Need and intended outcome
We define the professional need and what participants should be able to apply.
TEACHER AND STAFF TRAINING
Specialist training, designed to become part of practice.
Submeet co-designs and delivers professional development for teachers, trainers, school leaders, project coordinators and education staff. We begin with professional and organisational needs, turning learning into tools, practices and competences that can be transferred within the organisation.
THE SUBMEET METHODPractice→Application→Transfer
Training creates value when it becomes practice, shared knowledge and organisational capacity.
OUR APPROACH
Selected fields. Established expertise. Co-designed pathways.
Our specialist areas are a working foundation, not a rigid catalogue.
Content and methods are adapted to participants and to the outcomes they will apply and share within their organisation.
TRAINING IN ACTION
Discussion, experimentation, application.
The images show how we work: exchange between people and different contexts, specialist input, workshop activity and tools to transfer into professional practice.
OUR SPECIALIST AREAS
Areas of expertise for concrete professional needs.
The cards describe our working foundation. Audience, content, activities and outputs are calibrated to the context and intended outcomes.
01 · ERASMUS+ · PROJECT DESIGNDesigning a high-quality Erasmus+ project
From needs analysis to a coherent, credible and assessable proposal: not simply completing a form, but building the project logic.
Content and outcomes +
Who it is for
School leaders, Erasmus coordinators, teachers, trainers and project teams.
Course structure
- Needs analysis and problem definition
- Objectives, outcomes, activities, indicators and sources of verification
- Partner roles, complementarity and risk management
- Quality, impact, dissemination and sustainability
- Overall coherence, drafting and proposal review
Competences and outcomes
- Turn a need into coherent project logic
- Connect objectives, activities, outcomes and indicators
- Critically assess proposal quality
Practical activities
Development of a project concept, an intervention matrix and peer assessment of cases and application extracts.
Transferable output
A project concept, initial logical framework or design matrix tailored to the relevant Erasmus+ action.
Possible adaptations
The pathway is tailored to the education sector, Erasmus+ action and level of experience. Developing a live application and consortium is a separate project-development activity.
How we co-design this pathway →02 · EUROPEAN PROJECTS · IMPLEMENTATIONImplementing, evaluating and enhancing a European project
From an approved application to a well-governed, verifiable project capable of generating impact.
Content and outcomes +
Who it is for
Coordinators, project managers, work-package leads, teachers and staff involved in implementation.
Course structure
- Governance, work plan, responsibilities and deadlines
- Coordination and internal partner communication
- Monitoring, quality assurance, evidence and risk management
- Indicators, impact assessment and data collection
- External communication, dissemination, exploitation and sustainability
Competences and outcomes
- Turn the proposal into a manageable operational system
- Build quality and impact-assessment tools
- Plan communication, dissemination and exploitation
Practical activities
Case analysis, indicator design, issue simulations and development of practical management tools.
Transferable output
An implementation plan, quality plan, impact framework or communication and dissemination plan.
Possible adaptations
The pathway may be delivered in full or focus on Quality and Evaluation, Impact Assessment, or Communication and Dissemination.
How we co-design this pathway →03 · ERASMUS+ · ADMINISTRATIONManaging the administrative and financial aspects of Erasmus+
Rules, documentation and control in support of educational quality and sound project implementation.
Content and outcomes +
Who it is for
School leaders, Erasmus coordinators, administrative staff, finance leads and project-team members.
Course structure
- Grant agreement, annexes, responsibilities and action rules
- Budget structure and financial monitoring
- Agreements with participants and organisations
- Documentation, audit trail and retention of evidence
- Reporting, checks and coordination across educational, administrative and finance functions
Competences and outcomes
- Organise responsibilities and document flows
- Apply contractual and financial rules to the relevant action
- Monitor activities, evidence and reporting systematically
Practical activities
Simulations, document analysis, case reviews and the design of internal procedures.
Transferable output
An administrative checklist, monitoring system, responsibility framework or tailored internal procedure.
