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Date: in 12 pts
and Culture
Where to start?
Include capacities,
Define problems and
needs development

European and local Assess

political and what is
economic context possible

Define Those whose needs

target and problems you
groups intend to address

Compatible Select
interests, needs
and capacities partners

Date: in 12 pts
and Culture
How to start ?

1. What is Erasmus+
2. What specific idea requires international cooperation
3. Is this supported by the Higher Education Institution
(HEI)? If so,
Start locally
• In HEI (colleagues/services/departments/authorities...)
• With stakeholders (other HEIs/employers/local-
regional-national authorities…)
Consider international partners
(contacts/organisations which 'add value' or gain from

Date: in 12 pts
and Culture
Needs/problem Drafting proposal is shared exercise
analysis • reflects partners' shared responsibilities for
Partnership implementation stage
• requires regular revision/rewriting to ensure:
Convince assessors • Consistency and coherence
that needs are real,
• Comprehensiveness
relevant to whole
partnership and will • Fulfilment of Erasmus+ objective
be concretely
Be specific

Convince assessors
Choose carefully
that partners are
Describe precisely
the best to achieve
project objective, Organise and plan
most need project
outcomes and best
to implement
project successfully Education
and Culture
Presentation of

Convince assessors
that project is
worth funding Relevance of the project

•maximum 30 points
Keep award criteria
Quality of project design and implementation
in mind •maximum 30 points

• available in 'Call' Quality of project team and cooperation arrangements

•maximum 20 points

• indicate what is Impact and sustainability

most important •maximum 20 points

in project

and Culture
Logical Framework Matrix
Indicators How Risks and
of progress progress will assumptions
Tool for project be measured
design and
monitoring during
implementation Wider
Objective √ √ √
and coherent
image of project; Specific
facilitates planning Objectives √ √ √
and evaluation;
• Strategic Outputs
elements (tangible)
(inputs/outputs, Outcomes √ √ √
• Indicators
• Assumptions Activities Inputs √
• Risks Education Date: in 12 pts
and Culture
Wider & specific objectives
Wider objective
• Expected “global” result of project, in terms of consequences
• Longer-term impact:
– To what wider objective will it contribute?
– Aim/consequence of successful implementation (often goes beyond
project lifetime)
e.g. “Strengthening capacities of xxx universities to offer modern,
market-oriented education in tourism in response to growing regional
demand for sustainable tourism development”

Specific objective:
• Expected result(s) or direct impact of project:
– What is expected/will be achieved by end of project?
e.g. "Development of curricula and teaching methods for M.A. programme
in sustainable tourism at universities X,Y,Z by January 2011”

Education Date: in 12 pts

and Culture
Outputs & outcomes
Definitions Tips
Outputs = tangible products, • Check whether
goods and services which realising planned
result from project
outputs/ outcomes
e.g. "x new teaching courses
developed and y courses
will lead to achieving
modernised for inter-disciplinary specific objective(s)
M.A. programme in tourism
• If possible, quantify
Outcome = the likely or
achieved short-term and
medium-term intangible effect • Foresee specific
of project outputs for
e.g. "New teaching skills and sustainability, quality
methodologies acquired by control and/or
teaching staff of X universities"

Education Date: in 12 pts

and Culture
Activities & inputs
Definitions Example
Activities = actions taken Output/Outcome:
or work performed, • 2. New teaching skills and
means/inputs mobilised, methodologies acquired by
to produce specific teaching staff of x
outputs universities
e.g. Which activities should
be carried out, and in what Activities:
order, to produce expected • 2.1. In-depth analysis of
existing training needs and
outcomes/ outputs? staff selection
• 2.2. Development of
Inputs = financial and training modules and
human resources, training materials
equipment and • 2.3. Implementation of y
infrastructure used for targeted training modules
implementation of project for z university teachers

Education Date: in 12 pts

and Culture
Indicators/measures of progress
Indicator of progress = quantitative or qualitative factor or
variable that provides simple and reliable means to measure
achievement, reflect changes connected to intervention or help
assess performance of project
• Indicators must be specific and measurable
• Ambitious but realistic targets and deadlines should be defined
• Participation of key stakeholders in their definition is important -
they are then more likely to understand and use them!
How indicators will be measured = sources and means of
verification to check whether indicators have been met (i.e. where
to find relevant information)
• Information sources that are available and reliable (publications,
documents, decisions, national/institutional statistics, reports etc.)
• Methods facilitated during project to collect information needed to
assess the indicators (monitoring, market studies, questionnaires,
interviews, etc.)
Indicators allow to monitor progress in implementation of project
and to take necessary measures in case of difficulties

Education Date: in 12 pts

and Culture
Indicators/measures of progress

Output Indicators of Sources of

progress measurement

Developed and/or x new course course

modernised modules developed documentation
curricula/courses by project month y
and accredited by accreditation
project month z documents
Staff training x training modules published training
Quantity of concrete for teacher training/ materials
deliverables and training materials
deadline for developed by project
achievement of
results month y list of training
Size of z teaching staff participants
audience/beneficiari completed targeted feedback
and deadline for
teacher training by questionnaires
realisation of output month n

Education Date: in 12 pts

and Culture
Assumption and risks

Assumptions = desired situation

Risks = external factors (outside control of

project) which could affect achievement of

Guiding questions:
• What assumptions are required for achievement of
• What are risks which should be taken into account?
• What are possible measures to limit or prevent risks?
• Have these measures been translated into project
activities whenever possible?

