Methodological Guide For Edu Centres en

Introduction ..........................................................................................................................
1. What is Corporate Volunteering? .................................................................................... 4
2. Corporate Volunteering and education. .......................................................................... 8
3. Examples of cooperation. .............................................................................................. 10
3.1. Pre-schools and primary schools ............................................................................... 10
3.2. Secondary general schools ........................................................................................ 12
3.3. Vocational schools and professional training providers .............................................. 15
3.4. Higher education ........................................................................................................ 16
3.5. Special education ....................................................................................................... 17
3.6. Assistance to the schools management body ............................................................ 18
4. The schools involvement in the CV project management .......................................... 19
4.1. Before: Identification .................................................................................................. 20
4.1.1. Needs analysis .................................................................................................... 21
4.1.2. partners search .................................................................................................. 22
4.2. During ........................................................................................................................ 23
4.2.1. Beginning: Design ............................................................................................... 23
4.2.2. Beginning: Budgeting and resourcing .................................................................. 27
4.2.3. Implementation .................................................................................................... 28
4.2.4. Evaluation ........................................................................................................... 30
4.3. At the end: closure ..................................................................................................... 31
Conclusions ........................................................................................................................ 32
References .......................................................................................................................... 33
Funded by the Erasmus+ Programme of the European Union.

1
CV PLUS Corporate Volunteering as a Tool for Connecting Business and Education
Worlds is a European project aiming at creating a bridge between the education and
business worlds through Corporate Volunteering initiatives and illustrating relevant benefits
both for educational centres and companies they provide. The project is implemented by a
consortium of partners from different European countries: CEBEK (Spain), INVESLAN
(Spain), COOSS (Italy), KCZIA (Poland), LEARNMERA OY (Finland), HANSE-PARLAMENT
(Germany), VOKA KAMER (Belgium).
This Methodological Guide for Educational Centres is a handbook for managers, teachers
and trainers from schools, universities and professional training providers aimed at
supporting them in the design of specific programmes and activities based on Corporate
Volunteering (CV) in cooperation with companies.
The Guide consists of four parts (chapters):
1. What is Corporate Volunteering?
2. Corporate volunteering in education.
3. Examples of cooperation.
4. The schools involvement in the CV project management.
What will the Reader find in the Guide?
Definitions of volunteering and Corporate Volunteering,
Reasons why companies apply Corporate Volunteering,
A section to detail the benefits that these activities can bring to the company,
An answer to the question who is who in the joint activities of companies and
educational centres in the form of Corporate Volunteering,
Reasons why schools and other educational institutions should get involved in
cooperation with companies in the form of Corporate Volunteering,
Guidelines on how to implement a cooperation strategy,

2
Tips on how to define concrete activities,
Examples of key elements to guarantee the success of this kind of activities,
Some clues on how to measure the impact of such cooperation,
And more useful information!
The CV PLUS team strongly believes that Corporate Volunteering, being a joint cooperation
between schools (or other educational centres) and the business partners, can be an
innovative instrument of development of all who take part in it. We are pleased to offer this
particular Guide to support the representatives of educational centres in collaboration with
corporate volunteers from the enterprises.

3
Before starting explaining what Corporate Volunteering (CV) is, lets make sure we all
understand in the same way the concept of volunteering. It might have different connotations
from country to country, but we can agree that:
volunteering is an activity with no financial gains undertaken freely and without

compulsion for the benefits of others1.
On the basis of volunteering, the idea of CV arose. Corporate Volunteering occurs when
employees of a company are involved in voluntary activities for the benefits of individuals or
organizations outside of their company. The company supports the employee in these
voluntary activities according to its corporate culture, for example enables him/her to
volunteer during working hours, provides with material, logistics and/or financial assistance2.
Corporate volunteering is widely known also as Employee Volunteering.
1
Compare: CVE Handbook: How to Involve the Corporate Volunteers into the School Life? [PDF]: 5. Available at:
http://www.cve-project.eu/index.php/en/aims-and-objectives, accessed 31.05.2016.
2
Ibidem. Compare: Muthuri, J., Moon, J., Matten, D. (2006). Employee Volunteering and the Creation of Social
Capital. Research Paper No. 34-2006 ICCSR Research Paper Series - ISSN 1479-5124: 1.

4
The Corporate Volunteering, or Employee Volunteering, is a part of the Corporate Social
Responsibility (CSR) strategy of the company. CSR is an approach aiming to take
responsibility for the company's actions and try to influence positively through its activities the
environment, consumers, employees, communities, stakeholders and all other members of
the society3. From the companys side they are not purely altruistic activities, because they
bring many benefits, such as:
- Development of staffs skills and morale, attracting candidates identifying with

companys ethics and values
- Stronger positive participation of the company in the local communitys life
- Enhanced brand awareness, trust and loyalty among new and current customers
- Better image and reputation of the company.
Corporate Volunteering contributes to all of them, as well as it causes more specific

advantages to the company and employees (volunteers). The following table presents some
particular examples identified by partners of the CV PLUS project during the research among
the CV volunteers or CSR leaders in the companies implementing the CV activities for the
benefit of schools and other educational centres. The table contains the quotations from the
report Corporate Volunteering Good Practices Collection:
Benefits for volunteers Benefits for the companies
For volunteers, Corporate Volunteering is a real The most relevant benefits registered by
learning exchange: not only do they share and companies are the increasing of their positive
transfer their skills to other collectives, but above image and reputation and the improvement of the
all they strengthen their soft skills like: leading, integration, commitment and sense of belonging
communication, influencing, project management of employees, thus contributing to a better
and implementation. internal working environment.
They improve their work relations, making new Corporate Volunteering is an opportunity for
contacts with other colleagues and improving companies to share skills with future work force
team work. and attract, retain and motivate the best job
talents and more aware customers.
Volunteers employees usually satisfy their sense
3
CVE Handbook, op. cit. Compare: Muthuri, J., Moon, J., Matten, D. op. cit.

