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Support for application form Erasmus+ KA101 School education staff mobility.
Call 5 February 2019.

Support document for Euneos course ‘Education in Finland and/or Estonia – Original Best Practices
Benchmarking course.

https://www.euneoscourses.eu Version 27 December 2018

GENERAL: Download the application form from the website of your National Erasmus+ Agency and read the instructions in the Guidelines on the form.+
National Agencies, please consult the following page: https://ec.europa.eu/programmes/erasmus-plus/contact
• Check if your school has a PIC code or register for a PIC.
• Prepare your texts for the application in a Word document before filling in the application form.

ADVICE:
• Please, do not copy/paste the text but adapt those parts that are important for the questions in the European Development Plan and in the application.
• Be as precise and concrete as possible. Give evidence that this course is what your staff members need and that the topics of the course address the
needs of the school.
• The added value of the course will increase if a school takes part with more than one participant. Present your school.

The titles of the fields indicate how to proceed. Try to create a catchy title for your project

Participating Organisations
Only if your school or institution is applying together with others, you need to work on the item concerning a
consortium.

Each applicant must have a PIC number, more in https://bit.ly/1Ab3wtm. In addition the legal name of organisation and the country of residence are
required.

Hosting Partner Organisations. As a provider of Erasmus+ KA1 courses Euneos can be your hosting partner organisation. However, schools and
institutions can attend Euneos courses without exchanging mandate letters.
The Euneos PIC is 950782555. Legal name: Euneos Corporation. Country of residence: Finland.
Euneos courses in other countries can also be your choice if you choose Euneos as your course provider. Some national agencies insist on adding the
course provider as partner. More information in case you need it: First see: https://www.euneoscourses.eu
Go to menu: About Euneos, About and People.
FAQ
Euneos is not a school or institute but a company (SME) with course providing as its main activity.
There are no learners because Euneos is not a school nor a university.
Euneos has 3 board members. Euneos has one employee (course administration) and has contacts with many trainers in many fields. Trainers are not
employed by Euneos but hired for the courses.

Legal representative and official contact person:

Ilpo Halonen
Chair of Board Euneos
Euneos Corporation
Vaijeritie 12, 01640 Vantaa, Finland
ilpo.halonen@euneos.fi
TEl. +358 50 3460015

Background and Experience

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Please briefly present your organisation and include the following information:

What are your organisation's activities and previous experience in the areas relevant for
this application?
Write about your organisation’s activities and previous experiences in anticipation of your school’s
European Development Plan, which is asked next. Try to correlate to that plan what you have done
before. Keep eye on some realistic goals and be logical in conveying them throughout your
application. Make absolutely clear that your school needs more expertise in certain things,
examples

challenges of work organisation

transition from non-digital to digital in education
adoption of pedagogical and technological innovations
new in-service training methods
well-funded students’ support system
social intelligence, well-being and happiness
inclusion of special needs students
preventative methods against drop-out
teaching newly-arrived migrants
contribution of research and science
update training of management and office staff
learning from different systems of education in Europe
new school architecture and new learning spaces
awareness of European dimension and global classroom thinking, etc

Who are the key persons who will be involved in implementing and managing the project and
what relevant experience do they have?

Qualified teachers/coordinators who work as task force for development. The contribution of the persons
involved in the project strengthens the organisation in European development, because they have
experience in the following areas of expertise. Examples...
What are their competences?
Refer to knowledge, skills,attitudes
Knowledge: initial teacher education, professional background, teaching career, in-service training experience,
experience in developmental projects, experience in international matters etc.
Skills: management, position in work organisation, ability to improve the quality of education, use of ICT, social
(emotional) intelligence, topic-related competence, special talent etc.
Attitudes: enthusiasm to teach, human relations, team spirit, motivation, readiness to take initiatives, willingness
to self-development, readiness for pedagogical and technological innovation, willingness to engage in
international projects etc.

Have you applied for/received a grant from any European Union programme in the 12
months preceding this application?

European Development Plan

In this section you are asked to formulate your organisation's European Development Plan. The
Plan should describe your organisation's longer-term goals and explain how they relate to the
organisation's needs and the context in which it operates. The Plan is meant to provide the
background for your application and therefore it should cover a longer period than the duration of
the project.

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The scope of your European Development Plan should be proportional to your organisation's
size, capacity, and existing experience in European and international cooperation. You should
aim to define goals and objectives that are both relevant and realistic.

The European Development Plan is an important part of the application because it forms the basis
on which you will build your project proposal. The rest of the application form is designed following
that logic. At the end of this section you will be asked to define specific objectives of this project and
to explicitly link them with the broader goals of your European Development Plan. In all other parts
of the application, and in particular when explaining the expected impact of the project, you should
make sure to remain consistent with the answers you have given in this section about the project's
objectives and their relevance in the context of the European Development Plan.

