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O2-A2PeerlearningmaterialsonDevelopment

ofCurriculumforGraduateSchemes

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ThisdocumentwaspreparedwithintheframeworkoftheStrategicPartnershipproject"GRADual: Increasing Students/Graduates Employment Readiness" (no. 2014-1-LT01-KA203-000645). The project is supported by the Erasmus+ programme which isexecutedinLithuaniabytheEducationExchangesSupportFoundation.ThecontentsofthisdocumentdonotnecessarilyreflectthepositionoropinionoftheEuropeanCommission.NeithertheEuropeanCommissionnoranyperson/organisationactingonbehalfof theCommission isresponsible for theusewhichmightbemadeofanyinformationcontainedinthispublication.

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TableofContents1. Frameofreferenceandbackgroundinformation

- TheGRADualProject- GuidelinesonEstablishingandEffectivelyRunningStudent/Graduate Internship

Programmes- Іndustrial Purchasing Managers Index: Students/Graduates Employment

ReadinessAnalysis2. Programmeobjectives3. Generalprogrammestructure4. Proposedacademicprogramme

- ProgrammeSyllabus- Module1:PersonalandProfessionalSkills(210hours) -Coursedescriptions- Module2:BusinessandManagement(90hours) -Coursedescriptions

- EvaluationandCertification- QualityAssurance

5. Intensive training for teaching staff on development of curriculumforgraduateprogramme/s6. Follow-upworkplanAnnex1:Guidelinesonestablishingandeffectivelyrunningstudent/graduateinternshipprogrammesAnnex2:Іndustrial purchasing managers index on students/graduatesemploymentreadinessanalysis

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1. FrameofReferenceandBackgroundinformationThis working document ismeant to be used as the base for the intensive training ofteaching staff fromLithuanianuniversitiesoncurriculumdevelopmentof thegraduateinternship scheme to be designed in the framework of the Erasmus+ StrategicPartnershipGRADual.TheGRADualprojectThe GRADual Strategic Partnership and Project − Increasing Students/GraduatesEmploymentReadiness18−aimsatmaximisingintermediaryorganisations’roleintermsof innovative and cost-efficient services provided to universities and business forimproving student and graduate employment readiness through quality internshipsschemes.The Strategic Partnership involves 3 intermediary organisations providing services touniversitiesandbusiness inLithuania,SpainandScotland (LithuanianConfederationofIndustrialists; Fundación Universidad-Empresa, and The Saltire Foundation), 6universitiespartneringwiththeintermediaries(KaunasUniversityofTechnology,KaunasVytautasMagnusUniversity,KlaipedaUniversity,VilniusGediminasTechnicalUniversity,andVilniusUniversityfromLithuania;andUniversidadCamiloJoséCelafromSpain),anda high impact Lithuanian NGO (Global Lithuanian Leaders) connecting internationalprofessionals.The proposed setup brings together prominent actors in their respective countrieshaving similar organisational goals and solid track records of promoting university-businesscooperation,entrepreneurialeducationandinvestinginfuturebusinessleaderswithdistinctiveorganisationalstructures,operationalmodels,partnershipstrategiesandmoreimportantlyworkmethods,approachesandinstruments.Theprojectalsoaddressesparticipatinguniversitiescapacitiesina)knowledgetransfer,b) proposing innovative education and c) enhancing their students’ and graduates’employment readiness by forging working level partnerships with employers andrelevantlike-mindedorganisations.The cooperation within a transnational strategic partnership will contribute to thetransferabilityoftheprojectresultswithintheestablishedlearningnetworkandbeyond,working closely with employers in order to minimise the current skills gap and thuscontributingtomoreeffectivepreparationofstudentsandgraduatesforthejobmarket.During its first year of activities, the GRADual project has produced two fundamentaldocuments for the design of the graduate internship scheme to be put in place inparticipatingLithuanianuniversities:

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- Guidelines on Establishing and Effectively Running Student/Graduate Internship Programmes- Іndustrial Purchasing Managers Index: Students/Graduates Employment ReadinessAnalysis

Guidelines on Establishing and Effectively RunningStudent/GraduateInternshipProgrammesThe Guidelines on Establishing and Effectively Running Student/Graduate InternshipProgrammesfocuson:theframeworkfordevelopingandrunningeffectivestudentandgraduate internshipprogrammes; theresourcesneededfor thesuccessfulorganisationof said programmes (legal and financial arrangements); suggested structure forinternshipschemes;programmemanagement,monitoringandmeasurementofimpact;the role and added value provided through the participation of intermediaryorganizations.This document is therefore meant to be used by institutions which are active (orinterested) in designing, developing, managing and/or collaborating in effectiveinternship programmes for university students and recent graduates. In other words,highereducationinstitutions(universitiesandcolleges)andintermediaryorganizations,whichprovideservicestouniversitiesandbusinesses.Additionally, it is recommended that business representatives, employers and policymakers(atthenationalandEUlevels)consulttheinformationincludedintheGuidelines,as they provide a detailed perspective, which is based on the experience of GRADualStrategic Partnershipmembers, and on the different aspects which can contribute tosuccessfully attaining the objectives outlined for student/graduate internships andinternshipprogrammes.ThefulltextoftheGuidelinesonEstablishingandEffectivelyRunningStudent/GraduateInternshipProgrammesisincludedasAnnex1ofthisworkingdocument.Іndustrial PurchasingManagers Index: Students/GraduatesEmploymentReadinessAnalysisAs a member of the GRADual Strategic Partnership and project, the LithuanianConfederatіonofІndustrialists(LPK)conductedasurveyaddressedtoCEOsofthelargest150Lithuaniancompanies insix industrialsectors inwhichtheywereaskedto identifythegapsbetweentheskіllsandcompetencesheldbyrecenthighereducationgraduatesandthosethattheemployersaremіssіngwhenrecruіtіngthem.

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Amongstotheritems,resultsfromthesurveypointoutthat:- 34% of the respondents claim that young university graduates lack practical skills

and that the best way to acquire them is through mentorіng іn the workplace(32.9%),localinternships(26%),andgaіnіngknowledgeattheuniversіty(19%).

- 28.6% of respondents suggest that young professionals lack good professionalknowledge. In particular, employers іdentіfied specific areas in which recentgraduates lack thenecessary knowledge:ProјectManagement (13.7%), InnovatіonManagement(12.1%),ComputerSkills(databases,spreadsheetsetc.)(10.5%).

