Lewis Carroll, Alice in wonderland Working on Im Impact in in - - PowerPoint PPT Presentation

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Lewis Carroll, Alice in wonderland Working on Im Impact in in - - PowerPoint PPT Presentation

Feb 14, 2023 134 likes •404 views

Would you tell me, please, which way I ought to go from here?" "That depends a good deal on where you want to get to." Lewis Carroll, Alice in wonderland Working on Im Impact in in Erasmus+ in in The Netherlands NA

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Would you tell me, please, which way I

  • ught to go from here?"

"That depends a good deal on where you want to get to."

Lewis Carroll, Alice in wonderland

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SLIDE 2

Working on Im Impact in in Erasmus+ in in The Netherlands

NA Education&Training and NA Youth

Malta, March 2017, Saskia Verhagen

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SLIDE 3

This presentation will take you through:

  • Points of departure
  • Schematic approach
  • Examples projects
  • Rationale, strategies
  • Key interventions including status and opportunities
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Untangli ling Im Impact in in the NA…….

Some characteristics:

  • Building on piloting and experimenting in

2015/2016

  • From overarching strategy and common

language to DIY tools

  • Qualitative and quantitative approach
  • Talking about change instead of impact

(based on Theory of Change-thinking)

  • Adapting to EC terminology ( for e.g. levels
  • f impact & ‘desired’ and ‘expected’ impact)
  • Joint NA Youth and NA E&T Working Group

Impact

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SLIDE 5

NL NA has three rationales for focusing

  • n impact….

Being Accountable Learning and Improving Positioning and Branding

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Can be controlled Under direct influence

Under indirect influence

P l a n n e d W o r k

I n t e n d e d r e s u l t s

I N P U T … A C T I V I T I E S O U T P U T O U T C O M E (use of outputs) Expected Impact I M P A C T Desired impact e.g. resources and staff e.g. methodology, work e.g. publications, reports e.g. Change in

  • Competence
  • Knowledge
  • Perception
  • Policy
  • Ed. practice

e.g. Change in lifes

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SLIDE 7

Can be controlled Under direct influence

Under indirect influence

P l a n n e d W o r k I n t e n d e d r e s u l t s I N P U T A C T I V I T I E S O U T P U T O U T C O M E (use of outputs) Expected impact I M P A C T Desired Impact ,
  • Time
  • Finances
  • Knowledge
  • Organising
mobilities
  • # mobilities
staff
  • # mobilities
students
  • Ppt reports
Change @
  • Individual
  • Organisation
al
  • Systemic
(NA) Change in employability, behaviour

Example KeyAction1

  • 1. Plan backwards
  • Analyze what you think

you are contributing to

  • Decide what type of

results you need

  • Design your activities
  • 2. Monitoring and

reporting

  • What Signs of Change

will occur?

  • How will you measure

them?

  • What will you do when

you seem not to be achieving your expected impact?

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SLIDE 8

Concrete KA1…

VET project x

  • Expected impact:

motivation building, inclusion

  • Approach: selection

process, accompanying staff, relation partners

  • Indicators: individual

interviews, observations

HE project y :

  • Expected impact: quality
  • f art education
  • Approach: incoming

mobility, partner selection

  • Indicators: tbd

SE project

  • Expected impact:

Adapted teaching

  • Approach: Learning

Agreement, partners

  • Indicators: focus groups,
  • bservations,

Challenges; ECHE and VET Charter

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SLIDE 9

Relevance

Problem analysed? What needs to change? What else is happening? Are YOU the actor to push for this change?? Partnerships Which actors are needed to achieve change? Project management Design Monitor & Measure Adapt Achieving change (impact)

KA2 approach

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Strategies 2017-2020

  • 1. Enabling (running and new)projects to

achieve maximum impact

  • 2. Harvest stories and proof of impact

from (running and closed) projects

  • 3. Research larger scale (national)

impact

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  • 1. Enabling (running and new)projects to

achieve maximum impact

  • Training of all NA staff
  • Tools and presentations per step of project cycle.
  • Guide on impact for projects (internal and external),
  • Extra training and events ( for example new KA2

applicants training, project design support)

  • Training of all experts

Status: draft versions available Opportunities: collaboration on tools, guide and training.

