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                        Contracting Authority




Tacis Institution Building Partnership
         Programme (IBPP)



       Support to Civil Society and Local
                   Initiatives

                     Grant Application Form
                         Budget line B7-520




Name of applicant:           UKRAINIAN STEP BY STEP FOUNDATION




                                         Dossier No
                                         (for official use only)




May 2003
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                                        NOTICE


Please read and complete this form with all due care. Omissions cannot be rectified; if any
information or document is missing, your application will be rejected.




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I. THE ACTION


Summary of the application

                                                                               Category
                                                                   (put a cross in the right column)
                  Country                  Name                               Local or      Not-for-profit
                                                                  NGO        Regional       Professional
                                                                             Authority           Org.
Applicant          Ukraine     Ukrainian Step by Step              X
                               Foundation
Partner          Netherlan     International Step by Step                                         X
                    ds         Association



Duration: 24 months


1.       Description


1.1      Title

Parents as Partners in Advocacy for Inclusive Education: Creating Community Parent
Resource Centres (CPRC)

1.2      Location(s)

Country, region(s), town(s)
Ukraine
Regions – Kyiv, Lviv, Poltava Oblasts
Towns – Kyiv, Lviv, Poltava

1.3      Amount requested from the European Commission


Amount requested:

     Total eligible cost of the action       Amount requested from             % of total cost of action
                                           the European Commission

                        EUR 248 143                         EUR 198 354                               79,94 %


1.4      Summary

Maximum 10 lines (include information on (a) the aim of the action, (b) the target group(s) and (c) the
main activities). Where applicable, clearly indicate the sector, theme, or geographical area specified in
the call for proposals to which the proposed action would apply.

This project will enable parents of children with disabilities to become competent advocates for the
rights of their children, providing quality, inclusive education alongside their peers in their
communities. By establishing Community Parent Resource Centres (CPRC) in three oblasts in
Ukraine, parents of children with disabilities will receive the necessary support to help their children
develop successfully, and will empower them as primary advocates for the rights of their children. The
target group will be parents of children with disabilities, although indirect beneficiaries of the project
will be their children. ISSA will strengthen USSF’s capacity through expert trainings and organizational
management skills. Activities of the project will include advocacy trainings for parents and parent


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organizations, mentoring Centre Coordinators, and developing Community Parents Resource
Centres to support parents of children with disabilities; and developing and publishing the materials.


1.5     Project background and Objectives


(a)      Project background (Maximum 1/2 page): please explain the circumstances under which your
         project originated, by whom it has been proposed and designed

In spite of more than 10 years since Ukraine has declared its independence and took the course to
build an open, democratic society, the issue of human rights, particularly rights of children with
disabilities and their parents, still remains an urgent one. The Soviet system of care and education for
children with disabilities inherited by Ukraine relies heavily on the use of specialised institutions, which
isolate children from their family and their community. One of the reasons parents have to put their
children into special schools is lack of support: financial (about $6 per child /per month parents receive
from the state). Although, the first educational alternatives appear in Ukraine in terms of inclusive
educational models, providing any complex kinds of support to the parents of children with disabilities
is totally absent. Existing Rehabilitation Centres for parents of children with a specific disability (i.e.,
cerebral palsy, children with mental retardations, visual and hearing impairments) provide services for
children and some opportunities for parents to communicate with other parents, but not the wide range
of services required by parents of children with disabilities.

In 2003-2004 Ukrainian Step by Step Foundation (USSF), in partnership with International Step by
Step Association (NL) and EveryChild (UK), realized the project “Creating Centres of Excellence for
Inclusive Education of Children with Special Needs in Mainstream Schools” due to the support of
Tacis IBPP Programme. As a result of this programme, two Model Centres on Inclusive Education
have been developed in the cities of Bila Tserkva (Kyiv oblast) and Lviv (Lviv oblast). Experience
obtained in creating conditions for children with disabilities to be included into mainstream education,
both at the level of schools and at the level of state legislation, showed that parents of children with
disabilities strongly require a lot of support and that there were parents who could be strong advocates
for the rights of their children in the communities. The results of the needs assessment of parents with
disabilities conducted by USSF have been placed in this proposal.

This project has been developed by two non-governmental organizations in response to their
experience of working at the grassroots level in the countries:
Ukrainian Step by Step Foundation (USSF) has experience promoting educational reforms at the
grassroots level by providing new approaches to teaching that focus on individualized teaching
methods; creating a safe, inclusive and stimulating learning environment; and active parent and
community involvement. USSF obtained the license from the Ministry of Education of Ukraine to
provide training courses in the sphere of innovative education. USSF is maintaining the high quality of
programs realized by the teachers by using the Step by Step Standards for Teachers and mentoring
practices. USSF provides its services and resources for teachers and parents in 17 oblasts in Ukraine
(total amount of oblasts – 25).

International Step by Step Association (ISSA) provides a wide range of resources for teachers and
parents working in inclusive classrooms in 29 countries, including Ukraine. Ukrainian Step by Step
Foundation is a member of ISSA (a network of early childhood reform organizations located primarily
in the NIS and Central and Eastern Europe) since its establishment and, through this project, will draw
on ISSA’s educational experts to support the project sites as well as to promote the further expansion
of the best practices through ISSA network.


      (b) Objectives (Maximum 1 page): describe the overall objective(s) and the specific objective of
          the action.

The overall objective of the project is to enable parents of children with disabilities to become competent
advocates, in order that their children have improved educational outcomes through equality of
opportunity and full participation, and to ensure independent living and economic self-sufficiency for their
future. The project is designed to provide a wide range of services that recognize and respect the
family’s individuality and identity. An innovative approach will be used that encourages collaboration of
parents of children with disabilities with the professionals who serve these children.

The specific objectives of the project are following:

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      1. To educate parents to better understand the nature of the disabilities of their children and to be
           leaders and competent advocates for the rights of children with disabilities in the communities.
      Education of parents will be realized at two levels: 1) by having ISSA and USSF trainers prepare a
      team of parent trainers on different topics: how to help parents better understand the nature of their
      children’s disabilities, how to be competent advocates for their children’s rights, how to establish and
      run non-governmental organizations, how to train for other parents; and 2) by providing a training of
      other parents of children with disabilities by the trained parents at the established Community Parent
      Resource Centres or other places on the above topics and/or others.

      2. To identify, coordinate, locate and assess services for children with disabilities and their families.
      Will be realized through the establishment of Community Parent Resource Centre. One of the
      responsibilities of the Centre’s Coordinator will be identification, coordination, needs assessment and
      evaluation of the services existing and/or developed in the community.

      3. To establish and develop connections for parents’ peer and professional support for
           informational, educational, and advocating networking.
      Due to the inclusive nature of the Centre, which will be used by parents of children with different
      kinds of disabilities, parents can form peer support groups based on the specific kinds of disabilities
      of their children, or other interests. The school-based location of the Centre will create possibilities
      for developing effective partnership relationships with school personnel that benefit parents of
      children with disabilities who can receive the consultations on how to better educate their children,
      as well as for the teachers who work with the children with disabilities in the regular classrooms.

       4. To build a strong network of parents as advocates for the rights of their children to be the active
             participants of the society life.
      It is anticipated that the Centres will promote the development of informal and formal parent and/or
      teacher/parent organizations both at the local and/or national levels. Ongoing exchange of
      information, initiating of the joint actions, and lobbying for change in the legislation will enhance the
      parents’ movement on advocating for the rights of children with disabilities, not only in the city
      Centres, but also in all oblasts of Ukraine.

      5. To strengthen Ukrainian Step by Step Foundation capacity as the main training providing
          organization in Ukraine in the sphere of inclusion of children with disabilities in regular schools
          through the participation of the Step by Step trainers in the trainings conducted within the
          project.
      USSF trainers from three cities in Ukraine will participate in all trainings conducted within the project,
      allowing them to obtain specific skills and knowledge by providing them with the training modules
      developed by ISSA trainers. USSF trainers may work together in a team with Centres’ Coordinators
      and mentors to offer the USSF staff the experience of developing and running the Community
      Parents Resource Centres and to increase the USSF practical management skills. Publication of
      educational materials developed within the project will enhance and reinforce the trainings provided
      by USSF in a sphere of inclusive education, family and community involvement, and NGOs
      strengthening.

1.6      Justification

Maximum 3 pages. Provide the following information:

(a) relevance of the action to the objectives of the programme

The project realization will support the development of an open, democratic society in Ukraine by
promoting one of the democratic principles–-equality–-by providing the possibility for all society
members to be active contributors in the society life. By building and developing the capacities of
organizations of parents of children with disabilities and of Ukrainian Step by Step Foundation as a
leading training provider in Ukraine, this project will create opportunities for parents of children with
disabilities to become strong and competent advocates for the rights of their children, and to build
networks of parents at local, national and international levels. The successful partnership model is the
foundation of the project at different levels: 1) implementation and involvement in the project of USSF
as a non-governmental organization in partnership with ISSA; 2) establishment of Community Parent
Resource Centres based in the inclusive regular schools; 3) development of teams of trainers, which
will include, primarily, the parents of children with disabilities together with the school personnel, to
enhance the potential of all project participants.


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(b) relevance of the action to the priorities of the programme

The project will support and strengthen the capacities of the Ukrainian Step by Step Foundation as a
non-governmental professional organization. USSF is a leading training providing organization in the
sphere of inclusive education and is recognised by the Ministry of Education with a license for
conducting trainings in the sphere of innovative education for different categories of educators and
parents. Participation of the Step by Step trainers in all trainings conducted within the project will
enhance the topics of trainings provided by USSF and the number of trainers prepared, which will
include parents of children with disabilities.

The idea of developing the Community Parent Resource Centres came about in response to the
results of needs assessments, conducted with parents of children with disabilities in three cities in
Ukraine- Bila Tserkva (Kyiv oblast), Lviv, and Poltava. This idea is supported by the Ministry of
Education, which gives foundation to the project sustainability since it foresees the development of
such centres based in the regular schools. All of this evidences that this idea originated at the local
level according to the needs of the main project target group – parents of children with disabilities.

(c) identification of perceived needs and constraints in the target countries

In spite of building an open democratic society, which was declared by Ukraine in 1991, the issue of
providing access to quality education for children with disabilities and supporting their families remains
a critical one. The Soviet system of specialized educational institutions for children with disabilities,
which has been inherited by Ukraine, encourages total isolation of children and adults with disabilities
from society life. Existing Law on Education (1999) declares that parents have right of choice in
choosing the type of educational establishments for their children but, in practice, there is no such a
choice at all. After the medical-psychological-pedagogical consultation recognises the diagnosis (very
often not accurate), it writes the recommendation for parents to put their child into a specialised
school, which often is located very far from the home and community. If parents decide to keep the
child with themselves, a series of problems appear for the families: financial (the state provides the
financial support to the child with disabilities, which is about $6 per child per month); psychological
(parents very often feel guilty and try to isolate themselves from other people when they need to
communicate with others, especially other parents of children with disabilities); informational (parents
don’t have the information about the nature of their child’s disability written in simple language, or
information about existing services and regulations, etc.).

At the same time, the funding of specialized institutions has dramatically decreased due to the
economic crisis in Ukraine. Material conditions in institutions have deteriorated – only 50-70% of
children with disabilities are provided with adequate clothing and they are generally undernourished
being provided with inadequate diet. Further complicating the problem is the fact that economic and
environmental problems in Ukraine (e.g. Chernobyl disaster, etc.) have resulted in an increasing
number of children with disabilities. According the latest data, the number of children with disabilities
has increased by 25% during the last four years. Significant research by UNICEF has shown that
providing support to families so they may keep their children near home using the educational services
provided by the local regular school is a far cheaper option for the state than to place children with
disabilities into specialized residential institutions.

The prior work with parents of children with disabilities within the USSF`s programme “Inclusion
Children with Disabilities into the Regular Schools”, which is conducted on the base of 27 inclusive
schools in Ukraine, testified the big interest of parents to see their children receiving the education
alongside their peers and existing needs of these parents. The initial needs assessment was
conducted with parents of children with disabilities in three cities of Ukraine. Its results have been put
as the base for the project development.

The key needs identified are:
   - Absence of complex support for parents of children with special needs, which would include
       psychological, educational, informational support;
   - Lack of skills and confidence of parents of children with disabilities to feel they can change the
       existing inappropriate situation for their children;
   - Lack of communication between the parents of children with special needs, which could give
       them necessary support;
   - Absence of communication between parents of children with disabilities in their advocating for
       the rights of their children and policy makers, involved in developing the policy, including the
       educational policy for children with disabilities.

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(d) list of target groups and estimated number of direct and indirect beneficiaries
The target group is parents of children with disabilities aged from birth till 12 years old in three cities of
Ukraine – Kyiv, Poltava, and Lviv.

