From theoretical-oriented to practical

education in agrarian studies (TOPAS)

585603-EPP-1-2017-1-DE-EPPKA2-
CBHE-JP

FROM THEORETICAL-ORIENTED TO
PRACTICAL EDUCATION IN AGRARIAN
STUDIES / TOPAS

QUALITY CONTROL PLAN

Project 585603-EPP-1-2017-1-DE-EPPKA2-CBHE-JP TOPAS
From theoretical-oriented to practical education in agrarian
studies
Editor(s): Oleh Pasko
Responsible Sumy National Agrarian University (SNAU),
Partner: Sumy, Ukraine
Status-Version: Draft – v 0.2
Date: 10/06/2018
Dissemination Internal
Level
EC Public
Distribution:

2018
TOPAS Quality Control Plan, Version: v 0.2 , Date: 10/06/2018
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 From theoretical-oriented to practical
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Title of Deliverable: Quality Control Plan

Date of Delivery to the EC:

Workpackage responsible for the

WP3 - Quality control and monitoring of TOPAS
Deliverable:

Editor(s): Oleh Pasko

Contributor(s): All Partners

Reviewer(s): All partners
Approved by: All Partners

This document forms a single point of reference on the quality

that will be governed during the course of the TOPAS project.
It is a handbook that defines the quality control and quality
Abstract: assurance activities that will be carried out to assure the smooth
execution, continuous monitoring and improvements of project
results.

Project Management Plan, deliverable preparation process, due

process of deliverable preparation, follow-up indicators chart,
scope management, cost management, schedule management,
Keyword List: effort, budget, indicators, quality management, quality control
plan, risk assessment, communication management,
communication matrix, guidance, administration

Version Date Revision Description Responsible Partner

v.01 15/02/2018 Creation of document SNAU (Oleh Pasko)

v.02 10/06/2018 Second draft SNAU (Oleh Pasko)

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TABLE OF CONTENTS

EXECUTIVE SUMMARY………………………………………………... 8
1. PROJECT SCOPE AND OUTCOMES OVERIVEW
1.1. Introduction……………………………………………………………. 9
1.2. Project scope……………………………………………………………. 9
1.3. Work package structure, deliverables and indicators of progress………. 12
1.4. Deliverable Preparation and Peer Review Process……………………... 19
1.5. Deliverable Reviewers List…………………………………………….. 20
1.6. Due process of deliverable preparation…………………………………. 22
1.7. Follow-up Indicators Chart (FIC)……………………………………… 24
1.8. The consortium structure………………………………………………. 27
1.9. Impact of the project………………………………………………….. 29
2. PROJECT MANAGEMENT APPROACH
2.1. Introduction…………………………………………………………….. 34
2.2. Overall management strategy………………………………………… 34
2.3. Project management structure/approach………………………………. 35
2.4. Management procedures……………………………………………….. 40
3. COMMUNICATION MANAGEMENT PLAN
3.1. Introduction……………………………………………………………. 42
3.2. Communications management approach……………………………… 42
3.3. Communication channels……………………………………………….. 43
3.3.1. Project Meeting Matrix……………………………………………... 43
3.3.2. Dissemination, Pilots, Validation and Training Events Matrix………. 44
3.3.3. Project Report Matrix……………………………………………...…. 45
3.4. Communication guidelines……………………………………………. 47
3.4.1. Meeting Guidelines…………………………………………………… 47
3.4.2. Dissemination Guidelines……………………………………………. 48
3.4.3. Communication Tools Guidelines……………………………………. 50
4. EFFORT AND COST MANAGEMENT
4.1. Introduction…………………………………………………………….. 52
4.2. Effort and costs management approach………………………………… 52
4.3. Reporting Effort and Budget Consumption…………………………….. 53
4.4. Guidelines for Unplanned Expenses……………………………………. 53
4.5. Measuring project effort and costs……………………………………… 54
4.6. Effort and cost variance response process……………………………. 54
5. PROCUREMENT………………………………………………………. 55

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6. PROJECT SCOPE MANAGEMENT PLAN

6.1. Introduction………………………………………………………..…… 57
6.2. Scope verification…………………………………………………..….. 57
6.3. Scope control……………………………………………………...……. 57
7. SCHEDULE MANAGEMENT PLAN
7.1. Introduction……………………………………………………..……… 58
7.2. Schedule management approach……………………………….……….. 58
7.3. Schedule control……………………………………………..………… 62
8. RISK MANAGEMENT PLAN
8.1. Introduction……………………………………………………….…….. 63
8.2. What is ‗Risk Management‘?................................................................... 63
8.3. Risk Analysis…………………………………………………..……….. 63
8.3.1. Identify Risks……………………………………………..………….. 63
8.3.2. Risk Assessment…………………………………………..………….. 64
8.3.3. Risk Response Development……………………………..………….. 64
8.3.3.1. Avoid…………………………………………………….…………. 65
8.3.3.2. Transfer……………………………………………………………. 65
8.3.3.3. Mitigate……………………………………………………………. 65
8.3.3.4. Accept……………………………………………………………... 65
8.3.4. Monitor and Control Risks………………………………………..… 65
8.4. Risk evaluation…………………………………………………….…… 66
8.5. Expected risks……………………………………………………….….. 66
9. STRATEGY OF THE PROJECT QUALITY CONTROL
9.1. Introduction………………………………………………………….….. 69
9.2. Internal evaluation……………………………………………………… 69
9.3. External evaluation………………………………………….…………. 71
ANNEXES
Annex 1 - TOPAS DELIVERABLE TEMPLATE…………………………. 74
Annex 2 - FOLLOW-UP INDICATORS CHART FOR EACH WP……..... 77
Annex 3 - ADVISORY BOARD COMMITTEE (ABC) OF TOPAS…..…. 82
Annex 4 - PROJECT MEETINGS/EVENTS…………………………….… 83
Annex 5 - MISSIONS (MEETINGS BETWEEN SELECTED
PARTNERS)………………………………………………………………… 86

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List Of Abbreviations
ABC Advisory Board Committee
DET Dissemination and Exploitation Team
D Deliverable
DL Deliverable Leader
DMS Document Management System
ECQIP European Quality Charter on Internships and Apprenticeships
EMU Executive Management Unit
EU European Union
KA Key Action
LFM Logical Framework Matrix
MxYx Meeting X Year X
Мх Month Х
OD Other Deliverable
PC Project Coordinator
PCo Partner country
PU Public
QA Quality assurance
QC Quality Control
QMT Quality Leading Team
TSC TOPAS Steering Committee
WP Work Package
WPL Work Package Leader
WPS Work Package Structure

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Table of Figures

Figure 1: The three pillars of TOPAS………………………… 12

Figure 2: Due process steps of deliverable preparation……….. 23
Figure 3: Project management architecture…………………… 34
Figure 4: TOPAS Document Management System (DMS)
directory structure………………………………….. 51
Figure 5: Assessment of the identified risk according to its
probability and severity levels………………………. 66

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Table of Tables
Table 1: Work packages and deliverables………………………………... 13
Table 2: Some others deliverables mentioned throughout the DPD
(outside part H - part with description of deliverables)…........ 15
Table 3: Indicators of progress……………………………………............ 16
Table 4: TOPAS‘ outputs (tangible) and outcomes (intangible) results…. 17
Table 5: Indicators of progress by work packages……………………….. 18
Table 6: Deliverable Preparation Process…………………………........... 19
Table 7: List of Deliverable reviewers……………………………............ 20
Table 8: Follow-up Indicators Chart……………………………………... 25
Table 9: Roles of the Consortium partners in various WPs………............ 29
Table 10: Overview of short term impact indicators………………………. 31
Table 11: Overview of long term impact indicators………………………. 32
Table 12: Table of Roles and Responsibilities…………………………….. 36
Table 13: Project Meeting Matrix…………………………………………. 43
Table 14: Other Meeting Matrix…………………………………………... 45
Table 15: Project Report Matrix…………………………………………… 45
Table 16: List of Publications template……………………………............. 49
Table 17: List of Activities template………………………………............. 49
Table 18: Subcontracting of services………………………………............ 55
Table 19: Equipment procurement………………………………………… 55
Table 20: Work plan for project year 1………………………………….. 59
Table 21: Work plan for project year 2………………………………….. 60
Table 22: Work plan for project year 3………………………………….. 61

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EXECUTIVE SUMMARY

The purpose of the Quality Control Plan is to provide a single point of

reference on the quality that will be governed during the course of the TOPAS
project. The deliverable at hand defines the project organization, roles and
responsibilities with emphasis on the quality control and quality assurance
activities that will be carried out. It describes how the project will execute its day-
to-day activities from a quality perspective, and ensures that standards, processes,
and procedures are defined and their execution is continuously monitored and
improved. A reference to all the necessary mechanisms and structures for the
management and administrative coordination of the project capitalizing on the
governance, communication plan, project calendar, stages, and reporting roles and
responsibilities for all the partners is also made.
The QCP is mandatory material for each project team member to read.
Adherence to the processes and procedures set out in this plan are mandatory for
all activities carried out within the project.

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1. PROJECT SCOPE AND OUTCOMES OVERIVEW

1.1. Introduction
This document presents the Quality Control Plan for Erasmus + KA2 CBHE
project 585603-EPP-1-2017-1-DE-EPPKA2-CBHE-JP ‗From theoretical-oriented
to practical education in agrarian studies‘ (TOPAS). It is developed in the scope of
the WP 3 (Quality control and monitoring of TOPAS) of the Project in compliance
with the Project description and all applicable rules & guidelines.
Quality control is an integral part of the project and aims to ensure that
objectives are met in the most effective way. This Quality Control Plan (QCP)
defines the general approach to quality control, cross-package appraisal, internal
and external evaluation and the procedures to be followed by the partners for
effective communication as well as production and documentation of the Project
deliverables. The document outlines the strategy for how the quality control
mechanisms will be applied so that the operational, management and working
procedures are comprehensively monitored and improved throughout the project
duration.
The QCP contains a set of scheduled activities and defines the objectives,
roles and responsibilities. The QCP includes established indicators, methodology
and procedures for evaluation of project activities and results. For each task it
determines the responsible partner(s), timeframe and tools of implementation, the
expected results or products, as well as the respective quality criteria.

1.2. Project scope

This project aims at filling the gap within a common former soviet inherited
agricultural sciences higher education system in Ukraine, Armenia and Uzbekistan,
introducing and improving vocationally oriented practical programs based on a

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learning outcomes and competencies approach, targeting new and old graduates,
with flexible learning pathways and permeability among the different agrarian
management programs, while fostering partnership between universities and
stakeholders (farm industry and associations), and practical training in real
working environment to provide a better match between job market needs and the
qualifications offered. Thus, a wide-range of activities will facilitate the transition
from teacher centred knowledge-based form of education to student-centred
practice based education in Agrarian studies and hence employability in UZ, UKR
and AM by enhancing the cooperation between university and agriculture
enterprises through adequate internship schemes with government support to
recognize formal and informal learning and endorse ECQIP.
This broad objective will be achieved by deploying the following five
instruments:
1. Revision of course assessment and learning outcomes on Agrarian
Management programs based on competence-based models which will be
subsequently supported by adequate internship practices. Learning outcomes
include a set of abilities which express what students will know, understand and be
able to do after the learning process is completed which are mainly recognized as a
combination of knowledge, skills and attitudes. However, from previous Tempus
funded projects in curriculum development in the three targeted countries, not all
learning outcomes are correctly verified and particularly there has not been a
verification of the impact of the internships planned – if any.
2. Intensive teacher training program targeting particularly new generations
of teachers and professors through tailor-made program in the use of case-studies,
problem solving methods and assignments and development and delivery of
interactive videos and massive open resources. To achieve this, and address
common teaching and learning challenges, i.e. new requirements with regard to use

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of ICTs, foreign languages and teaching methods with higher quality standards,
greater attention needs to be paid to student-centered forms of education through
practice-oriented videos, for example - making it necessary for all concerned to
continuously upgrade and revise their approach to the triangle teaching-learning-
assessment.
3. Capacity building and formation of supporting staff to monitor and
administrate internship schemes according to EU models. The project will enable
better understanding of the needs of farms and agriculture industry as well as a
potential direction for further development of the higher education system in the
field of agriculture by strengthening the professional competences of more than
1200 students offering transversal skills and agro-business skills while increasing
the research capacity of the six partner country HEIs.
4. Raising awareness of practice-based education as a model for increasing
cooperation with farm industry and enhancing employability. The project will
likewise fill the skills gap of agricultural producers hampering their income
through better cohort of graduates better qualified through more professional
competences. Networking of and best practice sharing among agricultural
educators will be enhanced through webinars and e-platform and cooperation
between the agricultural producers and educators will be improved (business and
academia) thanks to networking and internship schemes developed.
5. Use of internship data collection for further research activities,
educational and farm policy guidelines. Having more concrete farm information
during internships will help showcase the value of farm activities so they can make
the case to policymakers and advocate for farm's goals.