5
of fulfilment, satisfaction and enthusiasm and In a social responsibility perspective, corporate
they feel more integrated and useful in society. volunteering allows companies to know better the
communitys needs and to contribute to their
improvement.
Finally, companies have the opportunity to find

new aspects and ideas for their work and to
make new interesting contacts.
What are the parties of the corporate volunteering activities?
The volunteers - most often they are the employees of the company, including the
managers, sometimes also the employers (owners of the companies). If the
volunteers perform the activities in a group, they have a team leader, who might be
also a contact person,
The promoter - the above mentioned company (the employer in a broad sense), who
most often is the sponsor of the activity and supports in different ways the
volunteers in their corporate volunteering activities,
The institutional beneficiary - the organization/institution which receives the support

from the corporate volunteers. It can be a non-governmental organization (e.g. a
foundation, an association, or other types) or a public institution (e.g. a hospital or a
school). Also the institutional beneficiary should appoint a contact person
responsible for coordinating the cooperation with corporate volunteers, linking them
with the institution and supporting them with information, etc.,
The individual beneficiary(ies) the person or group of people who receive (directly
or indirectly) the support from the corporate volunteers. In case of the cooperation
with schools, they can be: students, teachers, principals, parents, the community,
etc.

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Under the concept of Corporate Volunteering there are many diverse activities, based on the
common grounds4:
- In the activity there are directly involved the companys employees (or other
representatives) as volunteers;
- The volunteers undertake the activities with free will, they are not forced or obliged to
get involved in the CV. They can be only encouraged by the boss, but the decision is
on them;
- The activities under the CV must be in any way supported/facilitated by the company
(employer). The personal involvement in volunteering services by an employee of the
company in his/her free time and without the support of the employer is volunteering,
but not Corporate Volunteering;
- Although the volunteers are not rewarded for the work they do in the framework of
volunteering activities, in some volunteering programs when they perform the
volunteering activities in the working hours, they receive regular remuneration as if
they performed their normal work tasks.
4
See: CSRInfo and Bank Zachodni WBK (2014). Wolontariat kompetencyjny. Od pomysu do sukcesu.
Przewodnik po wolontariacie pracowniczym [PDF]: 8-9. Available at:
https://static3.bzwbk.pl/asset/P/r/z/Przewodnik-Wolontariat_53905.pdf, accessed 31.05.2016.

7
The companies employers and employees - are within the stakeholders of the schools
(educational centres), and especially the local firms are the neighbours of the schools.
Many European countries educational policies require from schools to cooperate with the
organizations from their local environment, including the companies. It is also natural and in
most of the countries there are embedded fine practices of the collaboration. However, many
schools have lots to improve in this matter. Corporate Volunteering (CV) might be a good
solution.
CV can take many forms the boundary is the imagination of the parties of the cooperation
and the resources. That is why, many needs of the schools (educational centres) can be
satisfied with the actions undertaken by corporate volunteers, if only the partner is well
selected and the project is well done by both parties.

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Many of the CV activities contribute to better transition of the students from the schools to the
world of work. They are the means to reduce the gap between the competences demanded
by the labour market and those of the young people searching for a job opportunity. When
the students (and teachers) have the opportunity to work directly with the practicians, they
develop their vocational and soft skills. For example, in some countries schools count on
professionals from the business world that collaborate in the delivery of certain curricular
topics, offering the students a better perspective and contributing to a great extent that young
people see the link between education and their future professional options. In many
countries, business creation simulation exercises are carried out, supported by professionals
from the enterprise world allowing working on entrepreneurial attitudes and competencies.
Joint work with companies provides a new perspective for the students and teachers as it
can help them go into detail about certain knowledge and theoretical aspects through the
business reality view. Many of the projects are connected with the donations of equipment,
renovations or social and/or ecological actions, so they target various needs of the schools
(educational centres).
The companies want such cooperation! Corporate Volunteering is not only a fashion of last
years, but in fact it brings companies many benefits, see the chapter above. Both schools
(educational centres) and business improve thanks to the cooperation.

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The Corporate Volunteering (CV) activities may include: mentoring and coaching, training
and knowledge transfer schemes, workplace learning and training, community service, team
building projects and conference dedicated to volunteering, and many other. Below you can
find some examples of CV activities matched with the types of educational institutions. We
hope they will inspire you.
There are projects aimed at supporting the certain curricular skills of children. A foundation
established by a Polish company supports three primary schools by organizing and donating
extra classes of English language (individual and group) for the children from disadvantaged
families5. In Germany there is a local and successful project: once a week, voluntary
employees spend their lunch hour to go to schools and help kids (especially with reading
5
Wawel SA, http://fundacjawawel.pl

10
problems or from family with a challenged social background) learning to
read/write/homework6.
Corporate volunteers teach also different life skills. There are programs for children aged 5-9
on how to safely deal with electric current7. Other programs developed skills and values
associated with the use of money (effort, solidarity, savings) through participatory workshops
that encourage reflection and dialogue in the classroom8. Deutsche Telekom projects involve
theatre, environment, cooking, or workshops on how to handle money responsibly to teach
children and young people the abilities they need for a bright future as extracurricular
programs. In particular, the projects encourage 9 to 14-year-olds from disadvantaged
backgrounds to discover and expand their individual abilities gaining key competencies
such as communication, teamwork, dealing with conflict and self-organization to develop
both personal and career perspectives9.
In Poland, Orange Foundation links the employees-volunteers from Orange Company with
schools of different levels (primary and secondary). The overall objective is educating
children and young people about safety in the Internet through several programs, which
provide students, teachers and parents with publications, interactive tools and other
materials. Also, competitions for schools are organized, and the winning institutions are
equipped with the electronic devices and educational materials10 .
Another action, organized by the volunteers from an international company with cooperation
with police, concerned the safety on the roads. During the 1,5 hours workshops, they
explained the rules of crossing the road, calling an ambulance, safely travel as a passenger
in a car, etc. Different actions concerning this matter are organized in primary schools and
preschools11.
6
Die Leselernhelfer, http://www.mentor-hamburg.de/mitmachen/fuer-unternehmen/corporate-volunteering/
7
ENEA Capital Group, https://www.enea.pl/pl/grupaenea/odpowiedzialny-biznes/wolontariat-pracowniczy
8
Citi Group, http://www.citigroup.com/citi/about/citizenship/download/2008/country/polish_2008_polish.pdf
9
https://www.initiative-ich-kann-was.de/index.php?id=164; https://www.telekom.com/corporate-
responsibility/social-commitment/engagement-at-telekom/65020
10
http://fundacja.orange.pl/
11
PGNIG, http://gk.pgnig.pl/dzialania-spoleczne/odpowiedzialny-biznes/csr