Respondents commented that the solutіons to the challenges identified should besought in cooperation between educational provіders and business. A number ofanswers suggested that unіversitіes should develop specіal programs to help bridgeexisting gaps and to ensure that young people have the opportunіty to acquire theinstrumental,personalandsystemicskillsneededintheworkplace.The full text of the Іndustrial Purchasing Managers Index on Students/GraduatesEmploymentReadinessAnalysisisincludedasAnnex2ofthisworkingdocument.

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2. ProgrammeObjectivesThe GRADual graduate scheme seeks to improve graduate employability andemployment readiness through a pioneer programmewhich combines an in-companyinternshipandanacademicblended-learningmodel.Theprogrammesetsclearobjectivesforthethreegroupsofstakeholdersinvolved:• ForHigherEducationInstitutions:

o To offer graduates the opportunity of acquiring the personal and professionalskillsrequiredbytheLithuaniancompanies,thus increasingtheiremployabilityandemploymentreadiness.

o To strengthcooperationwith theprivate sector, facilitatinga closeralignmentbetweenhighereducationandbusiness.

o To proactively respond to societal demands beyond its traditional roles asresearchandteachinginstitutions.

• ForBusiness:

o To bridge the existing skills gapbetween graduate profiles and businessrequirements.

o To improve student and graduate recruitment strategies and promote earlycareerdevelopmentpolicies.

o To strengthen the commitment and visibility of business engagement ininternshipsaspartofsoundhumancapitaldevelopmentstrategy.

o To benefit from a new profit on the investment made, either during theinternshiporsoonafterbyemployingafullytrainedworker.

• ForGraduates:

o Toapplytheknowledgeacquiredintheclassroominarealworkenvironment.o Todiscoverconfirm,orruleoutaninterestinaparticularcareer.o To acquire the personal and professional skills and competences needed to

meetthechangingneedsofemployersintheframeworkofahighlycompetitiveglobaljobmarket.

o Togainpracticalandprofessionalexperienceinagivenfield.o Tosetthebuildingblocksoftheirprofessionalcareeranddevelopment.

Inordertoachievethesegoals,theprogrammewillprovidetransversaltraininggearedto benefit all types of graduate profiles and to meet the needs of all types oforganisations.Programmecontentswillthereforebedesignedto:

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• Improvegraduates'employability• Buildgraduates'leadershipcapacity• Enhancegraduates'entrepreneurialmindset,creativityandinnovation• Fostercriticalthinking• Providegraduateswiththeadequatetoolsforeffectivecareerdevelopment

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3. GeneralProgrammeStructure As pointed out in the Guidelines on Establishing and Effectively RunningStudent/Graduate Internship Programmes, student/graduate internship programmesmaybepromotedandmanagedbyasingleuniversity,withitsowninternalresources,orinalliancewithanintermediaryorganisation(IO).Wheneverpossible,itisrecommendedtoestablishpartnershipsbetweenoneorseveraluniversitieswithanIO.Partnerships and alliances with intermediary organisations prove to be speciallybeneficialastheyenablepromotinginstitutionsto:• Poolresources.• Unifyprogrammeprocedures.• Simplify programme management for participating universities and host

organisations.• Design broader, more inclusive programmes for the “general public”, as well as

specialisedschemestomeetspecificacademicorbusinessneeds.• Reach out to a larger number of potential host organisations, enhancing

engagementandensuringprogrammesustainability.• Facilitate communication with universities, offering one single communication

channeltopotentialorselectedhostorganisations.• Reachout to awider universe of students/graduates, providing themwith equal

access to more opportunities to increase their employability and improve theiremploymentreadiness.

• Contributetocapacitybuildingamongparticipatinguniversities.InthespecificcaseoftheGRADualprogrammetobeputinplaceinLithuania,therearetwopossibleoptionsforprogrammedeliveryandmanagement:• An alliance between Partners 4Value (as the managing IO), the 5 participating

universities (withadistributionofacademic responsibilitiesestablishedaccordingtotheirrespectiveareasofexpertiseandavailabilityofteachingstaffandacademictutors),andthehostorganizations.

• Asingleuniversity,withitsownhostorganisationsand,ifconsideredappropriate,Partners4Value(asthemanagingIO).

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GeneralProgrammeStructure(60ECTS)

PracticalTraining

9monthin-companyinternshipwithapre-establishedlearningitinerarydefinedbythecompanytutor.Internshipswillbefull-time,asperthehostcompany'sestablishedworkinghours.Hostcompaniesmustagreeandcommittogivingparticipatinggraduatesthenecessary"leavetime"forattendingscheduledin-classworkshopsattheUniversity(80hourstotal).

48ECTS

AcademicProgramme

300hoursofacademictrainingstructuredintwomodulesfocusedon:-PersonalandProfessionalSkills-BusinessandManagementThedifferentstudyunitsmayhaveadurationof10,15or20hoursandwillbedeliveredonline(220hourstotal)orasin-classworkshops(80hourstotal).OnlineunitsmaybedesignedforPCand/oriPadusingPDFandPPTdocuments,eBooks,gamification,individualand/orgroupprojects,etc.In-classworkshopswillbebasedprimarilyoninteractivegroupactivitiesandmayeitherbeprogrammed:§ throughoutthe9monthinternshipperiod,inthe

afternoon/evening(MondaythroughFriday)inordertointerfereaslittleaspossiblewithin-companyinternshipworkhours.

§ throughoutthe9monthinternshipperiod,followinganexecutivelearningmodel(Fridayafternoon/eveningandSaturdaymorning)

§ atpre-establishedperiodsoftheinternship(forexample,20hourseachatmonths2,4,6and8).

Theprogrammecalendarwillbedesignedinsuchawaythatonlineunitsdonotcoincidewithin-classworkshops.AllunitswillbeinstructedinEnglishtoensuretransferability.

12ECTS

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4. ProposedAcademicProgrammeBasedontheresultsofthesurveycarriedoutbyLPKamongstLithuanianemployers,thelearningcontentsoftheacademicprogrammewillbecentredaroundtwomodules:• PersonalandProfessionalSkills• BusinessandManagementEachmodulewillcontaindifferentlearningunitswhichmayhaveadurationof10,15or20hours.Thelearningunitswilleitherbedeliveredonlineorasin-classworkshops,dependingonthenatureofthesubjecttobeaddressed.AllunitswillbeinstructedinEnglishtoensuretransferability.

