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EUth 649594 Pilot framework D5.2
EUth
EUth – Tools and Tips for Mobile and Digital Youth
Participation in and across Europe
Project acronym: EUth
Project no: 649594
WP 5: Living Lab
Formal Deliverable D5.2 Pilot framework
Distribution: Public
Version 1
10.12.2015
Start date of project: 01.03.2015 Duration: 36 months
Authors:
Guillaume Petit & Antoine Vergne / Missions Publiques
Luis G. M. Ballesteros & Luis Konrad Tollmar / KTH
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EUth 649594 Pilot framework D5.2
Change Control
Version # Date Author Organisation
0.1 16.09.2015 Guillaume Petit Missions Publiques
0.2 07.10.2015 Antoine Vergne Missions Publiques
0.3 19.11.2015 Antoine Vergne Missions Publiques
0.4 25.11.2015 Luis G. M. Ballesteros KTH
0.5 27.11.2015 Guillaume Petit Missions Publiques
0.6 27.11.2015 Andrea Ferrara AEGEE-Europe
0.7 07.12.2015 Antoine Vergne Missions Publiques
0.8 09.12.2015 Guillaume Petit Missions Publiques
1 10.12.2015 Antoine Vergne Missions Publiques
Change History
- Version 0.1 is the initial internal draft
- Version 0.2 takes in account all development of the pilots until October 7th
- Version 0.3 takes in account all development of the pilots until November 17th
- Version 0.4 takes in account all development of evaluation framework until November 25th
- Version 1.5 takes in account all development of the pilots and evaluation framework until
November 27th
- Version 0.6 is shared with the consortium members for improvement and proof-reading.
- Versions 0.7 & 0.8 take in account comments and improvements made by partners
- Version 1 Final version
Release Approval
Name Role Date
Kerstin Franzl Project coordinator 23.12.15
All comments, additions or changes should be addressed to:
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EUth 649594 Pilot framework D5.2
Table of contents
1Introduction.................................................................................................................................................................6
2General presentation of WP5......................................................................................................................................8
2.1Logic and spirit...................................................................................................................................................8
2.2Short presentation of pilots.................................................................................................................................8
2.2.1 Students Participation – AEGEE (WP6)....................................................................................................8
2.2.2 Conseil Parisien de la Jeunesse (CPJ) (WP7-1).......................................................................................10
2.2.3 Fédération des centres sociaux et socioculturels de France (FCSSF) (WP7-2).......................................13
2.2.4 Cross-border pilot, Italia-Slovenia (WP8-1)............................................................................................14
2.2.5 Development Centre of the Heart of Slovenia (WP8-2)..........................................................................18
2.3Iteration cycles..................................................................................................................................................20
2.3.1First iteration.............................................................................................................................................20
2.3.2Second iteration.........................................................................................................................................20
2.4Evaluation.........................................................................................................................................................20
2.4.1Introduction...............................................................................................................................................20
2.4.2Evaluation Framework components..........................................................................................................22
2.4.3Evaluation Tools and Methods..................................................................................................................24
3Innovation Strategy: Dissemination.........................................................................................................................31
4Annexes....................................................................................................................................................................32
4.1Annex 1: Results of European Design WS.......................................................................................................32
4.1.1Planning of pilots......................................................................................................................................32
4.1.2Evaluation: tools criteria and grids...........................................................................................................50
4.1.3Transferability...........................................................................................................................................51
4.2Annex 2: Detailed pilot planning......................................................................................................................52
4.2.1Students’ Participation - AEGEE..............................................................................................................54
4.2.2 Conseil Parisien de la Jeunesse (CPJ) (WP7-1).......................................................................................58
4.2.3 Fédération des centres sociaux et socioculturels de France (FCSSF) (WP7-2).......................................66
4.2.4 Cross-border pilot, Italia-Slovenia (WP8-1)............................................................................................72
4.2.5 Development Centre of the Heart of Slovenia (WP8-2)..........................................................................74
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1 Introduction
The EUth project aims at developing a digital participation platform with complementary guidance and
services for decision makers and administrations in and across Europe who wish to increase the particip-
ation of youth in decision-making. The platform will provide a comprehensive package of software ap-
plications for web based and mobile participation, a tool to support end users in the creation of their own
process and guidelines for the use of the platform.
Work Package 5 (WP5) is set up as a living lab in which five pilots (WP6, WP7 and WP8) test and use
the participation platform and its attached tools. Their feedback will be gathered in an evaluation to sup-
port its improvement:
WP 6: AEGEE
WP 7-1: Conseil Parisien de la Jeunesse (CPJ - Youth Council of Paris)
WP 7-2: Fédération des centres sociaux et socioculturels de France (French federation of social
centres – FCSSF)
WP 8-1: Cross-border pilot, Italia-Slovenia
WP 8-2: Development Centre of the Heart of Slovenia
In order to ensure a smooth implementation of the pilots, high standards of participation and a fruitful
transferability to other WPs and more generally to the development of the EU th Platform, WP5 is in
charge of preparing with the pilots a pilot framework which is the product of:
1. The Kick-off Meeting of EUth held in March 2015 in Berlin
2. The European Design Workshop held in Paris in June 2015
3. The First Optimization Workshop held in Kamnic in September 2015
4. The on-going support activity of Missions Publiques, Liqd Democracy, Alfstore and KTH to the
partners in the pilots.
