Transfair Good Practice Case Study Template by nrk14057

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									Project Name: Development & Piloting of Basic On-line Training Courses-BATCOS
Country: Czech Republic
Project Contractor: University of West Bohemia in Pilsen
Description of the Project: 33 multimedia on-line educational modules in Czech,
English, partially in German and Italian have been developed. Supplemented e-books
on CDs contain multimedia study articles of all courses. Topics of the courses are
Information Technology, Business Administration, Project Management, Production
Processes. Development methodology and basic support software have been
Good Practice Area:
Level of activity: International
Description of Good Practice: In project was scheduled to create also CD supplements
containing selected multimedia components used in on-line courses. Reason was to
minimaze necessary internet transfer time and costs for course users (in CZ). During
analysis and design project phase unified implementation technology for on-line
courses and e-books on CDs was developed. In consequence all study articles of all
courses in all used languages were simply and cheaply implemented into e-books on
CDs. Furthermore all course users asked us strongly not only to lend them CDs
during course runs, but to leave them CDs for subsequent repetition and deeper study
(in time the on-line courses are closed). So more than 1000 CD duplicates of
especially IT courses were prepared for distribution.
On the development of 33 course modules participated tens of authors from more
countries. Unified methodology and software support for authors were
unconditionally used by authors in order to develope “family” of the courses having
the same structure and face. Utilization of the software tools inside large group of
authors turned out difficulties. This experience started new development works (under
project funded by Ministry of Education in CZ) focused on new user friendly software
for multilanguage support both authors’ works and implementation works for on-line
courses and complementary e-books.
BATCOS activities, experiences and results initiated development of other on-line
courses based on improved BATCOS methodology and software tools. BATCOS
team members collaborate with tens of new authors in their institutions. So project
experiences and results are spread also by this way. Core BATCOS partners or
continue or prepare collaboration on new national or international projects.
Organizations using results:
Institute of Lifelong Education, University of West Bohemia in Pilsen; Univerzitni 8,
Pilsen, CZ; Dr.Jan Han
Faculty of Education, University of West Bohemia in Pilsen; Univerzitni 8, Pilsen,
CZ; Dr.Vaclav Vrbik
University of Tomas Bata; Mostni 5139, Zlin, CZ; Dr.Bedrich Zimola
Ministry of Education CZ, Multilicencing Centre; Karmelitska ul., Prague;
Negotiations are led with other institutions.

Contact Details:

Contact Person: Vaclav Votava
Organisation: University of West Bohemia in Pilsen
Address: Universitni 8    306 14 Pilsen


Project Name: Continuing education in structural connections
Country: Greece, Czech Republic, Portugal, Rumania, Sweden, The Netherlands
Project Contractor: Czech Technical University in Prague
Description of the Project: The European project Continuing Education in Structural
Connections (CeStruCo) under Leonardo da Vinci initiative No. CZ/00/B/F/PP-
134049 was prepared by partners from seven European countries to disseminate the
latest results in research and standardization during the period of transferring the
European Pre-Standard into the European Standard. The project has started by a
collection of questions from the European practice. The answers to those questions
have been prepared in the form of textbooks in the project partners national
languages. The material is available as an easily accessible Internet/CD media, and
includes video and audio files, slides and worked examples.
Good Practice Area: Dissemination and Exploitation
Level of activity: National
Description of Good Practice (max. 2 pages):
The collection of questions was based on publications in national journals and on
local seminars. The questions were collected by project internet page and in paper
form as well. The questions located during the conversion of ENV 1993-1-1 into
EN 1993-1-8 were taken into account. Together 632 questions were collected related
to the topic. All obtained questions were very good.
Answers to 101 selected questions were chosen in the second part of work based on
its educative contribution. The agreement between all partners was not reached for all
answers. This is the reason that some nice questions are missing in final material. The
review of answers was prepared in tree steps: locally between partners, by delegated
partners and externally by members of ECCS TC10.
The third part of the project, dissemination, was prepared the educational materials
Textbooks and Internet/CD lectures. To facilitate easy of use questions/answers are
split into the following Chapters: Introduction, Bolts, Welding, Structural Modelling,
Simple Connections, Moment Resistance, Connections, Column Bases, Seismic
Design, Fire Design, Hollow Section Joints, Cold-Formed Member Joints, Aluminium
Connections, and Design Cases. Each chapter starts with a brief over-view of the
method use in EN1993-1-8. This is followed by the commonly asked questions
together with their answers. The materials were localised for use in the partner’s
national languages, Czech (300 copies of textbook was printed), Dutch (200 copies),
English (1500), Greek (200), Portuguese (1000), Rumanian (300) and Swedish (200).
The translations into Polish and Spanish are under preparation. The pilot Seminars of
the project were organised in project partner’s countries to test the material in local
environment and to start to disseminate the material.

The Internet/CD version of project materials is based on Microsoft Windows help
format, which is a robust tool for education. The material prepared by RoboHelp tool
allows the easy navigation in partner’s languages and in German and French. The
Internet/CD lessons are equipped with worked examples PowerPoint presentations,
slides, videos, worked examples, animations of design cases, educational software for
connection modelling, and design tools available round the Europe. Partners were so
kind to equipped us with their demo version to show how easy may be nice
connection checked by EN1993-1-8. 3000 copies of CD first version were printed at
the end of the project in December 2003. The second version was disseminated in
June 2004 based on evaluation of first ones in 3000copies as well. Third upgraded
version is intended to be published based of interest of structural steel practice in June
2005. On the CD may be found the NASCon (Non-linear Analysis of Steel
Connections) program that offers a computer user-friendly tool for the component
method. The tool allows modelling the nonlinear behaviour of different components.
The video film demonstrates the correct design of T-stub connections and bolted
splices to avoid a fatigue failure of bolts. The related to the fire design is equipped
with the PowerPoint lessons including video/audio sequences.

Contact Details:

Contact Person: Prof. František Wald
Organisation: Czech Technical University in Prague
Address: Thakurova 7, CZ 16629 Praha 6, Czech Republic


Project Name: Interactive Interactive ICT-based Programme To Train and Learn
English Language Competences for Instructors of Technical Subjects at Initial
Vocational Training Schools (ELCIT)
Country: Czech Republic
Project Contractor: Centre for Distance Education (CDE), Palacky University,
Olomouc, Czech Republic
Description of the Project:
ELCIT is a distance learning multimedia interactive programme for instructors of
technical subjects at initial vocational training schools to learn basic professional
English language skills of the technical subjects they train. The project output will
include Multimedia Learning Modules in 4 languages, Standalone Glossaries, web
Based Elementary Grammar Assessment Module, electronic, and printable Teaching
Aids and supplementary graphics materials.

Good Practice Area:
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectoral/ Regional/National/International (please
select one)

Description of Good Practice (max. 2 pages): One of the important preliminary
activities of the current project ELCIT was identification of training needs of
vocational schools instructors and the level of their motivation and possibility of
involvement in the realization of the project.
This identification was carried out in three stages:
research at labour market to identify training needs from the perspective of employers
research at vocational schools to identify the needs within English language training
research among the instructors to identify their motivation level
The first two stages have shown very optimistic and positive results and were carried
out mostly before proposing the project.
After the project began we carried out a questionnaire research among the instructors
about their motivation for learning professional English and the results were rather
unexpected and disheartening. Unlike the labour market specialists and vocational
schools management, the instructors themselves, the primary target group of the
project, have shown only very little enthusiasm for learning English and cascading
such knowledge among their pupils. The reasons were multiple, most instructors
saying they don’t think their role in cascading professional English is necessary, that
they don’t want to look silly in front of their pupils who have regular English lessons,
or that they feel too old for learning a foreign language.
The partnership reviewed the results of the questionnaires which were showing that
more than 90 per cent of Czech instructors were not willing to learn English,
comparative results were reported from Slovakia and both Spanish and Portuguese
partners, though much more optimistic, admitted that similar responses might be
obtained in their countries.
Therefore we decided to try to involve the instructors into the project realization as
much as possible - not only to utilize their expertise but also to be in touch with them
and try to understand better the reasons of their reluctance to learn a foreign language.
Therefore we changed the strategy for collating information and feedback – at the
beginning of the project they were originally intended to be channelled through
various questionnaires and feedback lists and we originally planned to rely primarily
on experts and vocational schools managers.
But the new decision was to “go into the field” and speak to the instructors while the
programme was still in the process of making. So instead of sending a questionnaire
of elementary English for garment manufacturing, we went to the instructors and
asked them, instead sending only a photographer to make pictures of items for the
pictorial dictionary, we sent along a project specialist to explain, discuss, and ask for
advice among the instructors. At first we had to deal with the instructors being shy in
front of mostly university people but when we explained what we do and that we want
to produce something that would be of use for them and we can’t do a good job
without their advice, they started to co-operate. At times we had to swallow an ironic
comment or two, like the one from a tailor instructor (even though it was made with a
smile) “How does it feel to do something you do not understand at all?” (after we
admitted we didn’t know there were at least ten different types of needles) or a similar
one from an engineering instructor after we asked him to help us to take a picture of a
pinion gear: “Yes, they are over there. Go and get one if you think you know what
they look like.” (which we didn’t know, of course).
But despite these initial barriers we have so far managed to overcome the shyness on
the side of the instructors and created working co-operation with them. This seems to

be paying off not only during the realization of the project but also in the fields of
dissemination and (partially) valorisation since the instructors inform their colleagues
of the “funny university folk who are trying to teach them English” and we get
request about the programme from schools we haven’t contacted ourselves. And
quite recently when a group of “our” instructors returned from working abroad they
told us they have used some of the words they learned while working with us on
preparing the multimedia programme.
We believe there isn’t much more we could ask at this stage of the project and we
hope that the field work will bring some more results when the project is finished and
introduced to the vocational training schools.
And what we’ve learned from this experience?
First – don’t be too optimistic while you are talking to the managers. They don’t
always have most realistic information, especially when it comes to people’s
motivation and cooperation.
Second – Even pessimistic data needn’t be destructive if you start looking for “why?”
behind “what”
Third – work with people, not with facts on paper. It takes longer but pays off better.
As one of our colleagues once jokingly said: “Look you target group right in the eye.”

Contact Details:

Contact Person: Libor Práger
Organisation: KAA, FF Palacký University, Czech Republic
Address: Křížkovského 10, 772 00 Olomouc

Project Name: International Logistics through language modules, INTERLOG2
Country: Please indicate which country the project is based in Czech Republic
Project Contractor: Full name of the promoting organisation
Vyšší odborná škola a Střední odborná škola Gustava Habrmana, Česká Třebová
Description of the Project: Please give a short description of the project and its main
outcomes. This should be around 5 lines and should indicate the main results.
Development of English language teaching modules on railways, road, air, sea,
dangerous goods and inland waterways transport logistics, production and reverse
logistics, e-commerce, packaging technology, quality control and insurance in
transport. Modules published on CD-ROM and web pages for teaching and learning
purposes. Development of professional multilingual dictionary and lexicon on
logistics, published on CD-ROM.

