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John Simkin

Preparatory Visit (Application Form)

16 posts in this topic

Have you all downloaded your application form for the preparatory visit?

The form includes two sections where you have to (i) explain the “purpose” of the visit/meeting and (ii) describe what will take place during the visit.

I would suggest we say:

(i) The purpose of the visit is to develop a Comenius 2.1 proposal on the teaching of Citizenship in Europe.

(ii) At the meeting we would discuss the proposed project and fill in the Comenius 2.1 application form.

Do people think this is detailed enough? Please add suggestions about what we should include on the application form for the preparatory visit.

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It would be very usefull If anyone of the participants in this project with some experience in Comenius projects (having already filled Comenius applications) would prepare her/his application in English and attached it here so that the others could have some ideas for their own application.

Tasos Matos

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So far we all have posted very interesting ideas about our project.

I think that we can summarize some of the objectives we have already in another thread of this topic.

The objectives might be:

Setting up a course for European teachers on teaching Citizenship in Europe, taking into account historical background, European Citizenship, globalisation and immigration...

The course will be based on a web site with will include different educational resources:

Good examples of teaching citizenship (curriculum, lessons, web sites) all around Europe (probably in this case Nordic Countries have a long tradition in teaching Civics)

Historical background (Fight for the vote, women's suffrage, immigrant and minorities rights...)

Overview of actual European political systems and citizens' rights (State-nations, Charter of Fundamental Rights of the EU...)

Promotion of youth's political involvement and awareness of the need of developping an European citizenship.

European citizenship in the Western world. Does Europe stand for different political and moral values? Is there any difference between Europe and United States as far as the notion of citizenship is concerned?

Citizenship in a globalised world...

Probably these objectives are too detailed for a preparatory visit, we can summarize and simplify them.

We need some agenda, John, can you send us a proposal to include in our application?

Dates: The preparatory visit will take place in September 2005 and we will apply for a three years project from September 2006 to September 2009. After this date we will give the course (or courses) for European teachers.

We need some data of the institution which is going to host the preparatory visit and data from every partner.

Here are my data:

Participant: Juan Carlos Ocaña

Institution: IES Parque de Lisboa

Country: SPAIN

Town: Alcorcón

The sooner we hand in the application, the better for getting the funding. So, please, every partner should send his/heir data.

Edited by Juan Carlos

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Setting up a course for European teachers on teaching Citizenship in Europe, taking into account historical background, European Citizenship, globalisation and immigration...

I went to a meeting for people about to start running Comenius courses a few months ago. It was pointed out that the concept of “lifelong learning” was going to be very important in approved Comenius projects in the future. Maybe we should consider ways we could incorporate this idea into our project.

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the concept of “lifelong learning” was going to be very important in approved Comenius projects in the future

Good idea. We have to include it in our application. Citizenship is a very adequate topic for this "lifelong learning"

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I went to a meeting for people about to start running Comenius courses a few months ago. It was pointed out that the concept of “lifelong learning” was going to be very important in approved Comenius projects in the future. Maybe we should consider ways we could incorporate this idea into our project.

It is already important. When writing an application it is important to consider the general goals of the Socrates programme but also the annual transversal priorities. Section 8 of the application form is dedicated to this. For example when e-Help applied in March 2004 the relevant transversal priorites included:

Transversal priorities 2004

A

On 1 May 2004 the European Union is expected to have 10

new Member States. Negotiations with Bulgaria and Romania

continue. The European Commission has therefore confirmed

the enlargement of the Union as a general priority for 2004.

Socrates is well placed to develop and promote links between

the enlargement countries and existing EU members, as the

former already participate in the programme. Efforts within

the Socrates programme will be stepped up by applying a

policy of positive discrimination towards the candidate

countries in selecting and funding projects involving these

countries, subject to their being of the necessary quality.

D. The future challenges to education and training systems and

Lifelong learning

A joint ‘detailed work programme’ (8) of the European

Commission and the Council, which aims at implementing

the report on the ‘Concrete future Objectives of

education and training Systems’ (9) was adopted by the

Education Council in February 2002. A Council resolution

on lifelong learning which followed the Commission's 2001

Communication ‘Making a European Area of Lifelong Learning

a Reality’ (10) was adopted in May 2002 and set out a wide

range of follow-up actions. These policy initiatives are being

implemented by means of the ‘Integrated Approach’ focussing

on eight thematic activities:

— teacher and trainer education,

— basic skills, foreign language teaching, entrepreneurship,

— information and communication technology (ICT) in

education and training,

— increasing participation in mathematics and science,

— resources and investment,

— mobility and European cooperation,

— open learning environment, active citizenship, inclusion,

— making learning attractive, strengthening links with

working life and society.

Applications submitted under Socrates are expected to play an

important role in supporting the implementation of these

priority themes, as they are entirely consistent with the

programme's objectives.

E. Action Plan on Promoting Language Learning and Linguistic

Diversity

The European Commission's Action Plan ‘Promoting Language

Learning and Linguistic Diversity’ will be published in

mid-2003 and implemented from the end of 2003 onwards.

The Socrates programme is the Commission's principal

instrument for promoting language learning in all sectors of

education. The Action Plan will set out ways in which all

Socrates Actions can promote more language learning and

better language teaching in a context of linguistic diversity.

