Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education (ence This application form consists of the following main sections: = Context: this section asks for general information about the type of project proposal you want to submit; - Participating organisation(s) this section asks for information about the applicant organisation and about other participating organisations involved as partnersin the project; = Description of the project: this section asks for information about the stages of the project which should include: preparation, implementation and follow-up; ~ Budget: inthis section you will be asked to give information about the amount of the EU grant you request; Project Summary: In this section you should describe in a compact way your project’ rational, objectives and how you intend to achieve these = Check List/Data Protection Notice/Declaration of Honour: in these sections, the applicant organisation is made aware of Important conditions linked to the submission of the grant request; Annexes: in this section, the applicant needs to attach additional documents that are mandatory for the completion of the application; - Submission: in this section, the applicant will be able to confirm the information provided and to submit the form electronically For more information an how to fill in this application form, you can read the e-Forms Guideline. Deadline for Submission (dd-mm-yyyy hinnss- Brussels, Belgium Time) B15 2016 120000 Applicant Organisation Full Legal Name (Latin characters) fbaskent University Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet age ofApplication Form alt 2016 A2- Cooperation fr novation andthe Exchange of Good Practices Erasmus+ Statel Parner for her edustion Form htheade UAT -AOSDOC3BFFE7FOE B.2. National Agency of the Applicant Organi Identification. [Trot cTurKive) For further details about the available Erasmus National Agencies, please consult the following page: |http://ec.europa.eu/education/erasmus-plus/national-agencies_en.htm Form hash code: CAOSD9C3BFFE7FOE EN] form hasnt been submited yet Page 20836Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education Erasmus+ ee a Please select the most relevant horizontal or sectoral priority according to the objectives of your project. HORIZONTAL: Improve achievement in relevant and high-level basic and transversal competences in a lfelong learning perspective Please select other relevant horizontal or sectoral priaities according to the objectives of your project. [HIGHER EDUCATION: Supporting the implementation of reforms inline with the 2011 EU Modernisation Agenda's priority areas Please comment on your choice of priorities. [This project mainly aims to increase father involvement in early childhood education, Previous academic studies indicated that high father involvement in education decreases early school-drop out- one of the main aims of European Union, increase children’s 1cademic achievernent, self-esteem, self-confidence and all develeopmental abilities. Through this project and its intellectual utputs early childhood educators’ competences for encouraging fathers to involve in early childhood education process oftheir hildren will be increased or extended. Similarly, through involving more in their children's early childhood education process, fathers’ parenting abilities would be extended. This project also aims not only increasing early childhood educators’ competencies kegarding father involvement and increasing fathers involvement in education but also it aims to increase both educators, fathers snd mothers’ knowladge on the importance of father involvement through teacher, mother and father trainings. Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page sofs6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education GLEE jon of the Project What is the rationale ofthis project, in terms of objectives pursued and needs and target groups to be addressed? Why should this project be carried out transnationally? [Foday, there ia consensus on the fact that high father Involvement supports children’s language development, cognitive levelopment, psychological well-being, social and emotional development. Additionally, tis known that father involvernent ssociated with long-term positive consequences on the part of children regarding partner choice, marital satisfaction and parenting| behaviors Father involvementiin education was found to be positively associated with children’s academic achievement and negatively elated with children’s early school drop-outs which is one of the main aim of European Union, However since parent involvement. fs equated with mother involvement in many cultures and fathers are assumed to be difficult to recruit for parent involvement tivities, father involvement in education is lower than the mother involvement. This situation comes into focus more in early ildhood education because of traditional roles associated with fathers and mothers. Early childhood education interested in ung children and mothers are thought to be the primary caregiver for younger children all around the world and also in many IEuropean countries while fathers are expected to provide thelr families. Ths traditional gender role attitudes leads pre-schools to veremphasize the involvement of mothers while spending insufficient effort to involve fathers. JToday, research suggested that throgh institutional support provided to fathers, their involvement level can be increased in early hildhood settings.For instance, in-service teacher trainings that highlights the importance of father involvernent, parent involvement activities that are organized based on the work schedules of both parents (Fagan & Palm, 2004), staf’ positive titudes toward fathers’ involvement (Palm & Fagan, 2008) and formal fatherhood initiatives (Raikes & Belotti, 2006) incresaes fathers’ involvement into early childhood education settings. Although these valuable informations, father involvement in early hildhood programs is “still a relatively new phenomenon” and it should be supported by all adults including “mothers and teachersif their (fathers) level of involvement isto increase”. (Palm & Fagan, 2008,p.748). This project, therefore, aims to increase father involvement through supporting all adults in eary childhood education settings, ie. teachers, mothers and also fathers. Imost in all European countries, parent involvement in education is equated with mother involvement. Patriarchal social sutructure ks one of the main reasons for this situation, As mentioned above, mothers are seen as the primary caregiver for young children while fathers are assummed as provider. Ths is also one of the reason for why early childhood education area isa female dominated one For instance, in Turkey almost all of early childhood education programs include female teachers, the ratio for male teachers in early hildhood education is not proceed 1 % of all early childhood educators.Ths s the case in many European countries..In such a female-dominated settings, fathers do not feel cornfortable while communicating teachers and also teachers feel more comfortable ile communicating with mothers. Therefore there isa need to increase early childhood educators’ competencies to involve fathers in their children’s early childhood education. This is because, research indicated that when fathers involvement in thelr hildren’s whole lives in general and education in particulars increased during early year, fathers involve more in later, as well. AS he first step of formal education, early childhood education has a crucial ole for supporting fathers’ high and positive involvement. thin this contect, the main aim of this projec, then, is providing resources for teachers to use while organizing parent Involvement activities that does not exclude fathers rather attracting their attention, supporting their high involvement and creating| 3n early childhood setting in which father involvement isa “norm rather than an expectation, In this project this aim will be reached through two intellectual outputs: Father Involvement Guide and Handbook of Father Involvement. The former is prepared to inform early childhood educators about the importance of father involvement and the ways to create a father-riendly early childhood settings while the latter is prepared for teachers to include father-centered parent |nvolvement activities in their educational programs, Since tis project isa shared work of Sweden, Netherland and Turkey and all intellectual outputs will be parepared in Swedish, Dutch, English and Turkish, its believed that outputs of ths project will be used fffectively in all European countries effectively to increase fathers’ involvement in early childhood education settings. In what way s the project innovative and/or complementary to other projects already carried out? [There are great deal of projects with the purpose of increasing parent Involvement in early childhood education. However, majority f them mainly aims to increase parent involvement in general and specific projects to increase father involvement in early hildhood education are not widely seen. In general projects have chosen fathers and tried to increase their involvement through Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 160856Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education ppraviding ather education programs, TalNerchld eaUCaTION prOgraMAS and THOUGH Tather Tnvalwement aclWitTes.. However, TAS jproject we wil try to increase early childhood educators’ competencies to encourage and support fathers’ positive and high involvement in their children's education. 