How to Respond to Clients Writing Applications

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Successful smiling young male job applicant holding a blue file with his curriculum vitae posing in front of his new work colleagues or business team-2

You are guiding a client in writing their application; you have seen their notes and prepared some feedback. Here are some steps on how to support your client.


Thanking the client for a great application

Make sure to praise their progress so far.


Reminding the Client of Available Guidelines that can Help Improve an Application such as:

  •  objectives outlined in application guide
  • getting a second person to proof-read the application to locate mistakes / omissions
  • checking feedback from previous rejected applications and learning from that advice
  • observing the Objectives of the Erasmus+ programme and the priorities of the Turing scheme so that the application addressing wider goals


Dedicate time to the Project Summary or Overview at the Start of the Application

 Follow the guiding bullet points religiously and organise your response in the same order. Revert back to the beginning whilst completing the application so that there is coherence between the Project Summary / Overview and the following sections.


Be Precise With the Information Provided

If an applicant states that you will use the School Education Gateway website, clarify what types of materials or presentations you will observing or applying to the preparation of your programme. If your application mentions the use of eTwinning or a portal, again be specific about what activities you will fulfil in order to give greater meaning.


Separate the Results of the Project into Knowledge, Skills, Training, Experience and Behaviours

This allows the application to demonstrate the full extent of the short- and long-term changes created by a new programme.


Have a Clear Vision of the Programme’s Activities and Locations

 Double check that the timing of mobilities compliments the school calendar and that each activities fulfils a separate focus in order to make the programme as comprehensive as possible. The evaluators want to see a programme that is rich in content and purpose.


Emphasise the Role of Your Chosen Programme in other Aspects of the Participants‘ Learning and Experience

 Show how the programme is assisting in other areas of your organisation’s operations. For example, indicate how the completion of the programme is contributing to the student’s overall performance evaluation for their school or university final report. In the case of educators, show how the programme is assisting in their professional development and supporting their CPD accumulation. Present the accreditation or certification that will accompany the programme activities.


Present a Detailed Breakdown of the Individuals and Groups that are Impacted by the Activities of the Programme

 It’s important to highlight the fact that the lasting results of the project go beyond the participants and that there is a domino effect. This requires brainstorming who is affected and in what way e.g. participating students and their peers, participating teachers and other colleagues, senior management, wider community.


Crisis Management and Adhering to Health and Safety is a Vital Aspect of the Information Provided

 Clarify the mechanisms and systems that will ensure that the participants have full support. Present the actions that will be enforced from the start of the programme that will guarantee that the arrangements are fulfilled securely.


Showing Sensitivity to Diversity and Difference

 Be transparent about the special provisions for participants with fewer opportunities or with educational needs so that all abilities are being addressed. This will ensure a greater allocation of points as the programme will be viewed as an important stepping stone for social mobility, inclusion and equality. 


For further information regarding the application process please also read the following blogs: