ASSESSING
ERASMUS+ prepared by Justina GarbauskaitÄ—-Jakimovska
Presentation Summary Points to Cover About the evaluators About the assessment process About the core quality points
Erasmus+Â
The evaluators Are selected according to the experience in: Assessing project applications Preparing project applications Preparing project applications in the youth field Implementing projects Participating in youth or youth work organizations
Professional development in the youth field Good command in English
Erasmus+
What happens when you press "submit"
ADMINISTRATIVE CHECK blacklist of organizations
DECLARATION OF INTERESTS what applications the experts have worked on this deadline; which organizations they cannot assess
RECEIVING RANDOMIZED APPLICATIONS or the ones that were re-submitted
how many people read our application? AT LEAST 3. SOMETIMES 4.
Erasmus+
Process of the evaluator no idea if everyone does the same
Go through the Guide for experts on quality assessment
Read the application and try to understand what is it that the applicants actually want to do
Write notes and grading according to the Guide for experts on quality assessment and extra recomendations for improvements
Transfer the notes to the online assessment tool, go through checklists for priorities and other important aspects
Consolidation
QUALITY HIGHLIGHTS
LOGIC between argumentation why the project is needed, what activities are foreseen, how they will contribute to achieving the aim, how will you know that it did. ALSO: no copy-pasting.
REALISTIC AND DETAILED Achievable and clear goals; project is well planned, clearly and thoroughly explained in understandable language; no unnecessary tools or irrelevant descriptions; only HOW you will implement the project step by stepÂ
PARTNERSHIPS actually functioning organizations in the youth field; no priority hunting; division of tasks.
QUALITY HIGHLIGHTS
NON-FORMAL LEARNING PROCESS
FOR A YOUTH EXCHANGE WHO WILL BE DOING IT?
projects is meant to learn, not to transfer knowledge or skills
project aplications prepared by project managers (project writers), teachers, cultural workers; trying to "hide" other activities under the action.
AND THEN WHAT? impact is different from results
The value of learning mobility and its impact on communities
Desk research was supported commissioned by the EU-Council of Europe youth partnership
impact
“YOUTH EXPOSURE TO CULTURAL DIVERSITY DOES NOT ONLY BENEFIT THE INDIVIDUALS DIRECTLY INVOLVED BUT ALSO THE COMMUNITIES CONCERNED, AS WELL AS FAMILIES AND PEERS. IT HELPS SPREAD A CULTURE OF OPENNESS, SOLIDARITY AND TOLERANCE WHICH HAS AN IMPACT BEYOND THE INDIVIDUAL PARTICIPANTS DIRECTLY INVOLVED” (Lejeune 2013)
models to measure impact THEORY OF CHANGE (LOGIC FLOW) implied impact
SURVEYING PARTICIPANTS After your activity on the spheres of life that you expected the project to have the impact on. DEVELOP THE INDICATORS.
INTERVIEWING / SURVEYING REPRESENTATIVES Representatives of the groups / community members you expected the project to have impact on
Impact
Direct through involvement of members into learning mobility activities; Direct through involvement of members into the follow-up activities; Implied (unmeasured) through multiplier effect Indirect (unmeasured) through visibility actions
Develop your own tools to measure the impact
Connect with the aims
Target the ones who might have been affected. Involve the participants and sending organizations. If you can, do the before and after surveys.
¡The impact on the communities or society in general is less direct, more difficult to grasp and requires a complex research methodology which, especially in short-term projects, is not the main aim.
time for your questions
learning mobility