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PLACEMENT

DATA TEACHING
COLLECTION METHODS

Figure 1: The three pillars of TOPAS.

1.3. Work package structure, deliverables and indicators of progress

All TOPAS activities divided in five work packages. Taken in its own WP is
a result of an endeavour or a series of actions results in a Work Package. By
breaking a project down into work packages, the development of Work Breakdown
Structures becomes easier—and project managers will have a finer level of control
over assignments.
Other benefits include:
 Work packages allow for simultaneous work on different components
 Costs of activities are aggregated at the work package level so they
can be measured, monitored, and controlled.
Work packages allow for simultaneous work to be done on different
components of a project in parallel by multiple teams. Each team follows the tasks
defined for the work package and completes them by the specified deadline.

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Once the teams have finished their individual work packages, the entire
project comes together with seamless integration. Completion of a work package is
most often overseen by a specific person: a manager, supervisor, a team lead, or a
designated team member.
WPs and deliverables of TOPAS are given in table 1.
Table 1: Work packages and deliverables
Type of expected
# Title of expected deliverable Target groups
deliverable
WP1 Revision of internships and Learning Outcomes from BA and MA agrarian
management programs
Comparison of internships and learning
Teaching staff;
D 1.1 outcomes in agrarian management studies Service/Product
Others
between PCs and EU partners
Learning outcome and competence based
Teaching staff;
D 1.2 harmonization of selected agrarian Event
Others
management courses in line with Bologna
Approval of revised curricula by
D 1.3 institutional authorities and introduction of Service/Product Others
changes in 2018-2019 academic year
WP2 Teaching methodology, tools & infrastructure updated
Training on distance learning key
Teaching staff;
D 2.1 competences, competence-based approach Event
Trainees
and practice-based education
Teaching material; Teaching staff;
D 2.2 Elaboration of videos and MOOCs Learning material; Students;
Training material; Trainees
Teaching staff;
D 2.3 Use of new teaching tools & methodology Service/Product Students;

Piloting on national/international internship Event;

D 2.4 Technical staff
scheme Service/Product
WP3 Quality control and monitoring of TOPAS
Cross-package appraisal & QA system for
internships
Students;
Integration of QA system for internship
D 3.1 Service/Product Trainees;
scheme in partner HEIs and Implementation
Other
of QA system for work placements and
monitoring on progress

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Type of expected
# Title of expected deliverable Target groups
deliverable
Teaching staff;
Students;
D 3.2 Internal evaluation and peer review Report
Administrative
staff;
Outside
D 3.3 External evaluation Report
stakeholders
WP4 Raising awareness campaign and exploitation of TOPAS outputs
Teaching staff;
Maintenance of TOPAS website and social
D 4.1 Service/Product Students;
media
Other
Round tables, job fairs, national conferences
Teaching staff;
in 3Cs to raise awareness among key
D 4.2 Event Students;
stakeholders of importance of ECQIP and
Other
project outcomes
Development of ICT platform for works‘ Teaching staff;
D 4.3 placement in agrarian/farm sector and data Service/Product Students;
collection Other
Teaching staff;
Multiplier workshops and faculty training in
D 4.4 Event Students;
farm data collection at 3Cs
Other
Teaching staff;
Trainees;
Edition and Publication of handbook with
D 4.5 Service/Product Administrative
best practices and lessons learned
staff;
Other
WP5 5 Management of TOPAS
Organisation of kick-off and project
D 5.1 Event Other
management meetings
Elaboration and approval of Steering
Communication Plan Dissemination & Report;
D 5.2 Other
exploitation plan and creation of project Service/Product
Steering Committee
Administrative
Financial and administrative management Report;
D 5.3 staff;
and reporting of project activities Service/Product
Other
D 5.4 Reporting to EACEA Report Other

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The original planning for the project was performed during the proposal and
negotiation phases of the project. Along with the listed above, we can enumerate a
few more that were not listed in the relevant part of DPD, but which can be found
in the text of proposals (table 2).
Table 2: Some others deliverables mentioned throughout the DPD
(outside part H - part with description of deliverables)
Type of expected
# Title of expected deliverable
deliverable
Target groups
WP3 Quality control and monitoring of TOPAS
Students; Trainees;
The new model of Internship will Other
OD
be developed and presented in the Service/Product Teaching staff;
3.1
form of a white paper Students;
Administrative staff;
Students; Trainees;
OD Other Teaching staff;
Elaboration of QC Plan Service/Product
3.2 Students;
Administrative staff;
WP4 Raising awareness campaign and exploitation of TOPAS outputs
Teaching staff; Students;
OD Handbook on best practices from Other
Service/Product
4.1 TOPAS Teaching staff;
Administrative staff;
Teaching staff; Students;
OD Elaboration of Dissemination Other
Service/Product
4.2 Plan Teaching staff;
Administrative staff;
WP5 5 Management of TOPAS
Service/Product
Teaching
Teaching staff; Students;
staff; Students;
OD A communication management Other
Other
5.1 strategy Teaching staff;
Teaching staff;
Administrative staff;
Administrative
staff;

Progress and performance must be measured to attest a development in the

project. With few, but carefully selected indicators, it is possible to get a good
overview on the progress and performance. The following table shows the list of
indicators that are designed to measure the progress of the project.
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Table 3: Indicators of progress

HOW INDICATORS WILL BE
INDICATORS OF PROGRESS
MEASURED
% of satisfaction from employers and Survey among potential employers,
1 educators with content of new curricula educators and job beginners at start and end
and new key qualifications. of project; feedback by external actors
Increased number of cooperation
Stakeholder documentation and official,
2 agreements between university and farm
institutional records
sector
Official enrolment and employment rates
3 % on graduate employment rates
(students/graduates statistics)
Internship schemes are considered by
4 Documentation of MHSSE and MOEs
MHSSE and MOEs as national standard
Accreditation of modifications in at
least 12 programs in agriculture Accreditation certificates from institutions
5
management by Ministries of Agriculture and MOEs
and/or Education.
At least 25 teachers per HEI retrained.
% of students‘ satisfaction with teaching
6 Internal surveys, Students‘ statistics
competences. % of teacher‘s satisfaction
with resources available
Number of academic/administrative
Participants‘ lists; students‘ survey on
7 staff trained. % of students‘ satisfaction
teaching quality at start and end of project
with competences acquired
Number of articles published; number Project documentation from media etc.
8 of events organized. Endorsement of Internship agreements between HEIs and
ECQIP principles business
9 Level of demand for data collected Data records, web metrics

Traditional project management theory stresses the ‗‗iron triangle‘‘ of

project success (time, cost, and quality of project outputs). Often it is being
supplemented by the less tangible notions of ‗‗value-add‘‘ project outcomes and
benefits which are relatively difficult to formulate. Therefore, proper and
qualitative outputs and reliable outcomes are the basis of the quality of the project.
An intangible outcome is an effect or result that adds value but which is not
tangible or formalised as a deliverable. Intangible outcomes are by definition more
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difficult to evaluate and validate than tangible ones. Project stakeholders are able
to identify, prioritise and define intangible project outcomes when provided with a
process for doing so (see Deliverable Preparation Process and Due process of
deliverable preparation in following sections). The following table provides the list
of outputs (tangible) and outcomes (intangible) of TOPAS.
Table 4: TOPAS’ outputs (tangible) and outcomes (intangible) results
WORK PACKAGES OUTPUTS (TANGIBLE) OUTCOMES (INTANGIBLE)
WP1 Revision of
OC 1: Alignment of LOs and
internships and Learning
OP 1: 12 internship programs on competencies within revised study
Outcomes from BA and
agricultural management revised structure to facilitate
MA agrarian
employability of graduates
management programs
OP 1: organization of trainings and
workshops for teachers in Y1 and 2. At OC 1: Teaching competences
least 5 key experts per HEI trained in improved
practice-based teaching and learning
OP 2: Development of educational
OC 2: Updated teaching/ didactic
videos and MOOCs for Agrarian
WP2 Teaching materials compiled
management
methodology, tools &
infrastructure updated OP 3: At least 3
academic/administrative staff trained in
monitoring and organize internships OC 3 & 4: Elaboration and
according to Bologna system and implementation of efficient
language skills support system internship programs through
qualified staff
OP4: Piloting of internship scheme in
Year 3
WP3 Quality control and OP 1: Quality assurance system OC 1: efficient internship
monitoring of TOPAS allocated to internship scheme; Internal schemes; risk management and
quality control reports; External increase guarantees of
evaluation reports achievement of project results
OC 1: Raised knowledge on
WP4 Raising awareness project objectives and
campaign and OP1 : organization of website, round achievements among key
exploitation of TOPAS tables and dissemination events stakeholders; Increased
outputs attractiveness of new courses for
students
OP2: Training of 25 teachers per HEI in OC 2: Dissemination of best
multiplier workshops and events practices at institutional level
OP3: ICT platform for work placement
and data collection of farm output OC 3: Collection of material for
through internships and training on the further research, joint ventures,
use of the platform for 3Cs staff and elaboration of policy guidelines
students
OP4: handbook on best practices from OC4: visibility of project output
TOPAS and outcomes

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WORK PACKAGES OUTPUTS (TANGIBLE) OUTCOMES (INTANGIBLE)

WP5 Management of OP 1: Management standards + OC 1: Consolidated working,
TOPAS procedures established, interim reports; mobility, training and budget
Final financial audit report plans
It is important to allocate the total amount of work between the partners and,
accordingly, to distribute responsibilities. In this regard, each WP has its own
progress indicators and each such indicator is given along with an explanation of
how it will be measured (table 5).
Table 5: Indicators of progress by work packages
HOW INDICATORS WILL
WORK PACKAGES INDICATORS OF PROGRESS
BE MEASURED
WP1 Revision of
internships and Syllabi of courses, approved by
Number of courses revised and
Learning Outcomes academic councils of
approved by HEIs and MOEs with
from BA and MA universities; project
corresponding course descriptors
agrarian management documentation
programs
Number of training sessions,
number of participants and teachers Participant lists, survey
WP2 Teaching trained, amount of new teaching on trainings and trainees,
methodology, tools & materials available, extended drill inventory. Internship
infrastructure updated books, and infrastructure in use. agreements, certificates and
Number of internships organized and timesheets
level of satisfaction.
WP3 Quality control Introduction of internships within
Quality assurance handbook
and monitoring of academic practice and QA; results on
available at HEIs
TOPAS internal and external evaluations.
• students‘ statistics,
Level of turnover and issues/risks
internal and evaluation reports
during the project
Increased number of students
enrolled. Increased interest by
WP4 Raising stakeholders. Number of agreements
participant lists, reports
awareness campaign with farm industry
on PR events, media; training
and exploitation of Number of leaflets and materials
lists and number of participants
TOPAS outputs created and distributed; PR fairs and
events conducted; number of staff
and students using ICT platform
WP5 Management of Management tools applied; results Project documentation, memos,
TOPAS from NEO, EACEA and external reports, meeting minutes,
audit invoices

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1.4. Deliverable Preparation and Peer Review Process. All deliverables

should be formed according to the Deliverable template of Annex 1; this template
is also maintained within the DMS. The template provides a deliverable identity
sheet and specifies formatting for the most used elements of deliverable report. The
partners responsible for the deliverable are required to ensure that before releasing
the first deliverable draft to partners, it is in the correct template, specified format
and the identity sheet is complete. The table below shows the indicative process for
preparing deliverables.
Table 6: Deliverable Preparation Process
Who Action To Whom Duration

• Prepares Table of > 2 weeks from

Deliverable Leader Content (ToC) and Contributing Partners deliverable starting
Circulates date
• Updates ToC
according to
comments
• Proposes
> 1 Months from
Assignments on the
Deliverable Leader Contributing Partners deliverable starting
ToC and agree with date
the contributors
• Circulates the
document to those
involved
• Work on the
Contributing document
Partners Contributing Partners Ad Hoc
• Issue
intermediate releases
• Consolidates all
input
• Issues 1st 1 Month Before
Deliverable Leader Contributing Partners
complete draft Submission
• Circulates for
comments
• Updates
document addressing Internal Deliverable
2 weeks before
Deliverable Leader comments received Reviewer (see
submission
• Circulates final following sub-section)
draft for comments
Internal • Returns document
with comments and 1 week before
Deliverable MS- Word track Deliverable Leader submission
Reviewer changes

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Who Action To Whom Duration

• Updates
document addressing
comments received
and produces its final
3 days before
Deliverable Leader release WPL, QMT submission
• Forwards
deliverable to WPL
and QMT for quality
inspection
• Final approval (if
not approved it
2 days before
QMT returns immediately TSC, EMU submission
back to the DL for
revision)
• Submits
Deliverable to the
European
Commission
European 1 day before
TSC, EMU • Places the
Commission submission
submitted PFD
version on the DMS
under the respective
WP folder

1.5. Deliverable Reviewers List. The following table lists the internal
reviewers assigned per Deliverable. During the course of the project a number of
external reviewers (from the ABC to be established; see section 2.3) may be also
assigned to a specific Deliverable according to the needs of the later.
Table 7: List of Deliverable reviewers

Del. Internal Delivery Dis.