ProgrammeSyllabusThe following pages include detailed information on the different learning unitsproposedfortheGRADualprogramme.Thisproposalwillbeopentodiscussionduringtheintensivetrainingondevelopmentofcurriculumforgraduateprogramme/sscheduledforApril4thto8th,2016.Participatinglecturerswill beexpected to analyse the relevanceof eachunit, their specific contentand expected learning outcomes, the number of hours allotted to each unit, and theselectedlearningmethodology.Theproposedunitsshalleitherbevalidated,modified,eliminatedorsubstitutedbyanalternative unit. In any case, the total number of hours of instruction must be theequivalentof12ECTS(300hoursofinstruction+studentworktime).ThefinallistofunitsagreeduponduringtheIntensiveTrainingwillbedevelopedbythelectures during the months of April, May and June 2016, according to the scheduleestablishedinthefollow-upworkplan.Module1:PersonalandProfessionalSkills(210hours)Unit DurationandteachingmethodEmotionalIntelligence 15hours-onlineSelfMotivation 10hours-onlineSelfManagement 10hours-onlineChangeManagement 10hours-onlineTeamWorking 10hours-in-classworkshop

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CreativityandInnovation 10hours-in-classworkshopPublicSpeaking 20hours-in-classworkshopPresentations 20hours-in-classworkshopNegotiation 10hours-in-classworkshopLeadership 10hours-in-classworkshopDelegation 15hours-onlineCareerDevelopmentandDecisionMaking 10hours-onlineProfessionalDevelopmentandLeadership 10hours-onlinePersonalDevelopmentPlan 10hours-onlineExcelforBusiness 20hours-onlineAccessforBusiness 20hours-online

Coursedescriptions

EMOTIONALINTELLIGENCE(15hoursonline)

Description

We take the importance of emotional intelligence (EI) for granted in ourworkingday, it’s a given, it’s adooropener to leadershipand career success.However, EI is increasingly the differentiator in those leaders who excel.Emotional Intelligence is defined as: "A set of emotional and social skills thatinfluence the way we perceive and express ourselves, develop and maintainsocialrelationships,copewithchallenges,anduseemotionalinformationinaneffectiveandmeaningfulway.”Why is EI so important? It has been proven to be a key success factor forleaderswhodeveloptheirawareness,skillsandcompetenciesinthisarea.Andyes, EI is learnable and canbedeveloped.Perhapsmore importantly, currentresearch supports that leaders can derail their careers if they don’t developskills in EI critical areas such as: relationship building and self-managementduringstressfulorchangingtimes.

ExpectedLearningOutcomes

Develop a practical understanding of what Emotional Intelligence is and itsvaluetoyouroptimumlifeandleadershipdevelopment.Learnkeyleadershipdetailersandassessyourowndevelopmentpath.Utilize your assessment to celebrate personal strengths and identifyopportunitiesforchange.DevelopapersonalEQ-in-ActionPlanresultingindemonstrableandmeasurablechangeusingnumerousresourcesyouwillreceiveduringtheday.

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SELFMOTIVATION(10hoursonline)

Description

There is a growing realization that traditional models of motivation do notexplainthediversityofbehaviourfoundinorganizationalsettings.Whileresearchandtheorybuildingintheareasofgoalsetting,rewardsystems,leadership,and jobdesignhaveadvancedourunderstandingoforganizationalbehaviour,mostofthisworkisbuiltonthepremisethatindividualsactinwaystomaximizethevalueofexchangewiththeorganization.In an effort to address these issues, some researchers have turned to self-theoryasanalternativeexplanationfororganizationalbehaviour.Specifically, social identity theory, self-presentation theory, and self-efficacytheory,areallfundamentallyrootedintheconceptofself.Whatismissingisamodel of the self-concept that clearly defines these constructs and explainshow they can be integrated with traditional work motivation models.Specifically,fourreasonsfordevelopingaself-conceptbasedmotivationmodelare:1.Theneedtoexplainnon-calculative-basedworkbehaviour2.Theneedtobetteraccountforinternalsourcesofmotivation3. The need to integrate dispositional and situational explanations ofbehaviour4.Theneedtointegrateexistingself-basedtheoriesintheliteratureThe structure of the self concept: The Perceived Self; Dimension of SelfPerceptions;TheIdealSelf;SelfEsteemThe development of the self concept: Task Feedback; Social Feedback;DevelopmentofTheIdealSelf;DevelopmentofSocialIdentitiesHowtheself concept influencesbehaviour inorganizations:Highandweaklyheld self concept, outer directed, using an ordinal standard;High andweaklyheldselfconcept,innerdirected,usingafixedstandard.Theimpactofselfconceptonmotivationalprocesses:Expectancy;Attribution;CognitiveDissonance;Reinforcement.

ExpectedLearningOutcomes

Executespecificstrategiestoengagestudentsthroughouttheirlearning.Assessstudents’engagement.Use four categories of strategies on a daily basis: effective pacing;demonstratingintensityandenthusiasm;buildingpositiveteacher-studentandstudent-studentrelationships;usingeffectiveverbalfeedback.

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SELFMANAGEMENT(10hoursonline)

Description

The course is aimed at providing the student with the different componentsinvolvedintheself-managingleadershipprocess.Theprocessofchangecanbeunderstood in its correctperspectiveand the student can learnhow tomovefrom concrete things to abstract things by a process of step-by-step thinkingandreflection.Theprinciplemessage thisgives is “If youalways thinkwhatyouhavealwaysthought; you will always do what you have always done.” ”If you always dowhatyouhavealwaysdone;youwillalwaysgetwhatyouhavealwaysgot.”

ExpectedLearningOutcomes

Facts and insights, Purpose and values, Vision and Barriers, Strategies, Actionplanandimplementation,Usefulnessofaplanningmodel

CHANGEMANAGEMENT(10hoursonline)

Description

Thiscourseenablesstudentstolearnaboutleadershipandfollowershipsothattheywillbeabletooffernotonlyanalysisandadvice,butalsoleadership.

ExpectedLearningOutcomes

Have a clear sense of the purpose of leadership, the ethical dimensions ofleadership,andtherelationshipbetweenleadersandfollowersinafreesociety.Be able to usemultiple leadership concepts to understand change situationsandenhanceeffectivenessinthechangeprocessasaleaderandafollower.Understandtheimpactofindividualdifferencesanddifferentsituationsonthepracticeofleadership.Understand current strengths andweaknesses as a leader and as a follower,anddevelopapersonalapproachtothepracticeofleadership.Enhance student's ability to participate in and to lead a small groupwith aninterdependenttask.Enhance student's ability to think critically, to analyse complex and diverseconcepts, and to use his/her reasoning, judgment and imagination to createnewpossibilitiesinleadershipsituations.Beabletocommunicateideasclearlyandpersuasivelyorallyandinwriting.

