World Bank

Project Application Form Virtual Rural University Career Development Opportunities for Rural Teachers

A.
A.1 GENERAL INFORMATION

PROJECT OUTLINE

World Bank program: Duration of the project:: Title: Acronym/short title (max. 25 characters): Overall objectives:

Sub-component 2.1 200_ - 200_ Virtual Rural University Career Development Opportunities for Rural Teachers

a) Contribute to sustainable rural development; b) Contribute to equal access to education c) To contribute to the attraction and retention of qualified teachers in rural settings To increase the number of qualified Romanian rural teachers from 5.700 to 11.000 during project implementation (in Romanian Ministry of Education and Research (Ministerul Educatiei si Cercetarii)

Project goal: Coordinating institution English and in Romanian): Name and position of contact person: Address: Telephone/Fax: E-mail: Other participating institutions (in English and in Romanian):

Leader institution (competence in Open and Distance Learning and in Project Management) National Board for Teacher Training (Consiliul National de Formare a Profesorilor) National Council for Evaluation and Accreditation of Higher Education (Consiliul National de Evaluare Academica si Acreditare) School inspectorates (Inspectoratele scolare) Casele corpului didactic Romanian universities type I (national involvement) Romanian universities type II (regional involvement)

Total budget: Grant requested from the World Bank: % of total budget: Target sector(s)
A.2 SUMMARY

$ $

Rural education

1. Justification of the proposal This project aims at offering development opportunities for rural teachers. It is accepted that the students of teachers who are better qualified tend to achieve higher on student assessment tests. Romanias rural students achieve well below the levels of urban students; this is why it may be hypothesized that the under-qualification of rural teachers contributes to the difference in results between rural and urban students. The recent public concerns in Romania about unqualified teachers have been dealt with for the short-term for the 2002-2003 school year by hiring mainly retired teachers and by asking teachers to accept additional norms of classes to teach. However, this solution does not solve the issue of qualifying rural teachers and of promoting sustainable rural development. First, the extra-teaching done by many teachers is not in the subject for which they were trained. Second, few rural teachers have the means to return to full-time study for a qualifying diploma. Third, the current solution does not provide rural teachers with the skills, knowledge and attitudes necessary for achieving sustainable development. Therefore, a challenge to the improvement of rural education in Romania is to improve teachers access to programs that will offer them better professional qualifications. These qualifications will produce higher learning outcomes for rural students. a. b. c. d. 2. Results Training (a training methodology in different fields, integrated and innovative curriculum, training modules and courses, training materials, unified competences of rural teachers); Online platform (web site and database); promotion materials diploma (or other recognized certification, that will allow and enhance the chances of teachers who participate to progress towards becoming tenured teachers). 3. Dissemination methods The dissemination strategy aims to keep all the participating institutions fully informed about the project status, the planning and all other issues which are important in order to obtain maximum transparency for all involved and to increase the synergy of the co-operation. Interactive management meetings and technical meetings take an important role in the dissemination strategy. All information (like minutes of meetings, visit reports, tasks reports, relevant publications) will be communicated to the Steering Committee, which will also be responsible for channeling this information to the other participating institutions where appropriate.

4. Participating institutions The scale of the project requires that many institutions and groups contribute to its successful implementation. The Ministry of Education and Research, The National Board for Teacher Training, the National Council for Evaluation and Accreditation of Higher Education, School inspectorates, Casele Corpului Didactic, public universities will work closely with practicing teachers, school heads and school inspectors who have experience in real-world teaching issues. Given the variety of actors and their different capabilities for contributing to qualifying rural teachers, a team-approach to program implementation will be used. 5. Project Management and operational timetable The structure of the Project Management will be organized in order to fulfill the special requirements originating from training and evaluation activities. It is a lean structure to provide efficient work (for a detailed description of the operational timetable see Section D).

