inclusionerasmus.orginclusionerasmus.org/wp-content/uploads/2017/06/... · [grant agreement number...

[Grant Agreement Number 2016-3686/001-001]

[Project Name and Number: Development and Implementation of Social Dimension Strategies in Armenia and Bosnia and Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP]

AGENDA Coordination meeting and Workshop on Inclusive teaching and Learning Methodology Toolkit Development Date: 12-13 March 2019 Venue: KFUG, Graz, Austria Participants: all consortium members Brief Summary: Two-day event aims at:

- Summarizing the current project progress - Outlining the activities and the tangible results per WP - Highlighting the upcoming activities and setting the deadlines - Focusing on finalization of the Guidelines for Teaching and Learning, National Guidelines/Recommendation on Inclusive

education in Armenia and Bosnia and Herzegovina - Discussing the current progress of the WP4 and the draft of the toolkit (Inclusive Teaching Methodology for High School

Teachers) - Discussing the project dissemination, quality control and monitoring, sustainability and management focusing on the monitoring

results, organization of the final conference, feedback from EACEA The sessions will be chaired by the host institution, management team and WP lead partners. The presentations will be combined with active discussions and group works. Day 1: 12/03/2019 SR 55.02, Merangasse 12, 8010 Graz OUTLINE: The first day will mainly focus on:

- Presentation of the project overall progress - Finalization of WP2 and WP3 and sharing experience with the guest speaker from KFUG - Discussion of the quality control of the project introducing the results of the first monitoring and further evaluation

of the effectiveness of the project implementation - Presentation of the financial and technical issues by the end of the project - Second monitoring session with two universities

REGISTRATION starts at 09.30 Please read: Draft Guidelines on Inclusive Teaching and Leaning Please prepare and bring:

- Presentations as in the agenda - Draft guidelines/recommendations for Inclusive education - Financial documents (if requested by the management team) - Documents for monitoring (if needed)

SESSION TIME TOPIC PRESENTED BY: Welcome, Introduction of the

10.00-11.15 Welcome by the host institution (KFUG) and introduction of the two-day agenda

KFUG and Inclusion management team



Agenda and Best Practice

Presentation “INCLUSION IS ALWAYS WORK IN PROGRESS” Questions and Answers

Barbara Levc, Head of Center for Integrated Studying

Coordination meeting: Project progress

11.15-11.30 Introduction of the overall project progress ( Status per WP based on the reports per lead partner)

WUS and Inclusion management team (SAFAA)

BREAK (11.30-11.45) Coordination meeting: WP2 and WP3

11.45-13.15 Closing down WP3: Draft Guidelines on Inclusive Teaching and Learning

Chairs: UoR and UCLL (+presentations from Armenia and B&H on Guidelines) Closing down WP2: Concept discussion of the National

Guidelines/Recommendations on Inclusive Education in Armenia and B&H (including brief PRESENTATIONS from each country on the concept and draft of the Guidelines)

LUNCH (13.15-14.00) Workshop: Methodology development

14.00-15.30 WP4: Toolkit development and Teaching Methodology - Presentation of the current progress of WP4 - Questions and Answers

AUA (with active involvement of all consortium)

BREAK (15.30-15.45) Workshop: Methodology development

15.45-17.00 WP4: Toolkit development and Teaching Methodology - Group discussions and group works for the

methodology development

AUA (with active involvement of all consortium)

17.00-17.30 WP4: Toolkit development and Teaching Methodology Sum up and results and brief discussion on further steps

AUA (leading) and all the partners

Social Dinner (networking)



Day 2: 13/03/2019 SR 55.02, Merangasse 12, 8010 Graz OUTLINE: The second day will mainly focus on:

- Project overall management issues - Ensuring project dissemination (including the organization of the final conference) and project sustainability after

the completion of the project - Discussion on WP4 implementation at institutions and workshop on the toolkit - Second monitoring session with two universities

REGISTRATION starts at 09.30 Please read: WP4 Please prepare and bring:

- Drafts of the toolkits and methodologies for high school teachers - Documents for monitoring (if needed)

SESSION TIME TOPIC PRESENTED BY: Welcome and Introduction

10.00-10.10 Welcome and introduction of the second day activities KFUG and Inclusion management team (SAFAA)

Coordination meeting: Project Management and Sustainability

10.10-11.10 Project Management (WP8) - Presentation of the main issues - Discussion of the feedback from EACEA

Project Sustainability (WP7) - Presentation of the activities - Feedback from Ministries and Partner HEIs

Inclusion management team (SAFAA) (+ feedback from MoES, FMON and MLSA, as well as AUA, SAFAA, UNT and UNTZ on the sustainability issues)

BREAK (11.10-11.30) Coordination meeting: Project dissemination

11.30-12.00 Dissemination (WP6): Presentation of the current progress and Issues on dissemination

AUA and UNT Inclusion management team (SAFAA)

Final Conference: Discussion of dates, topics and concept on the organization of final event and involvement of other stakeholders

Coordination meeting: WP5

12.00-13.30 Quality Control and Monitoring - Presentation of results of the first monitoring - Second monitoring concept - Presentation of the final tool evaluating the

effectiveness of the activities conducted by each partner

WUS and Inclusion management team (SAFAA)

LUNCH (13.30-14.30) Coordination meeting: Financial and Technical Management

14.30-15.15 Financial and Technical Management of the Project - Current status of the budget and spending - General Issues on submitting the supporting

documents - Deadlines for submission of the next financial report

Inclusion management team (SAFAA) with active involvement of partners



LOOKING FORWARD TO MEETING YOU ALL!!!

- Budget allocations before the end of the project and after the confirmation of the final report by EACEA

- General technical issues

BREAK (15.15-15.30) Second Monitoring 15.30-16.00

16.00-16.30 16.30-17.00 17.00-17.30

Discussions with SAFAA, AUA, UNT and UNTZ teams WUS and Inclusion management team (SAFAA)

FINAL REMARKS

WP4: Toolkit for Inclusive Teaching and Learning

Elen Grigoryan Nektar Harutyunyan

Coordination Meeting and Workshop

KFUG, Graz, Austria 12-13 March, 2019

Outline

- Cours e Des cription - Toolkit Des cription - Goals and outcomes - Format and Des ign - Conclus ion

Course Description

● Target Group: High s chool teachers

● Participating Region: Yerevan

● Communities involved: one community, fifteen s chools

● Number of Teachers :50

● Previous experience: limited or no experience within inclus ive

education

Toolkit Description

Toolkit contains : ● Guidelines and principles informing about the toolkit ● Target audience ● Key goals and learning outcomes ● Duration ● Format and des ign ● Evaluation plan ● Outline of activities for each tra ining s es s ion ● Appendices with tra ining materia ls and res ources

continued…

● Es s entia l tools for high s chool teachers in Armenia to utilize in creating

differentia ted learning environments and equal acces s for a ll s tudents

● Various res ource materia ls , activities and as s es s ments that can be

adapted for different contexts

● Minds et that learners are different and have equal rights to education

regardles s of differences and abilities

Booth, 2011

Who is the Toolkit for?

● High s chools that are in the proces s of becoming inclus ive

● I/ NGOs , communities , parents and public a t large enthus ias tic

in creating learning-friendly environments

● Toolkit is not intended as a textbook but ra ther a teacher

tra ining resource

Goals and Outcomes

Goal 1. Familiarize school teachers with various tools and techniques to identify needs and strengths of their students to design individualized instruction and plan multi-approach assessments

Outcomes

1.1 Identify eight types of multiple intelligences (Gardner, 1983) in their students

1.2 Implement various tools needed to identify areas where students require extra

support

1.3 Clarify the aim and usage of various assessment techniques (tests, rubrics,

portfolio, self and peer-assessment, and parent feedback)

Goal 2. Develop and enhance teaches’ ability to adapt relevant teaching and assessment materials by implementing elements of UDL

Outcomes 2.1 Identify types of activities within UDL targeting the usage of various learning

styles and preferences

2.2 Apply accomodations for teaching purposes (one-way, two-way gap filling

activities, peer interviews, small group discussions, dialogues, role play) in the

classroom

2.3 Implement assessment techniques appropritate to needs of learners and linked

to learning outcomes

Goal 3. Raise teachers’ awareness in creating a learning-friendly environment by promoting a culture of acceptance for all students regardless of differences and abilities

Outcomes

3.1 Demonstrate awareness of key principles of inclusive educational environment

(physical accessibility and learning resources) as needed

3.2 Encourage student-peer support and interaction to promote a welcoming learning

environment

3.3 Involve peripheral supporters (TA, parents, special teachers, other students) in

shaping favourable attitudes towards inclusive education

Format and Design

● Short educational videos / s lides

● Face-to-face works hops

● Cas e s tudies

● Sample Les s on plan

● Mock activities

● Monitoring mechanis ms / feedback

Conclusion

● Toolkit is des igned to be more practical ra ther than theoretical

● Clearly defining the target audience is es sentia l in developing effective Toolkit

● Toolkit a im to define our vis ion and beliefs in equal education

● Teacher tra ining is one of the key components to the succes s toward inclus ive

education

● Training should be accompanied by cons tant monitoring and final evaluation

to analyze the results

References

Booth, T. (2011).Index for inclusion: Developing learning and participation in schools. Bristol: Centre for Studies on Inclusive

Education.

“DocumentView.”ARLIS, www.arlis.am/documentview.aspx?docid=67166. Embracing diversity: Toolkit for creating inclusive learning-friendly environments. (2002). Bangkok, Thailand: UNESCO Bangkok, APPEAL Unit.

Hunt Paula Frederica Evaluation of Inclusive Education Policies and Programmes in Armenia. Yerevan: UNICEF Armenia, 2009.

UNESCO."Convention against Discrimination in Education." December 14, 1960.

http://unesdoc.unesco.org/images/0013/001325/132598e.pdf

http://www.arlis.am/documentview.aspx?docid=67166

http://unesdoc.unesco.org/images/0013/001325/132598e.pdf

Thank You.

