John Simkin Posted May 27, 2005 Share Posted May 27, 2005 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. Link to comment Share on other sites More sharing options...
Tasos Matos Posted May 27, 2005 Share Posted May 27, 2005 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 Link to comment Share on other sites More sharing options...
Juan Carlos Posted May 27, 2005 Share Posted May 27, 2005 (edited) 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 May 27, 2005 by Juan Carlos Link to comment Share on other sites More sharing options...
John Simkin Posted May 27, 2005 Author Share Posted May 27, 2005 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. Link to comment Share on other sites More sharing options...
Juan Carlos Posted May 27, 2005 Share Posted May 27, 2005 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" Link to comment Share on other sites More sharing options...
Richard Jones-Nerzic Posted May 27, 2005 Share Posted May 27, 2005 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. <{POST_SNAPBACK}> 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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John Simkin Posted May 27, 2005 Author Share Posted May 27, 2005 Thank you very much for this. Extremely useful. Link to comment Share on other sites More sharing options...
Richard Jones-Nerzic Posted May 27, 2005 Share Posted May 27, 2005 Thank you very much for this. Extremely useful. <{POST_SNAPBACK}> 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. Link to comment Share on other sites More sharing options...
Caterina Gasparini Posted May 27, 2005 Share Posted May 27, 2005 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. <{POST_SNAPBACK}> 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. Link to comment Share on other sites More sharing options...
UlrikeSchuhFricke Posted May 29, 2005 Share Posted May 29, 2005 Here are my data: Ulrike Schuh-Fricke Institution: Gymnasium Neue Oberschule Subjects: Politics/Citizenship, History, English Country: Germany Town: Braunschweig Link to comment Share on other sites More sharing options...
Tasos Matos Posted May 30, 2005 Share Posted May 30, 2005 Here are my data: Participant: Anastasios Matos Institution: Musical School of Larissa Country: Greece Town: Larissa Link to comment Share on other sites More sharing options...
John Simkin Posted June 5, 2005 Author Share Posted June 5, 2005 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 Link to comment Share on other sites More sharing options...
John Simkin Posted June 6, 2005 Author Share Posted June 6, 2005 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. Link to comment Share on other sites More sharing options...
Janos Blasszauer Posted June 6, 2005 Share Posted June 6, 2005 Here are my data: Participant: Janos Blasszauer Institution: Batthyany Lajos Gimnazium Country: Hungary Town: Nagykanizsa some info about the school at the school's website: http://www.blg.hu/Isk_bemutatasa_angol.htm Link to comment Share on other sites More sharing options...
David Richardson Posted June 7, 2005 Share Posted June 7, 2005 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 Link to comment Share on other sites More sharing options...
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