Rapporto di monitoraggio intermedio def ENG

Code JUST/2009-2010/DAP3/AG/1349

Project POVELDaphne programme

MONITORING REPORTEdited by

This presentation has been produced with the financial support of the Daphne III Programme of the European Commission. Contents are the sole responsibility of Scuola Centrale Formazione and its partners and can in no way be taken to reflect the views of the European Commission.

Intermediate monitoring of the project progress was performed by handing out a survey card (attachment 1) to project partners asking them to complete it together with the stakeholders who helped organize the activities carried out during the reference period. The card is divided into three sections: one concerns the common assessment of the project macro-areas, another analyses the progress of the activities during the reference period, the third highlights strong and weak points.All the common project areas feature similar average scores ranging between 3 and 4, in the following chart the averages by area of indicators are highlighted.

3,7

3,0

3,7 3,74,0

3,3

0,00,51,01,52,02,53,03,54,0

1

Opinions on general project aspects

Project structure Project management Partnership Products made Meetings Remote communications

This project has been produced with the financial support of the Daphne III Programme of the European Commission.

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By analysing the motivations given to the scores by the project partners one understands that the project contents are deemed by all partners as especially interesting and useful to tackle in the reference contexts.The project structure is also recognized as valid, suitable to contents and beneficiaries: in particular, consistency between the planned activities and set objectives is stressed. The only problem reported in this area consists in the short time which could be devoted to the experimentation of the second kit, because of inevitable coincidences between the project due dates and important school deadlines in the contexts where the kits were experimented (ex. exams, internships...). As for the rest, the structuring of the activities proved to respond well to the needs found during the designing and planning phase, in particular the activities targeted to beneficiaries proved to be adequate and effective.The partnership is considered functioning, as predictable communications are more effective during transnational meetings than on remote (email, telephone, Skype...) media which are not deemed as capable of ensuring effective communication among multiple partners at the same time. On the contrary, especially the use of email is appreciated in the communication between pairs of partners to manage specific issues or items, relationships in which answers are usually more prompt and straight-forward. As concerns remote communication it is worth stressing that partners appreciated the project website and the regularity and quality of the newsletters.As mentioned, both the organization and the agenda of the meetings are much appreciated and deemed essential to ensure the effectiveness of the passage of information and the supervision of the progress of the project activities.The area which receives a relatively lower (but still good) score concerns management. If we examine the motivations given to the scores we understand that the emerged problems mostly refer to problems connected to language understanding (which are very frequent in partnerships like this in which countries with three different languages collaborate and a fourth language is chosen for the project) and initial problems to clear up the operational objectives of the project and apply them to specific tasks. This second area of problems was then solved after the first project meeting, during which clarifications were given on the initial perplexities. All the other management-related comments stress the effectiveness of the management of relationships, of the distribution of tasks, of sharing in the decisions and of the supervision on the achievement of the set objectives; all these elements return a good picture of the management strategies adopted.As concerns the products made, two types of remarks are put forward: firstly you can see that the set products were actually made, on which more specific remarks are found in the following paragraph; secondly the entire partnership recognizes the


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excellent level of innovation of the products made which were able to draw interest and effectively involve the final beneficiaries. In particular, in relation to the prepared Kits, the need to accomplish an adaptation of the kits to the contexts of experimentation and the age and type of beneficiaries is noted; this indication had already been given during the planning phase and is stressed by partners as essential to ensure the effectiveness of the instruments in different countries and contexts from those where they had been planned.

Focusing one’s attention to the making of the products set for each project phase: research, definition and preparation of instruments and teaching kits for education to legality, experimentation of the kits and the teaching instruments and awareness raising thereon in the reference local contexts, one can see that all the set products were made by the partnership. In particular, for the research phase it was noted that a higher-than-expected number of final beneficiaries answered the questionnaires for research-phase purposes. As concerns this phase, the quality of the reports and of the essay written at the end of this phase was appreciated, these products are recognized as especially useful to better recognize the areas of intervention. It should be noted that, despite the problems of planning and managing a medium-scale research which involves teenage final beneficiaries from four different countries, the outcome is recognized as high-quality.The preparation of the 4 teaching Kits (Media violence, Peer violence and bullying, violence related to drug assumption, violence related to alcohol abuse) was ensured by four work groups, each coordinated by one of the partner countries. At the end of this phase 4 kits were made, accompanied by teaching instruments, proposals of activity management and practical indications on the accomplishment of the proposed activities. The KITS were designed as being part of a specific context, but with characteristics which would make them adaptable to other contexts to ensure their transferability.The experimentation phase was especially demanding: each partner experimented the teaching Kit of which it had led the making and a second Kit chosen according to the needs of the final beneficiaries of the reference context; indeed each kit was experimented by at least two partners in different national contexts. As already mentioned, the experimentation of the second kit required adaptation to the needs of the national context, the resulting adaptation process that was more demanding was the one concerning the “violence related to drug abuse” Kit prepared by the Corsican partner, its adaptation was more difficult not much because of the different local context, but because the beneficiaries involved in the partner experimentation which led to its creation were older of age and had different characteristics from those involved by the other partners. In this case, too, the adaptation still ensured the success of the kit transferability. In this phase more


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problems were noted connected to meeting the set project deadlines: as already mentioned, some coincidences between important school deadlines of CFP and the schools where the experimentation took place and the project deadlines made meeting the set deadlines and accomplish the experimentation of the second Kit difficult. Despite these problems, a significant number of students was involved in the experimentation (higher than expected).