8y this way, not a specific group of fathers and children would benefit from this project, instead the influence ofthis project would be long-4asting and the beneficiaries would be both early childhood educators, children hat these educators are working with and parents of those children. is also assumed that through increasing educators’ -ompetence and providing a working guidebook for father-child activites, this project would be sustainable and influence feducators current and future efforts to increase father involvement. In conclusion, this projects different from previous project since it has wider target group, it is naturally sustainable, and it provides afather involvement guidebook and handbook of father |nvolvement activities How did you choose the project partners and what experiences and competences will they bring to the project? How was the partnership established and does it involve organisations that have never previously been involved in a similar project? How will the tasks and responsibilities be distributed among the partners? Fest partner Life Long Education Assosclation from Turkey, was became a partner for the current project after face to face interaction with the head of association, Ali Ulusoy. Ali Ulusoy had successfuly completed many Erasmus + KAT and KA2 projects ith the partnership of many different associations. he is experienced in writing and applying Erasmus projects. He has a dynamic fproject team and alot of connections with many different early childhood education centers. therefore, during the project Life Long [Education Association will be responsible to work colloboratively with project partners and organize multiplier events in Turkey. Sweden was chosed as a partner country since Sweden ranked first in the United Nations Children’s Fund 2008 league table of early hildhood education and care and father involvement is supported highly with national social policies in Sweden. The partner ganization in Sweden is Gotenberg University. Communication with this partner was established through e-mails. On behalf of the otenberg University, Prof, Dr. Susanna Garvs, Prof Dr. Pia Willams and Prof, Dr. Sonja Sheridan were communicated. These three lprofesors are working at the Deptartment of Education, Leatning and Communication in Gotenburg University. Prof, Dr. Garvis, Prof [or Williams and Prof. Or. Sheridan have specific expertise in working with families and preschools. The three professors are prolific publishers and contrioutors to public debate about preschool and families, They have recetly started a Nordic Research Network for larly Childhood Education and Families. Since Sweden is known as its social policies that support high father involvement, inthis, fproject Gothenburg University is responsible to present good practices to all other partners in the project. Therefore, during the fproject Gothenburg University is expected to organize a meeting that will connect all partners with preschool administrations and arly childhood teachers in Sweden. Also Guthenberg university is expected to work collobortaively with the team of bagkent [University while preparing the intelectual outputs of the projects methodologically. Also, Gothenberg University will be responsible to conduct a pilot study in a preschool afte intelectual outputs, father Involvement Guidebook and Handbook of Father Involvement Activities, Lastly, Guthenberg University will translate intellectual outputs of the project to Swedish, |The partner from Netherland was found through web resources that provides communication betwenn possible partners for EU projects. Dro, with its passinate administration and experienced president who organize parent seminers in Netherland was decided| tobe included in to the project. Drio will be responsible to work collobortaively with the project partners, piloting intellectual utputs in Netherland pre-school, collecting reuired data and provide them to corrdinator, organize one and engage all ransnational meetings and organize one multiplier event in Netherland atthe end of the project. Additionally, Drio will work tively during the translations of intellectual outputs to Ducth. How will cooperation and communication happen among all project partners and with other relevant stakeholders? What wl be the purpose and frequency ofthe transnational project meetings and who will participate in them? [D Stakeholders “ommunciation with stakeholders will be establish trhough formal communicaiton. Governmental stakeholders for the project invludes Ministery of Education in Turkey, Ministery of Education and Science in Sweden, The Ministery of Education, Culture & icence in Netherland. Non-governmental stakeholders include ACEV and EPD in Turkey, related NGO's in Sweden and Netherland 1nd early childhood preschools in which pilot applicatins will be done. there would be a continous communicaiton with these stakeholders. project process, developments and results will be presented through written format and small meetings. b) Within the project partners communciaiton will be happen through; 3) Online meeting through Skype; These meetings will be held once in four months during the project. these meetings will be done to evaluate the process, hadle the unexpected problems and communicaitng deadlines. Project coordinator Senil Unit Getin will be fesponsible to organize these meetings. by Transnational meetings: During the project five transnational meetings will be done including kick off meeting, these meetings ill be done in October 2076 in Turkey by coordinator organization baskent University, in March 2017 by Gothenburg Form hath code: CAOSD9C3SFFE7FOE EN] Formas nt een submitted yet Page 17 0f56Application Form call. 20%6 XA2- Cooperation for Innovation an the Exchange of Good Practices Erasmus+ Strategic Partnerships for higher education er SEER; ROUT 207 By Da NEEM Te TaRUaTYZOVR by YBCO, Tuy anc Hy OTR By athe Unrest Sweden These transnational meetings wl be benefia te establish a continous communclalton with partner orgentzalon om oing evaluation forthe proces and effective share of the experiences in diferent context regarding the piloting process of Intellectual outputs. Allo these transnational meetins wl last for 3 days, 5 people from project team of Bagkent univers, 3 rople rom YBED and Dro, and 5 people fom Gothenburg Unive will engage alo these tnasnational meetings )n order to provide the easy and transparent exchange of information within the partner organizalton, Google Drive willbe used ith all parners. ) A mail group that includes all contact persons of the partner oragnizaitons will be established by the project coordinatior to use {mmediately to inform all partners in the case of any problem. Purpose and Scope of the Tansnational Meetings: First transnational meeting (kick off meeting atthe same time) will have the aim of meeting with all project partners and preparing he detailed work breadown schedule Inthe second transnational meeting which will be done in Sweden, the evaluation of the first intellectual output of the project ~ father Involvement Guidebook: will be done with the partners, needed revisions will be decided, and the content of teacher inings will be decided. In the third transnational meeting, the process of the project willbe evaluated and the content of the second intellectual output, handbook of father Involvement activities for early childhood education programs will be discussed based on the results of teacher snd parent trainings. [The third transnational meeting will be organized in Turkey by YBED. In this meeting the process ofthe project will be evaluated, he process for pilot preschools to organize father involvement activities willbe discussed and decided, Prepared activities for lhandbook of father Involvement Activities for ECEC will be revised, [The last transnational meeting will be organized by Gothenburg University. In this meeting partners will come together to evaluate he project process and decide on the workdown schedule to write the final report ofthe project, What are the most relevant topics addressed by your project? [New innovative curricula/educational methods/development of training courses uality Improvement Institutions and/or methods (incl. school development) ‘What results are expected during the project and on its completion? Please provide a detailed description of the expected results (if they are not listed in intellectual outputs, multiplier events or learning, training, teaching activities). fResults expected during the project; Developing father involvement guidebook Developing Handbook of Father Involvement Activities for Early Childhood education programs tthe end of the project tis expected that; Early Childhood educators’ knowladge on the importance of father involvement wll be increased Early Childhood educators feelings of comptenece to involve fathers into ECE process will be increased. Fathers’ and mothers’ awareness of father involvement will be increased in pilot p Father involvement in their children’s education will increase in pilot pre-school Overal level of father involvement in children’s lives will be increased among target group of fathers. ‘The level of mother support for father involvement in education will be increaed amoung target group of mothers ‘Teachers fathers and mothers evaluations of pre-schools’ father-riendliness will change positively. Children’s evaluations of their fathers involvement will change positively. schools Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 150856Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education CoRMUnIcaTion Between academic stall of Universes and in-service Teachers Of pilot preschools wil Be strength, “Through dissemination and multiplier activities father involvement will be a concern for national early childhood education folicies, ‘Approximately, how many persons will benefit indirectly from or will be target of the activities organised by the project? (Le. participants for whom a specific grant is not foreseen, such as local participants in multiplier events, or ather types of events, etc) piso Please describe briefly how and in which activities these persons willbe involved I pilot preschoals included into the project include approximately 10 tecahers, 200 children and 400 parents. Therefore, tis sstumed thatthe target group ofthis project will be 30 early childhood educators, 1200 parents and 600 children. During the project Jearly childhood educators from pilot pre-schools will be involved to the teacher training process, to learning activity that will be held n Sweden, ter teacher training process, chosen teachers willbe responsible to conduct parent trainings in their own pre-schools, Parents will fengage in these trainings. [During the second phase of the project, fathers, fathers and children, and fathers and mothers will participate to father involvement tivities organized by teachers of pilot pre-schools IMultiptier events that will be organized in Turkey will include 200 participants. These participants willbe partners, project stakeholders, early childhood educators’ from different pre-schools in different districts of Ankara, NGO's, candidate early childhood Jeducators and acaclemicians from different universities iitional Multiplier events will be organized in Sweden with 50 participants, and in Netherland with 50 participants Participants with fewer opportunities: does your project involve participants facing situations that make their participation more difficult? Ivo. Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page 190856Application Form call. 20%6 XA2- Cooperation for Innovation an the Exchange of Good Practices Erasmus+ Strategic Partnerships for higher education Please describe what will be done in preparation by your organisation and by your partners before the actual project activities take place, eg, administrative arrangements, etc fBaskent University, Turkey as the project Coordinator will Design the work breakdown structure with the collobortaion and the agreement of all partners, ‘Arrange and organize an action plan step by step including the process, deadline Identify and recruit project members, Form functional communication atmosphere between all participating partners and National agency to meet all project kequirements and project-related matters, Hold the responsibility of taking all related permissions before each transnational activity of the project, ‘Actively involve in the evaluation and dissemination process ofthe project. Il project partners: BED in Turkey, Drio in Netherland and Gothenburg University in Sweden wil: Work colloboratively coordinator ofthe project to complete work breakdown schedule effectively, Identify and recruit project members; Follow established communication atmosphere between all participating partners and National agency to meetall project kequirements and project-related matters, Hold the responsibilty of taking all related permissions before each transnational activity of the project, Actively Involve in the evaluation and dissemination process ofthe project, ore How will you ensure proper budget control and time management in your project? faudget control, Budget distribution is done almost equaly with partners since all partners in the project have equal responsibilities. There is an [exception for Gothenburg University and Baskent University, since they will be more active during the development of intellectual utputs Proper budget control will be done through frequent connections with the coordinator and the partners, uring the project related locumnents (timesheets, cans of bills) should be shared among all partners. Coordinator partner, BU, wilbe responsible to control he internal validity of submitted documents, usage of budget willbe reported continously and all aprtners will informed about the lprocess during online meetings and transnational meetings. Also a web-based budget contro system will be bought forthe project to create a more transparent budget control system among partners [Time Manegement: Project timetable is done with the agreement of all partners, therefore it is assumed that during the project all partners will hold heir responsibilities for proper time management. Inthe kick off meeting a detaled workdown schedule willbe prepared through lfining of milestones and deadlines. ince some web-based programs such as Google Drive and project web-site wll be used by partners activley,remindings of leadiines will be done through these web programs to all partners by coordinator partner. Consensus on the importance off -ompleting each project activity on time among partners was established and each partner is aware of negative consequences such is exceeding of budget f project is last more than the assumed time. uality Management: uality management during the project is encured through conducting transnational meetings, quertery online meetings, querterly kepor's that will be provided to National Agency, data about the project-website number of downloads of intellectual outputs, Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page 20.0856Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Flamiber of visor, amber of fhdlviduals responded To Torums, and data gathered Vom socal media--Ao, qualtative and vantitative data will gathered before and after each trainings to understand whether the tralnings create a change among participants approach to father involvement. How will the quality of the projects activities and results be monitored and evaluated? Please mention the involved staff profiles and frequency of such quality checks [During the project the quality of the project's activities and results will be monitored and evaluated through 5 transnational Imeetings, 5 online meetings (that will occur with the participation of the contact person in all partner organizations) and the artery reportings on the process of project regarding the activities, outputs and use of people, time, money and materials. By this fay, the project partners will have a continuous contact and evaluation system that leads them to ensure the project process is joing forward as intended and the allocated resources. Formative Evaluations; ssesing the effectiveness of intellectual outputs; ter Father Involvement Guidebook’ is developed, each partner ofthe project will conduct teacher trainings by using Father Involvement Guidebookin the mentioned time and duration. st the beginning and at the end of the training program semrstructured interviews will be done with eatly childhood educators to snderstand whether there is a change on their perceptions and awareness of the importance of father involvement and their feeling f comptenece for involving fathers in their educational process. Interview protocols will be prepared by the shared work of each project partner. This process wllallow to understand, ‘Whether Father Involvement Guidebook is an effective tool to increase early childhood educators’ knowledge and awareness of the| |mportance of father involvement, ‘Whether trainings depend on this guide is beneficial to increase tecahers’ feeling of competence to involve fathers, What kinds of father involvement activities these tecahers suggest to involve into their educational program? fter teacher training process parent trainings will be conducted by trained teachers, to evaluate the effctivess of this tarinings on fparents’ perceptions of father involvement and on fathers’ involvement level interviews and surveys will be conducted before and fter the trainings. By this way following Issues will be highlighted; Do father and mother trainings are beneficial to increase the awareness of fathers’ and mothers’ on the importance of fathers role In the lives of children? Do fathers feel more competent to involve in early childhodd education after engaging these trainings? Do mothers support fathers to involve in early childhood education after engaging these trainings? Do these parent trainings are beneficial to increase fathers’ involvement with their children at home? Do fathers and mothers find these trainings beneficial and they enjoy to involve these trainings? Do teachers organize and carry out appropriate father and mother educations after engaging in teacher trainings? What kinds of father involvement activities parents suggest during these trainings? Based on the data gathered from these evaluations father Involvment guidebook willbe revised and Handbook of Father Involvement Activities for ECE programs will be begun to be prepared. Before beginning to preparation of this handbook child {interviews will be conducted in pilot preschools to understand; How children perceive their fathers’ involvement? What kinds of activities children mostly engage in with their fathers? What kinds of activities children wish to engage in with thei fathers? After this intellectual output is finished based on the data gathered from tecahers, fathers mothers and children, early childhood [educators are expected to integrate father involvement activities suggested inthis handbook to their education for one semester. |The frequency and the types of father involvement activities wl be decided through transnational meetings with the collobortaion f each partner. Before and after the implication of father involvement activities teachers, fathers and mothers will asked to filled out survey which will be used to understand their perceptions regarding the level of preschools’ father frencliness. By this way the lowing issues will be evaluated; Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Paget of 6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Do afather volvement activities cluded Tio Whe early CHahood education program Mh pila preschool changed panilpants perceptions regarding the level of preschools father-flendliness? In addition to these evaluations, observations will beconducted in pilot preschools to understand whether the quality, frequency land content of teacher-father communication has been changed, whether the number of fathers engage in the organized activities Increased during the project, whether these process increased and strengthen the communication and relationship between fathers ind children? What are your plans for handling project risks (e.g, conflict resolution processes)? Risk of not reaching the assumed number for the participants: Main risk for this project might be the recrulting early childhood [educators and parents and lack of motivation of early childhood educators to work volunterly and colloboratively with the partner jn their countries. n order to eliminate this risk, pilot pre-schools will be chosen based on the onsensus with the partner ganization and the early childhood educators in the plat pre-schools. Also additional pilot preschools will be included under the ase of this risk. Risk of lack of motivation of teachers to conduct parent trainings: Another risk might be related with parent trainings. Iti assumed, hat atthe end of the teacher trainings all early childhood educators will be competent to provide parent trainings. However, ‘onducting parent trainings might be an additional workload for the teachers and they might be involunteer to do this. IFthis would foe the case, partner organizations are responsible to provide patent trainings Risk of language barriers: Since this is a multipartner project from three different countries and English is the main language for the Jproject outputs this rsk will be eliminated throgh translating all intellectual outputs to the native languages of partner countries. IMong partners the communciaiton language will be English therefore there would not be any communication problem between fatness. Which activities and indicators of achievement (quantitative and qualitative} will you put in place in order to assess whether and to what extent, the project reaches its objectives and results? [The core points ofthis project are intellectual outputs and how much they work. Therefore, this project includes developing these Intellectual outputs and examining their effectives on the target groups, teachers, mothers, fathers and children. iter completing Father Involyment Guidebook, teacher trainings will be done in pilot pre-schools by using this guidebook At the lbeginning and atthe end of trainings interviews will be done with teachers to understand whether the information provided in the Juidebook increased their self-competencies to involve fathers into the early childhood settings, enlarged their knowladge on the importance of father involvement and changed their parent involvement practices [During the project trained teachers in plot pre-schools will be responsible to provide mother and father education programs to lparents of children in their classes, At the beginning and at the end of parent education programs fathers and mothers perceptions f the importance of father involvement, and fathers involvement level will be assessed through reliable and valid scales. By this fay the influence of father and mother education programs on fathers'involvement level and the effectivess of these education fprograms on mothers’ and fathers’ perceptions of the importance of father involvement will be assessed, fter Handbook of father Involvement Actvities is completed, early childhood educators will apply suggested activities in their pre- schools, This process willlast one semester, at the begining and at the