The American University of Armenia is accredited by the WASC Senior College and Univers ity Commis s ion, 985 Atlantic Avenue, #100, Alameda, CA 94501, 510.748.9001. Copyright © 2018 American Univers ity of Armenia

Baghramyan 40, Yerevan, Armenia 0019 00 374 00 000 000 [email protected] [email protected]> www.aua.am

https://aua.am

http://aua.am/

mailto:[email protected]


Development and Implementation of Social Dimension Strategies in Armenia and Bosnia and Herzegovina through Cross-Regional Peer-Learning

Guidelines for Implementation of Social Dimension at Higher Education Institutions in

the Federation of BiH

Graz, March 12, 2019

Content overview 1. The European context and long-term objectives of implementation of inclusive education system in higher education in the Federation of BiH 2. Inclusive access to higher education 3. Increasing enrollement at HEIs/reducing drop outs and improvement of academic success 4. Support for development policies in the higher education sector 5. Quantitative objectives to 2022

• Categorization of underrepresented groups in BiH:

- Single parent mothers - Students from rural areas - Students with special needs - Working students - Specific social status students

In accordance with the Framework Law on Higher Education in BiH, higher education institutions shall not discriminate students on any ground, including disability, and may not offer disadvantaged (students with invalidity) students unfavourable treatment than those offered to other students and are obliged to provide all students with appropriate accommodation and conditions that will place them in an unfavourable position.

Chapter I

Centres / offices to support students with special needs provide students the opportunity to fulfil their full potential in the following way: 1. coordinating academic adjustments and support services, 2. by promoting self-reliance 3. by providing information and referring to mechanisms for achieving the rights of students with special needs.

Chapter I

Their support is based on the following activities:

- providing professional assistance to students with disabilities and special needs at HEIs;

- improvement of international cooperation and exchange of students with disabilities (in cooperation with the Offices for International Relations);

- providing expert assistance in registering and implementing domestic and international projects;

- cooperation with partners: relevant ministries, city administration, student associations and people with disabilities and associations that work for the benefit of persons with disabilities and experts;

- by collecting information on the number of students with disabilities and creating a database for the purpose of planning activities;

- appointing, educating and coordinating the work of the members of the Board for support in all organizational units;

- studying the legislation regulating the status of persons with disabilities to provide legal assistance to students with disabilities;

- initiating amendments to the laws and by-laws that prevent students with disabilities in the realization of their rights and obligations;

- performing other activities in order to fulfil the basic tasks in accordance with the law and general acts of the University.

Chapter I

Permanent inclusion programs financed by the Federal Ministry of Education and Science (FMON) or Science in HE: Student loan fund

Student loans are awarded on the basis of rankings - scoring academic and social criteria: a. General average grades during the previous academic year of study, or general average grade during high school education for first year students b. Number of remaining semesters and / or years of studies up to the completion of a qualification for work

c. Students with a specific social status (in the order of priority): the status of a disabled person with a disability of at least 60%, civilian war victims (except disabled persons with a disability of at least 60%), a child of a martyred / dead soldier, a child without both parents, a child without prior parental care or a child without a parent (other than a child of a martyr / deceased fighter), a child of both unemployed parents with whom he or she lives in a common household, a child of an unemployed person, and one retired parent, a child of both retired parents or a child of a household with three or more children in full-time education and / or study (mostly on the basis of two criteria most favorable per student).

Chapter I

Table 1: Number of students using the loan in the academic 2017/2018. / scientific areas

Naučna oblast Biomedicinske nauke Društvene

nauke Humanističke nauke Poljoprivredne nauke

Prirodne nauke

Tehničke nauke

Broj studenata 49 72 22 4 20 75

Procentualno učešće 20% 29,8% 9,1% 1,7% 8,3% 31,0%

Procentualno učešće 2016/17

16,66% 25,30% 10,49% 1,23% 9,87% 35,18%

Chapter I

Chapter I

Table 3: Number of students using the loan for academic 2017/2018 by universities at which they’re enrolled in

Univerzitet

Džem

al B

ijedi

ć M

osta

r

IBU

(1)

IUS

(2)

SSST

(3)

AUBi

H

Sveu

čiliš

te u

Mos

taru

Sveu

čiliš

te V

itez

Uni

verz

itet u

Bih

aću

Uni

verz

itet u

Sar

ajev

u

Uni

verz

ite u

Tuz

li

Uni

verz

itet u

Zen

ici

Broj studenata 12 25 13 1 3 43 1 6 87 47 2

Procentualno učešće 4,96% 10,33% 5,37% 0,41% 1,24% 17,77% 0,41% 2,48% 35,95% 19,42% 0,83%

Chapter I

The Federal Ministry of Education and Science participated in the preparation of documents that, among other things, aim to improve the opportunities for access, participation and equal opportunities in education for people with disabilities / special needs, as follows:

- "Draft action plan based on the recommendations of inclusive education policies" in 2015,

- "Strategic directions for the development of higher education in the Federation of BiH from 2012 to 2022",

- "Strategic Directions for the Development of Career Orientation in the Federation of BiH for the period 2015-2020. years ",

- Proposal of the Action Plan for the implementation of the Strategic Directions for the Development of Career Orientation in the Federation of BiH for the period 2015-2020. years,

- Priorities for the development of higher education in BiH for the period 2016-2026.

- Strategy for the Promotion of the Rights and Situations of Persons with Disabilities in the Federation of Bosnia and Herzegovina (2016-2021)

Chapter II

Inclusive access to higher education

Improving the quality and availability of information materials Activities Focused on High Schools and Creating Co-operation Creating or Improving an Inclusive Student Guide The term inclusive incubators Recognition of informal competences

Chapter II

Recommendations - Improving the quality and availability of information materials Open special sections of "Inclusive offices" that will deal with both information and systematic collection of data on inclusive groups in the environment; Make available, visible and updated sections on faculty / university web platforms on inclusive education and steps taken within an institution; To specifically include students as "inclusive teams" in an effort to spread awareness and vision of inclusive education (roundtables, meetings, visits to secondary schools, institutions dealing with special groups, etc.); To use their own creativity in the creation of brochures, leaflets, printed materials; To use the power of social networks (Facebook, Instagram, Twitter ..) to place positive stories about inclusive education, teaching process and opportunities offered in the process; To launch a student magazine, a portal; Launch a special Newsletter intended for inclusive learning and teaching; To organize "face to face" socializing, to not open doors, for special interest of a group of students, parents, associations, institutions, and their own resources; To organize special programs on the radio, to broadcast their ideas, visions and examples of good practices; To regularly document evolvements and utilize the power of print media.

Chapter II

Recommendations - Activities Focused on High Schools and Creating Co-operation Creation of "open doors" at the faculty / university (with a predetermined time dynamics); The opportunity to access Student Info Centers for high school students (create two-way communication); Organize planned visits and presentations to high schools with professional teams (with pre-determined dynamics); Include high school pupils as primary visitors and participants of certain student events; Organize creative workshops for high school students according to predetermined interest areas; To train high school teachers through professional lectures, seminars and workshops; Develop project management and community-based support for grants for additional support for inclusive groups; Organization of panels, round tables, discussions in the common overcoming of circumstances, problems identified in the process of inclusive education; Creating inclusive teams from faculties and high schools with the aim of expanding information and equal access/right to education; Regular incentives for educational content, team-building workshops in the field of technological progress and access to work with students.

Chapter II

Recommendations – Recognition of informal competences Encouraging and supporting the entrepreneurial way of thinking among students; Improvement of cooperation and networking of educational institutions and scientific-research institutions with economic entities; Transferring knowledge through the mentorship of all professors, and thus enabling all interested students to establish, lead and manage; Preparing students for the real world; Empowering practical work and activities; Financial, technical and advisory support to students; Empowering examples of good practice.

Chapter III

With regard to the development of public universities in the context of inclusive awareness, it is necessary to make analysis that would address the following issues:

What is the access to the higher education system in the period from 2010 to 2018?

What is the approach of different social groups?

What are the factors that influence access to higher education, especially in the context of socially marginalized / unrepresentative groups?

What mechanisms are needed to increase the proportion of marginalized / unrepresentative groups?

How to simplify the process of enrollment of marginalized groups to public universities in Federation of BiH?

Which procedures redesign, innovate and adapt the organization to the actual needs of students from the marginalized groups?

How to reform and innovate inclusive curricula in order to improve outcomes that will lead to raising the level of competence of students from marginalized groups?

How to increase the compatibility of studies with other spheres of life?

Chapter III

Inclusive curricula and quality teaching An important aspect in quality assurance in learning and teaching at higher education institutions is to offer a curriculum that will cover issues of freedom, equality and diversity, and include all students as equal participants in the teaching process. It is necessary to enter into a redesign of study programs that will meet the needs of the community and the demand for the labor market. When preparing curricula and redesigning existing ones, include an assessment of the extent to which the program is accessible to all (exp. students with disabilities). Developing and implementing learning and teaching strategies and related activities, as well as learning environments that need to recognize the right of persons with disabilities (to participate in all the activities provided under their study program). Evaluation and assessment of knowledge should be accessible to everyone to demonstrate the achievement of learning outcomes and competence standards. Through the curriculum, change the system of assessment of knowledge and assessment, which at the present time tends to be theoretically, with students evaluating on the basis of the summative evaluation procedures. Such estimates can not correctly assess ability, discipline, and dedication.

Chapter IV

4.4. Creating or improving support mechanisms for students The following measures are foreseen in terms of building institutional mechanisms to support students: Planning a special item in the budget for higher education institutions with the aim of providing scholarships for students belonging to the target groups (responsibility: the competent ministry of education, the Ministry of Finance, higher education institutions); Reducing study costs for students from target groups (responsibility: responsible ministry of finance, higher education institutions); Planning the possibility of reimbursement of the cost of studies on a social dimension (responsibility: the competent ministry of finance, higher education institutions); Considering the provision of additional grants for financing target groups of students (responsibility: competent ministry of finance, higher education institutions); Introduce / or increase the co-financing of study costs in the II and III study cycles (responsibility: the competent ministry of finance, the competent ministry of education); Review the suitability of the learning outcomes / academic achievements required for students with disabilities / chronic illness / specific damage (Ministry of Labor and Social Policy, Ministry of Education, Ministry of Health, higher education institutions, representatives of the labor market).

Support for development policies in the higher education sector

Chapter V

V. QUANTITATIVE OBJECTIVES UNTIL 2022 Increase the number of students in inclusive higher education through systemic measures in order to increase participation in learning and reduce exclusion within or through education; Improve the accessibility of the environment for people with disabilities through the removal of architectural and information and communication barriers as a key aspect for their full involvement in the community; Enhance the definition of students with special needs that have specific rights in HE including advantages during enrolment, scholarships, etc. Include persons belonging to non-affected and vulnerable groups in all areas of life on an equal footing with others, especially in the field of education through the following measures; Strengthen existing offices for students with special needs within all higher education institutions, including creating opportunities for opening "Inclusive Offices" at the High School, so that a minimum of 20% of HEUs have such offices; Increase the mobility of students with special needs within the international exchange for 50%; Increase the number of grants / loans for students with special needs by 50%; Promote equal opportunities with a steady increase in the number of students from families where none of the parents has a university degree of 20%; Continue with subsidized programs for students with special needs with a clear criterion of students' success.