B.
B.1. JUSTIFICATION OF THE PROPOSAL

PROJECT GOAL

1. Background rural education in Romania Qualified teachers in Romania are those who have completed an accredited higher education program that includes pedagogic training in the subject(s) they teach. Then within a few years they must pass the definitivat examination which gives them tenure in their employment as a teacher, after which they may pursue degree and degree 1 level of full qualification. Of the 105,000 rural (comuna-based) primary and secondary school teachers in Romania in 2000/2001, about 17,000 (16%) have not completed training for accreditation. About 5,700 of these rural unqualified teachers are already in training courses, leaving about 11,000 who have not yet had pursued further education for becoming fully qualified. The main problem of rural schools worldwide and in Romania is attracting and keeping quality teachers in rural settings. This is why, the essence of the program is that the learning, training and development processes will take place in the appropriate rural context of the participants by means of Information Technology (IT) and using the Open and Distance Learning (ODL) system. IT and ODL will provide opportunities for greater flexibility and will contribute to the resolution of the abovementioned problem. In this way, time and distance will no longer be an obstacle to training and qualification of rural teachers, whereas the funding will provide for the costs required by the efforts to undergo such training and qualification. Undergoing training in the appropriate rural context of the participants represents one of the main strengths of the project, because this way, learning, training and development are connected to the real teaching environment as closely as possible and, equally important, it reduces the risk that participants leave the village and opt for a living in the urban environment. 2. The problems addressed by the project and the means of identifying them

Of the 105,000 rural (comuna-based) primary and secondary school teachers in Romania in 2000/2001, about 17,000 (16%) have not completed training for accreditation. About 5,700 of these rural unqualified teachers are already in training courses, leaving about 11,000 who have not yet had pursued further education for becoming fully qualified. Primary schools and gymnasia have more qualified teachers than secondary schools and the more isolated a school is the more unqualified there will be and the less likely it will be that they are already in a course to be qualified. Thus, most of the 11,000-plus unqualified teachers will be in the most remote schools. One of the first activities related to the project is carrying out a detailed analysis of the training and education needs among rural teachers number of under-qualified rural teachers, level of training and education acquired so far, training needs, regional distribution. 3. The specific activities of the project a. to train for qualification x participating rural teachers; b. to create the legal and academic conditions for the acceptance and accreditation of the diploma granted after completing the program c. to provide for the higher retention rate for effective teachers in rural schools; d. to equalize the results and performance of rural and urban students; e. to develop a new curriculum that responds to the learning styles, needs, interests, backgrounds, and aspirations of teachers and that is formatted to IT; f. to stop the reduction of teaching positions in the rural areas by means of the fact that qualified teachers will be able to assume more responsibilities at a community level; g. to strengthen the ties between pre-academic and higher education. 4. The target population and eligibility criteria for participants Primary and secondary school teachers who satisfy the following criteria: P1: have graduated from a lycee (other than a pedagogical lycee) and are primary school teachers (Rom. invatatori); P2: are higher education diploma holders, but dont have training in a school subject that they teach; besides, they have or they dont have pedagogic training; P3: are higher education graduates in the subject that they teach but do not have pedagogic training. For all of these: have taught for a minimum of two out of the last three years in a rural school; live in the rural area; are younger than 45; agree to sign a contract specifying that after completion of the training program, they will teach in a rural school for at least 5 more years. NB: The selection of participants in the training program will also take into account the viability and sustainability of the rural school (Rom. viabilitatea catedrei). 5. Incentives for completing the training program and participant obligations

qualification (knowledge, skills and new attitudes); scholarship for supporting partial costs for completion of the training program; enhanced chances for obtaining tenure; contract with the comuna school that gives the participant a position as a teacher in the school for the period of the program, as long as the teachers stays in the program, and afterwards as long as the teachers successfully completes the program; in return, the applicant will commit in the contract to completing the program and to teaching in the schools in the comuna for at least 5 years after receiving the diploma they study for; increase in salary as completion of the training program progresses; new status in the community the participant belongs to.

B.2.

BREAKDOWN OF RESULTS

1. General description of results In order for a participants completion of a program of study to have acceptability nationally, the curriculum framework and delivery systems structure will be the same throughout the country. This will be acquired by means of an integrated network, a collaborative process of program and course development. The programs design will be based on knowledge, abilities and competences that the MERs ministerial order on teaching standards will provide. The standards in this order will then be used to formulate the curriculum framework of the program, including explicit theoretical and practical learning objectives. Each institution wishing to implement the framework with support from the program will prepare detailed course modules that fit the framework, and they will seek accreditation for each collection of modules/courses through the normal procedures for approval of new programs in higher education. The content covered by the training products will be relevant to the training needs of the participants. The training products will be in readily accessible form. That is, they will be deliverable by post and useable without a computer (print version). This will place special emphasis on the participants studying primarily on their own, which usually characterizes distance education. At the same time, the training materials will be based on information technology planning and formatting and be delivered by the Internet, CDs for participants who have access to and know how to use a computer. The participants will also be able to study the materials, discuss them and complete assignments at the local learning/studying centers. The blending of individual, face-to-face and online learning will enhance instruction and provide learning opportunities for participating rural teachers. 2. Breakdown of results General handbook of the program Improved curriculum Training courses (content, auto-evaluation and evaluation tests) for participants Training courses for teacher mentors Guide to designing training courses that are formatted to IT and are tailored to the specific learning, training and development needs of the participants (ODL module outlines); f. Database of the project g. Website of the project a. b. c. d. e.

h. i. j.