Deliverable title Leader
No. Reviewer Date Level

Comparison of internships and learning

D 1.1 outcomes in agrarian management studies

WUELS All partners M6 PU
between PCs and EU partners

Learning outcome and competence based

D 1.2 harmonization of selected agrarian management WUELS All partners M12 PU
courses in line with Bologna

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Del. Internal Delivery Dis.

Deliverable title Leader
No. Reviewer Date Level

Approval of revised curricula by institutional

D 1.3 authorities and introduction of changes in 2018- WUELS All partners M18 PU
2019 academic year
Training on distance learning key competences,
D 2.1 competence-based approach and practice-based WUC All partners M20 PU
education
D 2.2 Elaboration of videos and MOOCs WUC All partners M30 PU
D 2.3 Use of new teaching tools & methodology WUC All partners M30 PU
Piloting on national/international internship
D 2.4 WUC All partners M20 PU
scheme
Cross-package appraisal & QA system for
internships
Integration of QA system for internship scheme
D 3.1 SNAU All partners M18 PU
in partner HEIs and Implementation of QA
system for work placements and monitoring on
progress
D 3.2 Internal evaluation and peer review SNAU All partners Perman. PU
D 3.3 External evaluation SNAU All partners M30 PU
Maintenance of TOPAS website and social
D 4.1 UASVM All partners Perman. PU
media
Round tables, job fairs, national conferences in
D 4.2 3Cs to raise awareness among key stakeholders UASVM All partners M6 PU
of importance of ECQIP and project outcomes
Development of ICT platform for works‘
D 4.3 placement in agrarian/farm sector and data UASVM All partners M20 PU
collection
Multiplier workshops and faculty training in farm
D 4.4 UASVM All partners M18 PU
data collection at 3Cs

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Del. Internal Delivery Dis.

Deliverable title Leader
No. Reviewer Date Level

Edition and Publication of handbook with best

D 4.5 UASVM All partners M28 PU
practices and lessons learned
Organization of kick-off and project management
D 5.1 HSWT All partners Perman. PU
meetings
Elaboration and approval of Steering
Communication Plan Dissemination &
D 5.2 HSWT All partners M6 PU
exploitation plan and creation of project Steering
Committee
Financial and administrative management and
D 5.3 HSWT All partners M6 PU
reporting of project activities
D 5.4 Reporting to EACEA HSWT All partners M12 PU

Insofar the confidentiality of deliverables and other documents, including

presentations, is concerned, the following four (4) levels of security are considered:
• PU: Public Usage. No restrictions on access (in secured PDF format).
• PP: Restricted to other program participants (including the
Commission Services).
• RE: Restricted to a group specified by the consortium (including the
Commission Services).
• CO: Confidential, only for members of the consortium (including the
Commission Services).
1.6. Due process of deliverable preparation.
While developing the deliverables partners are asked to follow a rigorous
open due process. Outlined below, in overview terms, the due process steps
followed in the ‘Report’ and ‗Service/Product’ deliverables preparation. These
steps are:

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Figure 2: 2 Due process steps of deliverable preparation

The research programme involves the analysis of possible problems by
collecting evidence on the nature and extent of the perceived shortcoming and
assessing potential ways to improve or to remedy a deficiency. Also includes the
consideration of broader issues, such as how the situation is evolving, to encourage
debate on the matters among TOPAS partners.
A discussion paper, request for information or research paper may be
released, which are designed to elicit comments from interested parties that can
help the DL decide whether to add any changes to its original proposals. Not all
matters included in the research programme will proceed to a proposal for a new or
modified deliverables.

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Once DL has formally decided what all relevant points of view are included,
it proceeds to the development of an exposure draft. The exposure draft is issued
for consultation with TOPAS partners and key stakeholders and the DL may also
undertake additional outreach activities such as meetings, discussion forums,
webcasts and podcasts and roundtable meetings.
After the publication of an exposure draft, the DL proceeds to consider
constituent feedback from the consultative process. In some cases, the DL may
decide to re-expose proposals before proceeding to a finalized deliverables project.
Once deliberations have been finalized, the DL technical staff will prepare the final
text of deliverables to TSC, EMU and, if appropriate, to ABC.
1.7. Follow-up Indicators Chart (FIC)
At every face-to-face meeting, one of the agenda items will be to evaluate
the open work packages evolution. An instrument to achieve this task is FIC, the
Follow-up Indicators Chart (see annex 2 for the final shaping for each WP).
The FIC establishes the evolution of each WP delivery after the moment
they are ready for the approval of TSC and ABC. In other words, when the
indicator shows a 100% achievement, it means it is ready to be sent to the TSC and
EMU for final decision.
The chart will be accomplished by the Project Co-ordinator, with the
information provide in the meeting by each WP leader.
The FIC that outcomes from each meeting will be included in the meeting
minutes.
To elaborate the FIC, indicators of achievement have been developed for
each WP. It has been taken into consideration the project approved by the EU and
the activities and goals the consortium has committed itself to fulfil.

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Table 8: Follow-up Indicators Chart

% made
Del. Deliverable title / 0 1 2 3 4 5 6 7 8 9
No. Indicator %- 0%- 0%- 0%- 0%- 0%- 0%- 0%- 0%- 0%-
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
WP 1 Revision of internships and Learning Outcomes from BA and MA agrarian management
programs
Comparison of internships and
learning outcomes in agrarian
D 1.1
management studies between PCs and
EU partners
Learning outcome and competence
based harmonization of selected
D 1.2
agrarian management courses in line
with Bologna
Approval of revised curricula by
institutional authorities and
D 1.3
introduction of changes in 2018-2019
academic year
WP2 Teaching methodology, tools & infrastructure updated
Training on distance learning key
competences, competence-based
D 2.1
approach and practice-based
education
D 2.2 Elaboration of videos and MOOCs
Use of new teaching tools &
D 2.3
methodology
Piloting on national/international
D 2.4
internship scheme
WP3 Quality control and monitoring of TOPAS
Cross-package appraisal & QA
system for internships
Integration of QA system for
D 3.1 internship scheme in partner HEIs and
Implementation of QA system for
work placements and monitoring on
progress

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Del. Deliverable title /

0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
D 3.2 Internal evaluation and peer review
D 3.3 External evaluation
WP4 Raising awareness campaign and exploitation of TOPAS outputs
Maintenance of TOPAS website and
D 4.1
social media
Round tables, job fairs, national
conferences in 3Cs to raise awareness
D 4.2 among key stakeholders of
importance of ECQIP and project
outcomes
Development of ICT platform for
D 4.3 works‘ placement in agrarian/farm
sector and data collection
Multiplier workshops and faculty
D 4.4
training in farm data collection at 3Cs
Edition and Publication of handbook
D 4.5 with best practices and lessons
learned
WP5 Management of TOPAS
Organisation of kick-off and project
D 5.1
management meetings
Elaboration and approval of Steering
Communication Plan Dissemination
D 5.2
& exploitation plan and creation of
project Steering Committee
Financial and administrative
D 5.3 management and reporting of project
activities
D 5.4 Reporting to EACEA

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1.8. The consortium structure.

The consortium is the result of a trustful and long-term cooperation between
HSWT and the rest of the partner HEIs. From EU side, HSWT is the only
university of applied sciences in Germany that has consistently specialized in green
engineering degree programmes with a very strong emphasis on the practical
aspect of learning. Its gardens, experimental farms, laboratories, and a
biotechnology centre all provide an excellent learning environment. All
Departments conduct research that is interdisciplinary and practice-based in nature
and international in scope partnering with local and international business and
industry. WUC has a long history of delivering educational excellence in
Agriculture, Horticulture and other specialist land-based subjects at 3 levels of
Bologna. WUC provides training for local, national and international students and
has been ranked by the HEFCE 18th (out of 130) in academic recognition within
UK which demonstrates the high degree of academic staff in terms of teaching
qualification and standards. WUEL focuses its wide-range activities on education
and research covering agriculture and related sciences. The profile of the WUELS
and its mission are directly involved in transformation programs dealing with rural
development and food quality and management, with full respect paid to social
support and interaction. The knowledge acquired and the research projects realized
at the WUELS make provision for future development, regarding all aspects of
environmentally sustainable development, which is friendly to human and animal
welfare. UASVM Iasi has a R&D infrastructure comprising 8 Research Centres
and a network of field research units. UASVM occupies a well-defined position
within the HE environment in Romania and at EU level. The scientific research is
mainly interdisciplinary and has a fundamental character and implications
regarding applicability, innovation and technological transfer, in accordance with

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the present and future demands of agriculture, environment, horticulture, animal

husbandry and veterinary.
From PCs side, the selected partners are all leading HEIs in their countries.
They are most advanced and experienced in the cooperation with farms. NULES is
a leading national HEI in UKR. It has strong and close relationships to official
structures, administration as well as to owners and managers of agroholdings and
large scale farms. International collaboration plays an important role in its
activities by contributing to the expansion of research and teaching programs.
SNAU is located in the North-East of Ukraine, is one of the most innovative
agricultural HEI in UKR. SNAU trains specialists in different agrarian-related
areas and has launched an ―Agrointernatura‖ program for the applied specialties
engineering and agronomy to provide professional consulting for the university
graduates who already work in these fields.
YSU is the agricultural university in AM. Farm structures are small to
middle size farms. It also has close contacts to the preceding sector of food
management. The faculty of economy at ANAU has experience in quality
assessment and management of data collections. The main aim of ANAU is to
promote student and staff (academic and adm.) mobility and to involve ANAU
employees in International educational process according to Bologna.
SAI the first agricultural HEI in UZ and a good networking institution
working with family farms. It is experienced in national and intraregional network
building. It has five faculties which are focused on education of broad spectrum of
agricultural sciences and other complementary streams such as economics and
teacher training. AAI, located in Fergahna Valley, is working with family farms,
particularly including fruit production and labour intensive structures. AAI, SAI
and HSWT have been cooperating in a recently finished TEMPUS project
SAMUz. Government agencies, research institutes and farm associations will be

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associated partners. The roles of the Consortium partners in various WPs is given
in table 9.
Table 9: Roles of the Consortium partners in various WPs
WP1 WP2 WP3 WP4 WP5
HSWT Participant assistant Participant Participant Leader
WUC Participant Leader Participant Participant Participant
WUELS Leader Delivery* Participant Participant Participant
UASVM Participant Delivery* Participant Leader Participant
NULES Participant Participant Participant Assistant Participant
Leader.
SNAU Assistant Participant Participant Participant
Participant
Leader.
ANAU Assistant Participant Participant Participant
Participant
YSU Participant Participant Participant Assistant Participant
SAI Participant Participant Participant Assistant Assistant
Leader.
AAI Assistant Participant Participant Participant
Participant
*Delivery - Delivery of trainings and organization of internships

1.9. Impact of the project.

The impact of TOPAS can be explained at three distinctive levels:
Local level: practice-based education demonstrates the discipline-specific
technical capabilities of a beginning practitioner or professional and integrates
discipline, practical and social knowledge and skills in contemporary professional
practice. It will be also reflected as part of the development strategy of partner
HEIs. Each HEI will work institutionally for the diffusion and dissemination of
project results. Each partner university in AM, UKR and UZ will use the
developed practice-oriented training materials to increase the capacity of their

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students and teachers including digital content and innovative methodologies for
teaching. The development of internship schemes will increase the cooperation
between farm enterprises and industry. Certificates of participation will be
provided to the students which can be considered as part of the recognition in their
continuous professional career. Every year, faculty staff from the participant HEIs
will have the possibility of being retrained using audiovisual and other available
resources. The self-evaluation models and surveys from students and teachers will
be useful tools to observe in a tangible way the impact of the project (e.g. results
from students, results from performance indicators, results from satisfaction
surveys, employability rates, etc).
National level: The project presents a set of standards for professional and
continuous development to be endorsed by educational authorities taken ECQIP as
a model of reference. Addressing these standards through curricula and pedagogy
offers a framework to realise approaches to practice-based education that can
enhance professional practices for the benefit of students and the labour market.
Training materials and internships adequately used will contribute to deliver the
following capabilities and attributes for both students (knowledge about the
agricultural management profession, transferable management skills like initiative
and ability for independent work) and for teachers (ability to integrate theory with
practice, knowledge of and ability to work within relevant legislation). The impact
for farmers is to operate and enhance competences in safe work practices and
knowledge of relevant occupational health and safety policies and reinforce
competence in discipline/ profession knowledge and skills that respond to their
needs.
As a consequence a community of practice will be established in these three
beneficiary countries. In this context an informal network of practitioners will
serve as a platform to provide a reusable teaching and learning resources for other