end of the semester, fathers’, mothers’ and teachers’ perceptions of the evel of pre-schools'father-friendliness wll be assessed through developed or adatep scales and wualitative inquiries Also, at the begining and at the end of the semester, children's perceptions of thei fathers’ involvement willbe assesed hrough qualitative techniques developed by Dr. Senil UNLU GETIN in her PAD dissertation, By this way, the influence of the project n children’s perceptions of their fathers’ program will be examined. leach partner organization is responsible to apply decided qualitative or quantitative evaluations and translating them in English. [Then, research team from Bagkent University and Gothenburg University colloboratively analyse the data and write the related Form hath code: CAOSD9C3SFFE7FOE EN] Formas nt een submitted yet Page 20896Erasmus+ Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education EN Form hash code: CAOSD9C3BFFE7FOE Ferm has not been submited yet Pages of56Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education G. Implementation Please elaborate on the methodology you intend to apply in your project. Please also provide detalled information about the project, activities that you will carry out with the support of the grant requested under the item "Project Management and Implementation’. [intellectual Outputs 1: Father Involvement Guidebook [This intellectual output isa source that wll be used in the teacher and parent trainings. therefore, this output will include a great fea of information on all kinds of issues that should be covered with teachers -to increase their awareness of and competence on father involvement, creating a father-riendly environement in preschools- and parents to increae their awareness on the Importance of fathers involvement in ECE and the information of what fathers can do in ECE and HOw-When-Why fathers should involve to ECE. For this intellectual outputs, BU and GU will wark ollobortaively with YBED and rio, but conducting literature eviews, deciding the main topics that should be covered, writing the chapters of FIG are under the resposnbilty of GU and BU. 5 jpeople from Baskent Unversity will work on ths intellectual output for 12 days (12x5=60 days totally) and 3 people from GU will fork 15 days (per researchers; 15x3=45 totally) fo2: Handbook of Father Involvement Activities fr ECE Programs Frreperation fo ths intellectual output will begin M12 and will finish in M15, To this process Dri, partner from NL, GU partner from jeseden and BU, coordinator from Turkey, wll work colloboratively. From Drio there will be 2 researchers who will work for 7 days {per researcher7x2=14 days totally, from GU there willbe 3 researchers who will wotk for 10 days (per researchers; 3x10=30 days totally) and from BU there will be5 researchers who will work for 12 days {per researcher; 12x5=60 days totally. These people are kesponsible from conducting interviews with children, parents and teachers to decide best father invalverent activity types to Include in the handbook. After all data gathered, GU and BU will be responsible to write father involvemnt activities based on the jathered data, revise it when needed and prepare the last draft of Handbook of Father Involvement Activities. for ECEC programs. Jo: Project Web-site and learning Platform [This output will begin as soons as the project begin. For this intellectual output, 3 people from baskent University wil work. olloboratively to create, ubdate and control the web-site. For the formation of website one researcher will work for 5 days this site will be ubdated once a month when monthly bulletins were prepared by GU, Drio and BU. for either tecahers or fathers! Inothers. During the ubdate one researcher from BU will work for 24 days totally during two years duration of the project. Leatning/teaching/training activites: [Teacher trainings: After the preperation of FIG, teacher trainings will begin, Tlese trainings will be organize for these trainings, two rainers will work from each partner organizations (2 ftom GU, 2 from, BU and 2 from Drio) for 10 days (per researcher), before and at he end of the these trainings, interviews with teachers will be conducted to understand the change that FIG created on the teachers perceptions, awareness of and feeling of comptence on involving fathers in ECE by research team of the partner organizations. Parent trainings: Parent tainings will be conducted by trained eatly childhood educators in Pilot pre-schools under the supervision of researchers from each partner organizations. these trainings will last 10 days and the contact persons from each partners will supervise this process for 10 days (1x10=10 days per each partner) hort term learning activity [This activity wll occur in Sweden. 10 early childhood educators of pilot pre-schools will participate to this learning activity from NL snd TR. from TR. 2 people from each research team (from BU and Drio) will accompany for the ealy childhood educators. In this learning activity which wil last 7 days, GU is responsible to organize visits to early childhood education centers that are examples for| 3004 practices regarding father involvement. Also, there will be a 4 days workshop in which eatly childhood teachers will trained bout the good practices for father involvement. long term learning activity [This activity will ast for three months. After teacher and parent trainings and before the preperation of Handbook of Father [involvement Activities for ECE Programs, coordinator Senil UNLU GETIN will engage in visits to different types of Swedish pre-schools Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 240156Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education To WATCH the Tather THvaIveTTenI PrOCEISeH Ih SwEAN, She WIT Gbverve The Good prcices in Getaled and rng Wer experelnces to father involvement activities that will be organized in pilot pre-schools in the second phase of the project. [Transnational Meetings: [During the project there willbe five transnational meetings including kick-off meeting, Main aim of these meetings are quality Imanagement by maintaining an effective communciaiton between partners. n each transnational meeting, the process will be evaluated and quarterly eports will be written colloboratively with all partners. Each transnational meeting will lat three days, Please provide detailed information about the activities that your project will organise and elaborate on the methods you intend to [Wi: Formal establishment of the consortium (partner contracts) IM2: Kick off Meeting, Baskent University in Turkey, forming the project mail group, IM: Preparing the project web-site and social media grups for the project IM3-Mé: Literature review for father involvement guidebook (F1G), preparing the FIG, translating and publishing the FIG IM: Transnational meeting in Sweden IMz7: Short term leraning activity n Sweden with the participation of pilot-preschoo!'s early childhood educators from turkey and, Netherland and partner organizaiton, Ii6-M7: Defining content and methdology for teacher trainings IM7-M8: Preevaluations of teachers! comptence of and knowladge on father Involvement through surveys and teacher interviews IMt10: Conducting Teacher Trainings IM0-M1: Post-evaluations of teachers! comptence of and knowladge on father involvement through surveys and teacher interviews IM11-M2: Dissemination of process and the results of teacher trainings in web-site IM12: Second Transnational meeting in Netherland {w12-M15: Parent trainings, Development of Handbook of Father involvement activities for ECE programs, IM13-M16: Long term Leatning activity in Sweden, Seni Unli Getin will engage in this activity IM16: Transnational Meeting in turkey organized by YBED Iw16-M20: Pre-Evaluation of teachers, father, mothers and childrens' perceptions of father involvement and preschools’ father friendliness, Organizing father involvement activities, Past-Evaluation of teachers, father, mothers and childrens’ perceptions of father involvement andi preschools' father friendliness, Dissemination of the process and results of father Involvement activities hrough web-site. {22° Last Transnational meeting in Sweden, finalizing the project, begining to write final report Iv23: Multplier events in Tukey by YBED, in Sweden by GU and in Netherland by Drio. IMz4: Spresenting the final report Ince in four months there will be online meetings through Skype, ocnce in six months evaluation reports will be prepared with the shared work ofall partners. Do you plan to include intellectual outputs in your project? When fling in the intellectual outputs section, please specify the leading and the participating organisations under each output that have a significant contribution in terms of potential impact and transferability (e.g. new curricula, pedagogical materials, IT Tools, analysis and studies, etc) This will allow for specifying the corresponding costs in the specific section of the budget [Output identification 1 [Output Title Father Involvement Guidebook [Output Description Father Involvement Guidebook willbe used to provide information about (a) definition of father involvement, (b) types of father involvement, (c) importance of father involvement on he part of children, (d) factors influencing father involvement in early childhood education land (e) ways for creating a father friendly environment: early childhood education fprograms. This guidebook s planned to be used during the trainings for eary childhood [educators during and after the project. Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Pages ofApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Please describe the tasks leading to the production of the intellectual Joutput and the applied methodology ince this guidebookis developed for teacher training process, askent University and juthenberg University will work colloboratively while preparing this guidebook Main Inethodology would be detailed literature review about the topics mentioned above for Father Involvement Guidebook, need analysis for Handbook of Father Involvement Activities for ECE programs Star Date (dd-mmayyy) 1-17-2016 End Date (de-mm-yyyy) 3-03-2017 Tanguages lena Joutch fweaish frurkish Mediags) rook Activity Leading Organisation feaskent University Participating Organisations {OFTEBORGS UNIVERSITET. [Output identification 2 Output Title [Handbook of Father involvement Activities for Early Childhood Programs [Output Description |The handbook of Father involvement Activities for Early Childhood Programs will include ifferent activities that can be used to involve fathers into early childhood education programs. All details about this handbook will be decided in the kick off meeting that wll be rganized at Baskent University with the participation of all partner organizations. Please describe the tasks leading to the production ofthe intellectual output and the applied methodology ile preparing this handbook, Baskent University, Gothenburg University and Drio from Wetherland will be responsible to conduct interviews with eatly childhood educators, knothers, fathers and children to understand what kind of activities young children want to fengage with their fathers; what kind of father involvement activities early childhood feducators wish to conduct; what kinds of father involvement activities father prefer to be involve and what kind of father involvement activities mothers suggested for early childhood [education programs. After these interviews will conducted, a transnational meeting will be lorganized to share findings and decide the content of the handbook, types of activites that ill be included. Start Date (de-mm-yyyy) 1-08-2017, End Date (dd-mm-yyyy) [30-11-2017 EN Form hath code: CAOSDSC3OFFE7FOE Ferm has not been submited yet Page 26 f56Application Form call: 2016 XA2- Cooperation for Innovation an the Exchange of Good Practices Erasmus+ Strategic Partnerships for higher education angvages Ensish boarch wedsh furkish medias) ook Activity Leading Organisation feaskent University Participating Organisations [GoETEBORGS UNIVERSITET Itichting Drio [Output identification 3 [Output Title Projects web-site and learning platform [Output Description Project web-site will be prepared by Baskent University. Mainly this web site willbe used to isseminate project process and results cothrough continous updates during the project. ditionally this web-site wll be open to public. When each intellectual outputs completed, hey will be disseminated in this web-site to public, However, n order to download the Intellectual outputs there would be a membership request to be able to control how many mes they are downloaded. the membership wil be fre. Itis also planned to add a forum part to the web-site in which early childhood educators, fathers, mothers and relative ktakeholders can share their own experiences. There wll be monthly bulletins in this web-site bout father involvement. This Web-site also includes a forum part which requires fnembership to the site. In this forum part there would be special rooms for eraly childhood feducators father and mothers. During these forums members are able to share their lexperiences, deas, expectations. In order to keep active these forum parts, each month there ill be a "topic of month’ part and members wl invite to share their own experiences or Ideas on the specified topic. Additionally once in two months, there will be a competetion loetween early childhood educators regarding the best practice for father involvement. Imembers of the web-site, can upload the photographs and videos of father involvemetn tivities they actualized. Among them one would be chosen as the best, and This actvity ould have a chance to be included in the Handbook of Father Involvement Activities for ECE| Programs. Please describe the tasks leading to the production ofthe intellectual Joutput and the applied methodology IBaskent University will design, update and control of the project web-site and learning Jlatform. Assist. Prof Dr. Hal Ersoy will be responsible for running the web-site on behalf of he BU. However, all partners are responsible to contibute to the update prcedure of the web-| kite through proving photographs about activities held inthe ilot pre-scholls, sharing the esponsibility of preparing monthly bulletins for public or translating prepared bulletins to heir own languages. For the web design external support willbe used from web-site lesigner companies. Start Date (de-mm-yyy) 1-11-2016 End Date (ad-mm-yyyy) [1-08-2018 Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Pager ofApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Languages fenatish loutch Swedish [Turkish Mediats) lebsite Network Activity Leading Organisation leaskent University Participating Organisations [Output identification [Output Title Ksocial Media Devices [Output Description reating Facebook, linkein and twitter accounts for the project Please describe the tasks leading to the production of the intellectual Joutput and the applied methodology [This intellectual outputs will be mainly used to disseminate project activities during the projet toa larger population and public, YBED will be responsible to create, control and run he effective usage of social media to introduce project to public. Also they will be used to jather quick feedback from a larger population that includes early childhood educators. Each Imonth there willbe one topic that will be discussed in twitter platform (such as lebeingafather, fivanttodowithmychild, hestfatheris), This hashtags willbe active for one seek and YBED is responsible to collect, analyse and report the responds to present to the kesearch team. These teports, along with the number of likes and memberships in facebook il be also used as the quality indicators for the project. Stars Date d-mm-yyyy) 1-10-2016 End Date (ae-mm-yyyy) b1-07-2018 Languages frnaish furkish Media) Facebook Linkedin Kocial Media Activity Leading Organisation fasam Boyu Egitim Dernegi Participating Organisations Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 8 0f56Erasmus+ Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education EN Form hash code: CAOSD9C3BFFE7FOE Ferm has not been submited yet Page 9 of 6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Do you plan to include Multiplier Events in your project? Grant support for Multiplier Events can only be asked for if the project intends to produce substantial Intellectual Outputs. Other dissemination activities will be supported via the grant item Project Management and implementation. Fventidentfcation ln Event Title IMuttiptiee Event [Country of Venue [rurkey Event Description [This multiplier event is organized to disseminate the process and the results of project and intellectual outputs. Mukiplier events that will be organized in Turkey by YBED will include {150 participant, These participants will be from Department of Early Childhood Education of IMONE, early childhood educators from different pre-schools in diferent districts of Ankara, INGo's, candidate eatly childhood educators and academicians from different universities. Start Date (dd-mm-yyyy) fis-07-2018 End Date (dd-mm-yyyy) fis-07-2018 Intellectual Outputs Covered Father Involvement Guidebook Handbook of Father Involvement Activities for Early Childhood Programs Projects web-site and learning platform Activity Leading Organisation asam Boyu Egitim Dernegi Paricipating Organisations leaskent University Eventidentfcation kz Event Title [Muttiptier Event [Country of Venue bweden Event Description [This mukiplier event willbe organized in Sweden iby Gothenburg Unversity to disseminate project reults to national stakeholders, early childhood educators and academicians in iffrent universities. Start Date (dd-mm-yyyy) 5-07-2018 End Date (dd-mm-yyyy) ps-07-2018 Intellectual Outputs Covered Frather Involvement Guidebook Projects web-site and learning platform Activity Leading Organisation {OFTEBORGS UNIVERSITET Participating Organisations Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 0 0f56Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Eventdentfcatin B Event Tile Matinee Aciy county of ene jNetherands Event Description [This mukiplier event will be organized in Netherland by Drio to disseminate project reultsto| jpational stakeholders, early childhood educators and academicians in diffrent universities, Start Date (dd-mm-yyy) 5-07-2018 End Date (dd-mm-yyyy) 5-07-2018 Intellectual Outputs Covered frather Involvement Guidebook Handbook of Father Involvement Activities for Early Childhood Programs Projects web-site and learning platform Activity Leading Organisation Stichting Drio Participating Organisations Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Pages of 6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education [een acen ed PE Do you plan to include transnational learning, teaching or training activities in your project? What Is the added value of these learning, teaching or training activities (Including long-term activities) with regards to the achievement of the project objectives? [There willbe one learning activity during the project in Sweden. This learning activity willbe organized for early childhood feducators in each pilot pre-schools from Netherland and Turkey. This learning activity will be organized to provide an opportunity for early childhood educators to observe good practices, to share their experiences with their colleques from different countries and to prepare teachers for teacher trainings mentally [During the project there will be one teacher training actvity. Teacher trainings willbe the core point of this project because these rainings increase teachers’ awareness of the importance of father involvement, ther competence regarding involving fathers and knowladge on creating a father friendly environments in thelr ow institutions. Also, during these tarinings the data that will be .sed while preparing "the Handbook of father involvement activities for ECE* will begin to shape through interviews conducted with teachers (ter teacher trainings, chosen teachers will provide father and mother educations in their own institutions. These training will contribute to the second step of project in which father involvement activities will be organized by each early childhood educators in pilot pre-schools. During these educations fathers’ and mothers’ awareness of father involvement will be increased and by this fy, the possibility of fathers to involve in father involvement activities organized by pre-schools will be encouraged [There willbe one long term learning activity during the project. Senil Unli Cetin will participate to this long-term teaching activity in sweden for three months. During this time, she will observe good practices in different earl childhood settings in Sweden, she will -onduct interviews with early childhood teachers, adminstratives of preschools, parents, children and social policy makers. The information she gathered would increase the quality of application of father involvement activities in the second phase of the froject. Additionally, during this time Senil UNLU CETIN is responsible to provide a training on father involvement to candidate early hildhood educators in Gothenburg University and early childhood educators in pilot pre-schoo Please describe each of the learning, teaching or training activities you intend to include in your project: Activity No 1 Fields Higher Education Activity Type Short-term joint staf training events Activity Description in this teaching activity, early childhood educators in pilot pre-schools willbe trained about he importance of father involvement in children's live and education factors influencing fathers'involvement in early childhood settings and ways to create a father-fiendly fenvironment in early childhood settings. These trainings will be held miltenaously in each artnet county. No. of Participants 0 Participants with Special Needs (out of total number of Participants) [Accompanying Persons (out of total number of Patticipants) Duration (days) h Duration (months) Participating Organisations {OFTEBORGS UNIVERSITET. Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page 320836Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education Istichting Drio leaskent University [Activity No 2 Fields Higher Education Activity Type Ishort-term joint staff training events Activity Description [During this project in pilot pre-schools father and mother education programs (12 days each) ill be done by trained teachers under the supervision of two researchers in responsible lparter organizaitons (BU from TR, GU from Sweden and Drio from NL). tis assumed that all fathers and mothers will be participate to these educations. During these educations, fathers land mothers will be informed about the importance of father involvement in the healthy levelopment of young children, effective communcaiiton between parents and children, fays for fathers to involve in their children's lives and education, ways for mothers to suppor fathers’ high involvement in their childrens lives and education. These parent educations will lbe held smitaneously in three partner counties. No. of Participants Participants with Special Needs (out of total number of Participants) [Accompanying Persons (out of total number of Patticipants) Duration (ays) 4 Duration (months) Participating Organisations {OETEBORGS UNIVERSITET Stichting Dio lbaskent University Activity No 3 Fields Higher Education Activity Type kLong-term teaching assignments Activity Description [During the project there will be a three months learning activity in Sweden, Project ‘oordinator Senil UNLU GETIN will participate this long term learning activity. During this two Imonths, she will observe father involvement processes in different pre-school settings in Isweden. She will also gather data from patents, early childhood educators about father involvement processes in Sweden. Then she will bing her expereinces to father involvement fprocess in pilot-preschools that will be held in the second phase of the project. Additionally Juring this teaching assigment , enil UNLU GETIN will provide a training about father lnvolvement in GU to candidate early childhood educators No. of Participants Participants with Special Needs (out of total number of Participants) Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Page 3 ofErasmus+ Application Form call: 2016 kA2- Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships for higher education [Accompanying Persons (out of total number of Patticipants) Duration (days) bo Duration (months) B Participating Organisations leaskent University jOETEBORGS UNIVERSITET. instruments/certfcates? Please also describe the arrangements for recognition or validation of the learning outcomes of the participants in learning, teaching for training activities. Will your project make use of European instruments like Europass, ECVET, Youthpass, ECTS etc. or any national [During the project both teachers and parents engaging in trainings will have a national certificate that confirm thelr involvement, However, this project will not make use of european instruments such as Europass, ECVET, Youthpass or ECTS, Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page sofApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education Erasmus+ What isthe expected impact on the participants, participating organisations, target groups and other relevant stakeholders? [Main aim of early childhood education is providing basic care and education for children between the ages of O to 8. However, in Inany cultures child care is assumed as a female responsibility Consequently, early childhood education is a female dominated area. [This lead fathers to withdrow themselves in this social context not to allow their "masculanity’ to be questioned. Since majority of fearly childhood educators are female, they also feel themselves more relax while comminicating with mothers. Also, parent Involvement activities are conducted during the day time, Since fathers are working during these times, this gives the massage that kmother involvement is expected rather than father involvement. All ofthese are social obstacles that restrict fathers’ high involvement in their children's early education process. In this project, intially early childhood educators will be informed about these social obstacles regarding father involvement. Trough| teacher trainings, in which father involvement guidebook prepared during this project is used, early childhood educators are [encouraged to organize father involvement activities that eliminates or minimize the influence of mentioned social obstacles. What is the desired impact of the project at the local, regional, national, European and/or international levels? [The impact of the project on local and national level, Father involvementiin Turkey is still an undervalued topic. tough it has been began to take attention by academicians in practice here is not any effective and valuable action to increase fathers’ involvement into early childhood education process, As mentioned lbefore, even recently evized early childhood education program did not highlighted the importance of father involvement. specifically. Therefore, early childhood educators do not have appropriate sources, This project will provide valuable and useable sources on father involvement to early childhood educators. By this way, atleast teachers who are interested and volunteer to Increase involvement of fathers’ into early childhood education will be able to use these guides effectively. Through dissemination fents, projects results willl be presented to a larger early childhood education group. Learning about the positive changes on teachers fathers, mothers and childrens perceptions, coming together with the teachers included into the project will encourage ther teachers to take action for involving fathers. Also in local level following impacts are expected; encouraging early childhood education programs and teachers to begin ninnovative experiences through using tdeveloped open- [educational resources, encouraging teachers’ professional development through increasing their competence on involving fathers, through introducing 100d practices on father involvement and through encouraging international partnership among eatly childhood educators. ‘encouraging fathers’ , who can be considered as disadventage when it si considered that parent involvement is equated by mother Involvement in ECE programs, to involve actively to their children's early schooling which in the future might be resulted in less school drop-outs, higher self-esteem and higher academic achievement among children, Increasing partnership among local authorities through communicating project process and results. ince Ankarais the central city Turkey and all governmental departments are located in Ankara, our project will be assumed to be more visible to governmental ganizations such as Department of Early Childhood Education of MONE, Ministery of Family and Social Policies. Through Jissemination activities, these governmental organizaitons will be aware of the process and the result ofthe project which might Increase the usage of project outputs in national level. Prepared outputs can also be used to improve new resources for early hildhood educators ot they can be included to the early childhood education policies in Turkey. Encouraging similar projects in different districts of partner countries and other European countries through open-access [educational resources developed in the project. Encouraging researchers to conduct studies on father involvement to make fathers! involvement more visible in the TR, NL or other, European countries. Creating an awarenss on father involvement in early childhood teacher education programs by encouraging academicians to use Intellectual outputs ofthe projects to provide selective courses for candidate early childhood educators. Thsi will be done through Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page sof 6Application Form call. 20%6 XA2- Cooperation for Innovation an the Exchange of Good Practices Erasmus+ Strategic Partnerships for higher education FseRAINAATOM BCTWTeS WATCH related Geparments of Whe UAWersTEs Wil Be TAVONES, |The Impact of Project on European level; \s international partnerships will ocur during this project, intellectual outputs will be mulilanguage, English, Turkish, Swedish and Dutch. By this way this project will increase awareness regarding father involvement in early childhood education in European onturies, TThrough transnational meetings, teaching and learning activities this project increse colloborative working abilities of the members f partner organizations which might lead further international projects so, new projects can be developed by using these intellectual outputs in European level. Tis toject also encourages cross-cultural scademic studies between partner organizatons, specifically between GU and BU. Also this web can be increased by including other iniversites that the participating two universities use their connections with other universities Ithough its additional impacts, mainly this project, in line with its aim and European Union's aims, will bring father involvement in arly childhood education toa visible position in Europe. By this way, it will contibute to gender equality, strengthening of women. snd healthy development of children specifically in participating organizations and in European Union, How will you measure the previously mentioned impacts? [To measure the mentioned impacts, some concrete and abstract data willbe evaluated, ‘oncreate variables, During the project a web-site will be prepared. The numberof visits to web site wl be used to measure the impact ofthe project, booth in the national and international level “The numb of downlads regarding the intellectual outputs, ‘The number of participants to social media groups of the project, ‘The number of respnds to topics discussed in twitter bstract variables, Feedbacks gathered from target group (tecaher, fathers, mothers and children from participated pilot pre-schools) Feedback from informal participants “The number of invitations forom out-of-project organization (invitations for seminars, radio programs, 1V programs, small scale fneeting organized by NGO's and early childhood education programs noth included into the project) Monitoring the influence of project on social and educational policies. (Etre t aera You are requested to make plans for the dissemination of your project results. Please provide answers to the questions below. To whom will you disseminate the project results inside and outside your organisation? Please define in particular your target audience(s) at local/regional/national/EU level and motivate your choice. Project results willbe dissemintated in local, national and international/European level In local level, the project results will disseminated to early childhood