Project Documentation: This section includes generic project documents

Reports
		Inception Report

Grant Scheme: This section includes documents related to the project grant scheme.

Guidance
		Quality Assurance for Providers

Activity 1: Development of a "Training Needs Analysis" system and tools focused on teachers and managers/directors from high schools in rural areas which includes:

• a comparative analysis of needed competences of teachers and managers of high schools in rural areas in Romania and competences and professional profile of teachers and managers� in modern high-school systems in EU countries;

• a list of main and specific competences of teachers and managers that need to be developed in continuous training;

• the development of revised competency standards for teachers and education management staff;

• developing a functional TNA methodology and procedures validated in pilot schools and a guide for teachers and managers for use of TNA for professional development purposes.

Activity 2: Revision of exisitng and elaboration of new, flexible and diversified curricula and training materials for teacher training programmes in high schools from rural areas which includes:

• new course specifications for teacher training programmes for high schools in rural areas meeting the agreed competency standard;

• teachers' guide to career counselling for students;

• comparative report on Romanian CPD system for Teachers and education Managers and systems in other EU countries

Activity 3: Elaboration of new flexible and diversified curricula and training materials for the training programmes for managers in high schools in rural areas which includes:

• new course specifications for managers� training programmes for high schools in rural areas meeting the agreed competency standards;

• manager's guide on good practice in high school management.

Activity 4: Providing assistance to high school from rural areas to develop local school based curricula adapted to the development needs of the local community which includes:

• set of policies and procedures for establishing local partnerships;

• set of local labour market forecasting tools to ensure school based curricula and CPD needs reflect local labour market needs;

• handbook for teachers and school managers with instructions and tools for (1) implementing local needs analysis in the rural areas and (2) annual reporting about the student's transition from school to work, in order to adapt school-based curricula and CPD needs for teachers and school managers to the local needs, including examples of good practices in SBC;

• teachers' guide on how to develop flexible and diversified school-based curricula� for high schools in rural areas, including a compilation of developed school based curricula as models for other schools;

• a strategy and list of recommendations for establishing school networks and pilot schools involved in networking.

Activity 5: Development of the institutional capacity of NCTPE and its 16 Regional Centres regarding their role in teacher training improvement which includes:

• reviewed and Improved� accreditation methodology;

• reviewed and improved QA, monitoring and evaluation system to be used by NCTPE;

• series of 7 training courses (3 day each) delivered to 40 NCTPE, RCs and SAC staff;

• 2 study visits for 20 people and relationships started with other EU Teacher Training Institutions.

Activity 10: Training and assistance for the selected providers in the implementation of� the training programmes.