General. You should keep the European Development Plan in mind when going on and always link the specific
objectives of your project here with the broader goals of the European Development Plan. Whatever you say
about your project later, it should be in line with your answers given here. So come back to this section always
when you fill in other text boxes. Don’t forget it when you write about the expected impact of your project. For
example, you aim at updating your European Development Plan by writing new paragraphs into the plan thanks
to this course.

What are the key needs and goals of your organisation in the area of European mobility and cooperation?

Key needs and goals. Why do you want to carry out this project? What are its objectives? You should refer to
the chapter about European development of your School development plan. If your school has a separate plan
for European/international development, refer to it.
Possible items of development plan:
 transition from non-digital to digital in education
 adoption of pedagogical and technological innovations
 new in-service training methods
 well-funded students’ support system
 social intelligence, well-being and happiness
 inclusion of special needs students
 facing the challenges of newly-arrived migrants
 contribution of research and science
 update training of management and office staff
 learning from different systems of education in Europe
 awareness of European dimension and global classroom thinking

Define the key areas of your organisation's activity that you would like to improve and explain how.
For example, reflect on your plans to improve staff and management competences; teaching and
training content, methods and tools; development of key competences and skills of staff and
learners; development of sustainable cross-border cooperation; etc.

Key areas for improvement. For example,:

Our school/institution wants to
 improve the quality of education,
 develop our work organization,
 explore how classrooms are or should be organized regarding the challenges of transition from non-
digital to digital,
 achieve a higher level of competences for school staff,
 others, see above.
Please define the objectives of this specific project: which of the identified needs, goals and key
areas for improvement do you plan to target through activities described in this project
proposal?

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Objectives of this specific project. Our school therefore needs (more) qualified staff that can develop –
together with the maintainer and the stakeholders
 a comprehensive vision about innovation and chapters for implementing innovation in the policy plan
about European development in school/institution
 create standing structures and models for innovation in school/institution
 facilitate school or institution in transition from non-digital to digital
 accommodate the importance of technology in education and how this affects teaching and learning
 introduce teachers, headteachers and ICT coordinators in schools to concepts, tools, and exchanges
about digital transformation in learning
 organize and advance on-site training of staff by benchmarking and implementing in-service training,
especially training integrated in real classroom situations, and also promoting online training, for
example by means of MOOCs given by the EU,
 arrange different activities with stakeholders (homes, local enterprises, municipality etc.),
 others, own project-related activities
Our school feels greatly challenged about how today's key competences of the 21st century could be taught to
students. Therefore we want to learn about
 work organization,
 working methods and
 learning premises in other countries.
We are keen on topics such as
 transition from non-digital to digital in education,
 adoption of pedagogical and technological innovations,
 new in-service training methods,
 well-funded students’ support system,
 social intelligence,
 well-being and happiness,
 inclusion of special needs students,
 facing the challenges of newly-arrived migrants,
 teaching of key competences,
 contribution of research and science,
 training of management and office staff,
 and different education systems in Europe,
 Erasmus+ mobilities,
 synergy of innovation by means of international collaboration, and
 best practices of European schools.
 organise and advance in-service training of staff both on-site and online, including MOOCs given by the
EU, by benchmarking and implementing in-service training, especially in-house training integrated in real
classroom situations (e.g. eApprenticeship)
 arrange activities with homes, local enterprises, municipality and other stakeholders
Our school wants to
 ensure the quality of the projects and
 link them to the curriculum,
 stimulate the streamlining of curricular elements with an innovative orientation,
 apply successfully for grants within the Erasmus plus programme
 communicate and collaborate with domestic partners and partners abroad to keep up with advancement
If relevant, please briefly present your organisation's other activities in the area of European
and international mobility and cooperation, apart from this application

What are the most relevant topics addressed by your project? Down menu. Choose topics.
The most relevant topics addressed by your project. Consider different options of the drop
down menu and choose what suits best to your project. Suggestions, unlike the form.
 Comprehensive long term school policy plan about European development of school/institution
 New chapters to curriculum with multidisciplinary approach
 In-house expertise of innovation for teacher conferences, or nearby and other in-service training
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  Leveraging innovative ideas into work organization as a whole
 Team of qualified innovation leaders/responsible leader of innovation , or other structured approaches to
innovation in school's educational work
 High quality formats of innovative projects
 Erasmus plus application
 Knowledge and skills to work out innovation
 Change of attitudes based on up-to-date knowledge
 Pedagogical dialogue/discussion about KSAVE (knowledge, skills, attitudes, values and ethics)

Project Management
How will you ensure good project management and quality of activities? Provide a general
overview of your plans, including:
What kind of cooperation and communication arrangements do you plan to set up with your
hosting partners (for example, cooperation agreements or memoranda of understanding)?
Cooperation and communication agreements (mandates, MoU) are needed between partners in
consortia collaboration. Instead, they are not needed for courses which are not job shadowing or
teaching assignment. However, some national agencies insist on adding the course provider as
partner. Your organisation can exchange mandates with Euneos. All information needed for that can be
found on the website of Euneos in https://www.euneoscourses.eu. The most important is PIC. Euneos
PIC is 950782555.

How do you plan to address practical and logistical matters related to the project activities
(e.g. travel, accommodation, insurance, safety of participants, visa, social security, etc.)?

Your organisation can start dealing with practical and logistical matters with help of Euneos
website first, and proceed then to personal email correspondence with Euneos administration
by emailing to courses@euneos.eu. Travellers in Finland and/or Estonia should have their
own travel insurance. Euneos has insurance only in case of damages caused by participants
of courses.
How to apply for benchmarking courses both in Finland and in Estonia read about combined
courses in https://www.euneoscourses.eu/?page_id=711.

Practical and logistical matters related to the project.

Preparation. Participants are always invited to log in into Euneos Course Tool where Euneos
administration and the trainers of the course concerned take care of them personally. This
care starts from the point of confirmation of the course and continues throughout the course
including follow-up activities. Euneos asks questions in Euneos Course Tool to tailor-make the
course design and program, to create an online community and to inform participants about all
that is relevant. Benchmarking courses expect certain pre-course activities, which include 1)
preparation of a success story of one´s own school and 2) profiles of participants. Success
stories are exploited as sources of discussions in the course. They broaden the spectre of
European development in schools. Profiles of participants are necessary for organising groups
for school visits.
Participants in Euneos courses take care of organizing their travel and booking their
accommodation by themselves. Euneos will give advice for accommodation near the course
venue. Visa: not needed. Insurance for unintentional damage caused by participants exists.
Travel insurance and social security at one’s own responsibility. Preparatory online sessions
with partners can be arranged on demand.
NB! Euneos is not a school or institute but a company (SME) being active as a course
provider since 2006. Euneos was registered in Helsinki 2005, reg. number 1935880-3, VAT

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number: FI19358803. Schools or institutions registered for VAT in their country can reduce
VAT 24 % included in the fee of courses organised in Finland. They should give their VAT
number when registering for a course in Finland so that bills with 0 % VAT can be delivered to
them.
Implementation. The course description indicates types of intellectual outputs and time slots
are foreseen to produce them. Course trainers coach and monitor the participants. Learning
diaries are used as means of collecting information and ideas.
Follow up. Online evaluation is performed at the end of course.

Participants get a course certificate, and the list of competences acquired and of the intellectual outputs is sorted
out in Mobility Europass. Time is foreseen to meet partners to set up common projects. Participating schools are
given the opportunity to join projects within schools/institutions involved in the benchmarking course concerned.
Participants have access to Euneos Course Tool during the next 6 weeks after the course to download course
materials (presentations, results of evaluation) At that time they still have the chance to discuss about
dissemination, project collaboration, networking and further community building.

Erasmus+ Platforms. Erasmus+ provides a number of online platforms with useful

information and tools for organisations active in education and training, including eTwinning,
School Education Gateway, EPALE (Electronic Platform for Adult Learning in Europe), and the
Erasmus+ Project Results Platform. If relevant for your organisation's field of activity, have you
used or do you plan to use any of these platforms for preparation, implementation or follow-up
of your project? If yes, please describe how.
It is advisable to express interest in using as many of them as possible in preparation,
implementation and follow up of your project. If you like the benchmarking course or other
Euneos courses, we ask you to give credit to the course in the Course Catalogue of School
Education Gateway. It helps us to go on organising Euneos courses in future.

Activities
When answering the following questions, please make sure to include information about each type
of activities you plan to organise. The available types of activities are: structured courses or training
events abroad, teaching assignments, and job shadowing.

Activities Description
Please provide a summary of staff mobility activities you plan to organise, including the content
these activities should cover and an estimated timing when the different activities will take place.

Activities description. Summary of staff mobility activities. Contents, estimated timing.

