Description
Background and justification for the project The main idea behind the workshops is to have highly interactive problem-solving sessions under relevant headings. There are challenges that are particularly pressing regarding these projects. These concern managing the creation and development stages in one specific region, managing the relationship with schools, the collaborative effort done at an international level, the specific communication strategies required for such a special target-audience, among others. Providing a learning environment will not only structure information around these themes, but it will also put all the intervenient people participating in an umbrella conversation building common-ground and sharing experiences. Objective and expected outcome(s) of the project General objective: To create favorable conditions for the granted projects to be sustainable. Operational objective: To provide the granted projects’ participants with training in arts management, arts communication and arts and education. Target group: Participants in the granted projects including people in the main Portuguese artistic entity, in the possible partner artistic entities in Portugal, in the artistic entity or entities in the donor countries, and in the schools or groups of schools involved. Expected outcome: The constitution of a group of well-trained people spread across the country, that are sensible to the importance of arts and education programs and that are capable of pushing this area into a new level of development and sustainability.
Summary of project results
The Directorate General for the Qualification of Public Employees (INA) collaborated as training entity of 5 teams from the granted projects of the “Cultural Footprint: Arts and Education” programme. The vision delivered by the Directorate-General for the Arts (DGArtes) proved to be challenging: in addition to the capacity-building of the participants, the training programme was expected to play a strategic role in developing sustainability conditions for arts and education projects, as well as a facilitating role for the management, implementation and evaluation of ongoing projects. A b-learning course was created, with 3 actions structured in 12 modules, designed as a sequential learning course and with a total estimated duration of 225 hours, completed over the course of a year. With the collaboration of the tutors, appointed by DGArtes, whose recognition is unavoidable in this testimony, a paralleled investment was made in three areas of nuclear knowledge: • Models and conceptions of art and education projects • Arts management • Communication of projects INA ensured the design and management of the course, emphasizing: • Pedagogical design and construction of activities and resources, in close collaboration with the tutors. • Pedagogical coaching to the tutors, given the specificity of e-learning training. • Active pedagogical mentoring for trainees (reception and socialization, motivation, communication, facilitation of learning processes, monitoring and support to process management by the trainees themselves, technical helpdesk). The designed pedagogical model integrated learning activities with activities of transferring knowledge and skills to ongoing projects (predominantly active and asynchronous methodologies). As an immediate result, each project team produced 12 works that enabled the management of art and education projects, at the level of design, cooperation with the various agents and partners, the raising of patrons and sponsorships, the communication of the project, (In particular, financial and contracting of goods and services), the evaluation of results, among others. We are pleased to note the high levels of satisfaction with the support provided by the INA, expressed by the trainees and tutors, with whom it was a pleasure to collaborate in this intense year of training.
Summary of bilateral results