It is anticipated that direct beneficiaries of the project’s results will be:
      - 24 parents of children with disabilities will take at the trainings, provided by ISSA and USSF
          trainers;
      - 810 parents of children with disabilities will participate at the trainings provided by the parents,
          trained during the project;
      - 1200 parents of children with disabilities will receive the consultations, provided at the
          Centres;
      - 3600 parents of children with disabilities will receive informational and educational materials at
          the Centres;
      - 56 parent organization will receive the trainings and other informational materials within the
          project activities;
      - 12 Step by Step trainers trained within the project trainings;
      - 6 representatives of the local administrations and Ministry of Education, which will be involved
          in the trainings activities
      - 3 representatives of local medical-psychological-pedagogical consultations involved in the
          trainings.

Indirect beneficiaries of the project’s activities will be:
     - Children with disabilities involved into the regular schools;
     - Other parents in the three cities in Ukraine;
     - Other community members;
     - All teachers and school administration involved into the project realization;
     - Representatives of local administrations, which will participate in the public forums, trainings
         activities provided at the Centre;
     - Members of USSF;
     - Professionals in 29 countries, which currently subscribe to ISSA journal, that will disseminate
         the information about the project’s results, and other stakeholders who have the access to the
         web sites of ISSA and USSF.

(e) reasons for the selection of the target groups and activities

The reasons for selecting the aforementioned target group was to provide the necessary support to
parents of children with disabilities in order to help them keep their children at home and not place
them in specialised residential institutions. Children with disabilities have been consistently identified
as one of the most vulnerable and underserved sectors of the population. It is a common practice
(unfortunately, not in Ukraine) that parents of children with disabilities know best the needs of their
children and that they can be the best advocates for their children’s rights if they have the necessary
support. This support includes, but is not limited to, only financial support. Parents need to receive
informational, educational support in order to understand the nature of their children’s disabilities and
to better respond to their children’s needs. But also, parents of children with disabilities need to be
more confident in their own resources and to obtain the specific knowledge and skills on advocacy and
lobbying, as well as on developing a parent network. By supporting the professional development of
parents together with the USSF staff and school personnel representatives from the Step by Step
inclusive schools, the capacity of USSF will be increased as the leading training provider in inclusive
education in Ukraine. It will enable USSF to provide ongoing support and trainings to prepare the
parent trainers who will deliver such trainings to other parents. A key element of this strategy is to
model and implement the partnership between parents of children with disabilities and other
professionals in advocating the rights of the children with disabilities.

(f) relevance of the action to the target groups

The action will be directed at the target groups both at the level of implementation of the project
activities as well as at the level of project’s replication. Parents of children with disabilities will receive
the different kinds of support within the project activities: trainings, consultations, informational and
educational materials, opportunity to communicate with other parents and with professionals; and also
teams of parents in three project sites will be able to provide the trainings to other parents of children
with disabilities at the local levels and to be the leaders in their communities and developing the local
parent organization.

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1.7     Detailed description of activities

Maximum 9 pages. Include the title and a detailed description of each activity to be undertaken to
produce the results, specifying where applicable the role of each partner (or associates or
subcontractors) in the activities. In this respect, the detailed description of activities must not be
confused with the plan of action (see 1.9).

      1. Initial Needs Assessment of Parents of Children with Disabilities
      In order to develop and coordinate the plan of activities run in the Community Parent Resource
      Centres, a needs assessment of parents of children with disabilities will be conducted that
      identifies the topics of trainings, kinds of required consultations, etc. The first needs assessment
      will target parents of children with disabilities who attend three inclusive Step by Step schools in
      the cities of Kyiv, Lviv and Poltava. One of the responsibilities of the Centre Coordinator will be
      developing and conducting ongoing needs assessment in the future. In order to develop and
      coordinate the plan of activities run in the Community Parent Resource Centres the needs
      assessment of the parents of children with disabilities will be conducted in order to identify the
      topics of trainings, kinds of required consultations, etc. The surveys to assess the needs of
      parents of children with disabilities will be developed by ISSA experts. Conducting the needs
      assessment by USSF project coordinator together with the Centres` Coordinators will increase
      USSF`s capacity in providing such method of research in a future.

      2. Study Tour
      The Study Tour to Netherlands will be realized within the project and be organized by ISSA. The
      team will include three Centre Coordinators, parents of children with disabilities, representatives of
      local administration, and trainers of the USSF and project coordinator. The goal of the study tour
      will be familiarization with the similar experience existing in the Netherlands for establishing and
      running the Community Parent Resource Centres. Since the development of such Centres in
      Ukraine is new, such a tour will give the possibility to see such Centres’ operation in practice, to
      communicate with people working in the Centres, to start to develop the networking relationships
      between parents of children with disabilities of two countries.

      3. Establishment of Community Parent Resource Centres.
      Community Parent Resource Centres (CPRC) will be established in three inclusive schools in the
      cities Kyiv, Lviv, and Poltava to complete the following functions: 1) coordinate, plan, and ensure the
      success of local trainings to meet the most pressing needs of families of disabled children; 2) to
      establish and update the library of books, videos, other informational materials on disability issues;
      3) to identify local, national resources and distribute the information about and promote resources to
      the families; 4) to identify and reach underserved families of disabled children; 5) to develop a
      system of local parent mentors/advocates to help support families; 6) to offer activities to meet the
      specific needs of families who experience significant isolation from available sources; and 7) to
      promote building the parents’ non-governmental organizations and joining their efforts in lobbying
      the policy-makers on inclusive education for the children with disabilities.

      The Centres will be based on the inclusive schools, which already include children with disabilities
      and work with their parents, and will be administered by the Centre Coordinators, who will be
      parents of children with disabilities, in close cooperation with the school director. Such an approach
      is used to provide the future sustainability of the project and to facilitate easier access to the
      information about families of children with disabilities in these communities. The location of the
      Centre in the school building will not require any rent, electricity, etc. payment. One of the school
      director’s responsibilities is to maintain the statistics about school-age children in their community,
      which can be used by the Centre Coordinator. The project will support the position of the Centre
      Coordinator during the first year and, after that, we expect the financing for this position from the
      local administration budget, which also will set the precedent of creating job opportunities for parents
      of children with disabilities.

      Following activities will be realized at the Centre:
       Trainings for parents of children with disabilities: Trainings will be provided by the team of
          trainers, which will be developed within the project and will include primarily parents of children
          with disabilities, as well as the trainers of USSF. These trainers will be prepared by the trainers
          of ISSA and USSF. Trainings will be provided for other parents of children with disabilities in the
          three cities to help them better understand the nature of their children’s disabilities, to
          communicate more effectively with the professionals serving their children, to be stronger
          leaders and advocates in the community, and to develop and run non-governmental parent

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     organizations. During the project trainings will be conducted based on the results of the initial
     needs assessment. Further trainings will be developed and provided based on the ongoing
     needs assessment conducted by the Centre Coordinator by the developed teams of trainers,
     which will include parents of children with disabilities and the trainers of USSF.
    Providing different kinds of information: about general aspects of child development; disability
     specific issues, the range of options, programs, services, resources available to assist children
     with disabilities and their families, as well as the information about existing international and
     national laws and organizations dealing with the issues of protecting the rights of children with
     disabilities and their families. The educational materials for parents of children with disabilities
     will be provided by ISSA, and translated and disseminated by USSF through the CPRC. The
     materials also will be located at the central office of USSF and will be distributed during the
     relevant trainings provided by USSF. The Resource Guide will be developed during the first year
     of the project and will be disseminated through the CPRC and the network of the members of
     USSF.
    Consultations of specialists: Based on the parent needs assessment, the Centre Coordinator
     with the support of local administration will arrange and coordinate the availability of the
     specialists in the Centre to provide specific consultations for parents of children with disabilities.
     The specialists providing consultations will include special educators, psychologists, lawyers,
     and others depending on the results of the needs assessment. USSF expects to develop the
     necessary agreements to provide such services with local community agencies, like polyclinics,
     lawyer agencies, special schools in providing their specialists to work certain days/hours based
     on the Centre and providing the consultations of parents of children with disabilities.
    Peer support: Through the development of parent support groups, parents will better understand
     the nature of their children’s disabilities and their educational and developmental needs. It is
     anticipated that parents of children with specific disabilities will form parent support groups
     because of the similar challenges they face. The inclusive approach in the establishing the
     CPRC, which means that such Centres will be targeted at the parents of children with different
     kinds of disabilities, will promote multiple parents’ support groups based on specific disabilities.
     There might be a group of parents of children with autism, cerebral palsy, etc.
    Social events: Parents of children with disabilities very often feel isolated due to on their feelings
     of guilt and lack of opportunities they can be socialised. Different social events like reading
     clubs, hobby clubs, meetings with outstanding people of the community, family excursions,
     sports activities, etc. will be organized at the Centres to provide the opportunities for parents to
     communicate with each other, with other members of community and to be involved into social
     life;
     Meeting with policy makers will be conducted at the CPRC on a regular basis and will
     provide ongoing dialogue between policy makers and parents of disabled children on
     educational and social policy development for the children and youth with disabilities.
 4. Mentor Assistance
Since Community Parent Resource Centres are new in Ukraine, the support of a mentor
experienced in the operation of such Centres will be needed. It is expected the mentor will visit the
country three times – in the beginning of the Centres’ establishment to help to set up Centres’
activities, to conduct initial needs assessments, and to help develop the evaluation design of the
project; in the middle of the Centres’ operation to help to conduct the intermediate evaluation and
provide the consultations to the Centres’ Coordinators; and at the end of the project activities to
help conduct the final evaluation and to develop the future plans for sustainability. The mentor will
work in close partnership with Centres’ Coordinators and the USSF project coordinator. ISSA will
provide the mentor.

5. Professional development of parents of children with disabilities
Three teams of trainers, which will include primarily parents of children with disabilities, will be
trained to provide the further trainings for parents of children with disabilities. There will be mobile
trainer teams, which will provide trainings either at the base of the Community Parents Resource
Centre or other locations, as needed. The trainers will be trained in the specific training topics they
will provide to others, as well as in the development of their skills as trainers to enable them to
deliver effective trainings. In addition, trainers will be responsible for developing new topics and
modules based on the needs of the families. Trainings provided by ISSA trainers will be conducted
at the national level, and will include parents of children with disabilities – potential parents`
trainers and trainers of USSF. Such an approach will allow the building of networks of parents of
children with disabilities from three different geographical settings and will increase USSF capacity
as the main training provider in the sphere of inclusive education. During the project, there will be

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    trained 3 trainers’ teams, which will be able to provide trainings that will help parents of children
    with disabilities to:
    - Better understand the nature of their children’s disabilities and their educational and
         developmental needs;
    - Communicate effectively with personnel responsible for providing special education, early
         intervention, and related services;
    - Be the leaders and advocates for their children;
    - Establish and run parents’ non-governmental organizations;
         Develop the volunteer movement.

The main training topics will include the following:
I. During the first year of the project 4 trainings will be conducted by ISSA experts for the parents and
USSF trainers on the following topics:
      Family Role
4-days training on Role of Families will teach families to ask the most appropriate questions in order to
receive the most appropriate information; help families build relationships with schools and agencies;
help families arrive at informed decision making; build the capacity in families to accept and meet
challenges; help families learn about and understand their child's disabling conditions; help families
realize that they are the true experts on their child; help families to provide parent to parent support;
help families to know and access good sources of information. The training will be provided by ISSA
trainers.

      Training on Social Justice
There are two expected outcomes of this 5 days training: the first is that educators will explore
concrete strategies that promote the academic success of children from marginalised groups; the
second is to sensitize educators, children, and families from the dominant culture to the benefits of
inclusion of different marginalised groups including children and adults with disabilities and to facilitate
this process. These outcomes will be achieved through constructing knowledgeable and confident
self-concept and group identity in children, strengthening the relationship between schools and
families, and encouraging all to take action for social justice. Training will be provided by ISSA
trainers.

      Training on Advocacy
4-days Training on Advocacy will be focused on such main aspects, as 1) How to change public
policy: stages in influencing the policy process, myths about advocacy, what make politicians tick,
personal ingredients, for effective advocacy, rules for effective advocacy; 2) the creation, care, and
feeding of coalitions: networks, building coalitions, framing the issue; 3) understanding the legislative
process: how a Bill becomes a law, steps for success, legislative hearings, when you testify before a
legislative body, identifying testifiers, tips on writing to legislators and public officials, sample letters,
telephone calls; 4) how to access the media: what`s newsworthy, media strategies, media
relations/public relations, accessing the media, media presentations/interviews. The training will be
provided by ISSA trainers.

      Training on Transition
4-days training on transition will help parents and teachers better understand the students while they
make the different kinds of transition: secondary school (academic curriculum vs vocational
curriculum); post school; career training; independent living; community participation (recreation and
leisure). The training will include such topics as: creating a match, working with a team, elements of a
transition plan. Training outcomes will be the development of postschool plans, coordinated set of
activities developed by a team, movement to postsecondary environments. Training will be focused on
the participatory decision-making: innovative practice that increases students self determination.
Training will be provided by ISSA trainers.