Good Practice Area: (please select one)
C. Dissemination and Exploitation
Level of activity: National
Description of Good Practice What dissemination activities were carried out?
Dissemination on conferences of LdV in Prague and Bratislava, articles in

professional periodics like “Logistics”, “Czech Association of Forwarding and
Logistics Review“,“Chamber of Commerce Review“,“Education“. Aims and results
of the project were discussed on meetings of professional schools offering education
on logistics, transport and forwarding Propagation leaflet was published in Czech and
English languages.
What level were these activities at – organisational, sectoral, regional, national,
All mentioned activities were both on national and international level. Other partners
have made dissemination on their own way in their national environment.

Why were these successful?
It was sent more than 25 pieces of CDs with modules to various firms and individuals
interested in results in the Czech Republic on the bases of dissemination activities.
Moreover CDs were sent to the University in Ukraine as the result of information
given on the web pages. This process is going on and on international level in the
partners countries, too.

How did the project reach its target audience?
Students – through informed and in the project involved teachers
Professional sphere – through information on conferences and in professional

What exploitation activities were carried out, and how did they increase take-up of the
Students – in higher professional education CDs are used both for contact hours
education of English language and individual study activities. This is supported by
internet and intranet education as the modules are placed on the project web pages.
Language education is supported by dictionary and lexicon of relevant professional
terms in order to understand well the modules contents and learn new words and
Professional sphere – companies are using the modules for upgrading professional
English language knowledge of their employees. Moreover it happens very often CDs
with modules are used for education of the facts contained in it, it is logistics of
specific activities.

Why were exploitation activities successful?
This is still on going process as the official end date of the project was 30 th April
2004. But it is visible increase of professional English language knowledge of
Logistics students which was indicated during the exam period at school. We have
also positive feedback from professional sphere.

How were the target groups for the project involved?
Target groups were involved during the project life cycle in order to give relevant
information about the contents and structure of the final products. The first versions of
CDs were also tested on selected groups of students.

Are project outcomes transferable? If, yes how did you transfer the results?
This is also on going process and we are working with some other schools with

similar educational programmes on possibilities to use modules and dictionary in their
education process. CDs are also part of Annual Report of the school, which is sent to
school authorities and is publicly accessible.

Are there plans for sustaining the project results after the end of the project?
This is what we do now. First of all results are actively used in participated
institutions. We are supporting project web pages with modules published there and
with contact information to all partners. It is very possible the partnership (or at least
part of it) will join in the future to launch some other project, partly using results of
the former one.

What problems or difficulties were encountered? How were these overcome?
Problems were indicated mainly in the field of communication among the partners, as
many people and organisation were involved in covering all activities. But there are
no problems, at least really big ones, connected with dissemination and exploitation

Who are your potential customers?
Educational institutions, professional sphere
Please, mention some organisations (name and contact) that already use the results
of the project in our country, but also in other countries.
Interway Insurance Brokers, s.r.o, Czech Republic, Box 73, Pod Záhorskem 1, 301 66
Plzeň: for their clients
Svaz spedice a logistiky, Praha,
Prof. E.F.Riccio, Ukraine Academy of Foreign Trade, Kiev,

Contact Details:

Contact Person: Milan Kment
Organisation: VOŠ a SOŠ Gustava Habrmana
Address: Habrmanova 1540, 560 02 Česká Třebová, Czech Republic
Project Name: Modular Courses on Modern Sensors
Country: Czech Republic
Project Contractor: Czech Technical University in Prague
Description of the Project:
The aim of the project was to create a set of University-level textbooks on sensors in
English (so called Master modules). The individual partners then developed
Educational modules in their national languages and in the level of detail according to
their specific needs (from requalification of unemployed to training of workers to
technical university students). A website and a CDROM was also developed.

Good Practice Area: (please select one)
(A.) Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: International
Description of Good Practice (max. 2 pages): Besides the partnership itself, the
final products (Master modules and Educational modules) on CDROM and partly in
printed form were distributed to selected individuals and organizations in the field of
education (mostly university lecturers throughout Europe). Informal individual
contacts were of great help in this effort.
The project website provides access to selected chapters as an “advertisement” of the
The dissemination was carried out at the sector and international levels. Individual
partners used the developed materials for tailored training of their employees (e.g.
Skoda Auto) or for their commercial partners (e.g. VIA, M2A). Other partners (e.g.
CTU, ZSE, DCU) used the materials for education of their students.
The promoting organization (CTU) also organized a summer school on modern
sensors for secondary school teachers, which received a positive response.

The great majority of students as well as teachers and lecturers provided with the
materials expressed their contentment and believed that it improved their knowledge
and facilitated the educational tasks.

After the project end, the project website remains active and interested parties are
provided wit a copy of selected materials. The developed products are onwards used
by the partnership members for education of their students.

The potential customers interested in the products are educational organizations in the
field of electronics and process engineering.

In the beginning of the project, some of the partners have experienced difficulties in
finding the qualified authors of modules. Thanks to the international cooperation in
the project, relevant experts have been found and contacted.
Contact Details:

Contact Person: Antonin Platil
Organisation: Czech Technical University in Prague
Address: Technicka 2, 166 27 Prague, The Czech Republic
Project Name: EUROCARE – Improving the Lifelong Training of the Social Care
Staff in Europe
Country: Austria, Bulgaria, Czech Republic, Germany, Italy, Spain
Project Contractor: VUSTE ENVIS, spol. s r.o., Prague, Czech Republic
Description of the Project:

The objective of the project is to improve the lifelong training of the staff working in
various types of social care. In the framework of the project there were compared
training needs and level of present training in the social care sector level. An
innovative training module was developed and tested in pilot training courses,
organised for social care staff in project partner countries: Austria, Bulgaria, Czech
Republic, Germany, Italy and Spain.

Good Practice Area: (please select one)
B. Exploitation

Level of activity: National
Description of Good Practice:
Training module developed as the result of the project was tested in the pilot training
course, organised in Prague on 16. – 27.6.2003. The participants – the social care staff
– were very satisfied with the course. From the results of the pilot course we
identified the need of the preparation a more specific course to meet the request for
the qualification of social care workers oriented on direct service care and basic
educational care. Based on this good experience VUSTE ENVIS, spol. s r.o.
prepared this training programme and submitted it to the Ministry of Education,
Youth and Sports of the Czech Republic for the accreditation. The application for the
accreditation has been approved under Ref. No. 23341/2004-20/383. VUSTE ENVIS,
spol. s r.o. in the cooperation with the Employment Office of the Capital of Prague,
Dept.of Counselling and Mediation prepares the realisation of the training course for
the autumn 2004.
According to the interest of job applicants (unemployed persons)and of the
Employment Office of the Capital of Prague and following progressing needs on
replacement of young men practising their civil military service by professional social
care personal assistants we plan to realize these courses also in future, too. But the
details of this multiple realisation were not specified by now.

Contact Details:

Contact Person:     Ing. Pavel Čihák
Organisation:       VUSTE ENVIS, spol. s r.o.
Address:            Velflíkova 10, 160 41 Praha 6, Czech Republic

Project Name: Guide to the World of Occupation
Country: Czech Republic
Project Contractor: DHV CR, spol. s r.o.
Description of the Project: The aim of this three-year pilot project is to develop a
new advanced version of the multimedia computer database, provide its international
source database in English, and 9 national internet applications, and make them
available to national labour market services in the partner countries. The GWO
program is designed for users who need assistance in their occupational choices and

in seeking employment. It offers support in all phases of career guidance: from self
awareness, awareness of labour market opportunities, career decision making, to
implementing decisions and getting appropriate employment.

Good Practice Area:
A. Dissemination
Level of activity: National
Description of Good Practice (max. 2 pages):
Following description contains experience only for the Czech republic. The Czech
partners have brought up the idea of GWO which has passed several year
development in three separate projects. The first one was only a tool for Czech labour
offices, the second one gained the international dimension in Leonardo da Vinci
programme and was developed and disseminated on CD in three countries. The last
one has been realised also in the Leonardo da Vinci framework and its goal was to
develop a new advanced version of the multimedia computer database based on the
internet. Experience with dissemination and exploitation is thus based on longer
period and especially on the second project while the last one has not been finished
To disseminate project outcomes (and especial web based tool) long time ahead is not
really worth to. People are attacked by so many advertisements so they must have
possibility to immediately check what they were informed about otherwise they forget
the information. Another problematic issue can be if they would get to not finalised
product. Especially in our case of web based tool where most of the functions would
not work could draw them back from any later usage. So timing of marketing start is
crucial. Certain problems arise with length of the project. Most of the project time is
dedicated to product development and to find sufficient time for effective
dissemination is not easy. This can be a problem especially in a case when marketing
specific target group (like students) is tight to certain part of the year. Another issue
which must be carefully considered are costs, effectiveness and efficiency of concrete
dissemination mediums.
Considering previous problematic tasks we had to find out how to get over them. We
had to answer typical questions.
Who we want our product address to? (Target groups)
Which subjects can be accepted as representatives of these target groups?
How can we address these subjects? (best approach, medium, time…)
How much would that cost?
In consequences to these questions we had determined three target groups.
students (identified representatives schools - employees responsible for students
career guidance, parents)
unemployed (identified representatives labour offices- Employees responsible for
career guidance)
people facing change of career (identified representatives individual users).

Each of the target group must be approached by different channels. The biggest
success we have achieved with the first group. Software CD`s of the second GWO
project were distributed by commercial company focused on selling of educational
and training materials and SW. For the reason that the CD was sold for low price, the
cost of distribution were covered and we know that 800 elementary schools (out of
2000 in the Czech republic) bought the CD. Beside the quality of our product two

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things were important for this success. First one is the price. They did not get it free
but for very reasonable price so they could not take it as granted but they had to
consider at least a little the utility. If they decided freely to get the product we can
assume then they will use it. The second one is the channel. We have used services of
commercial company which serves about 7000 educational organisations (mostly
schools) all over the Czech Republic. Using well established company we were able
to easily reached most of the relevant organisations very efficiently.
For web based GWO we plan to focus also on parents. Year book of all secondary
schools and universities offering possibilities of education for certain year is an
excellent place for advertisement directed to parents searching for career opportunities
for their children.

To reach all labour offices in the Czech republic is not difficult as they are about 80.
Using direct mail to responsible employees, advertising product on special meetings
or internal journals is typical channel of dissemination. What we miss with this target
groups is a feedback. If they use it, how they use it what problems they face. There is
not any commercial link between us and them so only additional research would bring
information from practice.

The most difficult target group to reach are ordinary individual users. As the previous
target groups can be somehow directed to advertise individual users would need broad
extensive marketing campaign. For such activity we have no space and budget in the

To keep the project product alive even when the project finishes should be the main
goal for project developers as well as for national agencies. The project developers
can look after their products only if they find sources for later financing and this is
really hot issue for many of them. Certain commercialisation of the product is
definitely good way how the product can be financed later on, it can even bring
sources for further development of the product. But using certain commercialisation
does not mean to allow to sell something after the end of project but it means
systematic work which must start even during the project.