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non partner faculty members to share ideas and to contribute to the sustainability
and long-term sharing of effective educational practice. This would extend both the
outreach and significance of learning process from the testing pilots on Y3 and
ensure that students elsewhere could also see and share their professional learning
experience with their peers within their local communities and even
internationally.
European level: EU partners will consolidate the existing links with third
country partners and based on the results of the internship schemes mirrored
initiatives through twinning system may be created as well in order to promote
international inter-university cooperation and networking. In this sense, SAI and
HSWT have already an internship scheme in place. The extension of this practice
will enhance institutional capacities through knowledge sharing and collaborative
work. EU partner members will contribute to the information and dissemination of
the project across the EU. The website and social media developed by HSWT will
also serve as a mean for raising awareness on the project and the project results.
Table 10: Overview of short term impact indicators
Target
Quantitative
Short term impact groups/potential Qualitative indicators
indicators
beneficiaries
Through the consortium Feedback from partners
working teams and and TOPAS members.
The number of working
workshops for partner Interviews with partner
sessions, reports that
country faculty staff, Involved HEIs members will provide
describe processes and
knowledge and best and associated insight into their
outcomes, syllabi and
practices shared among partners. attitudes towards the
workshop materials that
consortium partners in quality of their
are developed.
practice-based collaborative
education. experience.
Teachers and students
The number of will become committed
Teachers and students
Faculty staff and workshops, open days to the program and
will gain knowledge
student they participate in; disseminate principles
and commitment
community in number of internships throughout the campus
towards practice-based
general arranged and organized; and in their student
education.
evaluation results. teaching schools and
communities.

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Target
Quantitative
Short term impact groups/potential Qualitative indicators
indicators
beneficiaries
Establishment of
Bologna model for
internships and
Educational practiceships. Higher impact of
decision makers internships in enhancing
Endorsement of ECQPI
that decide upon Objective assessment of employability and
by HEIs and
professional student activities. professional skills.
educational authorities
continuing Increase of quality of
as a path to recognize
educational External reviewers (EU educational provision of
and certify professional
programs at visitors and local HEIs by enhancing
oriented internships.
partner country administrators) employability and
HEIs. assessment of student professional skills.
performance and their
internships based on
measurable indicators.
The number of faculty
Amount of farm data
staff and other
collected; number of
Employers, farm educational centres (e.g.
articles, teaching
Data farm collection associations, research institutes) that
materials, publications
farm managers. begin using data
created; demand for
materials for their own
data obtained
research and teaching.
Feedback from the
participants regarding
Professional
Number of their impression of the
faculty,
Dissemination of dissemination events project and its
educators,
project results beyond beyond the consortium, importance, willingness
practitioners,
consortium including participation to adopt and foster
farm industry,
in conferences. practice-based education
key stakeholders
and models to organise
and evaluate internships.

Table 11: Overview of long term impact indicators

Target
Quantitative
Long term impact groups/potential Qualitative indicators
indicators
beneficiaries
The number of
Agricultural
courses/programs that
Improving the quality studies Faculty Feedback obtained from
integrate practice-based
of education and staff and students, faculty and participants
education into the
training in agricultural in-service teachers on the courses where
curriculum and
management studies. and educational they are being exploited.
workshops for in-
administrators
service teachers.

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Target
Quantitative
Long term impact groups/potential Qualitative indicators
indicators
beneficiaries
Dissemination of
Number of faculty
practice-based HEI faculty in
interested in the project,
education and institutions outside
using TOPAS course Open feedback from
internship schemes the consortium and
material, internship end-users.
beyond the the partner
components and
consortium to other countries.
teaching tools.
HEIs and faculty staff.
Increase on positive
perception and better
Improvement of image by HE system and
partner country HEIs HEIs of through
HEIs
in national rankings Employability rates. commitment to social
administrators.
thanks to higher responsibility by
employability rate improving the
qualification of students
and graduates.
Number of internship
Integrative role of HEIs
organised; number of
in society.
cooperation agreements
Enhancement of farm Farm associations, Contribution to match
between HEIs and
enterprise-university farm industry between educational
enterprises signed
offer and labour market
(including European
needs
ones)
National surveys on
agricultural output.
State level and Recording the amount
Reports and documents
Improvement of data ministry level farms produce and
of state educational
and statistics on farm stakeholders; harvest can also help
stakeholders that refer
production national research funders and local
to the data collected
institutes; farm politicians understand
through internships.
industry. the value of
cropping/gardening at
local level.
Decision makers will
National surveys of the
consider internship Reports and documents
educational system and
schemes as mandatory State level and of state educational
the educational curricula
components of ministry level stakeholders that refer
in participating countries
education in their stakeholders. to the curriculum
and consortium
countries. ECQIP will reform.
members.
be taken as a model

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2. PROJECT MANAGEMENT APPROACH

2.1. Introduction
Overall, project management encompasses technical, financial and
administrative co-ordination as well as the supervision of various activities within
the project. To manage a project of the size and complexity of TOPAS, a
professional and flexible management structure is vital. Transparent decision-
making processes are required to both encourage project development and foster
confidence amongst the project consortium. Clear and pragmatic decision-making
and communication pathways and prompt reporting mechanisms are necessary.
2.2 Overall management strategy
Quality and risk management are the external walls. They permeate all
activities of the project and act as safeguards. Quality is assured and risks are
assessed for both project products and project management practices. All activities
end with the communication of decisions, changes and actions to consortium
members and the European Commission. These are the activities which bound
project management for TOPAS as it is shown in the figure below.

Figure 3: Project management architecture

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The core activities which ensure the project stays on track are the scope, cost
and schedule management. They keep the project in line with what the Partnership
agreement prescribes the project should do, cost and how long it should take to
accomplish its objectives respectively. Procurement management describes how to
handle purchases, while staff management defines the needs in terms of people,
their roles and who is going to fill those roles. The relationship between
coordinator and members of the consortium is that of partnership and not
subcontracting. As such, the Coordinator does not have the authority to impose
procurement and staffing practices or plans to partners. Individual partners manage
these issues internally. Additionally, different overreaching institutional policies
and national laws regulations place different demands which make these issues
best left to partners to manage. Nonetheless, they have an impact on the core
activities of project management, thus claiming a place in the project management
architecture. The core activities of project management lead to decisions and
changes in both the work of the project and its management. These are managed
through change management which feed into communications management
ensuring information reach all appropriate audiences. The quality management
contributes in establishing the relevant to the project quality control and quality
assurance activities for ensuring an efficient collaboration among the consortium
partners and delivery of project results, whereas the risk management is necessary
for providing the process and techniques for the evaluation and control of potential
project risks, focusing on their precautionary diagnosis and handling.
2.3 Project management structure/approach
The TOPAS project management takes into account all the partners‘
interests and expertise, including transparent activities, in order to ensure an
effective project‘s time-plan and execution.
The Project management at TOPAS is composed of three levels (table 12).

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Table 12: Table of Roles and Responsibilities

Roles Responcible Responsibilities
TOPAS TSC responsible for monitoring, controlling
Steering one local coordinator at each the project progress and implementing and
Committee partner HEI member coordinating the project activities listed in the
(TSC) LFM and workplan

representatives of the Ministries

ABC will guide the project at policy level,
Advisory of Agriculture and/or education
authorizing the necessary services and changes
Board as members of the advisory
at institutional level and supervising the
Committee board and the 3 farming
different activities and tools developed by the
(ABC) associations (see annex 3 for
TSC
details)
- The overall co-ordination and direction of
project.
- Monitoring of the project funding,
Prof. Dr. Dr. h.c. mult.
distribution, collection of supporting
Executive Ralf Schlauderer (HSWT)
documents;
Manageme Prof. Dr. Fahrod Ahrorov
- Liaison with partner coordinators for
nt Unit (SAI)
implementation of project activities and
(EMU) Dr. Heinz-Peter Wolff (HSWT)
achievement of project results;
Dr. Nicolas Alt (HSWT)
- Supervise the adequate implementation of the
project regarding the rules of the EC;
- Report and liaise with the EACEA;
Prof. Dr. Oleh Pasko (SNAU)
Prof. Dr. Garegin
Quality Hambardzumyan (ANAU)
QMT will be in charge of quality control and
monitoring Prof. Dr. Bahodirjon Nosirov
monitoring of the project and developed
team (AAI)
results.
(QMT) Irina Protasey (SNAU)
Lilit Hayrapetyan (ANAU)
To be added (AAI)

All other activities related to diffusion and

Prof. Dr. Florin Lipşa
Disseminati exploitation of the project process and results
(USAVM)
on and will be planed and managed by DET. These
Dr. Kateryna Tuzhyk
Exploitatio activities will involve all consortium members
(NULES)
n Team and will be performed during the whole
Prof. Dr. Aram Arakelyan
(DET) duration of the project. One dissemination
(YSU)
event will be organised at the end of each year.

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Roles Responcible Responsibilities

• Organises and chairs plenary meetings.
Supports the meetings of the project's
committees and teams as well as the major
partnership meetings (preparation, agenda,
support during the events, and circulation of
minutes, presentations and proceedings).
• Organises the project's resources and
control the project's budget. Handles the
financial aspects of the project (contracts,
payments) in collaboration with the EMU.
• Controls the schedule of activities
(time-plan of the tasks, critical tasks) and the
allocation of manpower.
• Ensures the effectiveness of the
project's internal information services.
• Controls the quality of information
flows (reviews) in collaboration with the QMT.
• Formulates and adjusts TOPAS
strategic objectives in coordination with the
ABC.
Project Prof. Dr. Dr. h.c. mult. Ralf • Resolves conflicts between partners,
Coordinator Schlauderer according to the set up rules, extending them if
necessary.
• Ensures that all deliverables will be
available on time to the Commission and/or
project partners.
• Liaises with and reports to the
Commission on all matters concerning the
project.
• Liaises with related European projects
in collaboration with the EMU.
• Approves with all WP plans;
• Submits progress reports to the
European Commission services; proposes the
agenda in plenary meetings and EMU
meetings;
• Undertakes quality control of
contractual deliverables in collaboration with
the QMT;
• Has the overall responsibility for the
submission of the deliverables to the
Commission.

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A TOPAS Steering Committee (TSC) composed by one local coordinator

at each partner HEI member.
A TOPAS Advisory Board Committee (ABC) composed by
representatives of the Ministries of Agriculture and/or education as members of the
advisory board and the 3 farming associations.
An Executive Management Unit (EMU) composed by the project
coordinator and the third country co-cordinator (SAI).
The ABC is an advisory body of the project and is formed by government
representatives responsible for setting up the policy guidelines on internships (6
members). The ABC will guide the project at policy level, authorizing the
necessary services and changes at institutional level and supervising the different
activities and tools developed by the TSC. They will be periodically informed
(every 3 months) about how the project is progressing. Information and briefings
will include reports, procedures developed, invitation to workshops and other
activities within the frame of the project. Information will be supplied in RU and
UKr.
The TSC will systematically collect, analyze and use relevant information
about project progress. The project coordinator will work closely with the
authorities of partner members to ensure the project is implementedcorrectly. The
TSC will consist of representatives of all HEI members. It will be responsible for
monitoring, controlling the project progress and implementing and coordinating
the project activities listed in the LFM and workplan.
The EMU is composed of the project coordinator at HSWT, one
representative from SAI and one financial and administrative assistant at HSWT.
Its tasks are:
- The overall co-ordination and direction of project.

