How to prepare competitive proposals in Tempus IV? Damascus; 7 February 2010
Monika Botz Consultant for European Funds
Tempus IV Project Preparation Where to start?
© Monika Botz; EduTrain: info@edu-train.eu
What is a good quality project?
© Monika Botz; EduTrain: info@edu-train.eu Good project is: Relevant: i.e. supportive to the overarching policy objectives of the EC (Tempus Programme) and of the participating partners; Based on real needs & problems of target groups & beneficiaries; Feasible: The project objectives can be realistically achieved within the constraints of the operating environment and capacities of the implementing partners; Sustainable: Benefits generated by the project are likely to be continued once the programme funding comes to an end. The project has a tangible and long-term impact.
Where to start?
© Monika Botz; EduTrain: info@edu-train.eu Prior to the preparation of the project application Pre-analysis: Get an idea of what is possible and/or needed Familiarise yourself with the specifications of the Tempus programme; Familiarise yourself with related political developments at regional, national and European levels. Get an idea about interests and development priorities of potential stakeholders (universities, enterprises, NGOs); Tempus Call including National & Regional Priorities for Partner Countries; Instructions for filling in the eForm, List of past & ongoing Tempus projects, etc. Sources of information Information on national development policies in the relevant sector, Higher Education Reforms, Bologna & Lisbon process, etc. Universities` development strategies, Mission and strategy papers of NGOs to be potentially involved, labour market surveys, etc.
The Analysis Stage
© Monika Botz; EduTrain: info@edu-train.eu Stakeholder Analysis: Who are potential project stakeholders? What are their needs, interest, conflicts? What capacity they have to participate in the project (e.g. potential project partners) Problem Analysis: What are the real and existing problems faced by the project stakeholders and their causal relationships; Objective Analysis: Which objectives are suitable to address the identified problems? (mirroring the identified problems into positive situations); Strategy Analysis: Which objectives can be included in/or excluded from the project; What will be project's wider and specific objectives, outputs and outcomes. In order to ensure that the project addresses real problems to which stakeholders attach high priority, the analysis phase should be conducted in a participatory approach, i.e. the main project stakeholders should be consulted and involved wherever possible. Prior to the preparation of the project application conduct:
Preparation of the Project Proposal Definitions, Tips and typical mistakes
© Monika Botz; EduTrain: info@edu-train.eu
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Logical Framework Matrix - Purpose
© Monika Botz; EduTrain: info@edu-train.eu Often main reference document of the project The matrix: brings together all key components of the project and exposes the logic of how the project is expected to work; provides a concise picture of the entire project intervention. Important Planning Tool The matrix is a tool that helps test the logic of the project strategy and ensure project's feasibility; Therefore: it should be prepared at the beginning of the project formulation phase. Management, Monitoring & Evaluation Tool The matrix provides the framework for monitoring & evaluation; It should be seen as a dynamic tool: during project's implementation the LFM should be kept under regular review & up-dated whenever the project changes course; The LFM is not only a planning instrument but also a central management tool that will be used during the project implementation and evaluation. It therefore requires careful preparation.
LFM – Testing the project logic
© Monika Botz; EduTrain: info@edu-train.eu Wider Objective Specific Project Objective(s) Indicators of Progress Activities Outputs/Outcomes (in Work packages) Indicators of Progress How indicators will be measured Indicators of Progress Inputs How indicators will be measured How indicators will be measured Risks & Assumptions Risks & Assumptions Risks & Assumptions IF - THEN causality: IF inputs are provided and certain assumption hold true THEN activities can be undertaken; IF the activities are undertaken, THEN outputs and outcomes can be produced; IF outputs/outcomes are produced, THEN the specific project objective(s) can be realized; IF the specific project objective(s) is/are achieved, THEN this should contribute towards the wider project objective..