Improved teaching and learning processes Improved skills and attitudes of teachers Strengthened ties between pre-academic (primary, secondary and high school) and higher education

3. Detailed description of results a. General handbook of the program (will be the basic document of the program and will guide everyone who participates in the program); the handbook will include: goals and objectives of the program; application and selection procedures; information about the participants incentives and obligations; information about program design and the delivery system; information about the evaluation mechanisms for each qualification offered.

b.

Improved curriculum characterized by flexibility and relevance. By these two we mean that the training materials will be organized into self-sufficient modules that serve as building blocks for satisfying qualifying requirements for different qualifications and will be combined in different ways. The modules will be made up of specific courses. E.g. (for a detailed description see Annex) Unit: Matematica + Fizica - Module 1:Matematica Course 1: Algebra Course 2: Geometrie plana Course - Module 2: Fizica Course 1: Mecanica si termodinamica Course 2: Electricitate si magnetism Course : - Module 3: Psihopedagogic (General classroom pedagogy) Course 1: Course 2: Course :. - Module 4: IT Course 1: .. Course 2: .. - Module 5: Communication Course 1: .. Course 2: .. A teacher with strong knowledge in mathematics and physics through engineering study, but no teacher training, may apply to be exempted from the mathematics and physics modules (i.e. may take exams certifying that s/he has the necessary skills for teaching that subject; the decision to take or not to follow a module or a course will be taken at the level of the Selection Center see Division C Participating Institutions). A graduate of pedagogic lycee may ask to skip the general classroom pedagogy module. All participants will be required to take the modules on IT (ECDL) and Communication (Public Speaking and Public Writing). Collectively, the full array of modules will provide full coverage of the courses needed to qualify teachers according to the qualification categories that are decided upon.

c.

d.

e.

Training mix (printed documents, audio cassettes, videos, CDs, Internet site). The materials will be organized into self-sufficient modules and serve as building blocks for satisfying qualifying requirements for different qualifications. Each course design includes: explicit knowledge; information about the abilities and competences that a participant must exhibit for successful completion of the module; assignments written and practical, required or suggested; case and simulations (where appropriate); additional readings (attached to the basic materials or as referrals in a bibliography) auto-evaluation tests; evaluation mechanisms that demonstrate the participants completion of the course; electronically-supported instruction and evaluation methods (where appropriate). The training courses for teacher mentors will provide for the standardization and quality of training countrywide. Teacher mentors will have to be exposed to ODL methods, therefore, their training will have to place emphasis on ODL methods, IT and communication skills. The guide for designing the training courses will outline the framework for each courses and will provide for their formatting to IT and tailoring to the learning, training and development needs of the rural teachers. The guide will specify the design requirements both for the printed and the electronic version of materials: explicit knowledge; objectives; assignments; case and simulations; readings; auto-evaluation tests; evaluation mechanisms; tables, graphs, charts; boxed or highlighted materials; glossary; outline of the teacher mentors handbook.

f.

g.

h.

g.

h.

Electronic administration of information is mandatory to the success of such a project. Scale and complexity require that number and demographic profile of trainees; volume of work; number and level of teacher mentors; schedule of tutorials and group meetings; rate of attendance of tutorials and group meetings; schedule of exams; participant performance; fees paid; other activities. are known at any given time. A nationally linked database hosted on an unique server has the capacity to incorporate all the needed information, to allow for its analysis, classification and interpretation. The information on the unique server can be accessed and fed on from each advising center and from each participating institution with different usage rights. The website will incorporate information from the database (different levels of access public and restricted (only to participants and will offer an extensive set of educational and administrative tools, including a videoconferencing system, online chat, student progress tracking, group project organization, student auto-evaluation, navigation tools, electronic mail, module calendar, student homepages, and module content searches. Production of a new kind of teacher, equipped not only with deeper and more flexible content knowledge but also a fuller understanding of child development and learning styles, a wider repertoire of teaching strategies and a new set of values, emphasizing respect for diversity, collaboration with peers and continuous reflection on teaching practice, and a capacity to communicate effectively. Improved skills and aptitudes of teachers. In this way, the project will provide for a higher retention rate for effective teachers in rural schools and will stop the reduction of teaching positions in rural areas since the newly qualified teachers will be able to assume more responsibilities at a community level (teaching process and involvement in community projects and activities). Strengthened ties between pre-academic and higher education The project will be an efficient means for real cooperation between schools and universities. The university professors will have to start the design of the courses starting from the real learning, training and development needs of the participants and to tailor the provision of knowledge to those needs. 4. Delivery system