11
Business creation simulation projects are common in the upper secondary education. Junior
Achievement Foundation in many countries, in cooperation with companies, leads programs
such as School of Practical Economics Young Enterprise. Students from selected schools
take part in the educational game which aims at establishing and running their own mini-
enterprise in their schools. Volunteers from the companies are involved in the programs
implementation. They are supporting the students with consultations when creating the mini-
enterprise. They also take part in assessing the enterprises as members of the jury in the
national competitions. The project helps young people to broaden their skills and make the
link between their studies and business. It is important, that the beneficiaries of the program
are not only the students, but also economics teachers12.
In Spain there was a project aimed at pupils between 14 to 16 years old, which goal was to
prevent school drop-out and to give these pupils professional orientation. Groups were
formed by 15 to 25 pupils. Volunteers were working in groups of 3-4 persons who worked as
a team and developed the activities always with the same pupils. This way, a close
collaboration and confidence was achieved. The work is focused in two areas: 1) giving
professional orientation; 2) trying to transmit the values of effort and the importance that
studying has in the working world. The activities included company visits with the
volunteers13.
Other interesting project (in Turkey) targeted on employability skills of students involves
active participation of the schools alumni. The graduates share their experiences, success
stories and talk about their sectors outlining the opportunities. The current students formed
an entrepreneurship club with the support of the alumni. In this club they organized activities
like promotion of vocations to have more information about the sectors and their
opportunities. Career days are organized, too. It happens that the graduates recommend the
current students at their workplaces as candidates for work. The school keeps in touch with
the graduates also via social media14.
12
Citi Handlowy, http://www.praktycznaekonomia.edu.pl/pl/o-programie
13
FUNDAR, http://www.csr360gpn.org/magazine/feature/csr-in-spain-engage-valencia/
14
Beikta Atatrk Anadolu High School, www.baalk12.tr

12
Some projects focusing on employability skills are targeted on students from certain ethnic
groups. The examples could be projects from England aiming at raising the educational
aspirations of black and ethnic minority students from local state schools within deprived
areas of London. The corporate volunteers supported the students in making informed
choices and achieving their potential academically, economically and socially15. Another
project with Bank of Englands involvement, consisted of a work placement in Monetary
Analysis for an able sixth former studying economics who comes from a very difficult
background; a group from the school has taken part in a mock assessment centre hosted by
the Bank; and the Bank's Head of Community Relations joined the advisory board of the
schools Careers Academy16.
An extensive project related to facilitating employability of the talented students involved

Slaughter and Mays employees in England. They tutored the students, facilitated workshops
and took part in university application and career support for them. Students were matched
with a volunteer from the firm for an hour-long tutorial every week to improve their academic
attainment. They also took part in workshops aimed at improving students soft skills such as
verbal communication and confidence and included a weekly debating club, medicine club,
creative writing club and an accelerated maths club. Finally, students received careers and
university application advice. This included visits to universities (including those outside of
London), workshops on how to choose a course and a university, personal statement
mentoring, interview masterclasses and work placements17.
Career mentoring and mentoring in academic areas could be met also in other CV projects in
England and Belgium. In the latter case, there was also identified an initiative of a Speed
Meet for high educated international talents. A selection of companies is invited to have a job
interview with the international talented young people18.
15
ACD Mentoring Programme, Withers LLP.
16
Quintin Kynaston Secondary School and Bank of England,
http://www.google.co.uk/search?hl=en&q=Quintin+Kynaston+School &meta.
17
http://www.slaughterandmay.com/what-we-do/community-and-environment/community/schools/case-study-the-
key-project.aspx.
18
VDAB, https://gsiw.stad.gent/eminenta.

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Some programs of the workshops for development of the social skills are also combined with
the training for development of employability skills (how to handle a job interview or how to
improve the Curriculum Vitae).
There are examples of projects focusing on orientation of pupils' careers. For pupils aged 14-
16, there is a program run by their teachers and the corporate volunteers. The latter present
their career paths during a visit in the school and next they guide the company visit to show
the specifics of the production and organization as well as of the other jobs19.
Some of the programs target wider skills of the students. The corporate volunteers provide
the workshops of the first aid and premedical rescue during the lessons and mass events,
like picnics, banquets, occasional parties20. In the other project, the banks employees
transferred to young people the practical financial knowledge and skills of using financial
services, so that their entering into mature life in the modern society was conscious and
successful. The volunteers are the banks staff. They are trained and provided with the
materials needed to conduct lessons on finances in lower secondary schools21. Similar
project combines financial education with induction of social projects. The Lessons about
Finances take place in schools, or other institutions, for students of lower secondary schools.
They comprise of two parts: one is informing about the roles and functions of banks in the
countrys economy as well as providing skills of analysing offers of banks; the second one is
providing students with the knowledge on how to organize projects for the local societies22.
Schools organize also social projects in cooperation with volunteers from companies. For
example in Romania the project involved teaching IT skills to seniors by students in
cooperation with corporate volunteers (Siemens Continental, ICT for seniors). An example
from Poland combines ecological themes with the social ones. The main topic of the project
was education on ecology and rational using of energy sources, but additionally the students
ran a street survey about the awareness of energy saving, prepared an informative and
19
Koalicja Prezesi-Wolontariusze, http://www.dobrybiznes.info/.
20
ENEA Capital Group, https://www.enea.pl/pl/grupaenea/odpowiedzialny-biznes/wolontariat-pracowniczy.
21
WIB, http://bakcyl.wib.org.pl/o-bakcylu.
22
BGK, http://mlodyobywatel.ceo.org.pl/lekcje-o-finansach.

