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The Netherlands, Garderen - 2nd Transnational Project Meeting

Date: October 2021

In the implementation of seven European partner organizations, under the coordination of Qualitas T&G Kft., the public education strategic partnership project SUPREM (Succesful Preparation Model for Schools) is being implemented with the support of the Erasmus + program.

The project started in November 2019. In December of that year, the first personal meeting of the partners took place in Szeged, the project kick-off meeting. In 2020, the epidemic affected all work, including this project. The following partner meeting scheduled for spring 2020 has been missed. Then, we looked for new dates from time to time, but the virus situation did not allow for a personal encounter. In the meantime, we have had several online discussions. Everyone did the work diligently, the development of intellectual outputs was continuous. The attendance meeting had to wait until now, September 2021.

September 20-21, 2021 The Netherlands, Garderen - 2nd Transnational Project Meeting

The meeting lasted two days, with intensive professional discussions on both days. On the first day, we reviewed the test results of the project products, the student project portfolio and the teacher training, which were already completed and tested with external actors. Then we presented an edited version of the same intellectual outputs, supplemented with visual elements and prepared for final publication. On Monday afternoon, we clarified and set deadlines for ongoing IO development, the parental handbook. A beta version of our fourth IO, the online assessment tool, was unveiled to close the day.
The second day began with a discussion of the results and lessons learned from quality management. We found that the project is basically on an excellent path. Of course, there are problems we are working to overcome, but there are challenges that the epidemic has caused, and it is hard for everyone to overcome. On Tuesday, our next item was on dissemination. On the one hand, we discussed the ongoing activities that accompanied the project, focusing on Erasmus Days and the project's website and Facebook page activity.
On the other hand, we covered the planning of Multiplier events in the project closure phase, as these dissemination activities will show how well the project will be kept alive even after the official project closure. In conclusion, we recorded the administrative tasks ahead, set the dates for the activities of the project, which have not yet been completed and which also affect students. We have an intensive nine months ahead of us in the project, the most important planned events of which will be the following.

Transnational Project Meeting
3rd TPM: 13-14 December 2021, Perugia, Italy;
4th TPM: 6-7 April 2022, Miercurea Ciuc, Romania;
5th final TPM: May 26-27, 2022, Szeged, Hungary.
Student mobility, with the participation of 3x6 students from our school partners in Italy, Romania and Hungary:
May 2-6, 2022 Garderen, The Netherlands;
June 6-10, 2022 Perugia, Italy.

Overall, we have to say that there was a considerable need for a face-to-face meeting in the project, both professionally and personally. The effectiveness of the physical presence is not comparable to online discussions.
The project would have been initially 26 months long. Due to the epidemic situation, we extended the project's duration by six months, which became 32 months. We met in the 23rd month of the project, after a last meeting in the 2nd month. Another nine months ahead of us, with still plenty of tasks.
We thank the project partners for their active participation in the project meeting. There is a beneficial two days behind us.

The project is implemented within the framework of the Erasmus + program supported by the European Commission, with a grant of € 224,882.
Project ID: 2019-1-HU01-KA201-061091
The support of the European Commission for the production of this publication does not imply endorsement of the content, which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Qualitas T&G Kft. implements its SUPREM (Succesful Preparation Model for Schools) project in cooperation with 6 partners

Date: March 2021

JOINT-STAFF TRANING The implementation of the project is greatly hampered by COVID-19, which mainly hinders our travel activities. According to our original plan, we would have held the so-called joint-staff training (teacher training) in May 2020 in the form of a personal presence in Szeged. During the replanning, we came to the conclusion that the training can also be held online for teacher colleagues, so we put the program on February 2021. The trainers were experts from Qualitas, M-Around and Menat. The total duration of the training was 3 days, 3-4-5 February 2021.

The school partners of the consortium (Istitutio Comprensivo Perugia 2, Maroslele Primary School, Școala Gimnazială “József Attila” din Miercurea Ciuc) delegated 4-4 teachers to the training. The main aim of the training was to present the training program coordinated and operated by Qualitas in the project and to obtain information from the participants about their existing knowledge and experience to complete the teacher training (IO2).

During the online training, we focused on the implementation of the second intellectual product, including the area “LIFE-MANAGEMENT SKILLS AND THEIR DEVELOPMENT POSSIBILITIES IN SCHOOL EDUCATION”.