Possible adaptations
Content and tools are updated and tailored to the relevant Erasmus+ action and the organisation’s role.
How we co-design this pathway →04 · TEACHING INNOVATIONActive methods, educational communication and AI for learning
Methods and tools that make participants active in learning and use technology in support of learning outcomes.
Content and outcomes +
Who it is for
Teachers, trainers and education staff.
Course structure
- Active and participatory learning
- Designing workshop-based activities
- Educational communication, collaboration and peer learning
- Digital tools and artificial intelligence applications
- Responsible and pedagogically sound use
Competences and outcomes
- Select methods and tools suited to learners and objectives
- Use AI critically and responsibly
- Design collaborative activities for one’s own context
Practical activities
Tool experimentation, collaborative design, prompt labs and peer review of learning activities.
Transferable output
An activity, learning unit or training sequence ready to test.
Possible adaptations
The pathway may focus on methods, educational communication, digital skills or AI according to the group profile.
How we co-design this pathway →05 · INCLUSION · WELLBEINGInclusion, prevention and wellbeing in educational settings
Recognising difficulties, strengthening participation and building shared educational responses.
Content and outcomes +
Who it is for
Teachers, trainers, school leaders, coordinators and education staff.
Course structure
- Barriers to participation, warning signs and risk factors
- Preventing early leaving and supporting learning difficulties
- Bullying, cyberbullying and online safety
- Inclusive strategies and safe learning environments
- Collaboration between schools, families, services and the local area
Competences and outcomes
- Recognise risk factors and early signs
- Design contextualised preventive and inclusive strategies
- Integrate educational and organisational responses
Practical activities
Scenario analysis and collaborative design of possible response strategies.
Transferable output
An action plan, educational protocol, prevention activity or observation and intervention tool.
Possible adaptations
Modules are combined according to learner age, participant roles and organisational priorities.
How we co-design this pathway →06 · ENTREPRENEURSHIPEntrepreneurial Teachers
Creativity, initiative and problem solving to connect learning, real contexts and value creation.
Content and outcomes +
Who it is for
Teachers, trainers and education professionals, particularly in VET.
Course structure
- Entrepreneurial competence and EntreComp
- Creativity, idea generation and problem solving
- Project-based learning and authentic challenges
- Collaboration, initiative and responsibility
- Connections between education, the local area and the world of work
Competences and outcomes
- Embed entrepreneurial competences in the curriculum
- Facilitate experiential learning
- Design and assess authentic challenges
Practical activities
Collaborative development of an idea, challenge or entrepreneurial learning experience.
Transferable output
A learning unit, project challenge or concept ready to use with learners.
Possible adaptations
Cases and challenges are tailored to the education level, sector and participants’ professional contexts.
How we co-design this pathway →07 · ORGANISATIONAL DEVELOPMENTLean Thinking for schools and education organisations
Understanding processes, reducing inefficiency and building continuous improvement through people’s involvement.
Content and outcomes +
Who it is for
School leaders, coordinators, project leads, education and administrative staff.
Course structure
- Lean Thinking: value, process and non-value-adding activities
- Process mapping and problem analysis
- Teamwork, shared responsibility and visual management
- The PDCA cycle and problem solving
- Application to educational, organisational and project processes
Competences and outcomes
- Read a process and identify problems
- Apply Lean tools and the PDCA cycle
- Engage the team in continuous improvement
Practical activities
Analysis of a real process, simulations, identification of issues and improvement design.
Transferable output
A process map, improvement plan or organisational procedure developed in the workshop.
Possible adaptations
The pathway can focus on school management, vocational training or project processes.
How we co-design this pathway →08 · INTERNATIONALISATION · CAPACITY BUILDINGInternationalisation Strategies and Capacity Building
Building competences, processes and responsibilities that make the international dimension sustainable.
Content and outcomes +
Who it is for
School leaders, Erasmus and international-relations coordinators, teachers, trainers, administrative staff and internationalisation teams.