TEAMWORKING(10hoursin-classworkshop)

Description

This course is aimed at providing students with a number of concepts andcompetencies thatmay be useful both the short-term, as they face decisionsabout their professional career, and the long-term,when they are facedwiththechallengeofmanaginglargergroupsincompetitiveenvironments.Developing leadership skills, rather than learning factsabout them, requiresalevel of personal engagement, risk-taking, and group interaction. The course

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willbedeliveredusingamixtureof interactivemethods includingsimulations,psychological assessments, 360-degree evaluations and peer-feedback.Readingsandwrittenassignmentswillintegrateconceptsandlessonsfromthecourse.

ExpectedLearningOutcomes

Workingwith Yourself: Effective leadersunderstand theirdreamsandgoals.Knowing theirown“innercompass,” theymeshtheirvalues to theirdecisionsand are able to thrive pursing their mission despite potentially hostileenvironments. This element of the course will help students to clarify theirpersonaldirectionandleadershipgoals.WorkingwithOthers:Bybeingattunedtoboththeprioritiesoftheirgroupandthe perceptions group members have of them, leaders are more able tomobilizegroupresources.Thispartofthecoursewillreceivemoreemphasis.

CREATIVITYANDINNOVATION(10hoursin-classworkshop)

Description

Students will learn techniques for improving the flexibility and originality oftheirthinkingandwillexploreapproachesusedbymanagersandorganizationstocreateandsustainhighlevelsofinnovation.Topicsinclude:personalthinkingpreferences, everyday creativity and eliminating mental blocks, creativethinking techniques, idea selection approaches, teaming techniques forcreativity,conditionsthatpromotecreativity,designfor interaction,disruptivetechnologies, and intellectual property. The course uses fun and hands-onactivitiestostimulateinnovation.

ExpectedLearningOutcomes

Understandbuildingblocksofinnovation.Become familiar with processes and methods of creative problem solving:observation, definition, representation, ideation, evaluation and decision-making.Enhancetheircreativeandinnovativethinkingskills.Befamiliarwithcreativeandinnovativethinkingstyles.Practiceandvalueteaming,communication,anddiversity.Understandrisktaking,paradigmshift,andparadigmparalysis.

PUBLICSPEAKING(20hoursin-classworkshop)

Description

Thiscourseisdesignedtoincreasethestudent’sknowledgeandunderstandingoftheoryandapplicationinpublicspeaking.

ExpectedLearningOutcomes

To help the student know and understand principles of effective publicspeaking,aswellastheethicalprinciplesandobligationsinpublicspeaking.Togivepracticeenactingpublicspeakingprinciples.Todeveloptheskillandabilitytoanalysetheaudience.

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Toprepare,research,composeanddeliverpublicpresentations.To effectively listen to public presentation messages and evaluate thosemessages.Todevelopcriticalpublicspeakinganalyticalandpersuasiontechniques.Toorganizeandsupportideas.Todeliverextemporaneousspeeches.

PRESENTATIONS(20hoursin-classworkshop)

Description

Thiscourseprovidesnumerous tipscoveringallaspectsofapresentation: theimportance of defining a purpose, to meet and achieve alignment with theaudience, such as planning a presentation, whichmay be the best structure,what is the roleof stories inapresentation (including technical),which is thebestwaytostartandfinish,thevisualdesignofcaringslidesusingimages,textcolour, not to mention the person, how to prepare or handle nerves, theimportanceofrehearsing,non-verbalcommunicationanduseofvoice.Thecoursewillfocuson:-Purposeandaudience. -Planningapresentation.-StructureandStories. -Visualdesign. -Presentationtools.-Ourresources:voice,bodyandappearance.

ExpectedLearningOutcomesAcquirethetechniquestoprepareandmakeeffectivepresentations.

NEGOTIATION(10hoursin-classworkshop)

Description

Negotiationskillsifusedappropriatelyareapowerfultoolinthearsenalofeachsuccessful manager. The time invested in mastering these skills has a ROIincomparable to any other form of investment. This course explores selectedspecificsubstantiveissuesofnegotiation.Itisdividedintothefollowingparts:• IntroductiontoNegotiation:NatureofNegotiation;EfficiencyofNegotiators• DistributiveNegotiationsandIntegrativeNegotiation(TheHarvardMethod)• DealingwithObstaclesandComplicatingFactors:NonverbalCommunication

and Lie Detection; Rationality and Cognition; Cross-cultural Negotiation;MultipartyNegotiation

Thegoalofthecourseistopracticebasicnegotiationskills,explainthemethodsandtechniquesthatcanbeeffectivelyusedintheprocessofnegotiationaswellastodemonstratehowtodealwiththeobstaclesandcomplicatingfactors.

ExpectedLearningOutcomes

Be familiarwith thebasic concepts, theories andpracticesofnegotiationandconflictresolution.

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Understand the mechanism of creating values and achieving integrativenegotiationoutcomes.Know how to systematically prepare a negotiation with proper and strategicinformationcollectionregardingself,other(s),andnegotiationsituations.Understand the importance of and the ability of using communication andinformationexchangeinconflictandnegotiationcontexts.Beequippedwiththetoolkitsofnegotiationstrategiesthatresult inachievinggoalswithoutjeopardizingrelationships.A global outlook in handling conflicts with employers, colleagues, customer,businesspartners,andclientsfromdifferentcultural/countrybackgrounds.

LEADERSHIP(10hoursin-classworkshop)

Description

Leadership is theability to influenceagroupofpeople towardsagoal. In thiscoursestudentswillincreasetheirownleadershipcapacitiesthroughfeedback,reflectionandpractice.Eventhoughallofushavehadleadershipopportunities,we rarely receive the candid, insightful feedback on our actual performancethat then allows us to think, act and speak more effectively in the nextsituation.The heart of this course is the repeated coaching and real-time feedback thestudentswillreceiveontheirownleadershipactivitiesfromtheirpeersandtheinstructor. Students will use readings, role plays, experiential exercises, andself-reflection,aswellasfocusedcoachingandfeedback,tooptimizetheirownleadershipcapabilities.

