Glossary

Associate partners are persons with a specialisation in the area of work who become involved with the coordinating team of a particular project and are financed by their institution or national authorities. This special form of cooperation has been widely used within the ECML’s current programme to further promote cooperation at institutional level and/or as a means of familiarising a non-member state with the activities of the ECML.
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Educational platform for acknowledgement and development of the learner’s repertoire of languages other than foreign languages or (the) majority language(s) in a given context.
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Meetings of the project team at different stages in the course of a project (normally for a 2-day period in Graz). In exceptional cases a small number of additional experts can also be invited to these meetings.
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“Foreign language: designation of a language variety used within a specific geographical area for a language which is not used as a language of communication in that area.” (Council of Europe/Language Policy Division, 2007).
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Learning typically provided by an education or training institution, structure (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learners’ perspective. (European Commission, 2001).
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The Centre's executive organ composed of one representative from each member state. The Board defines and adopts the Call for submissions for the medium-term programme and the resulting composition of the programme. The Board alsomonitors the implementation of the programme and the management of the Centre's resources and forwards a report on the Centre's activities to the Council of Europe's Committee of Ministers.
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"Inclusive education … looks into how to transform education systems in order to respond to the diversity of learners. It means enhancing the quality of education by improving the effectiveness of teachers, promoting learning-centred methodologies, developing appropriate textbooks and learning materials and ensuring that schools are safe and healthy for all children. Strengthening links with the community is also vital: relationship between teachers, students, parents and society at large are crucial for developing inclusive learning environments.” (UNESCO web portal, August 2010).
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Informal learning: Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or “incidental”/random). (European Commission, 2001).
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“Intercultural Education: education that respects, celebrates, and recognises the normality of diversity in all aspects of human life, promotes equality and human rights, challenges unfair discrimination, and provides the values upon which equality is built” (National Council for Curriculum and Assessment, Ireland, 2005).
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“Majority language(s): the language(s) of the majority of the population in (a defined region of) a country. In many cases this/ these will also be the national/ official language(s) of the state and the language(s) of instruction in schools”. (MARILLE project website,2010).
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Mediation is the process of communicating and disseminating results of ongoing and concluded ECML projects to key stakeholders in order to achieve satisfactory impact on learning.
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In addition to the responsibilities as team member (listed under 6.2.2) the mediation link person is expected to become involved in a mediation project, communicating information on the ongoing work, expected outcomes and benefits to wider society to non-specialist target groups (such as parents, businesses etc). Participation at activities of a mediation project is expected. The scope of participation will be defined together with the relevant mediation project team and the ECML.
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The Contact Points assist in disseminating the Centre's products (the end results of the projects) and in supplying information on its work within the member states through national networks.
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A seminar organised in one of the member states and co-financed by the host authorities / institution with local or regional participants. These 1-2-day events are in general organised and moderated by one project team member, possibly with the help of a workshop participant and offer a means of achieving larger scale involvement / piloting / training / dissemination at national level.
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The official agencies in each member state are responsible for selecting participants for the Centre's workshops, based upon the detailed participant profiles provided by the project teams.
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2-day network meeting of the project team in Graz together with active members or the spokespersons of project networks, established at an earlier workshop, usually with the task of following up an aspect of the workshop (maximum 16 participants).
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Learning that is not provided by an education or training institution and typically does not lead to certification. It is however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s perspective. (European Commission, 2001).
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“Plurilingual education (is)... not necessarily restricted to language teaching, which aims to raise awareness of each individual’s language repertoire, to emphasise its worth and to extend this repertoire by teaching lesser used or unfamiliar languages. Plurilingual education also aims to increase understanding of the social and cultural value of linguistic diversity in order to ensure linguistic goodwill and to develop intercultural competence.” (Council of Europe/Language Policy Division, 2007).
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This task requires significant project management skills and previous experience of project work, preferably in an international context. A project coordinator should expect to spend on average about four weeks a year on project coordination and project activities. Most of the project events take place in Graz, whereas in between meetings, projects are largely coordinated via e-mail or other types of distance communication. The project coordinator liaises with the ECML secretariat over all matters to do with the project. He or she will be required to enter into an individual contractual relationship with the ECML. This contract will be based on the project as described in the proposal and will be limited in scope and duration to the life of the project and its related activities.

The coordinator is responsible for the running of the project on the basis of an action plan agreed with the ECML and for the monitoring, reporting and evaluation of project progress and results. The project coordinator oversees, in cooperation with the website correspondent, content and quality of the project website set up by the ECML for each individual project. This website is hosted on the ECML web server and its aim is to provide both transparency and visibility of project processes and results, thus promoting participation and dissemination on a wider level.

In summary, project coordinators’ responsibilities will include:
• leading the project team and coordinating the project;
• all matters related to project content;
• implementing the agreed action plan to the agreed standards and deadlines;
• regular liaison with the ECML secretariat on all project-related matters;
• ensuring the effective preparation and delivery of all project events and meetings and production of all necessary documentation;
• taking responsibility for the effective flow of information between team members, participants in project activities, and the ECML;
• ongoing evaluation of project activity and reporting on project progress to the ECML;
• submission of the project outputs to the ECML;
• participation at meetings for coordinators in Graz in November 2011 and in 2013.

One of the working languages of the project must be either French or English. The project coordinator will therefore require at least C1 level in written production on the scale of the Common European Framework of Reference for Languages in the selected working language (for details see 6.7.).
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2–3-day workshop in one of the member states, co-financed by the host authorities / institution, with local or regional participants and up to 8 invited participants from other member states, prepared and moderated by 2 members of the project team. A preparatory meeting usually precedes to plan this type of event.
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In addition to the responsibilities as team member (listed under 6.2.2) the second working language documentalist will be responsible for: ensuring key documents related to project content are available in the second working language of the project; developing the bilingual project glossary including key project terms in the two working languages; maintaining a second working language version of the project website and liaising with the ECML concerning language questions.
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Team members will be responsible for assisting in the preparation and delivery of the project outcomes and outputs according to the plan agreed for the project.
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In addition to the responsibilities as team member (listed under 6.2.2) the website correspondent will be responsible for the updating and further development of a project website (established and hosted by the ECML) and the production/uploading of documents/materials related to project content in liaison with the project coordinator, the second working language documentalist and the ECML webmaster. The website correspondent will also be responsible for promoting ongoing communication among the project network established.
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The central component in medium-term projects, held in Graz. The project team prepares and moderates a 2-4-day workshop with participants selected and nominated by the National Nominating Authorities of the 34 member states of the ECML upon the basis of a given participant profile supplied by the project coordinator. A preparatory meeting usually precedes to plan this type of event. Workshops can serve a number of purposes: the setting up of projects, to work on common approaches to mutual problems or the presentation of project results, as think tanks or awareness raising conferences, or with a clear focus on training for trainers/multipliers.
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