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- Monitoring of the project funding, distribution, collection of supporting

documents;
- Liaison with partner coordinators for implementation of project activities
and achievement of project results;
- Supervise the adequate implementation of the project regarding the rules of
the EC;
- Report and liaise with the EACEA;
A financial and administrative assistant at HSWT will run the daily
operations related to the project. He/she will be responsible for the expenditures
within the project and the monitoring of the EU funding and spending.
Partner members will assist with the following tasks:
-Organization of activities and assistance to participating HEIs in providing
necessary documentation for project implementation;
-Organization of project management meetings;
-Financial budget administration;
-Reporting to the project EMU.
Allocation of resources between activities
Apart from the management of the project a quality monitoring team (WP3)
will be created and approved. AAI, ANAU and SNAU will be responsible for this
WP and the implementation of internal quality assurance as described in the
corresponding section.
Other WPs will be led by the following members: WUELS will lead WP1 in
order to revise curricula and align LOs and internships adequately assisted by
ANAU, NULES and SAI. Writtle will lead WP2 towards innovative interactive
teaching processes and international farm management extension services with
support of HSWT. WP4 will be led by UASVM and supported by SAI, YSU and

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NULES in each third country and the financial and administrative administration
(WP5) will be done by HSWT assisted by SAI.
The associated partners will serve as consulting body so that they will
guarantee the implementation of necessary structural and infrastructural changes at
institutional level. This is one of the means to guarantee ownership. Thus, partner
members are highly motivated and have all been actively involved in the
preparation of this proposal.
2.4. Management procedures
Project and quality management activities will ensure the proper
implementation of the project plan and the realisation of its objectives. Decisions
will normally be taken by the responsible team members based on the work to be
performed, as stated in the Partnership agreement and the Detailed description of
the project, individual Work Package or Task plans.
During the project the participating organisations will have to reach an
agreement and resolve various technical and scientific issues. This
agreement/resolution can be reached by informal contact as a first step, followed
by official verification by means of e-mail, letter or minutes. Technical
issues/conflicts within the given contractual commitments that do not involve
alterations in contract, in budget and in the overall focus will be initially handled
on the Work Package basis.
In the event of a project conflict among partners, the later should attempt to
resolve conflicts among themselves in good will and an amicable manner given the
professional nature of the organizations involved and maintaining the project's
success as the ultimate goal. If the dispute cannot be resolved, partners will
escalate the issue according to the following principles:
• The WP leader will be informed for the issue/conflict that came up.

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• The WP leader will arrange and lead a discussion among the WP

team. In case of an agreement the PC will be notified as no further actions are
needed.
• In case an agreement is not reached the PC will then intervene and
organise a meeting/ discussion among the responsible partners.
• In case the issue is solved the Project Coordinator will notify the
EMU. Otherwise, an extraordinary meeting of partners will be organised in order
to resolve the issue and take the final decision, which must be accepted by all
involved partners. The rules of voting in this case are described below.
In case an extraordinary meeting of partners is called for resolving a
conflicting issue the following will apply. Chairman of the extraordinary meeting
is the Project Coordinator, having also the decisive vote in case of equal votes and
each member of the board has a single vote. The extraordinary meeting is
considered a quorum if more than 50% of the participants are present and takes
decisions about major modifications in the implementation plan, financial issues,
acceptance of new parties, setting an amendment to the European Commission
Contract and modifications to the Partnership Agreement. These decisions require
a 75% majority of all participants, while for any other decision not falling in any of
the categories described above, a majority of both the votes and the participants is
mandatory.

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3. COMMUNICATION MANAGEMENT PLAN

3.1. Introduction
The Communications Management Plan sets the communications framework
for TOPAS. It will serve as a guide for communications throughout the life of the
project and will be updated as communication requirements change. This plan
identifies and defines the roles of TOPAS project partners as they pertain to
communications. It also includes a communications matrix which maps the
communication requirements of this project, and communication conduct for
meetings and other forms of communication.
3.2. Сommunications management approach
The Project Coordinator will take a central and proactive role in ensuring
effective communications on this project. The communications requirements are
documented in the Communications Matrices presented in this document. The
Communications Matrices will be used as the guide for what information to
communicate, who is to do the communicating, when to communicate it and to
whom to communicate.
Overall information flow within the project will be ensured by:
 The exchange of internal technical and business documents.
 Notification of relevant new publications in the literature, or by the
standardisation bodies or MHSSE or MOE.
 Reports from external meetings, if any.
 All technical documentation generated by the project should be
exchangeable in electronic format, according to the guidelines.
 Exchange of information will mainly occur with the help of the
project's document management system
(https://moodle.hswt.de/course/view.php?id=222) and by e-mail.

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 Urgent correspondence over e-mail will be sent with a request for

explicit acknowledgement and indicated in the title with "URGENT".
 Ordinary mail will be used for strictly formal correspondence, i.e.
when executive signatures are required.
 A web based document repository will be made available through the
document management system.
Management and coordination of formal project reporting is implemented
through the WP4 and WP5.
3.3. Communication channels
This section presents several communication matrices with all the types of
communication needs which have been identified in the context of the project such
as meetings, reports, reviews etc. In addition the attributes of each identified type
are specified.
3.3.1 Project Meeting Matrix
The following table identifies the communications requirements for project
coordination.

Table 13: Project Meeting Matrix

Prior Medium
Meeting Objectives Audience Frequency / Time Chair Deliverables
Notice /Location

Introduce the team,

roles and members.
Agenda
Review project All
Kick-Off Once 2 Face-to- Meeting
history, scope, project PC
Meeting Ml (19-20/02/2018) months Face Minutes
objectives, planning partners
Action Plan
and management
approach

1/yr
Evaluation of project All Agenda
Project M 14 (XX-XX/11/2018) 4 Face-to-
results by European project PC Review
Reviews M 26 (XX-XX/12/2019) months Face
Commission partners Report
M 38 (XX-XX/01/2021)

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Prior Medium
Meeting Objectives Audience Frequency / Time Chair Deliverables
Notice /Location

3/yr
To direct the project, M9 (02-04/07/2018)
ensure correct M13 (xx-xx/11/2018)
Agenda
implementation of All M17 (xx-xx/02/2019)
Plenary 3 Face-to- Meeting
activities at all project project M22 (xx-xx/07/2019) PC
Meetings months Face Minutes
levels, monitor the partners M25 (xx-xx/11/2019)
Action Plan
project's progress, and M28 (xx-xx/02/2020)
examine future plans M33 (xx-xx/07/2020)
M36 (xx-xx/10/2020)

Technical
To technically
Missions partners
evaluate the project Face-to- Agenda
(meetings (optional
results, monitor design To be aligned with Plenary 3 Face, Meeting
between for rest EMU
and implementation meetings for reducing costs months Teleconfer Minutes
selected consortiu
achievements, and ence Action Plan
partners) m
examine future plans
partners)

Each WP leader will

define the meeting
schedule according to Face-to-
Agenda
the needs and the WPL, Face,
WP Meeting
coordinating actions relevant TBD TBD WPL Phone,
meetings Minutes
among the involved partners Teleconfer
Action Plan
parties for the ence, email
implementation of WP
activities.

Face-to-
Organised in case of
Face, Agenda
an emergency or a
Ad hoc Phone, Decisions
conflict resolution as WPLs Ad hoc 1-7 day EMU
meetings Teleconfer taken
specified in the
ence, Action Plan
escalation procedure.
e¬mail

3.3.2. Dissemination, Pilots, Validation and Training Events Matrix

This matrix should include the envisaged meetings that will be scheduled in
the context of WP4, WP5. The contents of this matrix should be populated by the
leaders of the respective WP tasks following the below table template.

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Table 14: Other Meeting Matrix

Notice
Prior
Frequency / Medium
Meeting Objectives Audience Organizer Deliverables
Time /Location

3.3.3 Project Report Matrix

Table 15: Project Report Matrix

Contributors
Leader
Meeting Objectives Frequency / Time Deliverable

Internal 4/yr
reporting Y1-Q1: M1-M3 due mids of M4 (15/02/2018)
Performed
progress of Y1-Q2: M4-M6 due mids of M7 (15/05/2018)
activities in
the Y1-Q3: M5-M9 due mids of M10 (15/09/2018)
bulleted form at
Quarterly work at the Y1-Q4: M10-M12 due mids of M13 (14/12/2018)
WP task level
Work WP/task Y2-Q1: M13-M15 due mids of M16 (15/02/2019)
PC, WP Effort
Package level Y2-Q2: M16-M18 due mids of M19 (15/05/2019)
EMU L consumption
Progress including Y2-Q3: M19-M21 due mids of M22 (14/09/2019)
utilising the
Reports estimates of Y2-Q4: M22-M24 due mids of M25 (13/12/2019)
TOPAS project
consumed Y3-Q1: M25-M27 due mids of M28 (15/02/2020)
schedule .xls
effort in Y3-Q2: M28-M30 due mids of M31 (14/05/2020)
template
person- Y3-Q3: M31-M33 due mids of M34 (13/09/2020)
months Y3-Q4: M34-M36 due mids of M37 (12/11/2020)
Delivery of annual
Six month project progress
reporting report
progress of following the
project structure
achievement of the European
All partners

1/yr
Interim s Commission FP7
Y1: M1-M6 due M7 (31/05/2018)
Progress and effort PC Guidance Notes on
Y2: M12-M18 due M19 (31/05/2019)
Reports consumption Project Reporting
Y3: M24-M30 due M31 (31/05/2020)
for .doc
evaluation template and the
by the format
European of the TOPAS
Commission Deliverable
.doc template

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Contributors
Leader
Meeting Objectives Frequency / Time Deliverable

Delivery of annual
project progress
report
following the
structure
of the European
Commission FP7
Yearly
Guidance Notes on
reporting
Project Reporting
progress of
.doc
project
template and the
achievement

All partners
1/yr format
Annual s
Y1: M1-M12 due M13 (30/11/2018) of the SIFEM
Progress and effort
Y2: M13-M24 due M26 (15/12/2019) Deliverable
Reports consumption
Y3: M25-M36 due M38 (15/12/2019) .doc template
for
Upload of Form C
evaluation
(and
by the
Certificate of
European
Financial
Commission
Statement; where
needed) to the
European
Commission
Participant Portal
(NEF
system)
Concise
document
reporting the
outcomes of
the
work for the
deliverable.
For
All partners

deliverables Utilising the

which are WPL, TOPAS
Deliverables
not EMU Deliverable .doc
reports an template
executive
summary
providing
information
about the
deliverable
should be
provided

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3.4. Communication guidelines

3.4.1 Meeting Guidelines

Meeting Requests
Meetings will be organized using Doodle online service
(http://www.doodle.com) for determining the dates most partners are available.
The meeting chair is responsible for initiating meeting organization. Meetings will
be collocated when possible to minimize expenses and travel time of partners. For
example, plenary and technical meeting are scheduled to occur together, on
different schedules, so partners can attend. The strategy is to hold fewer but larger
meetings in order to reduce costs.
Participants to Meetings
All partners are required to be present to meetings either themselves or
through substitute or proxy. Additionally, they must participate in a cooperative
manner.
Meeting Agenda
For face-to-face meetings, meeting Agenda will be prepared by the meeting
chair and distributed 15 business days in advance of the meeting; the meeting
agenda is also maintained within the Moodle platform. Any partner can add an
item to the original agenda by written notification to all of the other partners up to
2 days before the meeting. During the meeting the consortium can add new items
on the agenda following a unanimous decision. Any agenda item requiring a
decision from the Consortium body must be identified as such on the agenda.
Meeting Minutes
Meeting minutes will be distributed within 15 business days following the
meeting by the chair, according to the template - the meeting minutes template is
maintained within the Moodle platform. All decisions become biding after they

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have been recorded in the meeting minutes and the meeting minutes have been
accepted by the participants.
Meeting Chair Person
The Chair Person is responsible for distributing the meeting agenda,
facilitating the meeting and distributing the meeting minutes. The Chair Person
will ensure that the meeting starts and ends on time and that all presenters adhere
to their allocated time frames.
Resources for Meetings
Budget for meetings has been allocated and can be found in Annex I of
Partnership agreement.
3.4.2. Dissemination Guidelines
The external communication for the project is handled through WP4 that is
led by UASVM partner. As such, the dissemination leader is responsible for the
dissemination of the project results focusing on 3 major communication tiers:
Tier 1: Mission Awareness Campaigns
Tier 2: High Level Dissemination of TOPAS
Tier 3: Affiliation and Synergies
Partners have been allocated effort, travel and meeting organizations budgets
to carry out activities in relation to these tiers. Even though, they have been
assigned these funds under their own budget they should undertake activities only
after consulting the Dissemination Plan, their respective WPL. The partners will
log planned activities in the project calendar which will be made public in the
project website.
After executing dissemination activities, partners are responsible for
providing relevant information (i.e. type of event, when and where it was held,
target audience and number of attendants, number of dissemination material
handed, contacts made, photographs from the event, contact lists and etc.) to the

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WPL. The WPL as dissemination leader will maintain a log of dissemination

activities and publications with minimum information to the example tables below:
Table 16: List of Publications template
LIST OF SCIENTIFIC (PEER REVIEWED) PUBLICATIONS, STARTING WITH
THE MOST IMPORTANT ONES

Place of publication

Year of publication
Number, date or
periodical or the

Relevant pages
Main author

Title of the Permanent Is/Will open

frequency

Publisher
identifiers* Access**
series
Title

no. (if available) provided to

and DOI (if this
available) publication?
No 43, March

The Costs of Office for

Luxembourg
Diter Traum

pp. 151-167

http://www.
Coexistence Measures Journal of Official
2018

2018
1 for Genetically Agricultural Publica yes
Modified Maize in Economics tions of
Germany xyz

2
3

*- A permanent identifier should be a persistent link to the published version full text if
open access or abstract if article is pay per view) or to the final manuscript accepted for
publication (link to article in repository).
**- Open Access is defined as free of charge access for anyone via Internet. Please
answer "yes" if the open access to the publication is already established and also if the embargo
period for open access is not yet over but you intend to establish open access afterwards.