educators working in public and private kindergartens, ifferent district national education directorates in Ankara, In national level, Department of Early Childhood Education of National Ministery of Education in Turkey, Ministery of Family and Social Policy of Turkey Mother Child Education Foundation (ACEV), Association of Sharing in Education, ‘Association for the Development of Early Childhood Education in Turkey Academic staff of the Department of Early Childhood Education in diferent universities ‘To the participants, participating organizations target groups and other relevant stakeholders in Netherland and in Sweden. To public Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Page 6 0f56Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education In international level project will be disseminated to Ministery of Education and Science in Sweden and Ministery of Education, ‘ulture and Science in Netherland and related departments of Erupean Union countries. Who will be responsible for the dissemination activities within your partnership and which specific expertise do they have in this ‘area? What resources will you make available to allow for the proper implementation of your dissemination plans? Il partners will participate to the dissemination process of the project. BU is responsible to design a web-page which is open to Jpublic and provide detail information about the aim, scope, activities and the results of the project. This web site will be updated frequently. Additionally, the intellectual outputs will be provided inthis web site in electronic format, Also through its national TV hannel, Kanal 8, baskent Universit will disseminate the project process and results to public. /BED is responsible to organize an international multiplier event whic will make possible to disseminate project results to all participating organizations target groups and other relevant stakeholders. With its wide connections between different NGO's and lprevious project partnerships YBED is an experienced organizaiton, YBED has enough human resources to organize this issemination activity, as well Dro, partner from Netherland and Gothenburg University, partner from Sweden, are responsible to organize small sclae multipler ents to disseminate project results to participants relative stakeholders and target group in their countries. What kind of dissemination activities do you intend to carry out and through which channels? [During the Project; Creating projects’ web site and ubdating the content frequently (BU) Using social media devices such as facebook (all partners) Communicating project process and results with public through national TV channel (BU) Organizing meetings with relative stakeholders during the project (YBED) Organizing multiplier events (YBED in TUrkey;Drio in Netherland , GU in Sweden) Evaluating the impact of the project on target groups (colloboratively with BU and GU) Erasmust has an open access requirement forall materials developed through its projects. if your project is producing intellectual ‘outputs/ tangible deliverables, please describe how you intend to ensure free access for the public to a digital form of this material. f you intend to put any limitation on the use of the open licence, please specify the reasons, extent and nature of tis limitation [Iwo intellectual outputs ofthe project, Father Involvement Guidebook and Handbook of Father Involvernent Actwvities for ECEC Programs, will be presented in the thrid intellectual output, project web-site and learning platform, as an electronic format. There sould not be any restriction for the access of these outputs. However, in order to monitor the number of downloads this web site il equite a membership which is free before the download. How will you ensure that the project's results will remain available and will be used by others? elf sustainability ince the projects intellectual outputs, FIG adn HFIA for ECE programs, will be presented online in the project web-site, early hildhood educators, candidate early childhood educators, scholars who interested in father involvement will be able to download hem. Also it is assumed that partculalry early childhood educators who use these intellectual outputs will help the dissemination of| heir usage through their personal connections. By this way, these intellectual outputs remain living iuarantee of web hosting: so tis assumed that particulalry early childhood educators who use these intellectual outputs will help the dissemination of their sage through their personal connections. ‘cordinator will guarantees to run project website atleast for the next three years. By this way, early childhood educators, pre- service early childhood educators fathers, mothers and even reearchers interested in father involvement would be able to reach Father Involvement Guidebook and Handbook of Father Involveretn Activities for ECE Programs after the project have finished. Future usage of FIG and HFIA for ECEP; Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet ages? of56Application Form call: 2016 XA2- Cooperation for Innovation an the Exchange of Good Practices Erasmus+ Strategic Partnerships for higher education crdnator el ONLO CETINs uarantee to open a select couse orcad cay chldhood education ght afer the project uring hs corse here iteheculutpus wlloe sed the couse sures Ts proces withthe osetng needed frente Inllectal outpts and use of them by next generation en childhood edvstors. If relevant, please provide any other information you consider appropriate to give a full understanding of your dissemination plan ‘and its expected impact (eg. how you have identified which results are most relevant to disseminate; how you will ensure the involvement of all partners; how you see synergies with other stakeholders, etc) What are the activities and results that will be maintained after the end of the EU funding, and how will you ensure the resources needed to sustain them? ) Since there are higher education institutes as partners in the project, both partners are responsible to inform coming early hildhood educators about these intellectual outputs which automatically remain them sustainable for early childhood education fie. fLPrejectcooroator fen ONLO CET on behalf of the Basant Univers guarantees to provi sectve course for cance rly childhood educators for the following yeats in which intellectual outputs will be used as the course sources. Ths will also help he projects intellectual outputs remain sustainable, }) Colloboratingly working with the Ministery of Education in Turkey, Ministery of Education and Science in Sweden and Ministery of Fducation, Cukure and Science in Netherland along with other governmental stakeholders, further usage of intellectual outputs in leary childhood education will be encouraged. 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B>U—ID5 ¥ a1My}N} ‘UoNeINpS Jo Atasiuyy Pue-2/q\suodso} 51/19- uapans ut 2uap9s pue uoeanp3 Jo ArasiuIW ‘-/qsuodsei S484 A2X4n| ul sjooy>s-2ud -a|q\suodse: si /g- AB\uN| Ut INOW) SHOp|OysyeNS JeIUaUUAaAOB 0} Aue|M>}Ved seutonIn9| ‘paloid ayy a.eunuessip oy pasn aq jm sindyno jenypaljayu aseMy Jo Suois19n payuld 44 33 40) VI4H PUE 514 sINdaNo [en}>9]]=qUI OM Jo UoIsHeA PayuUd aney oy pausajad S11"GuIysyqnd fe} tuoneziue60 so,euIpi00> 24) Aq und aq 01 a/ge 51 589904d [njsnn a1oU!e piomssed paypads e yiIm 1919 0} auUed Y>e9 10) Ayjunoddo ue apraoid pue jonuo> raBpna| 10) padojanap A\jeayads axe we swuesbord pasea-qam yey pal 5] Suaused Buowie ssa>0ud jonuo> yeBpnq juasedsueN OU 312919 0} Pause I ‘JonUOD IaBpNq 04 weiBoud auUo Kgl (Apayerodas sjuared ‘sioypea1 10} sunioy) wopeyd Buruiea| ayy Burreo1> pue uB\sop-qam 01 poxiaja s 2 “uoddns je>1u4>21 Ka} (sindno yenyn2ayoqu Y10q 40} 002 3589] 38 2q 0} pouuNsse st y>1yH) abed Jad o1ng Z| se Paye|ND|e> Sem ‘GID 104 VIJH Pue OLY'syndno jeny>ayjaqut ona Jo uoReysUeN 10; UeA6 fe}01| onpa 1946) saiysmuneg aes sean2e1g po09 jo abueyoxq a4: Pe doneAoUU 20} uoneI2d005 - 29 +SNUWUSeAF suozite> uno uoneoiiddyApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education Erasmus+ Gonaknneed Please provide a short summary of your project. Please recall that this section for part of it] may be used by the European ‘Commission, Executive Agency or National Agencies in their publications. It will aso feed the Erasmust dissemination platform. Be concise and clear and mention atleast the following elements: context/background of project; objectives of your project; number and profile of participants; description of activities; methodology to be used in carrying out the project; a short description of the results and impact envisaged and finally the potential longer term benelts In view of further publication on the Erasmus+ dissemination platform, please also be aware that a comprehensive public summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the availablity of such summary. fet’s Fathers Come to Preschool (LECTP) isa Erasmus+ KA2 strategic partnership project on the field of higher education between Baskent University from TR, and Gothenburg University from Sweden, Stricting Drio from NL and Life-Long Learning Association. from TR, |Today, father involvement (F) is now accepted as an important factor that lead healthy child developement. Mainly father Involvement research focused on Flin children's overa lives. Parent involvement, as mostly focused issue in education, is equated ith mother involvernent in many European countries since mothering is associated with child cate while fathering is associated ith breadwinning. This situation becomes more visible when the early childhood education is unde the consideration since the target age group of early childhood education is 0-8 years old, a period in which children need more care when compared with further educational steps. Unfortunately, lack of higher level of FI resulted in negative consequences on the part of children, fathers, Inothers and ECEC programs. For instance, previous research have indicated that high father involvement resulted in less school irop outs, higher sel-esteem, higher academic achievement among children, better fathering ability among fathers, better feeling ‘being supported among mothers and completly actualizing their vision regarding involving parents into education for ECEP. hen considered these positive impact of itis clear that there isa need to increase Fl in ECEC settings. Iain objective of this projects increaseing the visibility of father involvement in ealy childhood education To reach this aim, this Jroject have the purpose of increasing early childhood educators’ awareness ofthe importance of father involvement encouraging hem to involve fathers into their educational pracess through increasing their feeling of competence for involving fathers, jncreasing the father-‘riendlness of early childhood education settings. For this purpose, in this project two main intellectual utputs, Father Involvement Guidebook and Handbook of Father involvement Activities for Early Childhood Education