Course structure
- Internationalisation as organisational development
- Analysis of context and international maturity
- Priorities, strategic objectives, Erasmus Plan and European opportunities
- Governance, distributed leadership, competences and knowledge management
- Partnerships, coordinated planning, indicators and strategy review
Competences and outcomes
- Assess an organisation’s international maturity
- Connect priorities, competences, mobility and partnerships
- Define roles, tools, indicators and initial development steps
- Support knowledge transfer and organisational continuity
Practical activities
Self-assessment, case analysis, peer discussion, internal competence mapping and a workshop on development priorities.
Transferable output
An Internationalisation and Capacity Building Roadmap covering priorities, competences, responsibilities, tools, actions and indicators.
Possible adaptations
The course develops methods and competences. Support applied to a specific organisation’s live strategy, Erasmus Plan, accreditation and international network belongs to the Outward Strategy service.
How we co-design this pathway →ⓘ Each pathway can be adapted to the context and objectives of your organisation or institution.
HOW WE BUILD THE PATHWAY
From professional needs to application in the participants’ own context.
Participant profile
We consider roles, experience, working contexts and existing competence.
Co-designing the pathway
We define content, methods, activities and outputs aligned with the intended outcomes and participant profile.
Experience and application
Workshops, cases, simulations and peer exchange turn content into practice.
Reflection and transfer
Participants adapt their learning for application and sharing within their own context.
Follow-up
Agreed materials, feedback and support help sustain continuity after the course.
The format follows the expected outcome: workshops, simulations, case studies, peer learning, expert contributions and technical visits are used when they serve a clear purpose within the pathway.
CO-DESIGNING ERASMUS+ COURSES
From organisations’ needs to a transnational learning experience.
Co-design does not mean turning an Erasmus+ course into an exclusive programme built around a single organisation’s requests.
Submeet gathers participant needs, profiles and experience, then identifies compatible elements to integrate within a defined training programme with shared learning outcomes, methods and activities. The pathway can address real needs without losing its structure, transnational dimension or opportunities for exchange.
A structured programme
Content, methods, learning outcomes, duration, language and activities are defined and communicated before the course begins.
A genuine transnational dimension
Submeet favours international groups. Active involvement from schools, professionals and organisations in the host country can strengthen this dimension.
Participation limits
Within the same course, Erasmus+ may fund no more than three people from the same sending organisation and no more than ten from the same mobility consortium.
What we can adapt
- learning objectives and module combinations
- methods, duration and timetable
- participant profiles and professional contexts
- outputs, preparation and follow-up
What must remain shared
- a programme defined before the course begins
- a genuine transnational component
- interaction, peer exchange and active learning
- a common working language
PARTICIPATION AND GROUP
A setting designed to encourage dialogue and learning.
- 01 — Participant profileRoles, experience and needs aligned with the pathway objectives.
- 02 — Group compositionDifferent organisations and contexts encourage dialogue, exchange of practices and peer learning.
- 03 — Preparation and follow-upActivities before and after the course support participation, application and transfer of learning.
SPECIALIST FOCUS AREAS
Specific applications of our principal expertise.
The eight training areas can be explored in greater depth and adapted to particular sectors, audiences or professional contexts. Each specialist focus is integrated into the most relevant pathway and co-designed around organisational needs and expected learning outcomes.
01
Educational robotics and the safe use of technology
An application of active methods: programming, robotics, problem solving and responsible technology use to design transferable activities.
›02
Logistics and Lean Manufacturing in VET pathways
A Lean Thinking focus for VET teachers and trainers, using cases, simulations and, where relevant, technical visits and exchange with businesses or experts.
›03
Digital communication, dissemination and exploitation of results
A focus on European project implementation: audiences, messages, channels, content, responsibilities, indicators and the communication plan.
›DISTINCT FUNCTIONS
Training, strategy and project development address different needs.
Training develops competence; Internationalisation and Cooperation apply it to the organisation’s strategy and projects.
BEFORE THE TRAINING
We start with what the training needs to make possible.
Let’s discuss the participants, the context and the expected outcomes. From there, we can design a
practical, coherent and transferable learning pathway.