Contact Details:

Contact Person: Simon Budsky
Organisation: EuroProfis
Address: Vinohradska 93, Praha 2

Project Name: SPIDERWEB – Support Program in Development Represented on the
Country: Iceland
Project Contractor: Reykjavik University,

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Description of the Project:
The SPIDERWEB project provides multiple approach to the problem of dropouts
(early school leavers) that is based in theory, research and practice. SPIDERWEB is a
holistic approach in identifying the dropout population, analyse their individual needs
and conduct a support and prevention program. The products are a screening
technique that is used to detect students who are at risk of dropping out of school,
called Screening device (to screen those students at risk of dropping out), an analysis
system, and thirdly a support programme for learners entitled WATCH. The main
beneficiaries are guidance counsellors (users of the tools) but the end beneficiaries is
the large group of students (young and older who are trying to re-enter the school
system) who are at risk of dropping out of school.

The products can be used at all school levels as well as employment centres,
continuing educational centres, etc. Educational counsellors can use the SPIDERWEB
methods and techniques to work both individually and with groups for those who
need support.

Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectoral/ Regional/National/International (please
select one):
This is not a sectorial product (not for one sector) – can be used by guidance
counsellors within school systems or continuing educational centres on
regional and national levels – high possibility of transferability to new countries
(products tested in 3 countries)
Description of Good Practice:
The need for a screening technique and a support system for students at risk of
dropping out has been apparent in many European countries for many years. The
developments that initiated this project were, however, continuous high dropout rates
and lack of tools available for guidance and counsellors to assist this group. Thus, the
need to develop the skills of vocational guidance and counsellors to improve the
overall system provides the main underlying hypothesis of the project. However, it
will have a significant impact on the ultimate beneficiaries, i.e. potential dropouts.

This project has to date shown very good practice in disseminating and exploiting its
results. Prior to the onset, parts of the products were tested within the upper
Secondary Schools in Iceland. The products are now being used by guidance
counsellors in over half of the Upper Secondary Schools in Iceland.

Following the development of other products through the Leonardo grant, they were
tested both on the Upper Secondary and University level in Iceland, Slovakia and
Ireland. The products were adjusted to the situation in each country. Preliminary
testing results show great success and give an indication that the results can be
transferable to other target groups, such as long-distance students, adult learners or
adult job seekers/returnees seeking training/retraining in order to enter the labour
market.. The testing results also indicate that with minor adjustment for different

                                          - 12 -
systems the system could be used by any school system in any European country thus
indicating a great potential of transferability and trans-European impact.

The product has a long-term shelf life quality and has already proven successful.
The project promoter has already teamed up with a Norwegian promoter to a follow-
up Leonardo project on dropouts. The project in question has been accepted for a
Leonardo grant for a 3 year period. The aim of the follow-up project, PPS,
ISL/04/B/PP- 164994, is to develop the products into a more a more individually-
based method for new target groups, such as long-distance learners (dropout rates are
very high) and adult learners (people who are re-entering the school system or want to
take part in lifelong learning), and to create a database to record students at risk of
dropping out. This project directly builds on the results of the Spiderweb project.

The project has also been selected a ´best practice´ project by an individual contractor
hired by the Commission to review Leonardo projects under Thematic Monitoring
Theme 1. The evaluator states in his review that this project could act as a hub for
other dropout projects.

The products have also been presented at several national conferences and at regional
and national meetings for guidance counsellors. The promoter has also presented the
project at international conferences and a thematic monitoring seminar under Theme 1
in Oslo in June 2003.

The products being developed by this project will be available on the project website,

Contact Details:

Contact Person: Mrs. Bjorg Birgisdottir
Organisation: Reykjavik University
Address: Ofanleiti 2, 104 Reykjavik, Iceland


Project Name: Individualised Training Instruments to Promote the Integration of
Learning in Working Processes in SMEs
Country: The project is based in Portugal, with Partners in Germany, Hungary and
Project Contractor: Instituto de Emprego e Formação Profissional (Institute for the
Employment and Vocational Training)
Description of the Project: To produce a set of tools to allow the integration of
Learning in the daily work of SMEs, by their own means or with the help of
consultants, after a diagnosis of the situation of those companies in each Partner
country. The set of tools was produced with versions in English – the language of the
project – and Portuguese, German and Hungarian. These results are available in the
web. However they were produced in CD-rom and in paper brochures also.

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Good Practice Area:
The project had two main parts; firstly, the diagnosis of the situation of the SMEs in
the four countries involved and secondly, the production and application of the tools.
After that application the tools were disseminated by the Partners in their traditional
consultant networks.
Level of activity:
The Project was ran at an International level. Studies of the current practices of the
SMEs target, concerning Learning at Work, were developed in the four countries,
supported by the ISOB, one of the Partners. Tools were produce under its support and
control, as well as the Final Evaluation Report.
Description of Good Practice (max. 2 pages):
The dissemination of the Project was done by Brochures, Newsletters, website,
meetings with trainers network (including the one of the Promoter – IEFP and the
ones from Training Centres) and workshops. There was a final Conference in
Budapest in June of 2003.

The Project was successful because the Partners had strong bonds to the SMEs,
sometimes with consultancy work already done, and the Products includes a short
version very easy to handle with. The Project reach the target by the Trainers network.
The target group were invited to apply the tools, during the field test – in most cases
supported by consultants – creating interest for the tools, and also for the results.
Some of the Hungarian and Portuguese Organizations, National Partners and SMEs
were invited to the Final Conference, after the application in the field test, during the
phase of dissemination.

The target groups for the project were involved since the very beginning by the
Trainers of the Partners to apply the tools during the field test and spread the results
later on.

The project outcomes are transferable and they were spread between the Partners and
to the Companies. Mainly the medium sized companies were able to apply this tools
in the future, opposite to Micro and Small firms, that need support from consultants.
However, the transferability to other organizations and countries should demand a
new Project on dissemination, but the Promoter had no availability to start this new

The main problems or difficulties were encountered were the coordination of the
production of the three main texts to the central tool of the Project. They were
produced at the same time in different countries with different cultures by different
Partners and consultants focused differently in the problems of SMEs.
The second main problem was the application in the field test in witch the Partners
who have not developed the modules felt more difficulties. The important role in this
phase was from ISOB Partner and its responsible.

The potential customers were the SMEs, mainly if they have H.R. enough o apply
these tools. The Micro enterprises should always be helped by a consultant to use the

                                           - 14 -
 Some organisations that already use the results of the project in our country, not
only in Portugal. However, the best use possible is from CINFU. CINFU, in the
North of Portugal, a vocational training centre to the metals foundry has been
developing courses on the L & W methodology, targeting recent graduates, placing
them in small companies after the competencies are transferred, and providing and
managing the needed courses to those companies, according to the results of the
diagnosis done.

The address of the CINFU is
CINFU Centro de Formação Profissional da Indústria de Fundição, Rua Delfim
Ferreira, 800, 4100-199, Porto Portugal.
In Germany the BFZ, Bildungsforschung, Obere Strasse 8, 90420, Nuremberg.

Contact Details:

Contact Person: Francisco Vasconcelos
Organisation: Instituto do Emprego e Formação Profissional
Address: Rua de Xabregas, 52, 1949-003 Lisbon, Portugal

Project Name: MUSAS Project – Children and Young People Victims of Crime
Country: Portugal
Project Contractor: Associação Portuguesa de Apoio à Vítima
Description of the Project:

The MUSAS project resulted in template training modules for victim support workers
assisting children and young people victims of crime and other shocking events, as
well as advanced training modules on school context and on road traffic crashes. The
training modules were developed and piloted in six European countries: Portugal,
Belgium, The Netherlands, England, Scotland and France.
Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: European
Description of Good Practice (max. 2 pages):
The results were achieved by the involvement, cooperation and commitment of
national organisations members of the European Forum for Victim Services, allowing
the project team to focus of national / regional needs, without loosing track of pan-
European priorities, as standardisation of policies and practices, as well as of training
approaches. The team’s commitment was the stepping stone to overcome difficulties
which arose during the project’s lifespan, namely in sticking to the timeframe, and to
think in medium or long-term scale: what will we do next in order to improve/ensure
the quality of victim support services to children and young people victims of crime.

                                          - 15 -
The main base for dissemination of results was the European Forum itself, as it was
the first investment in terms of needs assessment, the reason for this being that
members of the Forum, not only decision-makers, but mainly service-deliverers of
victim support services across Europe were identified as potential end-users of the
results. The development of final products was successful due a pro-active approach,
involving victim support services, as well other statutory and non-governmental
bodies or services which came in contact with children and young people victims of
crime. This was the only way in which the products could be developed: multi-
disciplinary and multi-cultural in approach. The main success of the Project was the
development of a European template in which the best policies and practices of the
partners are reflected – this is the base for the multiplying effect of the MUSAS
project: each organisation or country can pick and choose the length and content
which better suits the needs of their workers. In this way, we focused on the common
issues shared by all the participating countries, while not neglected our main
differences in legislation, philosophy and service delivery.

The team’s management tried to foment the equal participation of partners, even
though some had expenses covered by the Project’s budget and others did not (as they
became involved in the project in a later stage). All partners had equal say and shared
responsibility in achieve the set goals and results.

One of the best days we had as a team was when the European Forum for Victim
Services acknowledged the added value of the project by adopting a resolution in
May 2004 according to which “It is the policy of the EFVS that every victim support
worker who is likely to come in contact with children who are victims of crime,
including those who are members of families who have become victims of crime,
should receive, as part of their basic training , sufficient information to raise their
awareness and understanding of special issues affecting child victims and their special
needs. It is also the policy of the EFVS that victim support workers who become
involved in the direct support of young children must first receive more specialist
training”. Nevertheless, this was not perceived as the end of our task, but as a new
step forward in accomplishing our dream and mission: improving services for
children and young people victims of crime across Europe. The project’s team has
now started contacts with other member organisations of the European Forum for
Victim Services in order to offer our assistance in developing and improving the
quality of service delivery for this particularly vulnerable group: children and young
people who have become victims of crime.

Contact Details:

Contact Person: Faye Farr – International Liaison Officer
Organisation: Associação Portuguesa de Apoio à Vítima
Address: Rua do Comércio, nr. 56 – 5 1100-150 Lisboa
Email:       Tel +351.21.885.40.93


                                         - 16 -
Project Name: Self-assessment, analysis and anticipation of training needs in the
leather industry
Country: Portugal (PT)
Project Contractor: CTIC – Centro Tecnológico das Indústrias do Couro
Website: not available
Description of the Project:
This projects aims for the development of a methodology for self-assessment, analysis
and anticipation of training needs on the leather Industry.
That methodology was translated into a Self-Training Kit that will focus on three of
the groups that have a high impact on the competitiveness of the leather industry
worldwide: Foremen; Salesman; Raw Material Selection Personnel.
The Self-Training Kits have the following structure:

Self-training manual both in paper and multimedia versions
Training needs auto-assessment questionnaire in multimedia version
Final training evaluation questionnaire in multimedia version
User’s guide both in paper and multimedia version
CD-ROM containing the multimedia versions of the toolbox contents

The Self-Training Kit is available in 5 different languages: English, Portuguese,
German, Greek and Polish.

