Erasmus+ KA1

Are you going to request funding from your National Agency under the ERASMUS+ KA1 mobility of staff ?

Applications for funding need to be submitted to the National Agency of the country of your organisation.             List of National Agencies

This is the application for funding :

These are some reflections on the benefits of your school's teaching staff participation in our training based on the contents required by the application form.

What are the organisation's needs in terms of quality development and internationalisation? Please identify the main areas for improvement (for example management competences, staff competences, new teaching methods or tools, European dimension, language competences, curriculum, the organisation of teaching and learning).

The participation of the teaching staff of your school in training offered by the SEEP Network carries with it three benefits :

1. it is training that is offered by an international network. The SEEP Network started its work in 2009 with the financial support of the European Commission under the Comenius funding programme. It started out at an EU wide network of 15 organisations and it is now a wider network that includes policy makers, schools, curriculum developers and NGOs who work together for innovation and vision in science education. The training that your teaching staff will participate in is therefore offered by a network that offers good content based on experience and the opportunity to participate in an EU wide network, with other participants from other countries. It will place your school in a new position as an active partner in a network and this is a visible and concrete step forward for the school and for the teaching staff towards internationalisation of the school.

2. It is training that follows the philosophy of the SEEP Network. SEEP is not about teaching teachers of science how to teach science. It believes that teachers already know how to do that. It is about opening the mind and vision of teachers and students to alternative applications and careers in science. This has to date been implemented through discussion forums, training and workshops by international experts. The network has continued to work on a self sustaining basis after the end of its funding by the Comenius programme ended. This continued growth reflects its vision of future oriented vision. The participation of the teaching staff of your school participating in the training would give them exposure to the global and future oriented vision of the network. Content of the training offered by the SEEP Network is always designed in a manner that it gives to staff the platform for thinking on the lines of the network and this benefit is over and above the acquisition of skills and knowhow, confidence and creativity from the very content of the training. In this part one can identify skills and competences acquired by your staff according to the training you opt for.

3. The SEEP network is living a new phase in its lifetime that is part of its forward upward growth. It is starting new initiatives aimed at giving new or more international minded vision to teachers of science subjects. Your school being an active member organisation in the SEEP Network will expose the school to opportunities arising from such a new strategic position that goes in the opposite way to isolation and insularity. It helps our school acquire a new European dimension as part of our strategy for a structured process towards internationalisation.

Please outline the organisation's plans for European mobility and cooperation activities, and explain how these activities will contribute to meeting the identified needs.

The school has the facility of identifying what mobilities it feels are apt for its teaching staff. It needs to identify teachers

- teaching subjects related to science or teachers who can be active in activities of an extra or cross curricular nature with teachers of science. Most of the training offered by the SEEP Network has an orientation towards more teaching and mentoring over and above or outside the strict implementation of curriculum. The involvement of teachers of science makes the mobility relevant to the topic and to the teaching of science. The involvement of teachers of other subjects like media or language can be a positive step towards the popularisation of science in your school, the introduction of horizontal skills for teachers who can in turn transfer cognitive knowledge and practical skills to other subjects and areas of school education.

- mobilities to training activitie of SEEP mean engagement in an EU wide network for teachers who have or who are open to a more global vision, future oriented thinking about new or alternative applications or careers in science. The participation in such training offered by a network is therefore also a platform of opportunity for European cooperation for the school for teachers and for the school. The school would be automatically becoming an active member in a network of teachers and schools that has been working since 2009 and is very much active at European level.

- the mobility for training is necessary because there is no training of the same kind, content, learning environment within easy reach of the school both due to the content offered and because the training is offered to an international audience with an international pool of participants. The training offered does not match content that is already on offer in the training of future teachers or in-service training of teachers in the locality or region of your school especially content offered by an international network to an international audience.

Please explain how your organisation will integrate the competences and experiences acquired by staff participating in the project, into its strategic development in the future?

Training offered by the SEEP Network has the characteristic of being of a horizontal character. The training the school has chosen from the SEEP training programme is not about teaching science because it is not the mission of the network to teach teachers how to teach. It is about skills and competences that enable the teacher of science subjects to bring a more creative environment into the science classroom. Without departing from the effective delivery of standard curriculae the teacher can draw benefit from the autonomy of learners of science subjects. 