14
promotional campaign about energy saving, collected wasted batteries and the income was
given to the treatment of their sick colleague23.
The cooperation of companies could be very broad. For example, a company from Turkey
provides the equipment to the school and professional workers or trainers come to the school
to give one to one training to the students in compliance with new developments in the
sector. Besides this training, the students visit the partner company and can see the
implementation of new technologies - they learn how to use the equipment in place. The
partner company also provides in-service trainings for teachers. In the factory teachers have
seminars to update their knowledge. Moreover, students can complete their mandatory
internships at the partner company during the summer24.
Another form of cooperation could be connected with the final examination and certification
of the students. The integrated test is a component of the examination program of last year
high school students of the Flemish technical, art and vocational education. The students
have to make a work/project/assignment where all school subjects are discussed. By using
the integrated test, the students have to prove that they can deliver the assignment
independently. The integrated test is judged by a mixed jury of teachers and people in the
subject field. There is a job fair for the students during the appraisal of the integrated tests.
This provides an occasion for the student to examine the job market25.
In Spain, the "VET Energy" is a pilot project that meets Repsol Foundations objective of
promoting entrepreneurship and social innovation in VET training. VET students and alumni
propose projects related to energy efficiency, mobility, sustainability or social issues. Repsol
volunteers advise students in the development of the selected projects through the creation
of work teams, which also involve a school teacher as an academic tutor. Students design,
23
PGE, http://www.gkpge.pl/fundacja-pge/jak-pomagamy/wolontariat-pracowniczy/projekty/edycja-1/energia-jest-
w-nas.
24
Takm Sa Company, Tm Kalp Company, Mercedes and Paksan Company,
http://gungorenteml.k12.tr/,http://tefbis.meb.gov.tr/.
25
VOKA, http://www.bernardusscholen.be/.

15
promote and lead the project, with the support of experts (volunteers and teachers) and
financial support by the Foundation26.
Another project in this country stems from a consolidated relationship between the company
and the VET Centre. Tecunis innovation sector raised seven challenges for innovation and
improvement that the trained students could undertake, allowing them to apply their
knowledge to real work contexts. Thus there were created the first two working groups: 4
students have worked together with Tecunis professional technicians and tutors, applying
their knowledge in innovative and concrete projects: one for the development of a semafrica
configuration and one for creating a computer program to control energy bills27.
Also vocational schools get involved in the social projects, especially those that can help
them develop skills connected to their profession. There is an example from Turkey where
the students of tailoring, in cooperation with corporate volunteers from textile industry,
designed and produced clothes for primary school children from financially disadvantaged
families. The companies (Karaca Textile and Setenay Textile) provided them with raw
materials and the employees gave the students assistance and advice.
A similar idea of the cooperation within a social project was implemented in Romania: a
company contributed with volunteer work and specialist design for the installation of water
and sewage and sanitary systems answering an invitation addressed by the local Rotary
Club as main organisers of the international paleontological summer camp. The company
invited to join in this work a selection of students from the technical high school. The
company designed the system and monitored with foremen and engineers the work of the
students from the high school who were studying in the profile of installations. During the
camp the company and the volunteering students assured the maintenance of the sanitary
installations.
One of the ideas in this area involves corporate volunteers providing consultations to the
students who are willing to open their business. For example, in Poland a gas company
26
http://www.fundacionrepsol.com/.
27
http://www.tecuni.com/.

16
organizes a project involving a group of employees from managerial or specialists positions
in job shadowing or mentoring activities for the students of technical universities28.
Other one, based in Poland, is a project aiming at development of particular branch of

science, in this case on nuclear power. On six universities the experts from the company
gave lectures. There were also organized competitions for students, graduates and
researchers. In the second edition there were organized informative meetings, workshops
and debates on the universities. Additionally, in secondary schools and Third Age
Universities the lectures were conducted29.
The projects may focus on developing childrens skills in different areas. For example, for the
children with disabilities aged 12-14, volunteers from a bank organize and implement the
workshops of financial education. The theoretical part of financial knowledge was presented
in the form of games and with visual materials that the students could easily assimilate. The
materials were developed according to the former practical experience and enriched with the
visual materials, games and tasks for the participating students. The atmosphere of the
workshops was happy and safe. The theoretical part referred to the every-day experiences
such as doing the shopping, recognizing the coins and notes, proper counting, etc30.
Another project involved volunteers activities like: action of restoration, installation and
cleaning, connected with equipping the boarding house, action of collection funds for the
small kitchen facilities, Christmas presents and tickets to the cinema for films adjusted for
persons with sight dysfunctions, educational workshops on: preparing for job interview,
searching for job, basics of banking services (e.g. e-banking, visit in a bank), visit in the
company to experience the atmosphere of working in an international company31.
28
PGNIG, www.pgnig.pl.
29
PGE, www.gkpge.pl.
30
Citi Handlowy, http://www.citibank.pl/poland/kronenberg/polish/6151.htm.
31
Capgemini, https://www.pl.capgemini.com/resource-file-
access/resource/pdf/raport_capegmini_inwestyjemy_w_dobre_pomysly_ii_edycja_ wersja_lekka_final.pdf.

17
The next example from Polish ground was a project for a child care home and an institution
for care and education of mentally disabled children and youth. They provided the workshops
for the teenage beneficiaries, according to their needs: time management, looking for job and
entering the job market, interpersonal communication, and social media. The project was
also aimed at equipping one of the institutions with the accessories for bicycles. After
implementing all of the workshops, the volunteers prepared the educational materials for the
young people, based on the workshops.
In England, there was a project involving volunteers with transferable skills as governors in
schools. School Governors work in partnership with the schools senior leadership team to
help provide the best possible education, and help give children the best possible start in life.
They have responsibilities similar to those of a corporate non-executive board of directors;
being responsible for appointing the Head Teacher, allocating and monitoring the budget;
agreeing the future direction of the school; and ensuring continuous school improvement32.
In Germany, employees help schools to update their curricula, create innovative teaching
concepts and bridge the academic world to the professional world. Companies support the
students to choose their later education / study courses / vocational training33.
32
School Governors One-Stop Shop, www.sgoss.org.uk.
33
http://www.schule-wirtschaft-hamburg.de/.