Good Practice Area: (please select one)
A. Dissemination X
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Sectorial
Description of Good Practice (max. 2 pages):
The key feature of the dissemination activities on this project was that they were
carried out during the whole project duration.
The dissemination included the arrangement of seminars, the publication of articles in
the partners’ bulletins, newsletters and WebPages which were conducted along with
the execution of the project.
The project also included an intermediate dissemination activity which consisted in an
evaluation of a draft version of the Self-Training Kits (STK’s) simulating their real
use in tanneries. This evaluation enabled an improvement of the final version of the
When the final version of the STK’s was produced, they were, finally, distributed to
the Leather Industry in Portugal, Germany, United Kingdom, Poland and Greece.
The success of the dissemination activities was due to the involvement of the
tanneries in the process, enabling the participation of the end-users (target groups) in
the evaluation of the draft version of STK’s. The end-users were involved in a phase
when the final version of the STK wasn’t yet available, which enabled a first contact
with the STK and a familiarisation with its contents.
Regarding the exploitation activities they are, at the moment, being planned by
projects’ partnership.

                                         - 17 -
The project partnership is also working on a new project to submit to the Leonardo
Programme which will transfer the project results to three additional languages
(Italian, Spanish and Romanian) and to an additional professional profile (target
group) within the Leather Industry.

The project results are being used by tanneries in Portugal, Germany, United
Kingdom, Poland and Greece.

A few examples…
In Portugal:
Couro Azul, SA
Apartado 70
Ponte do Peral
2384-909 Alcanena
Phone: +351 249 88 90 50
Fax: +351 249 88 90 69
Contact person: Mr. Fernando Pedro de Carvalho

Marsipel, SA
Apartado 10
Av. Joaquim Pereira Henriques, 6
2380-181 Alcanena
Phone: +351 249 89 14 37
Fax: +351 249 88 15 05
Contact person: Mário João Marques

Curtumes Boaventura, Lda
Apartado 27
Ponte da Pedra
2384-909 Alcanena
Phone: +351 249 88 73 80
Fax: +351 249 88 73 89
Contact person: Mr. José Moreira

In the United Kingdom:
Pittards plc

Charles F Stead & Co Ltd.

Contact Details:

Contact Person: Gonçalo Santos
Organisation: CTIC – Centro Tecnológico das Indústrias do Couro
Address: P.O. Box 158, São Pedro, 2384-909 Alcanena

                                        - 18 -

Project Name: FoodMAC - Multi-Actor Cooperation network in the Agrofood sector
Country: Portuguese promoter but European scope
Project Contractor: AESBUC – Associação para a Escola Superior de
Biotecnologia da Universidade Católica
Description of the Project:.
The FoodMAC Project is a Thematic Network specially targeted to Small and
Medium Enterprises (SMEs) in the agro-food sector including up- and down-stream
actors. Six key topics were originally identified within the scope of the project:
Hygiene and Food Safety, Information and Communication Technology
(ICT), Innovation, Consumer Needs and Preferences, Foresight/Anticipation Tools
and Training Needs. These topics were approached and analysed in each of the
participating countries, an important amount of information being gathered and
deposited in a data-base. This data-base can now be used to provide SME’s with
relevant information, offering a real pan European network of resources, expertise
and problem solving and encouraging a sustainable multi-actor environmental
approach. Based on this information and from the state of the art, as perceived by the
experts involved in the project, a swot analysis was made for each of the themes,
followed by the proposal of recommendations about possible routes in order to
answer the most important requirements identified.

Good Practice Area: (please select one)
A. Dissemination x
B. Exploitation
C. Dissemination and Exploitation
Level of activity: International
Description of Good Practice (max. 2 pages):
The complementary transnational partnership (11 organisations from 11 countries) in
terms of targets, expertise, side-networks, innovation and resource capitalisation and
optimisation contributed for the wide dissemination of the project.
Main dissemination activities carried out:
- Edition of initial information leaflets with a description of the project (objectives,
mission, partnership, outcomes), used by partners in the contacts with the actors of
the food chain.
- Workshops with external actors (invited relay partners and food companies) by the
time of each partnership transnational meeting.
- Realisation of video, web and phone conferences, as part of the agenda of the
partnership transnational meetings, with relay partners and food companies.
- The food-MAC web site for the public visibility and public usage. One of the main
ways to have access to collected information and to get profit from the food-MAC
network will be through this internet site.
- Participation on food International events (fairs, conferences, workshops). Ex:
Anuga FoodTec (April 8 - 11, 2003) International Food Technology Fair, Köln,
Germany, as a dissemination event improving visibility of the food-MAC Thematic

                                          - 19 -
Network directly to final target groups and also to promote the Leonardo da Vinci
Programme in the industrial and professional sector.
- Organisation of a public Food-MAC conference in Brussels
- Edition of dissemination brochures and posters
- Other actions (participation in several national events, articles in sectorial
- Dissemination activities are going on after the end of the project
Along the time course of the project, discussions have been carried out in order to
identify which business model should be implemented for the food-MAC Network,
so that, running costs, updating/upgrading of food-MAC databank, promoting
activities, construction of new projects, etc will be guaranteed after the end of the
project. It has been decided that the set up a non-profit international association (e.g.
AISBL food-MAC Network – Association Internationale Sans But Lucratif under the
Belgian law) would be the most appropriate structure to develop the food-MAC
network experiences.

Contact Details:

Contact Person: José António Couto
Organisation: AESBUC – Associação para a Escola Superior de Biotecnologia da
Universidade Católica
Address: R. Dr. António Bernardino de Almeida, 4200-072 PORTO

Project Name: ESPESIT-English for Specific Purposes Environmental Studies and
Information Technology
Country: Slovakia
Project Contractor: Technical University of Košice, Slovak Republic
Description of the Project:
The goal of the project was to promote lifelong learning through the development ant
testing specific English language courses in two subject-matter areas: Environmental
Sciences and Information Technology. The ODL language training methodology was
developed in collaboration with the partner organizations prior to preparing the
teaching materials. The produced course materials (handbooks, CD-ROMs and
audiocassettes) were tested during 2-week- summer school as well as during 3-month
ODL courses on participants belonging to respective target groups. Feedback from
participants was used for quality evaluation. Dissemination of the project’s results
was carried out via various channels. The course participants disseminated
information in their own working environment, inspection copies were provided to
school teachers, products were exhibited at fairs, conferences, seminars etc. The
project results and products obtained permission for commercialisation. After the end
of the project both language courses developed obtained accreditation by the Slovak
Ministry of education. They have been included into regular teaching programs at TU
Košice in the newly prepared MSc studies. Moreover, the courses are offered to adults

                                          - 20 -
by the Institute of life-long learning at TU Košice.
 Please give a short description of the project and its main outcomes. This should be
around 5 lines and should indicate the main results.
Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)
Description of Good Practice (max. 2 pages):
The aim of the ESPESIT project was to develop and test the distant language course
in the field of the environment. All the partners were actively involved into the
development of a common dissemination strategy from the very beginning. The
project coordinator focused on quality and aesthetics of all developed materials, as
At the beginning of the project realisation, we created the website that provided the
information on specific courses prepared within the project. The website includes the
interactive placement test of English. The placement test is used for testing of
students´ language skills and competences at Technical University even nowadays.
There were two press conferences on the project (in Prešov and Košice) and several
press releases in regional media. The Slovak Chamber of Commerce and Industry in
Prešov, as one of the partners, informed its members, directors of its regional offices
and many other partners on the courses. Other project partners informed their partners
and professional public on the project, its results as well as developed courses.
The project was promoted at international level, too: an international seminar focused
on language courses supported by Leonardo da Vinci programme in Vienna; an
exhibition “Training 2000” in Brussels; the Annual Leonardo da Vinci Conference in
Warsaw; an international environmental conference “Quo Vadis Hydrometallurgy”; a
conference “ICSS 2000” in Osaka, Japan and the Annual Conference of Teachers of
English for Foreigners TESOL in Scotland.
The participants of language courses informed on the project and its results, too. They
passed the information mainly to their colleges, friends and experts in the field of
environment. Language student books were distributed to all university libraries in
Slovakia. In France and Brussels there are established libraries of final products of
Leonardo da Vinci projects. The student books ESPESIT are part of the libraries
funds, too. Professional organisations and environmental centres were provided with
the books, too.
The developed language courses are carried out by Academia Istropolitana Nova in
Svaty Jur, Technical University in Krakow, Ecological College in Bydgosc, Bussiness
College in Novy Soncz, Ecological Institute in Bydgosc, Secondary Vocational
School in Levice and Technical University in Košice, as well.
The language course for specific purposes has the accreditation of the Ministry of
Education of the Slovak Republic.
The European Commission has awarded a permission to distribute project results and
outcomes on commercial base..

                                         - 21 -
Contact Details:

Contact Person: Ľudmila Komorová
Organisation:Technical University of Košice
Address: Letná 9, 04200 Košice


Project Name: Please give the full project name Satellite Multimedia and Rapid
Transfer of Education
Country: Please indicate which country the project is based in
Slovakia, Belgium, Italy, Greece
Project Contractor: Full name of the promoting organisation
MAINDATA, spol. s r.o.
Description of the Project:
1) SMART EDU Methodology in 3 languages
       a) English      135 A4 pages
       b) German       148 A4 pages
       c) Italian      138 A4 pages
       a) Remote Studio
                - Remote Studio Server
                - PC Screen Server
       b) Learning Management System
       c) SMART EDU Broadcast Centre
       d) Trainee Site
                - SMART EDU Receiver
                - SMART EDU Client
3) SMART EDU Manuals
       a) Remote Studio
       b) SMART EDU Client
       c) PC Screen

Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)
Description of Good Practice (max. 2 pages):
What dissemination activities were carried out?
Several conferences, seminars, workshops etc. in Eurore and outside Europe.
What level were these activities at – organisational, sectorial, regional, national,

                                          - 22 -
National and International.
Why were these successful?
Because SMART EDU platform provides new features and presents complex solution
covering eLearning platform and Communication link in one.
How did the project reach its target audience?
Partners have selected appropriate potential companies who can benefit from the
SMART EDU platform. These companies has been included into the list of
disseminating CDs and trial SW.
Also WEB site allows public access to structured information.
What exploitation activities were carried out, and how did they increase take-up of
the results?
Personal discussions
Why were exploitation activities successful?
We do not consider activities yet fully successful. Our goal is to launch SMART EDU
services and start provide services for corporations and government. Once we launch
this service we will consider our exploitation activities successful.
How were the target groups for the project involved?
Professional educational organisations have been involved in customer needs
specifications, reviewing platform, testing etc. so we used terminology familiar to
users as well as integrated features required by potential users not by a technological
company itself.
Are project outcomes transferable? If, yes how did you transfer the results?
SMART EDU platform developed few technological elements which are transferable
to different usages.
Are there plans for sustaining the project results after the end of the project?
Yes SMART EDU project is envisaged as just start up of our distance educational
services provisioning.
What problems or difficulties were encountered? How were these overcome?
Transnational network of SMART EDU partners contributed by sharing different
expertise and experience in life long learning.
For example in a SMART EDU project we have used outcomes of another relevant
IST project of COREP (see annex in methodology).
Partners informed each other about different events like conferences, exhibitions
potential customers etc.
Example of unexpected contribution was contacting project coordinator by
prospective user Institution of tropical diseases treatment who considers use SMART
EDU technology for training doctors in Africa. It is said to be 3rd largest institution of
its kind in the worlds.
Another unexpected contribution was pointing out to the problems to install satellite
antennas in some countries in Scandinavia and also higher than expected use of
Macintosh in some countries.
Good contribution of transnational network was sharing knowledge about new
standards for example metatags. One of the partners (COREP) offered us an own
developed JAVA metatag generator called “3DE Metadata Tool”.

