diseminarea si exploatarea rezultatelor

8/13/2019 Diseminarea Si Exploatarea Rezultatelor

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Sursa:

http://ec.europa.eu/dgs/education_culture/valorisation/why_en.

htm

Dissemination and exploitationof results of our programmes

Why disseminate and exploit results?

To spread and embed

EU-funded education and culture projects need to reap the maximum yield from their activities.

This involves preparing the ground for their work carrying out their project while harvesting itsresults distri!uting these results to the various end-users and stakeholders and ensuring that

others can exploit the project"s output.

#issemination and exploitation are the !etter part of valorisation

$n order to serve the pu!lic good projects need to disseminate and exploit their results andoutputs % this twin role is often informally referred to in English using the &rench term

valorisationwhich !asically encompasses all activities that maximise the achievements of a

project.

This is done with a view to optimisingthe value of the project strengtheningits impacttransferringit to other contexts and integratingit in a sustaina!le manner into the !roader

European context. $t is all a!out thinking outside the !ox and continuing to !uild upon a project

after its lifetime !y ena!ling others to apply it or take it to the next step.

'ut what exactly are dissemination and exploitation and how do they differ(

Spread the word

#erived from the )atin for *a!road* +dis, and *seed* +semin, to disseminatesimply means to

spread widely. /nd that is precisely what disseminating your project results is all a!out:

spreading them far and wide.

The European 0ommission defines dissemination as a planned process of providing informationon the 1uality relevance and effectiveness of the results of programmes and initiatives to key

actors. $t occurs as and when the results of programmes and initiatives !ecome availa!le.

Em!ed and wed

*To exploit* means make use of and derive !enefit from +a resource,. /lthough your project is

an entity and product in its own right it is also important to see it as a resource or a tool that you

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will put in the hands of others.

The 0ommission divides exploitation into two distinct categories: mainstreaming and

multiplication. Mainstreamingis the planned process of transferring the successful results ofprogrammes and initiatives to appropriate decision-makers in regulated local regional national

or European systems. $n contrast multiplicationis the planned process of convincing

individual end-users to adopt and2or apply the results of programmes and initiatives.

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ursa:

http://ec.europa.eu/dgs/education_culture/valorisation/expl!

mechanisms_en.htm

"xploitation mechanisms

Making a difference

The results of a project can !ring a!out real change at !oth micro level % in the lives ofindividuals and groups % and at macro level !y influencing systems and policy. 'ut such change

is only possi!le if the results are adopted. The means of exploiting results so that they are taken

up are varied and differ in complexity tending to !e simpler at end-user level and morecomplicated at policy level.

The right mechanisms

The key to success in choosing exploitation mechanisms is to select those that are appropriate to

the type of result and the end usersenvisaged. 3here the project culminates in a new method or

a new product for example then transfer# commercialisation and sustaina$ility+see !elow,could !e appropriate mechanisms. $f the project involves less tangi!le results as for example

experience gained through mo!ility then accreditation of the experienceis more appropriate.

Transfer

Transfer enhances good practice !y spreading results. The transfer can take place at all levels and

the results can !e used into new contexts or other organisations can customise the results to suittheir conditions. Thus for example a project that takes place in a university context in one

country could yield results that would !enefit a rural community in another.

0ommercialisation

0ommercialisation is especially appropriate to tangi!le products and is suita!le for the end users.4roject managers will need an entrepreneurial strea%to persuade manufacturers pu!lishers or

other commercial concerns to take up the product. 'ut !eware5 There can !e complications for

results that involve complex intellectual property rights or where a lack of clarity in productownership exists.

Sustaina!ility

6ust !ecause a project is completed does not mean its results disappear. $t is important to keep

them visi!le and availa!le especially through we!sites so that target audiences can access themlearn from them adapt them to their own needs and even !uild on them and take them to the next

level. /nd of course !oth transfer and commercialisation aid sustaina!ility.

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/ccreditation of mo!ility and 1ualifications

The experience people gain through mo!ility is often the result of informal learning and can !e

difficult to 1uantify. /ccreditation of such experience is increasingly !eing incorporated intoprogrammes % nota!ly 7rundtvig +adult education, )eonardo da 8inci +vocational education and

training, and Erasmus +higher education, % using tools such as "uropass+for the transparencyof 1ualifications, the "uropean &redits Transfer ystemand the validation of informal and

non-formal learning.

