WP 2 FIELD ANALYSIS

COMPARED REPORT AND RESULTS

Riga, 12-13 January 2009

Objective of the analysis: to get information on what to adapt in the prototype courseware and

how to do it to develop skills for planning transnational mobility interventions.

First step of the process towards a new courseware

Information was collected through 19 interviews in 4 States: Greece, Italy, Latvia and United

Kingdom

Public bodies, enterprises, schools and training agencies were asked to precise their

level of competence and the relevance referring to 13 areas and activities

Self assessment of organisational and management skills

The project idea

The partnership Information

Procedures and criteria for the selection of participants

Preparatory activities

Training content

Tutoring and monitoring activities

Methods for the validation of competencies

The scheduling activities

Evaluation procedures

Dissemination strategy

Budgeting

Each area was articulated in sub areas and distinctive activities.

Interviewed people had to state their level of competence for each activity (High, Medium, Low) and the relevance they awarded each area (in a scale from 1- low to 5 – highest).

Some general remarks

A kind of “prudence” in answering

Probably most of the people involved in the analysis work in administrative roles

No area is defined “irrelevant”

The level of competence is frequently medium – high

Some general remarks

Some areas need special attention:

Methods for the validation of competence

The project idea

The partnership

The selection of participants

Specific attention on the differences between a Mobility project and the other Lifelong Learning

Programme projects.

Greece

5 Interviews

Anekty, Syros Lyceum; Ios Secondary School;

Posidonia Training Centre; Polydynamo Social Intervention Centre.

All bodies stated they have already experienced a mobillity project.

Greece

Good level of competence in almost all the 13 areas.

High awareness related to the importance of certain phases (i.e. preparatory activities, training content, budgeting).

Support is needed for areas such as monitoring and tutoring, selection

procedures, evaluation of activities.

Italy

5 InterviewsASFAI; Scientific Lyceum G. D’Alessandro, Lower Secondary School Falcone – Borsellino, Professional Institute Lussu, Technical Institute G. Roth

All bodies stated they have already experienced a mobility project (LdV,

Youth, Comenius, Socrates) .

Italy

The stated level of competence is medium – high. Some areas are particularly strong: organisational skills, selection criteria, tutoring and monitoring.

Support is needed in areas such as: project idea, partnership, validation of competences.

Latvia

5 InterviewsMalpils Vocational Secondary School, MOES Vocational Education Administration, Bauska District Council, Language Training Centre, Adult Learning and Training opportunities.

All bodies have mobility experience in LdV, Comenius, Lingua

Latvia

Good level of competence for selection procedures, preparatory activities, organisational and management skills, tutoring and monitoring, budgeting and scheduling activities.

Support is needed for validation of competence, project idea and evaluation.

United Kingdom

4 InterviewsNornir Ltd (enterprise), Western Training Services, Tony Hall South West Food & Drink Skills Network, Committment in Communities.

Two of these bodies stated previous mobility experiences.

United Kingdom

The average level of competence is good and so is the awarded relevance.

Support is needed for selection procedures, organisational and management skills.

The field analysis gave us interesting information to update the prototype.

Now let us move to the contents proposed for the test of WP4