INCLUSION

Workshop and Project Meeting in Graz

Status quo of WP Implementation

based on WP update reports from partners

Graz, 12-13 March 2019

Aim of this Overview

• To ensure a common understanding of all partners on where we stand in terms of project implementation and to decide on follow up activities/mitigation strategies as/where required.

• Based on WP update reports from WP leaders (available also on dropbox) • Also in line with INCLUSION Quality Plan:

“A quality session is integrated to every consortium meeting … As preparation for the quality sessions, WP leaders send their updated WP reporting template in advance to WUS AT and to the project coordinator.”

WP1: CAPACITY BUILDING

Lead partner: WUS AT

WP2: GUIDELINES /MASTER PLANS &

INSTITUTIONAL MECHANISMS

Lead partner: RoU

WP3: DEVELOPMENT OF MECHANISMS

FOSTERING ACCESS OF DISADVANTAGED

GROUPS

Lead partner: UCLL

WP4: CAPACITY BUILDING RELATED

TO HUMAN AND PHYSICAL

RESOURCES

Lead partner: AUA

WP5: QUALITY CONTROL

AND MONITORING


WP6: DISSEMINATION

Lead partners: AUA and UNT

WP7: SUSTAINABILITY

Lead partner: YSAFA

WP8: MANAGEMENT

Lead partner:

YSAFA

Overview of WPs

WP 1 – Capacity Building

Lead partner: WUS AT All tasks completed in line with workplan (1.1.1. – 1.5.1., 5.2.1.): Fact finding tools (literature review, PCU questionnaires, student survey, benchmarking tool)

developed (1.2.1. fact finding toolkit), reviewed (1.2.2), piloted (1.3.1) and implemented 1.4.1. Site visits of EU partners to PCUs in line with developed methodology & site visit reports 1.4.2. Training of HE representatives & gov. officials based on training outline based on

training kit (consolidation of all training materials) 1.5.1. Reports on fact-finding phase for Armenia and BiH 5.2.1. QA Report on completion of WP1

WP 2 – Guidelines/Master plans & Institutional Mechanisms

Lead partner: UoR Activities carried out to date:

2.1.1. Two-day workshop in Leuven (Nov. 2017) on master plan and institutional mechanisms development

2.2.1 National guidelines with emphasis on HE role: Draft versions available and to be presented during PM in Graz

2.3.1. Study visits of PCUs to EU partners (SAFAA & AUA to UoR; UNT & UNTZ to UCLL): EU partners provided good practice examples on inclusive education and resources to inform guidelines/masterplans of PCUs

2.3.2 Master plans (institutional plans) developed by PCUs based on inputs from fact finding phase (literature reviews, surveys, benchmarking) and study visits. Approval of final plans by PCU management

Activities still to be carried out:

2.2.1 Finalization of national/regional guidelines or recommendations

5.2.1. Final QA Report on WP2 (once WP is finalised)

Presenter

Presentation Notes

2.1.1. Originally foreseen for Roehampton, but shifted to Leuven due to building works at OoR. 2.3.1. Date originally Nov, but changed to March for operational reasons (visa). At the beginning of the project, a Moodle site was set up (at KFUG) so that we could demonstrate the effective use of a virtual learning environment to support collaborative teamwork and resource development. Although some colleagues found it a challenge to engage in this virtual way of working, this site has nevertheless provided a useful platform in which to share teaching resources that can be used for WP3 and WP4 activities. At the time of writing (March 2019) we now have an excellent range of suitable readings and resources that can be readily adapted in PCU’s own settings.

WP 3 – Development of Mechanisms fostering Access of disadvantaged Groups

Lead partner: UCLL Activities carried out to date: 3.2.1. Needs related to inclusive learning and teaching identified, report summarizing needs and available resources

on inclusive learning and teaching available on moodle site and sent to SAFAA 3.3.1. Institutional level mechanisms incorporated into guidelines/masterplans (WP2) 3.3.2. Guidelines for inclusive learning/teaching developed and finalised (final version to be presented in Graz at PM) 3.4.1. Development of new resources developed and finalised (short educational videos; sent to SAFAA and available

on moodle and website) 3.6.1. Training at UCLL (June 2018 with focus on online learning materials, inclusive learning/teaching guidelines) Activities still to be carried out/finalised: 3.5.1. Equipment purchase (Armenia) 3.7. Webinars: further information on the pilot will be given in Graz, pilot to take place from March on to the end of

the academic year, resulting in a report with recommendations and challenges 5.2.1. QA Report on WP3 (once WP is finalised)

Presenter

Presentation Notes

According to the project description, these are the activities within this WP: WP 3. Development of mechanisms 3.1.1.Setting up a team 3.2.1 Analysis of resources and needs 3.3.1.Institutional level mechanisms 3.3.2.Guidelines for inclusive teaching/learning 3.4.1.Development of new resources 3.5.1.Purchase of equipment 3.6.1 Training PCU staff 3.7.1 Webinar series 3.7.2 Pilot 3.7. Webinars PCUs asked for a delay of the beginning of the delivery of inclusive teaching material (including educational videos). During the project meeting in March 2019 more information will be provided. Challenges and opportunities: Making sure that the pilot will take place and information on the pilot will be delivered by the PCUs. Need for more guidance

WP4 – Human & physical Resources

Lead partner: AUA

Main activities to be carried out: • 4.1.1. Inter-project coaching (replaced by workshop in Yerevan in Nov. 2019 by

UoR) • 4.2.2. Development of teaching resources and training materials for high

school pupils/teachers • 4.3.1./4.3.2. National workshops for high school teachers and university staff • 4.4.1. Tool kit with training resources for school teachers • 5.2.1. QA Report on WP4 (once WP is finalised)

STATUS QUO????

Presenter

Presentation Notes

WP 4. Human and physical resources 4.1.1 Inter-project coaching 4.2.1 Setting up a team 4.2.2 Teaching resources and training materials for high school pupils/ teachers 4.3.1. Organizing a workshop 4.3.2. Organizing a workshop in BiH 4.4.1 Development of a tool kit

WP5 – Quality Assurance


Activities carried out to date:

5.1.1. Project quality plan and respective tools approved and implemented (i.e. WP update reports by WP leaders ahead of project meetings, feedback on products/outputs, QA sessions during project meetings, evaluation of events by host institutions);

Additional QA tool to be presented in Graz (day 2) – QCM Plan being updated accordingly

5.2.1. Reports per WP (upon finalisation): QA Report for WP1 approved by Coordinator1 5.2.2. Feedback on products/outputs finalised for WP 1 (ongoing for remaining WPs) 5.3.1. Monitoring visits to PCUs (WUS AT & Coordinator): 1st visit in Sept./Oct. 2018; 2nd monitoring round during Graz meeting!!!!!


Continuous implementation/application of quality plan and tools (5.1.1.) throughout the project, ie 2nd round of monitoring (PM Graz) and implementation of additional QA tool (self-assessment)

Overall external and financial audit reports (5.5.1., Coordinator) QA Reports of all finalised WPs (2-8, once WPs are finalised)

WP 6 - Dissemination Lead partner: AUA and UNT


6.1.1. Dissemination plan prepared by lead partners (pls upload to dropbox) 6.2.1. Project website developed and operational: www.inclusionerasmus.org (lead: SAFAA), infos on updates provided

by AUA/UNT 6.3.1. Press releases, articles: 3 press releases by UNT in 2018, 6 articles by AUA for website FB, articles by other

partners on their websites (eg WUS AT) 6.4.1. First and second round of roundtables at PCUs in Armenia and BiH implemented 6.6.1. Master Plans – completed and approved 6.7.1. 1st Consortium Conference


6.2.1. Continuous updates to website 6.3.1. Press releases ??? (in total: 5 major press releases required) 6.5.1. Awareness raising campaigns targeting high school students in BiH and Armenia (WP 4) 6.5.2. National/regional guidelines (draft versions to be presented at PM in Graz, part of WP 2) 6.6.2. Interim and final dissemination report (1st dissemination report– pls upload on dropbox)

http://www.inclusionerasmus.org/

WP 7 - Sustainability Lead partner: SAFAA


7.1.1 Approved national/regional guidelines/recommendations: draft versions to be presented at PM in Graz

7.2.1. PCU master plans/institutional guidelines (developed within WP2) approved by HEIs 7.3.1. Capacity building events implemented in line with workplans for WPs 1-3 and 6 and

individual master plans of HEIs

Activities still to be carried out: 7.1.1. Approval of national/regional guidelines (developed within WP2) and recommendation

letter on further usage 7.3.1. Further capacity building events in line with WPs 4 (Graz workshop plus national

workshops) and individual master plans of HEIs (continuous staff training)

WP 8 – Project Management Lead partner: SAFAA


8.1.1 Project Governing Board established (14 members) 8.2.1. Kick-off meeting implemented 8.3.1. 5 Consortium Meetings implemented (June 2017, Nov. 2017, May 2018, June 2018, Feb 2019) 8.4.1. Workplans for each WP developed by WP leader and updated as needed 8.5.1.Financial management, 8.6.1. day-to-day management & 8.6.2. coordination of the project


8.3.1. 1 Consortium Meeting (together with final event in autumn 2019/Yerevan) 8.5.1. Financial management, 8.6.1. day-to-day management & 8.6.2. coordination

Any comments/additions from partners???

Thank you for your attention!