Table 17: List of Activities template

LIST OF DISSEMINATION ACTIVITIES
audience**

addressed
Countries
audience
Type of

Type of
Size of
Place
Date

Main
no Title
leader
Activities *
Greece, Athens

European level
Research and
26 February

community
Scientific

1.500
2010

UASV European Conference on

1 Conference
M agricultural policy

2
3

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*- publications, conferences, workshops, web, press releases, flyers, articles published in

the popular press, videos, media briefings, presentations, exhibitions, thesis, interviews, films,
TV clips, posters, Other.
**- Scientific Community (higher education, Research), Industry, Civil Society, Policy
makers, Medias ('multiple choices' is possible.

The dissemination activities log is maintained on The Moodle Platform for

partners to have access. The WPL for WP4 will update the consortium during
plenary meeting on the progress of dissemination activities and progress against
the metrics.
In the event where there is scheduling conflict or disagreement on the
appropriateness of a dissemination activity, the issue will be discussed first at the
WPL. If the issue still cannot be resolved it will be brought to the attention of the
PC.
Finally, partners are to present a uniform look for the project and hence
reinforce the branding of the project through the use of the templates produced in
WP4.
Regarding participating to events outside the Europe Union for conferences
or other dissemination events, partners must receive approval by the EMU (via
sending a request to the PC) in order to be able to claim the expenses from their
budget.
3.4.3. Communication Tools Guidelines
To support the project management of the project and facilitate the
collaboration of the partners a number of tools have been provided. This section
provides guidelines for the use of these tools.
Virtual or Face-to-face meeting: Guidelines for meetings can be found in
section 3.4.1.
Document Management System (DMS): Due to the need for frequent
exchange of documents which often exceed the file size limit of e-mail systems

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and the structuring of project information, a secure document management system

to store and facilitate the exchange of documents is available at
https://moodle.hswt.de/course/view.php?id=2222. The DMS is based on
Confluence s/w and access to it is restricted only to consortium members to avoid
broadcasting of the project data and results. The structure of the project space is
shown below:

Figure 4: TOPAS Document Management System (DMS) directory structure.

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4. EFFORT AND COST MANAGEMENT

4.1. Introduction
The Project Coordinator with the support of the Financial Manager is
responsible for managing and reporting on the project's budget and effort
consumption at the project level to the European Commission throughout the
duration of the project. During the internal quarterly, interim and annual progress
reports, the Project Coordinator collects, presents and reviews the project's effort
and cost performance for the preceding period. Performance is measured
comparing actual consumption against planned. The Project Coordinator is
responsible for accounting for cost and effort deviations and presenting the
consortium with options for getting the project back on budget.
4.2. Effort and costs management approach
Effort and costs for this project will be managed at the Work Package
Structure (WPS). The financial performance of the project will be measured and
managed through comparisons between the actual comparison and the effort
calendar and cost baselines. Activity effort is detailed at the task level and costs at
the WP level. To avoid confusion and complications due to conflicts between
National and European Union reporting rules, all efforts are to be reported in
whole hours. Euro amounts are to be reported in two decimals.
Effort and cost variances of +/- 10% in the cost and effort performance
indexes will change the status of the cost to cautionary. Cost variances of +/- 20%
in the cost and effort performance indexes will change the status of the cost to an
alert stage. These will serve as input to Risk Assessment and may require
corrective action by the Project Coordinator in order to bring the cost and/or effort
performance variations below the alert level. Corrective actions will require a
project change request and be must approved by the EMU before it can become
within the scope of the project.

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4.3. Reporting Effort and Budget Consumption

The following reports are established:
• Interim Progress Reports
• Periodic Progress Reports
In addition, the PC on a quarterly basis is updated internally on the project
progress status via the quarterly management reports i.e. effort resource
consumption .xls files received by all partners, and the activity bulleted reports
provided by the WPLs.
4.4. Guidelines for Unplanned Expenses
The Annex I to the Partnership Agreement details a budget for each partner
and for each task or activity in TOPAS. Any effort or cost allocation which
deviates from this plan presents an unplanned expense. In general terms, unplanned
expenses are not allowed. However, due to the realities of implementing a project,
there is the possibility that reasonable and justifiable expenses contributing to the
project and not contradicting the rules of the project may be eligible.
If a partner has a cost which they believe fall under this category, they must
obtain permission from the EMU before incurring the cost. To do so, they need to
discuss the issue with the local coordinator or their WPL. If they concur, they
should e-mail the PC with a justification to the cost requesting from the PC to
obtain approval from the EMU. Follow due diligence, the PC may reject the
justification and inform the partner or accept it and forward the justification to the
Financial Officer. Once the PC receives a response from the Financial Officer they
inform the partner.
For travel outside the European Union for dissemination this procedure is
particularized as follows: Partners must send a request via e-mail to the
dissemination leader well in advance of the trip. The e-mail must contain the
following information:

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• Who is travelling
• Destination of the trip
• Date of the trip
• The trip's relevance to the TOPAS project.
The dissemination leader will examine the request and upon approval, it will
forward the requested with the recommended action to the PC. In the event the
request is accepted the PC will forward the request to the Project Officer who has
the final say on the matter. The partner will be informed of the decision.
4.5. Measuring project effort and costs
Following each internal quarterly management report, the PC will use a
comparison between actual against planned to measure variance.
If the effort and cost has a variance of between 10% and 20% of planned the
reporting HEI must report the reason for the exception. If the variance is greater
than 20% the reporting HEI must report the reason for the exception and provide
the EMU with a detailed corrective plan to bring the project's performance back to
acceptable levels.
4.6. Effort and cost variance response process
Once the variation exceed the 20% threshold the reporting HEI must present
the EMU with options for corrective actions. The EMU will meet to select the best
option. The HEI will develop corrective action plan to bring the project back on
track. Once the EMU approves the plan, the change control procedure will be
activated and the action plan will become part of the project plan.

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5. PROCUREMENT
During the project, partners will be required to acquire from third parties the
following services:
Table 18: Subcontracting of services
Partner
Work responsible Number of
Package for sub- Country days (where Brief description of task
Ref.nr contracting appropriate)
(Acronym)
5 HSWT DE 20 financial audit
external evaluation WP5 (including travel
5 HSWT DE 30
costs for monitoring)
monitoring on WP2 by expert company on
5 HSWT DE 10
farm data collection and analysis
2 HSWT DE online data bank server in EU x 2 years
SNAU, graphic printing and publishing handbooks and
4 UKR
NULES textbooks into Ukrainian
ANAU, graphic printing and publishing handbooks and
4 AM
YSU textbooks into Armenian
graphic printing and publishing handbooks and
4 SAI, AAI UZ
textbooks into Uzbek
translation of textbooks into Ukrainian (8
2 NULES UKR 90 textbooks of average 100 pages, 500 words per
page @0,015 per word)
translation of textbooks into Armenian (8
2 ANAU AM 90 textbooks of average 100 pages, 500 words per
page @0,015 per word)
translation of textbooks into Uzbek (8
2 SAI UZ 90 textbooks of average 100 pages, 500 words per
page @0,015 per word)

During the project, partners will be required to acquire equipment (table 19).
Table 19: Equipment procurement
Who What Total amount (EUR)
for each participant
Interactive screen,
2 laptops,
SNAU, NULES, ANAU, 10 PCs Core i7, 512 GB SDD
19500
YSU, SAI, AAI & audio-visual recording tool
(digital recording of video
material)

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Who What Total amount (EUR)

for each participant
practice oriented literature
like "Fachstufe Landwirt"
SNAU, NULES, ANAU, ("Farmers advanced level") x
4000
YSU, SAI, AAI 100 books in national
language and 100 books in
EN.
SNAU, NULES, ANAU,
online data bank with server 5000
YSU, SAI, AAI

The number of each item and budget allocation for each category is detailed
in the Annex I of Partnership agreement.
The PC has oversight of the procurement for the project through the Annual
Financial Reports. The actual management for procurement activities falls with the
budget holding partner. The partner is responsible for collecting bids, evaluating
them, contracting the vendor and contract management. The partners are required
to strictly adhere to the Annex I of Partnership Agreement guidelines for
purchases. For deviations in purchases partners must obtain approval before
proceeding with procurement according to section 4.4.

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6. PROJECT SCOPE MANAGEMENT PLAN

6.1 Introduction
The Scope Management Plan provides the scope framework for this project.
This section documents the scope management approach, verification and control
measures. Roles and responsibilities as they pertain to project scope, scope
definition; scope change control; and the project's work breakdown structure have
been discussed in earlier chapters. Any project communication which pertains to
the project's scope should adhere to the Communications Management Plan.

6.2 Scope verification

The project deliverables will need to be verified against the original scope as
defined in the DPD. The verification against the scope occurs through the peer
review and approval process described in section 1.4 and 1.6. The European
Commission review of the deliverables during the period review meeting is the
final check point of the acceptance of the deliverables.
6.3 Scope control
The Project Coordinator, EMU and partners will work together to control of
the scope of the project. The project team will leverage the DPD using it as a
statement of work for each deliverable. The project team will ensure that they
perform the work described in the DPD and generate the defined deliverables
keeping as ultimate guide the project vision. When the WPS does not seem to serve
the project vision, partners will introduce change requests through the project
structure. The Project Coordinator and EMU will oversee the project team and the
progression of the project to ensure that this scope control process if followed.
If a change to the project scope is needed the change control process for
recommending changes to the project must be carried out. Any partner can request
changes to the project scope. All change requests must be submitted to the TSC,
QMT, or WPL in the form of a change request e-mail.
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7. SCHEDULE MANAGEMENT PLAN

7.1 Introduction
The project schedule is the roadmap for how the project will be executed.
Schedules are an important part of any project as they provide the consortium with
a clear picture of the project's status at any given time. The purpose of the schedule
management plan is to define the approach to project schedule management
including monitoring and controlling changes to the baseline. This includes
identifying, analysing, documenting, prioritizing, approving or rejecting, and
publishing all schedule-related changes.

7.2 Schedule management approach

Schedule planning occurred during at proposal stage of the project as
referenced within Chapter 3 and can be found in DPD.
A working version of the current schedule may be found in the following
page containing the following; this file is also maintained within the DMS.
The project schedule will be being reviewed by the PC and individual
partners on a continuous three-month basis until the project end. In case of
deviations, project partners must agree to the proposed resources, effort
assignments, durations, schedule, and once this is achieved the EMU will review
and approve the schedule which will become the new baseline.
The Project Coordinator with the support of the EMU and TSC will be
responsible for facilitating the schedule development and adjustments. The PC will
also create the project schedule using MS-Excel and validate the schedule with the
TSC and partners. The PC may obtain schedule approval by the EMU before re-
baselining the schedule.