ExpectedLearningOutcomes

Toenablestudentstounderstandtheir leadershipjourneysandtheircruciblesbyreflectinguponandframingtheirlifestoriesandexperiencestodate.To participate fully in open, intimate small-group discussions about thereflectiveexercisestheyhavecompletedontheirown.To understandwhy leaders lose their way and the self-awareness needed toavoidderailment.Togainclarityabouttheirleadershipprinciples,values,andethicalboundaries,andhowtheywillrespondunderpressurewhenchallenged.Tounderstandwhatismotivatingthem,bothextrinsicallyandintrinsically,andto find leadership paths that will enable them to utilize their motivatedcapabilities.Toexplorehowtobuildsupportteamsandleadanintegratedlife.To understand the purpose of leadership and empower other leaders, whileoptimizingleadershipeffectiveness.TocreatePersonalLeadershipDevelopmentPlans.

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DELEGATION(15hoursonline)

Description

Theabilitytogetthingsdonethroughothersisacriticalskillforsupervisorsandmanagers.Thisrequiresanunderstandingofeffectivedelegationandtheuseofcommunicationandfeedbacktoimproveperformance.

ExpectedLearningOutcomes

Discoverandbuildonthestrengthsofeachemployee.Optimizetheorientationandonboardingprocess.Improveemployeeengagement,productivityandretention.Boosttheirown,andtheirstaffmembers',timemanagementskills.Avoidcommondelegationpitfallstodriveteamsuccess.

CAREERDEVELOPMENTANDDECISIONMAKING(10hoursonline)

Description

This course is designed to assist students in understanding the careerdevelopmentprocess,inordertomakeinformedandappropriateoccupationalandeducationaldecisions.Studentswillstudykeycareerdevelopmenttheoriesandlearnhowtointegrateself-knowledgeintooccupational/lifedecisions,setgoals,anddevisestrategiestoattainthesegoals.

ExpectedLearningOutcomes

The studentwill gain anunderstandingofhis/herpersonality, interests, skills,values,andhowtheserelatetooccupationaloptions.Becomefamiliarwithkeycareerdevelopmenttheories.Enhance the student´s knowledge of the world of work. Occupationalalternativeswillbegeneratedthroughutilizationofoccupationalresourcesandinformationinterviews.Develop lifelong skills associated with career decision-making and careermanagement.Thestudentwilllearnhowtomakeself-appropriateoccupationalchoices and set realistic occupational/educational goals, while becoming anactiveagentinhis/hercareer/lifeplanningprocess.

PROFESSIONALDEVELOPMENTANDLEADERSHIP(10hoursonline)

Description

Thiscourseisprovidedtohelpstudentsbetterpreparefortheirtransitionfromcollege into either graduate school or a career by enhancing the professionaldevelopmentandleadershipskillsnecessarytobesuccessful.The course will cover topics such as: career exploration, graduate schoolpreparation, money management, job search, strategies, leadership andcommunitydevelopment.

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ExpectedLearningOutcomes

Understand how leadership skills can help with a successful transition into aprofessionalsetting.Become familiar with career development theories and models that will aidstudentsinunderstandingthecareerdevelopmentprocess.Become acquainted with concepts of career and graduate school planning,offeringasystematicapproachtolife-longcareerdecision-making.Identify and evaluate interests, skills, values, and lifestyle preferences andrelatethemtoeducationalandcareerplanning.Learn about resources and information that canbeutilized in career decisionmakingandgoalsettingwhenexploringacademicandcareeroptions.Analysejobmarkettrendsandfuturecareerpathways.Developdecision-makingskillsandplanforreachself-determinedgoals.Learnbasicjobsearchandgraduateschoolsearchskillsandstrategies.Begin to take an active role in the career and/or graduate school planningprocess.Increasestudent'sawarenessofemployerneedsandexpectations.Bebetterpreparedforthetransitionintoacareerorgraduateschool.

PERSONALDEVELOPMENTPLAN(10hoursonline)

Description

Thiscourseaimstoencourageparticipantstoreflectontheirownpast,currentandfutureprofessionaldevelopment,inparticularintermsofitsinfluenceandimpactuponcolleagues,learnersandinstitutionaldevelopment.By working with a learning advisor and by exploring a number of possiblelearningopportunities, theywillplanaself-directedprofessionaldevelopmentprogram to meet their professional development needs and to develop theskillsrequiredtofurthertheirprofessionaldevelopmentatpostgraduatelevel.Participantswillbeencouragedtodesignastrategytosupportthemtoreflectuponandevaluatetheeffectivenessoftheirdevisedprogramandthepotentialimpact upon their own personal development, professional growth andprofessionalinfluence.

ExpectedLearningOutcomes

Review critically their professional experience, influence and impact, theirteachingsituationandprofessionalcontext.Identify their professional development needs and plan targets to addressthem.Developastrategytosupporttheachievementoftargets.

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Analysetheconceptofprofessionalismwithinthecontextoftheirprofessionalpractice.Identifyhowtheprocessofreflectiveenquirycanhelpinformchangesintheirpractice.Developateachingphilosophystatement.Engage with a community of teachers and educational developers in highereducation for continuing professional development, networking and ongoingsupport.

EXCELFORBUSINESS(20hoursonline)

Description

In business, data and algorithms create economic value when they reduceuncertainty about financially important outcomes. This course teaches theconcepts andmathematicalmethodsbehind themost powerful anduniversalmetrics used by Data Scientists to evaluate the uncertainty, reduction, orinformationgainthatpredictivemodelsprovide.Thecoursewillfocuson:-ExcelEssentials-BinaryClassification-InformationMeasures-LinearRegression-SamplesandRandomVariables

ExpectedLearningOutcomes

Doquickcalculationsandcreatecharts.Organisepersonalinformation,suchasaccountsandpasswords.Createbudgetsandrecordexpenses(accounting).Createstudytimetables.Readinformationsuppliedasdata.Sortdownloadedinformation,suchasbanktransactions.Builddatabasesanddoanalysisinaworksetting.

ACCESSFORBUSINESS(20hoursonline)

Description

The companies surveyed by GRADual expressed a basic need for theincorporationofgraduatesbasedonknowledgeofcomputerizedmanagementtools that help in day -to-day document management. One of the mostimportanttoolsforinformationmanagementisAccess,asithelpstotheusertobuildandrundatabases.