Louise Sperl

INCLUSION PROJECT MANAGEMENT

PROJECT MANAGEMENT TEAM (SAFAA)

13/03/2019 KFUG, GRAZ, AUSTRIA

- Content management - Technical management - Financial management

PROJECT MANAGEMENT (WP8)

project management

Outline

project management

Today we will discuss…

Content management Technical management Financial management Challenges Points outlined by EACEA monitoring report Check list on activities and further steps

Day-to-day coordination

Master/Institutional plans National Guidelines/Recommendations on Inclusive education WP4 implementation (faculty and staff trainings, high schools teacher trainings, methodology toolkit)

Organization of coordination meetings 2 monitoring visits Monitoring by EACEA

project management

Content management Technical management

- Constant updates - Local meetings

- Sharing information

- Minutes - Reports

Financial management

Midterm report (14/04/2018) Interim financial reports per partner II financing financial report Financial reporting for 2018 per partner

project management

Financial reporting

- Financial reports - Guidelines for filling in

the report and supporting documents

- Supporting documents - Exchange rate changed

Challenges

project management

Special attention is to be paid:

Equipment procurement and delays Keeping deadlines Completing the financial reporting and documents per budget heading

Main points outlined in the report by EACEA and NEO

project management

Feedback is requested and the comments are to be provided in the FR

Strong points

The relevance of the project activities to current context

Good progress in the implementation of the project activities

Recommendations for discussion

Coordination

Sustainability to be ensured by the ministries (adoption of Guidelines)

Promotion of dissemination with active involvement of partners

Equipment procurement issues

Synergies with ASPIRE project in Armenia

Checklist of activities

project management

Activity Implementation Outcome/Output Status

8.1. Governing Board

The GB is established. Members are participating in the CM. The last GB meeting will be conducted during the final event

GB list and information on Web-site

DONE

8.2. Kick-off meeting

Kick-off meeting held at AUA, 2016 KOM registration lists Agenda, presentations, minutes

DONE

8.3. Coordination meetings

1st CM – during the KOM 2016 2nd CM – during the workshop in Armenia 2017 3rd CM – during the Workshop in Leuven 2017 4th CM – during the dissemination conference in Travnik 2018 5th CM – during the workshop in Leuven 2018 6th CM- in Graz 2019

Registration lists, Agenda, Minutes, Presentations

DONE/ to be completed after Graz

8.4. Work plans per WP

Work plans developed per WP Updates in the workplans (part. WP4) according to the changes and discussions

Work plans available on web-site

DONE


project management


8.5. Records on financial management

Financial report to be submitted to EACEA Financial reports per partner institution Supporting documents Guidelines on financial and technical issues Guidelines on how to manage finances within the grant and how to complete the templates and reports

Reports Guidelines Supporting documents Bank transfers

On-going

8.6. Records on daily coordination

Updates on project activities and deadlines Mailing and correspondence Documents and deliverables Interim and final reports

E-mails Deadline posters Documents/tangible outcomes Reports on project progress Presentations

On-going

project management

Development and Implementation of Social Dimension Strategies in Armenia and Bosnia and Herzegovina through

Cross-Regional Peer Learning 2016-2019

574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP

www.inclusionerasmus.org


- Adoption of regulating documents - Capacity building - Extension of the developments for wider use

PROJECT SUSTAINABILITY (WP7)

project management

Outline

project management


Approval/adoption of the strategic documents Training possibilities at HEIs Publication and dissemination of the materials Equipment maintenance Checklist of the activities and further steps

Adoption of documents

project management

Feedback from:

SAFAA

AUA

UNT

UNTZ

MoES

MLSA

FMON

National Guidelines/ Recommendations on Inclusive Education

Master plans/Institutional Strategies

Capacity Building

project management

Feedback from:

SAFAA

AUA

UNT

UNTZ

ANSA

SMOC

Regular trainings for faculty, staff at HEIs

Training opportunities for high school teachers

Publications and dissemination

project management

Feedback from:

SAFAA

AUA

UNISON

UNT

UNTZ

SMOC

MoES

MLSA

FMON

ANSA

SMOC

Dissemination at country level

Dissemination at institutional level

Equipment

project management

Feedback from:

SAFAA

AUA

UNT

UNTZ

Equipment maintenance at AM HEIs

Equipment maintenance at B&H HEIs


project management


7.1. Approved guidelines

Drafts of the documents have been prepared and discussed among the consortium members with the involvement of the ministries

Approved guidelines by the Ministries and circulated among other institutions

Pending

7.2. Approved master plans

Developed master plans are presented to the HEI Councils and approved

Approved master plans at 4 HEIs

DONE

7.3. HE faculty trained to work with high schools

Faculty members and administration trained and is currently working on finalizing the methodology toolkit for the high school teachers

Trained staff Training materials Trained high school teachers

Almost done

Next steps…

project management

What is to be done?

Approved documents (of master plans)

Approval from the ministries/ official letters

Official letters from HEIs on equipment on registration

Dissemination of the published documents online and during the meetings

Trainings for high school teachers in April-May 2019

project management






- Dates - Logistics - Promotion - Finances

FINAL CONFERENCE

project management

FINAL EVENT

project management

Venue • Yerevan, Armenia • Host institution - AUA

Date • Proposed period: last week of September – first week of October 2019 • Exact dates to be confirmed

Audience

• All the consortium partners • Who is to be invited? – other HEIs, field organizations, other bodies,

stakeholders, NGOs?

Agenda • Overall progress of the project • What other sessions to be included? – plenary sessions, topics?

FINAL EVENT

project management

Publications

• Training kit, National Guidelines/Recommendations, Master plans, Methodology toolkit, Achievements

• Other?

Promotion

• Press releases, promotion package, posters per institution on achievements, banner

• Other?

Finances

• 4 days for the overall travel (2 working and 2 for travel) • Pre-financing will be done

project management

Inspiration by history National cuisine Cultural atmosphere Lot of energy Unique places Social evening Intercultural communication Organized event Networking

We guarantee..

project management






- Financial reporting - Supporting documents - Financial transfers and left amount - Exchange rate

FINANCIAL MANAGEMENT

project management

Outline

project management


What is done? Major Issues and Challenges when Reporting Budget Heading Issues and Left Amount for Travel Costs and Costs of Stay Final Reporting and Financial Reporting & Payment of the Balance Exchange rate What to do next?

What is done?

project management

Midterm report

• Submitted to EACEA on 14/04/2018 • Request for the second instalment on

13/11/2018 (payment done in December 2018)

Financial reports

• Financial reports for midterm report • Financial reports for II instalment • Financial reports for 2018

Financial Guidelines

• Guidelines on Financial and Technical Management

• Guidelines for Financial reporting

Financial overview

• Financial overview per partner for the costs and overview update (February-March 2019)

Request for second financing

What is done?

project management

Financial Guidelines

• Guidelines on Financial and Technical Management • Guidelines for Financial reporting

What is done?

project management

Financial overview

• Financial overview per partner for the costs and overview update (February-March 2019)

Major issues and Challenges when Reporting

project management

Deadlines

• Keeping deadlines is very important and very often delays keep the financial transactions delayed

Supporting document

• Missing documents for this or that budget heading

• Incorrectly completed supporting documents

Major issues and Challenges when Reporting

project management

The submission of supporting documents is an obligation of each partner institution. And failure to submit the requested document may cause that the funding and transfers to the partner are non-eligible. ALL the supporting documents are to be kept and submitted in a due manner. All the supporting documents are to be scanned and copies of the documents are to be readable. All the documents other than in ENGLISH are to be translated (the KEY parts).

Budget Heading Issues

project management

Staff costs

•40% of the total budget •The partners are sending their budget accordingly •10% shift is possible to the overall budget heading of staff

costs (can be increased)

Travel Costs & Costs of Stay

•There is left amount from TRAVEL COSTS AND COSTS OF STAY

Equipment

•30% of the total budget •The issue is not fully spent yet •10% shift is also possible (can be increased)

Subcontracting

•10% of the total budget •10% shift is possible (can be increased) •We have left amount but will be spent on publications and

external translations and promotion of the final event and external Audit

Travel Costs & Costs of Stay

• There is left amount from TRAVEL COSTS AND COSTS OF STAY

Option 2: Make

reallocation and

arrange extra event

Option 1: Return

money to EACEA

Final Reporting

project management

•Final report on the implementation of the action •Contribution from all partners •Contribution from the lead partners •Tangible outcomes, documents, results

•Summary report for publication

•Final Financial Statement and Request for Payment of the Balance (10%) •Supporting documents for equipment and subcontracting (when the expenses are more than 25.000 EUR- see Guidelines page 27-28)

• Audit Certificate on the Costs

Offi

cial

End

14/10/2019

Fina

ncia

l Aud

it

2 months

Subm

issi

on to

EAC

EA

14/12/2019

What to do next?

project management

What is to be done?

Submit the requested supporting documents by 20/03/2019

Come to common agreement on the left amount from Travel costs

Get ready for the Final Reporting and Financial Reporting

EXCHANGE RATE Exchange rate is fixed within INCLUSION

project and is only for ACTUAL COSTS All transfers other than EUR done from the beginning of the project up to December 2018 should be calculated taking into account the rate fixed by EACEA for the month of the first pre-financing: JANUARY 2017

All the transfers other than EUR for actual costs done after December 2018 up to the end of the project should be calculated with the rate fixed by EACEA for the month of the second pre-financing: DECEMBER 2018 (the link is below).

The date on the INVOICE is to be considered for the rate exchange.

http://ec.europa.eu/budget/contracts_grants/info_contracts/inforeuro/index_fr.cfm



project management






THANK YOU!!! [email protected] [email protected]







STATE ACADEMY OF FINE ARTS OF ARMENIA

12.03.2019, Graz, Austria

OUT

LINE

IDENTIFICATION OF NEEDS

INFRASTRUCTURE CHANGES

POLICY DEVELOPMENT ON INCLUSIVE EDUCATION

AWARENESS RAISING AND CAPACITY BUILDING

OUT

LINE

INCLUSIVE LEARNING ENVIRONMENT

INCLUSIVE TEACHING AND LEARNING METHODS

COOPERATION

QUALITY ASSURANCE AND MONITORING


Focus Groups

Key Informant Interviews

Surveys Community Meetings


Logic frame/model for effective application of data gathered

Identified Needs and

Assets Resources Activities Desired

results

Gathered data

Short term 1. 2.

Long term 1. 2.

A1. A 2.

Resources, necessary

for a problem solution.

INFRASTRUCTURE CHANGES

Revision of existing job

descriptions

Revision of organizational structure

POLICY DEVELOPMENT ON INCLUSIVE

EDUCATION

STRATEGY MASTER PLAN

POLICY DEVELOPMENT ON INCLUSIVE

EDUCATION

STRATEGY MASTER PLAN

Identification of vulnerable/underrepresented group

Analyses of the current situation

Institutional support mechanisms

Inclusive approach to teaching, learning and assessment

Tools for QA

AWARENESS RAISING AND CAPACITY

BUILDING

AWARENESS RAISING

meetings with internal stakeholders

meetings with external stakeholders

CAPACITY BUILDING

trainings on administrative issues

trainings on teaching, learning and assessment

THANK YOU!!!

[email protected] [email protected]



INCLUSION OVERVIEW OF 1ST MONITORING REPORTS

INCLUSION MANAGEMENT TEAM (SAFAA) AND WUS

13/03/2019 KFUG, GRAZ, AUSTRIA

1st Monitoring Overview

OUTLINE Thematic areas discussed Basic information on the visits Major findings from the stakeholders

(staff and students) Recommendations Reflections from university

representatives

Thematic Areas


Overall project environment Efficiency of implementation to date including

project/change management, equipment, master plans, national guidelines/recommendations on inclusion in HE, guidelines for inclusive learning and teaching, new resources for inclusive teaching and learning, staff training for PCUs, development of teaching resources toolkit and training of high school teachers.

