We All are Europe - AESAEC

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ealisation phase: transnational activities are an integral part of the overall aims of the project and are not just fringe activities co-ordination phase: monitoring, dissemination, evaluation, financial management and reporting finalisation phase: the partners consider their next steps or exit strategy for the project State which partners will be involved and who has responsibility for the delivery of specific tasks Link the workplan and its tasks to a timetable estimate how much time will be involved and set a deadline for completion plan for the whole duration of the project make sure timescales are realistic Devise a coherent workplan: in a well defined workplan all the activities, results and deadlines must be clearly described and scheduled Step 3: Financial and administrative planning Lastly, task scheduling should integrate the costs data for each task: planning costs and resources, designing contractual arrangements, devising reporting systems and procedures (see Unit 5). Listen / Read / Exercise One of the greatest challenges in connection with designing a project plan is the necessity to define a problem, a desirable solution and a solution finding process in the first place. The method described below, adapted from a business development approach, may be of some help to you. The Problem and Objective Assessment By this method, problem solving should be made easier by reformulating problems into objectives. Therefore, the problem assessment identifies and organises problems which you can then work with. The objective assessment identifies and organises objectives in direct relation to the problems. In this approach, objectives are desired future situations, not activities. An activity will use verbs such as to improve, reduce, construct and so on. However, an objective is a description of what it will be like once something has been improved, reduced, constructed etc. When formulating an objective it is often simply a matter of turning the problem statement around, or imagining a completely new situation as the example below shows. Preparation and implementation work: 1. Each participant involved receives two set of coloured cards: some yellow cards on which the problems should be indicated and some green ones for formulating the objectives (important: do not write activities but describe situations!). 2. Arrange an appropriate timescale for formulating problems and objectives. 3. After this work is finished, all yellow and green cards are put into two columns on a poster or pin board, leaving space for a middle column (see Stage 1 below; important: yellow problem cards and green objective cards dealing with the same issues should always be placed opposite each other). 4. Once all the problem cards are covered by at least one objective card, try to assess the hierarchy of the problems (which is the largest problem of all) as well as the hierarchy of objectives (which objective is most desired / important to be achieved) dealing with each problem. 5. Now you should have a ranking on the left hand side beginning with the largest problem, and a ranking on the right hand side beginning with the most desired objective replacing a problem. Perhaps there are some gaps within the hierarchy of problems as well as within the hierarchy of objectives. In this case you may need to reorganise your hierarchies or even to define problems as well as objectives in more detail (however, it is essential that you do not lose sight of the original problem). 6. After you have agreed on a set of appropriately ranked problems and objectives, try to fill in the middle column with actions that can overcome the problems and achieve the objectives. These activities, which are most likely to change the largest problem into the best objective, might be the basis for your project plan! (see Stage 2 below) NOTE: This is a free-flowing exercise which can be re-started at any stage of the process; each person involved can write any objective for any problem. There is no limit to the numbers of cards that can be written. 104
Module 6 – The Art of Successful Project Proposal Writing I: the Technical Part Stage 1 Problems Lack of senior citizens participating in AEC Objectives Senior citizens fully engaged in volunteer work Senior citizens take over responsibility traditionally covered by professionals/younger people Senior citizens actively involved in decision making processes concerning AEC Too few senior citizens actively involved in EU projects Percentage of EU projects dealing with senior citizens issues reflect roughly their demographic force Senior citizens are fully aware of EU funding opportunities Senior citizens are equally represented in EU project groups Senior citizens are involved in decision making processes when creating new funds and programmes Stage 2 Problems Actions Objectives Lack of senior citizens participating in AEC • Introduce AEC better to seniors • Adapt volunteer work structures to better suit the needs and demands of seniors • Prepare senior citizens better for volunteer work by increasing training programmes for them • Involve more seniors in management/ at board level • Etc. Senior citizens fully engaged in volunteer work Senior citizens take over responsibility traditionally covered by professionals/younger people Senior citizens actively involved in decision making processes concerning AEC Too few senior citizens actively involved in EU projects • Develop training course to increase project management skills of seniors • Increase promotional activities concerning EU programmes specific to this target group • establish more programmes particularly dedicated to the needs and demands of senior citizens • Allow senior citizens better access to decision making processes and committees • Etc. Percentage of EU projects dealing with senior citizens issues reflect roughly their demographic force Senior citizens are fully aware of EU funding opportunities Senior citizens are equally represented in EU project groups Senior citizens are involved in decision making processes when creating new funds and programmes 105
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We All We All are Europe Participat
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Publisher/Editor: AESAEC Project Gr
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Contents Part A: The Pedagogical Co
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Module 7 - How to implement a proje
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The conceptual framework I. The con
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The conceptual framework closed one
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The conceptual framework c) The urg
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The conceptual framework Kroehnert,
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Findings of the IANUS project Stru
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Authentic Location Learning, Multi-
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Module 1 - The European Union and i
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Module 2 - The Concept of Active Eu
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Page 147: AESAEC - Glossary Think tanks Valor
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We All are Europe - AESAEC

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