Active Citizenship Training

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Active Citizenship Training

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Main objective:

Measuring the impact ofinformal learningon Active Citizenship…

Evaluation Project

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CESOCentrum voor Europese Studies en Opleidingen, MaastrichtCentre for European Studies and Training

The partners: Netherlands

Micro-ProjectsNeighbourhood ProjectKeten (Youth) Project

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APOWERAssociation for the Promotion of Women in Romania, Timisoara

Romania

Micro-ProjectsProjects for victims of domestic violenceLearning project for staff members

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Arbetarrörelsens folkhögskola i Göteborg, AFIGLabour Movement Folk High school in Gothenburg

Sweden

Micro-Projects•full time and part time courses for migrants, long term unemployed

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• Imago Mundi, Cagliari, Sardinia services and support activities aiming at sensitising young people for their cultural patrimony

Italy

Micro-Projects• cultural event/courses on“Monumenti Aperti”

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Middle East Technical University (METU) Ankara, Department of Educational Sciences

Turkey

Micro ProjectsDemocratic education in the classroomEco-School Project

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Technical University of Grabovo

Bulgaria

Micro-Projects•Local Projects for visually impaired and unemployed persons

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University of Latvia,Faculty of Pedagogy and Psychology

Latvia

Micro-Projects•Rural women project

Laur

a

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Centrum Kształcenia Ustawicznego,Centre of Continuing Education CKU, Sopot

Poland

Micro-Projects•Regional grass root projects for disadvantaged youngsters, disabled and young adults

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• Pädagogisches Seminar, University of Göttingen• BUPNET• blinc eG

Germany

Micro Projects•10 informal learning projectsin the cultural, youth and environmental sector•cultural project (DOCUMENTA, Kassel)

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1. Definition work and Stocktaking2. Development of approach and

methodology3. Pre-Test Phase4. Implementation (Feasibility)5. Dissemination and Valorisation

ACT! Project Phases

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1. Measuring the Impact2. of Informal Learning3. on Active Citizenship…

Task and Setting

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• What is Active Citizenship- Regarding the Individual

rather than the community

- Demand oriented vs.supply oriented approach

- Context related

• What are Citizenship Competencesand how can we display and prove them

->”Evidencing” 3 Dimensions- Cognitive,- Activity related and- Affective

3. Active Citizenship

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2. Informal Learning

• “(Citizenship) Learning inEveryday Life”

• -> Micro-projects fornon-mainstreaming groups

• Individual (citizen-) life contexttaking in regard:- physical condition- state of mind- specific motivational situation- environment- resources- …..

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1. Measuring the Impact

Specific Evaluation Concept:

• Measuring the learning process (dynamic model)

• Open Inventory for relevant(context related) competences

• In informal contexts, evaluation must beat the same time:specific, comparable and flexible (a “growing” system)

• Subjective!

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ACT! Impact Assessment SystemStep 0: Description of project and process

Step 1: Selection of topics from Inventory

Step 2: Building the impact assessment frame-> Refining topics-> Defining the competence levels of the target group-> Individualized competence description in the 3D patterns

Step 3: Methodology and assessmentSelection of the right methodology (->Toolbox as help-tool)Developing questionnaires, interview questions, games, role plays,

observation

Step 4: EvidencingIndividual Interpretation of resultsInserting rating and comments in the cube descriptionsDeliverables: 3D-descriptions (related to topics) and Cubes on 3 levels

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Evidencing instrument• Training providers• Social Organisations NGO’s• Public Funding Bodies

Utilization and Perspectives

•New partners who apply the approach•Setting up a consulting approach•Training and Research•Collaborative Follow-up Projects

European Networking

The ACT! Approach

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www.act-eu.org

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Categories and aspired competences Select1. Category, Civic knowledge Institutional knowledge macro level:Institutional knowledge micro levelCultural issuesEnvironmental issuesCategory 2 : Soft skillsCommunication Cooperation:Decision-making:Negotiation: Expression:ManagementEndeavour Conflict solvingCategory 3, Basic attitudesOrientation towards changeSelf-esteemToleranceEmpathyAchievement motivation (ambitious, disinterested)4. Attitudes towards other groupsKnowledge about life and situation of othersWillingness to interact with people from other groupsWillingness to accept diversity and neglect discrimination5. Analysis of learners’ civic activitiesGetting and using informationInteracting in civic contexts, social group situations, institutions and projects (engagement)Participating in community with others

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1 2 4 5 6 7*

Grade General scaling Individual description/ explanatory statement

Rating1

Rating2

Remarks, explanations, reasons for your rating

5 Regulating with others

Your description for grade 5

4 Affective self-regulation

Your description for grade 4

3 Empathetic concern Your description for grade 3

Description of state 2: what has changed?

2 Perspective taking Your description for grade 2

1 Indifference Your description for grade 1

Description of state 1

Table: Exemplary grid for the affective competence dimension

The individual evaluation system-> describing the development of competences

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