To conclude, please note that the proposed activities, at the current project progress, are consistent with forecasts. The problems which emerged were supervised over the course of the project in order to ensure good progress of activities and the problems connected to meeting the schedule were managed with appropriate changes which would make the completion of activities in line with the partnership needs possible.For a detailed assessment of the experimentation phase please refer to the final assessment.


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Annex 1

Project POVELDaphne programme

MONITORING FORM

The monitoring has the goal to control the project development and identify problems early to find suitable solutions.

The form will be sent by mail to each partner periodically and partners will answer by mail to [email protected] in two weeks from receipt.

The evaluator will process forms collected, and will return the results maximum in a month


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mailto:[email protected]

1. Opinion on certain general aspects of the projectALL PARTNERS

Project aspects Score Motive and comment

Project structure (es. planning respect,

consistency between objectives and context

needs)

1 2 3 4 5

Project management (es. Clear distribution of tasks, Effective communication,

effective coordination) 1 2 3 4 5

Partnership (es. Responsiveness to tasks, partners collaboration,

Appropriate use of communication systems)

1 2 3 4 5

Products made in the period (es. Products

expected and actually produced, products

quality, roducts innovation level)

1 2 3 4 5

Meetings (es. satisfacting logistics, shared

programs, effectiveness, reports)

1 2 3 4 5

Usefulness of remote communications (skype,

mail, website)1 2 3 4 5


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2. Products made for each action (each partner has to complete only the table about activities of which it is responsible or where it is directly involved).

SCF/CEFALWS0 Management and Coordination of the Project

Indicator Reference value

Value in the period

Product description/deviations from

the predictionsPartnership Agreementsbetween the Lead Partnerand each Partner

due copies for each partner

operational project work plan and project agenda

Kick off meeting in Brussels

1

4 Steering Committee meetings

2/year

meetings of the evaluation/assessment team

evaluation plan, evaluation tools, 1 intermediate report, 1 final report

On-line videoconferencing (skype) anddistance cooperation to ensure coordination and integration of activities performed by allpartners within the projectCommunication tools website on line,

newsletter sent


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CEFAL/SCF/TRINIJOVE/IDF/FISSAAJ/EFFEPIWS1 GRASS-ROOTS RESEARCH

Indicator Reference value Value in the

period

Product description/deviations from the predictions

Research goals research plan presented before data collection

set of research tools(questionnaires /guidelines for groupwork)

questionnaire and guidelines in partners languages

At least 500 teenagers reached in theresearch

questionnaire data recollected (about 30% expected answers)

Partnership involvement in the research

At least 12 VET professionals acting asresearch facilitators (for an average of 3facilitators per involved Country)

Students involving in research

1 collection of good practices and young people proposalsconcerning violence prevention and support to victims;blog

Research report electronic (on-line/downloadable) + 40pages, 150 copieson a CD or paperfor participant toworkshop inBrussels andpartners)


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CEFAL/IDF/FISSAAJ/TRINIJOVE/CIVIFORMWS2 DEFINITION AND IMPLEMENTATION OF LEARNING KITS AND

TOOLS FOR EDUCATION TO LEGALITY Indicator Reference

valueValue in

the period

Product description/deviation

s from the predictions

Work group for kit creation are operating

4 workgroups are created, each one coordinated by a partner from adifferent Country: Italia, Francia, Spagna, Belgio

Learning kitconcerningeducation to legality:prevention of peerviolence and bullyingand support victims

electronic / printed:66 copies(beneficiaries +VET professionals);30 pages, includingsupportingmaterials

learning kitconcerningeducation to legality:prevention ofviolence related toalcohol abuse


learning kitconcerningeducation to legality:prevention ofviolence related todrug assumption


learning kitconcerningeducation to legality:prevention of mediaviolence



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CEFAL/IDF/FISSAAJ/TRINIJOVE/CIVIFORM/CECWS3 AWARENESS RAISING AND TESTING OF LEARNING KITS and

TOOLS Indicator Reference

valueValue in the

periodProduct

description/deviations from the predictions

Workshop organized

4 workshops (1 in Friuli Venezia Giulia, 1 inCorse + 1 in Barcelona + 1 in Brussels) withan average number of 30 participants each.Each workshop has a duration of half a dayPrinted (80 copies of Leaflet and papersto be distributed toparticipants +project partners) +electronic (sent viae-mail andpublished on theinternational andnational blog of theproject

Brief Training/education activities for young learners usually come from training courses yearly runned by partners.

activities (8-16hours) x an average number of 30 younglearners in 4 Countries (IT, FR, BE, ES).

Guidelines for theupdating /optimisation oftraining kits

1 working paper inelectronic format(CD/USB ordownloadable fromthe project blog


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SCF/CEFAL/PROVINCIA DI RAVENNAWS4 DISSEMINATION

Indicator Reference value

Value in the period

Product description/deviations from

the predictionsProject leaflet printed (200)

andelectronic(dowloadable fromthe blog/social web

Project newsletter

electronic bimestral sending,distributed viamailing list

Press release at least x local and regional media are informed of project final

conference and invited to take part in it

Final international Conference

1 final international Conference in Ravennawith 50 participants. Duration: half a day;translations from English/French to Italia1

Final conferenceleaflet and papers

printed + electronic(CD/USB): 200copies to bedistributed toparticipants +project partners (20

pages)


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3. Main problems in the period and solutions adopted or will be adopted

PROBLEMS SOLUTIONS

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Rapporto di monitoraggio intermedio def ENG

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