Benchmarking courses are structured courses (abroad). They consist of 4 days course in Finland
and of 3 days course in Estonia. Thus, a combined course is altogether 7 days. It makes sense to
apply for 4 + 3 days combined course to save costs and nature. (If need be discuss with your
National Agency.)
The main topics are as follows:
 Innovation (policy plan, curriculum)
 Management (execution)
 Digital transformation (strategy, instruction, implementation)
 Student in the center (support, studying, learning, school & home)
 Teacher in the center (role in school and society, in-service training, methods)
European development and school systems (Finland, Estonia, other). Weekly program.
Day 1. Cultural sightseeing. Meeting in public premises. Welcome dinner.
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Tasks: Learn to know about Helsinki City. Become aware of organizational issues and make
acquaintance with persons involved in the course.
Day 2. Morning: Daily program. Organizational. Introduction of program. Practical advice.
Topic 1: Innovation. Management. Guided tours in school premises. School lunch.
Afternoon: Classroom observation. Presentation about school and curriculum. (Optional)
Presentation about management. Workshop activities. Aims of course. Presentations of participants.
Discussions.
Tasks: Compare curriculum/syllabus/ development plan of your own school with findings in foreign
schools. If you are a principal, focus on management issues too. Contribute to discussions.
Learning diary, notes and recommendations for your own school. Social media updates. Day 3.
Morning: Daily program. Organizational.
Topic 2: Innovation, digital transformation. Presentation, demo. Classrooms observation. School
lunch.
Afternoon: Classrooms observation. Coffee/tea break. Workshop activities. Presentations.
Discussions. Learning diary.
Tasks: Focus on challenges of innovation and digital transformation. Discuss about successful
approaches. Learning diary, notes and recommendations for your own school. Social media
updates.
Day 4. Morning: Daily program. Organizational.
Topic 3: Student in the center, presentation.
Classrooms observation. Learning diary. School lunch.
Afternoon: Meeting in Helsinki center. Cultural targets of Helsinki. Transfer to harbour. Ferry from
Helsinki to Tallinn (2 hrs).
Tasks: Observe differences in studying and learning practices of students. Reflect & discuss role of
research and science in school education.
Day 5. Tallinn. Morning: Daily program. Organizational.
Topic 4: Teacher in the center. Welcome in Tallinn school (1) Introduction.
Classrooms observation. School lunch.
Afternoon: Workshop. Presentations of participants. Discussion. Learning diary.
Tasks: Learn to know how school promotes development. Observe classroom practices. Contribute
to discussion about best practices in different countries. Learning diary, notes and recommendations
for your own school. Social media updates.
Day 6. Friday. Morning: Welcome in Tallinn school (2). Introduction.
Topic 5: European development and school systems. Classrooms observation. Lunch
Afternoon: . Discussion with teachers and students. Workshop. Final session.
Tasks: Learning diaries, feed forward. Filling in the online evaluation of the course. Follow-up.
Networking. Find examples and discuss about comparison of school systems. Finalize your notes
and recommendations. Discuss about how to start dissemination. Project collaboration. Fill in online
evaluation form. Certificate.
Day 7. Saturday. Morning. Finalizing recommendations for report. Social media updates. Individual
support on demand. Lunch.
Afternoon: Cultural and educational targets in Tallinn. Closure.
Tasks: Reflect on course results and discuss. Think about preparing personal development plan.
Confirm contacts with colleagues. Continuation of collaboration. Take part in cultural visit. Farewell.
How are the proposed activities going to help address the needs and achieve the goals described
in your European Development Plan? In particular, 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?
The course in relation to needs and goals in your European Development Plan. Above you
have described the need of improvement of your staff referring to what you have written in your
European Development Plan. Fill in your ideas how the topics of the benchmarking course
correspond to those needs and how they can contribute to your European Development Plan and
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construct your school’s success. According to PISA and to other international studies school
education in Finland and Estonia is on top of European education. During the course ”success
stories” of the participants’ schools are discussed. Discussions contribute to a broader view on
school education in Europe. Programmed school visits with their classroom observations enlarge
the perspective of those involved. Benchmarking courses are the most practical and efficient way
to update school education and to comply with European Development plans of schools.
NB! Analyse expected results of the course and explain how they can be integrated into your
European Development Plan, the daily life of your school’s work organisation and especially to the
personal curriculum and everyday activities of teachers or other staff members who participated in
a benchmarking course.

Please describe your plans in terms of potential destination countries and hosting partners.

Describe what will be the contribution of the hosting partners you have already identified and
why they are a suitable choice to be the hosting organisations.

Destination countries and hosting partners.

Euneos Corporation is a company (SME) founded as a spin-off of Comenius 3 network COMP@CT in Helsinki
Finland in 2005. Euneos started course providing in Finland next year. Since then Euneos has become the
leading international course provider in Finland organising Erasmus+ KA1 courses since 2014 both in Finland
and abroad. Benchmarking courses are organised in schools of Helsinki capital city area and in Tallinn, the twin
city of Helsinki in Estonia. The aim of benchmarking courses of Euneos is to promote school development by
finding out what schools in Finland and Estonia have managed to do well. Both countries have a good reputation
in school education thanks to their excellent PISA results. Other international researches give evidence for the
same. Besides, according to the OECD study in 2014 schools in Finland were the most productive ones in the
world.
The high level of teacher education explains a lot about the good PISA success of Finland, says the scientific
research. Estonia is perhaps the most digitalised country of the world today. What are the factors behind the
successes? Participants can eye-witness what the reasons can be by having classroom observations,
discussions and workshops. And they can have evidence and share with others what kind of success stories
there are in their own schools. This way they can contribute to mainstreaming European development in school
education. Euneos is a trustworthy partner with lots of experience in organising EU courses. Our
school/institution fully relies on good results of

Lectures and trainers of benchmarking courses:

