The current report concerns the Deliverable D7.4 1st Report on Newsletters produced and published. The report pertains to the Task 7.3 Promotion tools, described in the Annex 1 PART A of the GA, within WP7 DISSEMINATION AND PROMOTION OF THE EDU-ARCTIC PROGRAM. The report gives a brief description of the purpose of the 1st EDU-ARCTIC newsletter, the targeted audience, demographics of this audience, and the newsletter format and content.
This report concerns Deliverable D7.3 Samples of promotional tools: leaflet, poster/roll-up, project video. The report provides a short description of each proposed promotional material, prepared within Task 7.3 Promotion tools: letter template, press release template, PowerPoint template, and business card, leaflet, poster/roll-up and project video. Some elements of the EDU-ARCTIC visual identity have been presented in the text directly, whereas the leaflet, the poster and the project video are available online on the project website www.edu-arctic.eu. Links are given in the text.
D7.3 Samples of promotional tools: leaflet, poster/roll-up, project video
The main objective of the document is to set an evaluation methodology including indicators to properly evaluate the project’s outcome. This is being done in order to meet project’s objectives. This evaluation plan and methodology is a roadmap that identifies the goals and ways in which the project consortium will collect and analyse data. It identifies accepted and used research methods responsible for carrying out the evaluation (CAWI - Computer Assisted Web Interviewsand Focus Group Interviews) and methodology plan. One of the most important aspects of that plan and methodology is that they articulate the questions according to which the evaluation will be structured. The project consortium is going to assess fulfilment of all project's objectives.
D5.1 Evaluation Plan including KPIs (key performance indicators)
The environmental monitoring system is one of five key elements provided within the EDU-ARCTIC educational program. All schools in Europe are invited to: participate in a program based on meteorological and phenological observations in schools’ surroundings; to report these observations on a web based portal; to have access to accumulated data. The monitoring system is available via: http://edu-arctic.eu/program/#measurements.
The document contains detailed information on the objectives of monitoring proposed within the EDU-ARCTIC project, general rules of reporting within the system, and implementation assumptions. It presents details on technological solutions. The most important part is a manual for teachers with detailed information on what and how to report, with widely illustrated field guides.
This report presents the results of the CAWI Survey (Computer Assisted Web Interview) that has been issued among STEM teachers in 4 countries (Poland, France, Norway and Faroe Islands). Information was collected from 42 schools. The report focuses on the requirements of STEM teachers concerning the EDU-ARCTIC program and helps to achieve the objectives set out in WP3 Preparatory of EDU-ARCTIC Program. This report is the second step for the preparation of recommendations for the EDU-ARCTIC program. It stresses the needs and possibilities to use the program by STEM teachers. The report presents the statistical information from each question, which is followed by the descriptive part with global analyses and information on the differences among countries. The final part of the document contains reccomendations for the program development.
The report provides useful suggestions for the construction of EDU-ARCTIC tools and the content of the EDU-ARCTIC educational program. It’s based on four main components: desk research, the results of the CAWI survey conducted in 42 schools in 4 countries: Poland, France, Norway and Faroe Islands, theGrant Agreement and remarks from relevant discussions, which took place during the Svalbard methodological workshop in September 2016, which was organized for consortium beneficiaries to discuss implementation guidelines and to find the best, methodologically correct and effective ways of communicating scientific results to youngsters. Moreover, the report contains information on the beneficiaries‘ experiences and the lessons learned from other educational activities, e.g.: EDUSCIENCE or Scientix, which are considered useful for the implementation of the EDU-ARCTIC program.
Over the past 20 years, there has been growing interest in science education in most European countries, as well as around the world. Such policies usually have a dual purpose: to promote science literacy among all young people (and even adults) and attract young people to science and the disciplines of technology in secondary and higher education, with the aim of encouraging them to move to science and technology professions and/or research–scientific careers. At the same time, increased attention was paid to science education for girls and young people with vulnerable socioeconomic backgrounds. According to the European Schoolnet (EUN), skills in science, technology, engineering and mathematics (STEM) are becoming an increasingly important part for basic literacy in today’s knowledge economy. There is a need for one million additional researchers by 2020 in order to keep the Europe growing
D.3.1 Report on desk research