning Exchange is an innovative and exciting response to the increasing need for schools to work collaboratively in a rapidly changing educational landscape. It is important that school leaders and teachers have opportunities and time for reflection and futures thinking, while also broadening their understanding of different learning contexts. It is in this respect that the exchange has been conceived in order to create opportunities for schools from Bedford and Copenhagen to leave behind their immediate contexts, to work with a range of colleagues in a sustained way and to see education differently as a prelude to generating new ideas to bring back into their organisations. Above all, it is about facilitating an ‘experience’ that builds confidence and capacity to engage in successful innovative practice. The exchange, while clearly providing the opportunity for the development of new practice at a school level,will also allow for the development of a broader range of initiatives across a community of schools through the involvement of emerging school collaboratives both within and across the respective local authorities.

(max. 200 words)

Abstract of the project in English: The Bedford-Copenhagen Learning Exchange is an innovative and exciting response to the increasing need for schools to work collaboratively in a rapidly changing educational landscape. It is important that school leaders and teachers have opportunities and time for reflection and futures thinking, while also broadening their understanding of different learning contexts. It is in this respect that the exchange has been conceived in order to create opportunities for schools from Bedford and Copenhagen to leave behind their immediate contexts, to work with a range of colleagues in a sustained way and to see education differently as a prelude to generating new ideas to bring back into their organisations. Above all, it is about facilitating an ‘experience’ that builds confidence and capacity to engage in successful innovative practice. The exchange, while clearly providing the opportunity for the development of new practice at a school level,will also allow for the development of a broader range of initiatives across a community of schools through the involvement of emerging school collaboratives both within and across the respective local authorities.

(max. 200 words) This part might be used for publication

21


C.2 Context What is the general context of each region involved in the proposed Partnership and with regard to education? Is there a specific context as for example specific economical problems, specific needs due to demographic, socio-economical or other factors (e.g. many young people at risk of social exclusion, lacking resources for pupils or learners with special needs, increase of the number of migrants and refugees)? If so, please explain

The Bedford Context

Politically and administratively, Bedford Borough became a new Unitary Authority in April 2009 with a mayoral, cabinet-style of local government. The borough has a population of 160,000, with approximately 110,000 people living in the urban areas of Bedford and Kempston. In proportion to its size it has one of the most ethnically and linguistically diverse populations in the UK. Almost 30% are of Italian descent - from the southern regions of Puglia, Campania, Calabria, Molise and Abruzzi - a trend that began in the post-war period. Another 8% are of South Asian origin - predominantly from India, Pakistan and Bangladesh – an immigration pattern that began in the late 1950s. From 2000 onwards this diversity was augmented by immigration from Eastern Europe – mainly from Poland, Greece, and Turkey, with a further 3% of the borough’s population coming from sub-Saharan Africa. Together they contribute to the 100+ world languages spoken in the area and to the rich, cosmopolitan feel of the borough.

As a ‘County Town’, Bedford was built on the wool trade and was later famed for lace making. In the 19th and 20th centuries these were replaced economically by brick making, brewing and engineering as core industries, though in the 21st century only brewing remains as a core economic activity. Light industry and commerce based on he town’s good transport and communication links and its central position in the ‘Oxford and Cambridge Arc’ have now become more important; and this is reflected in a significant growth in house building in and around the town.

Educationally, Bedford is the home of the renowned ‘Bedford School’ (dating back to 1548) and also boasts a number of other notable private schools, including Bedford Girl’s School and Bedford Modern. In the state maintained sector, the borough is one of the few remaining areas of the UK to retain a three-tier system of education, with 70+ lower, middle and upper schools. However, the designation of three new primaries, a new secondary and a Free School in recent times marks the beginning of a period of ‘mixed economy’. Whilst Bedford state sector schools have historically under-performed in terms of educational attainment, current trends show improvement in most areas; though levels are still below those of the town’s ‘statistical neighbours’ and leave schools performing below the national average at Key Stage 2 and Key Stage 4. As with most regions of the country, continuing underperformance is most pronounced in ethnic minority children and those in receipt of free school meals. In a recent Ofsted inspection the Local authority was assessed as “performing well”.

In relation to the Comenius bid, a notable development in the past 4 years has been the creation of the Bedford Borough Learning Exchange (BBLE) - an inclusive collaborative of all educational organisations in the town – primary, secondary and tertiary. Built upon the well-grounded experience of the Bedford Education Action Zone (2000), and the subsequent Bedford Excellence Cluster (2005) and Bedford Learning Community (2007), the BBLE is now a well embedded and influential organisation dedicated to the collaborative exchange of best practice in teaching and learning, and to raising standards of attainment through improved pupil engagement.

The ambition to reach out beyond national boundaries and seek knowledge, experience and evidence that will widen the dialogue about effective and efficient education is the next logical step for the BBLE. It is in the context, therefore, of a borough with:

(a) a hugely diverse population;

(b) a highly diverse range of educational provision;

(c) an upward trend in terms of educational performance;

(d) stubborn areas of pupil underperformance;

22


(e) a locality that is growing and restructuring economically;

(f) and a close knit family of educational organisations that aims to be world class

that this application is submitted.

The Copenhagen Context

The City of Copenhagen has 538.000 inhabitants in 2011 – a number which is expected to increase to at least 590.000 in 2025. The city has a strong economy relative to most other municipalities in Denmark. While the growing population is an economic advantage, it puts pressure on service delivery (child care and schools, etc.) especially on short term basis. The Administration is responsible for 446 day-care institutions, 7 special education institutions, 55 primary and lower-secondary schools, 10 schools for children with special needs, 270 after school centres and clubs and 17 institutions for children with special needs.

The Children and Youth Administration has about 70.000 users and more than 17.000 employees and it is thus the largest administration in the City of Copenhagen.

The City of Copenhagen works internationally to improve the service to citizens. One aim is to create an attractive city through the exchange of best practices at both the European and the international level. The aim of this international effort is to fortify Copenhagen's position as a regional center in Northern Europe and to strengthen the image as a center of sustainable development of human, cultural and economic resources.

Copenhagen strives to be an international city with an international outlook. One way the city can be better at resolving problems is by learning how other cities found solutions to similar issues and also promote the things that Copenhagen does well to other cities.

In the municipality of Copenhagen the local government of Copenhagen consists of a governing body, named the City Council, and an administrative branch.

The City Council is made up of seven committees: The Finance Committee and six standing committees, each of which has its own specialised field of responsibility. The Finance Committee is the overarching committee, which coordinates and plans the entire management of the City of Copenhagen. It comprises the chairmen of each of the standing committees plus six other members of the Council. The Finance Committee is chaired by the Lord Mayor.

The seven committees of the City Council are: The Finance Committee The Culture and Leisure Committee The Children and Youth Committee The Health and Care Committee The Social Services Committee The Technical and Environmental Committee The Employment and Integration Committee

In relation to the Comenius bid, among the aims raising the school achievements of pupil are:

(a) A good start in life: Equal opportunities no matter ethnic, cultural and linguistic background

(b) Higher academic level in primary and lower secondary schools

(c) A higher number of children in youth education

(d) Higher degree of inclusion in the “normal system”

(e) Integration

One such measure is the high priority given to further training and education of the school staff both teachers and principals. A partnership with Bedford schools will contribute to raising knowledge to different teaching

23


methods that makes room for reflectional perspectives about own teaching. A collaborative exchange of best practice in teaching and learning will strengthen the success of raising school achievement.

C.3 Objectives of the partnership and relevance to the objectives of the programme 1. What are the concrete objectives of the partnership?

2. Explain what subjects or problems you intend to address

3. What approach will you take to achieve your objectives?

What are the concrete objectives of the partnership?

The core objective of the exchange programme is to offer a series of structured reciprocal visits to educationalists in the two communities of Bedford and Copenhagen so that they may explore the context of another education system in some depth, both to stimulate a critical appreciation of alternative ways of organising learning, and to develop new, innovative and impactful practice in the schools of both communities,

The more detailed objectives are as follows:

(1) To provide individual teachers with the time and opportunity to engage in disciplined reflection on the practices of educationalists in another country and contrast these with their own approaches to pupil engagement, curriculum design and pedagogy - including the use of technology, time and different environments to support learning.

(2) To encourage the development of a specific focus for exchange visits and to use these to guide the selection of host schools in the country visited, with a view to the possibility of engagement in small-scale, cross-country research/enquiry projects.

(3) To immerse groups of visiting teachers from different schools in settings where they can engage in sustained dialogue as a ‘community of practitioners’ both with each other and with educationalists in the host countries to achieve common insights and understandings in contexts where they are inspired, energised and enthused.

(4) To directly improve the quality of teaching and the effectiveness of pupil learning through a focus on building strong creative teams within and across the schools in both countries.

(5) To stimulate the development of cross-phase collaboration with a view to improving continuity, progression and transition, for instance in such areas as Special Educational Needs, English/Danish as additional language and language development.

(6) As the exchange becomes more embedded; to develop:

(a) new ideas and approaches through trialling and evaluation in schools;

(b) formal reports, published and disseminated through the BBLE and Autens/City of Copenhagen

(c) follow-up summer conferences, seminars and workshops to disseminate good practice;

(d) the extension over time of existing exchange practices in both countries (e.g. in music, dance, drama and work placements) to the Bedford-Copenhagen exchange. (Other potential DK-UK exchange networks will be identified for possible collaboration)

(7) To facilitate professional learning in both countries as part of the continuing development of a robust coalition of schools committed to forms of innovation that increase engagement in learning and improve educational standards.

24


Explain what subjects or problems you intend to address

The specific problems and areas of study to be addressed on the exchange programmes will be personalised to schools involved in a particular exchange and, as indicated above, through knowledgeable and skilful facilitation/management there will be a conscious attempt to match schools in both countries that are actively engaged in exploring similar issues.

Examples of areas of focus already discussed in both countries include:

(a) promoting creativity;

(b) effective approaches to differentiation;

(c) effective approaches to assessment for learning;

(d) challenging the most able;

(e) breaking the link between poverty and underachievement;

(f) supporting and integrating students with special educational needs (e.g. Aspergers or Autism).

(g) developing personal, social and thinking skills. What approaches will you take to achieve your objectives? There are high levels of commitment to the exchange programme in both countries, but experience from the past has shown that this is a necessary but not a sufficient condition for success. There are, therefore, several features that we will use to achieve our objectives: (1) We will employ two highly experienced educationalists and professional facilitators – one in the UK and

one in Denmark - who have several years experience of working together on UK/Danish teacher exchanges, and they will guide the core programmes throughout.

(2) This will involve thorough preparation – in terms of areas of focus, specific enquiry questions and material to be presented to schools to be visited.

(3) There will be significant time built into each exchange visit for disciplined and structured reflection on what has been seen and experienced.

(4) There will be clear structuring of presentation material for sharing outcomes upon return to the base country..

(5) There will be clear opportunities made available for sharing the outcomes in various ways – presentations, written reports, seminar discussions, using the project shared workspace and Bedford and Copenhagen VLEs.

Through the sustained nature of the programme, we aim to build up a core of educationalists in both countries who have the shared experience of having made ‘a visit’, and this number will be increased many-fold by the numbers of teachers who have the experience of playing ‘host. In this way we aim to sustain and refine a professional dialogue between educationalists in the two countries so that with each visit we are able to build upon the experience of the one that has gone before. Ultimately we hope that through periodic joint conferences, we can build and sustain powerful professional relationships which ensure that dialogue and deep learning continues well into the future.

25


C.4 Work programme and project management 1. Work programme

1) Please outline the main activities planned. 2) Please also describe the outcomes/results foreseen. 3) Describe briefly the work programme of your partnership. Please note that a detailed list of activities has to be filled in section D.

ACTIVITY PRIOR TO THE FORMAL/COMENIUS-FUNDED PROJECT ACTIVITY to allow fully for four cycles of activity within both Bedford and Copenhagen (Groups B1, B2, B3 and B4 – C1, C2, C3 and C4) to take place within the project life time (1st August 2013 to 31st July 2015).

(a) Recruitment of the first group of participant schools from Bedford (Group B1) and Copenhagen (Group C1) – 3 schools in each region. Outcomes: First Group B1 and C1 Participant schools recruited.

(b) Brokerage; matching of Bedford and Copenhagen with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

COMENIUS-FUNDED PROJECT ACTIVITY Summary of the project activities:

(a) Establish an effective Project Management Group to manage the project. The project will be driven operationally by two project Facilitators – one based in Bedford and the other based in Copenhagen.

(b) Use an external evaluator to provide an independent review of the project, the process, outcomes and impact. Produce a formative evaluation (self and external) at the end of Year 1 and a summative evaluation at the end of Year 2.

(c) 2 groups of 9 participants (B1 and B2) will travel from Bedford to Copenhagen in Year 1 to undertake development activities that fit the needs of their schools. A further 2 groups of 9 participants (B3 and B4) will travel from Bedford to Copenhagen in Year 2. 36 mobilities in total.

(d) 2 groups of 9 participants (C1 and C2) will travel from Copenhagen to Bedford in Year 1 to undertake development activities that fit the needs of their schools. A further 2 groups of 9 participants (C3 and C4) will travel from Copenhagen to Bedford in Year 2. 36 mobilities in total.

(e) Each group will undergo the following in-depth selection, pre-briefing, support during the visit, de-briefing, support in implementation of changes, and evaluation of impact: Example – Process Summary

1) Selection of schools, normally 3 schools, nine staff

2) School visits (to each of the three schools by the Facilitator)

3) Pre-visit form (completed by each study visit school, focused on identifying need and potential partner schools)

4) Pre-visit meeting of participants (group meets as a whole to share needs and visit arrangements. Each prepares a presentation to be made to their host school – this will be shared and refined on the Sunday evening of the visit)

5) Undertake development programme/activities in host school

6) Evaluation by individuals at end of the study week

7) Report by individual schools to be shared within school and with other participating schools (to include ideas for developments and innovations as result of visits, and future needs/support) Reciprocal visits (for partner school’s return)

26


8) Activities in schools (from means of sharing the visit with colleagues and community to action plans for implementation of new and refined ideas) Follow up meeting (by Facilitator to each school within 4/6 months to witness progress and prepare report for dissemination)

9) Coordination of school activities/networking (linking schools with the same priorities and helping to identify ‘next steps’ and support needed)

10) Capture and dissemination of activities (within participating schools and linking to other wider audiences such as Human Scale Education who share similar values and aspirations)

Example - Outline Programme for BBLE participants

SUNDAY Arrive Copenhagen from Stansted Welcome and exchange information/sharing presentations and focus Guest speaker: Setting the scene: Education in Denmark

MONDAY Visit by Bedford teachers to exemplar school/college/kindergarten Individual schools meet partner schools and exchange information/sharing presentations and focus. (This will normally be three Bedford Schools meeting with their matched three Copenhagen schools) De-briefing, sharing perceptions and forward planning Dinner for all participants (all Bedford colleagues + 2 from each of Danish schools involved in the particular visit. Maybe 8 additional guests for dinner) TUESDAY First research day at partner school De-briefing and sharing Dinner hosted by Danish school teachers

WEDNESDAY Second research day at partner school De-briefing and preparing/sharing presentations

THURSDAY All the Bedford group visit each host schools in turn, for approx 2 hours, with Bedford participants leading tour/ discussion of their partner school Sharing presentations, perceptions with each other and the Danish participants in a plenary meeting. Reflections, review, next steps Depart for Stansted

Exemplar joint development work: Accelerating student centred approaches, such as using ‘learning styles’ as a way of increasing capacity, engaging students, personalising learning and developing respectful pedagogy. Developing team bases and team approaches to curriculum development that are holistic and flexible in use of time, place and resources. Sharing expertise and processes for developing an ethos of respect and a community of learners.

Embracing diversity, approaches to inclusion and differentiation.

Building confidence, making partnerships....working with parents so that they are actively engaged (working in and with the school) as co-partners rather than consumers of their child’s experiences at school.

Leadership and change management....increasing confidence and capacity of staff to embrace the new.

27


Listening to the student’s voice in articulating ideas that are worth planning and exploring, through individual inquiry and as a large cooperative group.

Design and pedagogy...sharing ideas, emerging practice and experiences, identifying elements of design that make for ‘the third teacher’.

Using ‘authentic’ contexts for learning...partnerships in the community and sustaining the momentum.

Project based learning, sharing emerging practice and processes that make for effective projects and processes of inquiry, in school and beyond, including virtual.

Developing processes for identifying, recording, communicating and tracking students learning, and progression, that are authentic and consistent with human flourishing.

(These are illustrative only.....the projects need to be important to both schools)

Project Activities:

YEAR 1

1) Aug/13 - Contracts signed Outcome: Project formalised and activated.

2) Sept/13 - Project Inception Meeting (by 6th Sept 2013) Outcome: Clarification of roles, responsibilities, expectations and input of each project partner. Agreed language of communication, methods of working, means of communication (including internet-based project shared workspace) and project milestones. Establish project monitoring, reporting and financial management procedures. Agree draft work programme.

Partnership agrees on the evaluation criteria to be used to assess impact.

3) Sept/13 – External Evaluation. Appointment of University-based project evaluator (postgraduate students working as part of their research studies) Outcome: Independent project evaluation established – agreed terms of reference, evaluation criteria, methodology and timescales.

4) Sept/13 – Visit. Group B1 undertakes development visit to Copenhagen. Outcome: Planned development activities achieved. Mobility of 9 people took place.

5) Sept - Oct/13 - Recruitment of the second Group B2 of participant schools from Bedford. Outcome: Group B2 participant schools recruited and briefed.

6) Sept - Oct/13 - Recruitment of the second Group C2 of participant schools from Copenhagen. Outcome: Group C2 participant schools recruited and briefed.

7) Oct/13 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required.