18
The way we would like to approach the topic of cooperation between the educational centres
and companies in the format of Corporate Volunteering (CV) concerns perception of schools
(and other educational centres) as institutional beneficiaries of the volunteering activities
performed by the representatives of the companies (employees and employers). At the same
time, schools and companies are partners who cooperate together for the success of the CV
project within their specific roles.
Companies are the main promoters of the CV initiative (project). Most often, the volunteers
themselves create the project, from the draft, through the implementation to its closure.
Sometimes the schools are simply the recipients of the volunteering activities, still they are
involved actively in the implementation to different extents. In other situation, schools can be
initiators of the projects idea, expressing their well-defined needs and inviting the companies
to collaboration and support in the form of CV. In both cases the employers have the decisive

19
power above all on the resources they want to involve in the project (in particular: time,
money, human resources, material resources, etc.).
In both above mentioned cases, the extent of the schools involvement into the CV project is
of a great importance, influencing its success, and in the same time influencing the scope of
benefits the school can gain in the project. How to make the best use of the corporate
volunteering project for your school? In our opinion, you should invest optimal amount of the
resources (time, information, involvement) into the cooperation with the business partner. On
the next pages you will find some tips useful throughout the life-cycle of the CV project from
the perspective of the school.
Probably, while reading this, you are at the stage: I got to know that CV is a good means of
achieving some advantageous goals for my school (educational centre). You may have some
advantageous goals already in mind, or it is likely, that you will have to define them. To do
it, make a need analysis of the school, centre, teachers, students, headmasters, parents and
other stakeholders.
Before you begin to prepare to the organization of the cooperation with the CV, remember
about one vital thing. Implementation of CV in the school (educational centre) depends on
the school management, e.g. headmaster, principal. It is very important to have the
management body convinced to the CV, so that they can make a supportive decision as well
as properly monitor the projects implementation. It is needed for the headmaster / principal
to have adequate knowledge on CV and consider it as worth to be implemented in the
school. The first goal is to meet with the headmaster or principal in order to explain the
advantages of such kind of collaboration with business world.
In addition, as no one wants to overload the participants, you should take the opportunity to
check if it is viable to integrate CV project in the teachers and students schedules. In sum,
since it involves a certain personal investment, what benefits will the participants have?
During this meeting it is important to display the benefits to all actors: school, teachers and
students. For this, the following step might be important.

20
A sophisticated needs analysis is not necessary here. Surely, you can find some areas
school can improve in and/or lacks something. To point out some examples:
Need of deepening students knowledge on certain topics;
Need of introducing some extracurricular activities;
Need of more practical activities in the teaching process;
Need of better understanding of the job market and specifics of certain

jobs/professions;
Need of career guidance for students;
Need of developing soft/transversal skills of students and/or teachers;
Need of advice in the management;
Need of social projects and encouraging involvement;
Need of better involving the students parents into the school life;
Need of renovation of the schools facilities, etc.
You can identify more examples. If any of them fits in the situation of your school, try to
describe them in the more concrete way. You can speak to people whom it concerns, also to
ask them about their expectations. Use the database of good practices from CV PLUS34 and
CVE35 projects to get to know different solutions already implemented. Find out what was
done in this area in the past and what have been the results. Is it possible to repeat the
activities, or to adapt them in the framework of the CV project?
You might have pointed many issues be aware that one CV project will not be a solution to
all of them. It may influence many areas in some way, but will be tailored to answer to one,
two or three of them. On some stage, probably now, you will have to choose which of them
34
Corporate Volunteering Good Practices Collection [PDF]. Available at: http://www.cvplus.eu.
35
Good Practices of Corporate Volunteering for Schools Database. [PDF]. Available at: http://www.cve-
project.eu/images/pdf/Database/CVE_Database_ENG2.pdf, accessed 01.09.2016.

21
you want to focus on. Most likely, it will be negotiated and made clear when discussing and
drafting the project with your partners - corporate volunteers.
Now, you might have a clear idea and identified goals you want to achieve and to them you
would like to find a business partner. You can look for a company which is already
implementing CV projects and convince them to work with you, or to approach a firm which
has never done the Employee Volunteering before and ask them: why not to start from
cooperation with us!
However, if your idea is vague, you can still get involved in CV as a beneficiary partner. The
easiest way is to search for the projects that are already developed and the only thing at this
stage is just to sign up. The examples from Poland are the BAKCYL project or Young Citizen
Program, presented in the CV PLUS Good Practices Collection36. The more challenging in
terms of project preparation is designing the CV project from scratch with a (new) schools
business partner. Useful tips could be found in the CV PLUS Methodological Guide for
Companies37.
Depending on which situation you are in, the way of looking for and contacting the company
may be different. You may need an extensive search, using different approaches. In other
cases, one phone call may be enough. Here are the options of getting in touch with your
prospective corporate partner:
Search in the media the Internet, press, etc. dedicated to business as well as non-
governmental sector;
Use the already existing contact network of the school with companies;
Use formal and informal private contacts (someone can forward your message to the
right person);
Search in the databases of companies in the region (or further);
36
Corporate Volunteering Good Practices Collection [PDF]. Available at: http://www.cvplus.eu.
37
CV PLUS Methodological Guide for Companies. Available at: http://www.cvplus.eu.

22
Read the annual reports and materials that describe Corporate Social Responsibility
activities (of a certain corporation or the collective publications / research papers);
Browse the companies websites to get to know their CV programs and CSR
activities;
Contact the companies following departments: community relations, corporate

communications, corporate relations, public relations or human resources; some
companies have on their websites special application forms for the organizations
which need volunteers;
Contact the staff of the company that you are interested in cooperation with;
Look for business networks, especially those based on the CSR topic.
You can find more information in the CVE Handbook: How to Involve the Corporate
Volunteers into the School Life? on pages 9 and 10.
You have entered into agreement with the business partner to develop the CV project,
congratulations! Your role does not end here. Your tasks may be well defined in some
regulated programs and you may have to stick to the requirements of the company. In other
cases, especially when you and the companys representative design the project together, it
will require your close collaboration. Anyway, in the following chapters you can find what to
focus on.
Generally, the design of the CV project is the task of the company, in most cases the
employee-volunteer. If you work with the team, they will most likely have the project leader.
However, for the task of designing the project they will need your help and information from
you. Providing them with information will be important on every stage of the projects
implementation and it will be one of the most important responsibilities. Upon it the success