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The delivery system will seek to be an optimal combination between traditional systems and ITbased ones. This will take into account Romanian realities in terms of access to IT and the fact that the new ITs should not be viewed as replacing the human element in education. At the same time, the delivery system will include a strong IT component increases access to education, saves time and money needed for transportation and, significantly, creates new learning environments and learning communities. In this way, the trainees will have the opportunity to learn from various training sources. The delivery system will have the following elements: print, visual and Internet materials in the hands of all participants; regular face-to-face discussions of the materials among teachers near one another (weekly during the systems methodological day for teachers); small group meetings facilitated by locally-chosen teacher mentors (at least once a month); less frequent (1-2 times/semester) larger groups meetings of participants at a central place with a higher education professor for additional information and for questions to be answered; on-demand availability by phone and Internet of teacher mentors and professors for participants and of professors for the teacher mentors under their supervision.
B.3. IMPACT

1. Impact on the primary target population The project will be a direct response to the urgent needs of the development of rural education in Romania. At the completion of the project, rural schools will become able to respond to the changing needs of society and its individuals. Rural teachers will be more qualified and equally important, will be productive and participating members of society, will be able to cope with changes in the environment and to respond to availability of different opportunities. The teachers trained in this way will act as change agents, that is, they will play a role in promoting new mentalities and introducing the new technologies into their communities. 2. Project's potential transferability to other sectors and users a. Community outreach The impact of the project on the primary target population (new skills, knowledge and active attitudes towards for change) is transferable to the students of the participating rural teachers. The newly qualified rural teachers will be encouraged to get involved in their communities In this way, the project represents a long-term solution to the problem of rural education and rural development. b. Systemic impact The entire system of education in Romania will benefit from the project through the dissemination of the results that will be achieved. The project will impact upon methodologies and curricula for lifelong training, short-term training and training in the ODL systems.

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c.

Permanence The results of the project will acquire a permanent basis as a consequence of the establishment of the working institutions (see Division D, Work Package 1). These institutions will see to it that, upon completion of the World Bank financing, the project is self-sustainable and the process of rural development is conceived and sustained in relation with social and economic development of the country. The rural schools and the communities will be equipped with the ability to create local programs to attract local youth into teaching. School Inspectorates will develop orientation programs and mentoring and support joint school-community efforts to help rural teachers (especially the young ones) to feel more at home and to overcome the social, cultural and professional isolation. In this manner, the project will create new paradigms for young people to stay in and grow their communities. Schools and communities will be encouraged to publicize the advantages of teaching in a rural community and getting involved in community projects.
DISSEMINATION

B.4.

1. Strategies and initiatives to ensure that the project has the desired impact A general dissemination campaign will be implemented to create a broad understanding of the importance of development of rural education. Promotional materials will be produced aimed both at the general public and target populations and institutions and will aim at providing complete information on the program and on how to get eligible to the program. Among the other dissemination methods we include: information seminars, special events, media advertising. The website of the project will be created and will contain data about all participating institutions and about the whole program. The page will support the training program and disseminate information about the project throughout the country; it will include: the name of the participating institutions and general information about them; a description of the projects objectives and results; a communication and information platform for participating institutions, participants, with links to existing sites developed on the same topic; on-line services to participants; on-line services offering information solicited by the public; extended versions of the courses delivered during the project. 2. Dissemination during the project Dissemination during the project will be about ensuring that the project is addressing the needs and demands of the target population, about drawing lessons from what will be experienced about passing them to other interested parties. 3. Dissemination at the end of the project Dissemination at the end of the project will be about ensuring that the work undertaken during the project development has an impact on the rural education and rural development.

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D.
D.1.