8) Oct 2013 – Visit. Group C1 undertakes development visit to Bedford. Outcome: Planned development activities achieved. Mobility of 9 people took place.

9) Nov/13 - Brokerage; matching of Bedford Group B2 and Copenhagen schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

10) Nov/13 - Brokerage; matching of Copenhagen Group C2 and Bedford schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

28


11) Nov/13 - Sharing of experience: Group B1 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

12) Dec/13 - Sharing of experience: Group C1 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

13) Jan/14 – Project Management Group meeting Outcome: Progress reviewed and changes undertaken as required.

14) Jan/14 - Impact assessment: Group B1 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school.

15) Jan/14 - Visit: second Group C2 undertakes development visit to Bedford. Outcome: Planned development activities achieved. Mobility of 9 people took place.

16) Feb/14 - Impact assessment: Group C1 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school and shared.

17) Feb/14 - Visit: Group B2 undertakes development visit to Copenhagen. Outcome: Planned development activities achieved. Mobility of 9 people took place.

18) Mar/14 - Sharing of experience: Group C2 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

19) Mar – May/14 - Recruitment of the third Group B3 of participant schools from Bedford. Outcome: Group B3 participant schools recruited and briefed.

20) April/14 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required.

21) April/14 - Sharing of experience: Group B2 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participating school.

22) April - June/14 - Recruitment of the third Group C3 of participant schools from Copenhagen. Outcome: Group C3 participant schools recruited and briefed.

21) May/14 - Impact assessment: Group C2 visited by Facilitator to work with the schools in assessing impact. Outcome: Impact of development activity assessed at each participating school and shared.

22) May/14 - Impact assessment: Group B2 visited by Facilitator to work with the schools in assessing impact. Outcome: Impact of development activity assessed at each participating school and shared.

23) June/14 - Brokerage; matching of Bedford Group B3 and Copenhagen schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

24) June/14 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required.

25) June/14 – Formative Evaluation of Year 1 Outcome: Interim evaluation achieved and any required changes to the project identified. Initial learning points identified; possible refocusing of evaluation activities in Year 2.

26) June/14 – Confirmation of Year 2 work programme Outcome: Clear Year 2 work programme agreed and in place to facilitate effective project management.

29


27) June/14 - Copenhagen based Bedford-Copenhagen Learning Exchange Conference outcome: Interim learning outcomes shared with other schools/organisations and educators.

28) July/14 – BBLE based Bedford-Copenhagen Learning Exchange Conference Outcome: Learning shared and disseminated.

29) July/14 – Year 1 reports and claims to National Agencies

YEAR 2

30) Sept/14 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required

31) Sept/14 – Visit. Group B3 undertakes development visit to Copenhagen. Outcome: Planned development activities achieved. Mobility of 9 people took place.

32) Sept - Oct/14 - Recruitment of the fourth Group B4 of participant schools from Bedford. Outcome: Group B4 participant schools recruited and briefed.

33) Sept - Oct/14 - Recruitment of the fourth Group C4 of participant schools from Copenhagen. Outcome: Group C4 participant schools recruited and briefed.

34) Sept/14 - Brokerage; matching of Copenhagen Group C3 and Bedford schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

35) Oct 2013 – Visit. Group C3 undertakes development visit to Bedford. Outcome: Planned development activities achieved. Mobility of 9 people took place.

36) Nov/14 - Brokerage; matching of Bedford Group B4 and Copenhagen schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

37) Nov/14 - Brokerage; matching of Copenhagen Group C4 and Bedford schools with similar/same development requirements. Outcome: Each participant school assessed its needs and what it wanted to achieve with its partner school. Partner schools selected and briefed.

38) Nov/14 - Sharing of experience: Group B3 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

39) Dec/14 - Sharing of experience: Group C3 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

40) Dec/14 – Project Management Group meeting Outcome: Progress reviewed and changes undertaken as required.

41) Jan/15 - Impact assessment: Group B3 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school and shared.

42) Jan/15 - Visit: second Group C4 undertakes development visit to Bedford. Outcome Planned development activities achieved. Mobility of 9 people took place.

43) Feb/15 - Impact assessment: Group C3 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school and shared.

44) Feb/15 - Visit: Group B4 undertakes development visit to Copenhagen. Outcome: Planned development activities achieved. Mobility of 9 people took place.

30


45) Mar/15 - Sharing of experience: Group C4 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

46) March/15 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required.

47) April/14 - Sharing of experience: Group B4 undertakes self-assessment of their development activities in their schools. Outcome: Learning points identified and shared by each participant schools.

48) May/14 - Impact assessment: Group C4 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school and shared.

49) May/15 - Impact assessment: Group B4 visited by Facilitator to work with the schools in assessing the impact. Outcome: Impact of development activity assessed at each participating school and shared.

50) June/15 – Project Management Group Meeting Outcome: Progress reviewed and changes undertaken as required.

51) June/15 – Summative Evaluation of Project Outcome: Final evaluation produced and key learning points determined.

52) June/15 - Copenhagen Bedford-Copenhagen Learning Exchange Conference Outcome: Dissemination of project findings shared with other schools and educators.

53) June/15 – BBLE Bedford-Copenhagen Learning Exchange Conference Outcome: Dissemination of project findings shared with other schools and educators.

54) June – July/15 – Presenting at other relevant national conferences Outcome: Project learning points and experiences disseminated.

55) July/15 – Final reports and claims to National Agencies

56) Finalisation of final claims

57) Project records archived

COMPLETION OF COMENIUS-FUNDED PROJECT

2. Distribution of tasks

Please explain the distribution of tasks between participating regions and the inputs required from each of them. Indicate the specific role of each partner region and each involved institution or organisation and its contribution to the planned activities, results and outcomes.

Region 1

Local Authority – Bedford Borough Council Role:

� Main contract holder with the UK National Agency

� Oversee the coordination of the overall project

� Responsibility for the project financial management in line with Comenius financial regulations

� Provide reports and claims to the National Agency as set out in the contract

� Archive the project data for 5 years after the end of the project

31


Tasks:



� Receive Comenius funds from the UK National Agency

� Disperse finances to the other project partners in the UK as project expenditure occurs.

� Keeps records of project activity and archive them for the required 5 years after the end of the project.




Inputs:

� Financial management services

� Provision of professional knowledge and expertise

� Staff time

School – Springfield Lower School Role:

� Member of the partnership / signatory to the contract

� Steering the project over the life of the project.

� Participant school in the Development Programme – staff taking part in the mobility activities

Tasks:







� Assist in monitoring and evaluating the project.


Inputs:

� Management time in overseeing the project

� Release of staff to take part in the development activities, including mobility to Copenhagen. As well as partnership working within BBLE and with partner schools in Copenhagen.

� Provision of professional knowledge and expertise.

32


Other organisation – Bedford Borough Learning Exchange (BBLE) Role:

� Provide a professional steer as to Bedford-focused project activities and coordinate the overall project (including both Bedford and Copenhagen partners) through the BBLE Development Group.

� Day-to-day coordination of the project within Bedford.

� The Bedford-based project Facilitator and the Copenhagen-based project Facilitator will be the key operational drivers of the project.

� Members of BBLE will take part in the development programme, including mobility activities.

� Receipt of Comenius funding from Bedford Borough Council and dispersing such funding to participating schools. Keeping financial records in line with Comenius financial regulations.

� Oversee the evaluation of the project within Bedford and across the overall partnership.

� Production of the final project report.

Tasks:

� Receipt of funding from Bedford Borough Council and dispersing such funding to participating schools. Keeping financial records in line with Comenius financial regulations.

� Provide a professional steer as to Bedford-focused project activities.

� Coordinate the overall project (including both Bedford and Copenhagen partners).

� Day-to-day coordination of the project within Bedford by providing staff to assist with the administration and direct facilitation of the partnership, working both within the borough partnership and between the two regional partner groups. This will be undertaken by the Bedford-based project Facilitator provided by a member of the BBLE.

� Promote the project to all BBLE members.

� Headteachers/Principals and senior staff will be encouraged and enabled to take part in the development activities, including mobility activities. Supporting funding will be provided by participant schools/academies/college. Indirect project costs such as staff release costs will be met by the participating organisations.

� The Bedford-based Facilitator will assist schools in the Bedford project partnership to determine their development needs and broker links with appropriate schools in Bedford. He will provide support to the Bedford participants to take their planned development/learning forward.


� BBLE will provide an effective and structured means of disseminating the lessons learned within the project – increasing the potential learning locally, regionally, nationally and internationally.

� Lead a rigorous on-going self-evaluation of the project, its direction, implementation, outcomes and impact; involving all the BBLE membership and building forward into the further 3 years of the Bedford-Copenhagen Learning Exchange Programme.

Inputs:.

� Leadership of the project

� Professional expertise and educational understanding

� Project management expertise

� Staff - Provision of Bedford-based Project Facilitator and project administrator

� Office accommodation and facilities for project administrator

33


Region 2

Local Authority – Copenhagen Role:

� Contract holder with the Danish National Agency

� Steering the project from start to finish and oversee the coordination of the project in Denmark

� Responsibility for the project financial management in line with Comenius financial regulations

� Provide reports and claims to the National Agency as set out in the contract

Tasks:



� Promote the project to Copenhagen schools and assist in their selection on to the project.

