The EOLAS Project(Women exploring options for accessing work)

Helen FitzgeraldResearch, Evaluation and Performance Monitoring Officer,PAUL PartnershipLimerick Ireland

A Pre-Employment Development Programme aimed at women distant from the labour market

Context for the Programme• Equality for Women Measure Funding (Access to

Employment Strand)

• Female unemployment rate in Limerick City higher than national average

• Education levels among females in Limerick City lower than national average

• Female Labour Force participation rate lower than national average

• Consultations with local stakeholders identified target group - Unemployed Women:• Distant from the Labour Market• Limited or no prior work experience• Looking for work for first time• Outside the labour market for long time (e.g.

homemakers)• Low educational levels• Low self-confidence and motivation• Lack of knowledge, awareness,

motivation about seeking work

Programme Objectives

1. To develop confidence and self-esteem

2. To develop skills, attitude and knowledge to make informed choices in relation to education, training and work related options open to them

3. To develop ICT skills

4. To reduce social isolation

Approach

• 3 days a week for 6 weeks – 51 participants• Combination of group work and 1-2-1 delivery• Pre-programme 1-2-1 meetings between

facilitator and potential participants• Follow up meetings 2-3 months later

Evaluation

• Qualitative and Quantitative approach

QuantitativePre- and Post Programme participant questionnaires:• demographic profile of the participants (pre

programme only)• participants’ levels of knowledge and skills in terms of

job-seeking • participants’ confidence levels in relation to ICT• participants’ levels of self-esteem (Rosenberg Self-

Esteem Scale)• Programme satisfaction (post programme only)

EvaluationQualitativeEnd of Programme Focus Groups:• Initial expectations for the programme and

whether they were met• Topics covered by the programme (e.g. relevance,

usefulness, enjoyment etc)• Impact of programme on participants, if at all• Recommendations for improving programme

Evaluation Findings

• Enhanced Confidence and Self-Esteem

“A lot of us had battered confidence at the start … We learned to value ourselves and our skills”

“We’ve learned we can do things just as well as anybody else”

“I’ve never done anything like this before…I was very nervous in the beginning…it’s done an awful lot for me….I’m much more confident now….It got me to think a lot about my life”

Pre-Programme% of Participants

Post-Programme% of Participants

High Self-Esteem 6% 38%Low Self-Esteem 12% 2%

Evaluation Findings• Enhanced Skills, Attitudes and Knowledge about seeking employment

“I found [it useful] finding out about my qualities that I have I did not know before this course”

“We didn’t realise what our skills are. It made us realise we have a lot”

“The amount of stuff, supports, services out there that are there to help us – the night classes, the courses, the grants”

Evaluation Findings• ICT Skills Development

“Learning to use a computer, that was getting over a hurdle for me. I got over a block with the internet”

“I never turned on a computer before. They frightened me half to death. But now I will keep going with it”

Pre-Programme% of Participants

Post-Programme% of Participants

I am confident about using a computer 62% 86%

Evaluation Findings

• Reduced Social Isolation

“having a place to go”“having a reason to get up in the morning”“being out and about” “the laughter with the girls”

Learning• Recruitment of participants –the “hard-to-reach”• Non-traditional and flexible recruitment methods

required; working with ‘gatekeepers’

• Pre-programme 1-2-1 meetings with potential participants is important• Enables programme content to be fine-tuned to

needs of group and individuals

Learning

• Programme Facilitator plays a key role• Recruitment of right facilitator is critical• Needs to be able to show a strong sense of

understanding and empathy

• Timing of Programme is important• Schedule programme in time for participants

to enrol in further education

Reflections on evaluation processStrengths• Before and after data collected • Rosenberg Self-Esteem Survey• Focus groups added rich qualitative data

Weaknesses• Self-administered survey• Literacy; understanding

• Timing of qualitative focus groups – time for reflection?• Long-term impact??• Follow-up evaluation 6/12 months later? but how to capture attribution

or contribution?• Small numbers, short term project• Resources – limited; tied to funding requirements