OUT-IN: O rganising, U sing and T ransferring IN novation LLP-LDV/TOI/07/IT/017

1. OUT-IN: Organising, Using and Transferring INnovation  LLP-LDV/TOI/07/IT/017 THE IDENTIFICATION OF COMPETENCIES THE PROCESS Focus Group Manchester, 14th– 16th February 2008 Venue: Manchester Digital Development Agency (MDDA)

2. Mapping EU Programmes for education and vocational training Analysis of EU programmes related to education and vocational training so as to identify similarities, complementarities and peculiarities. Leonardo da Vinci Socrates – Erasmus Socrates – Comenius Socrates – Grundtvig Youth Equal Programmes analysed: Documents analysed: Decisions Regulations Call for proposals Application forms (and annexes) Financial handbooks Administrative regulations

3. Rationalizing information, data and documents Reconstruction of a general framework and synoptic tables highlighting similarities, complementarities and peculiarities. • What for? • To present the complexity of different programmes, facilitate the comprehension of contents and standardize the “language” • To check feasibility and pertinence of project ideas with respect to different programmes (the matrix logic) • To highlight the rationale behind each programme to understand the origin of obligations and objectives, thus assuring relevance and coherence of projects • To support the decision-making process (fast decision) concerning the submission of a proposal (to go or not to go) • To funnel investments (increase of internal expertise, network enlarging, lobbying, etc.)

4. Different programmes... similar planning logic Analysis of Application forms for the submission of project proposals within EU programmes, to detect common and specific elements characterising them and the logical process and principles hidden behind the sequence and nature of the sections requested when filling in a form  Evidence: similar and comparable planning logic Main macro-areas that forms have in common Context analysis (Justification of the proposal/Reason why) Specific Goals General Aims Outcomes/Outputs expected Feasible planning (Work Plan/Work Programme) Impacts/Effects Innovation Dissemination/Valorisation Partnership/European Dimension PLANNING

5. Implementing projects...main common actions Identification of main areas concerned referring to the phase of projects implementation Main macro-areas IMPLEMENTING Project/Work plan re-planning Financial and administrative management Partnership management and coordination Products realisation/Aims achievement Dissemination/Valorisation Evaluation Preparing Mobility/Exchange activity

6. From best practices you can learn • Focus Group with representatives of “best practices” (Leonardo da Vinci, Equal, Interreg, Socrates) selected, to share with Promoters their experience so as to get information concerning: • difficulties met during project planning and implementation • elements perceived to be relevant to the quality of projects, during planning and implementation period. Two sessions: Session A: Planning and writing a proposal when answering to a Call Session B: Implementing a Project

7. FG Session A: Planning Issues proposed Context analysis (Justification of the proposal/Reason why) Specific Goals General Aims Outcomes/Outputs expected Feasible planning (Work Plan/Work Programme) Impacts/Effects Innovation Dissemination/Valorisation Partnership/European Dimension • Preliminary introduction of the facilitator to each issue, to help the participants to understand the aspects on which they had to focus: • brief description of topics implied in the issue • examples of possible critical competencies • examples possible difficulties encountered Sequence of K-Questions related to the specific issue concerned > discussion (opinion and suggestions provided by participants on the basis of their direct experience).

8. Introducing the issue.. • Topics to deal with (type of contents/information requested) to fill in an Application form • possible related critical Competencies required • possible Difficulties encountered PLANNING Example: Context analysis

9. Discussing the issue.. K-Questions • Process adopted to develop the issue (e.g.: staff involved, methodology used, logic adopted, etc.) • Agreement on critical Competencies indicated (scale from minimum to maximum) • Possible further critical Competencies that could be requested/useful (and reason why) • Availability of internal Competencies (or how external competencies were “acquired”)

10. FG Session B: Implementing Issues proposed Project/Work plan re-planning Financial and administrative management Partnership management and coordination Products realisation/Aims achievement Dissemination/Valorisation Evaluation Preparing Mobility/Exchange activity • Preliminary introduction of the facilitator to each issue, to help the participants to understand the aspects on which they had to focus: • brief description of actions implied in the issue • examples of possible critical competencies Sequence of K-Questions related to the specific issue concerned > discussion (opinion and suggestions provided by participants on the basis of their direct experience).

11. Introducing the issue.. • Possible Actions implied • Possible related critical Competencies required IMPLEMENTING Example: Partnership management and coordination

12. Discussing the issue.. K-Questions • Agreement on Actions indicated (and possible further actions that might be implied) • Agreement on critical Competencies indicated (scale from minimum to maximum) • Possible further critical Competencies that could be requested/useful (and reason why) • Availability of internal Competencies (or how external competencies were “acquired”)

13. From experiences…to competencies Results of Desk analysis + Focus Group Large range of Competencies • What competencies / knowledge: • can be transferred in self-learning modalities? • are the mostcritical and lacking? Selection COMPETENCIES Basic●● Technical/Professional ●●● Transversal ● • In translating the chosen competences in didactic modules and units: • dropped the transversal ones (since they are not transferable through the didactic modalities and support chosen, a CD ROM) • focussed mainly on the technical-professional ones (including only a few basic ones) for which it was possible to transfer know how (examples, models, prototypes) acquired through direct experience and realise a sort of collection of operative good practices.

14. Thank you for your attention