Thematic Areas


Impact to date Sustainability Dissemination Management

Overview of 1st Monitoring Results for UNTZ


General Information


Who? Management team from SAFAA and WUS When? 17-18 September 2018 What? 1st Monitoring Report Why?

• To provide opportunities to address open issues regarding project implementation, to discuss the existing challenges and to formulate the recommendations

• To raise the overall awareness of the concept of inclusion at PCUs How? Questionnaires filled in by the main stakeholders and

interviews in place Target groups: PCU staff (management and teaching) and students Means of data collection: questionnaires before the visit and data during the visit – report for the PCU

Major Findings

Challenges: Equipment purchase Decision on scope and

finalization of national/regional guidelines

Clear understanding of responsibilities under WP4

Finalization/application of the Guidelines for Inclusive teaching and learning

Challenges: Need for additional

resources (facilities, more space, accessible buildings computers and literature/library)

and services (e.g. free mental health services)

Staff Students

Major Findings Strengths/Opportunities

Positive impact at the university and awareness raising about inclusion

More focus on inclusion at institutional level through set up of master plan

Clear understanding of project goals by staff

Fruitful cooperation and joint activities and research with the Support Center for students with disabilities.

Cooperation with the Ministry Promotion activities by the Inclusion

team at the PCU (presentation of master plan, discussions, round table, etc.)

Dissemination opportunities among schools, other universities via round tables, discussions, other channels.

Clear understanding of the importance of Inclusion

Participation in the dissemination conference, round tables

Planning of participating in the master plan discussion


Staff Students

Recommendations

Equipment UNTZ to contribute to the process of finalizing the equipment

purchase (main partner responsible for BiH: UNT) as/if needed.

UNTZ Master Plan Active dissemination of the master plan among staff and students

and implementation of the master plan accordingly Ensure the envisaged working facility/library for students will be

operational at an early stage of implementing the Master Plan Continue the fruitful cooperation and to conduct joint activities

and research with the Support Center for students with disabilities.


Recommendations

National Guidelines/Recommendations on Inclusive Education For BiH partners to reach an agreement on the scope of

guidelines/recommendations – both geographically (cantonal or federal level) and regarding the nature of this document (guidelines, recommendations, strategy?). It will be critical to ensure that the approach finally chosen will fit the complex political set up and structures in Bosnia and Herzegovina

To finalize the recommendations and agree with other partners on the dissemination of the document

Staff Trainings at UNTZ To conduct trainings among the faculty and staff, ensure a broad

participation of teaching staff in staff trainings and encourage staff in using the new resources

To the extent possible, promote and lobby for obligatory trainings of teaching staff on inclusion.


Recommendations Guidelines for inclusive teaching and learning

Actively disseminate and promote its application at the institution

New resources for Inclusive Teaching and Learning To promote the application of new resources developed for inclusive

learning and teaching among staff.

Development of toolkit and trainings for high schools For the WP leader (AUA) to outline clear deadlines and responsibilities of

all PCUs for the finalization of the document and organization of trainings for high schools

Dissemination To expand dissemination activities at institutional level and further

promote project results through media and local communities as feasible/possible.

Equipment UNTZ Master Plan National/regional Guidelines/Recommendations on Inclusive

Education Staff Trainings at UNTZ Guidelines for inclusive teaching and learning Development of toolkit and trainings for high schools Dissemination

Reflection from UNTZ team


Overview of 1st Monitoring Results for UNT


General Information


Who? Management team from SAFAA and WUS When? 19 September 2018 What? 1st Monitoring Report Why?




Major Findings

Challenges: Promotion of INCLUSION

goals beyond university Equipment purchase Finalization of National

guidelines Finalization of the

Guidelines for Inclusive teaching and learning

Challenges: Need of additional resources

(facilities, building changes, more space and library)


Staff Students


Positive impact at the university and awareness raising

More focus on inclusion at institutional level Establishment of Inclusion Office at UNT Clear understanding of the project goals by

the staff Promotion activities by the Inclusion team

at the PCU (presentation of master plan, discussions, round table, etc.)

Usage of new equipment with teaching purposes

Approved Master plan that is to be disseminated among the other stakeholders

Planned staff trainings, training for high schools

New cooperation with the Ministry Dissemination opportunities among schools,

other universities via round tables, discussions, other channels.

Inclusion is part of QA at UNT

Clear understanding of the importance of Inclusion

Participation in the dissemination conference, round tables

Planning of participating in the master plan discussion

Participation in the functioning of the Inclusion office


Staff Students

Recommendations

Equipment To finalize the procurement process and submit the required documents To deliver the equipment purchased for UNTZ To justify the delay of the purchase

UNT Master Plan Active dissemination of the master plan among staff and students and

implementation of the master plan accordingly Guidelines/Recommendations on Inclusive Education

To finalize the recommendations and agree with other partners on the dissemination of the document

Staff Trainings at UNT To conduct trainings among the faculty and staff and encourage them

using the new resources


Recommendations

Guidelines for inclusive teaching and learning Actively promote the dissemination of the document at the institution

Development of toolkit and trainings for high schools To outline clear deadlines for the finalization of the document and

organization of trainings for high schools Dissemination

To deliver dissemination materials for UNTZ as a lead partner in B&H To expand dissemination activities at institutional level


Equipment UNT Master Plan Guidelines/Recommendations on Inclusive Education Staff Trainings at UNT Guidelines for inclusive teaching and learning Development of toolkit and trainings for high schools Dissemination

Reflection from UNT team


Overview of 1st Monitoring Results for SAFAA


General Information


Who? Management team from SAFAA and WUS When? 23 October 2018 What? 1st Monitoring Report Why?




Major Findings

Challenges Delays regarding

equipment purchase (at the project level)

Smooth transition from WP3 to WP4 and implementation of WP4 in line with established timeplan

Communication of challenges among partners

Challenges Flexible teaching and

learning Flexible assessment methods More resources Physical accessibility of

buildings


Staff Students

Presenter

Presentation Notes

An important change in the overall project environment has been the development of a governmental strategy on inclusion in schools by which ALL special schools / units are to be closed down in Armenia by 2023-2025, and all mainstream schools will be expected to be completely inclusive by that date. This will require considerable capacity building efforts to which this project will seek also to contribute (training for teachers, WP 4).


Development of governmental strategy on inclusion – organization of a platform for discussions

Positive impact at the university and awareness raising about inclusion

Clear understanding of project objectives by staff due to round tables and dissemination of information

More focus on inclusion at institutional level through set up of master plan

Transformation of the current Career Center into a Student Support Center

Series of trainings for staff planned in 2019

Increased awareness about inclusion among students

Awareness of the INCLUSION project and to some extent of the INCLUSION Masterplan

Participation in project-related activities such as workshops and roundtables.


Staff Students

Recommendations

Project Management For SAFAA as Coordinator, to continue a process of dialogue and

discussions with relevant partners/within the Consortium in order to address and find solutions to emerging questions and challenges related to project implementation and financial management.

Equipment SAFAA as Coordinator to closely follow up and monitor the status of

equipment purchase in both partner countries and delivery including monitoring of the use of equipment by PCUs.

SAFAA Master Plan Active dissemination of the master plan among staff and students and

implementation of the master plan accordingly:


Recommendations

Guidelines/Recommendations on Inclusive Education To finalize the priorities for the Armenian team and finalize the document

and ensure the further dissemination

Staff Trainings Organization of a training with support from UoR and promotion/planning

of additional trainings in line with the Master Plan. To the extent possible, promote and lobby for obligatory trainings of

teaching staff on inclusion.

Guidelines for Inclusive Teaching and Learning To ensure dissemination of the document and application at institutional

level.

New resources for Inclusive Teaching and Learning To continuously apply and promote the application of new resources

developed for inclusive learning and teaching among SAFAA staff. 1st Monitoring Overview

Recommendations

Guidelines for inclusive teaching and learning Actively promote the dissemination of the document at the institution

Development of toolkit and trainings for high schools For SAFAA as Coordinator to ensure a smooth transition from WP3 to

WP4 and to provide support to the lead of WP 4 as needed. Dissemination

As Coordinator, provide support to WP leaders of WP6 in the process of drafting reports and as/if further required.


Equipment SAFAA Master Plan Guidelines/Recommendations on Inclusive Education Staff Trainings at SAFAA Guidelines for inclusive teaching and learning Development of toolkit and trainings for high schools Dissemination Communication

Reflection from SAFAA team


Overview of 1st Monitoring Results for AUA


General Information


Who? Management team from SAFAA and WUS When? 24 September 2018 What? 1st Monitoring Report Why?




Major Findings

Challenges: Concerns in planning and

communication Delays in equipment

procurement More time dedicated to

disseminate the project outcomes

Challenges: More information available on

posters and disseminated for students

More comfortable Counseling Service room and more people working there

Organization of student orientation days informing on inclusion issues and how to read and understand the important documents on inclusion

Regular trainings for faculty and students on inclusion

Organization of discussions on courses and inclusive methods, attitudes from the professors, etc.

Staff Students


Development of governmental strategy on inclusion – organization of a platform for discussions

Round tables with the field representatives

Partnership with UNICEF Attracting more diverse

students Presentation of the Inclusion

strategy at Faculty Senate Dissemination of the

information and training of the faculty/staff/management

2 workshops organized on Inclusive education

Clear understanding of the importance of providing inclusive education

Some participation in the project-related activities

Awareness of the Strategic plan and that Inclusion Strategy is a part of it


Staff Students


Participation in the national working group on National guidelines

Planning of developing awareness raising videos on Disability Support Services

Staff and faculty trainings on working with students with disabilities

Series of measures on awareness raising on Inclusion and dissemination

Measures on sustainability: hiring new staff, capacity building, creating new QA mechanisms, maintaining the purchased equipment


Staff

Recommendations Master Plan

Broader dissemination of the institution inclusion strategy among the stakeholders and implementation of the tools outlined in the document

National Guidelines on Inclusive Education in Armenia To finalize the priorities for the Armenian team and finalize the document and

ensure the further dissemination Staff Trainings

Organization of the trainings with support from UoR and promotion of the trainings

Guidelines for Inclusive Teaching and Learning To ensure dissemination of the document at institution level

New resources for Inclusive Teaching and Learning To arrange additional services for supporting the staff using new resources


Recommendations Development of Methodology Toolkit

To discuss, find the best option for the template and finalize the document and ensure the dissemination and further usage during the trainings for high school teachers

Dissemination To expand dissemination activities and organize additional dissemination

activities for students as well. To ensure the participation of students and networking during the final event

Communication To make sure that each challenge and problem is directly addressed to the project

coordinator and the management team in advance ensuring its timely solution


Master Plan National Guidelines on Inclusive Education in Armenia Staff Trainings Guidelines for Inclusive Teaching and Learning New resources for Inclusive Teaching and Learning Development of Methodology Toolkit Dissemination Communication

Reflection from AUA team


Concept for 2nd Round of Monitoring


2nd Round of Monitoring

According to the proposal, 2 major monitoring visits are foreseen (year 2 and 3).

