The preparation phase launches the project and provides all partners with clear guidelines and procedures about their tasks. It will therefore characterise the overall course of the project and significantly impact the project’s general success or failure. If wrong or ineffective policies and/or measures are set due to missing or incorrect information, the project bears the risk of failure or veering off course.

Knowledge about processes, specifications, deadlines and obligations, as well as contextual conditions or other influencing factors are crucial and should be clearly outlined from the start.

This work package includes:

1.1 Project team consolidation and staffing plan

1.2 Detailed work package specification

1.3 Provision of a CONTESSA project manual

1.4 Project environmental and stakeholder analysis 

Work Package 1 - Reports

Environmental Project Analysis Cambodia (May 2019)

This report is part of work package 1: activity 1.4 and contributes to the output activities labeled Contents and Tasks for Online Modules and Train-the-Trainer Concept on the LFM. The report provides an analysis of the project environment in Cambodia including general country information, an overview of relevant structures of primary education and teacher education in primary education as well as a stakeholder analysis. The report is based on desk research, information provided by the project partners in Cambodia (PUC and UC) and findings from focus group interviews with 29 participants in Cambodia in March 2019 with the target groups (in-service teachers, trainee teachers and teacher trainers).

Environmental Project Analysis Sri Lanka (October 2019)

This report is part of work package 1: activity 1.4 and contributes to the output activities labeled Contents and Tasks for Online Modules and Train-the-Trainer Concept on the LFM. The report provides an analysis of the project environment in Sri Lanka including general country information, an overview of relevant structures of primary education and teacher education in primary education as well as a stakeholder analysis. The report is based on desk research, information provided by the project partners in Sri Lanka (OUSL and UoC) and findings from focus group interviews with 42 participants in Sri Lanka in March 2019 with the target groups (in-service teachers, trainee teachers and teacher trainers).

WP1: Activities

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1.2 Detailed work package specification

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1.3 Provision of a CONTESSA project manual

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