II. During the second year of the project next 4 training will be conducted for the parents, who will act
as the trainers for other parents. 3 trainings will be conducted by USSF trainers and the advanced
training for trainers – by ISSA experts:
                      Training on Strategic Planning
3-days training on Strategic Planning will provide parents by the knowledge in what the strategic plan
is and why it is necessary for developing the organizations, and develop their skills in developing their
skills in conducting the SWOT analysis, identifying goals and objectives based on the results of the
analysis, developing the action plans. Within the strategic planning training participants will have the
possibility to get the knowledge and develop their skills in proposal writing. Training will be provided by
USSF trainers.

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                 Training on Fundraising
3 days training will provide the knowledge on the basis for fundraising: how to think positively, where
to find a support, what could be reasons for giving money, how to make your case to donors and
where to find the donors. It also will include the presentation and practicing in the main fundraising
methods: individual fundraising methods, events, direct mail and membership development,
phonatons, face to face solicitations. Training will be provided by USSF trainers.

                    Basic Training for Trainers
3-days training for trainers will be aimed at the providing knowledge and developing the skills,
necessary for delivering the trainings to other adults. The training will include such topics as: the main
principles of adult learning, how to make training interactive, roles of the trainer, the learning cycle,
difficult participants. The trainees will be familiarized with different active training strategies and will
have the opportunity to practice most of them. After they know the content of the trainings they will be
able to acquire the methodology of delivering these trainings to the other parents. Training will be
provided by USSF trainers.

                  Advanced Training for Trainers
Advanced 3-days training for trainers will be aimed at the providing the necessary knowledge and
developing the skills on how to develop the new training modules. Since the interest of parents of
children with disabilities will be changed during the project realization, trainers will have to know how
to develop the new trainings based on the current interests and needs. The training will include such
topics as: assessment of needs and expectations of the participants, planning the training module,
planning the further steps on implementing the training practices on the sites, using the mentoring
practices to ensure the quality of services provided. Training will be provided by ISSA trainers.

      6. To build the network of parents: The project will encourage building the collaborative working
         environment where families are respected as the change engine driving both system reforms
         and better outcomes for individual children. At the very beginning of the project activities, the
         project Steering Committee will be developed to coordinate the project implementation, which
         will include parent-leaders and USSF representatives. Together with the Centres’ establishment,
         such Committees will be created to coordinate the project activities at the project sites level, and
         will include the parents-leaders in the cities, representatives of local administration, and school
         staff. These committees can be the base for further development of formal parents or teacher-
         parent organizations, which will provide such activities, as developing and maintaining the data
         base, web-site, publishing newsletters, which will maintain the most useful information about
         existing resources, enable parents to participate in the decision-making processes in the
         development of the policy towards inclusion children with disabilities into society, establishing
         the on-going dialogue with the policy makers, developing connections in other parents’
         organizations in the country and internationally. Trainings on organizational capacities will
         promote the development both informal and formal parents’ organizations based on the local
         and/or national levels. It is anticipated these organizations of parents of children with disabilities
         will be the strong advocating organizations for the rights of children with disabilities and their
         families’ rights.

      7. To disseminate best practices about the importance of family involvement, role of the
         families in lobbying for the changes in order that their children to receive an inclusive
         education: will be done through the publishing and dissemination of different kinds of
         informational and educational materials developed with the project, Manual on Community
         Parent Resource Centres will be developed and disseminated for the further replication in other
         oblasts/cities/villages of Ukraine; highlighting the information about the project in local mass-
         media, conducting in-country conference, highlighting the project experience through the
         newsletters published by the CPRC, USSF; journal Educating Children for Democracy published
         by ISSA; presenting on the project during national and international conferences. In the very
         beginning of the project realization the presentations will be held in the project cities to inform
         about the project goal and activities the wider community and to receive their feedback on
         possible challenges, to build the initial team building process. The press conferences will be
         conducted after the first year of project implementation to inform about the first results of the
         project in the cities in which the project will be implemented (Kyiv, Lviv, and Poltava).


1.8     Methodology

Maximum 4 pages. Detailed description of:


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(a) methods of implementation
The main characteristics of the project methodology are that it is family-centred and parent-driven.
Methods used during project’s implementation are based on the latest research in a sphere of parents’
education, applied research and the best practices of implementing Community Parents Resource
Centres in Netherlands, USA, and Great Britain. The methods of implementation will include:
      Needs Assessment
The needs assessment is a critical method for implementing this project since the project itself will be
based on the needs of parents of children with disabilities. The project is based on the results of the
needs assessment conducted in three inclusive schools in the cities of Bila Tserkva (Kyiv oblast), Lviv,
and Poltava: schools which include children with disabilities in their regular classrooms and involve their
parents into the educational process. We expect that the needs of parents of children with disabilities,
who will be involved in the project sites, can vary. Thus, the initial needs assessment will be conducted
at the beginning of the project’s realization together by the project coordinator and centres’ coordinators.
The goal of the needs assessment will be to discover the parents’ priorities within the services offered by
the Community Parent Resource Centres, which include trainings, relevant information on specific kinds
of disabilities, advocacy techniques, consultations of specific consultants, etc. The Centre Coordinator
will conduct the needs assessment regularly in order to make necessary adjustments to the Centre plan
and to discuss the future development of the Centre with Centre Steering Committee based on the
results of this assessment.
      Educating parents to be the trainers for other parents
One of the reasons that parents of children with disabilities cannot effectively advocate for the rights of
their children is the lack of knowledge, skills, and confidence in using these practices. Trainings planned
within the project activities, aimed to provide the specific knowledge and skills for parents to become
effective advocates for the rights of their children and their own rights, and also to provide future support
to other parents. The approach of combining parents with teachers from inclusive schools as the trainers
will enrich each other’s experience and will model best practices of cooperation between the parents and
teachers of their children. Trainings are the major part of the activities and will be conducted at two
levels: 1) training the trainers by ISSA and USSF trainers; and 2) training of parents by the trainers,
which will primarily include parents of children with disabilities and the school staff. Trainings for trainers
will also be conducted at two levels – basic and advanced. Basic training for trainers will enable them to
deliver trainings they participated in to other parents, while advanced training for trainers will provide
necessary knowledge and skills on developing new training modules on future topics of parents’ interest.
Trainings will be conducted based on the interactive technology, which includes providing theoretical
information, opportunities for developing and practicing skills, peer education, activities based on the
existing experience of the trainees, ongoing feedback, team-building.
      Establishing the centre in regular inclusive schools
As a result of the initiative of the Ukrainian Step by Step Foundation, many regular schools have started
to include children with disabilities in their classrooms. This movement has been recognised and
supported by the Ministry of Education as well. It means that regular schools become more and more the
places where parents of children with disabilities apply to. The project will promote the changes in the
schools to be more parents of children with disabilities oriented and to provide existing facilities and
resources for using them by the parents. Using schools that can serve in this new role with the support of
school administration and local educational authorities will provide the future sustainability of the project.
      Implementing the Centre Coordinator position
The position of Centre Coordinator will be held by one of the parents of children with disabilities. Such an
approach will create the atmosphere of trust by other parents of children with disabilities to the Centre
Coordinator, and will create job opportunities for such a position in a future. It is anticipated that this
position will be financed from the local budgets after the first year of the project ends.
      Developing peer support groups
Experience from working on the inclusion of children in the regular classrooms and involving parents of
children with disabilities in the school life, as well as experience from running similar Centres in
Netherlands and USA testifies that parents of children with disabilities initially have the bigger trust in
sharing their concerns with the parents who have similar problems and challenges. By sharing and
exchanging information, experience, feelings parents of children with disabilities can help to each other
sufficiently. The fact that centres will be inclusive (for parents of children with different kinds of
disabilities) will create the opportunities to develop such peer support groups, which could be based (but
not necessarily) on the specific kind of disability their children have.
      Conducting meeting with policy makers
Centre Coordinator together with the Centre Steering Committee will regularly organize the meetings of
parents of children with disabilities with the different policy makers to improve life conditions for children
with disabilities and their parents. Having the physical location for conducting such meetings, it will be



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easier to organize them and to pay the attention of wider community to the issue of parents’ advocacy
potential.
      Forming the parents’ organizations
It is anticipated by the project that one of the result of the project activities will be uniting parents of
children with disabilities and developing the informal and/or formal organizations – non-government
organizations. Theses organizations will extend parents capacities to influence the existing policy as
for the education of children with disabilities both in human and financial resources. One of the long-
term outcomes of the project activities will be developing the network of parents organizations at the
local, regional and national levels.

(b) reasons for the proposed methodology
As mentioned above, the main reason for the proposed family-centred, parent-driven methodology
could be the motto “Nothing do for us without us!” The latest research proved the fact that people with
disabilities know better what they need and the society’s responsibility is to help them in this. If we are
speaking about the children with disabilities, it will be their parents who are the first teachers for their
children, and who know better the needs of their children and our task and responsibility is to help
them in their efforts to advocate for the rights of their children together with providing necessary
support parents need themselves.

(c) how the action is intended to build on a previous action (where applicable)
One of the main activities of the USSF is providing trainings on the inclusion of children with
disabilities to different types of educators and parents. That is why all previous USSF activities were
focused on providing technical assistance to school personnel, parents, and representatives of local
educational authorities on how to successfully include children with disabilities in the regular schools.
Examples of such USSF activities could be launching the joint programme with the Ministry of
Education on developing 27 inclusive schools in 7 regions of Ukraine; developing and implementing
the project “Creating the Centres of Excellence of Inclusive Education”, which was supported by IBPP
Tacis programme in 2002, etc. The experience obtained during these activities showed the necessity
to focus more on parents of children with disabilities themselves. The reason for such conclusion was
that parents can be the strongest advocates for the rights of their children if they have appropriate
support in terms of obtaining the relevant knowledge, developing skills, providing support to each
other, forming the parents’ organizations to be stronger heard by the policy makers.

(d) procedures for internal evaluation
The impact of the project will be measured through a comprehensive internal evaluation plan, that
includes qualitative and quantitative data being collected at multiply time points. In order to provide
monitoring and evaluation of the project following groups will be created at different levels:
     - The Project Steering Committee will include the representative from USSF, ISSA,
          representative of parent non-governmental organization and Ministry of Education. During the
          first month of the project activities the Project Steering Committee will identify the evaluation
          questions, develop the strategies of collecting the data needed to answer these questions and
          methods of collecting the data, their analysis and dissemination;
     - The project Centres` Steering Committees will be established at the each Centre’s level and
          will include Centre’s Coordinator, school director, parents of children with disabilities;
     - Oblast interdepartmental groups will act as advisory bodies for the project and will take part in
          on-going evaluation of the project activities. They will include Centres’ Coordinators,
          representatives of school administration, local parents` non-governmental organizations and
          local educational authorities;
     - Project coordinator will report to the Project Steering Committee and the interdepartmental
          groups on a quarterly basis on the project progress according the indicators established;
     - Full evaluation of the project, based on the log frame, will be carried out by the independent
          experts after the first year of the project activities and at the end of it.
The indicators set out in the log frame will act as the key markers for measuring project progress and
its effectiveness.

The evaluation will be conducted according to the following indicators:
Qualitative:
     Development of three CPRC in three oblasts of Ukraine;
     Development of the Centre`s Steering Committees in three CPRC;
     Centre`s Coordinator position established at the Centres for parents of children with
         disabilities
     Level of satisfaction of parents of children with disabilities by the services provided at the
         CPRS;

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        Improved academic and developmental achievements of children with special needs.

Quantitative:
    3 Community Parents Resource Centres will be established;
    Number of parents of children with disabilities used the Centre’s services;
    Number of services provided by the Centre;
    Number of trainers prepared;
    Number of trainings provided by the teams of trainers;
    Number of activities provided by the Centre;
    Number of parents’ non-governmental organizations received the trainings

A key element of project evaluation will be Evaluation by Participants (EBP), which will be used during
the whole project implementation process by all teams of participants.

In addition all partner organizations will provide their evaluation of their role in the project and project
effectiveness.

(e) level of involvement of applicant and each partner organisation, target groups and beneficiaries in
    the design of the project. Local and regional authorities should, in addition, explain how political
    support from both partner authorities will be assured during project implementation

The project has been designed jointly by USSF and ISSA. The idea of developing such Centres came
about from USSF’s experiences in the inclusion children with disabilities into the regular schools and
the project proposal is based on the results of the needs assessment conducted with parents of
children with disabilities in the inclusive schools in Lviv, Bila Tserkva, and Poltava as well as with the
parents from Rehabilitation Centres from these cities.

ISSA provided assistance in project development, both in content and budget development and
information about the experience of similar Centres in Netherlands and other countries to plan the
study trip within the project activities.