Programs, illbe developed wit the shared work of all partners. In addition to these intellectual outputs, a project web-site and leaning platform that willbe used by ECE teachers fathers, mothers and scholars intersted in father involvement will be developed. [Moreover by using social media devices such as Facebook Twitter and Linkedin, project process and results willbe disseminated to pubic, relative stakeholders and informal partner organizations. [Target group of the project is 1830 people; 30 teachers, 600 children and 1200 parents. through multiplier events it will be aimed to each 300 individuals 200 in Turkey, 50 in Sweden and 50 in Netherland) who are project stakeholders, early childhood educators, andidate early childhood educators adn scholar from different universities in the field of early childhood education. In addition to hese individuals, thtough project web-site and learning platform and social media groups itis expected to reach atleast 5000 early hildhood educators and parents. During the project there will be five transnational meetings, two training activities, one short term learning activity in Sweden and mne long-term teaching activity. Through transnational meetings, a continous communication will be established between partner ganizations. In addition to these meetings, partner organizations will conduct online meetings once in four months to encure foudget, time and quality management. Short term learning activity will be organized for early childhood educators in pilot pre- kchools from Netherland and Turkey. Through this learning activity its aimed to provide opportunity for early childhood educators to observe good practices in Sweden, trains them through a workshop on father involvement organized by Gothenburg university 1nd enlarge early childhood educators vision of father involement through visiting different early childhood settings and their father| involvement activities [Two intellectual outputs developed during the project will be prepared in English but they also be translated into Turkish, Dutch anal swedish to increase the people who can benefit from the outputs. These intellectual outputs willbe presented through project web- te for the use of target population (early childhood educators, fathers, mothers and scholars interested in father involvement) Form hath code: CAOSDSC3OFFE7FOE EN] Formas nt een submitted yet Pagear ofApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education fbxpected Tpacts of he project includes, ncreasing early ChIGROod educators competence of cluding Tathers Talo early childhood] lucation, increasing fathers’ awareness the Importance of their involvement, increasing mothers knoaladge on thelr own impact n fathers’ involvement, increasing father-friendliness of early childhood education and overal making the issue of father Involvement in ECEP more visible in partner countiries and European Union. Form hash code: CAOSD9C3BFFE7FOE EN] form hasnt been submited yet Page as oftree Erasmus+ icipating organisations Application Form call: 2016 kA2- Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships for higher education PIC of Organisation Name ofthe Organisation Country ofthe Organisation 949603617 Baskent University Turkey 999981925 ‘GOETEBORGS UNIVERSITET ‘Sweden 949287868 Yasam Boyu Egitim Demegi Turkey 920136181 Stichting Dro Netherlands Total number of participating organisations 4 Form hash code: CAOSD9C3BFFE7FOE EN Ferm has not been submited yet Page 9 of 69sjo0s95e4 ipomugnsurogiouseyuies [NI SOALIHs8E 26050) 90 YY WHOS 00688217 pavenajey wei] ee ota oo 00008 uoneluowe/duy pue woweGeuEW Wafoig ove87e ooooize covery | Ovsbec | oo0000e | o0Ss0Iy | _onsesze eo aoso1se 0 00ee oooasei | ooseor | oov00s | oowses | _oooi0s isiseioze a0 z6e0E 00'0005 ooooost | oozsse | ovaves 299192606 a0 0806 occ ooooset | 000 | o000s | ovsvos | _ooseze 526186566, oo ezess oo0cet coves | ovozey | o0000s | oovs0si | ovoorit Lise0966 50> one] ‘30191 uuodans | uoddins ero sns09 jeuondarea) spaeweods ansnun | enpimput | PY uonesiueBio 0-318 reuopeusuen, lewonds>x3 Foninny Buren Bue Bure] oF uoaA 04 oneonpa 19461410) sdlysouneg 2aIeNS seanseig pod Jo a6ueurxq 243 pue uoKeAoUU 10} uorye1ado0) -2vy suozite> uuioj uoneoiiddy +snuselyApplication Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education (xo Before submitting online your application form to the National Agency, please make sure that it fulfils the eligibility criteria listed in the Programme Guide and check that you have used the official Key Action 2 application form. allrelevant fields in the application form have been completed. you have chosen the correct National Agency of the country in which your organisation is established, the application form has been completed using one ofthe official languages of the Erasmus Programme Countries you have annexed all the relevant documents: the Declaration of Honour signed by the legal representative mentioned in the application, the mandates of each partner to the applicant signed by both parties (recommended), the timeline for the project activities and outputs using the template provided. all participating organisations have uploaded the documents to give proof of their legal status in the participants’ portal (for ‘more details, see the section "Selection Criteria" in Part C of the Programme Guide). for grants exceeding 60 000 EUR, you have uploaded the documents to give proof of your financial capacity in the participants! portal (for more details, see the section "Selection Criteria” in Part C of the Programme Guide). Not applicable in the case of public bodies or international organisations a a a a a you are complying with the deadline published in the Programme Guide, you have saved or printed the copy of the completed form for yourself oo Form hash code: CAOSD9C3BFFE7FOE EN] form hasnt been submited yet Pages of 6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships fr higher education Erasmus+ Paine PROTECTION OF PERSONAL DATA The application form will be processed electronically. All personal data (such as names, addresses, CVs, etc} will be processed in pursuant to Regulation (EC) No 45/2001 on the protection of individuals with regard to the processing of personal data by the Community institutions and bodies and on the free movernent of such data. Any personal data requested will only be used for the Intended purpose, ie. In the case of grant application forms: the evaluation of your application in accordance with the specifications of the call for proposals, the management of the administrative and financial aspects of the project if selected and the dissemination of results through appropriate Erasmus+ IT tools For the latter, as regards the detals of the contact persons, an unambiguous consent will be requested. In the case of application for accreditation forms: the evaluation of your application in accordance with the specifications of the call for proposals, Inthe case of report forms: statistical and financial (i applicable follow-up of the projects. For the exact description of the collected personal data, the purpose of the collection and the description of the processing, please refer to the Specific Privacy Statement (see link below) associated with this form, |http/ec.europa.eu/programmes/erasmus-plus/documents/epluslink-eforms-privacy_en.htm Form hash code: CAOSD9C3BFFE7FOE EN] form hasnt been submited yet Page 2ots6Application Form call: 2016 KA2- Cooperation for Innovation and the Exchange of Good Practices, Erasmus+ Strategic Partnerships for higher education See To be signed by the person legally authorised to enter into legally binding commitments on behalf of the applicant organisation. |, the undersigned, certify that the information contained in this application form is correct to the best of my knowledge. | put forward a request of an Erasmus+ grant as set outin section BUDGET of this application form. Declare that: - Allinformation contained in this application, is correct to the best of my knowledge. In the case of projects in the field of youth, the participants involved inthe activities fallin the age limits defined by the Programme. The organisation | represent has the adequate legal capacity to participate in the call for proposals. EITHER The organisation represent has financial and operational capacity to complete the proposed action or work programme oR The organisation | represent is considered to be 2 "public body" in the terms defined within the Call and can provide proof, if requested of this status, namely: It provides learning opportunities and Either (a) at least 50% of its annual revenues over the last two years have been received from public sources; +0 (b)its controlled by public bodies or their representatives lam authorised by my organisation to sign Community grant agreements on its behalf enify that {in case the grant requested exceeds 60 0006) The organisation l represent: ~ is not bankrupt, being wound up, or having its affairs administered by the courts, has not entered into an arrangement with creditors, has not suspended business activites, is not the subject of proceedings concerning those matters, nor is it in any ‘analogous situation arising from a similar procedure provided for in national legislation or regulations; has not been convicted of an offence concerning its professional conduct by a judgment which has the force of res judicata has not been guilty of grave professional misconduct proven by any means which the National Agency can justify - has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the legal provisions of the country in which iis established or those of the country where the grant agreement isto be performed; = has not been the subject of a judgment which has the force of ‘res judicata’ for fraud, corruption, involvement in a criminal ‘organisation or any other illegal activity detrimental to the Communities’ financial interests; + itis not currently subject to an administrative penalty referred to in Article 109(1) of the Financial regulations (Council Regulation 1966/2012) ‘Acknowledge that: The organisation | represent will not be awatded a grant if it finds itself, at the time of the grant award procedure, in contradiction with any of the statements certified above, or in the following situations: + subject to a conflict of interest (for family, personal or political reason or through national, economic or any other interest shared with an organisation or an individual directly or indirectly involved in the grant award procedure); + guilty of misrepresentation in supplying the information required by the National Agency as a condition of participation in the {grant award procedure or has failed to supply this information. In the event of this application being approved, the National Agency has the right to publish the name and address of this ‘organisation, the subject of the grant and the amount awarded and the rate of funding. Commit Form hash code: CAOSD9C3BFFE7FOE EN] Formas nt een submitted yet Pages of36