� Receive Comenius funds from the Danish National Agency

� Disperse finances to the other project partners in Denmark as project expenditure occurs.

� Keeps records of project activity and archive them for the required 5 years after the end of the project.




Inputs:

� Financial management services

� Provision of professional expertise and educational knowledge

� Staff time – project administrator

School - Nørrebro Park School Role:

� Member of the partnership / signatory to the contract

� the project over the life of the project.

� Participant school in the Development Programme – staff taking part in the mobility activities

Tasks:







� Assist in Participate and advice monitoring and evaluating the project.


34


Inputs:

� Management time in overseeing the project

� Release of staff to take part in the development activities, including mobility to Bedford.

� Provision of professional knowledge and expertise.

Other organisation – Autens Role:

� Provide a professional steer as to Copenhagen-focused project activities and coordinate the overall project (including both Bedford and Copenhagen partners).

� Day-to-day coordination of the project within Copenhagen.

� The Copenhagen-based Project Facilitator and the Bedford-based Project Facilitator will be the key operational drivers of the project.

� Facilitate the work of the participating schools: selection, pre-briefing, needs analysis, brokerage of links to partner schools in Bedford, de-briefing, evaluation and impact analysis.

� Oversee the evaluation of the project within Copenhagen and across the overall partnership.

� Production of the final project report.

Tasks:

� Provide a professional steer as to Copenhagen-focused project activities.

� Day-to-day coordination of the project within Copenhagen.

� Promote the project to Copenhagen schools members.

� Headteachers/Principals and senior staff will be encouraged and enabled to take part in the development activities, including mobility activities. Supporting funding will be provided by participant schools. Indirect project costs such as staff release costs will be met by the participating organisations.

� The Copenhagen-based Facilitator will assist schools in the Copenhagen project partnership to determine their development needs and broker links with appropriate schools in Copenhagen. She will provide support to the Copenhagen participants to take their planned development/learning forward.


� Provide an effective and structured means of disseminating the lessons learned within the project – increasing the potential learning locally, regionally, nationally and internationally.

� Lead a rigorous on-going self-evaluation of the project, its direction, implementation, outcomes and impact; involving all the Copenhagen participant schools and building forward into the further partnership under the framework of the Bedford-Copenhagen Learning Exchange Programme.

Inputs:

� Leadership of the project

� Professional expertise and educational understanding

� Facilitation of the project in Denmark

� Project management expertise

� Staff - Provision of Copenhagen-based Project Facilitator

35


36


3. Project management and communication

Please describe briefly the way you intend to manage your project. Please explain how effective cooperation and communication between participating regions and the different actors in each region will be organised.

Organogram of the project management

The two Local Authorities will be the main contract-holding organisations – connecting with their respective National Agencies. Responsibility for financial probity within the project will reside with the Local Authorities; though all partners have overall mutual responsibility. The Local Authorities will be responsible for the formal reporting and submitting of claims to the National Agencies; in line with Comenius requirements. They will hold the project records, which will be archived at the end of the project.

The BBLE Development Group and the Copenhagen Pedagogic Service provide a professional educational steer to the project.

The Project Management Group (PMG) consists of the 6 contract signatories (2 Local Authorities, 2 named schools, BBLE and Autens), a representative from the Copenhagen Pedagogic Service and 2 further representatives of the BBLE Development Group. The Bedford Borough representative will be Jane Winterborne, Chief Education Officer. The PMG will be responsible for the strategic oversight of the project (planning and delivery of the project). This group will meet every two/three months in line with project work levels, via video conferencing to minimise staff opportunity costs as well as travel and accommodation costs. Minutes of all meetings will be distributed via email within a week of the meeting taking place to all members of the PMG to ensure transparency and that all members are kept up-to-date; they will be posted on the project internet-based shared workspace – Project Management Area.

The PMG will hold a Project Inception Meeting at the outset of the project - early in Sept 2013, when:

(a) The project aims and objectives, roles, responsibilities, expectations and input expected of each project partner will be clarified.

(b) The language of communication and means of communication will be agreed.

Project Management Group

BBLE Development

Group

Bedford-based Facilitator

Copenhagen-based Facilitator

Bedford Schools Copenhagen Schools


Copenhagen Council

Copenhagen Pedagogic

Service

37


(c) The project work programme, timelines and milestones will be agreed.

(d) The project monitoring, reporting and financial management procedures will be established.

(e) The evaluation methodology and the criteria to be used to assess impact will be agreed; and the independent evaluator(s) appointed.

The PMG is responsible for overseeing the project’s adherence to our Equal Opportunities and Diversity Policies. It will deal with any complaints and take corrective action as required. The PMG will:

(a) Receive monitoring reports on project progress (activities, expenditure and outcomes) prior to each meeting; produced by the Project Facilitators, supported by the Project Administrators. Corrective action will be undertaken as appropriate.

(b) Review the project formally at the end of Year 1 based on the Formative Evaluation Report provided by the Project Facilitators; amending the Year 2 work programme as needed. It will consider the Summative Evaluation Report and make recommendations for the following (not-Comenius funded) years of activity.

(c) Received formal project Reports and Claims from the Project Facilitators and Administrators that are required to be submitted to the National Agencies. These will be provided to the Local Authorities in line with Comenius timing requirements.

Should the need occur, information and issues will be presented/raised to PMG members between its planned meetings.

Project Facilitators The day-to-day operational management of the project will be undertaken by the two Project Facilitators. They will work to the agreed project work programme, milestones and timescales. The Project Facilitators, assisted by the Project Administrators, will:

(a) Monitor project progress (activities, expenditure, milestones and outcomes) and provide regular reports to the PMG; implementing any agreed corrective action.

(b) Work with participating schools and the external evaluator(s) in producing the Formative and Summative Evaluation Reports, which will be presented to the PMG for consideration.

(c) Monitor adherence with our Equal Opportunities and Diversity policies and raise any complaints with the PMG, implementing any agreed corrective action.

The Project Facilitators will formally communicate monthly with each other on progress; using emails, phone and Skype. Other communication will occur as required; especially in line with the ebb and flow of the project work/activities.

Communication between the PMG members and between project participants:

(a) An internet-based project shared workspace will be established where project participants in the partner regions (Bedford and Copenhagen) can share ideas, experiences and work on joint initiatives.

(b) Other communication media that will be used: Emails, Phone and Skype.

(c) The BBLE and Copenhagen City VLEs will be used to disseminate project findings to other schools, educators and other actors at regional, national and international levels.

(d) Other EU Lifelong Learning project platforms will be utilised to reach interested schools, policy makers and educators at national and international levels.

38


C.5 Impact and European added value 1. What impact and benefits do you expect your Partnership activities to have on the different target groups

(pupils, teachers, staff in school administration, etc) and on the participating institutions/ organisations?

In focussing on ‘practitioner’ mobilities – both in terms of teachers and leaders across the two educational communities, we are aiming primarily to impact on the professional development of those engaged in front line teaching, learning and educational leadership. The clear aim is that through engagement with the programme practitioners become more outward looking, more ambitious and more confident in their ability to become ‘leaders of learning’, and engage in successful change and innovation. Ultimately, the aim is that through international dialogue they are better able to articulate and marshal evidence for a developing vision of world class education.

With this as the focus however, it is recognised that success will impact on the wider stakeholder system in many exciting ways:

� For pupils – through subsequent exchange contact, video contact, written exchanges or simply being recipients of improved teaching, learning and institutional arrangements – there is the ambition that the programme will impact on the quality of learning engagement and subsequent attainment;

� For parents, the deeper engagement of their children in the skills of life-long learning and their accelerated progress will impact on their general happiness and wellbeing, and thereby contribute improved happiness and wellbeing within families;

� For school leaders, it will impact on protocols, procedures and systems that aim to deploy limited (and declining) resources with ever greater efficiency and effectiveness while retaining the principles of personalisation, inclusion and general humanity that have come to characterise western education systems in the 21st century;

� For school governors, the exchange will widen horizons and provide access to benchmarking data and experiences from another – culturally similar European – country for cross-referencing and comparisons on which to base more broadly based judgement and decision making

� For wider system leaders – in the local authorities, or those with strategic roles in federations, trusts and collaboratives – it will provide valuable insights into how schools and educational organisations form into effective networks to pool knowledge, experience and practice, and what the principles and protocols are that underpin this.

