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The Keycolab project was created to investigate how the European Key competencies for learning could be effectively evaluated in schools. This project, by its nature, also looked at how embedded these competencies are in schools and touched on effective teaching methods. Organisations in Spain, Romania, Finland, Belgium and UK collaborated in this research with Spain taking on the coordinating role. The project lasted throughout 2016 and 2017. The UK project focussed on Oxfordshire schools and took the theme of implementing the key competencies and evaluating them through a series of educational visits. All countries took a cross-curricular or thematic approach.
Please click on the paragraph to view the document.
1. Teacher Training ( CPD) Proposal from Finland. Each partner in the project adapted this to their own setting, trailed it and the schools and trainers reported back on usefulness of document and any amendments recommended generally and specific to own settings/needs.
2. Report on the implementation of the Teacher Training ( CPD) . Belgium had the task of evaluating the effectiveness of the teacher training programme as propose by Finland. This was done via online questionnaires completed by all participants.
3. Case Study final report. Spain conducted a case study of how well each country and the schools taking part and the organisations involved in the research had the European competencies for learning embedded at the start of the project. This was done via questionnaire with participants and investigations into school and organisation websites as well as research into each countries government and local directives. It should be noted that over the 2 years of the project and since the end of the project, aspects of the contents changed and continue to do so. So this should be read as a snap shot at the time.
4. Evaluation of the assessment of European key competencies for learning as proposed by UK. Each partner in the project adapted this to their own setting, trailed it and reported back on usefulness of document and any amendments recommended generally and specific to own settings/needs.
5. Report on the implementation of the assessment. Romania had the task of evaluating the effectiveness of the evaluation of competencies as proposed by UK. This was done via online questionnaires completed by all participants.
6. A summary of the outcomes of the project.
7. The UK final report of the project as it worked in Oxfordshire schools.
8. The final report translated from Spanish
9. Click on the school to view their evaluation profiles by Fir Tree and Chalgrove primary Schools.
John Coe was the director of the project in the UK, Lynn Hannay assisted the director and worked as the International link and representative Stuart Swann worked as technology adviser and support at International conferences.
