Component 1

The first component as prescribed in the project programme will concern management of the project and cooperation between partners and associate partners. The project will have a Steering Committee with representatives from each partner institution and chaired by the LB. These representatives have a managerial position in their respective institutions and are able to make decisions concerning the project and the overall project implementation. The Steering Committee will meet at least 5 times during the project and at least once in each participating country. The Lead Beneficiary is responsible for the daily management, the implementation of the project and as stated in the ERDF regulation for drawing up the project partnership agreement.  The Lead Beneficiary will appoint a project manager to run the project and to have the overall responsibility for the coherency of the project. A project group comprising of a representative from each education at each partner institution will be formed. These representatives should be overall responsible for the work carried out by their own institution as well as responsible for communicating with the project manager. The project group will meet at least 5 times during the project, but will obviously be in contact with each other on a regular basis. The project group members will assist their Steering Committee members and should therefore not be the same persons. The Lead Beneficiary will appoint a financial manager responsible for the financial  management of the project and the reporting to the joint secretariat. The financial manager will thereby make sure that the partner accounts have been audited as prescribed in the programme manual. Financial reporting will be made biannually. All partners will have some costs related to paying bills. Therefore local financial managers will be appointed to keep local accounts, report to the lead financial manager of the project and be responsible for local auditing. They will be in contact with national bodies and supply material for the progress reports, maintain contact with national auditors etc. LB will prepare standards for narrative and financial reporting and these will be available from the project platform. Relevant forms will also be available from the platform. The partnership agreement will be finalised and signed before the first progress report. The LB will also be responsible for appointing an information officer.

Component 2

At the start of the project the Steering Committee will approve an information strategy, that forms the basis of a communication plan and a dissemination plan. Geographic coverage and press releases will be clearly defined in the communication plan. Partners and AOs will supply information about relevant audiences.  This includes information about relevant partners, networks and stakeholders outside of the participating partner regions. The full communication plan will comprise 1) Internal communication (between project partners) and 2) External communication (to actors outside the project). An information officer will be appointed to ensure flow of communication. Internal communication: information flowing from the LB to the partners and AOs, ensuring that they see themselves as part of the project overall and not just the specific activities. The tools of the internal communication will be steering committee meetings and project group meetings with representatives from all partners and virtual meetings. There will be local presentations by staff after both component 3 and 4 and by staff and students after component 5. The staff and student target group for local presentation comprise everyone in teacher education and nursing education respectively. The staff and student target group for the seminars include all staff and students. The exact number will be known in component 3 during the comparative studies.  A virtual platform is created to contain the forms and procedures for narrative and financial reporting. In addition a project manual will be prepared of all components relating closely to the budget. The partners and AOs will be able to communicate with each other through the platform. Teaching material created in the project will become available online and when necessary in printed form. At the kick-off seminar all staff involved in the project will meet and be introduced to the communication plan. The external communication will focus on relevant parties outside the project. The 4 seminars will include staff and students as well as relevant external key stakeholders representing the labour market who will be invited to participate as either speakers or observants. The seminars will be hosted in different countries to ensure a wide external communication to relevant local key stakeholders. The info officer will prepare news letters with outcomes and expected activities available to staff and students twice annually during the project duration. A website for the project will be set up and made public. Stakeholders /external players will be made aware of its existence through press releases and other media coverage. The information officer will ensure that dissemination is a continuing process from the beginning of the project. Information will therefore be available continuously for external use from the beginning of the project on the project website. Especially in respect of dissemination a wider audience with stakes in education regionally, i.e. all nurse and teacher educations throughout the South Baltic Region and Kaliningrad, and nationally will be informed specifically through the media.

Component 3

Initially four barriers for mobility have been identified: 1) Logistic – travelling between the project institutions is difficult. This could be aided by the means of a virtual meeting place and parallel teaching as method combined with e-learning and face-to-face teaching - see component 4 and 5. On a larger scale, the logistic situation will be addressed at the visionary seminars where regional politicians etc will be invited 2) Curricula and educational structures are national and are obvious barriers for students’ mobility in respect of studies as well as internship. Comparative studies will make the basis for creating possibilities through parallel courses etc. 3) Lacking knowledge and preconceptions of culture and labour market conditions are barriers for mobility. Comparative studies and enlightment of culture and labour market conditions will remove these barriers  4) Insufficient language competences are a barrier for mobility. The work in component 4 and 5 is organised to increase communicative competences in English, which is the lingua franca in the project. University staff and students should have some knowledge of English but emphasis will be on increasing linguistic competences within the professions and to ascertain what is required to develop and offer modules, courses or even full educations in English.  The third component will comprise data collection aimed at establishing and identifying further barriers and subbarriers for mobility in both education and the labour market. There will be a recruiter survey of AOs etc to identify myths as a barrier and to assess their expectations to the project and the project outcome and they will be subjected to evaluation and comment on midway reports.  The data collection will be quantitative and qualitative and will be published on the project website. The steering committee will decide on the theme for the visionary seminar for component 4. The project group will make a plan for staff work and study visits. Cross-border internship possibilities within the two professions will be analyzed and described and enable the project participants and AOs to create a structure by which internships become possible cross border within the south Baltic Sea geography. The audience at the kick-off seminar will in addition to the relevant project members include relevant representatives from the local partner (staff and students), local politicians and perhaps partners from Kaliningrad. The other partners will be contacted before the seminar to determine other possible invitees. Invitations will be the responsibility of the Lithuanian partner.