23
of the initiative hangs. Have a look on some advantages of involving the beneficiaries of the
projects in designing them38:
A participatory approach to involving stakeholders in project planning often leads to a better

project. Some of the benefits of a participatory approach include:
Creates a shared vision
Generates ownership of and commitment to the project
Improves the relevance and quality of the project plan
Improves the effectiveness of the project plan
Identifies risks and risk-mitigation strategies
Improves accountability
Strengthens legitimacy and credibility.
Unless you have done it earlier, ask your corporate partners to provide you with the rules of
implementation of the CV projects in their company. If they organize CV activities for a
(relatively) long time, they might have official internal regulations that define the organization
process of the application for the grant, implementation of the project and reporting. With
that, you will get to know the framework of the projects implementation and the
responsibilities of the employer (company) and the employees-volunteers. If the company
has just initiated the CV activities, ask them about any important organizational matter. It is
recommended to establish an agreement between the school and the company, as well as
with the volunteers (employees). Some companies require such agreements. We will come
back to this topic in the sub-chapter about budgeting.
From the schools perspective, you have made the needs analysis and defined the goals. List
the outcomes (results) and the positive changes your organization wants to achieve from the
project. You can gather the ideas and opinions from other teachers, headmasters, pupils
(and parents, other school personnel, if need be). Present the list to the corporate partners
and together discuss what can be achieved, and what cannot. On the one hand, try to
negotiate and express what you care about, on the other hand, be realistic and empathic
try as much as possible to understand the position and possibilities of your partner. Make
38
Source: One Westminster (n.d.). Project management Design Stage 2. [PDF]. London. Available at:
http://www.onewestminster.org.uk/policies-and-toolkits, accessed 20.05.2016.

24
sure they are known to all people involved in the projects implementation. It is easier to work
in a team when you know where you head to.
When you agree on a number of outcomes, think of the evaluation measures to visualise at
the end of the project, whether the goals are reached. The volunteers from the company may
have the ready evaluation tools that may not include those outcomes. Set simple indicators
that will show the progress, e.g.: a questionnaire / discussion scenario to check if the
attitudes are changed; a test to check the progress in knowledge; register the number of
participants who put some new skills into practice, etc.
For your partner you are a repository of knowledge about the school (educational centre) and
direct beneficiaries they are going to work with. Describe the direct beneficiary group for the
corporate volunteers. In many cases they will work with students and in this field they may
feel very insecure. Be honest and realistic, tell about their strengths and weaknesses, and
inform them of possible problematic situations. If the activities take place in the school, they
will need such information as the size of the class, timetable of lessons, size of the
classroom, available equipment, structure of the building, etc. It might be useful for them to
get to know the organizational culture of the school (educational centre), social relations,
procedures (sometimes including certain legal regulations), and relations with any influencing
players the principal and the doorkeeper. As you know, sometimes it is important to whom
to turn for help, and whom to avoid
The important thing in the time of preparation to the project is to assess your (as a
representative of school in the project) time resources and to communicate it to your
business partner. You have to be honest with yourself on how much time you can dedicate to
the project, and to the company volunteers they should be aware how much they can rely
on you in terms of your time availability. Ask them for their expectations. Together, you
should define the rules of communication means, frequency, suitable day time, deadlines
for answering back, etc. Good communication is vital to the success of the CV project and if
it is neglected, things can end even with the end of cooperation. A good idea is to designate
an additional contact person who may be called in the case of your absence. There happen
projects that suffer a lot because of lack of answering the phone and failing to reveal the
information crucial to organize the activity. One of them is information about time availability
of the direct beneficiaries (e.g. students). It is advised to plan in advance the timetable of
project activities and stick to it. Do the best you can to ensure it happens from the schools
side. To make the plan, consider the best period in the school year to implement the project,

25
taking into account the day time, available venues and other resources. Consult it with any
school/centres personnel who will be involved in the project. All these are very important for
the corporate volunteers to design a good project.
Discuss with the projects leader from the companys side your and school/centres role in the
projects monitoring and evaluation. Surely they will expect the feedback from the schools
side and most likely they will have ready the tools to facilitate it. They may ask you for
documenting the progress of the project, as well as to assess its results on students and/or in
other areas. Make sure you know what information is needed, how to use the tools (reports,
questionnaires, etc.), as well as the time they have to be filled in and submitted to the
company partner. It is important to mention that the monitoring and the use of information
gathered should not be treated as a single activity performed at the end of the project but an
ongoing process from which school (educational centre) can benefit too, and the project can
improve. More about the evaluation could be found in the next sub-chapters.
Last but not least, help your business partner define the possible risks and foresee the
prevention actions and solutions. You are the best to know the possible problems that may
appear in the school/centres environment. To give you some examples:
Students do not want to take part in the activities of the project, if they are under the
voluntary participation,
Parents and/or other staff members are not interested in participating in the project or
they cannot because of some unplanned events,
The place of the event has to be changed (e.g. because of bad weather the outdoor
activities have to take place inside),
The date has to be changed because of the corporate partners sudden and
unplanned commitments, etc.
What can both sides do at the stage of planning the project to mitigate the risks? It is worth to
draft some solutions already in the beginning.

26
In general, this task belongs to the corporate partner. Usually, the companies are sponsors
or seek funding of the CV project and the beneficiaries bear no costs, at least directly.
However, in some cases the beneficiaries may (and may want to) share some part of funding
the activities. Make sure you know the school/centres and companys positions in this
matter.
In any case, there are some resources the school can provide to the project. Starting from
venue and equipment it contains, through making the copies of handouts, to offering the
volunteers some refreshments or lunch. In some projects, all this is supplied by the company,
but it not always happens. We encourage you to be generous where possible; it may pay
back, at least with the good atmosphere of the cooperation (which is actually of a great
value).
Here it is worth to mention about reporting. Some grants for the project are awarded under
certain rules and conditions, and require reporting in details. Your corporate partner is
responsible for preparing the reports, but may ask you for some data, among others obtained
from the monitoring and evaluation process. You may be given reporting templates and
asked to fill them in. Note down the reporting timelines and stick to them, because the
partner from the company will have the deadlines set for the reporting and your delays will
hold them.
With relation to the level of complexity of the project and the amount of funding, the school
(educational centre) may be required by the corporate partner to establish an agreement of
cooperation with them and the volunteering agreements with the employees taking part in the
project. The agreement should refer to the legal requirements resulting from the countrys
regulations of volunteering (or CV, if they exist). For example in Poland it is recommended to
include the clauses about: what activities will be performed by the volunteers; provision of
health and safety conditions; which party provides the volunteers with the accident
insurance; if the volunteers are provided with the health insurance (not obligatory according
to Polish law); etc. The practicians of CSR in Poland advice the companies and beneficiary
institutions of the corporate volunteering projects to prepare the regulations document of the
project, defining the responsibilities of the beneficiary institution (in our case the school or
educational centre), which are: obligation to implement the project and document it according
to the set rules; obligation to spend the funding according to the guidelines and budget