For reasons related to the flow/sequence of project activities, it was decided, to schedule the first round of monitoring at the end of the second project year (after finalization of master plans and at the end of WP3/start of WP4).

After consultations with the Coordinator and partners, it was decided that the second round of monitoring will take place in the format of bilateral follow up meetings with each PCU in the context of the project meeting in Graz (March 2019), using synergies within the project and economizing travel costs to the extent possible.

2nd Round of Monitoring

Bilateral meetings with PCUs to be conducted with each PCU and the Coordinator/WUS AT during the CM in Graz in order to follow up on recommendations and findings from the monitoring report.

For this purpose, guiding questions have been developed and shared with PCUs.

The QA Plan has been adapted to reflect on these changes.

2nd Round of Monitoring Guiding Questions

1.) Looking at the challenges and recommendations identified in your monitoring report - what progress has been achieved in addressing these challenges since the monitoring visit? What is the current status quo? 2.) What further activities are you planning to address still existing challenges/delays in the implementation? 3.) Is there anything you would like to comment on or add which has not been mentioned yet? 4) How is the institution going to ensure the sustainability of project activities after the end of the project (with regards to equipment and activities outlined in the master plans).

New Self-assessment Tool for QA


NEW: Self-assessment Tool

QUALITY ASSURANCE – SELF-ASSESSMENT TOOL FOR ALL PARTNERS

Introduction/context: • Aims at collecting and documenting quantitative information from each partner institution on contributions made within the project on the levels of a) WPs, b) outputs and c) activities. • Feedback from EACEA to the IR: “The project ensures sufficient involvement of the partners in leading of the work packages, but the direct contribution of the different partners to the project activities and outputs is not clear from the report.” • Aim: to be equipped with consolidated information for potential follow up requests by the EACEA on the valuable contributions made to the INCLUSON project by ALL partners!!!!


• Please fill in the survey until April 23, 2019 and take your time to

add all necessary information! • Please upload all relevant documentation under INCLUSION/WP

5/Self-assessment/ Please create a file for your institution and save all documents of proof in this file!.


Link to tool

Pls select from scroll down menu for relevant columns: • Column 1,2: Pls select WP/output/activity • Column 4: “Nature of the contribution made” (eg draft of strategy XX,

participation in event XY etc) • Column 6: “Proof of contribution” (eg strategy available, travel documents etc)

For column 5: “Detailed information on the contributions made” – pls add details (“what/when/where” - eg name/date/event of event you participated in, documents you contributed to, meetings you organised etc) https://goo.gl/forms/9GByLZgmH3VGphFq1 – link will be shared via mail!!!!

WP Output/ Activity

Name of the Person(s) who contributed

Nature of contribution made

Detailed information on contributions made

Proof of contribution

Comments

https://goo.gl/forms/9GByLZgmH3VGphFq1

QA PLAN

PLEASE NOTE THAT ALL AMENDMENTS/CHANGES WITH REGARD TO QA ARE ALSO CAPTURED IN THE QCM PLAN

FOR INCLUSION !!!

(AVAILABLE ON DROPBOX)

Updates to QCM Plan


Updated QCM Plan

INCLUSION ACTIVITIES, SCHEDULE AND RESPONSIBILITIES FOR QA

Activity Description of activity Tools and deliverables Responsible

partner/s Timeline/Deadlines

Monitoring visits

Monitoring visit by WUS Austria and Coordinator to PCUs in Armenia and BiH.

Concept note for monitoring visit including QA questionnaires targeting HE staff and students Monitoring visit report for each PCU including findings and recommendations

WUS AT and project coordinator

Year 2

Follow up to monitoring visits

During year 3, bilateral face-to-face meetings with each PCU to follow up on findings from the monitoring visits

Minutes from bilateral meetings with each PCU Guiding questions for PCUs to be addressed during bilateral meetings

WUS AT and project coordinator

Year 3

Review of project products/outputs

A template to check the progress and finalization of individual WPs is provided by WUS Austria and filled in by WP leaders.

Template provided in Annex

WUS AT, all WP leaders

Ahead of meetings and/or at strategic points of project implementation (eg ahead of monitoring visits) and final version upon finalization of WP.

Updated QCM Plan

Feedback on products/outputs

Pre-final versions of products/outputs must be sent to project coordinator and WUS AT and uploaded to dropbox. Partners are encouraged to provide feedback as appropriate.

Template provided in Annex. Where appropriate, feedback can be also provided through other channels (e.g. via adapted feedback forms of via e-mail correspondence between involved partners, through discussions at joint meetings ).

All partners Upon submission of drafts or pre-final versions of product/outputs

Self-assessment of contributions to the development of deliverables by partners

Each partner will provide a self-assessment in line with an established template, identifying contributions made

Template presented and discussed during the meeting in Graz (Feb 2019)

All partners Self-assessment of partners until 23 April 2019; consolidation of results until end May 2019.

Event reporting and quality assessment of events/trainings

Events are evaluated via a questionnaire including a summative narrative of the results

Template provided in Annex

Hosting institution

+ QA sessíons at meetings

THANK YOU!!! [email protected] [email protected]

[email protected] [email protected]













Sasoun Melikyan KFUG, Graz, Austria

12-13 March, 2019

Ministry of Education and Science of the Republic of Armenia

Development and Implementation of Social Dimension Strategies in Armenia and Bosnia and Herzegovina through Cross-regional

Peer Learning Coordination Meeting and Workshop

INCLUSIVE EDUCATION Priority Sphere for the Government of the Republic

of Armenia:

For those with special education needs, the main bodies for state policy development at all levels of education are: RA Ministry of Education and Science RA Ministry of Labor and Social Affairs.

Complex Program of Social Inclusion of Persons with Disabilities for the years 2017-2021,

Annual Program of Social Inclusion of Persons with Disabilities for 2019

Draft Law of the Republic of Armenia on "The Protection of Rights and Social Inclusion of Persons with Disabilities" (in the National Assembly)

The RA Strategic Development Plan for the years 2014-

2025

In spite of the development of legal acts and the implementation of a number of measures by state authorized bodies:

It is undeniable that educational institutions, with

minor exceptions, are not yet inclusive, In the field of higher education the physical and

program accessibility to higher educational institutions continues to be an issue of priority settlement.

RA Draft Law on "HIGHER EDUCATION AND SCIENTIFIC RESEARCH ACTIVITY" One of the basic principles of state policy in the sphere of higher education

is the provision of the equality of conditions for higher education for persons with disabilities or special educational needs.

The HEIs provide access to higher education for persons with disabilities or special educational needs.

Buildings, constructions and other premises of the university should be adapted for persons with disabilities or special educational needs.

Newly constructed buildings, constructions and other premises of HEIs should be designed to address the specific requirements of persons with disabilities or special educational needs.

The HEIs should submit to the State Authorized Body the schedule of activities to adjust the existing buildings, constructions and other premises to the specific requirements of persons with disabilities or special educational needs.

NATIONAL GUIDELINES DRAFT ON

THE IMPLEMENTTION OF INCLUSIVE HIGHER EDUCATION IN ARMENIA

Preparation of specialists working with persons

with special educational needs. The ensuring of inclusive education coordinators in

higher education institutions, who will support the organization of an educational process for persons with disabilities.

The provision an academic and physical reasonable accommodations that will help persons with special educational needs to be fully integrated into the university life.

NATIONAL GUIDELINES DRAFT

Reasonable accommodations include adjustments such as:

Alternative assessment mechanisms, Additional support for studies, Physical accessibility, Alternative attestation methods, Alternative mechanisms for the duration of

attestations, Adjusting of the academic workload, Application of supportive technologies, The provision of Braille books and so on.

Thank you

DEPARTMENT OF HIGHER AND POSTGRADUATE PROFESSIONAL EDUCATION

[email protected] www.edu.am








QUALITY MANAGEMENT PLAN Work package: Quality Control and Monitoring Responsible Partner: WUS Austria Author: WUS Austria Version: v2 Content OverviewINTRODUCTION ................................................................................. 2 ABOUT THE PROJECT .......................................................................... 2 OVERALL APPROACH AND VALUES ....................................................... 3 METHODOLOGICAL APPROACH ............................................................ 5 RISK MANAGEMENT ........................................................................... 8 ANNEXES ....................................................................................... 12 This project has been funded with support from the European Commission under Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

INTRODUCTION Quality control and monitoring are important keys to the successful implementation of a project and to achieve its objectives. The principle objectives for QM within the frames of the project are:

− providing quality in the structure, processes and results of the project, − responding effectively to emerging changes and challenges in the project environment, − ensuring sustainability of project outputs/outcomes beyond the lifetime of the project.

Therefore, the procedures and tools related to quality management target at project progress and outputs on the one hand and the quality of project management and work flow on the other hand, and are planned to meet the objectives above. The Quality Management Plan (this document), is developed together with the project coordinator and the consortium at the launch of the project. It will primarily evolve around planning, implementing, measuring and improving the project at each stage of its execution. WP leaders will be provided with a report template to complete throughout the implementation of the WP in order to provide an in-depth analysis of the major achievements and further areas of improvement. Further, each major activity will have its evaluation tool to better understand the implementation processes and ensure that obstacles are removed and the necessary details of the plans are improved/modified if needed. In year 2 and 3 a monitoring visit will be organized to the PC institutions to observe the developments, evaluate the situation and provide recommendations for improvement. Apart from the internal measures, external quality assurance tools will be applied in the form of interim and final financial audits and interim and final reporting to the European Commission. This Quality Control Plan is a working document that can be adapted in accordance to changing circumstances during project implementation. Potential changes are brought forward by WUS Austria and/or the consortium leader and are subject to mutual consent by all consortium partners. ABOUT THE PROJECT INCLUSION (Development and Implementation of Social Dimension Strategies at HEIs in Armenia and BiH through Cross-regional Peer Learning) is a three-year cross-regional joint project under EAC/A04/2015 call and Key Action 2 - Capacity Building in the Field of Higher Education. The wider objective is to mobilize the HE capacity in Armenia and BiH in contributing to the implementation of the social dimension (SD) strategies through capitalizing on knowledge transfer and cross-regional cooperation. The specific objectives are:

ERASMUS + INCLUSION 2

− Capacity building of HE sector for designing and implementing SD strategies; − Development of a harmonized approach to the implementation of SD strategies in line

with country specific objectives; − Fostering access to/participation in and completion of higher education for persons

from vulnerable/ underrepresented groups. − The project targets the major problems in Armenia and BiH related to the promotion

of SD strategies through broader involvement of HEIs.