Component 4

The analyses made in C3 will form the basis of C4 for expanding staff competences whilst working with the objective of increasing staff mobility and cooperation.  The component is kicked off with a visionary seminar with representatives from the political scenes in the region and other relevant speakers.  In C4, the focus is on the cooperation and preparation for themes to be presented to students in C5. The university staff will develop a course together to introduce and educate students about the various cultures in the South Baltic area for this project and the future.  A course will be developed for the virtual learning environment as well as a summer school. In between, study visits will be executed to introduce each others' institutions enhancing the transparency and making familiar the partner institutions. Two staff work groups will work on the professional courses for nurse and teacher education respectively. They will develop student courses with regional themes i.e. historical and cultural knowledge of the region, to break down the cultural barriers. Themes will include the development of supraregional teaching methods and online teaching materials, preparation for the trial of the developed teaching methods as well as the practical implementation of the teaching methods. Courses should be made up of modules with specific learning objectives and texts, videos, recordings, tasks and tests available on an interactive platform. The university staff will obtain competences in parallel teaching and the use of white/smart boards for this approach. The groups will together with P6 and P5 develop new learning and learning methods whilst obtaining knowledge of the regional partners and creating professional networks in the cooperation to prepare student activities. They will develop and describe parallel courses with ECTS points for active participation in the course as well as in the summer school. The amount depends on the work load of the student and will be determined when the course has been designed. The summer school is at least 5 ECTS. This will break down the mobility barrier in the curricula because the curricula will as far as possible be harmonised in order to increase mobility. The steering committee will decide on the theme for the visionary seminar for component 5. Plans will be made for student courses and study visits. A survey of expectations will also be carried out among the students prior to attending the course. Course duration is 1 semester. Summer school is 2 weeks. Study visits 5 days. Outputs for the courses and summer school will be determined as learning outcomes. The course content will be about the region and the countries involved in the region based on similarities and differences in the educations as well as the labour market as identified in C3. Students will be encouraged to participate by their local teachers and from leaflets and announcements on home pages. The International coordinators locally will be involved in this process.Some partners may be able to recruit existing classes. Students will be selected by the local project group. Study visits for staff (PL: 2; DK: 4; SE: 2; LT: 4; DE: 3) – the number of study visits relate to the number of educations with which the institution is involved.(indicator corrected from 12 to 15) The individual partners and AOs will at the start of the project contribute to information about relevant audiences/target groups.

Component 5

C5  is aimed at the students but will start with a visionary seminar for the regional stakeholders. The specific objective of C5 is to increase student mobility. As a barrier is knowledge about the South Baltic region and its citizens, C 5 sets out to break down this barrier through several means. Through common courses which will include themes introducing the cultures in the South Baltic region we set off to break down the cultural barrier. The course method relies on a new creative learning model with three components: Face-to-face learning, parallel teaching and distant learning (e-learning). The model has been tested in Denmark by P5 in the southern part of Region Zealand because a new way of teaching was necessary in this thinly populated area where transport to the nearest place of education was an obstacle for the education of young people in the area. This situation is transferrable to the South Baltic region and the learning model by using technology will create new ways of teaching that collectively adds dimensions to regular teaching. In C5, face-to-face learning will be in the form of study visits and a summer school. Parallel teaching is teaching taking place between 2 or more classrooms placed in different geographies at the same time with a classroom comprising video cameras and screens at each teaching institution enabling live transmission between the classrooms. Everyone will be able to see and hear each other and an electronic white board in each room will make it possible to transmit information between the rooms. Teaching is simultaneous but at different geographic places. The extended form of parallel teaching will also make it possible to include lecturers or other speakers living elsewhere in the teaching. Tasks etc will be available on the learning platform and thus include distant learning in the model.  It will thus be possible to monitor the number of contributions to the platform and how many have read the contributions. At the end of the course, the students will be subjected to a quantitative survey based on the benefit of learning outcomes. The evaluation will also include how many students have attended and how many lessons have been given. The summer school will be evaluated similarly. It is unrealistic to guess on number of modules, number of learning outcomes and how many items each will contain. The experience is that students taught this way feel as one class and it breaks down the mobility barrier. The students will expand linguistic competences because they must use English as a lingua franca, they will become familiar with the region through visits to the regional partner institutions and observational visits in the relevant labour market area, i.e. primary, secondary or vocational schools for teacher students and hospitals or other care units for nursing students to introduce students to the regional mobility possibilities. The students representing the regional partners will develop networks and obtain knowledge of the region through working with specific themes together. The courses will include guest speakers from labour market organisations / associated organisations.  The work groups will evaluate the progress and results of C5. Students from the respective professions will visit each other and each others' institutions and their respective professions, and will get an insight into how the professions function in the other countries and how the educations are linked to the labour market. At the Summer School students will be working together on cross-border themes and cases related to their profession and the labour market. 


Part-financed by the European Union

(European Regional Development Fund)

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