ORGANISATION AND MANAGEMENT OF THE PROJECT

WORK PACKAGES

WP1: Establishment of the main working institutions Description This work package sets to establish the institutions that will coordinate and implement the whole project; the wok package also assigns and plans the project activities according to the competences of each participating institution. Start and finish dates Activities 1.1. Establishment of the Steering Committee; 1.2. Appointment of/ competition for the Leader Institution/Coordinator; 1.3. Appointment of/ competition for participating universities (University type I and type II); 1.4. Establishment of the Selection Center; 1.5. Establishment of the Curriculum Development and Examination Center. WP leader Ministry of Education and Research WP2: Need statement and analysis Description By means of this work package, the participants position regarding the program objectives will be pre-tested; the pre-test will be the basis for awarding exemption and will offer information about: the number of copies of the training materials (written textbooks, CDs, vide-cassettes, etc); the number of teacher mentors needed; the number of copies of the materials for the training of teacher mentors. Start and finish dates Activities 2.1. Identification and analysis of the training needs 2.2. Analysis of the training needs WP leader Steering Committee WP3: Curriculum development Description The Ministry of Education and Research and the Universities will lay out the curriculum framework with the objectives for each course; after this, the detailed design of individual courses begins. Start and finish dates Activities 3.1. Meeting of module commissions; 3.2. Design of the training curricula for teacher mentor training; 3.3.Design of the training curricula for rural teachers. 13

WP leader Curriculum Development and Examination Center WP4: Recognition and accreditation of diplomas Description After completion of the training curricula (both for teacher mentors and for rural teachers), efforts will be made toward recognition and accreditation of the training period; the recognition and accreditation applications will be submitted to the National Council for Evaluation and Accreditation of Higher Education. Start and finish dates Activities 4.1. Design of the accreditation application form 4.2. Meeting of module commission representatives with officials designated by the to National Council for Evaluation and Accreditation of Higher Education 4.3. Design of the plan for monitoring the progress of the project and training activities
WP leader Steering Committee

WP5: Selection of teacher mentors Description The call for teacher mentors will be addressed to higher education assistants and lecturers and to high school professors holding the first degree (Rom. profesori gradul I) Start and finish dates: Activities 5.1. Selection criteria setting 5.2. Qualified selection of candidates according to the set criteria WP leader Selection Center WP6: Selection of candidates Description The project activities will train and qualify x rural teachers; their selection will be done by national, open and merit-based contest; the applicants have to be part of the targeted population (obey the eligibility criteria) and their selection will be done by the Selection Center. Start and finish dates Activities 6.1. Selection criteria setting; 6.2. Qualified selection of candidates according to the set criteria. WP leader Selection Center WP7: Design of the training courses for mentor teachers Description Start and finish dates

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Activities 7.1. Selection of authors of the training courses for mentor teachers 7.2. Meeting with authors of the training courses for mentor teachers 7.3. Training of authors on the standards of materials to be used and formatted for ODL system 7.4. Design of the training courses for teacher mentors WP leader Steering Committee and ODL Center from the Leader Institution WP8: Production of the training package for mentor teachers Description Start and finish dates Activities 8.1. Selection of authors of the training course for teacher mentors 8.2. Meeting with authors of the training course for teacher mentors 8.3. Training of authors on the standards of materials to be used and formatted for ODL system 8.4. Design of the training course for teacher mentors WP leader Steering Committee and ODL Center from the Leader Institution WP9: Design of training modules Description Start and finish dates Activities 9.1. IT training module design 9.2. Communication training module design 9.3. Classroom pedagogy module design 9.4. Design of training courses WP leader Steering Committee and ODL Center from the Leader Institution WP10: Linking the local advising centers in a national ODL network Description Each advising center within Casa Corpului Didactic will have to be able to be linked to the national ODL network of the present project. The standards for participating in that network are: 30 computers; Internet connection; Server; Study room; Telephone, fax; Framework for hosting the videoconferencing system. Start and finish dates Activities WP leader Leader institution/ Coordinator 15

WP11: Database and website design and development Description The database and the website of the program will be designed with a view to adapting and renewing them with the latest information on the development of the project. The database of the program will: include demographic information about participants (name, age, location, education, sex); integrate the information regarding the participants training needs; include demographic information about teacher mentors; register information about fees paid by the participants; link the national recording system on the participants performance in the program. The website of the project will: incorporate information from the database (public and private access); include information about each participating institution; be an information and communication platform for participating institutions, teacher mentors, participating rural teachers and the general public (forums, e-tutorials, email); be used to convey content, , provide feedback, support interactive activities and manage the system. Start and finish dates Activities 11.1 Database design 11.2. Website design 11.3. Database development (permanent updating) 11.4. Website development (permanent updating). WP leader ODL Center from the Leader Institution WP12: Production of training courses Description Start and finish dates Activities WP leader University type I that has won the competition WP13: Schedule of training courses Description: The Leader Institution/ Coordinator will design a unified Plan of operation in order to ensure timely, successful activity implementation in all 40 advising centers. Start and finish dates Activities

