School Education. Dr/Mr/Mrs/Ms [Participant name(s) and forename(s)] Seniority in the position: Nationality: Address: [official address in full] Department/unit: Phone: E-mail: Sex: [M/F] Academic year: 20../20.. The financial support includes: ☐special needs support [To be completed for invited staff from enterprises and any other participants receiving financial support from Erasmus+ EU funds when the institution/organisation does not already have this information]. Bank account where the financial support should be paid: Bank account holder (if different than participant): Bank name: Clearing/BIC/SWIFT number: Account/IBAN number: Why ‘if applicable » does it mean that the money can be paid in « cash » ? Called hereafter “the participant”, of the other part, Have agreed the Special Conditions and Annexes below which form an integral part of this agreement ("the agreement"): Annex I Key Action 1 – SCHOOL EDUCATION Annex II General Conditions The terms set out in the Special Conditions shall take precedence over those set out in the annexes. [It is not compulsory to circulate papers with original signatures for Annex I of this document: scanned copies of signatures and electronic signatures may be accepted, depending on the national legislation or institutional regulations.] SPECIAL CONDITIONS
School Education. The Cyprus Centre, as coordinator of the Be Safe Net project, presented its progress and particularly the extension to further hazards as well as a redesign of the website. The Kiev Centre produced the module on chemical hazards, the Ravello Centre has developed material related to earthquakes, the Valletta Centre will shortly complete the coastal hazards material while the Sofia and Biskra Centres have collected information on flood risk and desertification respectively. The Secretariat pointed out that the Be Safe Net undertaking is particularly interesting as the experiences of all Centres are used in a common project. As further risks are still to be covered, other Centres were called upon to provide additional material and, given that the aim is to create a multilingual site, Centres are welcome to translate some of the material into their own language as a few Centres had already collaborated with their national Ministry of Education on this topic. As not all material is already implemented, the website has thus not yet been publicized among the educational world to avoid any negative appraisal due to its partial content. The Chair insisted that a first step is to identify secondary schools in different countries to evaluate the material content (as has already been done on the landslides material in some German schools) before making it accessible to everyone. The Kiev Centre strongly emphasized the need for it to be a multilingual site as the best international experiences should be available for the benefit of all. The Biskra Centre also remarked that the more different languages are made available, the more the project’s visibility at international level will increase. She added that Biskra’s material on desertification will even be made available in Arabian. Along these lines, the Ankara Centre presented the workshop held in Antalya which insisted upon the importance of the local level of training on risks.
School Education. The Strasbourg Centre will organize the next meeting of the Be Safe Net initiative in Modena (Italy) in early June and they have identified a resource person to work on the project. The Baku Centre announced they will organize a conference to work on pedagogical material related to school safety. The Biskra Centre also insisted on thinking about prevention measures before the construction of schools while the Ankara Centre recalled the XXXXX project which retrofitted many schools in Istanbul. The Secretariat remarked that the school safety aspect should be incorporated into the Be Safe Net initiative once the hazard description phase has been completed. Having produced an educational map on seismicity distributed to French schools, the Bruyères-xx-Xxxxxx Centre could share materials with the Be Safe Net initiative. Information and awareness The Ravello Centre suggested to consider the role that local media can play in risk prevention, often neglected due to its lack of mediatic echo with respect to disasters: a seminar could try to define conditions to facilitate local media information on risks and thus motivate other local actors to deal with them. The Lisbon Centre informed that such training for journalists has already been organized in Portugal by the Civil Protection. Nevertheless, the Walferdange and Xxxxxxxx Centres pointed out that media involvement requires avoiding negative feedback while the Executive Secretary stressed the independence of journalists. The Yerevan Centre informed that, within their ongoing campaign, special attention will be devoted to most vulnerable people and they will develop specific tests for the safety of buildings where children with disabilities are housed. Vulnerability / early warning Taking into account transfrontier risks, the Ankara Centre proposed to organize a conference on flood and landslide vulnerability in the States of the Black Sea region. The Tbilisi Centre recalled that its study of the potential risks of large dams will be further developed through the monitoring of seismic risk based on an automatic diagnostic system and computer simulations of flooding. The Moscow Centre will further develop its methodology on remote control of structures and buildings in order to be adopted at national level. Finally, the Strasbourg Centre will continue its work on landslide susceptibility mapping at European scale by developing and testing an adapted model.
School Education. 1.7. The two Parties shall encourage a closer co-operation between institutions and school authorities at all levels, in order to increase the mutual knowledge of their school systems, curricula, and teaching methods as well as through the exchanges of books, exchanges of teachers and cultural exchanges among schools, and other teaching material. The two Parties shall exchange - upon request - information and educational materials concerning the educational system of the other country. The two Parties shall exchange expertise and information in the field of education with special reference to the support of handicapped children. The two Parties shall exchange drawings and artworks of school children to get acquainted with their activities. The two Parties shall exchange expertise in the fields of information systems, technical education and computer science. The two Parties express their readiness to encourage a closer cooperation in the field of vocational training, for teachers training and teaching methods, also with the support of new technologies (“Open Learning-Distance Learning”).
School Education. 1.1. The Parties shall exchange information materials and publications concerning new development in their school systems, curricula and didactic methods.
School Education. 1.2.1. The two Parties, during the period covered by the present Programme, shall endeavour to promote initiatives in the field of education to be defined through diplomatic channels between the relevant Ministry of the two countries.
School Education. 6. The Teacher Education Institutions/Universities shall indicate the equal number of sending and receiving students to facilitate SEAMEO Secretariat in mapping.
School Education. There is a strong child-initiated, play-based focus within the pre-school. We follow the guidance set out in the Early Years foundation Stage which is a framework for learning, development and care for children from birth to age five. The Early Years Foundation Stage Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):
School Education. 1.5.The Parties shall encourage a closer co-operation between institutions and school authorities at all levels in order to increase the mutual knowledge of their school systems, curricula and teaching methods through the exchange of books and other teaching material. The Parties shall encourage, also through their respective Ministries of Education, further development of relations and exchanges between the schools of both countries.