� For those engaged in promotion of culture and heritage in the two communities – libraries, museums and galleries – it will provide an invaluable cross-cultural reference point for dialogue and learning (and here the Danes historical connection with Bedford will be important);

� For the wider community it will give confidence and pride that – during a period of economic upheaval where the instinct of many is to withdraw and close ranks – we are seeking solutions to our problems by looking outwards and establishing dialogue and collaborative partnerships across national boundaries;

� Ultimately, for the universities and research communities associated with our respective communities, we aim create impact by making meaningful contributions to the growing international evidence base for effective teaching and learning – calling as it does upon the most modern developments in neuroscience, social psychology and systems theory;

39


2. In which way will the partnership project foster European cooperation in school education in the participating regions

This partnership will foster improved European cooperation through an overarching focus on a core problem shared by both countries. Great Britain and Denmark are part of a European economic system that is facing continued economic downturn and the prospect of increasing competition from emerging nations in the Asia, Africa and South America.

A significant factor in any long term return to European competitiveness will be the development of a well-educated, hard-working and entrepreneurial workforce. What this means in practice and how this will be achieved is still an open question, but it will involve a detailed consideration of such factors as curriculum, pedagogy and modes of assessment; considerations that will fully engage the school systems in both countries. As the dialogue between stakeholder groups in Bedford and Copenhagen develops this will become an increasingly important motivator for cross-national collaboration.

3. How will you monitor and evaluate whether the aims of the partnership have been met and the expected impact has been achieved? Please outline the measures to monitor and evaluate your activities.

At the Project Inception Meeting in Sept 2013 the Project Management Group will agree on project:

(a) Work programme; activities and milestones

(b) Outcomes – mobilities

(c) Expenditure plan

(d) Evaluation methodology and the evaluation criteria for measuring impact

The Project Facilitators, assisted by the Project Administrators, would monitor the following key project activities and compare with the work and expenditure programme:

(a) Mobilities: Bedford to Copenhagen and Copenhagen to Bedford

(b) Non-Mobility expenditure in Bedford and Copenhagen

(c) Overall project expenditure

(d) Development activities at participating schools in Bedford and Copenhagen

(e) Dissemination activities

This would determine whether the aim of the project to support/engender 36 learning mobilities from Bedford to Copenhagen and 36 learning mobilities from Copenhagen to Bedford was met within the planned expenditure.

The data would be gathered monthly by the Project Administrator; compared with planned activity and reported on to the PMG. Enabling the PMG to refocus effort/activity so as to ensure the project’s planned final outputs are achieved.

The project would be evaluated from four perspectives:

(1) Delivery of planned activity and expenditure: ‘Did we do what we planned?’

(2) Processes undertaken by the project.

(a) Partnership building within each region and between regions

40


(b) Engendering innovation within participating schools and school clusters

(3) Self-assessment of the project and school-based development activities by participating schools

(4) External evaluation of the overall project

Item (1) would be evaluated as part of the on-going self-assessment of the project as an intrinsic aspect of the project management process. Item (2) is a softer outcome and will require a combination of Facilitator interview, a non-challenging brief on-line questionnaire using ‘Survey Monkey’ and self-reflective reporting by the participating schools and partner organisations.

Item (3) will be evaluated by schools directly. Each school will reflect on its learning and development. Participants will complete a pre-visit needs analysis form which will provide a development/engagement baseline. Each participant will evaluate his/her experience at the end of the study visit and produce a report. After two months each school will evaluate the visit, development and innovation activities undertaken in its school, and any future needs. After a further month the school will be visited by the Project Facilitator to witness progress and identify impact achieved. A wide range of types of evidence will be gathered/utilised, such as: documentation, interviews, videos of activities, blogs, observations, photographs, surveys of pupils, parents and staff, etc. A synopsis of all the school reports would be included in the whole-project evaluation.

Item (4) will be undertaken by postgraduates at local Universities (University of Bedfordshire which is a member of BBLE and a University in Copenhagen. In the latter case it might be part of a part-funded PhD).

All these will be brought together in a Formative Evaluation report at the end of Year 1 and a Summative Evaluation report at the end of Year 2.

The effectiveness of the final dissemination activities in Year 2 will be captured to complete the project evaluation and added to the Summative Evaluation Report as an addendum. This would give: country of activities, no of activities, number of people accessed, and end-of-event feedback questionnaires.

C.6 Relevance for the objectives of the programme Please tick in the table below, the objectives of the Comenius programme that your Partnership will address, in addition to the first two (if any – leave blank if none):

x To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States (COM-OpObj-1)

x To improve the quality and to increase the volume of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme (COM-OpObj-2)

� To encourage the learning of modern foreign languages (COM-OpObj-3)

� To support the development of innovative ICT-based content, services, pedagogies and practice in lifelong learning (COM-OpObj-4)

� To enhance the quality and European dimension of teacher training (COM-OpObj-5)

X To support improvements in pedagogical approaches and school management (COM-OpObj-6)

41


C.7 Topics Please list the main thematic areas (maximum 3) of your Partnership using the terms mentioned in table E in the annex. In case none of the proposed classification fits to your theme, please add the topic under "Other":

Nr Topic (maximum 3) – Table D -

1 TOPIC-8 - Comparing educational systems

2 TOPIC-26 – Inclusive approaches

3 TOPIC-36 – Pedagogy and didactics

42


C.8 Dissemination and use of results How will you disseminate and use the results, experiences and, where applicable, products of the Partnership?

- in the participating regions?

- at national/ European level?

- other

Initial dissemination

At the outset of the project a presentation will be made by project representatives to each of their school clusters; making them aware of the aims of the project, learning/development and innovation opportunities.

[Aimed at the participating regions]

On-going dissemination

After each visit each participating school will produce a report of its experience and make a presentation to its school cluster, e.g. BBLE in Bedford. Their reports of their experiences, learning points, and impact will be posted on BBLE and Copenhagen VLEs. The project internet-based workspace will provide an in-depth engagement of schools in the sharing of learning and discussion of possible development, which will inform future schools visits/developments.

[Aimed at the participating regions]

End of Year 1 dissemination

The learning points from Year 1 activities will be disseminated via Bedford-Copenhagen Learning Exchange Conferences in Bedford and Copenhagen. Individual schools reports will be posted on both VLEs, as well as the Formative Evaluation Report.

[Aimed at the participating regions, at national level and at European level]

End of Year 2 dissemination

The learning points from Year 1 and Year 2 activities will be disseminated via Bedford-Copenhagen Learning Exchange Conferences in Bedford and Copenhagen; representatives of the other region will attend. [Aimed at the participating regions, at national level and at European level] Individual school reports will be posted on BBLE and Copenhagen VLEs, as well as the Summative Evaluation Report. [Aimed at the participating regions]

Articles will be placed in professional journals within the UK and Denmark, targeting educationists. [Aimed at the participating regions, at national level and at European level]

Making a presentation on the project findings at the Conference of ‘Human Scale Education’ - That organisation shares similar values and aspirations. [Aimed at national level and at European level]

Making a presentation of the project findings at EU Lifelong Learning/Comenius conferences [Aimed at European level]

Posting of reports on relevant EU internet fora/websites. [Aimed at European level]

Posting of reports on Comenius forum/website. [Aimed at European level]

Use of results

(a) The results from the project will inform the development of the next three years of the Bedford-Copenhagen Learning Exchange Programme (Not Comenius funded).

(b) The on-going findings will be disseminated at regional, national and European levels; informing educational debate in the changing context of education within England and Denmark.

43


(c) The body of knowledge, based on a five year innovative programme, will inform wider discussions. Most EU funded education development projects are of shorter duration and cannot demonstrate/trial new approaches as rigorously.

C.9 Sustainability Will European cooperation continue after the end of the funded partnership? Please outline your expectations concerning future cooperation between your regions and within the partner regions, the sustainability of results (e.g. implementation of good practice, use and further development of new tools or approaches) as well as other possible measures to sustain your activities

Planning of the Bedford-Copenhagen Learning Exchange Programme started in 2012 by the Development Group of the Bedford Borough Learning Exchange. Links were established using the expertise and local knowledge of two Facilitators (Mike Davies in the UK and Lene Jensby Lange in Copenhagen).

A self-funded scoping visit from Bedford was arranged with the following purpose:

(a) To visit a range of partner schools in Copenhagen.

(b) To co-construct a potential programme of exchange visits and follow-up activities including the identification of particular areas of interest.

(c) To identify potential funding streams to support the exchange.

(d) To build confidence in the potential of a Bedford-Copenhagen exchange to support innovation and drive up achievement levels in the Bedford area.

This scoping visit from Bedford to Copenhagen took place from 18th to 21st Nov 2012. It was successful; determining that there was an interest in mutual development in both countries. It also enabled us to test the process and style of interaction. This provided a sound basis for longer term planning.

The BBLE Development Group was authorised to take the planning further; the key elements were:

(a) That the Bedford-Copenhagen Learning Exchange Programme will be a long term initiative that will enable more rigorous in-depth development. The Bedford-Copenhagen Learning Exchange will be a five year programme running from academic year 2013 to and including academic year 2018.

(b) ‘Pump priming’ Comenius funding should be sought for the first two years of that programme (2013 to 2015) – hence the submission of this application for Comenius Regio funding.

Aspects of the on going work after Comenius funding

(a) The partnership between Bedford and Copenhagen will continue after the Comenius-funded partnership.

(b) Schools will have formed strong development partnerships, which will continue.