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WP leader ODL Center within the Leader Institution/ Coordinator WP14: Training of teacher mentors Description Start and finish dates Activities WP leader University type I that has won the competition WP15: IT module development Description: (ECDL) Start and finish dates Activities WP leader University type I that has won the competition WP16: Communication module development Description Start and finish dates: Activities WP leader University type I that has won the competition WP17: Courses development Description Start and finish dates Activities WP leader University type I that has won the competition WP18: Evaluation Description Start and finish dates Activities 18.1. Record and analysis of feedback 18.2. Improvement of training methodology

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WP leader Curriculum Development and Examination Center WP19: Monitoring progress and dissemination Description Start and finish dates Activities 19.1. Dynamic evaluation of project results 19.2. Dissemination of the outcomes 19.3. Preparation of the project results and their distribution to the World Bank 19.4. Revision of the website with the latest information about the development of the project 19.5. Report to the WB on the impact WP leader Steering Committee WP20: Project Management Task Description The management work package is included in the work program to allow the implementation of the management procedures described above Start and finish dates Activities 20.1. Evaluation 20.2. Monitoring 20.3. Results report WP leader Steering Committee
D.2. PROJECT MANAGEMENT

1. Steering Committee The whole Project will be supervised by the Steering Committee that will assume responsibility for project management and watch over the achievement of expected results. The main responsibilities of the Steering Committee will be: advise and help set up project management systems; advise and set up quality control systems; review the project management and quality control systems; consolidate the Project planning; oversee and contribute to project reports; distribute the project reports to the WB. SC will develop and implement an ongoing evaluation protocol that assists with project refinement, implementation and assures sustainability and replication at the end of the project. It will also provide mechanisms to identify and cope with unanticipated problems that may emerge during the period of implementation. The SC will coordinate the communication between the participating institutions.

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2. Organization and management structure The structure of the Project Management will be organized in order to fulfill the special requirements originating in the specific activities in the field of Project Management. It is a lean structure to provide efficient work and to make sure that the project is implemented to quality. 3. Approach and methodology The Project consists of 20 technical work packages. Each of them covers a particular field linked to rural education. A work package (WP 19) has been devoted to monitoring progress and dissemination a work package (WP 20) has been devoted to management and coordination. 4. Conflict resolution Potential conflicts will be solved with a direct involvement of the Steering Committee. All decisions will be noticed to involved people and to World Bank directly from the Steering Committee. 5. Work package leaders A work package leader is nominated from the participating institutions for the detailed coordination, planning, monitoring and reporting of each work package and for the detailed technical correlation of this work package with the other work packages in the Project. The work package leader is responsible for the delivery of the final report at the end of each work package. 6. Schedule The schedule of activities provides a flexible procedure and it gives an overview of the development of the Project at any given time. In order to limit the risk of uncontrolled time, the Project Management provides for the supervision of activities by progress meetings and discussions, technical and financial progress reports. 7. Evaluation Evaluation will be an integral and continuous part of the entire project. It will measure the impact and relevance of the work packages with regard to their respective aims. This will serve to identify the strengths, weaknesses and problems of the training and of the other envisaged activities as well as to provide feedback for improvement of curricula and training methodology. 8. Criteria for evaluating the success of the project

adherence to the times and costs foreseen; contribution of individual participating institutions according to the schedule of activities; creation of the website of the Project that will incorporate the database (public and private access according to the status of the user); completion of the training packages by the selected participants.

9. Methods for monitoring and reporting progress Each participating institution will formerly report every x months to the Steering Committee about the progress of work, on the basis of a regularly updated, detailed planning. The reporting includes information about the technical progress, results obtained and compliance with the work program. The progress status of the work package will also be reported in terms of percentage of completion and estimated time to completion. The Steering Committee will summarize the overall Project status and planning. Every x months, the Steering Committee will prepare a consolidated overview of the budgetary situation of the Project. The Steering Committee will coordinate the preparation of the Project reports and take care of their distribution. 19

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