Wider & Specific Project Objectives
© Monika Botz; EduTrain: info@edu-train.eu Wider Project Objective: Expected „global“ result or a broader aim to which the project will contribute; Longer Term Impact - i.e. It is not a direct or immediate result of the project - its achievement usually goes beyond the project-lifetime; It should refer to the priorities, specific objectives and themes of the Tempus Programme Specific Project Objective(s) Intermediate or direct result of the project; Should be in line with the objectives & themes of the Tempus Programme and with the national/regional priorities of the involved partner countries. Should be realistic & time-bound. Example: Wider Project Objective: „Increased employability of students and strengthened capacity of Mediterranean Universities in meeting regional labour market demands for engineers“ Specific Project Objective: „Modernization/Development of Master and Bachelor programmes in Engineering at X Mediterranean Universities according to the market needs by 20XX”
Outputs & Outcomes
© Monika Botz; EduTrain: info@edu-train.eu Outputs & Outcomes Results of the planned/implemented activities; Their realisation should logically lead to the achievement of specific project objectives. Outputs (tangible) Services, facilities or capital goods that the project delivers; Example: New Technology Transfer Units at X Universities. New Master Programme developed Outcomes (intangible): Short and medium-term intangible effect of the project; Refer to new skills, methods, practices or capacities. Examples: New pedagogical skills and methodologies acquired by the teaching staff of X Universities Enhanced managerial capacity in implementation of internal quality assurance. New! Workpackages Grouping of thematically or timely related outputs and outcomes in working blocks. Example: II. Capacity Building (Workpackage) Related Outputs: 1.Traing of partner country staff developed and implemented (skills) 2. Infrastructural establishment of innovation offices (physical capacities)
Activities & Inputs
© Monika Botz; EduTrain: info@edu-train.eu Activities: Tasks & actions that need to be carried out in order to deliver planned results (outcomes/outputs) Activities should be planned and presented in the LFM in a chronological order; Inputs: Financial & human resources, equipment necessary for the implementation of project activities. Example: Outputs/Outcomes & Activities: Output: 2. New targeted training for teaching staff developed and implemented at X universities; Activities: 2.1. In-depth analysis of existing training needs and staff selection; 2.2. Development of training modules and training materials; 2.3. Delivery of targeted training for university teachers…
Assumptions & Risks
© Monika Botz; EduTrain: info@edu-train.eu Assumptions: External factors that have the potential to influence the success or failure of the project, but lie outside the direct control of project managers; The way assumptions are formulated reflects a desired & positive situation. Risks: A negative way of describing an assumption; Reflect negative situations. Examples: Assumptions: “Institutional decision-makers are committed to (support) the project” “Accreditation of a new study programme/curriculum received on time” Risks: „Lack of political support“ “Difficult legal or fiscal conditions for imports of equipment”. The determination of risks and assumptions is a method to asses project's “riskiness” and its feasibility – It should therefore be conducted within a careful analysis. Particular attention should be paid to external factors that may affect project's sustainability (e.g. political support, commitment of the project partners)
Counteracting Measures
© Monika Botz; EduTrain: info@edu-train.eu Risks Potential Counteracting Measures and/or Activities Delayed accreditation of a new study programme Steps to ensure official recognition of the new study programme addressed from the very beginning of the project; Limited language skills of university teaching staff that will participate in trainings abroad. Organization of language courses at the beginning of the project implementation Use of translation services whenever necessary It is not enough to formulate risks & assumptions in the Logical Framework Matrix – The project structure should reflect efforts (counteracting measures) to limit the impact of potential risks;
Indicators of Progress & Sources for their Measurement
© Monika Botz; EduTrain: info@edu-train.eu Indicator of Progress: A variable (quantitative or qualitative) that helps measure the project progress, achievements and performance. Indicators should be specific & measurable; Include ambitious but realistic targets; Should be objectively verifiable, i.e. different persons that will use the indicators will obtain the same measurements; How indicators will be measured: Sources of information & means of their collection; Where can I find the information? Including: Sources of information that are already available, e.g. publications, official statistics & documents; reports. Sources of information/methods to be facilitated during the project to collect the information; e.g. monitoring reports, questionnaires, interviews, evaluation reports. Note: The Indicators and Sources for their Verification provide the basis for: Quality Control & Monitoring Plan as well as regular review of the project progress during the project's implementation; Preparation & verification of monitoring reports. Their definition should take into account the costs related to the data collection and analysis.