ExpectedLearningOutcomes

CreatinganddesigningAccessdatabasesolutions.

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WorkingwithAccesstables,relationships,keysandconstraints.Queryingdata.ManaginganddesigninginterfaceswithAccessForms.CreatebasictoadvancedAccessReports.AutomatingtaskswithMacrosandVBA.

Module2:BusinessandManagement(90hours)Unit DurationandteachingmethodEconomicModels 10hours-onlineNationalBusinessOverview 10hours-onlineConsumerMarketingandB2BActivities 10hours-online

CustomerValueModels 15hours-onlineProjectManagement:AnIntroduction 10hours-onlineInnovation 15hours-onlineSocialandBusinessEthics 10hours-onlineSocialResponsibility 10hours-online

Coursedescriptions

ECONOMICMODELS(10hoursonline)

Description

Thebaseoftheeconomicsystemisinhowtheindividualandsocietydecidestouseitslimitedresourcesinordertoachievetheirneedsandrequirements.Itdiffers from one country to another, mainly due to: the ownership of thefactorsofproductionandthemethodusedtoguideeconomicactivity.In every organized community they are mixed markets and activity ofgovernments. The degree ofmarket competition varies from those inwhichonlyoperates a company, exercising amonopoly toperfect competition in amarket in which they operate hundreds of retailers. The same happens forpublic intervention, ranging from minimal intervention to regulate taxes,credit, contracts and subsidies, to control wages and prices of the plannedeconomy system prevailing in communist countries. The threemost popularmodels to guide economic activity are: free business system (capitalism),centralplanning(communism),andmixedeconomies.Thiscoursefocuseson:The formal modeling of growth and distribution within a broadly Keynesian

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and/or neo-Marxian approach. Most of the theoretical models assume aclosed,one-sector,capitalisteconomy.Models of uneven development.Notions of uneven development have beenprominent in the heterodox tradition and themodeling involves spatial andsectorialdisaggregation.Therelationofthemodelstomainstreamtheoriesofendogenousgrowth.

ExpectedLearningOutcomesUnderstandthebasisofeconomicmodels.

NATIONALBUSINESSOVERVIEW(10hoursonline)

Description

This course will approach the analysis of the national business overview:currentsituationofbusinessinLithuaniaandtheEuropeanUnion,Populationand Human Capital, the National Labour Market, Growth and Productivity,ForeignSector,etc.

ExpectedLearningOutcomes

Students will analyze the national economy in the context of the EuropeanUnionandinterpretthemostimportanteconomicdata.The student will learn to use the main data bases of both national andEuropean and international economic data, and to interpret them in theframeworkofmajoreconomicandnon-economicvariables.Studentswillacquireknowledgeofthemainfeaturesofthenationaleconomyand assess the interconnections that exist between countries as cause andeffectoftheirevolutionovertime.

CONSUMERMARKETINGANDB2BACTIVITIES(10hoursonline)

Description

ThiscourseisabouttoexploringhowcompanieshandlebusinessonB2BandB2C markets. The students will analyze consumer behavior from both theperspectivesof individualsandhowcompaniescouldfinddirectionsandhelpfromtheirbehaviorpatternsinvariousmarketingactivities.

ExpectedLearningOutcomes

Theaimofthecourseistogenerateunderstandingofconsumermarketingandbusiness-to-business activities. After participating in the course the studentwillgetanunderstandingaboutandlearnto:Explain the main concepts of consumer behaviour and relate to howcompaniescouldunderstandandtranslatethemintheirmarketingaction.Explain thebuyingprocess in companies and howdistributionworks inB2Bmarkets.AnalysevariousmarketingproblemsinB2BandB2Cmarkets.Researchandpresentvariousmarketingissues.

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CUSTOMERVALUEMODELS(15hoursonline)

Description

How do we define value? Can we measure it? What are our products andservicesactuallyworthtocustomers?Customervaluemodelsarebasedonassessmentsofthecostsandbenefitsofagivenmarketofferinginaparticularcustomerapplication.Dependingoncircumstances,suchasavailabilityofdataandacustomer’scooperation,asuppliermightbuildavaluemodelforanindividualcustomerorforamarketsegment,drawingondatagatheredfromseveralcustomersinthatsegment.Customervaluemodelsarenoteasytodevelop.Buttheexperiencesofsuppliersthathavebuiltandusedthemsuccessfullysuggestseveralguidelinesthatwebelievewillbeusefultoanycompanyattemptingtodefineandmeasurevalueforitscustomers.Thecoursewillfocuson:- Cultural Values: Cultural, social, and familial environments affect theformation and development of individual beliefs. In a socio-culturalenvironment, a set of values usually represents widely shared beliefs aboutwhatisdesirable.- Personal Values as the individuals' beliefs about what are desirable tothemselves.-ConsumptionValuesasthesubjectivebeliefsaboutdesirablewaystoattainpersonalvalues.- Consumption Schemata as the cognitive structure which organizes andrepresents personal ideas andbeliefs about the substanceof a consumptionactivity, such as interrelationships among complementary products, thecultural value and social meanings of the commodities, and personalpreferencesandaffectiveassociations.-TypologyofProductBenefits.Thereare fiveproductbenefits that influencethe consumer's choice behaviour: functional, social, emotional, epistemic,conditional.-PerceivedProductBenefits:Howconsumersperceiveandappreciateproductbenefitsviatheirpersonalconsumptionvaluesandconsumptionschemata.

ExpectedLearningOutcomesExploreandunderstandtheguidelinesofhowcustomervalueiscreated.

PROJECTMANAGEMENT:ANINTRODUCTION(10hoursonline)

Description

Themoduleisdesignedtoprovide:Basic project management skills with a strong emphasis on issues andproblemsassociatedwithdeliveringsuccessfulprojects.Anunderstandingoftheparticularissuesencounteredinhandlingprojectsand

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to offer students methods, techniques and 'hands-on' experience in dealingwiththem.

ExpectedLearningOutcomes

Gain the knowledge and confidence tomanage a project from beginning toend.Identifythedifferentstagesinvolvedinprojectplanning.Describe the use of a Gantt chart and the relevance of milestones inmonitoringandmeasuringprogresstakingaccountofbudget,expenditureandriskmanagement

INNOVATION(15hoursonline)

Description

The aim of the course is to provide understandings of how innovation takesplace,aswellasitseconomicandsocialconsequences.Thefocusofthecourseisonpracticesandprocessesthatentrepreneursandmanagersusetomanageinnovationeffectivelyinnewandexistingorganizationsandinnetworks.Thecoursedesignisgroundedontheassumptionthatanintegratedapproachto strategy (why?) and implementation (how?) of innovation is necessary.Consequently, it incorporates examples of both successful and unsuccessfulinnovationprojects.