Education Date: in 12 pts

and Culture
Final checks
Read logframe top-down Read logframe left to
to verify/answer the right to verify/answer
following: the following:
• Does logframe provide good, concise • Are defined indicators of
overview of project? progress measurable
• Is this consistent with other sections and appropriate
of application? (quantitative
• Are specific objectives, outcomes and dimensions, deadlines
activities logically connected? for achievement of
• Are all activities needed to achieve
results)? Is it possible
concrete outcomes and outputs? Are to verify expected
any activities missing? project results?
• Are all elements coherent and feasible? • Have assumptions and
risks been properly
• Is overall working method (how to do identified?
things) logical and clear? Does it
include development, implementation • Have actions/measures
and evaluation of expected to counteract possible
risks been specified?

Education Date: in 12 pts

and Culture
Dissemination strategy
Identify and present: Plan activities:

• outcomes/outputs to • or at least plan to plan!

• do not start too late
• target groups
(even from early stages
• dissemination tools to
of project)
– Varied • plan progressively and
– Adapted to target consistently
Involve decision makers at institutional and national
level, professional and student organisations…
Cooperate with existing networks, other projects…
Check exhibitions, fairs…
Education Date: in 12 pts
and Culture


Institutional: • Demonstrate that project

outcomes and outputs will
• Statutes, decisions, rules be maintained (developed)
once project is finished (and
• Human and physical EU funds used up)
Financial: • Propose and implement
measures to enable
• Budget/own resources – institutional
• Future planning – financial and
– political
Political: sustainability of project
• Institutional outcomes and outputs
(e.g. train staff in sufficient
• National/state/local numbers, establish
engagement/reform structures, obtain
Education Date: in 12 pts
and Culture
The Team
Project Team - individuals who act on behalf and with full
support of their institutions
• Includes coordinator, partners (and associated partners)
• Works with other stakeholders (HEI departments,
students, education authorities, employers…)
Trust and confidence between individuals is necessary but
not sufficient
Tasks and responsibilities have to be formalised and
endorsed in comprehensive COOPERATION AGREEMENTS

Necessary documents, such as official application form, are

in “How to apply” section of call for proposals:

Education Date: in 12 pts

and Culture
The Coordinator
 Is really in charge!
 A good coordinator
– Has good management and communication skills
– Is trusted by partners
– Has full support of his/her institution

 Coordination can/should be shared:

– Financial & administrative tasks
– Academic management
– Distribution of tasks with partners
 Oversees implementation of activities
 Manages funds of project and ensures respect of rules
 Cooperates closely with key institutional services
 Central communication point with partners and external
 Submits interim and final reports and requests for payment

Education Date: in 12 pts

and Culture
The Partners
 Must be fully informed and:
– know expected results
– know their role and responsibilities (e.g. provide
information and supporting documents for reporting,
cooperate with key services in their organisation,
contribute to dissemination)
– know contractual framework & financial rules
– respect partnership agreement
– work in full transparency with coordinator (e.g. inform
of changes/ delays)
– have full support of their organisation
– be aware of institutional and/or legal constraints

Education Date: in 12 pts

and Culture
Student Involvement

 In project activities
- Curriculum development (presence in advisory board,
peer review)
- Introducing new teaching & learning methods
- Dissemination & sustainability strategy
- Quality assurance

 In project bodies & decision-making

Education Date: in 12 pts

and Culture
Best practice tip: who is who in
Description of
work experience
and contact
details of each
project staff

Education Date: in 12 pts

and Culture
A good proposal is:

 FOCUSED: experts have a lot to assess! Answer questions in right

order: what problem/need is addressed, how (feasible actions and
timescale): i.e.
 Relevance /30
 Design /30
 Team/Cooperation Arrangements /20
 Impact and Sustainability /20
 COHERENT: avoid contradictions; avoid "patchwork;" explain (experts
will not read your mind)
 SIMPLE: better few well-chosen words than long/vague explanations
 CONCRETE: use examples, justify statements, give proof
 RIGOROUS/COMPLETE: application is basis for project implementation
– legally binding! Ensure (twice!) all instructions followed and proposal
fulfils all mandatory requirements.
TIP: have final draft proof-read by colleague not involved in proposal!
Date: in 12 pts
and Culture