Besides competences and skills that the training will give to the teachers participating in the activities there will be an informal learning environment that is created with the purpose of fostering networking, confidence, vision and an openness to new avenues to teach science. Examples of this are the element of video production in the science class and the project work, cooperation, research mentality that the teacher can bring into the classroom around video projects. There is a higher awareness of the benefit of networking in the teaching profession that starts in the school through a more constructive working culture within the school oriented to working together, continues in th networking of the school with the community around it including parents, career advising bodies, industry and local policy makers.

The training session gives importance to quality in education that comes from the teacher's awareness of their role as mentors over and above their role of teachers. The training makes teachers aware that it is not only curriculum delivery that makes science interesting for students. For five years SEEP has been fostering the culture that science should be interesting for teachers too. It therefore places an emphasis on the introduction of alternative ways to teach science that can keep up the enthusiasm of teachers towards science and towards teaching science subjects. This is done through the introduction of methodologies like scenario building, problem based learning, project work, cross and extra curricular activities that animate the classroom and the school. This is also done through oranganisational skills in classroom management around projects in class and science events, coordination and effective planning of science events that make science careers more interesting and glamourous for their students.

One must keep in mind that the training is in key with the real mission of SEEP and that is to open the mind and give to teachers and students a future oriented vision that helps them imagine together and be aware of possible alternative or new applications and careers in science. The school would like to adopt this philosophy because it will definitely bring benefits to the students and at the same time it would like to become an active member of an international network of teachers, schools and policy makers in science education so that it can further this philosophy and making networking with others a working culture for the school and for its teachers.

The school sees in this project more than just the acquisition of competences and skills. It sees it as an opportunity to take a concrete step towards internationalisation of the school in which international initiatives are taken up as part of a structured plan with the medium term plan of making the school more of a gateway to the world of science and science careers for its students.

How did you choose your project partners? What experiences and competences will they bring in the project?

VisMedNet Association is an association of professionals that was born in the Comenius SEEP Network and that has taken up the initiative to carry further the work of the network on a self-sustaining basis. It is the provider of the training that is based on the work and philosophy of the SEEP with an orientation towards alternative ways and approaches to teaching science, alternative and new applications of science and future careers in science. 

VisMedNet and other organisations are exploring ways in which SEEP may develop further its work through strategic partnerships and knowledge alliances including opportunities to fund such initiatives under the new ERASMUS+ funding programme.

VisMedNet is therefore a valuable partner in the mobility project as host / provider of the course for three reasons :

- it is an association of professionals who have many years of experience in the field of project management, training of teaching staff, education strategies, foresight and youth leadership activities oriented towards employment. It offers training that is horizontal and not available in the location of the sending school and secures an international participation in its training event. This means that for the sending school VisMedNet can provide new forms of training that would be beneficial and innovative for its teachers that is backed by a track record of excellent performance rising in part from successful international networking funded by the European Commission under the Comenius funding programme.

- VisMedNet is a Maltese association of professionals however it operates as a network given its international pool of individual and organisation members in the network. It has behind it a network of teachers, policy makers, schools and players in science education and five years of experience of SEEP. The sending school will, through its participation of its staff in the training offered by VisMedNet on behalf of the SEEP Network - - become an active organisation in a network that is EU wide and that carries a philosophy that tallies with ET2020 and Europe 2020 strategy documents driving towards science careers, entrepreneurship and competitiveness in the labour market. There is behind the training we will participate in more than just creative content and valuable input in the minds and mentality of the teachers. There is evidently an opportunity for networking and for future opportunities of working with others in the process of internationalisation of the sending school given that other schools and individuals from other countries are participating in the training event/s as participants and trainers.

- the SEEP Network is behind the training offer and the network is in a very interesting junction in its lifetime. It has ended its funded lifetime in 2012 and is now in its second year of self-sustainability. It is continuing to produce outputs including audiovisual materials, teacher training activities and is presently embarking on the design of new models for validation of scientific creativity in school projects by students following science related studies. It is also in a stage of growth as is evident from its portal and online activities. The sending school would therefore gain visibility and tangible benefit in networking opportunities in a time of construction of new relationships that are growing within the SEEP Network. The school sending its teachers to training offered within the SEEP Network environment would gain an insight in the value of networking for themselves and for their school.

What are the most relevant topics addressed by your project?

Please describe the background and needs of the participants involved and how these participants have been or will be selected.

Which competences (i.e. knowledge, skills and attitudes/behaviours) are to be acquired/improved by participants in your project?



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