measuring the impact wp5 & wp9 echo utrecht / kinderuni wien 28.02.2013 hendrik asper (echo)
TRANSCRIPT
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Measuring the ImpactWP5 & WP9
ECHO Utrecht / KinderUni Wien
28.02.2013Hendrik Asper (ECHO)
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ECHOEstablished in 1994, an independent NGO since 10 years.
Initiatives for social inclusion and access to Higher Education. Advising on policy and implementation of strategic goals of the ministry of education.
Working together with the ministry, institutions of higher education, municipalities and community organizations. Disseminating knowledge and best practices on social inclusion.
12 years of ECHO awards has created a close network of over 200 hundred first generation students and young professionals.
Involved in national projects regarding the benchmarking and tracking of HE students (access, attrition and success) and the design of performance indicators.
Quantitative and Qualitative analyses regarding the participation of underrepresented groups for regional/national governments, (HE) institutions and companies.
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Local Defined Minorities
• LDM captures the diversity of ways in which under-represented groups are understood at the national, regional, city level.
• LDM is based in the differing socio-demographic nature of local areas.
• A likely starting point is that the children would be one of the first in their family to enter higher education, but this would not have to be the case for all children.
• The LDM can be very different depending on the SIS activity.
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WP5/9 & MQTDeveloping a SIS-wide framework for:
– Identifying and raising awareness of underrepresented groups in their respective locale (locally defined minorities)
– Benchmarking the participation rate of underrepresented groups in children’s activities and HE education
– Surveying and charting the children participating in the activities.
– Setting up a sustainable and comparative monitoring system for SiS activities, measuring long-term impact
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Goals monitoring framework• The monitoring framework provides institutions and
organisations insights into their commitment and readiness (newcomers) to engage children and young people into science, with a specific focus on the inclusion of underrepresented groups (LDM).
• This framework is determined by a set of criteria (MQTs), or dimensions, which reflects the sustainability of the models.
• The MQT sections are (1) Strategic development & embedding, (2) Cooperation & networking, (3) Engagement target groups, (4) Academic impact and (5) Evaluation and monitoring.
• Each MQT section consists of a set of measurable indicators.
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Stakeholders
• Organisations and institutions organising the children’s activities:– Comparing the approach to children’s activities– Best practices– Securing budget and sponsoring
• Policy-makers (institutional or governmental)– Raising awareness– Budgetting
• Researchers• Parents
– Limited due to the regionality
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Monitoring Framework Toolbox
• Raising awareness: background documentation on Locally Defined Minorities and underrepresented groups. – Combined with the SIS practical guide for newcomers
• General data on the participation of underrepresented groups
Measuring the Impact• Together with institutions and policymakers : institutional
benchmarking on readiness, engagement and sustainability• With organizers and children : monitoring of activities • Long term : the effect of children’s activities
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Children activities
Underrepresented groups
Evaluation and monitoring
Academic impact
Engagement target groups
Cooperation and networking
Strategic development and
embedding
Background institutions
Self-assessment and benchmarking
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MQT principles (based on U-map)
• Empirical data, reliable and verifiable• User-driven comparisons• Multiple perspectives• Applicable to providers of SiS-activities• Non-hierarchical dimensions• Efficient, comparable, data collection
Challenges• Participation of HE-policymakers and organizers : what
information do we need, can we attain, can we compare on a EU level (best practices)
• Realization of a sustainable long term measuring of impact (quantitative and qualitative)
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Monitoring framework
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Str
ateg
ic d
evel
opm
ent
and
embe
ddin
g
Focus strategic development plan and
children activities
Alignment of agenda’s (national, regional,
local)
Financial sources & in kind contributions
HRM: specific capacity, trainings, permanent
staff
Specific facilities
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Coo
pera
tion
and
netw
orki
ng
To realize children activities
To get in contact with underrepresented
groups
To exchange knowledge
To get an accreditation
Use of (targeted) communication tools
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En
ga
gin
g ta
rge
t gro
up
s
Participation and relationship
(underrepresented) children
Role of families, use of role modeling concepts
Social & political context
Unintended spin offs
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Aca
de
mic
imp
act Change of learning behavior
children
Change of curricula, pedagogy
Putting themes on the agenda
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Eva
lua
tion
an
d m
onito
rin
g
Evaluation activities
Data collection background children and parents
Monitoring goals
program
Analyzing and comparing (benchmarking)