Justina Garbauskaitė - Jakimovska presentation on assessment and impact

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