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SLIDE 12
  • Thematic impact focus per year (professionalisation,

inclusion, employability, personal development)

  • Thematic Theory of Change and questions to answer

Qualitative and Quantitative activities:

  • Stories of Change collection
  • Analysis of ppts reports
  • Linking and Learning events with partners
  • Etc
  • 2. Harvest stories and proof of impact

from projects

Status: Thematic focus decided, Working Group formed, Opportunities: Link to the TCAs?

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SLIDE 13
  • 4 year action research; quantitative and qualitative
  • “Where and how does Erasmus + add value through

mobilities”

  • 3. Research larger scale (national)

impact

Status : Design phase, discussions with national research institutes on added value of international mobility Opportunities: Sharing design.

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SLIDE 14

The end.

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SLIDE 15

Reserve slides

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SLIDE 16 KA1 Do we expect impact occurring in or after projects? Expected types of impact Possible tools ( to measure or to start discussion)HYPERLINKS Supportive approach/questions Individual level ALWAYS Staff and student level Effects on staff and or students  Personal growth  Motivation  Intercultural competences  Language Focus group discussions Analysis of ppts reports Observations Story telling Tests L&L on inclusion L&L on professionalization Key messages:  Students and staff; learn more when pre departure expected learning
  • utcomes are defined.
 Link your selection process to your expected impact  Organisational aims linked to staff mobility is a win. Organisational level ALMOST ALWAYS, only for new projects organisational level impact can be minimal; Improved teaching (didactics, interpersonal skills, motivation, vakkennis) Improved adaptability of sectors
  • r units
Improved international position
  • f the school
Improved inclusion Focus groups Qualitative analysis of innovations. Xxxx Link to selection process; what is your expected impact, so what does that mean for whom you select? Is there a conscious choice? Are people going on mobility aware of what is the expected impact on organisational level? Systemic level (sustainable Changes
  • utside the school or
partners, policy level- local national? ) NO Not individual projects, but the NA researches the effect of KA 1 together on Professionalization and social inclusion European level. POSSIBLE International curricula, cross border employment ( Euregios? Sectoral?) etc. Analysis of networks? Focus groups
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  • 1. Understand HOW

CHANGE HAPPENS in the contexts that you are working in

  • 2. Identify YOUR ROLE in

contributing to these changes

  • 3. Develop A CAUSAL

PATHWAY illustrating how your efforts will contribute to identified changes

  • 4. Identify THE

ASSSUMPTIONS that will need to be tested through life of programme

  • 5. Develop a MEL

framework for your TOC.

  • 6. Continuously MONITOR

CHANGE and your change pathway; and TEST

  • ASSUMPTIONS. Adapt if

necessary

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SLIDE 20 Ka 103 Ka107 Voorlichting Aanvraag Beoordeling Kick off Monitoring System Check Progress report Eind rapportage Voorlichting De 13 vragen voor planning. Training verbeter je proectontwer p Advies gesprekken Hand out, hoe kijken we naar impact ( zie guide) Training Aanvraag Beoordeling Kick off Interim Rport Vraag aangepast aan impact. Progress report On the Spot Monitoring Final report Overzicht bestaande tools aangepast aan impact waar nodig en en speciale impact tools Verdelen per sector of per actielijn[SV1] KA 1 KA 2 [SV1]Ik denk per actielijn. Verschil in vragen een aanpak charters, school
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SLIDE 21 Ka 103 Ka107 Voorlichting Aanvraag Beoordeling Kick off Monitoring System Check Progress report Eind rapportage
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