(c) The on-going partnership will be self-funded, as exemplified by schools being willing to pay their own travel costs on the previous scoping visit.

(d) The work will be linked to the ‘Human Scale Education’ developments across the EU; providing the opportunity share good practice and develop innovative approaches to education provision.

(e) Academic links between the two Universities involved thus far will be built on to provide academic rigour to the work and its usefulness to other like-minded educators.

The Bedford-Copenhagen Learning Exchange Programme will have an on-going impact at regional, national and international levels. Learning points will be actively disseminated at regional, national and international levels using the approaches outlined in Section C8.

44


D. Proposed activity data Work programme: planned activities of each participating organisation

Please summarise in the table below the planned Partnership activities for both partner regions in the Partnership. Please present the activities for both academic years 2013/14 and 2014/15, in a chronological order. The eligibility period of activities starts on 1 August 2013 and ends on 31 July 2015.

D.1 Planned project activities (other than mobility)

NOTE: A RESUME IN CHRONOLOGICAL ORDER HAS BEEN INCLUDED IN SECTION C 4.1: WORK PROGRAMME. THAT SHOWS THE OVERLAPPING ACTIVITIES AROUND THE 8 DEVELOPMENT VISITS WITHIN BOTH REGIONS.

THE ACTIVITIES HAVE BEEN SET OUT FOR EACH GROUP (B1, B2, B3, B4, C1, C2, C3 AND C4) BELOW TO AID CLARITY

45


Partner region 1 Completed

by MM/YY

Activity description

(organisation of an event, publication, study, website, etc.)

YEAR 1


6th

09/13

Project Inception Meeting Clarification of roles, responsibilities, expectations and input of each project partner. Agree language of communication, methods of working, means of communication (including internet-based project shared workspace), project outputs and project milestones. Establish project monitoring, reporting and financial management procedures.

Agree draft work programme.

Partnership agrees on the evaluation criteria to be used to assess impact.


6th

09/13

Appoint external evaluator


15th

10/13

Project Management Group Meeting


21st

01/14



29th 04/14



18th

06/14


GROUP B1

Autens 13th

09/13

Briefing of receiving Copenhagen schools - Group B1

Group B1 schools 27th 09/13

Evaluation by individuals at end of the study visit

Group B1 schools 29th

11/13

Reports produced by each participant to be shared within school and across BBLE (to include ideas for developments and innovations as a result of visits, and future needs/support)


11/13

Reports placed on BBLE VLE

BBLE / Group B1 schools

20th – 24th

01/14

Follow-up meetings: Impact evaluation visits by Facilitator to Group B1 schools to check on progress

BBLE 31st

01/14

Interim impact/issues report produced by Facilitator

GROUP B2

BBLE / Bedford Borough Council

20th

09/13

Promotion of second group (B2) visit to Copenhagen

46


BBLE 30th Sept – 4th Oct /13

Selection of schools for second group (B2) visit to Copenhagen

BBLE 11th – 15th 11/14

Briefing by facilitator to individual Group B2 participant schools

Group B2 schools 22nd

11/13

Self-preparation by each school - focusing on needs identification

Autens 13th

12/13

Matching with schools in Copenhagen

Autens 7th

01/14

Briefing of receiving Copenhagen schools


02/14



04/14



04/14



12th – 16th

05/14


BBLE 23rd

05/14


GROUP B3


14th

03/14

Promotion of third group (B3) visit to Copenhagen

BBLE 28th

03/14

Selection of schools for Group B3 visit to Copenhagen

BBLE 16th

05/14

Briefing by facilitator to individual Group B3 participant schools

Group B3 schools 23rd

05/14


BBLE / Autens 20th

06/14


GENERAL

BBLE / Autens / Copenhagen Pedagogic Service / schools / External Evaluators / Project Management Group

2nd – 6th

06/14

Formative evaluation of Year 1 of the project: amendments as required


2nd – 6th

06/14


47



20th

06/14

Confirmation of Year 2 Workprogramme : Agreed by all partners

BBLE / Partner Organisations

11th

07/14

BBLE Bedford-Copenhagen Learning Exchange Conference


23rd

07/14

Year 1 report to UK Comenius National Agency

YEAR 2


23rd

09/14

Project Management Meeting


16th

12/14



17th

03/15



16th

06/15


GROUP B3

Autens 19th

09/14



09/14


Group B3 schools 21st

11/14



11/14



19th – 23rd

01/15

Follow-up meetings: Impact evaluation visits by Facilitator to Group B3 schools

BBLE 30th

01/15


GROUP B4

BBLE /Bedford Boorugh Council

27th

09/14

Selection of schools for fourth group (B4) visit to Copenhagen

BBLE 11th

10/14

Previsit briefing by facilitator to Group B4 participant schools


10/14


Autens / BBLE 18th

10/14



25th

10/14

Previsit meeting for Group B4 participants sharing needs and visit arrangement)

48


Add rows if necessary

Autens 8th

11/14



02/15



04/15



04/15



18th – 22nd

05/15


BBLE 29th

05/15


GENERAL


5th

06/15

Summative Evaluation


30th

06/15

Dissemination Bedford-Copenhagen Learning Exchange Conference in Bedford


31st

07/15

Submission of Final Comenius Claim and Documentation

49


Partner region 2 Completed

by MM/YY

Activity description

(organisation of an event, publication, study, website, etc.)

YEAR 1


6th

09/13

Project Inception Meeting

Clarification of roles, responsibilities, expectations and input of each project partner. Agree language of communication, methods of working, means of communication (including internet-based project shared workspace), project outputs and project milestones. Establish project monitoring, reporting and financial management procedures.

Agree draft work programme.

Partnership agrees on the evaluation criteria to be used to assess impact


6th

09/13

Appoint external evaluator


15th

10/13



21st

01/14



29th 04/14



18th

06/14


GROUP C1

BBLE 11th

10/13

Briefing of receiving Bedford schools - Group C1

Group C1 schools 18th

10/13



12/13

Reports produced by each participant to be shared within school and across Copenhagen (to include ideas for developments and innovations as a result of visits, and future needs/support)


12/13

Reports placed on Copenhagen VLE

Autens / Group C1 schools

10th – 14th

02/14

Follow-up meetings: Impact evaluation visits by Facilitator to Group C1 schools to check on progress

50


Autens 28th

02/14


GROUP C2

Autens / City of Copenhagen

13th

09/13

Promotion of second group (C2) visit to Bedford

Autens 4th

10/13

Selection of schools for second group (C2) visit to Bedford

Autens 14th – 18th

10/13

Briefing by facilitator to individual Group C2 participant schools


10/13


BBLE / Autens 22nd

11/13

Matching with schools in Bedford

BBLE 10th

01/14

Briefing of receiving Bedford schools


01/14



03/14

Reports produced by each participant to be shared within school and across Copenhagen (to include ideas for developments and innovations as a result of visits, and future needs/support)

Group C2 schools 21st

03/14



12th – 16th

05/14


Autens 23rd

05/14


GROUP C3


4th

04/14

Promotion of third group (C3) visit to Bedford

Autens 2nd

05/14

Selection of schools for Group C3 visit to Bedford

Autens 2nd – 6th

06/14



06/14


51


GENERAL

Autens / BBLE / Copenhagen Pedagogic Services / schools / Project Management Group / external evaluators

2nd – 6th

06/14


Project Management Group / Bedford Borough Council / City of Copenhagen

20th

06/14

Confirmation of Year 2 Workprogramme : Agreed by all partners


27th

06/14

Copenhagen 'Bedford-Copenhagen Learning Exchange' Conference

City of Copenhagen / Autens

23rd

07/14

Year 1 report to Comenius National Agency

YEAR 2

GROUP C3

Autens / BBLE 12th

09/14


BBLE 10th

10/14



10/14



12/14

Reports produced by each participant to be shared within school and across Copenhagen school cluster (to include ideas for developments and innovations as a result of visits, and future needs/support)


12/14



16th – 20th

02/15

Follow-up meetings: Impact evaluation visits by Facilitator to Group C3 schools

Autens 27th

02/15


GROUP C4

Autens /City of 12th Promotion of fourth group (C4) visit to Bedford

52


Copenhagen 09/14


26th

09/14

Selection of schools for fourth group (C4) visit to Bedford

Autens 13th – 17th

10/14



10/14


Autens / BBLE 21st

11/14


BBLE 9th

01/15



01/15



03/15

Reports produced by each participant to be shared within school and across Copenhagen school cluster (to include ideas for developments and innovations as a result of visits, and future needs/support)


03/15



20th – 24th

04/15


Autens 1st

05/15


GENERAL

Autens / BBLE / Copenhagen Pedagogic Services / schools / Project Management Group / external evluators

5th

06/15

Summative Evaluation

Autens / City of CopenhagenCopenhagen Council

30th

06/15

Dissemination Bedford-Copenhagen Learning Exchange Conference in Copenhagen

City of Copenhagen / Autens

31st

07/15

Submission of Final Comenius Claim and Documentation


53


D.2 Planned mobilities What is counted as "a mobility" is one trip abroad by one person. Only transnational mobility2 (i.e. travel abroad) counts for the calculation of the minimum mobility numbers.