F. eLearning

Following various initiatives for the integration and use of

information and communication technologies (ICT) in the

field of education, the European Commission adopted the

eLearning Action Plan on 28 March 2001 (11) which defines

eLearning as ‘the use of new multimedia technologies and the

Internet to improve the quality of learning, by facilitating

access to resources and services as well as remote exchanges

and collaboration’. The eLearning Action Plan laid the foundations

for the eLearning programme proposal which was

adopted by the Commission on 19 December 2002 (12) and

which will focus on a limited number of priorities, such as

school twinning via internet or virtual campuses. Socrates

will continue to be an important player in implementing the

eLearning Action Plan, as the use of ICT in education is a

permanent horizontal priority for the programme as a whole.

Annual Action-specific priorities

The action-specific priorities for 2004 are set out below.

Applicants under these specific Actions are invited to

consider the priorities below in the development of their

proposals. Some of the horizontal priorities outlined above

may be mentioned again under the action-specific priorities

looking at them from an action-specific angle.

Comenius 2.1: European cooperation projects

Priority will be given to projects making a significant

contribution to innovation in the training of school

education staff, with particular emphasis on the role of the

teacher in the context of lifelong learning in the knowledge

society. The following is an indicative list of topics which such

projects might address:

— a framework for mobility activities of student teachers,

including the provision of practical training periods and the

recognition of these activities by the institutions concerned,

— preparing student teachers and teachers to use the new

information and communication technologies as a

pedagogical tool, as a means of supporting effective pupil

learning and cooperation and continuing professional

development by teachers; stimulating and maintaining the

better language teaching in a context of linguistic diversity.

Comenius 2.1: European cooperation projects

Priority will be given to projects making a significant

contribution to innovation in the training of school

education staff, with particular emphasis on the role of the

teacher in the context of lifelong learning in the knowledge

society. The following is an indicative list of topics which such

projects might address:

— a framework for mobility activities of student teachers,

including the provision of practical training periods and the

recognition of these activities by the institutions concerned,

— preparing student teachers and teachers to use the new

information and communication technologies as a

pedagogical tool, as a means of supporting effective pupil

learning and cooperation and continuing professional

development by teachers; stimulating and maintaining the

teacher's ability to learn,

— the role of the teacher as a ‘facilitator of the learning

process’, helping and guiding pupils to develop their

knowledge and a portfolio of skills often partly acquired

from outside the classroom (‘learning to learn’),

— preparing teaching staff to use specific methodologies for

the teaching of other subjects through the medium of a

foreign language and for the teaching of a foreign

language in pre-primary and primary education (especially

a less widely used and less taught foreign language),

— school leadership teams and the role of the head teacher,

including such aspects as the changing role of school in

society; the importance of evaluation and quality assurance

systems in school education; ensuring efficient use of

resources; strategies for creating a safe school environment

and for combating racism and xenophobia,

— raising interest for the study of mathematics, sciences and

technology,

— strengthening links with working life and research and

improving the transition from school to the world of work,

with special emphasis on vocational guidance and counselling,

— developing cooperation between a network of different

players who can give support to pupils both inside and

outside the school environment (educational staff in

schools, parents, pupil peers, career counsellors, guidance

personnel, youth workers, mediators, street educators,

social services, health services, police, business sector,

associations, sport and youth clubs etc.) including the development

of teamwork,

— developing methods for improving school attendance

and achievement levels with particular attention to the

needs of the children of migrants, Gypsies, Travellers and

occupational travellers.

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Thank you very much for this. Extremely useful.

No problem. It's worth looking around on the Socrates website for the most recent relevant documents.

The two of us will have some time during the e-Help meeting to discuss your application. I'm not an expert, but what I do know took me a long time to acquire. :hotorwot

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We need some data of the institution which is going to host the preparatory visit and data from every partner. 

Here are my data:

Participant: Juan Carlos Ocaña

Institution: IES Parque de Lisboa

Country: SPAIN

Town: Alcorcón

The sooner we hand in the application, the better for getting the funding. So, please, every partner should send his/heir data.

It is true that we have to hand in the application form as soon as possible, the Italian Socrates Agency wants to get them 2 months before the visit.

They will also check if the other national Agencies have received the same application from the other participants and if they are going to fund the visit. After that they will approve of it. That is why they want to have them so early.

Here are my data:

Participant: Caterina Gasparini

Institution: Istituto Tecnico Industriale "Arturo Malignani"

Country: Italy

Town: Udine

We shall need to mention the institution which is organizing the visit, it generally is one of the partners in the project.

Thank you Richard for all the information on priorities, it is always important to read all the material (call, guidelines, etc) provided by the Commission.

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Here are my data:

Ulrike Schuh-Fricke

Institution: Gymnasium Neue Oberschule

Subjects: Politics/Citizenship, History, English

Country: Germany

Town: Braunschweig

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Here are my data:

Participant: Anastasios Matos

Institution: Musical School of Larissa

Country: Greece

Town: Larissa

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I have spent the last week in rural Spain and have been a long way from the internet. I will work very hard during the next couple of days to make sure we can get the application form filled-in. I will also chase up other members in order that they supply the necessary details:

Participant: John Simkin

Institution: Spartacus Educational

Country: England

Town: Worthing

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Juan Carlos tells me that as host organization you will need to have more information about Spartacus Educational. I have therefore emailed you this information.

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Sorry I'm late, everyone - I've been incredibly busy these last two weeks.

Here are my data:

Participant: David Richardson

Institution: University of Kalmar

Country: Sweden

Town: Kalmar

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