USSF has been in constant discussion with the schools in Kyiv, Lviv, and Poltava, which will be the
base for establishment of the Community Parent Resource Centres and local parents’ organizations in
these oblasts on the project goals and activities. The project has been preliminary discussed with the
Head of Department for Preschool, Primary and Special Education of the Ministry of Education, who
expressed the necessity of such a project and the further support of the project during it’s realization
and further dissemination of the experience obtained within the project activities to other oblasts in
Ukraine. The Heads of oblast educational departments in the cities Lviv, Poltava and Kyiv also support
the project.

The project has been provided to the following organizations in draft form:
   - Kyiv Oblast Interdepartmental Council for Child Protection (heads of Kyiv oblast departments
        of Education, Health, Labour and Social Protection, Family and Youth, Social Services for
        Youth, Service for Minors)
   - Ukrainian State centre for Social Services for Youth
   - Directors of Kyiv, Lviv and Poltava oblasts Centres for Social Services for Youth

During the inception phase of the project representatives from all participating agencies will be invited
to a full presentation and discussion of the project objectives and activities. Results of this
presentation will be feed back put into the inception report and recommendations for amendments to
the project will be submitted to Brussels.


(f) Division of tasks and reasons for the role/ responsibilities of each partner in the implementation and
    management of the project
Ukrainian Step by Step Foundation as an applicant organization will be responsible for:
    - Overall management and administration of the project;
    - Reporting to European Commission;
    - Providing on-going technical assistance to the project sites;
    - Coordination of the project activities and project participants;
    - Providing some of the trainings for the trainings project teams;
    - Dissemination the information about the project on USSF web-site (www.ussf.kiev.ua),
        through the newsletter of Ukrainian step by Step Foundation (is published 6 times per year);

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                                                                                          E3A
    -   Providing on-going project monitoring and evaluation.

International Step by Step Association as the main partner of USSF will be responsible for:
    - Identifying the international experts to provide the trainings for the training teams of the
         centres;
    - Organizing the study trip to the Netherlands to familiarise with the experience of running
         similar centres;
    - Providing assistance in the development the evaluation design of the project;
    - Providing necessary resources needed within the project activities (educational experts
         consultations, educational materials, books, contact information, etc.);
    - Dissemination of the information about the project progress through the ISSA newsletter and
         the professional journal “Educating Children for Democracy” within the ISSA network of 29
         countries and partners, ISSA web-site (www.issa.nl) will have the appropriate link to the
         project information on the USSF site.

(g) team proposed for implementation of the action

Nataliya Sofiy – Director of the Ukrainian Step by Step Foundation, project director
Julia Kavun – Coordinator of the Ukrainian Step by Step Foundation, project coordinator
Olena Prymostka – Financial Manager, project accountant
Olga Grynko – Accountant
Mykola Swarnyk – member of the USSF Board, Head of the Parent organization “Nadiya”




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1.9    Duration and action plan


             The duration of the action will be 24 months.

Note: The indicative action plan must not mention real dates, but must simply show "month 1", "month
2", etc. Applicants are recommended to leave a certain amount of slack in the timetable of their action
plan as a precaution. The action plan should not include detailed descriptions of activities, but just
their title (please ensure that these match the titles listed in section 1.7). Any months without activities
must be included in the action plan and the duration of the action.

The action plan for the first year of implementation should be sufficiently detailed to give an overview
of the preparation and implementation of each activity. The action plan for each of the following years
(depending on the action's duration) may be more general and should only list the main activities
                          1
foreseen for those years. The action plan must be drawn up using the following format:

Year 1
                                                             Semester 1                 Semester 2
.Activity/ Months                                1 2     3   4 5 6 7            8   9     10 11 12 Implementing
                                                                                                   body
Opening conference in Brussels                                                                     USSF, ISSA

Development of the Project Steering                                                                   USSF
Committee
Conducting the meeting of the Project                                                                 USSF, ISSA
Steering Committee
 Presentation of the project in Kyiv,                                                                 USSF
Poltava, and Lviv to the main stakeholders
Developing the project Steering Centres`                                                              USSF
Committees
Conducting the project steering Centres`                                                              USSF
committees
 Development the agreements between                                                                   USSF
USSF, local educational authorities and
project schools on project realization
 Signing the agreements between USSF,                                                                 USSF
local educational authorities, and project
schools on project implementation
 Visits to the Centres to assess their                                                                USSF
needs and expectations, to monitor
Preparation and submission the inception                                                              USSF, ISSA
report
Selection of Centres` Coordinators                                                                    USSF, ISSA
Preparing the study visit to Netherlands
Study visit to Netherlands of project teams                                                           ISSA
(Centre Coordinator, representatives of
school administration, Rehabilitation
centre, local educational authority)

Visit of mentor                                                                                       ISSA

Developing the plans of Centres` activities                                                           Centres
by Centres` Coordinators.                                                                             Coordinators,
                                                                                                      USSF




1
      A more detailed action plan for each subsequent year will have to be submitted before receipt of new pre-
      financing payments, pursuant to Article 2(2) of the General Conditions of the grant contract (see Annex E).

                                                                                                              15
                                             E3A
Preparing and printing the leaflets on       Centres`
Centres` activities                          Coordinators,
                                             USSF

Preparing the training on Family Role        USSF, ISSA

Conducting the training on Family Role       ISSA

Translating the informational leaflets for   USSF
parents
Publishing the informational leaflets for    USSF
parents

Developing the Resource Guide for            USSF, ISSA
parents of children with disabilities

Publishing the Resource Guide for parents    USSF
of children with disabilities

Preparing the training on Transition         USSF, ISSA

Conducting the training on Transition        ISSA

Equipping the Centres                        USSF

Translating the Manual on Advocacy           USSF

Publishing the Manual on Advocacy            USSF

Preparing training on Advocacy               USSF, ISSA

Conducting the training on Advocacy          ISSA

Preparing the training on Social Justice     USSF

Conducting the training on Social Justice    ISSA

Developing the web-site of the Centre and    Centre
the data bank                                Coordinator

Conducting the interim evaluation of the     USSF, ISSA
project results for year 1

Preparing the Interim report on project      USSF, ISSA
realization

Year 2
Conducting the Project Steering              USSF, ISSA
Committee

Conducting the Project Steering Centres`     USSF
Committee

Visits to the centres to monitor, assess     USSF
their needs and expectations

Visit of mentor                              ISSA

Development the Manual on the PRC            USSF, ISSA
operation




                                                    16
                                                                                                   E3A
Publishing the Manual on PRC operations                                                          USSF

Preparing the training on Strategic                                                              USSF
Planning

Conducting the training on Strategic                                                             USSF
Planning

Preparing the training on Fundraising and                                                        USSF
Project Writing

Conducting the training on Fundraising                                                           USSF
and Project Writing

Preparing the Basic Training for Trainers                                                        USSF

Conducting the Basic Training for Trainers                                                       USSF

Preparing the Advanced training for                                                              USSF, ISSA
Trainers

Conducting the Advanced training for                                                             ISSA
Trainers

Conducting the final evaluation of the                                                           USSF, ISSA
project impact

Preparation of the final reports                                                                 USSF, ISSA

Publishing the final report                                                                      USSF

Preparing national conference on sharing                                                         USSF
the project results, findings on evaluation
of the project; preparing conference
materials

Conducting the close conference on                                                               USSF
sharing the project’s results and planning
the next steps




2.      Expected results

2.1     Expected impact on target groups, beneficiaries & targeted policies and the organisations /
        authorities based in the Tacis countries

Maximum 2 pages. Indicate how the action in general and the different activities in particular will
improve:
(a) the situation of the different target groups and beneficiaries and/or the situation in the targeted
    policy area

     The “target group” is usually the group of the population which is being targeted by this project e.g.
      a “disadvantaged group of the population”.
     The “beneficiaries” are those individuals/small groups who are directly benefiting from the action.
      They are participating during project implementation and are identified before the project starts.
     The “targeted policy” is usually any policy area for which a local/regional authority has
      responsibility.

The target group and beneficiaries of the project is the parents of children with disabilities aged from
birth till 12 years old in three oblast cities – Kyiv, Lviv, and Poltava.

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Growing pressure from parents and the acknowledgement of the need of children to grow up in a
family environment has gradually led to a situation where some children with disabilities are already
included in the educational process of mainstream schools. But these parents very often need
different kinds of support by themselves – psychological, because many of them suffer from the
feeling of quilt and because of that isolate themselves; financial, because many parents have to leave
their jobs to spend more time with their children, who in most cases are not accepted into the regular
schools and parents don’t want to put their children into the special boarding schools. In this case,
parents can receive financial support from the government, which includes about $6 per child/per
month. Parents of children with disabilities also need the educational support, to better understand the
nature of their children disabilities. Developing the capacity of parents of children with disabilities
together with the school staff is a viable way of increasing educational and social opportunities for
children with disabilities. The project aims to develop the first Community Parent Resource Centres,
which will be the centres of informational-educational services for parents and will serve as the centres
for developing the parent networks.

The project in general, and training activities in particular, will enable parents to be more confident,
more competent in their work with children with disabilities. Because parents are the first teachers as
well as the main advocates for the children, trainings provided within the project will provide the
specific knowledge and skills to the parents to advocate for their children and to lobby the changes
necessary to create the inclusive environment and policy in Ukraine. The study tour will be an
important component in showing parents together with local authorities the role and potential parents
can have on developing the supportive policy for inclusive education of children with disabilities.

Developing the centres based in the regular schools together with developing training teams which will
include primarily parents of children with disabilities and the school staff, will enhance the parents of
children with disabilities both providing professional support as well as material support (the space for
the Centre). At the same time, the school staff involved in the project will better understand the
parents’ concerns and will be able to provide better inclusive environment for the children with
disabilities in their schools as well as be stronger advocates for the rights of children with disabilities.

Involvement of policy makers in the activities of the centres like open forums will provide the direct
dialogue between the politicians and parents of children with disabilities to inform the policy makers
about the existing problems of children with disabilities and their parents and creating the opportunities
for developing some joint solutions.

Developing the network of parents organizations will provide them with information about existing
national and international laws and regulations, organizations dealing with the issues of advocacy,
information about current actions and event, training opportunities; which will build the capacity
building of existing and newly developed parents’ organizations.

The beneficiaries of the project will be also the Centres’ staff, who will be trained as trainers in order to
provide further trainings for parents of children with disabilities and to be stronger advocates for the
rights of children with disabilities.

Finally, through dissemination activities, the lessons learned within the project will be shared with 28
other countries that are currently members of ISSA and struggling the similar issues of promoting the
inclusive educational model for the children with disabilities and support for the parents of these
children, and also to the interested policy makers and advocates throughout the globe.

The project will have an impact on the existing policy towards the inclusive education of children with
disabilities. So far the educational policy included only two options for education of children with
disabilities: 1) at the special isolated schools, and 2) at the homes. None of these options support
better development of children with disabilities in all spheres of child development: social, emotional,
cognitive, language development, etc. At the same time the latest Law on Education declares that
parents are the participants of the educational process and have the right to choose the types of the
schools for their children. Also, Ministry of Education has launched the first experimental programme
with the USSF on establishing 27 inclusive schools in Ukraine. It means that the premises for further
development and dissemination of the inclusive educational model for children with disabilities exist,
but the further lobbying is critical. Providing the support to parents of children with disabilities and
enabling them to be competent leaders and advocates for the rights of their children within the project
will develop the parents` advocacy movement on lobbying changes to support and widely implement
the inclusive educational practices together with providing necessary regulations.



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                                                                                                  E3A
(b) the technical management capacities of the partner organisations / authorities based in the Tacis
    country

USSF was registered in June 1999 as the spun off the Step by Step project of the International
Renaissance Foundation (Kyiv, Ukraine). The Step by Step Project was initially operated by the
International Renaissance Foundation in Kiev. In 1999, core staff from this program, with support from
the International Renaissance Foundation established USSF, in order to continue and further develop
activities in the area of reform of early childhood education. USSF has had full responsibility for the
Step by Step Project, since its establishment in 1999. The project is currently active in 17 regions in
Ukraine. Since 1994 The Step by Step Project, and since the USSF is the leading organization of the
project. The core staff develops together with the Board the strategy of the Step by Step project
development, provides on-going monitoring and program promotion.

At the present time USSF has a national network, which includes:
     - 1815 pre-school and primary classrooms, which are involved in the Step by Step project;
     - 43900 children of pre-school and primary aged are involved in the Step by Step project;
     - 22 Teachers` Re-Training Institutes, which are involved in the Step by Step project;
     - 7 Pedagogical universities, which are involved in the Step by Step project;
     - 12 Pedagogical Institutes, which are involved in the Step by Step project;
     - 24 pedagogical Colleges, which are involved in the Step by Step project.