Interesting was also to find out and think about potential problems with integrating
SMART EDU LMS into existing infrastructure of potential users, who already
operate some kind of e-learning.

                                          - 23 -
Practically interesting was to also observer technical restrictions at some institutions
like security issues implemented at firewall, for example inability to use just port 80
for internet browsing, or problems with enabling multicast protocol inside the
corporate LAN. Based on this observation we were faced to problems to find a
solution to overcome this situation by for example modifying chat for port 80.
Who are your potential customers?
Training teachers for improving ICT skills;
Creating teams of top specialists (e.g. medicine, auditors, accountants, lawyers…);
Virtual Programming University (e.g. JAVA University);
Sales agent trainings (e.g. in Insurance Companies);
Retail chain trainings (e.g. electronic equipment suppliers: cameras, printers, faxes
Medicine (theoretical + live sessions from hospitals, from surgery rooms, etc., for all
specializations such as Pediatry, Hearth, Tropical diseases, Neurosurgery, Genetics,
Cancer, etc.);
Technical trainings (e.g. Telecommunication: ADSL, Satellite communication;
Cryptology; OS administration: Windows, Unix, etc.; Databases);
SW customer support trainings (e.g. for banks introducing new SW);
Financial products trainings;
Technologies (Installation of civil and industrial plants; Car services: repair from car
manufacturer; Electrical; Hydrosanitarians; Antitheft and alarms; Environmental
protection in industries; Fire prevention…);
Business & Management trainings (e.g. MBA; ISO trainings and other standards
trainings, like DVB; Assertivity; Sales and marketing psychology; Organization of
human resources: selection, assessment, etc.);
e-Government (e.g. Ministries of Construction, Interior, Environment, Education,
Tax offices, Defence & army, Custom at borderlines…);
Agriculture (e.g. Weather forecast, pesticide usage, etc.);
Tourism (e.g. Hotel chains staff trainings);
Professional Associations (Auditors, Notaries, Accountants, etc.);
Chamber of Commerce;
Non-profit organizations;
International networks;
Development/Aid Organisations (UNDP, UNESCO etc.);
Unemployment offices (e.g. Requalification courses).
Please, mention some organisations (name and contact) that already use the results of
the project in our country, but also in other countries.
There are undergoing discussions to launch service in Europe, North and Latin
America. Before the up-links are operational we cannot serve customers.

Contact Details:

Contact Person: Dusan Statelov
Organisation: MAINDATA
Address:Senicka 23, 811 04 Bratislava


                                          - 24 -
Project Name: Quality Standards for Adult Guidance in Education (QUALITY)
Country: Slovakia – co-ordinatorUK, Ireland, Estonia, Iceland
Project Contractor: PRO-Orava, Slovakia
Description of the Project: The goal of this project was to meet increasing demand
for quality improvement of adult guidance services in the field of education and
carrier counselling. The specific objectives were :
- to develop/adopt quality standards for adult guidance in education,
- to develop training materials for using of the developed quality standards and train
quality managers for partner countries,
- to perform a pilot implementation of the developed quality standards in selected
guidance centres in Ireland, Slovakia, Iceland and Estonia
Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)

                                          - 25 -
Description of Good Practice (max. 2 pages):
Partners of project “Quality Standards for Adult Guidance in Education “ were trained
quality co-ordinators from Iceland, Ireland, Slovakia and Estonia. The goal of this
project was to meet increasing demand for quality improvement of adult guidance
services in the field of education and carrier counselling.
Non-profit regional development agency PRO-Orava since the first stage of
preparing project was in close cooperation with National Labour Office (NUP),
which is the major provider of adult guidance services in Slovakia. This cooperation
went on pilot testing and the project dissemination. Pilot implementations were
supported by quality co-ordinators of PRO-Orava and CE-Quality.
The second partner was Psychological Counselling Centre (CPPS) Bratislava,
which realized project results dissemination throughout Slovakia by the way of its
centres in all Slovak regions.
NUP was interested in the project; cooperation was prearranged after consultation
with Labour Office in Dolny Kubin and NUP Headquarters. Labour Office Dolny
Kubin was in-depth informed about produced standards.
Results of project on regional level were disseminated through Regional Labour
Offices Ilava and Dolny Kubin.
Another ways of dissemination were leaflets and mailing to training and guidance
organisation around the country and also to the members of the Slovak Associations
of business advisory centres. The representative of the National Resource Centre
attended final project meeting for Guidance where experience from the ISSEEQ
implementation was discussed.
Also articles in various bulletins were released, e.g. article in a brochure for
counsellors in Slovakia, which was distributed by CPPS (200 issues). The trans-
national dissemination was done also through the project website and e-mails.
Activities carried out at regional level were successful because of the fact they were
realized in combination of examined and implemented know-how in Great Britain
(quality measures defined in the Adult Guidance Training of Trainers Leonardo da
Vinci EU project, quality standards for guidance used in the UK and ISO 9000) with
needs of partners in pre-accession countries.
The implementation of the ISSEE Quality Guidelines in Adult Educational Guidance
Services facilitates the development of a quality adult guidance service and ensures
that all clients get the same high standard of guidance service. By improving the
quality of adult guidance provision in partner countries, adult clients should in turn be
more likely to avail of lifelong learning and employment opportunities, which are
presented as part of this guidance process. This should result in a decrease in
unemployment and facilitate the personal development of the adult clients
Target audience of project were managers and employees of organizations providing
services related to adult guidance in education and students; the project reached them
with increase of quality in counselling related to labour market problems.
EU collaboration resulted in the development of the ISSEE Quality Guidelines for
Adult Guidance, which has been mainstreamed through the Adult Educational
Guidance Initiative and form part of the AEGI handbook.
OTOr Organisations involved in the project provide one-to-one and group guidance
with a view to giving adult clients access to educational and labour market
opportunities. Therefore, improvements in the quality of the guidance service
provided to adults should result in improved employment opportunities for these adult
Particularly, the National Employment Services in Iceland plans to use ISSEEQ in
their guidance centres. PRO-Orava developed the ISSSEEQ Electronic Tool from the
                                           - 26 -
ISSEEQ, ISSEEQ Work and ISSEEQ Workbook.
Contact Details:

Contact Person: Pavol Jackulik
Organisation: PRO-Orava
Address: Hviezdoslavovo namestie 1681, 026 01 Dolny Kubin

Project Name: Please give the full project nameOnline Distance Learning module in
European Agrarian Law
Country: Please indicate which country the project is based in Slovakia
Project Contractor: Full name of the promoting organization Slovak Agricultural
Good Practice Area: (please select one)
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)
Description of Good Practice (max. 2 pages):
 In accordance with the project plan, the project promoter carried out testing of
modules. Students of Slovak Agricultural University choosing “Agrarian Law” as an
optional course formed a testing group.

Within the project two modules were tested: the initial module called “Introduction to
the European Agrarian Law Studies” and module 1 called “Phytosanitary

There was one study group of 17 students for the initial module and two study groups
of 12 and 19 students for the module 1. At the beginning all students were informed
on the on-line education and a developed complex communication system.

After the initial meeting all study groups were divided into two workgroups. The
communication between the first group and a lecturer was only on-line. The group
was supposed to study and learn problems of both modules.
There were three on-line meetings announced on-line, as well. The participants of the
group communicated with each other and their lecturer by means of “virtual study
room”. The precondition of such a communication was that all participants had to be
at their PC at the same time.

The second group used hard-copy books and materials issued within the project, for
their studying. The group did not have opportunity to use internet. The teaching and

                                         - 27 -
learning was performed in a standard way. The students of this group received also
CD with relevant themes. It was used for teaching and learning too.

After a testing period, students of both groups sat for exams. As the test results
showed, there were no significant differences in knowledge of the groups.

After tests evaluation the project promoter organised the conference on “On-line
Distance Learning in Agrarian Law”. Besides lectures on the Agrarian Law, two
students presented the way of teaching and learning in practice. Both students
attended the course of Agrarian Law within the project. They pointed out strong as
well as weak points of both forms of teaching and learning - online and the standard
form by hard-copy.
The discussion at the end of the conference allowed the exchange of experience, good
practice and opinions on the project and its results. The discussion findings pointed
out the advantages of on-line learning in the future.
At the end of the conference there was a proposal to update the content of particular
modules due to the new legislation changes in the field of Agrarian Law.
The project promoter suggested the development of marketing strategy for utilisation
of project results and preparing new project proposals that could ensure a further
sustainability of results and their transfer to other countries.

Contact Details:

Contact Person: Anna Bandlerová
Organisation: Slovak Agricultural University
Address: Tr, A. Hlinku 2, Nitra, Slovakia

Project Name: European Medical Imaging Technology Training
Country: UK
Project Contractor: King’s College London
Description of the Project:
The EMIT project is developing work-linked training in hospitals on Ultrasound and
Magnetic Resonance Imaging Technology. It will develop curricula, timetables and
ICT training materials for two training modules. The training materials will include a
Guide, e-Workbook and Image database and a Digital Dictionary. Young medical
physics graduates and other healthcare professionals will use the products. The
partnership includes organisations from Italy, Sweden and the UK, and the European
Federation of Organisations for Medical Physics.

Good Practice Area:
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation 
Level of activity: European (please select one)

                                          - 28 -
Description of Good Practice

The EMIT project has a very experienced partnership. The partners have worked
together in previous Leonardo projects, EMERALD and EMERALD II, in the field of
Medical Physics and Medical Engineering.

The organisations involved in the project are experts in their profession. The project is
also supported by many external experts in the field of Medical Physics. This has
helped the partnership to valorise the results of the project.