Indicators of Progress & Sources for their Measurement
© Monika Botz; EduTrain: info@edu-train.eu Simplified Examples Output Indicators of progress Sources of measurement New Master Programme developed and implemented X courses developed until X project month; X students participated in the programme's implementation; New Programme accredited until X project month Course documentation; Accreditation documents; List of participants (students) Staff training 80% of the training participants satisfied with the quality of the training (i.e. they evaluate the quality of the training as good or very good) Feedback questionnaires Quantity of deliverables; Milestone (deadline) for the completion of a task; Size of the audience Qualitative indicator/target (reflecting perception, views of direct beneficiaries)
LFM - What to Avoid?
© Monika Botz; EduTrain: info@edu-train.eu Lack of logical connections between the project objectives, outputs and activities (unclear project methodology); Insufficiently specified indicators of progress, e.g. lack of established targets, milestones, quantitative or qualitative dimensions; or Confusion between “Indicators of Progress” and “How indicators will be measured”; Insufficiently analysed risks and assumptions; or Measures counteracting risks not translated into project activities; Information provided in the LFM incoherent with indications in other parts of the application (including reference numbers). Frequent Mistakes/ shortcomings:
Workpackages/ Outputs (& Activities)
© Monika Botz; EduTrain: info@edu-train.eu New electronic Application Form: Narrative description of the workpackages replaces “old” Outcome/Activity tables Plan, identify and/ or present: “Development” workpackages: devoted to the the realisation of the main/actual project results (e.g. New study programme, new structures); Specific workpackages for Dissemination, Sustainability (Exploitation of results), Quality Control & Monitoring (Quality Plan), Management. Clear description of the methodology and working approaches for the implementation of each workpackage but also: List and description of the planned outcomes/outputs and related activities (what, when, and how will be done?) Target groups (beneficiaries) for each output/outcome (e.g. students, teachers, political decision makers) and quantify them. Consortium partners participating in the implementation of each workpackage, including a lead partner (roles and responsibilities). Definition of risks & assumptions (from the LFM) and required inputs (financial resources); New: Language issues: Indication in which language specific outputs (e.g.training materials) will be produced and made accessible;
Workpackages/ Outputs (& Activities)
© Monika Botz; EduTrain: info@edu-train.eu Insufficiently elaborated methodology/ description of the content or working methods for the implementation of outputs. Lack or limited involvement of students throughout the project cycle; Insufficient specification of target groups or measures to ensure their active participation in the project; -e.g. lack of quantitative targets, general statements like „all students“; What to avoid?: Unbalanced distribution of tasks among the project partners or missing information on their involvement: Distribution of responsibilities strongly biased towards European partners with partners from partner countries having insignificant roles, Evidence of „sleeping partners“. Lack of coherence between workpackage/outputs/activities listed in different parts of the application (e.g. LFM and in the Workplan); Incomplete information or tables left blank.
Overloaded or “empty” workplans; Lack of logic in the distribution of activities, e.g.: Training of partner country teaching staff in the EU foreseen at the same time as/or after the “pilot” implementation of a new study programme in the partner country; Instalment of equipment planned for the end of the project; No implementation (teaching/testing) of the a new or modernized study programme in the partner country; Extensive periods of initial and basic needs analysis; Excessive inactivity and unjustified breaks; Limited considerations concerning the location of activities and their cost-efficiency;
Workplan - What, WHEN & WHERE? © Monika Botz; EduTrain: info@edu-train.eu Pay attention to logic of the annual and multi-annual distribution of activities (include short preparatory, development and implementation (testing) phase and evaluation of the project results); Demonstrate progress of activities! Avoid:
Dissemination
© Monika Botz; EduTrain: info@edu-train.eu A strategy to communicate, propagate and diffuse the information about the project and its results; Should ensure project's visibility; An important instrument that supports project's sustainability. Whom to address?
Name:
2DamascusPresentation
Description:
Project Management© Monika Botz; EduTrain: info@edu-train.eu Involves planning, organizing, and managing resources to ensure smooth implementation of a project and to bring about successful completion of the project goals and objectives. Main aspects to be addressed: Clear Management structure (governing bodies, teams, responsibilities) Decision – making processes (who will take strategic decisions, voting mechanism, e.g. within a Steering committee); Procedures to ensure formal communication
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Created:
2/7/2010 5:23:34 AM
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