USSF has a staff, which includes 5 people working on full-time positions and 2 people working on
part-time. All the staff persons have the higher educational background, and permanently improve
their qualification during the different training courses and seminars. In 2002 the self-evaluation of the
organizational development has been made with the involvement of the USSF staff, Board members,
USSF trainers and the plan of organizational development has been developed for the 2003- 2004.

Equipment of the USSF is following:
Item                                                  Number
Office                                                1
Computer                                              6
Lap-tops                                              2
Copier                                                2
Risograph (high output printing machine)              1
Printer                                               3
TV+VCR                                                1
Fax                                                   1
Telephone                                             4
Cellular phones                                       3
Media projector                                       1


2.2   Publications and other outputs

Maximum 1 page. Be specific and quantify outputs as much as possible.

Within the project activities following publications will be developed and published:
    1. Informational leaflets on each Centres activities. The leaflets will describe each of the Centre’s
        activities, provide the information about services Centre provides, contact information. Will be
        targeted at the potential users of the Centre`s services - parents of children with disabilities.
        Will be distributed through the places parents of children with disabilities often visit: local
        policlinics, supermarkets, schools, etc. There will be developed 3 informational booklets x
        1000 copies. Published 3000 copies.
    2. Resource Guide. Will be developed together by the project coordinator and Centres`
        Coordinators and will include the brief information about the concept of Inclusion of children
        with disabilities, the list of the main national and international policy documents on supporting
        the inclusion; the list of national and international organizations dealing with the issues of
        advocacy of children with disabilities rights; the list of the inclusive schools, which involve
        children with disabilities, other relevant resources. The guide will be distributed through the
        CPRC. Number of copies – 1800.
    3. Advocacy Guide. Will be provided by ISSA and translated by USSF. Will include the
        information on 1)How to change public policy: stages in influencing the policy process, myths


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                                                                                                     E3A
         about advocacy, what make politicians tick, personal ingredients, for effective advocacy,
         rules for effective advocacy; 2) the creation, care, and feeding of coalitions: networks, building
         coalitions, framing the issue; 3) understanding the legislative process: how a Bill becomes a
         law, steps for success, legislative hearings, when you testify before a legislative body,
         identifying testifiers, tips on writing to legislators and public officials, sample letters, telephone
         calls; 4) how to access the media: what’s newsworthy, media strategies, media
         relations/public relations, accessing the media, media presentations/interviews. Number of
         pages 30. Number of copies – 1800
      4. Informational leaflets for parents of children with disabilities: Will be provided by ISSA ,
         translated and printed by USSF. The leaflets will be 2-pages information about peculiarities of
         behavior and development of children with different kinds of disabilities and will be distributed
         primarily through the established Community Parent Resource Centres: 60 different leaflets, 2
         pages each, 3000 copies.
      5. Manual on CPRC operations. Will be developed by the project coordinator together with
         Centres` Coordinators and will include the main information about the the CPRC`s
         development and operations, the concept of creating such Centres, contact information about
         such Centres in Ukraine and some of the Centres in other counties. Will be targeted at parents
         of disabilities who will like to create such Centres in their communities. Will be distributed
         through the developed PRC, local educational authorities, rehabilitation centres – 500 copies.
      6. Final Report will be developed by the project coordinator and will include the data of project
         evaluation, project activities, findings, problems and how the problems were addressed - 200
         copies.


2.3     Multiplier effects

Maximum 1 page. Describe the possibilities for replication and extension of the action outcomes.

The project results will be replicated and extended through following mechanisms:

Community Parent Resource Centres will in themselves be an effective mechanism for sharing the
project results with other schools, parents, and parents` organizations. These Centres will provide the
efficient, sustainable model to support parents of children with disabilities and to make them
competent advocates for the rights of their children for the inclusive education. The centres will be
developed on the base of close collaboration of the Centres` Coordinators, school directors, local
authorities, including educational. Such a low-cost model will be easily replicated in other oblasts in
Ukraine.

Mobile teams of trainers prepared within the project will provide the trainings for other parents of
children with disabilities and parents` organizations both at the centre and beyond the Centre when it
is requested. Having received both basic and advanced trainings for trainers, trainers will be able to
develop new trainings based on the needs of parents, which could be changed in the future.

Centres` Coordinators, which obtained the experience of running the Centres and working together
with the mentor, will be able by themselves to serve as the mentors for the new established Centres`
Coordinators.

Developing and publishing the Manual on Centres` Operation will maintain the necessary information
as for establishing and running such centres, role and responsibilities of the Centre Coordinator and
will provide step-by-step guide to establishing such centres in other oblasts of Ukraine.

Enhancing the capacity of existing parents` organizations and the developing of the new ones will
increase the advocacy actions for the inclusive education for the children with disabilities.

Developing the data bank and centres` web-pages will establish the links with other parents`
organizations and promote projects` activities in other oblasts of Ukraine.


2.4     Short- and long-term impact (Sustainability)

Maximum 3 pages. A project may be said to be sustainable if it delivers and increases benefits to the
target group/targeted policy area for an extended period of time after the end of EC funding. Please
describe the measures that you intend to take to ensure that your project has a lasting impact and its

                                                                                                            20
                                                                                                   E3A
achievements can be sustained in the long term. Please distinguish between the following three
dimensions of the short and long-term impact:

    a) The financial aspect (how will activities be financed when the grant ends?
    Community Parent Resource Centre
    Since the Centres will be based in the existing state schools, there will be no need to pay the rent,
    electricity, water, security, etc. The agreement will be developed at the beginning of the project
    between USSF, project schools, and local educational authorities where responsibilities of all
    sides will be defined during the project realization and after EC funds end.

    Centre Coordinator
    The position of the Centre Coordinators during the first year will be provided by the EC budget and
    after that we expect to receive the financing of this position from the city budgets. The reason for
    financing if from the city administration will be the creating the working places for parents with
    disabilities, which will improve their financial well-being and improving the life conditions of parents
    of children with disabilities in the communities, who will receive the Centre based services. The
    support for the Centre Coordinator will be also mentioned and described in the agreements, which
    will be developed and signed at the beginning of the project.

    Centre Equipment
    The on-going support and maintaining of equipment will be provided through providing some self-
    cost services for other members of community – making the copies, using the Internet, etc, during
    the free time at certain hours. Centre Coordinator will coordinate the Centre schedule to be used
    at maximum – during week-ends as well, but based primarily on the needs of the parents of
    children with disabilities.

    Trainers and training activities.
    The further, after the project ends, support for the trainers will be provided through the different
    fundraising activities. Together with improving the well-being of parents of children with disabilities,
    we expect that some of the trainings will be paid for by the parents themselves.

    Consultations of specialists
    There will be the agreement developed with the local policlinics, lawyer agencies, special school,
    other non-governmental organizations, etc. The agreement will be about providing the specialists
    to work at the certain time at the Centre providing their services to the parents of children with
    disabilities. Such an approach will also create a precedent of developing the decentralized model
    of services` provision.

    b) Institutional level (Will structures allowing the activities to continue be in place at the end of the
       action? Will there be local "ownership" of action outcomes?)

    Since the project will be based on the inclusive schools, which involve children with disabilities and
    work with their parents, there is already preliminary agreement between USSF, school directors,
    local educational authorities on making schools more open to provide the school facilities for the
    use of parents, particularly parents of children with disabilities. At the beginning of the project the
    agreement between USSF, project schools, other authorities will be developed and signed in order
    to support project activities within the period of EC funding and after.

    c) Policy level (What structural impact will the action have - e.g. will it lead to improved
       legislation, codes of conduct, methods, etc?)

Helping parents of children with disabilities competent and more confident will increase their lobbying
actions for the inclusive education, which provides the right for children to have quality education and
to stay with their families and use the resources available in the community. The services provided in
the Centre together with changes in the existing policy as for increasing the support for parents of
children with disabilities and for providing support necessary for expanding the inclusive model of
education for children with disabilities will improve the life-being of parents and consequently for their
children with disabilities and other family members.




                                                                                                          21
                                                                                                 E3A
3.    Budget for the action

(a)     Fill in Annex B (worksheet 1) for the total duration of the action and for its first 12 months. For
        further information see the Guidelines for grant applicants (Section 2.1.4).

The budget:
-      has to reflect costs according to usual market prices in a specific country
-      has to be specific and clear. Even though the structure of the budget should not be changed,
       you can add additional lines under a specific heading.
-      must include the per diems and travel costs for the Opening and Closing conferences
       organised by the European Commission.
-      must reflect the total costs, that is to say the costs covered by the EC grant requested and by
       the matching contribution (of at least 20%). Please note that the latter does not have to be
       attributed to specific budget lines, but will be calculated on the basis of the total costs.


(b)     Provide a brief justification of costs for each budget item, explaining the relevance and the
        cost-effectiveness of the planned expenses for the project activities

Human resources
Salaries were calculated due to the rates existing in Ukraine and used by USSF during the period of
its activity. Taxes and social benefits included: Gross/Net Ratio= 1,17.
Per diems were calculated due to the Ukrainian legislation
Line 1.3.1.2.- 10 people per 3 days
Line 1.3.2 – 40 visits in Ukraine by project staff (1 day accommodation*30 EUR+clear per diem)
Line 1.3.3 – 24 visits in Ukraine by project staff (2 days accommodation*30 EUR+clear per diem)

Travel
Line 2.1.1 – 12 persons*Economy Class Flight Price
Lines 2.1.2 - 2.1.8– 2 persons (trainers)*Economy Class Flight Price
Line 2.1.9 – 2 visits*1 person*Economy Class Flight Price
Line 2.1.10 – 3 visits *1 person*Economy Class Flight Price
Line 2.1.11 – 2 persons*Economy Class Flight Price
Line 2.1.12 – 2 persons*Economy Class Flight Price
Lines 2.2.1 - 2.2.8– (35 participants – 7 local participants (no long travel but accommodation needed))
* average round-trip price n Ukraine
Line 2.2.10 – price request per bus for one day

Equipment and supplies
Lines 3.2.1 – 3.2.8 – average prices for urine for mentioned equipment and materials were taken.
Mentioned set of equipment for center is considered as a most effective from the experience USSF
has. Internet and modem needed because for creation web sites of the centers.

Local office ad project costs
Line 4.3.1 – computer needed due to save center’s data bases
Line 4.3.2.- portative overheard projector needed for conducting trainings more effective
Line 4.4. – per month amount is calculated from actual expenses and equal to 60% of general office
expenses

Other cost, services
Line 5.1 – all prices from the line due to the pro-forma invoices from publishing companies (price per
unit depend on number of units)
Line 5.3 – due to the pro-forma invoice from auditing company
Line 5.4 – fees were calculated due to the rates existing in Ukraine and used by USSF during the
period of its activity. Taxes and social benefits included: Gross/Net Ratio= 1,17.
Line 5.6 – average bank cost per month with amount requested
Line 5.7
Trainings with price EUR 6943,4 – explanation:
      Accommodation – 23,56 EUR*35 participants*4 days
      Meals – 22 EUR*28 participants*4 days
      Rent – 250 EUR * 4 days
      Stationary for participants – 9 EUR
Trainings with price EUR 8538 – explanation:

                                                                                                        22
                                                                                              E3A
         Accommodation – 23,56 EUR*35 participants*5 days
         Meals – 22 EUR*35 participants*5 days
         Rent – 250 EUR * 5 days
         Stationary for participants – 9 EUR

Trainings with price EUR 5348,8 – explanation:
     Accommodation – 23,56 EUR*35 participants*3 days
     Meals – 22 EUR*35 participants*3 days
     Rent – 250 EUR * 3 days
     Stationary for participants – 9 EUR

Conference with price EUR 7534 – explanation:
    Accommodation – 23,56 EUR*50 participants*3 days
    Meals – 22 EUR*50 participants*3 days
    Rent – 250 EUR * 3 days
    Stationary for participants – 9 EUR

4.       Expected sources of funding

Fill in Annex B (worksheet 2) to provide information on the expected sources of funding for the action.
To switch between Worksheets, click on the tab at the bottom of the screen.

5.       Logical Framework

Fill in Annex C. The Logical Framework

Please describe to what extent your proposal contains objectively verifiable indicators for
project outcomes.