0hange is in the air

$nfluencing high-level change in policy and systems is a real possi!ility if project managers learn

how to co-operate effectively and at the right levels. This is essentially a process of networking

with all relevant stakeholders so !uilding contacts and attending meetings is vital % which ishard work !ut the only way. The European 0ommission 9ational /gencies 9ational

0ommittees and 4rogramme 0ommittees organise events to facilitate such co-operation.

/ttending events such as conferences seminars and de!ates provides an ideal opportunity to

showcase your results and also leads to fruitful contacts to enhance networking./nd don"t forget responding to a callfor an exploitation pro'ect in its own right is a clever way

of attracting more funding and a wider audience for your efforts.

ursa:

http://ec.europa.eu/dgs/education_culture/valorisation/pr

ocess_en.htm

The dissemination and exploitation process

The importance of connecting

The results of projects funded through EU programmes and initiatives need to achieve maximum

impact: they should radiate as widely as possi!le so that the valua!le lessons and experience

gained !y one group can !enefit others. oreover what is learnt from a project should inform

future policy. /ll this can happen only if connections are made !etween the organisers of the

project and the wider community. The key means of connecting with a target audience is theprocess of dissemination and exploitation.

The aim % !y developing the full potential of a project"s results % is to create a virtuous cycle ofinfluence making results more sustaina!le maximising their impact optimising investment

improving systems pooling knowledge to avoid overlap of effort and then feeding !ack into

policy-making.

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/ fine distinction

/lthough dissemination and exploitation are closely related they are distinct processes. 3hile

the mechanisms for dissemination and exploitation +mainstreaming and multiplication of results,often overlap dissemination +including also information provision and awareness raising, can

take place from the !eginning of a project and intensify as results are !ecoming availa!le !utfull exploitation can happen only when it !ecomes possi!le to transfer what has !een learnt into

new policies and improved practices. &urthermore the project manager and all the key actorsneed to view exploitation as a process that reaches $eyond the life of the pro'ectso that its

results are sustained.

The process

The process takes place at all levels and at all stages of the project"s life. /t the European level afive-stage model (see below)is incorporated as a strategic approach to dissemination and

exploitation in the implementation of programmes and initiatives. Then at regional national and

local levels each actor has a clear role to play.

$n planning the process project managers should first identify what needs the project is to meetthen the expected results and who the !eneficiaries of the results are likely to !e. This stage

!asically involves a needs analysis and will ensure that exploitation as well as dissemination is

*!uilt in* right from the inception of the project % even if active exploitation measures are nottaken until results have !een implemented.

The next steps are to decide what to disseminate and exploit when it should happen who needs

to know and how it can !e done. $t is important to remem!er that a project will have !oth

tangi!le and intangi!le results re1uiring different approaches for dissemination and exploitation.

Tangi!le results such as a new tool a document a training package can !e easily demonstratedwith samples or pictures. 'ut intangi!le results such as changes in attitude the cultural

awareness derived from a mo!ility project or the upgrading of skills of individuals may re1uiresu!tler methods % interviews perhaps or analyses through 1uestionnaires.

The "()s five!stage model for dissemination and exploitation

EU education and culture programmes and initiatives now more and more incorporate five

strategic levels for dissemination and exploitation:

A clear rationale for and objectives of dissemination and exploitation

A strategy to identify which results to disseminate and to which audiences and

designing programmes and initiatives accordingly

etermining organisational approaches of the different sta!eholders and allocating

responsibilities and resources

"mplementing the strategy by identifying and gathering results and underta!ing

dissemination and exploitation activities

#onitoring and evaluating the effects of the activity$

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/ll a!oard

/ timeta$le of activitiesshould !e mapped out and human and financial resources allocated. $t

is crucial to involve all partners of the project in the process; they will each have a uni1uecontri!ution to make specific skills and knowledge to draw on and a new set of people to

interact with to further the process.


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research findings have also fed into the U> de!ate on 9ational )earning 9eeds. 4rofessor

Stephen ?agen a project advisor recommended three key tips for exploiting the project results:

'nsure synergy between the project and local and national policy

(he project should add value by finding a gap where the results can inform national

policy

'nsure that partners have a national role and interest in the outcomes$ (his can

encourage a multiplier effect on national policy$

ursa:

http://ec.europa.eu/dgs/education_culture/valorisation/glossa

ry_en.htm

lossary of terms

This glossary consists of a non-exhaustive list of terms which are recurrent while addressing

dissemination and exploitation issues inside programmes and activities of Education and 0ulture.The glossary is intended as a tool which helps actors of European programmes in the fields of

lifelong learning culture youth citi@enship and sport to !etter understand the terminology

linked this su!ject. $t is su!ject to periodical revisions and updates.