Dr Mart Laanpere, senior reseacher, Tallinn University Estonia
Dr Martti Hellström, senior principal, trainer and author, Finland
Andreea Gatman, MBA MU Vienna, qualified trainer, Romania
Heidi Veikkolainen, language teacher, course administrator of Euneos, Finland.
Ari Ranki, principal of Tikkurila upper secondary school, Finland
Ilpo Halonen, chair of board of course provider Euneos, Finland
Others, on demand.
Finnish schools
Tikkurila upper secondary schools (grades 10-12)
Preschool Tiedonjyvä (6-year-old children),
Vantaa vocational college Varia (16 – 19-year old and adult students, migrant students).
Various schools of all levels in Helsinki metropolitan area
Estonian schools, Tallinn university
Schools in the city of Tallin, or in the vicinity
Centre for Educational Innovation, Tallinn university. Tallinn Estonia
http://www.tlu.ee/en/centre-for-innovation-in-education collaboration with this course provider.

If you have not yet identified all of your hosting partners, explain how you plan to find suitable
host organisations for the mobilities you propose to organise. Please refer to any existing
contacts or partnerships that will enable you to successfully find hosts in other countries.

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 List of Activities
The table below presents all of the different types of activities you can apply for. To submit a valid
application, you need to request at least one activity from this list. To request funding for a specific
activity, click on its label and introduce the needed information to calculate the requested grant. If you
do not wish to request funding for a specific activity, leave the relevant values at zero.
Choice: Euneos courses are Structured Courses/Training Events.

Please note that the average duration is based on the duration requested for individual support in the
details of particular activity.

Organisational Support
Organisational Support. There is 350 € support per each participant included in your Erasmus+ KA1 grant. If
you need detailed information concerning courses in Finland, please read about course fee and support in
https://bit.ly/2GlCax7 .
Organisational support grant covers costs directly linked to the implementation of mobility activities that are not
covered through specific grants for travel, individual support, course fees and special costs. For example,
organisational support grant can be used to cover expenses for preparation, monitoring and support of
participants, for setting up and administering mechanisms for recognition of participants' learning outcomes, for
organising dissemination activities, etc. The grant for organisational support is calculated based on the number
of participants in the project: 350 EUR per participant up to the 100th participant, and 200 EUR for each
additional participant beyond that. Organisational support is not provided for accompanying persons.

Participants
When answering the following questions, please make sure to include information about participants
in each type of activities you plan to organise. The available types of activities are: structured
courses or training events abroad, teaching assignments, and job shadowing.

Participants' Profile
Describe the profile, background and needs of the participants you plan to involve in mobility
activities and explain why you have decided to involve them. If relevant, describe the selection
process you plan to use to identify the exact persons who will be supported by the project.
Participants’ Profile. Describe the background and needs of the participants involved in benchmarking courses
and how these participants have been or will be selected.
Per participant (to be linked to school development plan). Be as concrete as possible
Who will attend the course. Subject, experience with innovative projects. Which of the topics will be covered by
the participant(s).
What will be the task of the participant related to the topics/competences acquired after the course. For
example,
Person 1 will further develop the school policy plan.
Person 2 will lead the team of innovation.
Person 3 will be responsible for innovation in his subject.
Person 4 will be in charge of KA2 application (Strategic partnership project)…
Person 5 etc.
If the school cannot name the participants yet, describe the procedure how the participants are going to be selected and by
which arguments.

Staff

Fill in the information and explain what will be the role of accompanying persons and who will be
fulfilling this role.

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Preparation, Monitoring and Support
What kind of preparation do you plan to offer to participants in mobility activities (e.g. task-related
or intercultural training, linguistic support, risk-prevention etc.) and how do you plan to provide it
(i.e. who will be delivering the training and in what form, the approximate timing when it will take
place etc.)?

Responsible persons of school/institution collects all relevant information that is needed for the topics chosen by
our school participant(s): draft versions of school policy plan, project descriptions and reports, learning materials
(to identify elements of European dimension), Erasmus+ applications and other materials required by the course
organizers. Success stories of one’s own school are prepared to be presented in the benchmarking course.
The program of the course is tailored by the provider to the needs. Participants are invited to Euneos Course
Tool as soon as the course is confirmed. The team leaders of the course concerned design the course as much
as possible according to the level of experience and the concrete wishes of the participants.
The participants are going to build up a closed social online community to communicate with the
provider and other participants, to find all necessary information about the course, to publish
materials of their own and to collaborate with other participants in preparing course activities and
possible common projects.
What kind of monitoring, mentoring or similar arrangements do you plan to put in place to track
the participants' progress and support them during the mobility activities?
Monitoring.
Monitoring by the trainers. The trainers of benchmarking courses are professionals who are competent to follow
and steer the proceeding of the work of participants. EC Tool and other possible platforms (WhatsApp, FB group
etc.) are used as online platforms by trainers and Euneos course administration to monitor the course.
Self-evaluation of participants. Each day participants are challenged to do self-assessment by means of learning
diary. There are discussion about learning diaries during and at the end of course. Finalising the course
monitoring there is an online evaluation focusing on the different aspects of the course: content, working
methods, guidance, materials provided, quality of the training staff, and opportunities to create innovative
projects. There are also open-end questions for personal comments in the evaluation form.
Course staff of Euneos uses valuation of the output and of the competences gained by the course
participants. The approach is document analysis method as an indicator to measure the
quantitative and qualitative output of the course (draft versions of school policy plans, versions of
project scenarios and first versions of Erasmus plus applications).The competences acquired and
the outputs realized can be verified in group and plenary discussions, above all in wrap-ups of
learning diaries. The online evaluation form, which the participants fill in, includes a
comprehensive amount of questions to inform about the course results.
Post course
School level : meeting with board members, reporting to staff. Report to the NA.
Stakeholders and media: information about the course results and their impact on the European Development
Plan of the school/institution.
Support.
The experience of several years in organising benchmarking courses has taught Euneos that there are
practically no task-related or intercultural challenges in Helsinki capital area as the city is a home for people
coming from all parts of the world. In addition of two domestic languages Finnish and Swedish, English is widely
spoken among the inhabitants. There is a mutual arrangement of linquistic tuition arranged especially for
participants from countries with lower English skills of participants.