                                                                                                     23
                                                                                                     E3A
II. THE APPLICANT


1.           Identity

                                          UKRAINIAN STEP BY STEP FOUNDATION
    Full legal name (business
    name):
                                          USSF
    Acronym
    (where applicable)
                     2                    Ukrainian Charitable Organization. Registered by the Ministry of
    Legal status
                                          Justice, instruction #0241 from June 15, 2001
    Nationality                           Ukraine

                                          Free from VAT
    VAT or registration number
    (where applicable):

                                          Appt.1, 44, Artema Street, Kyiv 05043, Ukraine
    Official address (legal place of
    establishment)


                                          Appt. 4, 9, Pushkinska Street, Kyiv 01034, Ukraine
    Postal address       (address   for
    correspondence and contacts)

                                          Natalia Sofiy
    Contact person for the project
                                          Director
    Title, position
                                          +38 044 531 1276
    Telephone number
                                          mobile +38 050 311 9699
                                          +38 044 235 1136
    Fax number
                                          sofiy@ussf.kiev.ua
    E-mail
                                          www.ussf.kiev.ua
    Internet site


2.           Bank details
The bank must be located in the country where the applicant is registered. A specific bank account will
  have to be opened for the project

                                          Doesn`t exist
    Account name
                                          260013012065
    Account number
                                          300498
    Sort code

    IBAN code (optional)
                                          JSB « NATIONAL INVESTMENTS »
    Bank name
                                          54, Volodymyrska Str., Kiev, Ukraine
    Address of bank
                                          Nataliya Sofiy
    Name of signatory/ies
                                          Director
    Position of signatory/ies
NB: Before the grant contract is signed, the applicants selected will have to supply a financial
identification form using the model in Annex V to the contract, certified by the bank named above.


2
    e.g. state whether the applicant is a for-profit or not-for-profit organisation

                                                                                                             24
                                                                                               E3A


Correspondent bank (where relevant)

                                   Doesn`t exist
 Account name
                                   400888014801
 Account number
                                   COBADEFF
 Sort code

 IBAN code (optional)
                                   COMMERZBANK
 Bank name
                                   /FRANKFURT/
 Address of bank



3.      Description of applicant

One page maximum (only for NGOs and not-for-profit professional organisations).

3.1    When was your organisation founded and when did it start its activities?

Please include the date of creation and the date of official registration.

Ukrainian Step by Step Foundation (USSF) was registered according the Law on Associations of
Citizens as a foundation with permanent membership and it has been legalized by the Ministry of
Justice of Ukraine on June 15, 1999. Until that time it operated as the Step by Step programme of
International Renaissance Foundation (Ukraine).

3.2.   What are the main objectives and activities of your organisation at present?

The mission of USSF is to provide the equal access to quality education for all children including
children with disabilities with active families` and community involvement. The mission is based on the
values of democratic open society and is realized through the following programmes:

Step by Step Programme
Inclusion Children with Special Needs Programme
Education for Minorities Programme
Community School Development Programme
Publishing Programme

The main activities of the USSF includes:
       - trainings and technical assistance for different categories of educators (pre-school,
           primary and secondary teachers, school directors, faculty members of higher educational
           pedagogical departments); parents; representatives of non-governmental organizations;
       - developing resources for teachers, school directors, parents, and other representatives of
           non-governmental organization;
       - conducting the round-table discussions in order to lobby the necessary changes;
       - developing and implementing national and international projects in partnership with other
           organizations within the foundation mission;
       - developing and publishing the newsletter to create a forum for USSF members, partners,
           policy makers.

3.3.   List of the management board / committee of your organisation

Please include a list of permanent staff, as well as your membership in other organisations.

List of permanent staff:




                                                                                                     25
                                                                                                 E3A

 Name                Position                      Gender    Nationalit   Years in USSF
                                                             y
 Natalia Sofiy       Director (full-time)          F         Ukrainian    5
                                                                          (10 years in the Step by step
                                                                          project)
 Julia Kavun         Training Coordinator (full    F         Ukrainian    5
                     time)                                                (7 years in the Step by step
                                                                          project)
 Olena Prymostka     Financial Manager (full       F         Ukrainian     1
                     time)

 Olga Grynko         Accountant (full time)        F         Ukrainian    5

 Mykola              Office Manager (full time)    M         Ukrainian    5
 Kondratenko
 Olena Olishevska    PR manager (part time)        F         Ukrainian    2
 Yuriy Rybachuk      Coordinator of the            M         Ukrainian    1
                     Publishing Programme
                     (part time)


List of the Board Members:

                                                                                                  Years
                                               Gende
 Name                Profession                        Function                     Nationalit    on the
                                               r
                                                                                    y             board
 Nadiya Bibik        Vice-Director of          F       Head of the Board,           Ukrainian     4
                     Institute of Pedagogy             member of focus group
                     of Academy of                     on development the
                     pedagogical                       journal “Steps for
                     Sciences of Ukraine               Democratic Education”
 Mykola Swarnyk      Head of Parents           M       Board member, member         Ukrainian     2
                     Association “Nadiya”              of focus group on
                                                       development Inclusion
                                                       Children with Disabilities
                                                       Program
 Svitlana            Head of Pedagogical       F       Board member, member         Ukrainian     2
 Martynenko          Department of Kyiv                of focus group on
                     Inter-regional Re-                development the
                     Training Institute                Secondary program
 Vira Kuzmenko       Head of                   F       Board member, member         Ukrainian     2
                     Psychological                     of focus group on
                     Department of Kyiv                development the Higher
                     Inter-Regional Re-                Education program
                     Training Institute
 Igor Kornienko      Head of                   M       Board member, member         Ukrainian     2
                     psychological                     of focus group on
                     dpartment of Lviv                 development the
                     Regional Institute of             Training of trainers
                     Education                         program
 Olena               Head of department        F       Board member, member         Ukrainian     2
 Nochvinova          of secondary                      of focus group on
                     education of the                  development the
                     Center of Ministry of             Primary School Step by
                     Education and                     Step program
                     Science of Ukraine
 Vyatcheslav         Vice-Director of          M       Board member, Head of        Ukrainian     2
 Zasenko             Institute of Special              the working group on
                     pedagogy                          development the
                                                       Inclusion Children with
                                                       disabilities program

                                                                                                       26
                                                                                              E3A

Ukrainian Step by Step Foundation is a national member of International Step by Step Association (NL),
Council for Exceptional Children (USA), National Staff Development Council (USA), and the World
Forum.




                                                                                                     27
                                                                                                  E3A
4.      Capacity to manage and implement actions

4.1.   Experience of similar actions

Maximum 1 page per action. Please provide a detailed description of actions managed by your
organisation over the past five years in the fields covered by this programme, taking care to identify for
each action:
During the last 5 years (1999 – 2004) Ukrainian Step by Step Foundation carried out following actions in
the fields covered by this programme:

(a) the object and location of the action
Step by Step Project
Step by Step Project promotes the child-centred early childhood methodologies implementation in the
educational establishments of Ukraine with active families and community involvement. The main
activities of the project include trainings, consultations, round table discussions, research. The project
is realized in 17 oblasts of Ukraine in the kindergartens, primary and secondary schools.

(b) the results of the action
During the 1998 – 2003 the Step by Step Programme has achieved following results:
Quantitative:
        - 37 200 pre-school, primary, and secondary school teachers have been trained by the
            trainers of the USSF;
        - 20 Training Centres have been developed;
        - 54 trainers have been trained;
        - 27 schools are involved in the programme on Inclusion children with disabilities.

Qualitative:
   - Approval of the pre-school and primary Step by Step methodologies to implement in all pre-
         schools and schools of Ukraine;
   - Approval the Step by Step preschool methodology to be used for higher pedagogical
         establishments in the pre-service teachers` reparation;
   - Evaluation conducted by Institute of Psychology of Academy of Pedagogical Sciences of
         Ukraine in 1995 – 1996, Ministry of Education in 1996-2000; Educational Development Center
         (Boston) in 1998.
   - The programme on Inclusion Children with disabilities was launched with the Ministry of
         Education as an experimental programme for 27 schools in 7 oblasts in Ukraine;

(c) your organisation's role (lead manager or partner) and its degree of involvement in the action
During 1994-1998 the Step by Step project was implemented within the International Renaissance
Foundation (Kyiv, Ukraine), and since 1998 untill now USSF is a leading organization in the
development, monitoring, and evaluating the project.

(d) the cost of the action
During 1998 - 2002 the Step by Step project was supported by International Renaissance Foundation
at the decreased level in order to make it to be fully sustainable:

1998 - $490,000
1999 - $423,164
2000 - $110,000
2001 - $75,000
2002 - $40,000

(e) donors to the action (name, address and e-mail, telephone number, amount contributed)
Contact information of the donor:
International Renaissance Foundation
Artema Str. 46, Kiev, 04053, Ukraine
Tel.: 38-044-216-2596
Fax: 38-044-216-7629
Email: irf@irf.kiev.ua
Web-site: www.irf.kiev.ua

This information will be used to assess whether you have sufficient experience of managing actions in
the same sector of a comparable scale to the one for which you are requesting a grant.

                                                                                                         28
                                                                                                   E3A


(a) the object and location of the action


Child Abuse Project (CAP)
The main goal of this project was realization of educational prevention assault program for primary-
aged children with it’s further integration into educational curricula of pre-school and primary schools,
their families together with pedagogical personnel with community involvement as well as training for
trainers who would disseminate the positive experience.
This was achieved with the help of following certain measures on the main directions:

School/Staff Inservice
Parent/Family Inservice
Children`s Classroom Workshops

(b) the results of the action

The results of the first stage of project implementation was training of 33 primary teachers which have
started CAP implementation in 17 classrooms in 11 schools on 7 regions of Ukraine.
The logical accomplishment of this project will CAP model for primary-aged children with further
integration of this program into educational curricula of primary schools and preparation of the team of
trainers for the further spreading the positive results of this experience on the other pre-school and
primary educational establishments together with the local educational authorities.

(c) your organisation's role (lead manager or partner) and its degree of involvement in the action

The role of the USSF was the leader of initiating the project, finding the partner in Project realization.
The partner: National Center for Assault Prevention
606 Delsea Drive
Sewell, NJ 08080
USA
Tel: 1-800-258-3189
Fax: 908-369-8145
e-mail: pstanislaski@msn.com

and organizing the project implementation as well as its evaluation and finding other donors to support
the project development.

(d) the cost of the action $ 31420
(e) donors to the action (name, address and e-mail, telephone number, amount contributed)

The donors of the project were the Open Society Institute (USA) and International Renaissance
Foundation (Ukraine):
Institute of Open Society
                          st
888 Seventh Avenue, 31 Floor
New York, New York 10106
Tel.: 212-757-2323
Fax: 212-974-0367
e-mail: elorant@sorosny.org

Amount contributed - $ 16,585

International Renaissance Foundation
Artema Str. 46, Kiev, 04053, Ukraine
Tel.: 38-044-216-2596
Fax: 38-044-216-7629
Email: irf@irf.kiev.ua
Web-site: www.irf.kiev.ua

Amount contributed - $ 14,835




                                                                                                             29
                                                                                                   E3A
(a) the object and location of the action
Charity Know How Project
The project supported by Allavida programme of Charity Know How Grants Committee was provided
to train 28 Step by Step trainers by two EveryChild (UK) trainers, in order to build their lobbying skills,
so that they can become advocates for inclusive education in a sphere of including children with
disabilities into the regular schools.

Ukrainian Step by Step Foundation was a designer and implementer of the project in partnership with
EveryChild organization (UK). The project took place in 2002-2003 in 7 oblasts in Ukraine.

(b) the results of the action
The results of the project were following:
     - 28 trainers of the USSF have been trained and can provide the training on “Lobbying Skills”;
     - 30 trainings have been provided by the trained trainers in 7 oblasts of Ukraine;
     - 886 participants took part in those trainings, among them: 458 teachers, 108 parents, 134
         school administrators, 186 representatives of non-governmental organizations;

(c) your organisation's role (lead manager or partner) and its degree of involvement in the action
USSF developed and implemented the project in partnership with EveryChild (UK)

(d) the cost of the action - - £ 8, 554.00
 (e) donors to the action (name, address and e-mail, telephone number, amount contributed)
The main donor of the project was Allavida programme of Charity Know How organization
55 Bondway, London SW8 1SJ
United Kingdom
Tel. +44 (0) 20 7735 8006
Fax: +44 (0) 20 7735 7608
Programme officer: Julia Jakubovitcs

The amount contributed - £ 8, 554.00

(a) the object and the location of the action
Actualization of Human Rights through Accessible Education
The project was developed by USSF in partnership with Parents Association “Nadiya” and aimed at
the providing necessary conditions for accessible education at the base of regular schools in Ukraine.
10 schools in 4 cities of Ukraine have been included into project activities – Kyiv (4 schools), Lviv (2
schools), Poltava (3 schools), Chervonograd (1 school).

(b) the results of the action
 As the result of the project activities two working group on developing the changes in the educational
policy have been developed and the draft of Instruction for Ministry of Education has been developed.
5 schools have been provided by the ramps and specific modifications have been made with the
toilets in the school according the special features of children with cerebral palsy. 4 Round Table
discussions have been conducted together with the representatives of government and higher
educational establishment. The promotional materials have been developed and published and 2
“Chodotons” have been realized, which included children who can move on the wheel chairs together
with other volunteers to show the equality of all children. Trainings for parents have been conducted
and the Parents` groups of Support have been formed.