The results of the EMERALD projects have been successfully commercialised and
the partnership are planning for the commercialisation of the EMIT products. This
was an aim from the start of the project. The partners have signed an Intellectual
Property Rights (IPR) agreement based on co-ownership of the products. Profits made
after the project are used to update the products. The materials developed by the
projects are now used in over 65 countries worldwide.

The partnership organised a European conference as part of their dissemination
activities. The EMIT materials were disseminated to professionals from Europe and
across the world. Feedback from the conference was also used to improve the outputs
and extend part of the products to other medical professionals.

Contact Details:

Contact Person: Dr Slavik Tabakov
Organisation: King’s College London
Address: Department of Medical Engineering and Physics, Kings College London,
School of Medicine and Dentistry, London SE5 9RS


Project Name: Review of Foreign Languages and Cultural Training Needs
Country: UK
Project Contractor: Interact International
Description of the Project:
The REFLECT (Review of Foreign Languages and Cultural Training Needs) project
aimed to promote linguistic and cultural competence in individuals and international
SMEs in order to increase competitiveness and mobility. The project carried out a
review of foreign language and cultural training needs across the partner countries.
The partners developed a questionnaire, surveyed companies, published the results of
the audit in national reports and collated case studies and videos of best practice. The
partnership also produced an on-line guide to communication abroad. The partnership
involves organisations from Ireland, Poland, Portugal and the UK.

                                          - 29 -
Good Practice Area:
A. Dissemination 
B. Exploitation
C. Dissemination and Exploitation 
Level of activity: European (please select one)
Description of Good Practice

The REFLECT project provides an example of how proactive dissemination can lead
to the successful exploitation of results. The research findings from the project have
informed national policy. Government Departments and Chambers of Commerce have
used the products developed as part of a Language Toolkit. Some of the data gathered
has also been used in collaboration with regional and national research. The research
findings are published in two books in the UK and Portugal.

All partners were active in dissemination from the start of the project. They used
different activities and methods in order to raise awareness about the project. The
partners attended meetings, seminars, workshops and conferences to promote the
project results and products. They also produced a project website, leaflets, and mini-
Cd roms. The partners also raised awareness by surveying companies and publicising
the project in newsletters, press releases, emails, faxes and letters.

The project contractor highlighted that every event is important and that useful
contacts can be made. The partnership was also able to use existing networks and
connections to publicise the project. The project advisor was an expert in the field of
Language and Business and was able to develop opportunities to exploit the project.

The project also linked with local, regional and national policies. This strengthened
the impact of the project. The project was able to work together with other initiatives
to increase the impact on policy. The success of the project has also led to further
Leonardo da Vinci projects. The promoter explained that the results of the REFLECT
have been taken forward in the Protocol2 project which develop an Export
Communication Review.

Contact Details:

Contact Person: Helena Christie
Organisation: InterAct International
Address: InterAct International, Ouseburn Building, Albion Row, East Quayside,
Newcastle upon Tyne NE6 1LL

Project Name: EuroPsy
Country: UK
Project Contractor: Cambridge Professional Development

                                          - 30 -
Description of the Project:
The EuroPsy project aims to create a European Diploma in Psychology, and promotes
standardisation and transparency of qualifications. The project is designed to develop
an accreditation system at European level. This system will raise standards in many
countries, and bring a common and recognised standard which will make it easier for
people to live and work in other countries. The partnership spans 16 countries, and the
partners involved are well respected and influential in the field of Psychology.

Good Practice Area:
A. Dissemination 
B. Exploitation
C. Dissemination and Exploitation
Level of activity: European (please select one)
Description of Good Practice
The EuroPsy project has an exciting partnership, incorporating sixteen organisations
in the field of psychology from thirteen countries. The breadth of the partnership in
terms of its size and the range of organisations involved are crucial to its success in

As well as academic institutions, the partnership contains several professional
organisations at national level, such as the British Psychological Society and its
equivalents in Sweden (Sveriges Psykolog Forbund), Norway (Nork Psykolo
Forening), France (Association des Enseignants de Psychologies des Universités) and
Denmark (Dansk Psykolog Forening). The European Federation of Professional
Psychologists Associations is also a partner adding a pan-European dimension to the
project through its member organisations and links.

The expertise and influence of the project partners in the field of psychology give the
partnership the ability to take forward their shared vision in a positive and proactive
way. The project contractor feels that the partnership is able to both deliver the project
and valorise the results – this is not something that all project partnerships are in a
position to achieve.

All partners are active in dissemination and have learnt to spot opportunities as they
arise, and to utilise the resources they have at their disposal such as PR departments,
newsletters and existing networks.

Dissemination activities have included:
keeping national associations of psychologists well-informed of the project’s
using the project website as an effective dissemination tool;
consulting with the target group and relevant stakeholders at national and European
conducting market research and holding focus groups;
running workshops at conferences to publicise the project.

The partners are currently developing a brand image for the project to support the
dissemination process.

                                          - 31 -
Contact Details:

Contact Person: Nigel Lloyd
Organisation: Cambridge Professional Development Limited
Address: 1 Milton Road, Cambridge CB4 1UY, United Kingdom

Project Name: TruckSpeak
Country: UK
Project Contractor: Canterbury Christ Church University College
Description of the Project:
Canterbury Christ Church University College have just completed a project that was
successful in the 2001 Call for proposals. The project was entitled Truckspeak and it
focused on improving the language skills and cultural knowledge of truck drivers. The
project has produced a language course, prompt cards, audio-tapes and promotional
materials relevant to the target group. The partnership consists of seven partners from
six countries – Belgium, Bulgaria, France, the Netherlands, Poland and the UK.

Good Practice Area:
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation 
Level of activity: European (please select one)
Description of Good Practice
The TruckSpeak project gives an illustration of how the results of a Leonardo project
can have commercial value. The language course for long distance lorry drivers
produced by the partnership has been successfully commercialised. Much of the
interest in the language course during the project’s lifetime has translated into sales of
the finished products.

The commercialisation of results was felt to be an automatic development for the
project partners. It was not necessarily something that everyone had considered when
the project began, but as the project progressed it became clear that this was a viable
and sensible option.

The contracting organisation, Canterbury Christ Church University College, have
selected partners as designated buyers who purchase the products from them in bulk,
and then sell them on to other interested parties. Canterbury Christ Church University
College receives royalties from these sales.

The success of the products can be attributed to the partnership’s dissemination and
exploitation activities during the lifetime of the project. The contracting organisation
ensured that there was enough money allocated to dissemination at the start of the
project to allow for strong and consistent dissemination activity throughout the project

                                          - 32 -
duration. Additionally dissemination was incorporated into partners’ activities from
the start of the project giving a gradual build up of activity.

Products were tailored to the needs of the target group through extensive consultation
which also assisted in developing awareness of the project among the target group.

Contact Details:

Contact Person: Pam Tipping
Organisation: Canterbury Christ Church University College
Address: Centre for Enterprise and Business Development, Canterbury Christ
Church University College, The Mount, Stodmarsh Road, Canterbury, Kent CT3 4AQ,

Project Name: Virtual Xchange
Country: UK
Project Contractor: Sheffield Hallam University
Description of the Project:
The Virtual Xchange project has developed a supportive virtual environment for
female students studying Business, Science, Engineering and Technology (BSET)
subjects. The website provides training, information and guidance to students on their
work placements. The partnership involves organisations in Ireland, Finland, Spain,
Sweden and the UK.

Good Practice Area:
A. Dissemination 
B. Exploitation
C. Dissemination and Exploitation 
Level of activity: European (please select one)
Description of Good Practice

The Virtual Xchange partners ensured that there was a clear strategy to sustain the
results after the end of the project. The partners discussed ways to valorise the project
results from the beginning.

The partnership wanted users to be able to access the website for free rather than
developing it on a commercial basis. They signed a copyright release that would give
rights to use the website for educational and not-for-profit purposes. One company
has now committed to maintain and sustain the Virtual Xchange website for the next
three years.

Dissemination activities and methods were focussed to appeal to specific target
groups. The target audience was divided into students, tutors and companies. During

                                          - 33 -
the early stages of the project dissemination was concentrated on tutors to raise
awareness about the project. Students who would use the website were targeted later
in the project when more information was available on the Virtual Xchange site.

The partnership produced different dissemination materials to appeal to the different
target groups. They sent out mini cd-roms to tutors with an introduction to the project.
Promotional items including mouse-mats, pens and postcards were given to students.

The contractor also explained that dissemination activity was also designed to appeal
to wider audience. The Virtual Xchange website was originally set up to provide
information for young women who are BSET students. However, it was clear that it
was useful to many people regardless of their gender or subject area. The partners
found a balance where the message for the target group was not lost and the
information would appeal to other groups using the website.

Contact Details:

Contact Person: Sara Pates
Organisation: Sheffield Hallam University
Address: Learning and Teaching Institute, Adsetts Centre, Sheffield Hallam
University, City Campus, Howard Street, Sheffield S1 1WB


Project Name: Market Menus for the Fisheries Sector in Europe
Country: Please indicate which country the project is based in
Project Contractor: Fiskeridata Berg og Kristmannsson DA
Description of the Project:
The Market Menu project aimed at the development of a system with short, targeted
training modules for personal with both formal and informal educational background
in all parts of the fisheries and aquaculture sector. The system aims at increasing both
knowledge and skills. Another outcome of the system will be better mobility and
international cooperation. All the partners are well established organisations in the
field of education and training of workers. The partners come from Ireland, Portugal,
Italy and Norway.

Good Practice Area: (please select one)
A. Dissemination
B. Exploitation 
C. Dissemination and Exploitation
Level of activity: International
Description of Good Practice (max. 2 pages):
The project have it’s strength in the way it meets the requirements of the users in the
industry. The modules developed are the basis for tailoring each placement to the
needs of the individual or group taking part. When an individual or group wants to go

                                          - 34 -
on a placement we are able to some extent to adopt the contents to fit the special
needs of the user. Likewise we try to time the placements with the capacity and needs
in the receiving companies. As far as possible we also try to match receiving and
sending companies with regard to future business cooperation. We think this will
increase mobility and increase the effects of learning by placing expectations and
commitment on follow-up activities after the placement.

To exploit the project results we have:
Developed promotional materials
Promoted the product to individuals, their companies and to branch organisations and
Been willing to adjust and develop the contents to the needs of individuals and groups
Included the products as a part of our training services
Promoted the products while delivering consulting services
Been willing in an introductory period to arrange placements without earning revenue
Develop new products based on the project results

We have in the period after the end of the project developed a new product that is
very successful in other markets with both private and public users.
Grethe Stave established her company, Apriori, in the spring of 1997. She had been
working with the training of young workers for a while. Among other things she had
managed a Leonardo da Vinci mobility project for the Regional Counsel of
Vesterålen. The target group of this project was young workers in the seafood sector
of Norway. The region of Vesterålen is heavily dependent of fishing, fish processing,
fish farming and international markets for the products. With her background it was a
natural thing to continue working in the field of training.

