Rapporto di valutazione POVEL def_lorena_EN
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The evaluation of the POVEL project was ensured by the survey activities established by the evaluation plan proposed by SCF to the partnership at the beginning of the project and re-adapted in compliance with the needs which emerged at that time (the survey instruments established by the evaluation plan are attached, except for the monitoring form which is attached to the monitoring report).
The evaluation plan provided for a monitoring action supported by a survey card on the progress of the activities and the problems which emerged in the course of the project and by a satisfaction survey to measure the level of appreciation and effectiveness of transnational meetings. This survey activity allowed us to control the progress of the project and the quality of the products made, especially during the early project phases (research and kit planning phase), the intermediate monitoring report allows us to receive feedback on this part of the evaluation activities.
The second type of evaluation activities focuses mostly on quality and refers to the kit testing phase. As mentioned, the first two phases: research and kit preparation, in consideration of their characteristics, were kept under control through monitoring. Research indeed was carried out with the aid of a qualified and recognized scientific supervision which ensured the correct preparation of the questionnaire, of data collection and processing. This questionnaire would have made an additional quality evaluation redundant, thats why only a survey activity was put in place. As concerns the planning phase of instruments and kits, a quantitative monitoring was deemed fit for the assessment of the activities performed since the quality of the products made was evaluated over the course of testing.
For the evaluation of the testing phase three instruments were used: a structured questionnaire to measure the perception of the kits by the students involved (annex 3), a semi-structured journal edited by the coordinators and tutors of the of the activities (annex 1), a semi-structured interview made in the presence of the project partners (annex 2). Some accounts of involved students were also taken into consideration. These instruments allowed us to collect the point of view of the stakeholders involved in the activities: students, trainers and tutors who directly managed classroom testing, coordinating the partnership activities.
The testing of the four teaching kits (Media violence, Peer violence and bullying, violence related to drug assumption, violence related to alcohol abuse) is briefly described in the following chart.
CountryOrganization involved in testingOwn kit
ItalyCEFAL, CIVIFORM, FOSFMedia Violence
65 (44 questionnaires filled in and returned) + 85 (peer education conference in CIVIFORM)Violence related to alcohol abuse; Peer violence and bullying; Violence related to drug assumption
Period: March July 2012
Period: October 2012 -8 February 2013
SpainTRINIJOVEPeer violence and bullying
Period: April - may 2012Period: April - may 2012
FrenchID FormationViolence related to drugs assumption
34Violence related to alcohol abuse
Period: October - November 2012 Period: October - November 2012
BelgiumFISSAAJViolence related to alcohol abuse52 students Violence related to drug assumption50 students
October -December 2012Period: October 2012 - January 2013
The point of view of coordinators, trainers and tutorsBy analysing the outcomes of the semi-structured interviews made to the coordinators of involved partners and the journals written by trainers and tutors what follows emerges.
As mentioned during the monitoring phase, after each partner tested a kit it had not prepared, a phase of adaptation to the national context and the specific needs of final beneficiaries followed, which was especially necessary for the violence related to drug assumption kit that had been designed for an older target of beneficiaries than the others. Not all partners chose to carry out all the activities contained in the original kits, as expected, each organization followed and adapted the proposals which would better suit their local needs. In all the accounts gathered, this adaptation phase is deemed as essential for the success of the activities. An adaptation activity was required in some cases over the course of testing: for example while testing the violence related to alcohol abuse kit by Civiform problems were noted concerning the themes dealt with which were connected to the personal and family experiences of the students, as a consequence we chose to re-organize some of the set contents to make room for the unexpected issues which emerged. All the contents adaptation activities carried out show that the project request of preparing flexible and adaptable instruments was met.
All the kits provided for informative activities consisting of presentations and interactive activities (video-clips, games, theme discussions...) which would boost the active role of the students in facing the themes under review.
The activities in almost all cases were managed by internal trainers and tutors of the organizations involved in testing. In two cases the management methods partly deviated from this model: The Belgian partner involved independent experts to manage all the set activities, because of the mistrust shown by the school trainers to face alcohol- and drug-related themes, which made it impossible to directly involve them in the activities. In this regard, please note that it would be necessary to work on raising the awareness of these figures on the importance to deal with similar themes on a regular basis in the teaching curriculum. Another organization which, for different reasons, decided to involve experts is Civiform which decided to foster a peer education-based education programme: the themes of the tested kits were proposed and managed by some peer-education experts who worked with small groups of students (12 per kit) who then had the chance, during an ad-hoc event, to carry out an information/education activity of their CFP peers (approximately one hundred). These peer education-trained students were also appointed as contact people for their classmates who would require advice on the issues dealt with during the year. In the case of Civiform CFP teachers were still involved and at a later time of training they also directly participated.
Most of the managers of the activities think that creating a motivated and active group is very demanding. To favour the interest of the students the strategies included:
Favouring the more theoretical phases of presentation in the morning hours and leave the more interactive activities for the afternoon;
Involving the students in the planning phase of the activities to be carried out;
Involving experts from the reference sector to skilfully and punctually deal with problems concerning the personal experiences of the students;
Referring the themes which appear to be more theoretical to the personal experiences of the students favouring the surfacing of their experiences and actual examples.
In all the cases the stress is on the fact that after an initial mistrust of the students (and in some cases of the teachers involved) on the proposed activities a clear increase in interest and participation of the group is shown that is also witnessed by the outcomes of the questionnaires to the final beneficiaries at the end of testing.
From the point of view of the trainers involved some significant elements emerged, in some cases defined as unexpected, in relation to the themes dealt with, that is worth mentioning:
many of the involved students struggle to catalogue the use of alcohol as an abuse while they are more familiar talking about drug abuse;
there is still much confusion about the legislation on abuse despite the fact that some themes are now usually dealt with by media, this shows the ineffectiveness of many of the conveyed messages, on the contrary after completing the proposed kits the students prove to have appreciably increased their awareness.
The theme of alcohol abuse in many cases has led to the appearance of problematic personal and family experiences, an element which has us think about the need not to underestimate the importance of regularly addressing this theme in school curricula.
As regards the students involved in testing the alcohol and drug abuse kits those involved in the testing of bullying and media violence kits appear to have less prior knowledge and direct experience on the issue.The point of view of studentsAt the end of testing the students who took part in the testing were asked to answer anonymously a questionnaire which would record their interest in the activities carried out and their perception on the effectiveness of proposed instruments.
Below, there is a series of charts which outline what came out of the answers. For each question there is a corresponding chart which contains the answers expressed as a percentage of all students (notwithstanding the kit they received) and one where it is possible to distinguish the answer percentage in relation to the specific programme (Media violence, Peer violence and bullying, violence related to drug assumption, violence related to alcohol abuse). The percentage data refers to a sample of over 400 students who answered the questionnaires given by the various partners involved.
The first question asked aimed at checking