(c) your organisation's role (lead manager or partner) and its degree of involvement in the action
USSF developed and implemented the project in partnership with Parents Association “Nadiya”

(d) the cost of the action - $ 60 000
 (e)donors to the action (name, address and e-mail, telephone number, amount contributed)
Human Right Fund of the Embassy of Great Britain
Desyatynna Str. 9, Kiev, 04053, Ukraine
Tel.: +38-044-462-0012
Fax: +38-044-462-0013
Email:Paul.Knott@kiev.mail.fco.gov.uk
Web-site: www.britemb-ukraine.net

Amount contributed: $60,000



                                                                                                          30
                                                                                                  E3A
(a) the object and location of the action
Creating Centres of Excellence for Inclusive Education of Children with Special Needs in
Mainstream Schools Project
The project was designed by the Ukrainian Step by Step Foundation in partnership with EveryChild
organization (UK) and the International Step by Step Association (NL). The project has been
implemented during 2003-2004 in two cities of Ukraine – Bila Tserkva (Kyiv oblast) and Lviv. The project
promotes the rights of children with disabilities to equal access to quality education alongside their peers
by developing good practice centres of inclusive education. Through developing the partnership between
three NGOs, existing good practice sites in inclusive education have been developed into training
centres for the oblast in which they are located.

(b) the results of the action
The results of this project at the current period are:
     o 59 of children with disabilities involved in 6 regular schools in Kyiv, Lviv, and Poltava oblasts;
     o 30 of teachers have been trained to work with children with disabilities within the regular
         classrooms;
     o 12 representatives of school administration have been trained to provide the necessay
         adjustments to include children with disabilities into the regular schools;
     o 6 special educators have been trained to assist to regular teachers in providing the education for
         the children with disabilities within the regular classrooms;
     o 11 social workers have been trained to work in the inclusive schools;
     o 4 parent organizations of children with disabilities have received the training on Policy and
         Advocacy;
     o 12 representatives of local educational authorities have been trained in Policy and Advocacy
         training;
     o two model centres of inclusive education practices are established in Lviv and Bila Tserkva;
     o The Statement on Inclusive Education has been developed and is in the process of approval by
         Ministry of Education.
(c) your organisation's role (lead manager or partner) and its degree of involvement in the action

USSF develop the design of the project in partnership with International Step by Step Association (NL)
and EveryChild organization (UK) and administered the project.

(d) the cost of the action – 200510 Euro
(e) donors to the action (name, address and e-mail, telephone number, amount contributed
The project was supported by Tacis Institutional Building Partnership programme (IBPP)
Amount contribution: 181 316 Euros.

International Step by Step Association
Postal address: P.O.Box 617
1000 AP Amsterdam, Stationsplein 59, Amsterdam
tel. +31 (0) 20 520 76 00
fax: +31 (0) 20 520 7625

Programme Officer: Laura Liliom: liliom@issa.hu

Amount contribution: 16 680 Euro

EveryChild Organization
EveryChild, 4 Bath Place, Rivington Street, London EC2A 3DR
Switchboard: 020 7749 2468
Facsimile: 020 7729 8339
www.everychild.org.uk

Programme Officer: Joanne Baskott: jo.baskott@everychild.org.uk

Amount contributed: 2514 Euro

(a) the object and location of the action
Community School Development project

The project was designed by the Ukrainian Step by Step Foundation and implemented during 2003-2004
in seven sites in four oblasts of Ukraine: Kyiv, Lviv, Donetsk and Luhansk oblasts. The project goal was
to establish the partnership of a new quality between the schools and communities through conducting

                                                                                                         31
                                                                                               E3A
community needs assessment, developing and impleneting the programs based on the results of the
needs assessment, involving community members into the school governance and decision making
process as for the community development.

(b) the project results
The results of the project were following:

       10 community programs have been developed and are realized, which focus at educational,
        social, health improving and cultural needs of 7 communities;
       9 community program projects are in the process of development
       40 % of community members (students, youth ages from 18 till 25 years old, retired people)
        have been involved into the community programs` development and realization;
        80% students and school personnel have been involved into community programs
        development and realization as well as 360 community members as the volunteers;
       118 people are involved in the educational programs;
       1910 people have received the services – agricultural, cloth repairing, providing assistance
        and care on elder people, providing the care on small children, transport services, mail
        services;
       About $2000 are raised to implement the community programs (the money of other
        organizations, in-kind donations, working time of the people, etc.)
       The club has been renovated
       5 sports sites have been established
       3 village parks, 4 stadiums have been improved
       8 positive civic actions have been conducted on cleaning the territory, of villages and other
        memorable places
       7 issues of newsletters of 1000 copies have been published and disseminated
       the museum “Bells of the Memory” has been opened
        the community programs have received the assistance from:

        Establishment of 3 NGOs based on the community schools:
            - Charitable Foundation on Support of Renovation of Brody Gymnasium
            -    Youth organization “Rostok”
            -    Association of Post-graduates
        Conducting the joint civic action “Together to Changes”:
    -   286 people took participation in the action`s activities
    -   1846 people have been involved in the action`s ctivities
    -   214 people received the services in terms of consultations of specialists, transport, mail
        services;
    -   about $200 has been raised and delivered to the Homes for Orphanages to purchase the
        educational supplies, toys, books, food;
    -   32 competitions, exhibitions, drama plays, other events for community members have been
        organized and conducted

(c) your organisation's role (lead manager or partner) and its degree of involvement in the action

Ukrainian Step by Step Foundation was a designer and implementer of the project.

(d) the cost of the project - $199 997
(e) donors to the action (name, address and e-mail, telephone number, amount contributed

Project was supported by Charles Mott Foundation (www. mott.org):
Charles Stewart Mott Foundation
1200 Mott Foundation Building
Flint, Michigan 48502 – 1851, USA
Phone: (810) 238-5651
Fax: (810) 766-1753
Web-site: www.mott.org
Programme Officer: Mykola Deychakiwsky: NDeychakiwsky@mott.org
For the year 2003 - $ 57425
For the year 2004 - $ 42572

International Renaissance Foundation (Ukraine):
Artema Street 46, Kyiv, 05034, Ukraine

                                                                                                        32
                                                                                            E3A
Tel. +38 044 216 2596
Fax: +38 044 217 7629
Web-site: www.irf.kiev.ua
Programme officer: Mychailo Minakov: minakov@irf.kiev.ua

For the year of 2003 - $ 40000
For the year of 2004 - $ 60000

4.2   Resources at disposition for this project

Maximum 3 pages. Please provide a detailed description of the various resources which your
organisation has access to, and in particular, of the following:

(a) annual income over the last three years, mentioning where applicable for each year, the
    names of the main financial backers and the proportion of annual income each has
    contributed
Year 2001
International Renaissance Foundation (Kyiv, Ukraine) - $ 146 627 – 100%
Total in 2001 - $ 146 627

Year 2002

Allavida Programme of Charity Know How (UK) -£ 8554 – 8.5%
World Health Organization - $9000 – 7.7%
International Renaissance Foundation - $97 992 – 83.8%
Total in 2002 - $116992

Year 2003
MATRA Programme of the Royal Netherlands Embassy – 8147 Euro – 2%
Charles Stewart Mott Foundation (USA) - $57 425 – 12.5%
International Renaissance Foundation (Kyiv, Ukraine) – $172 500 – 37.4%
Amici dei Bambini (Italy) – 10080 Euro – 2.49%
IBPP Tacis programme – 184 179, 91 Euro – 45.7%
Total in 2003 – $460667.76


(b) the number of full-time and part-time staff by category (e.g. number of project managers,
    accountants, etc), indicating their profile and place of employment



 Name                 Position                     Gender   Nationalit   Years in USSF
                                                            y
 Natalia Sofiy         Director (full-time)        F        Ukrainian    5
                                                                         (10 years in the Step by Step
                                                                         project)
 Julia Kavun          Training Coordinator (full   F        Ukrainian    5
                      time)                                              (7 years in the Step by Step
                                                                         project)
 Olena Prymostka      Financial Manager (full      F        Ukrainian     1
                      time)

 Olga Grynko           Accountant (full time)      F        Ukrainian    5

 Mykola               Office Manager (full time)   M        Ukrainian    5
 Kondratenko
 Olena Olishevska     PR manager (part time)       F        Ukrainian    2
 Yuriy Rybachuk       Coordinator of the           M        Ukrainian    1
                      Publishing Programme
                      (part time)


(c) equipment and offices

                                                                                                  33
                                                                                               E3A
Equipment of the USSF is following:
Item                                               Number
Office                                             1
Computer                                           6
Note-books                                         2
Copier                                             2
Risograph (high output printing machine)           1
Printer                                            3
TV+VCR                                             1
Fax                                                1
Telephone                                          4
Cellular phones                                    3
Media projector                                    1


(d) other relevant resources (e.g. volunteers, associated organisations, networks that might also
     contribute to implementation).
At the present time USSF has a national network, which includes:
     - 1815 pre-school and primary classrooms, which are involved in the Step by Step project;
     - 43900 children of pre-school and primary aged are involved in the Step by Step project;
     - 22 Teachers` Re-Training Institutes, which are involved in the Step by Step project;
     - 7 Pedagogical universities, which are involved in the Step by Step project;
     - 12 Pedagogical Institutes, which are involved in the Step by Step project;
     - 24 pedagogical Colleges, which are involved in the Step by Step project;
     - 20 training Centres in 7 oblasts of Ukraine.

Ukrainian Step by Step Foundation has a license from the Ministry of Education of Ukraine on
providing in-service teachers` trainings in a sphere of innovative education.

Ukrainian Step by Step Foundation is a member of International Step by Step Association, Council for
Exceptional Children, National Association of Education for Young Children, World Forum, and
National Staff Development Council.

This information will be used to assess whether you have sufficient resources to implement an action
of the scale of the one for which you are requesting a grant.




                                                                                                     34
                                                                                             E3A
5.     Other applications made to European Institutions, the European Development Fund
(EDF) and EU Member States

5.1   Grants, contracts and loans obtained over the last three years from European Institutions, the
      EDF and EU Member States




 Action title and           EC budget line, EDF or other source     Amount (EUR)       Date obtained
 reference number

 Creating centres of        B7 - 520                                181 316            December 20,
 excellence for inclusive                                                              2002
 education of children
 with special needs in
 mainstream schools




5.2   Grant applications submitted (or about to be submitted) to European Institutions, the EDF and EU
      Member States in the current year:



  Action title and          EC budget line, EDF or other source                        Amount (EUR)
  reference number
  Parents as Partners in
                            B7 520                                                     248 143
  Advocacy for Inclusive
  Education: Creating
  Community Parent
  Resource Centres
  (CPRC)




                                                                                                    35
                                                                                           E3A
III. PARTNERS OF THE APPLICANT PARTICIPATING IN THE
ACTION


1. Description of the partners
This section must be completed for each partner organisation within the meaning of section 2.1.2 of
the Guidelines for Applicants. Any associates as defined in the same section need not be mentioned.
You must make as many copies of this table as necessary to create entries for more partners.

                                        Core Partner 1

    Full legal name (business name)     International Step by Step Association

    Nationality                         Dutch
    Legal status                        Association with full legal capacity

    Official address                    Keizersgracht 62-64
                                        1015 CS Amsterdam
                                        The Netherlands

    Contact person                      Sarah Klaus, Executive Director

    Telephone number                    31 (0) 20-520-7505

    Fax number                          31 (0) 20-520-7510

    E-mail address                      Sklaus@issa.nl

    Number of employees                 4 full-time employee (Executive Director, Network
                                        Manager, Project Manager, Office Coordinator)
                                        4 service providers on contract (lawyer, accountant,
                                        computer specialist, administrative assistant)

    Other relevant resources            Summary 2003 budget:

                                        TOTAL INCOME: 626,861 USD
                                        Grants: 578,718 USD
                                        Membership fees: 38,743 USD
                                        Conference income/Book sale income: 8670 USD
                                        Consulting income: 730 USD
                                        Offices in Amsterdam (The Netherlands), Budapest
                                        (Hungary), and New York (USA). ISSA operates out of
                                        24 sq. meter office using 3 desk top computers, one
                                        lap-top, one fax machine, 3 telephones, one mobile
                                        phone, one copy machine.
                                        In each of the 29 countries where ISSA is active, one
                                        legally-registered non-governmental organization is
                                        identified as a national Member. ISSA`s national
                                        Members consist of independent, locally-established
                                        parent and teachers associations, foundations, and
                                        educational organizations, which promote systemic
                                        reforms in early childhood care and education. Each
                                        National Member has an office staffed by early
                                        childhood professionals, and operates through
                                        established national networks of training centres
                                        located at preschools, primary schools and universities.
                                        ISSA`s National Members are located throughout
                                        Central and Eastern Europe, former Soviet Union, Haiti
                                        and Mongolia.