'E90?/=>$97- 'E9E&$0$/=A-'=E=/7E- 0/4$T/)$BE


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'E9E&$0$/=A

The !eneficiaries are the individuals or organisations +users at any level intermediaries2

multipliers agents such as associations regional authorities, !enefiting in various ways from theimplementation of the projects. $n the European programmes they are also often understood as

the entities receiving financial grants. +See also &$9/) 'E9E&$0$/=A,

'=E=/7E

'rokerage indicates the match !etween supply of results and demand e.g. the needs of the users

for whom the results are meant. The aim of dissemination and exploitation of results is to

facilitate a !rokerage action and to make sure that the project provides an ade1uate answer to theneeds of the target group.


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3hat kind of needs does the project respond to( +ex ante needs analysis,

3ho are the final or potential users or !eneficiaries of the project"s outcomes(

+exploitation and sustainability of results, .

/dditionally the dissemination and exploitation plan has to indicate:

Types of dissemination and exploitation activities +what?,

The most appropriate means +how to do it?,

The most appropriate and efficient calendar +when?,

The availa!le resources % human and financial.

#$SSE$9/T$


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the means used to achieve these results in relation to the contractually agreed !udget

Evaluation +at program level,: Evaluation in the 0ommission is defined as a judgement of

interventions according to their results impacts and the needs they aim to satisfy.

EC-/9TE #$SSE$9/T$


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&


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$nnovative results are those which represent some new and distinctive features distinguishing

them from others with similar characteristic and adding value in relation to conventional

solutions.

/fterMaing change possible! " practical guide to mainstreaming under E#$"% p.JK


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=E-$98E9T T?E 3?EE)

Effective dissemination and exploitation of results prevent project promoters +or coordinators,

from *re%inventing the wheel*. This means that having the possi!ility to know re-use transferand adapt the results of different finalised projects the promoters of new ventures may perfect

and develop the existing outcomes ensuring at the same time their sustaina!ility.

=ESU)T

+or project outcome,

4roject results can !e tangi!le and intangi!le: this affects the tools used to collect disseminate

and exploit them

M. 'roductsare tangi!le and dura!le outputs in the form of new learning products new

curricula new 1ualifications videos etc.; they include:o reports and +comparative, studies;

o traditional education and training modules like hand!ooks and other training

tools;

o innovative education and training modules;

o new curricula and 1ualifications;

o guidance material to new approaches and methodologies;

o online education and training material +e-learning, and;

o events such as conferences cultural events youth gatherings pu!lic awareness

campaigns seminars de!ates and symposia.

G. *Methods include:

o increased knowledge of the participants within a certain field and topic;

o cooperation processes and methodologies;

o managerial lessons learned and know-how and;

o exchange of ideas and good practice.

K. 'Experiences are intangi!le and perhaps even less dura!le than products and methods.They include:

o experience gained !y the project partners in the management and undertaking of

+transnational, partnerships;

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o experience gained !y individuals for example experience gained from mo!ility

periods within Erasmus or )eonardo or from the exchanges or the voluntary

scheme of the Aouth programme;

o exchange of experience and !est practice through the esta!lishment of networks

such as

thematic 9etworking in )eonardo or 0omenius 9etworks;

experience gained from town-twinning cultural events etc.

I. *olicy %essons usually emerge from the overall experience of projects within a

programme or initiative +or group of programmes or initiatives, or from individual

projects that are particularly innovative or effective. They are applied more widely atNsystems" level !y multiplier agents. The generation of policy lessons is unlikely to !e the

primary consideration of project promoters or coordinators +and partners, and their

reason for participating in an EU programme or initiative.

J. *European +o&operation as a means in part to increase awareness a!out the EU andimprove its visi!ility !ut also to reinforce actions at EU level. $t includes:

o new or extended European partnerships;

o transnational sharing of experience and !est practice;

o cross-cultural dialogue and co-operation and;

o new dialogue and partnerships !etween EU and non-EU countries.

from Education and 0ulture external evaluation on dissemination and exploitation mechanisms

S4$9-


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$ndividuals or institutions that may directly or indirectly positively or negatively affect or !e

affected !y a project and2or a programme. Examples of stakeholders in the activity field of

education and culture: decision makers social partners sectoral organisations etc.

T?E/T$0 3S?


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integrating +or certifying, it in regional national European and2or sectoral systems and

practices.

USE=

The User is an individual or organisation which can make use2exploit or !e inspired for further

activities !y project results.

)ast updated: 6uly GHHO

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