Evaluation criteria

Key -Concepts

Evaluation

Relevance of the project.

- School education and inclusion;

-Development of skills in this area for teachers and students.

- Framework with reference to studies and policies for the inclusion of migrants and minorities;

  -Construction of a universal reference on human values together with a universal learning system;

- Sharing of knowledge and practices that enable the potential achievement of objectives and expected results.

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Evaluation criteria

Key -Concepts

Evaluation

Quality of project design and execution

- Complete work; well organized between the objectives set for the project and the activities proposed for funding, including intellectual products;

- Careful control of the implementation, evaluation of the progress and quality of the project,

-The proposal provides the use of European instruments for the recognition and certification of teacher and student learning such as Europass.

17

Evaluation criteria

Key -Concepts

Evaluation

Quality of the project team and cooperation mechanisms.

- Adequate funding of organizations with distinct profiles, having experience with disadvantaged, minority and / or migrant students, including refugees;

- Very Project experienced organizations;

-Examples of media between partners (google groups, e-Twinning, skype etc.);

-Potential positive impact on participating organizations;

-Provisional intellectual products have a potential for transferability to other contexts and areas.

14

Evaluation criteria

Key -Concepts

Evaluation

Impact and dissemination.

-Dissemination, with examples to disseminate the products and results, the target audience (European dissemination platform, website, etwinning, European education networks, multiplier event, etc.) and stakeholder involvement;

-The proposal foresees the sustainability of the project through the use of the knowledge acquired by the participants, maintaining a relationship created by the Council for Inclusive Education, the produced materials which will be made available online, free of charge.

25

Evaluation criteria

Key -Concepts

Evaluation

GLOBAL

In view of the importance of promoting an inclusive school which responds to all people, including disadvantaged groups such as minorities, migrants and refugees, the interest of the proposal is remarkable. In addition, the experience and competences held by the organizations included in the consortium and the preparation and design of the proposal stand out.

79

Evaluation criteria

Key -Concepts

Evaluation

Quality of the project team and cooperation mechanisms.

​

- The objectives of the project are clear, but it is not clear how they will respond to the specific needs of the teachers and students covered in the project;

- There are no solid elements that interlink the recommendations of the public policy documents on the inclusion of migrants with the type of project to be developed;

- Strong data on the analysis carried out by all partner countries are not presented, in particular the recommendations of the COM policy papers;

- Specifically: the construction of a universal reference on human values together with a universal learning system.

TPM (1º ; 2º)

Evaluation criteria

Key -Concepts

Evaluation

Quality of project design and execution

​

- Lack of coherence between intellectual products and project needs;

- Excessive activities for the stipulated time;

- Displacement abroad that implies absence of students and teachers, during the school term with relevant consequences in the learning / teaching;

- Doubts about the partners' experience and knowledge in product development in the area of inclusion;

- Little information on the selection and involvement of partners and students in the preparation of activities for the project.

TPM (1º ; 2º)

Evaluation criteria

Key -Concepts

Evaluation

Quality of the project team and cooperation mechanisms.

​

- It is not clear the contribution of the partners as well as their know-how on the technical specificities of intellectual products, namely on the technical capacity of the partners to develop blended learning training, inclusive methodologies through the arts and the development of a " comprehensive teacher profile;

-The existence of an overload of the proponent organization, which assumes beyond the tasks inherent to the coordination of the project, the leadership of the elaboration of 2 intellectual products;

- A strong workload, with perverse effects on the development of other curricular activities over the 3 years.

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TPM (1º ; 2º)

Evaluation criteria

Key -Concepts

Evaluation

Impact and dissemination.

​

- It is not clear how the impact of the project will be evaluated;

- There should be a reflection on the choice of quantifiers;

- Evaluation plan should be better structured to clearly demonstrate the scope, objective, period and evaluation team, as well as quantitative and qualitative indicators (accompanied by benchmarks and targets);

-Lack of concrete examples of cost and benefits.

TPM (Throughout the process)

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