                                                                                                   36
                                                                                         E3A
                                    ISSA`s network offers both professional capacity as
                                    well as infrastructure to implement early childhood
                                    projects in cooperation with other partners nationally,
                                    regionally and internationally. ISSA`s international
                                    network includes over 200 000 preschool and primary
                                    teachers as well as caregivers, parents, school
                                    directors, psychologists, community leaders, and local
                                    and national education officials. Our program currently
                                    reach over 1 million children and their families.
Experience of similar actions, in   ISSA implements a variety of professional projects and
relation to role in the             professional networking activities in the area of
implementation of the proposed      inclusive education throughout Central Eastern and
action                              Southern Europe, the Baltic States, Haiti and Mongolia
                                    and the former Soviet Union. The initiatives most
                                    relevant to this proposal are listed below:

                                    1. Inclusive Education in Central Eastern and
                                    Southern Europe, former Soviet Union, Baltic
                                    States and Mongolia
                                    Implemented by the Open Society Institute (OSI) and
                                    International Step by Step Association in partnership
                                    with the Council for Exceptional Children (CEC) -
                                    ongoing
                                    As part of the capacity building of the ISSA Network,
                                    the Open Society Institute is investing in an ongoing
                                    project to support professional development of experts
                                    and to introduce inclusive education in Central Eastern
                                    and Southern Europe, the Baltic States and countries of
                                    the former Soviet Union. The project, implemented by
                                    ISSA’s members, involves:
                                          Providing technical support and assistance to
                                             18 countries participating in this initiative
                                          Development of country strategies for
                                             implementation of pilot projects in the region
                                          Development of trainers and training modules
                                             on inclusive education classroom strategies for
                                             preschool and primary grades
                                          Development of advocacy experience and
                                             capacity in the region, with the aim of impacting
                                             inclusive education policies
                                          Implementation of regional, national and online
                                             trainings for trainers, teachers, policy makers
                                    ISSA’s role is to ensure sharing of information,
                                    strategies and approaches across the participating
                                    countries (18) and throughout our wider network of over
                                    30 countries.

                                    2. TACIS Project “Creating Centres of Excellence”
                                    Ukrainian Step by Step Foundation, EveryChild, UK,
                                    International Step by Step Association (ISSA), NL
                                    January, 2003-June, 2004 (18 months)

                                    The project promotes the rights of children with
                                    disabilities to equal access to quality education
                                    alongside their peers and support to their families by
                                    developing good practice sites of inclusive education.
                                    Through a partnership linking three experienced NGOs,
                                    existing good practice sites in inclusive education will
                                    be developed into training centres for the oblast in
                                    which they are located. By developing these centres
                                    Step By Step Ukraine will increase its capacity as a
                                    leading training provider which can be contracted by


                                                                                                 37
                                                      E3A
local government. EveryChild provides support in
accessing oblast level policy makers and ISSA provides
professional training support. Activities include: 1)
advanced training and mentoring of teachers who are
already working with disabled children in regular
settings; 2) developing local family support services; 3)
training for parents’ organisations included in the
project to develop their capacity to implement the
project, and 4) conducting research into the positive
impact of inclusive education.

3. TACIS Project “Equal Opportunities for
Everybody”
Public Community Soros Educational Step by Step
Center, Center for Educational Initiatives “Step by
Step” Kyrgyzstan, International Step by Step
Association (ISSA), NL
January, 2002-December, 2004 (24 months)

The project aims to facilitate the integration of children
with special needs into society by developing local
capacity to educate them in regular schools, alongside
their peers, rather than segregating them into special
schools. Pilot schools were selected in regions of
Kazakhstan and Kyrgyzstan with the most severe
ecological problems, which have an increasing sickness
rate, a dangerous demographic situation, high poverty
and unemployment. Creating these pilot inclusive
schools required necessary adaptations to the
educational environment in the schools, as well as
educational and psychological support to parents,
teachers and administrators in the form of ongoing
training and technical assistance. The program
involved community members, other NGOs and
professionals and raised public awareness among
educational departments, Ministry of Education and
Health Agency specialists, to raise awareness of
society of the problem of children with special needs.
ISSA has provided trainings and monitoring in both
countries in the areas of inclusive education (classroom
strategies) and has supported evaluation of the project
through consultant visits.

4. ISSA Project “Professional Standards, Quality
Improvement for Teachers, and Teacher
Certification”
(Implemented by ISSA and its international network)

Between 1999 and 2001, an active international ISSA
task force with members from 11 countries worked
diligently to develop the ISSA Program and Teacher
Standards. ISSA’s Standards officially recognize
teachers who fulfil the ISSA’s shared vision of quality,
and provide stimulation and motivation for teachers,
who do not meet the standards, by providing a
framework for the ongoing process of professional
development. ISSA encourages countries to design
specific elements to meet individual country needs.
The Standards promote diversity and support inclusive
education.

The Standards have been translated and printed in
more than 20 languages worldwide and are used to


                                                             38
                                                      E3A
promote professional development among the more
than 200,000 teachers in the ISSA network. More than
200 initial certifiers and observers have been trained in
28 countries. An international Advisory Board with high
level experts advises the project.

5. ISSA Annual Conference 2003 “Equality and
Quality in Early Childhood Education,” Prague,
Czech Republic, October 14-17, 2003
ISSA’s annual conference creates an international
forum bringing together early childhood experts to
exchange their ideas and experiences. The event
strengthens ISSA’s professional network in Central
Eastern Europe, Haiti, Mongolia and countries of the
former Soviet Union, and links it with existing
international expertise and networks. The 2003 event
examined quality across the spectrum of early
childhood programs internationally. Historically, this
region has been under-represented at international
early childhood education events and has not been able
to effectively advocate on shared interests and regional
issues.

The 2003 conference welcomed 178 participants
representing professional early childhood non-
governmental organizations that implement the Step by
Step Program, as well as important organizations and
individuals involved in early childhood education reform
projects.     Participants came from 44 countries
including: countries of Central and Eastern Europe, the
Baltic States, countries of the former Soviet Union,
Mongolia, Haiti, Ireland, Netherlands, Germany, Spain,
Greece, Portugal, the US, Mexico and Australia.


6. ISSA Journal, “Educating Children for
Democracy”
ISSA initiated publication of an international journal, in
Fall 2000. Educating Children for Democracy, the
professional journal of the International Step by Step
Association, is intended for teachers of children from
birth through grade eight, faculty who instruct pre-
school and/or primary school teachers, and other
educational professionals interested in child-centred
teaching methods. The journal emphasises change
and educational transformation, based on the
experience of countries in transition, and addresses the
continuing challenge for all democracies to provide the
kinds of educational experiences that will ensure the
continuation of open and free societies.

Educating Children for Democracy is published semi-
annually, in English and Russian, and both in print and
online. Each issue is published in 1400 copies and
distributed in over 30 countries. This is one of the first
journals to include research and experiences from
Central and Eastern Europe and the Newly
Independent States in the area of child-centred
education. It provides one of the few opportunities for
experts from this region to publish results of their work,
as many national publications in the region are not yet
promoting these educational methods.
ISSA provides grants to countries to translate the

                                                             39
                                                                                             E3A
                                         journal into their language.       In 2003, ISSA also
                                         recruited and trained 48 editorial associates from 29
                                         countries, through 2 regional trainings.


    History of cooperation with the      USSF is one of the founding members of ISSA. ISSA
    applicant                            and USSF have worked together to coordinate
                                         international and regional trainings in Ukraine. ISSA and
                                         USSF also cooperated on the TACIS project “Centers for
                                         Excellence”. Members of USSF have served on ISSA
                                         Board and Task Forces.
    Role and involvement in preparing    USSF and ISSA Executive Director and expert on
    the proposed action                  inclusion met in Kiev to conceptualize the project. USSF
                                         prepared the proposal with contributions from ISSA staff
                                         and experts.

    Role and involvement in              ISSA will provide the assistance             in   project
    implementing the proposed action     implementation in following areas:
                                             -   providing trainers to conduct the trainings
                                                 planned within the project
                                             -
                                                 providing mentor to provide the assistance to
                                                 Centres’ Co-ordinators and to the project Co-
                                                 ordinator
                                             -
                                                 providing assistance in developing and
                                                 implementation the evaluation of the project;
                                             -
                                                 providing necessary educational materials to be
                                                 used within the project activities;
                                             -
                                                 highlighting the project progress in the
                                                 professional journal “Educating Children for
                                                 Democracy”, and ISSA newsletter;


Important: This application form must be accompanied by a signed and dated partnership statement from
the main applicant and from every partner, in accordance with the model provided.




                                                                                                     40
                                                                                                   E3A
                           3
2. Partnership statement

A partnership is a relationship of substance between two or more organisations involving shared
responsibilities in undertaking the action funded by the European Commission. To ensure that the
action runs smoothly, the European Commission requires all partners (including the lead applicant that
signs the contract) to acknowledge this by agreeing to the principles of good partnership practice set
out below.

Principles of Good Partnership Practice

1. All partners must have read the application form and understood what their role in the action will
    be before the application is submitted to the European Commission.

2. All partners must have read the standard grant contract and understood what their respective
    obligations under the contract will be if the grant is awarded. They authorise the lead applicant to
    sign the contract with the European Commission and represent them in all dealings with European
    Commission in the context of the action's implementation.

3. The applicant must consult with its partners regularly and keep them fully informed of the progress
    of the action.

4. All partners must receive copies of the reports - narrative and financial - made to European
    Commission.

5. Proposals for substantial changes to the action (e.g. activities, partners, etc.) should be agreed by
    the partners before being submitted to European Commission. Where no such agreement can be
    reached, the applicant must indicate this when submitting changes for approval to the European
    Commission.

6. Before the end of the action, the partners must agree on an equitable distribution of equipment,
    vehicles and supplies for the action purchased with the EU grant among local partners situated in
    the target countries. Copies of the transfer titles must be attached to the final report.

Statement of partnership

We have read and approved the contents of the proposal submitted to European Commission. We
undertake to comply with the principles of good partnership practice.


Name:                 Nataliya Sofiy


Organisation:         Ukrainian Step by Step Foundation


Position:             Director


Signature:


Date and place:       April 7, 2004    Kyiv, Ukraine




3
    To be provided by the applicant and each partner in all cases where there is a partner in addition to the
    applicant.

                                                                                                          41
                                                                                         E3A
V         DECLARATION BY THE APPLICANT


I, the undersigned, being the person responsible in the applicant organisation for the action,
certify that:

(a)       the information given in this application is correct; and

(b)       the applicant and its partners (where applicable) do not fall into any of the categories
          (a) to (f) listed in section 2.1.1(2) of the Guidelines for Applicants; and

(c)       the applicant has the sources of financing and professional competence and
          qualifications specified in section 2.3(3) of the Guidelines for Applicants.



Name:                     Nataliya Sofiy


Position:                 Director, Ukrainian Step by Step Foundation


Signature:


Date and place:           April 7, 2004


Official stamp:
(mandatory for local or
regional authorities)




(d)       I hereby confirm that all partners to the project have received a full copy of the
          application form. Our partners are the following organisations and/or authorities:

Partner 1 : International Step by Step Association




                                                                                                42
                                                                                                E3A

                                               Checklist


Before dispatching your application, please check that it is complete (see Notice on page 1) and
specifically that:

The application form

      the dossier is complete and complies with the application form's requirements
      one original and 4 copies of all documents are annexed
      an electronic copy of the file is enclosed
      the dossier is typed and is in English
      the declaration by the applicant (Section V) is signed and attached
      the applicant and each partner has completed and signed a partnership statement (Section IV)
      and the statements are included
      the full list of Board Members is included for each organisation, according to the format of the
      application form (Section II.3.3 and Section III.2.3)
      The project duration is between 18 and 24 months
      the budget and the expected sources of funding are presented in the format of the application
      form (Annex B), completed and drawn up in Euro
      in the budget the European Commission's contribution is identified and is a maximum of 80% of
      the total eligible costs of the action
      in the budget, administrative costs do not exceed 7% of direct eligible costs
      the logical framework for the project has been completed (Annex C)


Supporting documents


      the applicant's and partner’s statutes (or articles of association) are included (only for NGOs
      and not-for profit organisations)
      An official document for both the applicant and the partners giving evidence that the
      organisations are registered as legal entities are annexed (only for NGOs and not-for profit
      organisations)
      the most recent annual report of the applicant is annexed (only for NGOs and not-for profit
      organisations)
      the most recent accounts of the applicant are annexed (profit and loss account and balance
      sheet for the last financial year for which the accounts have been closed ((only for NGOs and
      not-for profit organisations)
      Curricula vitae of the main staff members (both EU and Tacis) involved in the implementation of
      the project are annexed
      The originals of the supporting documents required or, failing this, photocopies certified by an
      approved authorised independent body and, where such documents are in a language other
      than English, faithful translations into English are annexed.




                                                                                                         43

				
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