27
attached to the agreement; obligation to keep all the projects documentary for a certain
amount of time. Some companies reserve the rights to conduct the audit of the beneficiary
institution after the project39. [each partner will adapt this part to its legal framework and
countrys rules]
The activities depend of course on the contents of the project. But what is needed from the
organizational point of view? What you should take care of so that the cooperation was
successful and pleasant? What are key principles of implementing the project? Are there any
warning signs that something goes wrong?
We are sure that during the projects implementation you will need to come back to what was
written in the Design phase. Exchanging information with the volunteers team,
communication, giving feedback will be frequent. You may have to react to the unforeseen
events together, and you will be involved in the monitoring of the projects course. Have in
place and distribute to the people involved in the project the timetable of the activities. Ask
your business partner to prepare the timetable for the school (educational centre), indicating
the activities that the school takes part in and is responsible for.
Developing the relationships and taking care of good work atmosphere is not less important
than careful organization. Get to know your partners, let yourselves to lead the cooperation in
not too formal way, based on openness. Build mutual trust. Introduce the project team from
the company partner to the schools headmasters and staff members, especially those who
will be involved in the project activities. Introduce them also to the students. Prepare the
students to the project. Some activities may require providing them with preliminary
knowledge, but in all cases instruct them how they should behave and what the aims of the
project activity are, and finally what benefits they will gain. All these will contribute to the
efficiency of common work. Do not forget about professionalism, require it from the corporate
39
For further information (in Polish language) you can refer to: Forum Odpowiedzialnego Biznesu (2009). Firma =
Zaangaowanie. Pracownicy, wolontariusze, beneficjenci. Zeszyt 3. Warszawa. Available at:
http://www.kp.pl/files/social_reports/Broszura_Wolontariat_m.pdf , accessed 30.05.2016. The annex to this
publication includes the templates of the grant application form (for corporate volunteers), regulations of the grant
competition, report of the corporate volunteering project, agreement (contract) between the beneficiary institution
and the volunteer.

28
volunteers (this is the aim of that kind of cooperation, to share the professional
competencies), and show it, too. Both sides should treat the project seriously, not to do it
carelessly.
Some of the key principles that help the successful implementation of projects might
include40:
Shared vision and values amongst staff and partners

Clearly defined roles and responsibilities for each staff member, volunteer (and
organisation if you are working in partnership)
An ongoing, constructively critical, reciprocal dialogue about goals, models of change,
strategy and outcomes
Working together to accomplish agreed results and accepting joint responsibility for
achieving them
Willingness to learn from each other.
mutual accountability, respect and trust.
It is worth to mention also about the conditions the company partner (the corporate
volunteers) should provide to be considered accountable41:
1. Transparency - your partners do not only receive information necessary for the project
from you, they should also provide you (and the school, educational centre) with the
information timely. The procedures of the project and cooperation must be clear, too.
2. Participation - the school (educational centre) should have the opportunity to play an
active role in project activities that affect any schools stakeholders.
3. Evaluation - the projects progress must be reviewed periodically and the results should
be evaluated against the initial goals, so the corrective measures could be implemented
early enough.
4. Complaint and response mechanism - the school (educational centre) should be

provided with the possibility to complain against the corporate volunteers decisions and
40
Source: One Westminster (n.d.). Project management Implementation: Stage 4. [PDF]. London. Available at:
41
Ibidem.

29
actions that are against the good cooperation and the agreed project. The company
ensures that the complaints are properly reviewed and acted upon. The contact details
to the body supervising the CV within the company are provided.
The main aim of conducting the projects evaluation for the school (educational centre) and
the corporate volunteers is to learn from its results. Evaluation for its own sake is a waste of
time, however it happens in the projects sometimes, because it is needed for the formal
report. In fact, the evaluation should point out the good aspects of the project and the areas
that need improvement and thus to facilitate the corrective steps. Monitoring is the ongoing
oversight of projects as they are run to ensure that you are achieving your outcomes.
Evaluation is the deeper analysis at specified points of time relating to the outcomes that
should inform any significant changes to your project plan42.
According to the school/centres needs you may run a separate evaluation activities than
those proposed by the corporate volunteers if they does not suit the needs. In other case you
will be surely involved in the evaluation process required by the company (or other founder of
the project). Anyway, do not avoid speaking about the projects course and its results with
the direct beneficiaries of the CV activities. Especially involve students in the evaluation. You
can organize an open discussion, evaluation game or another form of creative evaluation to
attract them to express their opinions, reflections and (dis)satisfaction. Examples of
resources could be found in the publication: Essentials: Evaluation. Tried and tested
evaluation activities43.
Furthermore, do not forget about keeping a record of the activities. Think of making a list of
participants, taking photos and/or recoding a video. Prepare an article for the school/centres
website or other media to disseminate the idea and the results. However, before publication
make sure that you have the consent of the students parents, as well as the corporate
volunteers to publish their photos. Also, some volunteers, or the companies they work in,
42
One Westminster (n.d.). Project management Final Evaluation: Stage 5. [PDF]. London. Available at:
43
Unite Participation (n.d.). Essentials: Evaluation. Tried and tested evaluation activities. [PDF]. Available at:
https://czone.eastsussex.gov.uk/supportingchildren/youth/youthparticipation/toolkits/Documents/essentials_evalu
ation_toolkit_2008.pdf, accessed 20.05.2016.

30
may not grant you permission to publish the information about the name of the company, or
the names of the employees-volunteers or the quotations of what they had said. Respect
their decision and ask their authorisation, having in mind that CV is still a volunteering
activity. All participants of the project should be informed about the ways you want to
promote and inform about the project.
Bear in mind that in the projects life cycle there might appear unexpected outcomes, both
good and bad. Do not be afraid of hard questions to pose or answer them. Learn from
mistakes after a careful analysis of them. Stress the positive results and think of how they
can be used in the future and how to strengthen them.
And the general question at the end of the project for all stakeholders could focus on: What
changes in policy, practice, ideas, beliefs and attitudes have occurred in our school
(educational centre) as a result of the CV project?
Ending the project will probably require some paperwork connected with reporting and
recording it. Do not leave the reporting for the last minute. There might also appear some
unfinished businesses to close. Dedicate some time within the school/centres team to
summarise the project, also with the use of findings from the evaluation. Make a summary
also with your business partner to decide whether to close cooperation or continue it. If the
latter, appoint a new meeting and go back to the Identification point.
Finally, do not hesitate to celebrate! Always there will be any success that you can be proud
of. Praise the students and other people who took the active part in the projects
implementation. Encourage them to come back to the good outcomes they gained thanks to
the project and make use of them in the future. And be open for new challenges!