Risk analyses show that Finland is one of the safest countries, and the same concerns Estonia. However, travel
insurance and social security are at one’s own responsibility. Neither is Euneos is liable for any expenses
caused by a case of ‘force majeure’.
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Certificates. The Erasmus+ Programme promotes the use of instruments/certificates like Europass, ECVET
and Youthpass to validate the competences acquired by the participants during their experiences abroad. Will
your project make use of such European instruments/certificates? Click on Down Menu to choose.
Mobility Europass including competences and outputs achieved in the course can be handed out to the
participants on demand.
National validation or other. If relevant fill in to the text box what kind of specific validation can be taken into
account.

Learning Outcomes
What kind of learning outcomes (i.e. knowledge, skills and attitudes/behaviour, values, ethics) do you expect
participants to acquire? How are these outcomes going to be assessed?
Suggestions. Per participant select a set of competences

Long term school policy plan. Training of staff is needed to acquire the following competences, examples
 How to develop a vision on innovative cooperation together with the relevant groups in the school, how to
link the mission of the school to the goals of innovation (in terms of knowledge/skills/attitude) for
students, teachers and for the school as a whole.
 How to create standing structures and best practices for innovation
 How to design and realize a well-funded schedule for implementation of steps for innovation
 How to gear these goals to short and long term policy measures, such as systematic approach to
innovation in different areas of school practices, plan for acquisition of equipment, software and training,
schedule for implementing different things in school development plan, school & home collaboration
 How to implement a wide variety of innovative activities that can be executed in cooperation with partner
schools (virtual and geographical mobility) or without partner school How to implement the process of
streamlining the innovative elements in the curriculum
 How to evaluate the innovative activities and the European dimension in the curriculum
 How to disseminate the activities and products/methods

Qualified innovation leaders. Training of staff is needed to acquire the following competences
 How to support school management and colleagues to make the curriculum more innovative
 How to coach colleagues in the innovative use of ICT and how to make students and colleagues
enthusiastic about them
 How to design new innovative project scenarios and project activities
 How to manage the innovative activities (budgeting, chairing meetings, reporting, monitoring,
networking etc.)
 How to collect information about the subsidy channels, programs and Quality Assessment criteria (both
national and European)
 How to design and write an Erasmus + project application

High quality formats of innovative projects. Training of staff is needed to acquire the following
competences
 How to apply the characteristics of project-based learning in innovative projects, both of virtual and
geographic mobility (for example, projects including “Best Practices Benchmarking”)
 How to apply the basic principles of pedagogy and didactic for a successful implementation of virtual and
geographic mobility projects, or other projects
 How to link the innovative projects to the curriculum
 How to create challenging, innovative and creative activities for students in project-based-learning
projects with partner schools
 How to use appropriate methods and tools to evaluate the projects
 How to manage and coordinate innovative projects (social and other skills)
 How to learn the technical know-how of relevant ICT devices and how to integrate the appropriate web
tools, apps and other materials in the innovative projects

Erasmus plus. Application KA2. As continuation of Benchmarking course. Training of staff is needed to
acquire the following competences
 How to investigate the needs and requirements of the school to identify
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  the theme and the objectives to be achieved
 the age group
 the links to the curriculum
 the added value in terms of expertise and intellectual outputs achieved
 How to negotiate with possible partner schools on these elements
 How to proceed in writing the application (online communication tools, division of tasks, submitting
procedures)
 How to self-assess the application against the Quality Assessment criteria of KA2 before submitting
 How to manage and coordinate innovative projects and which social, management and intercultural skills
are needed
 How to report, monitor, communicate with partners, evaluate the on-going project