Tore Berg also set up his company, Fiskeridata, in 1997. His office was in the county
of Finnmark, a region even more dependent of the seafood sector than Vesterålen.
Tore’s background was from research activities and training of leaders in the seafood
sector at the Regional University of Finnmark. Training was a central part of his
business idea.

Fiskeridata and Apriori carried out one LdV mobility project together. This project
was built on the experiences from the first project that had been run by Grethe. The
target group was young workers in the seafood sector in Finnmark. Ten young
workers went on placements in eight different countries. Some of the workers had
placements in two or more countries. Administering this project was very demanding
and time consuming, but the results were very good.

We found that the combination of education and travel was very effective and a
positive way to learn in many ways: well suited for both practitioners and people with
formal education; users gain perspective, network and language skills; it is an
interesting and exiting way of learning. We also had conducted a market study
concluding with a high demand for a service offering short training placements. On
this basis we developed and promoted the project concept to our partners in Italy,
Ireland and Portugal as well as in Norway. Everyone thought this was a good idea and
we decided to promote this project as a pilot project to the LdV programme under the
name of “Market Menus For The Fisheries Sector in Europe” (the word “menu”

                                         - 35 -
indicating the flexibility when it comes to selecting contents of the training).

The basic idea behind the concept was to put together a system that could offer
training built on the following principles:
Train with the most successful practitioners in Europe’s industry
Combine several small targeted training modules in relevant subjects for the
individual educational needs

The development went well and we were able to finalise the project almost on
schedule. We came up with as system consisting of twelve short targeted training
modules/courses that covered subjects from catching and farming fish to preparing
and serving seafood dishes in a restaurant. Every partner came up with two or more
modules in their own country. The system was thoroughly tested with non native
testers. The results from testing were very positive.

After conclusion of the project we started to try to sell the educational products that
we had developed during the project. A lot of officials and representatives from
branch organisations clapped our shoulders and encouraged us to promote the project
to the target groups. We were very enthusiastic and had big expectations. In this spirit
we hired a sales manager responsible for promoting and selling the product. That was
in the beginning of 2002. We contacted a lot of companies and even were represented
at the annual Seafood International in Brussels with tree persons from our company.
We had meetings with individuals, companies and governmental representatives to
find buyers for our product. But the market was reluctant. This probably had
something to do with a general recession in the fisheries and aquaculture sector at that
time. It seemed to us that almost no one would spend their own money on this kind of
activities. We had to sit down and think hard: What can we do?

There was no single answer to this question. What we came up with was:
Spend much more time establishing the product in the market
Build up the business slowly without taking up big loans
Work closely with representatives from the user groups to find a more attractive
product and flexible financing
Experiment with new variations of the product
Try to find investors/owners to the business
Try to find financing for the users
Use the results from the project in new products

Since then we have worked more or less with all these strategies. We still hang on to
the product and the status today is:
We are sending 20 instructors from Norway to Europe before Christmas
We are receiving 20 young workers from Italy
We are keeping on searching for new users
We have developed a product derivate that have great success in the market

The new product derivate we have called “Travel and glow” (indicating “travel and
you will be inspired”). The background for this product is:
In our region there are a lot of small communities. The communities are both
vulnerable and strong at the same time. The local fisheries have been reduced the last

                                           - 36 -
ten years. The same has happened to many of the other sectors. There is a general
decline in the population. But at the same time new companies and activities have
been established. Because of the declining population the companies have a large
challenge. Many potential customers for the local companies do their shopping when
they travel out of the communities, through the Internet and through mail-order. In
order to meet this challenge, there is a demand for increased co-operation, innovation
and new ideas in these companies. The local companies are in many ways isolated
from the central areas where consumer trends are being created. There is a need for
personnel from these companies to go to where the trends are being made to get new
ideas and knowledge, and to increase their network in their own line of business.

On this background, and with the experience and tools developed in the Market Menu
project, we formulated a new project (product) with the following goal:
To develop small enterprises by offering the workers and leaders the opportunity to
go abroad to work in other companies to gather new knowledge and ideas in their

This idea has been easy to sell, and we now have projects with users from both private
and public sector.

We still believe in the future of the Market Menu product that we have called
EduTour. We realise it will take time before the product will be self financing, but we
have found that it adds a positive image to our business, and it has led to new

Contact Details:

Contact Person: Tore Berg
Organisation: Apriori Grethe Stave AS
Address: Postboks 255, N-8483 Andenes

Project Name: Dropouts Back on the Track
Country: Norway
Project Contractor: Vennesla videregående skole/ Vennesla Upper Secondary
Description of the Project: Stopping dropouts from school or training, getting
dropouts into the same. The project focused on the holistic way of working with the
youngsters (focusing on all his/her needs) and developed methods that at the end of
the project period clearly showed a reduction in both the number of students dropping
out and guided the dropouts back into school or training. Methods developed in the
partner countries were different.
Good Practice Area: (please select one)
A. Dissemination X

                                         - 37 -
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)
Description of Good Practice (max. 2 pages):
Successful dissemination is the result of good partnership. “Dropouts Back on the
Track” consisted of 5 main partners in 4 different countries, Norway, Spain, Slovenia
and Cyprus. Every country managed to involve 27 cooperation partners who signed
letters of intent for the project application.

Our partnership was carefully planned and boasted a wide range of partners where the
heads of the various organisations endorsed the letters of intent. In Norway two
mayors were very important partners.

Our dissemination really started with us promoting our holistic ideas to our potential
partners with the intention of developing the best holistic methods and using the same
partners in our future dissemination.

In Norway we cooperated with partners like The Norwegian Association for
Educational and Vocational Guidance, the county Department of Education, Vennesla
upper secondary school, various vocational training offices, Teachers union, the
Labour Market Services, the Police and last but not least the tow municipalities of
Kristiansand and Vennesla (the letters of intent having been signed by the mayors).

From the early promotion of the holistic idea behind the project until its start we had
good personal contact with the partners and they were ready to start the work as soon
as we got the funding from Leonardo.

We got the mayors to summon all the heads of the various sectors to a project
introduction meeting. This resulted in good media coverage in both the local
newspapers ( including the internet edition), radio and tv, which resulted in the project
and its holistic focus being widely disseminated at a very early stage.

Representatives from the local partners took part in developing the methods. In this
way they became “owners” of the project and more active in the dissemination. The
Police, Social Services, representatives from Spare time activities/Outside Services
have been especially engaged in this work.

We made sure that the method was developed through a binding cooperation
agreement: “Cooperation Across Section Boarders”. This agreement was signed by
the Mayor, the municipal section heads, head of Social Services and the Head of

The new method showed good results. The number of dropouts dropped, more
dropouts returned to school, training or work, and the juvenile crime rate dropped.
As this became known through effective dissemination, the method spread and the
other schools in the municipality started using the method. The youngsters were more
positive to the work being done and the parents contacted us more often when

                                          - 38 -
problems occurred. During the whole project period only two youngsters said no to
help from the ”Core Group”. The fact that the youngsters and their parents had a
central role in the method also led to a positive attitude to the work being done.

Media ( newspapers, journals, television and radio) was used actively and extensively
by all the main partners and in several countries the cooperation extended to national,
departmental level. We also made a web site
where the project development was written in English as well as all the various
partner languages.

When our project was brought to the attention of the Department of Education and
Research, we were invited to a meeting to put new focus and emphasis on the Follow
up Service in Norway. This emphasis was the result of a “Poverty Paper” that the
Government had commissioned. Because of the work we had done in our “Dropouts
Back on the Track” project, Vest-Agder county was selected to be one of 4 trial pilot
counties. Two of the project leaders from the Dropout project were employed part
time to contribute to the Follow up Service emphasis that had the same aim as our
project. Through this emphasis and the county Department of Education our methods
were first disseminated to Vest-Agder county. This autumn the dissemination is to all
of Norway’s educational regions (19 counties).

The local partners have also been active in dissemination. Representatives from crime
prevention in the local police have given lectures on the method developed at several
national police conferences.

Leonardo da VinciNational Agency, Norway has not only supported us in our
international work, but has also contributed to the dissemination.

In Vennesla the Core Group Model/Cooperation Across Section Boarders has become
a part of the municipal plan for cross sectional cooperation and coordination of local
measures for children and youngsters. The leaders of the Core Groups at the lower
and upper secondary schools are on the committee that has been established to
coordinate and implement work with children and youngsters more systematically.

The fact that the method can be implemented without extra resources has made the
dissemination quite easy. The method does not demand extra staff or more money
(even though that would have been an advantage). We have found a method to use the
human and monetary resources across the various administrative levels and sectors.

In the other partner countries, like for example Cyprus, focus on the dropout problem
is quite new as not a lot had been done earlier but the attention our project has got has
resulted in the establishing of a Follow up Service. The same happened in Slovenia
where the two new programs have got national support to continue.

Those of us who have worked in the project have been happy with the dissemination,
but have found it a challenge to fit in all the activities in addition to the normal job.
The only problems we have had have been the conflict between some newspapers
wish to focus on individual youngsters and their problems and our wish to protect the
young we are working with.

                                          - 39 -
Contact Details:

Contact Person: Sissel Berglien
Organisation: Vennesla Upper Secondary school
Address: P.O. 158, N 4703 Vennesla, Norway
Project Name: Train The Trainers in Vocational Rehabilitation
Country: NO
Project Contractor: Association of Vocational Rehabilitation Enterprises
Website: be set up during October 2004)
Description of the Project: Develop and try-out a Training Program for trainers,
counsellors and instructors working in the sector. The program consist of 4 modules,
one common across countries, two national (each country have their owns), and one
transnational (developed and tried out in one country and then tried out in a second

Good Practice Area:
A. Dissemination
Level of activity: International
Description of Good Practice (max. 2 pages):
1) Project structure:
A) When we constructed the partnership we had a close eye on the dissemination
potential in each country and on the European level. I every participating country
there are three ”partner roles”; a National Coordinator, an Educational Partner and a
Try-out Partner. This means that the national partners have competences both in
training and in vocational rehabilitation and can use their network in both areas. In
addition every country should set up a national reference group which main objective
are to give dissemination ideas.
B) We also set up a reference group on European level. Here representative and
professional organisations working on the European level were invited. One of the
main objectives for this group was also to be a tool in dissemination of the project
C) In four of the participating countries the Educational Partner are College and
University College. This means that the Training Program will be a part of their
portfolio and be offered as further education for people working in the sector.
Concluding each module gives from 6 to 9 credit points.
D) In the three other countries the Educational Partners are Training Organisations
who uses their regional and national network to disseminate the Training Program.