31
This Methodological Guide for Educational Centres was designed to provide teachers,
trainers, managers and other personnel of schools and educational organizations with
practical guidelines to organize effective cooperation with business partners in the framework
of Corporate Volunteering initiatives. As the CV PLUS project seeks to foster the cooperation
in the form of Corporate Volunteering for both the parties educational institutions and
enterprises the following products were also elaborated:
- Corporate Volunteering legal framework in CV PLUS partner countries;
- Good Practices Collection of Corporate Volunteering initiatives for schools;
- The training itineraries for the empowerment and assessment of staff volunteers skills and
for representatives of educational centres;
- The Methodological Guides for Companies.
All these tools can be found in CV PLUS Platform: www.cvplus.eu.
We sincerely hope you will make the best use of the projects products and as a result of
the cooperation based on Corporate Volunteering!

32
CSR Info and Bank Zachodni WBK. (2014). Wolontariat kompetencyjny. Od pomysu do
sukcesu. Przewodnik po wolontariacie pracowniczym [PDF]. Available at:
https://static3.bzwbk.pl/asset/P/r/z/Przewodnik-Wolontariat_53905.pdf, accessed
31.05.2016.
CVE Handbook: How to Involve the Corporate Volunteers into the School Life? [PDF].
Available at: http://www.cve-project.eu/index.php/en/aims-and-objectives, accessed
31.05.2016.
CV-PLUS project. Corporate Volunteering Good Practices Collection [PDF].
Forum Odpowiedzialnego Biznesu (2009). Firma = Zaangaowanie. Pracownicy,

wolontariusze, beneficjenci. Zeszyt 3. Warszawa. Available at:
http://www.kp.pl/files/social_reports/Broszura_Wolontariat_m.pdf , accessed 30.05.2016.
Forum Odpowiedzialnego Biznesu. Raport Odpowiedzialny Biznes w Polsce 2014. Dobre

Praktyki. Available at: http://odpowiedzialnybiznes.pl/wp-content/uploads/2015/04/Raport-
Odpowiedzialny-biznes-w-Polsce-2014.-Dobre-
praktyki_Forum_Odpowiedzialnego_Biznesu.pdf, accessed 02.09.2016.
Good Practices of Corporate Volunteering for Schools Database. [PDF]. Available at:
http://www.cve-project.eu/images/pdf/Database/CVE_Database_ENG2.pdf, accessed
01.09.2016.
One Westminster (n.d.). Project management [PDF]. London. Available at:


33
Disclaimer: This CV PLUS Methodological Guide for educational centres has been prepared as part
of the project Corporate Volunteering as a Tool for Connecting Business and Education Worlds, co-
financed by the Erasmus+ Program, KA2: Cooperation for innovation and the exchange of good
practices, Strategic partnership for VET and training. This publication reflects the views only of the
author, and the European Commission or SEPIE National Agency of Erasmus+ in Spain cannot be
held responsible for any use which may be made of the information contained herein.
CEBEK Spain
COOSS - Italy
Learnmera Oy Finland
Hanse Parlament Germany
KCZIA Poland
Flanders Chamber of Commerce and Industry Belgium
Inveslan Spain
This work is licensed under the Creative Commons Attribution-NonCommercial-

NoDerivatives 4.0 International License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-nd/4.0/ or send a letter to Creative Commons, PO Box
1866, Mountain View, CA 94042, USA.

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Introduction ..........................................................................................................................

1. What is Corporate Volunteering? .................................................................................... 4

2. Corporate Volunteering and education. .......................................................................... 8

3. Examples of cooperation. .............................................................................................. 10

3.1. Pre-schools and primary schools ............................................................................... 10

3.2. Secondary general schools ........................................................................................ 12

3.3. Vocational schools and professional training providers .............................................. 15

3.4. Higher education ........................................................................................................ 16

3.5. Special education ....................................................................................................... 17

3.6. Assistance to the schools management body ............................................................ 18

4. The schools involvement in the CV project management .......................................... 19

4.1. Before: Identification .................................................................................................. 20

4.1.1. Needs analysis .................................................................................................... 21

4.1.2. partners search .................................................................................................. 22

4.2. During ........................................................................................................................ 23

4.2.1. Beginning: Design ............................................................................................... 23

4.2.2. Beginning: Budgeting and resourcing .................................................................. 27

4.2.3. Implementation .................................................................................................... 28

4.2.4. Evaluation ........................................................................................................... 30

4.3. At the end: closure ..................................................................................................... 31

Funded by the Erasmus+ Programme of the European Union.

The Guide consists of four parts (chapters):

1. What is Corporate Volunteering?

2. Corporate volunteering in education.

4. The schools involvement in the CV project management.

What will the Reader find in the Guide?

Definitions of volunteering and Corporate Volunteering,

Reasons why companies apply Corporate Volunteering,

Guidelines on how to implement a cooperation strategy,

Funded by the Erasmus+ Programme of the European Union.

Examples of key elements to guarantee the success of this kind of activities,

Some clues on how to measure the impact of such cooperation,

And more useful information!

Funded by the Erasmus+ Programme of the European Union.

volunteering is an activity with no financial gains undertaken freely and without

Funded by the Erasmus+ Programme of the European Union.

- Development of staffs skills and morale, attracting candidates identifying with

- Stronger positive participation of the company in the local communitys life

- Better image and reputation of the company.

Corporate Volunteering contributes to all of them, as well as it causes more specific

Benefits for volunteers Benefits for the companies

Funded by the Erasmus+ Programme of the European Union.

Finally, companies have the opportunity to find

What are the parties of the corporate volunteering activities?

The institutional beneficiary - the organization/institution which receives the support

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

An extensive project related to facilitating employability of the talented students involved

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Other one, based in Poland, is a project aiming at development of particular branch of

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Funded by the Erasmus+ Programme of the European Union.

Need of deepening students knowledge on certain topics;