ExpectedLearningOutcomes

Demonstrateknowledgeandunderstandingofdifferentaspectsofinnovation,anditsroleinbusinessandsociety.Demonstrate insight into current research and developments in innovationmanagement.Apply innovation-related theories in different settings in order to generatenewapproachestoinnovation.Identify, evaluate and suggest solutions to challenges in large and smallorganizationsrelatingtoinnovativeperformance.Demonstrateawarenessofethicalaspectsofinnovation.Asses the personal need for further knowledgeand take responsibility forhis/herownlearning.

SOCIALANDBUSINESSETHICS(10hoursonline)

Description

Anunderstandingofbusinessethicshasthusbecomeacrucialelementintheorganizational environment. The purpose of this course is to help studentsimprove theirability tomakeethicaldecisions inbusinessbyproviding themwith a framework that they can use to identify, analyse, and resolve ethicalissuesinbusinessdecisionmaking.In addition to individual decision making, business ethics and socialresponsibilityareimportantpartsofafirm’sbusinessstrategy.Thecoursewill

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focuson issues suchas conflicts betweenpersonal values andorganizationalgoals, the role of sustainability in business strategy, and the importance ofstakeholder relationships, corporate governance, and the development ofethicsprogramsandanethicalcultureinanorganization.

ExpectedLearningOutcomes

Understandhowethicscanbeincorporatedintokeybusinessdecisions.Learntoidentifycommonethicalissuesinbusiness.Identify,analyse,andunderstandhowbusinesspeoplemakeethicaldecisionsandhandleethicalissues.Learn about specific measures companies can take to build effective ethicsprograms.Understandmajorglobalethicsissuestakingplaceininternationalbusiness.Becomefamiliarwithhowfirmsevaluatesocialresponsibilityactivities.Learn the importance of fostering sustainability efforts and integrating a“green”missionintocorporatestrategy.

SOCIALRESPONSIBILITY(10hoursonline)

Description

This course provides an overview of corporate governance onmultinationalcompanies, specially focused on the role of shareholders activism onenvironmental,executivecompensationandsocial issues.Thiswill includeanunderstanding of the structural relationships determining authority andresponsibilityforthecorporationandtheirassociatedcomplexities.

ExpectedLearningOutcomes

Understand concepts of corporate governance and corporate socialresponsibility.Enable the development of a sound understanding of corporate governancepracticeinanationalandinternationalcontextandindustries.Integrate corporate governance aspects, economic viability and social andenvironmentalimpacts.

EvaluationandCertificationAppropriateguidance,supervisionandevaluationof internshipactivitiesandcontentareakeyelementforinternshipqualityandsuccessfullearningoutcomes.In addition towhatever evaluation toolsmay be established for each learning unit (tests,papers,groupprojects,oralpresentations,etc,)continuousevaluationofeachparticipatinggraduateintheprogrammewillbetheresponsibilityofhis/heracademictutor(assignedbytheuniversity)andhis/herbusinessmentor(assignedbythehostorganization).

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The programme must promote a proactive approach to guidance, supervision andevaluation by tutors/mentors, establishing adequate designation procedures, monitoringsystemsand,whenpossible,officialrecognitionorcompensationforthetaskscarriedoutbythetutors/mentors.Thebasicresponsibilitiesoftheacademictutorwillbeto:• Monitorthegraduate'sperformanceandprogressthroughouttheacademic programme.• Supervisethatactivitiescarriedoutbythegraduateinthehostcompanycomplywith thelearningitineraryandtermsagreedupon.• Offerguidanceandorientationwhendoubtsordifficultiesarise.• Resolvepossibleincidentsincoordinationwiththebusinessmentorand/orthe ProgrammeCommittee.• Reportontheintern’sperformanceandpresentanintermediaryandfinalevaluation reportinaccordancetothecriteriaestablishedbytheprogramme.• Suggestprogrammeimprovementsbasedonpersonalexperienceobtained.Thebusinessmentorwillbeexpectedto:• Establishthegraduate'slearningitineraryandworkplanatthehostorganisation.• Offerguidanceandorientationwhendoubtsordifficultiesarise.• Resolvepossibleincidentsincoordinationwiththeacademictutorand/orthe ProgrammeCommittee.• Monitortheprogressofin-companytrainingandworkactivitiescarriedoutbythe graduateatthehostorganisation.• Reportontheintern’sperformanceandpresentanintermediaryandfinalevaluation reportinaccordancetothecriteriaestablishedbytheprogramme.• Suggestprogrammeimprovementsbasedonpersonalexperienceobtained.

The intermediate and final reports presentedby the academic tutor andbusinessmentorshould include, for example, an evaluation of the graduate's: learning and technicalcapacities;timemanagement;communicationskills;responsibility;initiativeandmotivation;teamwork;creativity;leadership;etc.In order that the evaluation process be complete, the participating graduate will also berequiredtopresentan intermediaryand finalself-evaluationreportwhichwill include, forexample:

• Descriptionofthetaskscarriedoutatthehostorganisation.• Identificationofpossibleproblemsfacedandsolutionsimplemented.• Evaluationoftheknowledgeandskillsacquiredduringtheinternshipandthrough theacademicprogramme.• Perceivedbenefitsofparticipationintheprogrammewithrespecttohis/herentryin thejobmarketandfuturecareerdevelopment

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Itisimportantthattheevaluationreports(academictutor/businessmentor/participatinggraduate) be designed appropriately as theywill play an important role in the graduate'sfinal certification upon termination of the programme. It is recommended to providetemplatesforevaluators.

Thefinaldiplomawillbeissuedbytheuniversityandwillincludeatleastadescriptionoftheinternship (host organisation; starting and ending dates; brief description of activitiesundertaken)andoftheacademicprogrammefollowed(learningunits).QualityassuranceQualityassuranceisanorganisation'sguaranteethattheproductsorservicesitoffersmeettheestablishedqualitystandards.Toensurethatthegraduateprogrammemeetstheobjectivessetwiththedesiredstandards,we suggest the integration of simple quality evaluation tools which can provide thenecessaryfeedbacktoidentifystrongpoints,weakpointsandareasofimprovement:• Teacher evaluation questionnaires for participating graduates, (upon termination of

eachlearningunit).• Programme satisfaction questionnaires for participating graduates, academic tutors,

businessmentors,hostorganisationHRstaff(uponterminationoftheprogramme).