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Table 20: WORKPLAN for project year 1

Activities Total
Ref.nr/ duration
OCT17 NOV17 DEC17 JAN18 FEB18 MAR18 APR18 MAY18 JUN18 JUL18 AUG18 SEP18
Sub-ref Title (number of
weeks)
nr
Revision of internships and Learning Outcomes from BA and MA
1
agrarian management programs
Comparison of learning outcomes in agrarian management studies
1.1 16 X= X= X= X=
between PCs and EU partners
Learning outcome and competence based harmonization of selected
1.2 28 X= X= X= X= X= X= X=
agrarian management courses in line with Bologna
Approval of revised curricula by institutional authorities and
1.3 40 X X X X X X X X X X
introduction of changes in 2018-2019 academic year
2 Teaching methodology, tools & infrastructure updated
Training on distance learning key competences, competence-based
2.1 24 X X X X X X X
approach and practice-based education
2.2 Elaboration of videos and MOOCs 16 X= X= X= X=
2.3 Use of new teaching tools & methodology 4 X
3 Quality monitoring control and evaluation
3.1 Cross-package appraisal & QA system for internships 6 X= X= X=
3.2 Internal monitoring and peer review 4 X= X= X= X=
3.3 External Review 4 X= X=
4 Dissemination and Exploitation
4.1 Development and maintenance of project website 12 X X X X X X X X X X X X
Round tables, job fairs, national conferences in 3Cs to raise awareness of
4.2 4 X X X X
project activities, ECQIP and future outcomes
Development of ICT platform for works‘ placement in agrarian/farm
4.3 12 X X X
sector and data collection
5 Project management
5.1 Kick-off meeting and project management meetings 4 = X X
Elaboration and approval of Steering Communication Plan
5.2 12 X X X
Dissemination and QA plan and creation of Steering Committee
5.3 Project financial and administrative management 12 X= X= X= X= X= X= X= X= X= X= X= X=

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Table 21: WORKPLAN for project year 2☒

Activities Total
Ref.nr/ duration
OCT18 NOV18 DEC18 JAN19 FEB19 MAR19 APR19 MAY19 JUN19 JUL19 AUG19 SEP19
Sub-ref Title (number of
weeks)
nr
2 Teaching methodology, tools & infrastructure updated
2.2 Elaboration of videos and MOOCs 16 X= X= X= X=
2.3 Use of new teaching tools & methodology 48 X X X X X X X X X X X X
2.4 Piloting on national/international internship scheme 16 X= X= X= X=
3 Quality control
Integration of QA system for internship scheme in partner
3.1 20 X= X= X= X= X=
HEIs
3.2 Internal monitoring and peer review 4 X= X= X= X=
3.3 External Evaluation 4 X= X=
4 Dissemination and Exploitation
4.1 Development and maintenance of project website 12 X X X X X X X X X X X X
Round tables, job fairs, national conferences in 3Cs
4.2 among key stakeholders to raise awareness of importance 4 X X X X
of ECQIP and project outcomes
Development of ICT platform for works‘ placement in
4.3 agrarian/farm sector and data collection and training on its 12 X= X X X X X
use for partner country staff and students
Multiplier workshops and faculty training in farm data
4.4 4 X X
collection in 3Cs
5 Project management
5.1 Project management meetings 3 X = X
5.3 Project financial and administrative management 12 X= X= X= X= X= X= X= X= X= X= X= X=

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Table 22: WORKPLAN for project year 3

Activities Total
Ref.nr/ duration
0CT19 NOV19 DEC19 JAN20 FEB20 MAR20 APR20 MAY20 JUN20 JUL20 AUG20 SEP20
Sub-ref Title (number of
nr weeks)

2 Teaching methodology, tools & infrastructure updated

2.3 Use of new teaching tools & methodology 48 X X X X X X X X X X X X
2.4 Piloting on national/international internship scheme 16 X= X= X= X=
3 Quality control and evaluation
Implementation of QA system for work placements and
3.1 10 X= X= X= X= X=
monitoring on progress - evaluation Phase to phase
3.2 Internal monitoring peer review 4 X= X= X= X=
3.3 External Evaluation 4 X= X=
4 Dissemination and Exploitation
4.1 Development and maintenance of project website 12 X X X X X X X X X X X X
Round tables, job fairs, national conferences in 3Cs to raise
4.2 awareness among key stakeholders of importance of project 4 X X X X
outcomes and ECQIP
Development of ICT platform for works‘ placement in
4.3 1 = X X X X
agrarian/farm sector and data collection
Multiplier workshops and faculty training in data collection
4.4 4 X X X X
at 3Cs
Edition and Publication of handbook with best practices and
4.5 16 X= X= X= X=
lessons learned
5 Project management
5.1 Project management meetings 3 X = X
5.3 Project financial and administrative management 12 X= X= X= X= X= X= X= X= X= X= X= X=
5.4 Financial audit and final report to EACEA 4 =

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The partners are responsible for participating in activity definition,

sequencing, and duration and resource estimating. Partners will also review and
validate the proposed schedule and perform assigned activities once the schedule is
approved.
The European Commission will participate in reviews of the proposed
schedule through the annual project review and contract amendments as necessary
7.3. Schedule control
The project schedule will be reviewed as necessary on a monthly basis by
the respective WPLs following recommendation received by the TSC, EMU and
QMT. If a variance of 2 months or more is observed against the Schedule baseline
at WP level, the respective WPL will inform the EMU and PC who in turn will
review the project schedule. Otherwise, project schedule reviews will be held
regularly by the PC and partners on a quarterly basis through the preparation of the
internal quarterly work package progress report.
The HEI members are responsible for discussing schedule variances during
the HEI team meetings; determining impacts; submitting schedule change requests;
and reporting schedule status in accordance with the project's communications
plan.
The partners are responsible for participating in schedule variance resolution
activities as needed. The PC will communicate to the European Commission of the
project schedule status and review/approve any schedule change requests as
necessary.

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8. RISK MANAGEMENT PLAN

8.1 Introduction
By its nature, research in TOPAS must be effectively organized in order to
handle any type of change, since its evolution is less predictable than relevant
commercial activities. To this end, the objective of the risk management procedure
is to provide the process and techniques for the evaluation and control of potential
project risks, focusing on their precautionary diagnosis and handling.
8.2. What is ‘Risk Management’?
Risk management is a systematic process of identifying and assessing risks
and taking actions to protect a partnership against them. Some risk managers
define risk as the possibility that a future occurrence may cause harm or losses,
while noting that risk also may provide possible opportunities.
The purpose of Project Risk Management is to identify project risks and
develop strategies to prevent them from occurring or minimize their impact to the
project if they do occur.
Project risks exist because of uncertainty. There is always the possibility that
something known or unknown could impact the achievement of project's goals.
Risk management is about being prepared to handle these risks.
8.3. Risk Analysis
There are four basics of risk management that you can use to manage
project's:
 Identify Risks
 Risk Assessment
 Risk Response Development
 Monitor and Control Risks
8.3.1. Identify Risks

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The first step of risk management is to identify any risks that may impact the
project. One should essentially answer the question, "What could go wrong?". It's
important to encourage critical thinking when trying to identify risks.
There are several techniques that one can use to help identify risks, namely:
- Brainstorming
- Interviewing
- Risk Profiles
- Historical Data
- Assumptions Analysis
- Work Breakdown Structure Analysis
It should be kept in mind that this is not a one-time activity. As the project
progresses, new risks may evolve or become known while others may no longer be
relevant.
8.3.2. Risk Assessment
When one has a list of potential project risks, he needs to determine which
risks need to be managed. Generally, those risks that would have the greatest
impact to the project as well as those that are more likely to occur are the ones that
should be focused on.
A basic risk assessment will analyse each risk event for the likelihood that
the risk will occur and for the impact it will have if it occurs. This type of
qualitative risk analysis information can be plotted on a Risk Assessment Matrix
which incorporates the risk rating rules as defined in Project Risk Management
Plan.
Risk Assessment Matrix
8.3.3. Risk Response Development
For each risk, there are four response strategies that one can choose from:
 Avoid

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 Transfer
 Mitigate
 Accept
8.3.3.1. Avoid
In some cases, risk avoidance is possible by making a change to the project
management plan. Some examples include extending or shortening the schedule,
changing the project strategy, or reducing scope.
8.3.3.2. Transfer
Risk transfer involves passing the risk to a third party. This doesn't change
or eliminate the risk, it simply gives another party the responsibility to manage the
risk. Examples of risk transfer include insurance and guarantees.
8.3.3.3. Mitigate
Risk mitigation means to reduce the probability and/or impact of a risk
event. Examples of risk mitigation include safety training and simplifying
processes.
8.3.3.4. Accept
Risk acceptance is when the project team decides not to change the project
management plan to deal with the risk or is unable to identify any other risk
response strategies for a risk event. This strategy can be passive where the project
team decides to just deal with the risk if it occurs. Or it can be active where the
project team has a contingency reserve allocated and plan in place in case the risk
occurs.
8.3.4. Monitor and Control Risks
Monitoring and controlling project risks involves implementing risk
response strategies, tracking identified risks, monitoring triggering events, and
identifying new risks. This should be done throughout the project.

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8.4. Risk evaluation

Risk evaluation will determine the quantitative and qualitative values of risk
related to a concrete situation or a recognized hazard. Each partner should
contribute to the risk assessment process by the definition and the identification of
the different kind of risks and hazards that might be generated by a specific module
of the TOPAS. The collection and classification of the risks needs specific
description and formulation in a unique matrix for each subsystem/module in order
to be feasible their systematic analysis; as illustrated in the matrix below.

6 6 12 18 24 30
Probability of Occurrence (P)

5 5 10 15 20 25
4 4 8 12 16 20
3 3 6 9 12 15
2 2 4 6 8 10

1 1 2 3 4 5

1 2 3 4 5

Severity (S)
Figure 5: Assessment of the identified risk according to its probability and
severity levels
A risk will be considered as low for 1-6 (green), medium for 8-12 (yellow)
and high for 15-30 (red).
8.5 Expected risks
Several risks are predicted to occur during the implementation of the project.
Their definition, likelihood of occurrence and remedies follow:

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Low level of involvement of stakeholders. There is a possibility that some

of the stakeholders, especially businesses or students may not be willing to take
part in planned activities.
Level of risk: Low
Risk management strategy: Constant communication with all stakeholders
and focusing all promotion activities at target groups of the project. Already
established cooperative links of partnering HEIs with students and business entities
will be used to remedy this problem.
Conflict among team members.
During the implementation of the project, there is a possibility of conflicting
activities among project team members and overlapping of dependent activities.
Level of risk: Low
Risk management strategy: Meticulous planning of project activities and
scheduling during the preparation phase. Constant communication among project
coordinators of each team will ensure that any arising conflicts are resolved
immediately.
External conditions
During the implementation of the project, there will be possibilities that
external conditions of economic, political or legal nature may impede or endanger
the implementation of project activities.
Level of risk: Low
Risk management strategy: At least two different scenarios for implementing
the project activities will be prepared during the Preparation Phase in order to
smooth out any external effects that might occur throughout the project period.
Delays of project implementation
Due to either/both internal or external factors, delays of project activities
and/or project implementation may occur.

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Level of risk: Medium

Risk management strategy: Meticulous planning of project activities and
scheduling during the preparation phase. Use of CPM (Critical path method) and
PERT (Program Evaluation Review Technique) chart to map milestones and
deadlines for the project, as well as constant communication with partners, in order
to ensure deadlines are met and delays do not occur.
During the implementation of the project, risk assessment will be made on
quarterly intervals, in order to ensure that objectives are met and risk management
strategies are in action. If required, project partners may change or adapt risk
strategies to respond to current and expectant conditions.

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9. STRATEGY OF THE PROJECT QUALITY CONTROL

9.1 Introduction
The quality control strategy of TOPAS project will ensure that quality is
planned for both the deliverables and activities. This QCP will consist of the
methodology on implementation of the project's internal guidelines for reporting
and reviewing procedures to ensure the project's Quality Assurance. It will focus
on the assessment of quality assurance, as well as monitoring and evaluation of
project management, communication, dissemination strategies, working meetings
and the steering group performance. It will review the quality of project outputs in
the framework of quality indicators approved by all the partners. The monitoring of
project progress and quality of outputs in each WP will ensure the high quality of
project outcomes and will guarantee the compliance of project results with project
objectives.
The Quality Control Plan has two levels of evaluation of the Project:
internal and external.
9.2. Internal evaluation
The internal evaluation of the Project comprises two main components:
 Day-to-Day Internal Evaluation of the Project: A quality monitoring team
composed of representatives of PC will be in charge of quality control (QC) and
monitoring of the project and developed results. QMT will be composed of 3
experts from the field of QC and 3 students from different consortium members. It
will be established in M1 with the task to set up a quality monitoring system and
QC Plan (M3) with procedures, methodologies and performance indicators for
evaluating the progress and assessing the quality of project results. An internal
quality plan will be developed as part of general management structure (WP5).
HSWT will regularly be updated on the status of activities by the Quality

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Monitoring Team (QMT). Project coordinators will send to the QLT a report about
activities carried out at their institutions. Workshops held at the end of each
activity are ideal venues for coordination of activities, analysis of sources of
possible delays and discussions on possible solutions. In the cases where project
partners do not fulfil planned activities, funds will be reallocated to partners who
show more responsibilities. Management meetings will be used also to discuss
about QA implementation. Internally the QLT will implement various types of
monitoring and quality control processes: Questionnaires for academic and
administrative staff, students, farm managers, participants at training seminars,
automatic monitoring of project‘s websites. Depending on the context, different
mechanisms will be for quality control will be used: peer reviews, evaluation
surveys, internal institutional evaluation boards, timely work and performance
indicators.
Indicator for progress will be:
 Feedback from EU partners during workshops;
 timely work on the organization and execution of training seminars;
 outreach projects performed regularly;
 timely work on the organization and execution of the survey on
developed modules.
EU institutions will participate in quality assurance process at distance
(email, skype, videoconference). EU partners will contribute to the WP with
presentation of a cross-package appraisal & QA system for internships which the
QLT will adapt to the local context. A QA system for internships embedded in
ECQIP principles will be integrated and implemented in second and third year.
EU institutions will conduct testing, peer review and validation of internship
practices.