The principle outputs and outcomes are: − National level guidelines on development and operationalization of SD strategies − Institutional level master plans and mechanisms to implement SD strategies related to

fostering access to, participation in and completion of HE for students from vulnerable and underrepresented groups;

− Reviewed roles, functions and ongoing initiatives at HEIs in promoting SD strategies; − Capacity building of HEIs and respective government authorities for

operationalization of SD strategies; − Ensuring resources for inclusive teaching and learning; − Capacity building materials to raise awareness of high school pupils & teachers on

equal access to higher education and trained highschool teachers. The cross-regional nature of the project ensures learning from existing practices, successful experience exchange, long-standing cooperation between the two regions and EU partners – with a major aim of promoting voluntary convergence with EU developments. OVERALL APPROACH AND VALUES Objectives of ensuring quality

− To assure quality in the structure, processes and results of the project. − To be able to respond effectively to emerging changes and challenges in the project

environment. Principles of quality management

- Quality management concerns all partners. WUS Austria coordinates quality management but all partners are responsible for implementing the quality procedures laid out in this workbook and support the implementation of activities for quality assurance.

- Quality management does not happen automatically if you work well. The project has to provide a platform for discussions, supervision and conclusions.

- Quality management is not about finding fault in our work. It is about discussing and using our experience for improving the project implementation and its deliverables.


Proper documentation and sharing information is key to quality management. All partners need to have access to relevant information at all times/at the earliest stage possible in order to ensure a quality culture, trusting relationships between partners and an environment that supports an effective work flow.


METHODOLOGICAL APPROACH This section outlines the specific evaluation and quality assurance procedures planned in INCLUSION. To this end the table below gives a brief overview on the activities, tools/deliverables, responsibilities and time schedule related to quality management. WUS Austria coordinates the process for quality management, collects and processes the information and ensures -where necessary- that all partners take part in activities related to quality management.

INCLUSION activities, schedule and responsibilities for QA

Activity Description of activity Tools and deliverables Responsible partner/s Timeline/Deadlines

Monitoring visits Monitoring visit by WUS Austria and

Coordinator to PCUs in Armenia and BiH.

Concept note for monitoring visit

including QA questionnaires targeting

HE staff and students

Monitoring visit report for each PCU

including findings and

recommendations

WUS AT and project

coordinator

Year 2

Follow up to monitoring

visits During year 3, bilateral face-to-face

meetings with each PCU to follow up on

findings from the monitoring visits

Minutes from bilateral meetings with

each PCU

Guiding questions for PCUs to be

addressed during bilateral meetings

WUS AT and project

coordinator

Year 3

Review of project

products/outputs A template to check the progress and

finalization of individual WPs is provided by

WUS Austria and filled in by WP leaders.

Template provided in Annex WUS AT, all WP leaders Ahead of meetings and/or at strategic

points of project implementation (eg

ahead of monitoring visits) and final


The template should be updated by the WP

leaders before consortium meetings, and a

final version has to be submitted to WUS AT

and the project coordinator after finalization

of the WP.

version upon finalization of WP.

Feedback on

products/outputs

Pre-final versions of products/outputs must

be sent to project coordinator and WUS AT

and uploaded to dropbox. Partners are

encouraged to provide feedback as

appropriate.

Template provided in Annex. Where

appropriate, feedback can be also

provided through other channels (e.g.

via adapted feedback forms of via e-

mail correspondence between

involved partners, through

discussions at joint meetings).

All partners Upon submission of drafts or pre-final

versions of product/outputs

Self-assessment of

contributions to the

development of

deliverables by partners

Each partner will provide a self-assessment

in line with an established template,

identifying contributions made

Template presented and discussed

during the meeting in Graz (Feb

2019)

All partners Self-assessment of partners until 23

April 2019; consolidation of results

until end May 2019.

Interim and overall

external and financial

audit

Interim financial and audit reports and

overall external and financial audit reports –

will be organized by project coordinator.

Audit reports Project coordinator + external

evaluation (tbd)

To be decided/confirmed by project

coordinator

Quality assurance

sessions A quality session or briefing is integrated to

every consortium meeting in order to

provide space to discussions on risks and

challenges with a focus on changes to risk

log, particular threads that need to be

discussed and mitigated jointly etc.). as

preparation for the quality sessions, WP

Conclusions from QA sessions,

updated WP reporting templates

WUS AT in cooperation with

project coordinator

At all consortium meetings (6x)


leaders send their updated WP reporting

template in advance to WUS AT and to the

project coordinator.

Event reporting and

quality assessment of

events/trainings

Events are evaluated via a questionnaire

including a summative narrative of the

results and recommendations for further

events if applicable.

Template provided in Annex Hosting institution


RISK MANAGEMENT One of the major pillars of quality management in the project is risk management. This includes regular updates to the risk log and mitigation strategies based on risk-focused quality session during consortium/partner meetings. Principles of risk management

- Give internal quality assurance a platform; if necessary include QA sessions on particular topics during meetings. - Make an effort to identify risks and challenges (risk analysis update) - Communicate risks and challenges amongst partners and discuss the issue openly with all parties involved – do not hold back information,

make compromises. - View the situations form different angles and different points of view and include all partners into the discussion. - Make sure all partners feel informed and involved – if they don‘t, they are less likely to contribute to solutions and compromises.

INCLUSION risk log

Risk Level Mitigation Strategy There may be turnover of key representatives/project team members which might cause disruption to the project.

high At institutional level: proper documentation and collection of key project documents; share these documents and key information with all project team members and beyond to ensure that knowledge about the project does not lay with only one person and project implementation is not dependent on one person only.

PCU staff/students may not understand the importance of promoting access to/participation

high Work out a list of arguments how working on the topic will


in/successful completion of HE for students from vulnerable/underrepresented groups.

be beneficial to all staff/students (e.g. exploring the boundaries of the institution, fostering creativity in finding solutions for complex questions, how would the improved infrastructure be beneficial etc.).

Lack of awareness and openness related to the possibilities afforded by the internet as a training tool.

low to medium If staff/students do not see or appreciate the possibilities of resources/tools offered through the internet, extra training may be needed for particular user groups to use internet-related tools.

Constant fluctuation of euro’s exchange rate will cause burden to the grant-holding HEI in particular;

medium Medium losses through exchange rates is usually covered by each institution themselves. Considerable loss can be discussed within the project team to find fair solutions.

Political tensions might cause problems and delay implementation of the project.

medium Political tensions at institutional level occur often in countries in transition, which will have significant impact on project implementation (e.g. decision making/getting signatures is delayed if senior staff is fired etc.). In cases as these it is particularly important to keep project staff at the


institution stable (the same), who can argue for the project at management level and to visibly involve other project partners outside the institution to make a case for the project (e.g. through an internal field/monitoring visit, promotion event etc.). Tensions at national level need to be tackled at level of the funding agency, and it may be necessary to adept the project schedule and prolong the implementation of the project.

PCUs/government officials in the field of education may face difficulties in identifying suitable pilot schools; pupils and parents may not fully appreciate the importance of the topic.

medium to high Work out a communication strategy that considers potential concerns (e.g. children/parents will be worried about being stigmatised) > careful wording is essential!

High school teachers may find it difficult to work on the inclusion aspects (understanding of concept, experience, capacities, expectations)

medium to high Carefully plan the trainings for teachers free of assumptions: think about how to explain the concept, consider their (lack of) experience, capacities, and expectations.

Selection of target – target groups chosen may not be in line with national/regional strategies

medium Collect arguments, include people from target group, brainstorm within the project team/with other partners for solutions (meeting/skype), use literature review/survey results to make a case.

Public procurement for equipment may be complex at national level and could cause delay in purchase

medium to high Start the process of procurement early enough, discuss it already at early stages of the project (what kind of equipment - making sure it has maximum outreach to the target group? What are the EC rules, what are the national rules? Some equipment may only have one provider? )


Target groups may not be aware they are a target group and may not be keen on working with the project (stigma)

high Address the challenge at a systemic level and not at personal level: self-identification, have others from the target group talk to potential participants (e.g. students talking to students), be transparent about the objective of their involvement – ensure anonymity if need be, establish a trusting environment


ANNEXES

INCLUSION

REPORTING TEMPLATE – WORK PACKAGES

NUMBER AND NAME OF WORK PACKAGE: REPORT PROVIDED BY: SHORT SUMMARY OF WORK PACKAGE AS IN PROJECT PROPOSAL State the main outputs and activities as per Logframe COMMENTS ON TIMELINE IN REFERENCE TO PROPOSAL (are activities/outputs delayed and if so – why?) GENERAL COMMENTS ON WORK PACKAGE IMPLEMENTATION (describe challenges and opportunities/success stories encountered in WP implementation, success in meeting major milestones…etc ) GENERAL COMMENTS ON INDIVIDUAL ACTIVITIY Activity No and title Description of implementation process

Challenges and opportunities/success stories

Deviation from the original plan (why?)

ANY OTHER COMMENT:

The following section is to be filled in by person providing feedback to WP reporting template FEEDBACK BY: COMMENTS ON THE REPORT/IMPLEMENTATION OF WP:

INCLUSION

FEEDBACK FORM – MAIN PRODUCTS1

NAME OF PRODUCT:

FEEDBACK PROVIDED BY:

GENERAL COMMENTS:

Reference to chapter/page nr. in the document

SUGGESTED CHANGES

1 This template may also be updated as considered feasible by respective WP leaders. Instead of using a pre-defined template, WP leaders may also decide to collect feedback via e-mail, skype or meeting discussions. In this case, it will be up to the WP leaders to provide further evidence of the discussions held (eg mail conversation, minutes etc).

[Grant Agreement Number 2016-3686/001-001] [Project Name and Number: Development and Implementation of Social Dimension Strategies in Armenia and Bosnia and

Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP]

5th Coordination Meeting

March 13, 2019

10:00

KFUG, Graz, Austria

Type of meeting: 5th Coordination Meeting

Facilitator/Chair: INCLUSION Management team

Attendees: All partners (see attached the registration list)

Minutes

The 5th coordination meeting was planned and arranged at KFUG, Graz, Austria with the involvement of all consortium partners. The meeting was conducted together with the workshop on methodology toolkit development for high schools under the lead partner – AUA and within the implementation of the final content workpackage 4. The meeting agenda (see attached) was designed for two days focusing on the tangible results within each workpackage and summarizing the coordination meeting on technical, content and financial management of the project. 4 monitoring discussions were also conducted by the end of the second day with the involvement of the working groups from 4 HEIs (UNTZ, SAFAA, AUA and UNT). Summary: the two-day event aimed at:

Summarizing the current project progress Outlining the activities and the tangible results per WP Highlighting the upcoming activities and setting deadlines Focusing on the finalization of the Guidelines for Inclusive teaching and learning, Guidelines on Inclusive

Education in Armenia and Bosnia and Herzegovina Discussing the current progress of WP4 and the draft of the toolkit (for high schools teacher training by the

HEIs) Discussing the project dissemination, quality control and monitoring, sustainability and management focusing

on the 1st monitoring results, organization of the final conference, feedback from EACEA and introduction of the self-evaluation tool for monitoring and evaluating the effectiveness of the activities implemented by the project partners.