Considering the advantages and disadvantages of online platform, we tried to diversify our daily tasks. We started by tuning in, recalling the milestones of our life we had taken, and an association game, and then we turned to the task of the future workbook. Several times a day, we formed small international groups of three people, who went into virtual separate rooms and worked on the tasks assigned to them, such as: creating a “fever curve” of their own life path; grouping external-internal, helping-hindering factors in the light of major life events; thinking about whether we are where we want to be in our current life situation. Then, hiding back into our pedagogical and class teacher roles, we thought about the lives and problems of our students, whether they were all where they could be. We used a variety of interfaces to complete the tasks: questionnaires, graphs, tables, word cloud, cluster diagram, jamboard. The results were always discussed and evaluated in a full plenum.

During the morning of the second day, we studied a theoretical material, which starts from the WHO definition, and then, through the works of psychologist István Kiss and Vilmos Szilágyi, he looks for the answer to what is the central element of life management competencies. On the closing day of the training, the presentations predominated. In the morning, the national teams showed their pre-prepared presentation on “life management competencies in the curriculum” and “good practices”. In the afternoon section, the work done during the training in the international groups was presented.

As a final task, we created word clouds with the help of the mentimeter, which included the words and expressions that came in response to the following questions: what was the most useful, the most surprising, the most important, the most interesting, the most memorable.

The 3-day training went very well, the participating teachers had a good time, they gained a lot of experience and we said goodbye to each other on Friday afternoon with tears of joy. We hope that what we have learned in the training will be used by colleagues in their schools and will be able to effectively incorporate the development of life skills into their curriculum, introduce different teaching methods, and actively involve parents in education to develop students ’life skills.

Our results so far:
Currently, the project has completed the development of the EDUCATIONAL PORTFOLIO intellectual product on the development of BASIC LIFE-MANAGEMENT SKILLS (IO1). Language translations and layout design are underway.

The virtual joint-staff training presented above was held, and the experience is carried forward. An online training program and manual is being developed, with a readiness of 80%.

Already in the afternoon phase of the joint.staff training, the EVALUATION TOOL, which is being prepared to ASSESS THE NEEDS OF PERSONAL DEVELOPMENT under the leadership of Menat, was presented. With this element of the project, we are also a little ahead of schedule.

The process of developing the PARENTAL GUIDE (IO3) will start soon, and of course we will report on its development.

The project is implemented within the framework of the Erasmus + program supported by the European Commission, with a grant of € 224,882.
Project ID: 2019-1-HU01-KA201-061091
The support of the European Commission for the production of this publication does not imply endorsement of the content, which only reflects the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

SUPREM Succesful Preparation Model for Schools

Date: June 2020

At the end of last year Qualitas began implementing a 26 months long project in collaboration with 6 partners. We have already reported on our kick-off meeting in Szeged back in December. During that occasion we discussed meeting again in Perugia in May, for our 2nd project management meeting.

The Spring Camp would have been held during this occasion, which is a student mobility involving students from the Maroslele Primary School, the Școala Gimnazială “József Attila” Miercurea Ciuc and the “ISTITUTO COMPRENSIVO PERUGIA 2”. All three schools have already selected students who can participate in the program. We started organizing the trip and found everyone a suitable accomodation. Everybody was excited and prepared for the next phase of the project.

The Joint-staff training was scheduled for the end of May in the city of Szeged where we would have held trainings and laid groundwork for further developments for the shools’ teachers. The goal was to create a guide by the end of the project which can be used to improve the students life-management skills.

The coronavirus overwrote our plans. We had long hoped that conditions would possibly return to normal by May, although after all we had to make the decision in early April and as a result our trips were canceled. While travelling was not allowed, we kept in touch online and held skype meetings every month. The work could not stop, therefore we continued to develop intellectual products. The consultations took place online in small or large groups. It was exciting and interesting anyway, despite the fact that working live could have been more efficient. We are glad that the restrictions are slowly coming to an end and that our project can be relaunched. Recently we have started to negotiate a new date for these meetings. Based on our risk analysis, we feel the autumn dates are uncertain, therefore we plan the trips for the spring of 2021. Unfortunately, schools have to re-select students, as some students will already be attending a new school in the next school year, entering a higher school grade.

In the meantime, we will continue to develop our intellectual products in the summer. As SUPREM is a project that wants to give background to students, giving tools to their teachers and parents that will help them to cooperate, communicate to achieve a supportive environment. Life-management skills are improving with our personality, and family and schools need to work together in the proper process of development. Life-management skills are described as skills that are essential to make the most out of life. Life skills are usually associated with managing and living a better quality of life. They help us to accomplish our ambitions and live to our full potential. Any skill that is useful in our life can be considered a life skill. This is the aim of SUPREM.