 Innovative dimension of the curriculum. Training of staff is needed to acquire the following competences
 to get acquainted with a format to investigate which elements of innovative orientation are already
present in the current curriculum and activities (work organization, digital means of work, in-service
training, learning material, project activities, assignments)
 to persuade the colleagues to fill in the inventory per subject
 to update the inventory of the elements that include innovative topics and to streamline these elements
and activities
 to broaden the range of innovative activities to which students should be exposed (near-by training by
means of digital apprenticeship (expert trainer – teacher(s) - students), inviting guest visitors to speak
about innovation, visits to local firms that are active innovators, etc.).
 to use the CFEC to let students self assess to what extent they acquire innovative competences
The Erasmus+ Programme promotes the use of instruments and certificates like Europass and
ECVET to validate the learning outcomes acquired by the participants during their experiences
abroad. Will your project make use of such European instruments/certificates? If yes, please
specify which instruments will be used and how.

In case you are planning to use other forms of validation, such as national validation instruments
or certificates, please specify which ones will be used and how.

Special Costs

Special Needs Support

These activities are also an opportunity for teachers to gain competences in addressing the needs of
pupils with disadvantaged backgrounds. Given the current context concerning young migrants,
refugees and asylum seekers, particular attention will be also given to support projects that train
teachers in such areas as training refugee children, intercultural classrooms, teaching pupils in their
second language, classroom tolerance and diversity (Erasmus+ Programme Guide 2019).

Exceptional Costs
If relevant fill in the estimated costs of participants in need of special support.
Exceptional Costs. Erasmus+ Guide 2019 says: Applicants for mobility projects will be allowed to claim financial support
for expensive travel costs of participants under the budget heading "exceptional costs" (up to a maximum of 80% of total
eligible costs: see "What are the funding rules?"). This will be allowed provided that applicants can justify that the standard
funding rules (based on unit costs per travel distance band) do not cover at least 70% of the travel costs of participants. If
awarded, the exceptional costs for expensive travel replace the standard travel grant.

Follow-Up

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What impact do you expect this project to have on your organisation(s)? Please explain how the
proposed activities will help address the objectives you have set for this project in relation to
your European Development Plan.

Impact on your organisation/s. Refer to learning outcomes above and to the chosen
objectives of your project. Also have your European Development Plan in mind. Explain what
the school exactly hopes to get as concrete impact. Describe each of your contributions shortly.

Our school has no/little experience with innovation of the school / will have gained sufficient expertise to
improve the quality of the innovation / will have improved the quality of innovation.

Our school wants to

 update our comprehensive long term school policy plan about European development of
school/institution (with short description)
 write/update a paragraph about innovation in our curriculum/European Development Plan
 realise better innovative projects etc..
 write new chapters to curriculum with multidisciplinary approach
 import in-house expertise of innovation for teacher conferences, or nearby and other in-service training
 leverage innovative ideas into work organization as a whole
 put up a team of qualified innovation leaders/responsible leader of innovation
 implement structured approaches to innovation in school's educational work
 create high quality formats of innovative projects
 prepare Erasmus plus application
 improve knowledge and skills of staff to work out innovation
 bring about change of attitudes based on updated knowledge intensify connections between school and
home
 intensify connections between school and home
 arrange activities with homes, local enterprises, municipality and other stakeholders
 intensify pedagogical dialogue/discussion about KSAVE (knowledge, skills, attitudes, values and ethics)
Therefore our school wants to
 use the innovation chapter of the school policy plan drafted as an intellectual output of the course
develop a new comprehensive long term school policy plan about European development in school
within six months after the end of the course
 set up a team of qualified innovation leaders / appoint coordinator/s
 develop further the first versions of projects and mplement (some of) them - hopefully with partner
schools that take part in the course
 apply for a Erasmus+ KA 2 partnership hopefully with one or more partner schools that take part in the
course
 strengthen the innovative dimension of the curriculum
 set the necessary steps to make an inventory of the elements in the curriculum that include European
and innovative topics
 start streamlining some elements of the curriculum in the subjects across school years and across
subjects (cross-curricular/multidisciplinary approach)
 use the tools and methods learned at the course to train the staff and students involved in innovative
project activities
etc...
What benefits do you expect your project will have for your local community and the wider public?

Benefits for local community and the wider public.

As a result of the course the innovative activities and dimension of the school will increase. The current
school-goers and future students will benefit from the presentations, initiatives and events undertaken
directly or indirectly by the course participants. Thanks to new ideas and improvements school will be

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able to promote activities with homes, local enterprises, municipality, other stakeholders and media,
both traditional and Social media.

How are you going to evaluate if the project's objectives have been met?

How to evaluate realisation of project objectives.

Reports and self evaluations of participants, as well as evaluation of the provider, is required to enable
general assessment of mobilities after the course. Therefore participants are challenged to produce a
report of learning outcomes of the course. And so is the provider who has to produce and publish the
results of the provider’s evaluation. Euneos carries out an online evaluation and publishes the results
of benchmarking courses systematically.
The implementation of the project results will be assessed shortly after mobilities have come to an end.
This will take place in plenary discussions of staff members and colleagues. Learning outcomes of
individual participants can be treated in mutual development discussions of school leadership and
persons involved. The project results will be reflected and taken into account in school syllabus,
curriculum and European Development Plan by those responsible for such documents.