Please note that mobility activities can take place only between organisations included in this application or to events organised by the partnership project.

Mobility may normally only be undertaken by staff of the organisations included in this application. Please note that any participation of pupils in mobilities has to be justified with regard to the aims of the partnership. In case you plan to involve pupils in mobilities, please indicate this in the column "Planned mobility description". A justification has to be annexed to the application.

Partner region 1

Approx. starting date

mm/yy

Planned mobility description

(travel to a project meeting, seminar, conference, etc.)

Sending Organisation 3

Duration Destination (place and organisation)

No of persons travelling

09/13 Development visit to Copenhagen partner schools

Other organisation / School

5 days Copenhagen 9



5 days Copenhagen 9



5 days Copenhagen 9



5 days Copenhagen 9


Partner region 2

Approx. starting date

mm/yy

Planned mobility description

(travel to a project meeting, seminar, conference, etc.)

Sending Organisation 4

Duration Destination (place and organisation)

No of persons travelling

10/13 Development visit to Bedford partner schools

School 5 days Bedford 9





2 "In-country" mobility to or from Overseas Countries and Territories and ultra-peripheral regions of the EU will also be considered as transnational mobility, e.g. mobility by a beneficiary from mainland France to a partner in Martinique. 3 Please indicate if the mobility is done by the local or regional authority, a school or other organisation. 4 Please indicate if the mobility is done by the local or regional authority, a school or other organisation.

54





E. Requested EU funding

E.1 Mobility Funding requested and estimated number of persons participating in mobility (per participating organisation.

For each of the participating organisations, please select the "Partnership type" that best corresponds to your Partnership work plan for the whole 2 year duration. The Partnership type indicates the minimum number of mobilities to be conducted and the lump sum amount related to it.

Each lump sum type is linked to a minimum number of mobilities to be carried out during the grant agreement period – these minimum numbers have to be respected when entering the numbers of persons taking part in mobility activities into the table.

The lump sum amounts for each Partnership type are defined at national level and they can vary from one country to another. Please make sure that, for each of the participating institutions, you have selected the grant amounts applicable in the country and for the programme in question.

Please indicate the exact distance between the two applicant institutions (in km).

DISTANCE:

942 km

Partnership type

[Table E – mobility action types]

Nr of planned mobilities

Grant amount requested (€)

[Table G – National lump sum amounts]

Partner Region 1 COM-24-L 36 € 20,000

Partner Region 2 COM-24-L 36 € 19,000

55


E.2 Other (non-mobility) costs In order to fill the following table please refer to part 4.E and 4.F of the LLP Guide Part I: General provisions. This chapter provides the financial and contractual rules that should be followed by the applicants/beneficiaries and during the lifecycle of the accepted partnerships. Please note that

� Indirect costs are not eligible for funding support in Comenius Regio Partnerships,

� Other (non-mobility) costs in Comenius Regio Partnerships can only be funded up to a maximum of 25.000 EUR per partner region,

� Travel and subsistence costs have to be covered by the mobility lump sum; this includes also local transport during the mobility.

When filling in the table, please make sure that you use the right cost category for your expenses and that you base your calculation on eligible costs only.

� Staff costs: costs relating to statutory or temporary staff, based on real daily staff cost rates which cannot exceed the maximum eligible daily rates indicated in the LLP Guide, part 4.F.

� Subcontracting: cost entailed by procurement contracts, including work such as translation, interpretation, printing. Subcontracting costs may not exceed 30% of the total eligible project costs including the lump sum amount for mobilities.

� Equipment: purchase, rent or lease of equipment if justified and necessary for the project. Please note that the costs for the purchase equipment should be depreciated in accordance with tax and accounting rules. Equipment costs may not exceed 10% of the total eligible project costs including the lump sum amount for mobilities.

� Other project costs on the basis of real costs: costs not covered by other cost categories like rental costs, purchase of consumables, travel costs for experts or speakers at conferences (which must follow the rules indicated in the LLP Guide –Part I Financial provisions, part 4F.

More detailed information on cost categories as well as the eligibility of costs can be found in the LLP Guide 2013, chapter 4.F.

Staff costs

Partner region incurring the costs

Staff category N° of working days

Cost per working day (in EUR)

Costs (in EUR)

Partner Region 1 Manager 44 355 15,620

Partner Region 1 Administrative 36 112 4,032

Partner Region 1

Partner Region 1

total 19,652 Partner Region 2 Manager 40 398 15,920

Partner Region 2 Administrative 20 168 3,360

Partner Region 2

Partner Region 2

total 19,280


56


Subcontracting


Service or task subcontracted Costs (in EUR)

Partner Region 1

Partner Region 1

Partner Region 1

Partner Region 1

total 0 Partner Region 2

Partner Region 2

Partner Region 2

Partner Region 2

total 0


Equipment


Equipment Costs (in EUR and after depreciation)

Partner Region 1 Rent of projector/beamer @ €160 per conference – conference in Year 1 and in Year 2

320

Partner Region 1 Rent of audio equipment @ €300 per conference– conference in Year 1 and in Year 2

600

Partner Region 1 Videoconferencing facilities @ €400 per year 800

Partner Region 1

total 1,720

Please indicate the depreciation rules applicable in your institution:

Partner region 2 Rent of projector/beamer @ €160 per conference – conference in

Year 1 and in Year 2 320

Partner region 2 Rent of audio equipment @ €300 per conference– conference in Year 1 and in Year 2

600

Partner region 2 Videoconferencing facilities @ €400 per year 800

Partner region 2

total 1,720

Please indicate the depreciation rules applicable in your institution:

57



Other costs on the basis of real costs


Type of costs Costs (in EUR)

Partner Region 1 Phone costs @ €30 ave per month – 24 month 720

Partner Region 1 Internet costs @ €10 per month – 24 months 240

Partner Region 1 Printing @ €100 per quarter – 8 quarters 800

Partner Region 1 Room hire 0

Partner Region 1 Speaker/expert fees @ €500 per day – 2 speakers per year-conference 2,000

Partner Region 1 Travel costs for speakers/expert @ €110 ave per speaker/expert – 2 speakers per year-end conference 440

Partner Region 1 Rent conference facilities - Year 1 – 80 delegates @ €38 per delegate 3,040

Partner Region 1 Rent conference facilities - Year 2 (assume 3% inflation) – 100 delegates @ €39 per delegate 3,900

Partner Region 1 Costs of evaluation by postgraduate students - travel etc 400

Partner Region 1 Attendance at other conferences to disseminate project learning @ €600 per conference 600

total 12,140 Partner region 2 Phone costs @ €30 ave per month – 24 months 720

Partner region 2 Internet costs @ €10 per month – 24 months 240

Partner region 2 Printing @ €100 per quarter – 8 quarters 800

Partner region 2 Room hire 0

Partner region 2 Speaker/expert fees @ €500 per day – 1 speakers per year-end conference 1,000

Partner region 2 Travel costs for speakers/expert @ €110 ave per speaker/expert – 1 speakers per year-end conference 220

Partner region 2 Rent conference facilities - Year 1 – 80 delegates @ €40 per delegate 3,200

Partner region 2 Rent conference facilities - Year 2 (assume 3% inflation) – 100 delegates @ €41 per delegate 4,100

Partner region 2 Costs of evaluation by postgraduate students - travel etc 500

Partner region 2 Attendance at other conferences to disseminate project learning @ €600 per conference 600

total 11,380


58


E.3 Total requested grant amount Please indicate below the total project costs and the total amount of your grant request per partner region.

Please note that the grant will cover the lump sum amount for mobility plus maximum 75% of the total non-mobility costs of the project. Indirect costs are not funded in Comenius Regio Partnerships.

Partner region 1 Partner region 2

A. Lump sum amount for mobilities 20,000 19,000

� Staff costs 19,652 19,280

� Subcontracting 0 0

� Equipment 1,720 1,720

� Other direct costs 12,140 11,380

B. Total non-mobility project costs 33,512 32,380

Total project costs (A+B) 55,512 51,380

Total grant amount (A+ max 75% of B) 45,000 43,285

59


Annex to 2013 Comenius Partnership Application Form – LLP reference tables The tables below should be used when filling the 2013 Comenius Partnership application form. Whenever a field in the application form refers to a table, the options available for filling the field can be found in the tables below. If a code is provided, please type in both the code and the description.