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 Cross-package appraisal & QA system for internships: Cross-package

appraisal & QA system for internships. Integration of QA system for internship
scheme in partner HEIs and implementation of QA system for work placements
and monitoring on progress. TOPAS foresees the development of a quality
assurance mechanism specific for evaluating models for the delivery of internships
with Key Performance Indicators (KPI). Once established, this mechanism will be
used throughout the project in order to assess the progress of students and learning
outcomes. The evaluation results of the piloting phase will be included in the final
report of the project's evaluation.
 Peer reviews in internal evaluation involve PC institutions close cooperation
and mutual help in overcoming the obstacles and solving the problems barred them
from achieving the project objectives.
9.3. External evaluation
The external evaluation of the Project comprises the following components:
 External evaluation of the entire project. This will be conducted together
with subcontracted evaluators. Apart from the review of external stakeholders
(farms and Ministries) who will monitor WP1, an expert company in farm data
collection will assess WP4. At project management level, HSWT will employ an
external evaluator to provide an independent opinion on the quality, attainment of
objectives, efficiency and sustainability of the project on a year basis for the
consortium to take action on using the 5 DAC (Development Assistance for
Cooperation) criteria developed by the OECD. The external evaluator will be
chosen according to his/her experience of HE systems in partner countries,
knowledge on cooperation and development programs (Tempus, Erasmus+),
methodology used, management techniques and cost effectiveness. Financial audit
as part of WP5 will be conducted once the project has finalized according to
EACEA rules. The QLT will send regular progress reports to HSWT. An external

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evaluator hired by HSWT will monitor the status of activities and level of
implementation and achievement of objectives using a Monitoring on Results
Methodology. A subcontracted agency will verify databank functionality and use
of farm data collection.
 Peer reviews with Erasmus+ projects will be carried out via
videoconferencing or meetings in person.
 Monitoring of the project will be implemented by National Erasmus+
Offices and EACEA according to their schedule of projects' monitoring process.
The quality assurance activities will be based on quantitative data (i.e.
meeting the specified deadlines, achievement of targets and indicators) and on
qualitative data (i.e. answers to questionnaires and reports). Data will be gathered
from all project partners and key stakeholders.

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ANNEXES

Annex 1 - TOPAS DELIVERABLE TEMPLATE

Annex 2 - FOLLOW-UP INDICATORS CHART FOR EACH WP

Annex 3 - ADVISORY BOARD COMMITTEE (ABC) OF TOPAS

Annex 4 - PROJECT MEETINGS/EVENTS

Annex 5 - MISSIONS (MEETINGS BETWEEN SELECTED

PARTNERS)

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ANNEX 1. TOPAS DELIVERABLE TEMPLATE

The template can be found in a folder in the Moodle Platform, in two
different versions: a word file and a power point file. These two versions can be
chosen freely by the author of the document.
With the idea that the results are the outcomes of a common project, every
document has each participant logo on the front cover, as well as at the bottom of
each page. There is also a heading in every page referring to the project itself.
The TOPAS Deliverable template is presented in the following page.

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585603-EPP-1-2017-1-DE-EPPKA2-CBHE-JP
From theoretical-oriented to practical education in agrarian
studies

Deliverable Dx.x
<Deliverable Title>

Editor(s): <list of editor’s full names>

Responsible <full name of HEI>
Partner:
Status- Final – vx.x
Version:
Date: xx/xx/2013
EC <Nature of deliverable e.g. “Restricted to a
Distribution: group specified by the
consortium (including the Commission
Services)”>

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Project Number: 585603-EPP-1-2017-1-DE-EPPKA2-CBHE-JP

TOPAS / From theoretical-oriented to practical education in
Project Title:
agrarian studies

Title of Deliverable: <Deliverable Title>

Date of Delivery to the EC: xx/xx/201х

Workpackage responsible for the

WPх - <WP Title>
Deliverable:

Editor(s): <list of editor’s full names> (<HEI>)

Contributor(s): <list of partners’ acronyms>

Reviewer(s): <Partners’ acronym>
Approved by: All Partners

Abstract: <4-5 lines of text>

Keyword List: <list of keywords separated by comma>

Version Date Revision Description Responsible Partner

<brief description of <HEI
vx.x xx/xx/201х addition, modification acronym> (<full names of
performed> editors>)

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ANNEX 2. FOLLOW-UP INDICATORS CHART FOR EACH WP

Table А 2.1: Follow-up Indicators Chart for WP 1

Del. Deliverable title / 0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WP 1 Revision of internships and Learning Outcomes from BA and MA agrarian management

programs
Comparison of internships and
learning outcomes in agrarian
D 1.1
management studies between PCs and
EU partners
Learning outcome and competence
based harmonization of selected
D 1.2
agrarian management courses in line
with Bologna
Approval of revised curricula by
institutional authorities and
D 1.3
introduction of changes in 2018-2019
academic year

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Table А 2.2 : Follow-up Indicators Chart for WP 2

Del. Deliverable title / 0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WP2 Teaching methodology, tools & infrastructure updated

Training on distance learning key
competences, competence-based
D 2.1
approach and practice-based
education
D 2.2 Elaboration of videos and MOOCs
Use of new teaching tools &
D 2.3
methodology
Piloting on national/international
D 2.4
internship scheme

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Table А 2.3: Follow-up Indicators Chart for WP 3

Del. Deliverable title / 0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WP3 Quality control and monitoring of TOPAS

Cross-package appraisal & QA
system for internships
Integration of QA system for
D 3.1 internship scheme in partner HEIs and
Implementation of QA system for
work placements and monitoring on
progress
D 3.2 Internal evaluation and peer review
D 3.3 External evaluation

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Table А 2.4: Follow-up Indicators Chart for WP 4

Del. Deliverable title / 0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WP4 Raising awareness campaign and exploitation of TOPAS outputs

Maintenance of TOPAS website and
D 4.1
social media
Round tables, job fairs, national
conferences in 3Cs to raise awareness
D 4.2 among key stakeholders of
importance of ECQIP and project
outcomes
Development of ICT platform for
D 4.3 works‘ placement in agrarian/farm
sector and data collection
Multiplier workshops and faculty
D 4.4
training in farm data collection at 3Cs
Edition and Publication of handbook
D 4.5 with best practices and lessons
learned

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Table А 2.5: Follow-up Indicators Chart for WP 5

Del. Deliverable title / 0%- 10%- 20%- 30%- 40%- 50%- 60%- 70%- 80%- 90%-
No. Indicator / % made 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

WP5 Management of TOPAS

Organisation of kick-off and project
D 5.1
management meetings
Elaboration and approval of Steering
Communication Plan Dissemination
D 5.2
& exploitation plan and creation of
project Steering Committee
Financial and administrative
D 5.3 management and reporting of project
activities
D 5.4 Reporting to EACEA

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ANNEX 3 - ADVISORY BOARD COMMITTEE (ABC) OF TOPAS

Country Organization Member

Ministries
Ministry of Education and
Science of the Republic of
Armenia Armenia, Department Higher Arsen Hakobyan
and Post Graduate Professional
Education
Scientific and Methodological
Ukraine Tetiana Ishchenko
Centre "Agroosvita"
Uzbekistan Ministry of Agriculture Husniddin Mardonov
Farmers' organization
International Center for
Armenia Agribusiness Research and Vardan Urutyan, PhD, director
Education (ICARE) Armenia
National Association of
Ukraine Agricultural Advisory Services Roman Korinets, president
of Ukraine
Farmers Association, Andijan
Uzbekistan Nobijonov Farhodjon
Branch

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ANNEX 4 - PROJECT MEETINGS/EVENTS

ERASMUS + - TOPAS
Partners:
AAI Andijan Qishloq Hujaligi Instituti (Uzbekistan) SNAU Sumy National Agrarian University (Ukraine)
ANAU Armenian National Agrarian University (Armenia) WUC Writtle University College (United Kingdom)
University of Applied Sciences Weihenstephan-Triesdorf
HSWT WUELS Uniwersytet Przyrodniczy we Wroclawiu (Poland)
(Germany)
National University of Life and Environmental Sciences UASVM / Universitatea de Stiinte Agricole, Si Medicina Veterinara din Iasi
NULES
(Ukraine) IASI (Romania)
SAI Samarkand Agricultural Institute (Uzbekistan) YSU Yerevan State University (Armenia)

Meetings (presumed dates will be agreed upon during the Kick-Off-Meeting):

Date Place Title Topics Participants

Nov. 08-10, 2017 HSWT Preparatory meeting Topics: baseline discussion, presentation and exchange on capacities, HSWT, NULES,
curricula, available data on agriculture and students' placement SNAU, WUC,
programs WUELS,
(intended as kick-off-meeting, but had to be re-scheduled due to UASVM
administrative delays at WUC (PIC-number not activated))
Feb. 19-29,2017 SAI Kick-Off Meeting Topics: presentation and discussion of each work package, fine-tuning All partners
of joint objectives with regard to the three pillars (1) students'
placement, (2) data base development on agriculture and (3) improved
teaching approaches
Presumably mid WUELS Placement programs Topics: presentation and discussion of progress in the outline and All partners
2018 institutionalization of improved national student-placement programs,
on-site visit and demonstration of WUELS facilities for student
placements and international cooperation
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Date Place Title Topics Participants

Presumably 3rd WUC Development: Topics: outline of developed and intended MOOCs, discussion on All partners
quarter 2018 Teaching approaches potentials for institutionalization in the countries of the partners,
change management of teaching approaches within the partner
universities (use of technical support and communication platforms)
Presumably 1st YSU Dissemination & Topics: presentation and discussion of installed dissemination All partners
quarter 2019 exploitation platforms, analysis of achieved contents and outreach, joint planning of
structure and content of further findings and achievements, definition
of expected progress in 2019
Presumably 2nd UASVM Development: national Topics: outline of data requirements for teaching and research in All partners
quarter 2019 educational farming and farm business, discussion of capacities and applicable
information systems approaches towards sustainable data storage and management systems
Presumably mid IASI Development: Topics: Annual meeting on developments in the dissemination All partners
2019 Dissemination & platforms, analysis of achieved contents and outreach, joint planning of
exploitation structure and content of further findings and achievements, definition
of expected progress in 2020
Presumably 3rd YSU Development: Topics: (1) Joint analysis of settings for student placements, data All partners
quarter 2019 placement, data bases collection and teaching approaches at YSU, (2) presentation of
and teaching achievements with regard to a) the improvement and adaptation of
approaches placement programs, b) the set-up of data management for educational
information systems and c) the introduction of advanced teaching
systems. Identification of potential approaches for overcoming
encountered bottlenecks
Presumably 1rd AAI Development: Topics: (1) Joint analysis of settings for student placements, data All partners
quarter 2020 placement, data bases collection and teaching approaches at AAI and SAI, (2) presentation of
and teaching achievements with regard to a) the improvement and adaptation of
approaches placement programs, b) the set-up of data management for educational
information systems and c) the introduction of advanced teaching
systems. Identification of potential approaches for overcoming
encountered bottlenecks
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Date Place Title Topics Participants

Presumably 2rd SNAU Development: Topics: (1) Joint analysis of settings for student placements, data All partners
quarter 2020 placement, data bases collection and teaching approaches at UASVM and SUMI, (2)
and teaching presentation of achievements with regard to a) the improvement and
approaches adaptation of placement programs, b) the set-up of data management
for educational information systems and c) the introduction of
advanced teaching systems. Identification of potential approaches for
overcoming encountered bottlenecks
Presumably 3rd HWST Dissemination & Topics: Wrap-Up Meeting, consolidation of experiences, developments All partners
quarter 2020 exploitation and findings, specification of final updates on the internal and external
communication and presentation platforms

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ANNEX 5 - MISSIONS (MEETINGS BETWEEN SELECTED

PARTNERS)
Date Place Title Topics Participants
Topics: evaluation of strength and
Presumably
NULES, weaknesses of placement programs and WUELS,
3th quarter Consultancy
SNAU data collection on agriculture, discussion of HSWT
2018
approaches for improvement
Topics: evaluation of strength and
Presumably
weaknesses of placement programs and WUELS,
3th quarter YSU Consultancy
data collection on agriculture, discussion of HSWT
2018
approaches for improvement
Topics: evaluation of strength and
Presumably
weaknesses of placement programs and WUELS,
4th quarter SAI Consultancy
data collection on agriculture, discussion of HSWT
2018
approaches for improvement
Between
NULES,
mid-2018
SNAU,
and mid- Topics: data collection, placement
HSWT Training ANAU,
2020, no organization, teaching methods
YSU, SAI,
suggested
AAI
dates yet
NULES,
SNAU,
Topics: data collection, placement
WUELS Training ANAU,
organization, teaching methods
YSU, SAI,
AAI
NULES,
SNAU,
Topics: data collection, placement
IASI Training ANAU,
organization, teaching methods
YSU, SAI,
AAI

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