How will you make the results of your project known inside and outside your organisation(s)?
Who are the main target groups you would like to share your results with?

Making results known. Dissemination.

Informing about the course, about the results, about the added value for the school.
At school level (website, meetings; information bulletin, social media)
Locally : traditional information channel (newspaper, other media)
Primary school teachers and students will be informed about the innovative activities of our school
Regionally and nationally: through associations of teachers and networks of schools where subject teachers and
board members meet
On national and innovative level; information shared via eTwinning channels and EST (European Shared
Treasure, http://www.europeansharedtreasure.eu/ ). Target groups at school level
As a result of the course the innovative activities and dimension of the school will increase. The current school
population and future students will benefit from the initiatives undertaken by the course participants.
Target groups outside the school.
Our innovative activities will include stakeholders outside the school: parents hosting foreign students, people
being interviewed or giving presentations at school , students presenting outcomes of research through blogs
and YouTube movies; exhibitions during Open days events, fair, local enterprises.
Some intellectual outputs (school policy plans, formats of innovative projects) will get the Creative Commons
license and will be free available provided the criteria are respected Social Media outputs (FB, twitter, LinkedIn,
Google+ etc.).

Project Budget Summary

Distance calculator: http://ec.europa.eu/programmes/erasmus-plus/tools/distance_en.htm
Finland is the most northern country of the European Union. The distances are long for the most visitors. Use
the distance calculator the link of which is above to define the distance.

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Go to the advice about Project Budget items on the website of Euneos in https://bit.ly/2GlCax7 to see more
about the compensation rates concerning Erasmus+ courses in Finland.

Budget Summary per Activity Type

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Summary
Please provide a short summary of your project. This section or part of it may be used by the
European Commission, Executive Agency or National Agencies in their publications. In case your
project is awarded, the summary will be published in the Erasmus+ Project Results Platform.
Please use full sentences, be concise and clear. The summary should reflect key information from
the whole application form, including at least the following elements: context of the project; project's
objectives; number and profile of participants; description of planned activities; a short description of
the expected results, and the potential longer-term benefits.

Please provide a translation in English. This summary will be publicly available in case your project
is awarded.

Summary of Participating Organisations

Relevant in consortium application.

Annexes
Annexes. Declaration of Honour is a mandatory document. Download the document and print it. Then have it
signed by the legal representative of your organisation. The signed Declaration of Honour needs to be scanned
and saved. After that you can add it to your Erasmus+ application using the button ADD DECLARATION OF
HONOUR. It is possible to attach other relevant documents too. If your application concerns Erasmus+ KA1
courses, it is seldom really necessary. Negotiate with your NA if you think you need to do it.
The maximum number of all attachments is 10 and the maximum total size is 10240 kB.

Please download the Declaration of Honour, print it, have it signed by the legal representative
and attach.
Please attach any other relevant documents.
If you have any additional questions, please contact your National Agency. You can find their
contact details here.

Checklist
Checklist. The checklist is a very useful reminder. Tick the boxes only when you are absolutely sure that
everything is there that is required.
Before submitting your application form to the National Agency, please make sure
It fulfils the eligibility criteria listed in the Programme Guide.
All relevant fields in the application form have been completed.
You have chosen the correct National Agency of the country in which your
organisation is established. Currently selected NA is:

Please also keep in mind the following:

The documents proving the legal status of the applicant must be uploaded in the Participant Portal
(for more details, see Part C of the Programme Guide - "Information for applicants").

Data Protection Notice

PROTECTION OF PERSONAL DATA
Data Protection Notice. Before you can send your application, your consent is required for accepting
the Specific Privacy Statement on Data Protection. As a course provider Euneos has given a Register
Declaration and is compliant with General Data Protection Regulation GDPR, see our Data Protection
Policy on our website in https://www.euneoscourses.eu.

The application form will be processed electronically. All personal data (such as names, addresses,
CVs, etc.) will be processed pursuant to Regulation (EC) No 45/2001 on the protection of
individuals with regard to the processing of personal data by the EU institutions and bodies and on
the free movement of such data. Any personal data requested will only be used for the intended
purpose, i.e. the processing of your application in accordance with the specifications of the call for
proposals, the management of the administrative and financial aspects of the project if eligible and
the dissemination of results through appropriate Erasmus+ IT tools. For the latter, as regards the
details of the projects' contact persons, an unambiguous consent will be requested.

For the full description of the collected personal data, the purpose of the collection and the
description of the processing, please refer to the Specific Privacy Statement (see link below)
associated with this form.
http://ec.europa.eu/programmes/erasmus-plus/documents/epluslink-eforms-privacy_en.htm