2) In addition to the continuous dissemination of information through the networks of
the various partners, the following specific activities have been implemented:
A) Presentation on Thematic Monitoring Seminar, Oslo June 2003.
B) Training “teachers” in Module I (Different Techniques in Vocational Counselling)

                                        - 40 -
arranged by ERA (European Rehabilitation Academy), Porto, September 2004.
C) Presentation at Leonardo da Vinci conference (Workshop and exhibition),
Bratislava, October 2004.
D) Presentation at EfVET 13 th Annual Conference, Lucca, October 2004.

There is also great interest among organisations in Central-Europe to adopt certain
modules of the Training Program.

The reason for this rather great interest is that, as far as we know, there are no tailor-
made training programs for this target group. And the demands put upon the trainers
in the sector are changing rapidly.

Contact Details:

Contact Person: Aage Støren Tøssebro
Organisation: The Association of Vocational Rehabilitation Enterprises
Address: 5473 Majorstua, NO-0305 Oslo

Project Name: EINET European Network for Entrepreneurial and Innovative
Training & Support
Country: Norway
Project Contractor: Bodo Regional University
Description of the Project:
Partners are public and private organisations from 17 countries across Europe
committed to:
Making the most of our entrepreneurial spirit
Extending knowledge
Productive networking
Product development

Achieve economic and social development through enterprise education and training
and business development
Promote quality and excellence in enterprise education and business development.
Provide a European forum for enterprise education, entrepreneurial training and
business development.
Disseminates information and innovation in these fields
Promotes models for business creation and enterprise development .Facilitates
exchange of experience and best practice
Promotes and develops the incorporation of enterprise in education .Is a catalyst for

                                           - 41 -
innovative work, projects and products .Provides quality support services
Promotes developments that enable people to achieve their economic and social
potential in changing contexts.
This is achieved through:
High quality conferences that bring together leaders in the fields of
   developing enterprise and entrepreneurship
Developing a comprehensive website -with information about partners, projects and
Setting up development activities together.

       The European Institute of Enterprise Education and Training
       The EINET Network will be operated and co-ordinated by an Institute of
Enterprise   Education and Training seated in Norway with professional nodes in
some of the partnership countries.

Good Practice Area:
A. Dissemination
B. Exploitation
C. Dissemination and Exploitation
Level of activity: Organisational/ Sectorial/ Regional/National/International (please
select one)
Description of Good Practice (max. 2 pages):

What dissemination activities were carried out?

The Web site is probably the most powerful dissemination tool. Everybody we ( in the
network) are in contact with, get the web site address where we, if they apply, can be
a member with full access to the website area and all the documents (models and
concepts) we keep there.

The second most important dissemination activities is the meetings between partners
in EINET and teachers and trainers in Colleges, Universities and strategic planners in
public authorities and private consultant companies, entrepreneurs in SME’s and
entrepreneur talents who are about step into a fulfilling of their dreams. We have built
up EINET on 3 different levels. The transnational level – where the network members
are interacting with each other - and steadily creates new projects together will in
addition to the preserve the Network, together form a European Institute for
Enterprise Education and Training, before the project period ends. The National level
has Core partners who are responsible for building up National networks and at the
regional level there are partners who are responsible for training, implementing an
entrepreneurial culture in the communities.

The network have 2 annual meetings – Partnership meetings where we are combining
the development process of establishing the network with organising Micro
conferences (last one day – very intense built around one theme), with very
professional speakers and discussions after each subject.

The Management of the project is also participating in Thematic Conferences, Joint
Ventures and discussions – to present the network and the opportunities it represents.

                                         - 42 -
EINET has also been presented through The Europrise Programme – a practical
training programme for entrepreneurs at higher education level, where the students are
offered enterprise training if they have a strong and accomplishing business idea.
They will have practical training over a period of 9 months where we offer them
education in the following subjects:
“FIRMSTART” – entrepreneurship and innovation
          Weighting 12. duration 80 hrs (2 modules).
Entrepreneurial and innovative procedures connected to planning, developing and
starting up an enterprise, the financial (business economy, accounts, marketing, sales
and enterprise organisation) aspects of running small and medium sized companies,
including a project exercise and a completed business plan. The students are also
playing business simulator games during these module
ORGANISATION DEVELOPMENT - Strategic planning & Project and project
administrative procedures
Weighting 6. – duration 40 hrs (1 module).

WORKING LIFE COMPETENCE - study of employment dynamics.
Weighting 6. – duration 40 hrs (1 module).
The learning perspective, learning by doing, individual development procedures, The
Working Environment Act, labour legislation, duties and rights, employment
organizations etc
PERSONAL PLANNING – Know yourself and your history, analyse your present
situation, plan your future. Weighting 6 . – duration 40 hrs (1 module)

ENTERPRISE PRACTICAL TRANING – Experience a SME – observe, analyse,
discuss and accomplish a project together with the company, that gives you a good
experience about how the life goes on in an enterprise, what kind of culture you need,
the social environment and the operative procedures etc. – duration (not less than) 60
hours. (1 module)

MENTORING – during the whole training period the students will have contacts with
mentors between the training meetings. The mentors give them all the follow up they
need during the development process.

EXAMINATION – 3 days group examination. The students are working on a case
including the most of the subjects they have been through during the programme.

One of the partners in EINET – FOFOS, Austria, has also introduced the SOLOKOM
a founder programme for one-person-companies, new forms of self-employment -
atypical employment as a chance in the Labour Market. They emphasised Business
skills, Practical organisation of an enterprise, soft skills and Marketing skills.
What level were these activities at – organisational, sectorial, regional, national,
These activities have been at both organisational, sectorial, regional, national and
International level.

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Why were these successful?
To disseminate new impulses into a community, takes time. We don’t know yet if
they are going to be what we in general call successful, but the Network is growing,
more and more organisations pay attention to what we want to achieve. The Network
has raised from being a network for 33 partners in 17 countries – to be 51 partners in
17 countries. We are working still to recruit more partners especially in the countries
where we have not still got core partners (Organisation who wants to have a national
front runner role building up national networks within the field of enterprise education
and training
Europrise and SOLOCOM has been one of the products we have disseminated to the
partnership countries. At present time Europrise is in operation in Norway (the last 3
years we have examined 83 enterprise students – and 69 of them have started their
own enterprises). There will be started a Europrise programme in Spain and hopefully
in Slovakia next year. In England they have developed a Europrise training
programme to groups who have problems to adapt working life and emphasised the
personal training and the creativity working methodology. Slocomb is at the final
stage of the Leonardo period
How did the project reach its target audience?
We have reached the target audience by having meetings, seminars and training
concepts on local, regional national and international arenas. We have been in
interaction with various future co-workers trough the partners at the different levels
(transnational, national and regional)
Are project outcomes transferable? If, yes how did you transfer the results?
The project outcomes will be transferable. We have developed training programmes,
materials and methodologies that all will be transferable to other countries.,
Are there plans for sustaining the project results after the end of the project?
The European Network and Institutefor Enterprise Education and Training will be
finally found in the beginning of November as a European Non Governmental
Association. We will emphasise the following products and services on European
Enterprise training programmes
Learning materials
Research programmes
Events and exchange programmes
Information services
What problems or difficulties were encountered? How were these overcome?
The biggest challenges have been:
Have to share the same core beliefs values and purpose
Have focus towards the same vision, mission and objectives
Join forces as contributors to the strengthening of local/regional development
Co-ordinate development work within the area of enterprise and education in
Be national driving development forces in the fields of entrepreneurship development,
entrepreneurial leadership and enterprise education.
We overcome them because we have a common
Passion - Enabling enterprising people and cultures
Purpose - The Institute exists as an agent for transformation of European society
Vision - The Network and Institute will help to make Europe the leading

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enterprise society in the world
Who are your potential customers?
EU/EUC – countries – public sector
Support agencies
Innovative organisations
Universities, Colleges, Training institutions
SME’s, Companies/institutions carrying through training programmes
Other Networks with the same target area
Please, mention some organisations (name and contact) that already use the results
of the project in our country, but also in other countries.
Transfer Slovensko , Core Partner (CP), Jura Dubrava, Pribinova 23, 81011
Bratislava, Slovakia
PROACTIVA, Permanent Relay Point/Regional Unit (PRP), Ivo Wilham, Tr. SNP 46,
04011 Kosice,.

Contact Details:

Contact Person: Dag Ofstad
Organisation: Bodø Regional University
Address: 8049 Bodø, Norway

Project Name: Development of methodology and systems for validation of
Accumulated Knowledge and Skills (AKS)
Country: Norway
Project Contractor: The Norwegian electro technical research and development centre
Description of the Project: A main goal of this project is to start a process supported
by a method and mapping tools to increase awareness of non-formal and informal
learning and its mutual benefits to the individual employee and the enterprise in the
electro technical industry in Europe. The individual will be valued for their
accumulated knowledge and skills; the enterprise will be more competitive by better
knowing the resources in its workforce (which will also show how adaptable the
enterprise is). The enterprise will be able to evaluate foreign workers more accurately
and swiftly.
Good Practice Area: (please select one)
A. Dissemination 
B. Exploitation
C. Dissemination and Exploitation
Level of activity: European (please select one)
Description of Good Practice (max. 2 pages):
The AKS project has partners in five European countries. All partner countries have
carried out a pilot trial run where the process, method and the supported tool have

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been put to test. The project has develop and design several tool elements to support
the method such as a web based administration tool to structure the mapping as well
as record the professional competence among the employees. Soft skills are an
important part of this project. Here it’s develop and design an “ability to take action”
questionnaire to support the recording these parameters of an individual competence.
The outcome of the mapping process is a three part CV and a personal development
plan for the employee.

Dissemination Network and relations
In Norway, Sweden and UK the partners are working close up to or are directly
involved in trade Unions or employer Association activities within the electro
technical industries on a national level. This gives the opportunity to use the existing
national network in these organisations to disseminate the know-how about the
project as well as the project results. The partners from Denmark and Greece are well
establish and valued educational institution which working with VET issues on a
national level. Both these organisation have close relations the electro technical
industries on a national level. When it comes to the Nordic countries (Norway,
Sweden, Denmark, Finland and Iceland) there is establish a strong traditional relation
and co-operation among the trade unions as well as the employer Associations across
borders (NEUK). This relation/ co-operation will have a crucial impact on the
dissemination process and network in this project.

Inside the project there is developed a brand image to support the dissemination

The AKS process as well as the method in general is well adaptable by related
industries as well as other organisation. Only small adjustment in the web tool content
and any organisation will be able to use the web-based tool as well as other parts in
the AKS process in validation of accumulated knowledge and skills.

All partners are active in dissemination on a national level among their existing

Dissemination activities have included:
keeping national employer Association and trade Union as well as Ministry of
Education and Research well-informed of the project’s development;
Paragraphs in national branch magazines.
using the project website as an effective dissemination tool;
Using pilot companies (one target group) in all partner countries as a part of the
project progress
running workshops at conferences to publicise the project.

Contact Details:

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Contact Person: Svein Harald Larsen, Project Manager
Organisation: ELBUS
Address: Po.Box 23 Blindern, 0373 Oslo, NORWAY


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