The first day (12/03/2019) had main focus on the presentation of the project overall progress and introduction of the inclusion activities conducted by the guest speaker from KFUG (Mrs. Barbara Levc). Next, lead partners from WP2 and 3 summed up the developments within the workpackages and had short group discussion on summarizing the Guidelines on Inclusive Teaching and Learning. The document is ready for use and should be adapted in local contexts. It will be translated into Armenian and Bosnian and disseminated among the faculty. It was also agreed to have pilot sessions at each of 4 HEIs using the inclusive teaching methods. Each institution nominated one/two faculty member to pilot the tools and report on the effectiveness. The reports will be sent to the WP lead partner and be included in the WP general report. Third, both countries came with the presentations on the drafts of the Guidelines on Inclusive Teaching and Learning. Both documents are almost edited and will be translated and ready for publication and dissemination. The ministries from both countries took the responsibility of disseminating the documents thus ensuring the sustainability of the project outcomes after the completion of the project. The day culminated in presentation and group discussions on the toolkit methodology – the format, topics for training, activities to raise awareness among high schools and evaluation of the toolkit. Each country had group discussions and outlined the main ideas that were presented during the second-day morning session. After the event each partner institution will work on the format and development of the toolkit and will be guided by AUA to finalize the toolkit and start the trainings for high schools (April-May 2019). The second-day (13/03/2019) was mainly focused on the discussions and presentation of the other 4 workpackages: management, sustainability, dissemination and quality planning. The lead partners presented the current status of the

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Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP] activities and outlined the major challenges with regards to dissemination and sustainability. 1st monitoring results were also presented to the consortium and feedback was received from all 4 HEIs on the recommendations. A value added input from WUS was the presentation of the new QA tool that enables each partner to conduct self-evaluation of the activities and collect all the tangible and non-tangible outcomes for reporting. As a result the QA plan was adapted accordingly. The key aspects from the coordination meeting are outlined below. By the end of the second-day 4 monitoring discussions were conducted with 4 HEIs reflecting on the results of the 1st monitoring visits. T was agreed to have second monitoring discussions together with the event to also ensure the cost effectiveness. The monitoring reports will be prepared by WUS and the management team and circulated among the consortium.

Agenda item: Feedback from EACEA on Midterm Report_ Presenter: INCLUSION MNGT TEAM

Discussion:

The 5th coordination meeting opened a discussion on the general recommendations received from EACEA after the field monitoring conducted in Yerevan (SAFAA and AUA) on 15th of November 2018. In particular the question of the change of project Coordinator was raised by the Management of the INCLUSION project taking into account the following feedback from the Agency: “As regards project management the monitors raised again the issue of the remote coordination that goes against the institutional character of the CBHE action. Indeed, as already explained in the past, the CBHE action aims at the institutional development through the involvement of institutional horizontal services in the project and through the internal dissemination of the knowledge acquired during the participation in the project. In this sense, the monitors considered that in the case of INCLUSION the project management knowledge accumulates in the hands of few individuals and it is not embedded in the institution and its horizontal services, so the international project management capacities do not extend to the institutional level. In addition, it would seem that the coordinator is only employed by the institution for the shake of the project and is not involved in the general academic/institutional live (given her main employment outside Armenia). We would like to raise the attention of the consortium to the fact that these issues are part of the performance indicators and will be taken into consideration at the time of the Final Report assessment and the scores will reflect this weakness of the project in relation to the action objectives and aims.” INCLUSION monitoring feedback by EACEA, e-mail dated 12.12.2018.

Conclusions:

INCLUSION consortium members were slightly confused with the feedback as the fact that the project Coordinator is working outside Armenia has never caused any problem in implementing the project activities and it never impacted the project implementation, developments and effectiveness. Actually, for E+ projects remote coordination is not a new phenomenon. However, considering the explanation by EACEA Project officer and the fact that the issue will be considered at the time of the Final Report Assessment and will have negative reflection on the project evaluation the consortium agreed with the proposal by the coordinator and the management team to transfer the obligations of the coordinator to one of the project management team members – Ruzanna Minasyan. The official nomination for a change will be sent to EACEA after the Graz event.

Agenda item: Final conference: dates and agenda Presenter: INCLUSION MNGT TEAM

Discussion:

The project final conference as a major event for dissemination was another topic for discussion.

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Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP] Dates and venue: It was agreed that the final conference will be a 2 day event at AUA premises: 1st day – Final coordination meeting before the final reporting and financial audit with the participation of the consortium members only 2nd day – Final conference with participation of the consortium members and stakeholders from other HEIs, organizations, schools, etc. Exact dates to be determined through doodle poll (by AUA) Agenda: It was agreed to start the final conference with a quick overview of the project progress and switch to a panel discussions with specific topics (TBC) from which all participants could benefit most. It was also suggested:

• to each partner - prepare poster on project achievements which will be displayed during the final conference (details and instructions will be circulated by the MNGT team, Guidelines for posters to be inclusive will be provided by Bridget Middlemas (UoR))

• to include videos made in UCLL in the agenda • to involve students with disabilities in the participants’ list for the final event • to set a Media room and record short videos for dissemination purposes and include short videos and photos

form the project • to organize a poster competition among SAFAA students on “Inclusion and Inclusive education” and prepare an

exhibition during final conference. Travel funds: A suggestion was made by the project BIH and EU partners to calculate conference travel days as 3 and working days as 2. The problem is the long and overnight flights and impossibility to have an event on the same days directly after the flights. Participants: Partners are requested to send the participants for the final conference by 15th of April 2018. Please consult individual partner budgets for number of participants. Translation: Simultaneous translation (en-arm, arm-en) will be provided Publications: the major documents developed within the project are to be translated and published and disseminated before and during and after the final event. These documents include: training kit, Master plans (UNT, UNTZ, AUA, SAFAA) National Guidelines/Guidelines on Inclusive Education in Armenia and B&H, Guidelines on Inclusive Teaching and Learning, Methodology toolkit, Achievement booklet, etc.

Agenda item: Organization of Extra training (with possibility to travel) Presenter: INCLUSION MNGT

Discussion:

The financial part of the coordination meeting was mainly focused on the unspent amount of Travel costs from EU partners. It was suggested to have an extra training for faculty and staff on “training/toolkit implementation (WP4)” early in summer (end of June-beginning of July). Considering the fact that development and implementation of the toolkit raises a number of issues and need extra discussions and communication among the consortium it was suggested to focus the extra event on the implementation of the toolkit and finalization of the document. KFUG partners offered to host the event if the extra event proposal gets an authorization from EACEA. The proposal will be sent after the Graz event. .

Conclusions:

The project Management team took the responsibility to draft a justification and submit for the authorization to EACEA the issue of including one extra training for faculty and staff of the consortium. The remaining budget for travel costs and costs of stay will be used for this purpose. Once the authorization is received the organizational instructions (dates, place) and detailed agenda will drafted and circulated among the consortium.

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Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP]

Agenda item: Introduction of the new QA tool Presenter: WUS, Austria

Discussion:

The lead partner of WP5 – Quality planning (WUS) presented the new QA tool for evaluating the effectiveness of the activities conducted by each partner institution. It enables all 14 partners to fill in the survey and upload the relevant documentation per WP activity. The tool was created based on the feedback from EACEA, Brussels on the midterm report – to highlight the contribution of each partner in the implementation of the project activities. It will help the consortium to understand each partner involvement in the developments, gather all the relevant materials and documents, links for the project reporting and include them in the final report.

Conclusions:

WUS will e-mail on the follow up activities after the event disseminating the tool. It was agreed to have the survey filled in and upload all the documents on 30.06.2019.

Other Information

Next steps

• Inclusive teaching pilot at 4 HEIs – APRIL-MAY 2019 • Translation of the Guidelines on Inclusive Teaching and Leaning (Eng-Arm, Eng-Bosnian) – after the event in

GRAZ • Guidelines on Inclusive Education in Armenia and B&H – finalization and translation - after the event in GRAZ • Toolkit development and circulation among AM and B&H partners – APRIL 2019 • Trainings for high school teachers in Armenia and B&H – APRIL-MAY 2019 • Equipment- finalization of the procurement and installment – immediate action required! • Nomination for the change of the coordinator will be sent to EACEA by the management - after the event in

GRAZ • Doodle poll for fixing final conference dates will be created by AUA - after the event in GRAZ • Justification on extra event in Graz will be sent by the management to EACEA for authorization - after the

event in GRAZ • Justification for extra travel day for the final conference will be sent by SMOC so that the management could ask

EACEA for authorization - after the event in GRAZ • Preparation and organization of the extra event (if authorized by EACEA) – APRIL-MAY 2019 • Scans of the approved master plans are to be sent to the management team - after the event in GRAZ • Scans of the acknowledgements from the ministries on the implementation of the guidelines – once the

Guidelines are finalized • Information on the regular trainings for faculty members/staff – once conducted • Preparation of final year newsletters – by the end of the project • All partners are requested to regularly update and send the information on dissemination to be shared on web-

site – regularly by the end of the project • Financial reporting and submission of the missing and additionally requested documents – MARCH 2019 • General guidelines on the organization and preparation of the final conference in Yerevan – to be developed

and circulated by the management team – APRIL-MAY 2019

Additional information (if any)

Dissemination information from each partner is to be submitted to the project management. Constant update of the web-site is made by the management team considering submitted materials/information.

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Herzegovina through Cross-Regional Peer-Learning – 574139-EPP-1-2016-1-AM-EPPKA2-CBHE-JP] Special notes:

At the final phase of the INCLUSION project all partners are encouraged to reply/send/finalize the requested information/developments on time and keeping deadlines to ensure the smooth flow and completion of the project. The minutes were taken by the management team and WUS and summarized in this document. The management team extends its gratitude to all partners and to the host institution for organization and participation in the event and in the productive discussions. Attachments:

Agenda of the event Presentation by the management team Presentations by the lead partners Presentations by the consortium partners Registration list

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