• Follow-up questionnaires for participating graduates and host organisations tomeasure impact in the short-medium and long term (6 months / 1 year afterterminationoftheprogramme).

• Specialfocusgroupsessions.

• Monitoring of Key Performance Indicators (KPIs), whichmay include items such as:internships not completed; reasons for early cancellation; average internshippermanence measured in months; teacher ratings; learning unit ratings; hostorganisations' fidelity rate; number of new host organisations; graduates offeredemploymentbyhostorganisation;graduateshiredbyhostorganisation.

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5. Intensive training for teaching staff ondevelopmentofcurriculumforgraduateprogramme/sTentativedates:April11thto15th,2016Venue:TobeprovidedbyPartners4Value/partneringUniversity.Participants:Selected lecturers from Kaunas University of Technology, Kaunas Vytautas MagnusUniversity,KlaipedaUniversity,VilniusGediminasTechnicalUniversity,andVilniusUniversity.Twolecturersperuniversity.Forselectioncriteria,consultTermsofReference.Thetrainingwillbedeliveredby:• ClaudiaBarquetDirector of National and International Business Development, and Alumni at UniversidadCamiloJoséCela(UCJC).Over 10 years of experience in planning, implementing and supervising innovationtechnology andmarketing projects by leveragingmy diplomatic background, internationalexperiences,andknowledgeoftheentrepreneurialandinnovationecosystemsinSpainandLatinAmerica.• DamiánMacíasInternationalCoordinatorofCampusdePazatUniversidadCamiloJoséCela(UCJC).Over10yearsofexperience inconsultancy,advisingandmanagement.Specialist inpublicmanagement,emotionalintelligenceandthedevelopmentoflearningprograms.

• MarisolPastorDirectorofTechnicalOffice,FundaciónUniversidadEmpresaMarisolPastorisDirectoroftheTechnicalOfficeatFundaciónUniversidad-Empresa(FUE).Ms.Pastor’sprofessionalexpertiseisfocusedonissuesrelatedtograduateentryintheSpanishlabourmarket.ShehasplayedanactiveroleinthedesignanddevelopmentofFUE’sinternshipprogrammesforuniversitystudentsandgraduates.Since2004,shehasleadorparticipatedin14studiesregarding:HRrecruitmentneedsandprofilerequirements;graduatejobplacement;studentandgraduateentrepreneurship;universitycareerservices;

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graduatecareerexpectationsandcommitment.Between1994-2013shewasalsoresponsiblefortheannualeditionofFUE’sgraduatejobopportunitiesandorientationguide.SheisamemberoftheGroupofExpertsattheObservatoryforGraduateEmploymentandEmployability,aninitiativelaunchedbytheSpanishRectorsConference(CRUE)andLaCaixain2012,andwasChairmanoftheEuropeanForumforCareersInformation(EFCI)from1996to2000.

• OnemoreFUErepresentative(TBC)

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Intensivetrainingtentativeprogramme: Monday,April11th09:00 ArrivalofLectures09:30 Welcome

IntroductiontotheGRADualprojectIntensiveTrainingobjectivesandmethodology

10:30 CoffeeBreak11:00 PresentationoftheGRADualGuidelinesandSurvey12:30 Lunchtime14:00 Goodpracticestolearnfrom15:30 Coffeebreak16:00 OverviewofthePersonalandProfessionalSkillsModule17:30 End Tuesday,April12th09:00 ArrivalofLectures09:30 Workshop:PersonalandProfessionalSkills(I)

-EmotionalIntelligence-SelfMotivation

10:30 CoffeeBreak11:00 Workshop:PersonalandProfessionalSkills(II)

-SelfManagement-ChangeManagement

12:30 Lunchtime14:00 Workshop:PersonalandProfessionalSkills(III)

-TeamWorking-CreativityandInnovation

15:30 Coffeebreak16:00 Workshop:PersonalandProfessionalSkills(IV)

-PublicSpeaking-Presentations

17:30 End Wednesday,April13th09:00 ArrivalofLectures09:30 Workshop:PersonalandProfessionalSkills(V)

-Negotiation-Leadership

10:30 CoffeeBreak11:00 Workshop:PersonalandProfessionalSkills(VI)

-Delegation-CareerDevelopmentandDecisionMaking

12:30 Lunchtime14:00 Workshop:PersonalandProfessionalSkills(VII)

-ProfessionalDevelopmentandLeadership-PersonalDevelopmentPlan

15:30 Coffeebreak16:00 Workshop:PersonalandProfessionalSkills(VIII)

-ExcelforBusiness-AccessforBusiness

17:30 End

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Thursday,April14th09:00 ArrivalofLectures09:30 OverviewoftheBusinessandManagementModule10:30 CoffeeBreak11:00 Workshop:BusinessandManagement(I)

-EconomicModels-NationalBusinessOverview

12:30 Lunchtime14:00 Workshop:BusinessandManagement(II)

-ConsumerMarketingandB2BActivities-ConsumerValueModels

15:30 Coffeebreak16:00 Workshop:BusinessandManagement(III)

-ProjectManagement:AnIntroduction-Innovation

17:30 End Friday,April15th09:00 ArrivalofLectures09:30 Workshop:BusinessandManagement(IV)

-SocialandBusinessEthics-SocialResponsibility

10:30 CoffeeBreak11:00 Howwillbethesystemofevaluationoftheteachers12:30 Lunchtime14:00 Tutoring.Solvingquestionsfromstudents15:30 Coffeebreak Wrapupsession

-Conclusions-Follow-upworkplanforthefollowingmonths

17:30 End

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6. Follow-upworkplan:Lecturerswillbeassignedtasksaspertheirthematicexpertise,competencesandcapacities,andwillbeexpectedtoprovidecommentsinpeerreviewmodalityoncolleagues'prepareddrafts,andcontributetothefinaldocument.Withtheaimofcoordinatingtheworkofallthepartsinvolvedinthisphaseoftheproject,weproposethefollowingworkplan:

Projectactivity April May June July

Feedbackfromlecturers Deadline9May,2016

Peerreviewprocess

Deadline6June,2016

Curriculumdeveloped

Deadline4July,2016

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