Output 1: Project Website

The project website will be developed by PAU in collaboration with other partners. PAU has considerable experience in developing, maintaining and monitoring educational web sites of this nature. The coordinating partner will also communicate with all partners to ensure that the website will allow for an easily accessible overview of all outputs contained within the project as well as disseminating details and outputs of the project to schools, government agencies and support services as outputs are developed. All the partners will test the website and provide feedback on usability. To ensure maximum impact and transferability potential, partners will also translate core text, headings, etc. into their native language in order to ensure that the website is accessible to stakeholding groups in each partner country and throughout Europe.

Output 2: A review of the literature

The leading organisation will coordinate the review and provide the partners with a specific search protocol regarding search terms, years of publication and a reporting template. Each partner will implement a part of the analysis and report to the team, using the search protocol and template designed by the coordinator. We will use the analysis to outline key features of existing modes of evaluation and planning for the integration of migrant background students in communities that may support the community-based governance and quality assurance of education in a network of schools. These key features will serve as a basis to design the other Outputs, describe and develop ICCEP Conceptual Map in this project. Each partner will use the review and discussions with key stakeholders in their country to outline features of subsequent outputs and develop ICCEP conceptual map and ICCEP framework of indicators. The final set of indicators will be a summary of examples from peer-reviewed journals and national and transnational reports. The review will also be disseminated via the open-access peer-reviewed journal and as a report on the ICCEP Web Site.

Output 3: Survey 

An initial exploratory survey of school teachers perceptions relating to hindering and facilitating F(A)ctors concerning Intercultural community-based evaluation and Planning it applies to migrant students will be developed. This survey will target teachers in each country using a stratified purposeful sampling strategy based on school type, location. The survey will be piloted in each country and will be translated (into German, Turkish, Spanish and Norwegian). It will be sent to schools in each of the partner countries in order to ascertain the teachers’ perceptions of school to school collaboration and hindering and facilitating F(A)ctors relating to Intercultural community-based evaluation and Planning in school communities. The analysis will be carried out using parametric and non-parametric statistical techniques. This data will contribute to the later outputs of the ICCEP Conceptual Map, The framework of Indicators, Toolkit and MOOC for School Leaders, Teachers, Inspectors and other sectoral support agencies with responsibility for the enhancement of the learning experience of migrant students.

Output 4: Case Studies

Led by JKU who have strong expertise in qualitative research especially in the field of Case Study research, this multi-modal case study of six schools per country, chosen from the pool of schools that completed the initial survey will seek to elicit the experiences of all stakeholders in relation to working, evaluating and planning in a network of schools and support services responsible for the integration of migrant students in communities.

Each partner seeks to enhance the understanding of ICCEP in their country/region through the development of a series of case studies: The Pamukkale University in Turkey; the University of Oslo in Norway; Dublin City University in Ireland; the University of Linz in Austria; the Extremadura Inspectorate in Spain. Based on the literature review, survey and interviews a case study protocol will be developed in each of the project partner’s first language (German for Austria, Turkish, Spanish, Norwegian and English). The description of the country cases, as a result of the analysis, will also be translated from English into the other languages of this project team. This makes our results accessible to countries with school evaluations who do not frequently engage in English-speaking publications and reports. The project coordinator from each partner country (all coordinators are proficient users of English) will be responsible for the quality of translation. The outcome of the Case Study (together with outputs 1-5) will also be used for the development of the ICCEP framework.

Output 5: Conceptual Map

Based on the survey, interviews, literature review and Case Studies a conceptual map of a model for ICCEP will be created. This conceptual map will bring together all elements that are proven of significant influence in ICCEP. All further project actions will draw on the conceptual model. This conceptual map will also be translated so that each programme country has it available in their own language.

Output 6: Framework of Indicators

This output aims to explore and create the methodological foundations for the later development of the ICCEP activities to be carried out as described in the training module for school leaders, inspectors and support services with responsibility for the integration of migrant students in communities.

Output 7: Interim Report

Report on the activities completed by the project to this point. As such, the interim report will include a synopsis of the international literature on ICEP; findings from the exploratory survey and interviews; present the conceptual map of best practice in network-based distributed evaluation and planning for ICCEP and outline the initial findings from the case studies.

Output 8: Development of an ICCEP Training Programme

We will develop a multilingual Toolkit that will provide detailed guidelines and tools for the school leaders, school inspectors/support agencies and teachers to be engaged in ICCEP effectively. Extremadura Inspectorate will coordinate the development and dissemination of the Toolkit. Each partners will provide input, feedback and remedial actions for improvement of the Toolkit. The Toolkit will also be translated and subsequently available in each countries native language. The Toolkit will be piloted in each programme country to explore its relevance and ensure it is making the planned positive impact. Each partner will also provide feedback and remedial actions for improvement of the Toolkit.

Output 9: Development of an ICCEP MOOC

We will develop a multilingual MOOC specifically geared towards those members who have not received training and/or are not involved in the day to day operations of school life (Parents and Management bodies) and how they can become involved in ICCEP strategies in schools and in their respective organisations. Each partner will also provide feedback and remedial actions for improvement of the MOOC. PAU will develop and disseminate the MOOC. All partners will provide feedback and provide input. The MOOC will also be translated and subsequently available in each countries native language. The MOOC will be piloted in each programme country to explore its relevance and ensure it is making the planned positive impact. Each partner will also provide feedback and remedial actions for improvement of the MOOC.

Output 10: Training Module

This output is aimed to design a training programme that can be used by other organisations and educational institutions throughout Europe to provide their own training programmes in ICCEP to a range of stakeholders such as school leaders, inspectors, sectoral support agencies, members of transnational organisations who have major roles in community-based evaluation and planning and the integration of migrant students in communities.

Co-ordinated by CEE, with involvement by all partners, the objectives will be to:
– decide a rationale for ICCEP and the creation of networks of schools
– introduce ICCEP in networks of schools and school improvement
– build capacity of school leaders, school inspectors/ support services, and school staff to lead/ be engaged in ICCEP
– provide a hands-on experience of ICEP activities
– provide a methodology for community-based ICCEP: use of ICT resources (toolkit) and strategies, collection, evaluation and sharing of experiences
– provide a series of session, lesson plans, activities and assessments strategies that can be used in the training module.

Output 11: Project Evaluation

The purpose of the evaluation is to provide an additional quality assurance check for the project group. It will be managed internally by the inspectorate of Extremadura who has extensive experience in Evaluation and design. As such, this output will provide useful data regarding the processes, procedures and perceptions of the project team. It will also seek to get some data relating to external partners’ perceptions of the working of the project. The evaluation partner will also conduct an internal evaluation survey in months 8, 16 and 24 specifically addressed at target group members.

Output 12: ICCEP Brochure and Final Report

The final report will be disseminated through Multiplier event, on the project website and Facebook (Once the report has been finalised and translated it will be launched at the second multiplier event). All partners will provide comments, feedback, etc. on the report. The final report will also be published in each countries native language.