A. National Agencies

AT1 Austria

BE1 Belgium German-speaking community

BE2 Belgium French-speaking community

BE3 Belgium Dutch-speaking community

BG1 Bulgaria

CH1 Switzerland

CY1 Cyprus

CZ1 Czech Republic

DE3 Germany

DK1 Denmark

EE1 Estonia

ES1 Spain

FI1 Finland

FR1 France

GR1 Greece

HR1 Croatia

HU1 Hungary

IE Ireland

IS1 Iceland

IT2 Italy

LI1 Liechtenstein

LT1 Lithuania

LU1 Luxembourg

LV1 Latvia

MT1 Malta

NL1 Netherlands

NO1 Norway

PL1 Poland

PT1 Portugal

RO1 Romania

SE1 Sweden

60


SI1 Slovenia

SK1 Slovakia

TR1 Turkey

GB1 United Kingdom

B. Languages

BG - Bulgarian

CS - Czech

DA - Danish

DE - German

EN - English

ET - Estonian

FI - Finnish

FR - French

GA - Irish

EL - Greek

HU - Hungarian

IT - Italian

LV - Latvian

LT - Lithuanian

MT - Maltese

NL - Dutch

PL - Polish

PT - Portuguese

RO - Romanian

SK - Slovak

SL - Slovenian

ES - Spanish

SV - Swedish

C. Type of organisation

ASC-ADLear – Adult learners association

ASC-LCA – Local community association

ASC-PAR – Parents' Association

ASC-PUP – Pupils' Association

ASC-RESEUI – Association of professors and researchers specialising in

61


European Integration

ASC-SCH – Schools association

ASC-STD – Students Association

ASC-TCH – Teachers Association

ASC-TRNee – Trainee Association

CONS-CNST - Consultancy

CONS-CSLL - Counselling

CONS-GUID – Centre for vocational training and guidance

CONS-INF – Body providing guidance and information on Lifelong Learning

EDU-ADLT – Adult education provider

EDU-COMP – Company training department

EDU-HE – Non-university higher education

EDU-HEIVoc – Vocational training institute tertiary level

EDU-InISrvTr – Institution for In-Service Teacher Training

EDU-InTTr – Institution for Initial Teacher Training

EDU-LIB - Library

EDU-SCHArt – Secondary art education

EDU-SCHNur – Pre-primary school

EDU-SCHPrm – Primary school

EDU-SCHSec – General secondary school

EDU-SCHVoc – Vocational or technical secondary school

EDU-SpNeed – Establishment for learners/ pupils with special needs

EDU-UNIV – University or higher education institution

EDU-VET – Vocational training centre or organisation

ENT-BC – Broadcasting company

ENT-ChCom – Chambers of Commerce

ENT-CHCrft – Chambers of Craft

ENT-CHInd – Chambers of Industry

ENT-COMPSer – Company (Services)

ENT-FIN – Financing body

ENT-Large – Large enterprise (> 500 employees)

ENT-PBL - Publisher

ENT-Profs – Professional associations

ENT-SME – Small and medium sized enterprises

ENT-TRD – Trade organisation

ENT-UNION – Social partners (e.g. trade unions)

NFP-ASC – Non-profit association

62


NFP-CULT – Cultural association (e.g. museum, art gallery)

NFP-FND - Foundation

NFG-NET – European Network

NFP-NGO – Non-profit non-governmental organisation

NFP-VOL – Non-profit organisation active in the field of voluntary work

OTH - Other

PUB-COMP – Public company

PUB-HSP - Hospital

PUB-LOC – Public authority (local)

PUB-MUS - Museum

PUB-NYC – National Youth Council

PUB-REG – Public authority (regional)

PUB-NAT – Public authority (national)

RES-HE – Higher education research centres

RES-NFP – Non-profit research institutions

RES-PRV – Private research centres

RES-PUB – Public research centres (not higher education)

D. Topics

TOPIC-1 - Active citizenship

TOPIC-2 - Addressing target group with special needs

TOPIC-3 - Artistic education (also including Arts, Crafts and Music)

TOPIC-4 - Assessment, certification, valuing learning

TOPIC-5 - Basic skills

TOPIC-7 - Combating failure in education

TOPIC-8 - Comparing educational systems

TOPIC-9 - Consumer education

TOPIC-10 - Cultural heritage

TOPIC-11 - Development of training courses

TOPIC-12 - Education of specific target groups (children of occupational travellers, migrants, Roma)

TOPIC-14 – Educational institution management

TOPIC-15 – Environment/ sustainable development

TOPIC-16 – Ethics, religions, philosophy

TOPIC-17 – European citizenship and European Dimension

TOPIC-18 – European Project management

63


TOPIC-19 – Family/ parent education

TOPIC-20 – Fight against racism and xenophobia

TOPIC-21 – Foreign language teaching and learning

TOPIC-22 – Gender issues, equal opportunities

TOPIC-23 – Career guidance & counselling

TOPIC-24 – Health education

TOPIC-25 –New technologies, ICT

TOPIC-26 – Inclusive approaches

TOPIC-27 – Intercultural education

TOPIC-28 – Intergenerational learning/learning in later life/senior citizens

TOPIC-29 – Learning about European countries

TOPIC-30 –Learning opportunities for people at the risk of social marginalisation

TOPIC-31 – Physical education and sports

TOPIC-34a – Methods to increase pupil motivation

TOPIC -34b – Methods to increase students motivation

TOPIC-35 - Other

TOPIC-36 – Pedagogy and didactics

TOPIC-37 – History and social science

TOPIC-38 – Pedagogy of environmental pedagogy

TOPIC-39 – Media and communication

TOPIC-40 – Pedagogy for less widely taught and less used languages (LWULT)

TOPIC-41 – Mathematics

TOPIC-42 – Natural sciences

TOPIC-43 – Pedagogy of science and technology

TOPIC-44 – Pedagogy of special needs education

TOPIC-47 – Quality and evaluation of education

TOPIC-48 – Quality assurance strategies/ indicators and benchmarks

TOPIC-49a – Raising pupils achievements

TOPIC-49b – Raising students achievements

TOPIC-50 – Regional identity

TOPIC-51 – School cooperation with local community

TOPIC-52 – School management, school autonomy

TOPIC-53 – Second chance education

TOPIC-54 – Social integration/ exclusion

TOPIC-56 – Strategies for learning communities

64


TOPIC-57 – Strategies for stimulating demand for learning

TOPIC-59 – Training for inspectors

TOPIC-60 – Violence at school – peace education

TOPIC-61 - Volunteering

TOPIC-63 – Development of common training contents and concepts

TOPIC-64 – Economics, business, industry and commerce

TOPIC-65 – Geography

TOPIC-68 – Recognition of non-formal and informal learning

TOPIC-69 – Reinforcing links between education and working life

TOPIC-71 – Vocationally oriented language learning (VOLL)

E. Mobility action types

COM-4M-S (minimum 4 mobilities) – short distance

COM-4M-L (minimum 4 mobilities) – long distance







F. National lump sum amounts

COM-4M COM-8M COM-12M COM-24M Country of participating

organisation ≤ 300

km >300 km

≤ 300 km

>300 km

≤ 300 km

>300 km

≤ 300 km

>300 km

BE(fr)- Belgique 2.000 3.600 4.000 7.200 5.000 10.000 10.000 20.000 BE(nl) – België 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 BE(de) – Belgien 1.600 4.000 3.200 8.000 4.000 10.000 8.000 20.000 BG- Balgarija 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 CH - Switzerland

2.000

4.000

4.000

8.000

5.000

10.000

10.000

20.000 CZ – Česká republika 2.000 4.000 4.000 8.000 5.000 10.000

9000

18000 DK – Danemark 1.600 3.000 3.000 6.500 5.000 10.000 10.000 19.000 DE – Deutschland 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 GR – Ellas 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 EE – Eesti 1.600 3.000 3.200 6.000 4.800 9.000 9.600 18.000 ES- España 1.600 3.200 3.600 6.400 4.500 9.000 9.000 18.000 FR – France 1.500 3.000 2.500 5.000 4.000 8.000 10.000 20.000

65


IE – Eire / Ireland 2.000 4.000 4.000 8.000 5.000 10.000 10.000 18.000 IT – Italia 2.000 3.000 4.000 6.000 5.000 7.500 10.000 15.000 CY – Kypros NA 4.000 NA 8.000 NA 10.000 NA 20.000 LV – Latvija 2.000 3.200 4.000 6.400 5.000 9.600 10.000 19.200 LT - Lietuva 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 LUX – Luxembourg 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 HR - Croatia 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 HU – Magyarország 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 MT – Malta NA 3.600 NA 7.300 NA 9.500 NA 19.000 NL – Nederland 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 AT – Österreich 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 PL – Polska 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 PT – Portugal 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 RO – Romania 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 SI – Slovenia 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 SK – Slovenská republika 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 FIN – Suomi / Finland 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 SE – Sverige 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 UK- United Kingdom 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 IS – Island NA 4.000 NA 8.000 NA 10.000 NA 20.000 LI – Liechtenstein 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 NO – Norge 2.000 4.000 4.000 8.000 5.000 10.000 10.000 20.000 TR – Türkiye 1.800 3.600 3.600 7.200 4.500 9.000 9.000 18.000

LIFELONG LEARNING PROGRAMME COMENIUS Application form …€¦ · 2 COMENIUS PARTNERSHIPS General...

Documents

Transcript of LIFELONG LEARNING PROGRAMME COMENIUS Application form …€¦ · 2 COMENIUS PARTNERSHIPS General...