5. The Local Design Workshops held in Brussels (AEGEE pilot – 09th of November 2015) and Par-
is (CPJ Pilot – 16th of November and FSC Pilot – 17th of November).
The pilot Framework is thought as a general snapshot of activities that will be conducted in the pilots
after this first round of planning activities. The Framework aims at fixing the general architecture of the
pilots concerning:
1. Objectives
2. Main milestones and activities for the first iteration (September 15 until October 16)
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3. Evaluation
4. Innovation Strategy
Nevertheless, as WP5 and the pilots work as a living lab and follow an agile and participatory approach,
concrete pilot activities may differ from the description of work entailed in this document. Furthermore
the pilot framework entailed in this deliverable is not covering the pilots activities until the end of EU th,
as later activities will build upon the first iteration of piloting and will aim at testing new functions of
the platform that are still not defined.
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2 General presentation of WP5
2.1 Logic and spirit
Work package 5 aims at coordinating the EU th living lab. It provides an interface between the pilot pro-
jects (WP6, WP7, WP8) and the development of EU th (WP3, WP4, WP5), as well as an interface
between the development and the innovation strategy (WP9). In accordance with the global concept and
methodology of EUth WP5 is participative and iterative.
2.2 Short presentation of pilots
The general presentation is the result of the work done by each pilot in defining their objectives during theEuropean Design Workshop and Local Design Workshop.
2.2.1 Students Participation – AEGEE (WP6)
Description of the organization
AEGEE (Association des Etats Généraux des Etudiants de l’Europe / European Students) consists of
a broad and diverse Network of 13.000 students in 200 local groups in 40 different European countries.
AEGEE strives for a democratic, diverse and borderless Europe, which is socially, economically and
politically integrated, and values the participation of young people in its construction and development.
The association works at empowering students and young people in Europe to take an active role in soci-
ety by providing a space for dialogue and learning opportunities and by strengthening mutual under-
standing. Therefore we are organizing a wide range of projects targeting Intercultural exchange, Person-
al development and non-formal education, thematic conferences, Advocacy and policy and Discussion.
AEGEE supports mobility and encourages young people to cross borders and make new friends, to
break stereotypes and strengthen tolerance, respect and solidarity. We provide learning opportunities for
the development of our members through non-formal education and informal learning. Thematic pro-
jects, either local or international, are initiatives developed by members of AEGEE. They deal with cur-
rent challenges in the European society, create awareness among young people and propose solutions
from a student point of view. AEGEE gathers the opinions of European students and represents them to-
wards stakeholders through campaigns, lobby actions, conferences and membership in bigger advocacy
platforms. AEGEE provides a space for young Europeans to discuss and exchange different points of
view with a European perspective, in order to find a common ground. This exchange of ideas happens
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in all our activities but a special place for them is our Working groups, conferences and General As-
semblies (European Planning Meeting & Agora).
Main actions in relation to youth participation
AEGEE encourages Youth Participation on the one hand in the local University groups by organizing
debates, exchanges and conferences about European relevant topics such as Youth Mobility, Youth
Employment, Sustainability, European democracy and elections, Civic Education and Spreading
Europtimism. As an example we have several Model European Union simulations in our network, we
organize several major European Conferences on these topics. Furthermore AEGEE is involved in a
variety of European Consultation Processes such as the Structured Dialogue where we include our mem-
bers to take an active role in the consultation. Also we discuss several consultations of the European
Commission mostly about the topics of Education and Mobility and we have been involved in the
European Citizen Initiative on putting civic Education more in the focus of school education. In all our
events we practice an open dialogue and encourage our members to exchange their views and thoughts
in an Open Forum which is also done online in our discussion Forum.
Most important is the mobi l izat ion of the target group in the beginning (promotion) and then the
follow-up of the reached conclusions.
Usual constraints when engaging young people
Lack of knowledge on the matters at hand
No long-term participation
User-Unfriendliness of Online tools
Real discussion mostly happening at international live meetings with less follow-up than ex-
pected
As a pilot in EUth project...
Main Objective At the end of the pilot we are striving to have EUth implemented as the
main consultation tool within our Network of 13,000 members for online
debate, electronic voting and discussion. By using the innovative options
of EUth we will motivate our members to be more involved in decision-
making processes and achieve a higher active participation of our mem-
bers at all levels of the organization. Also we want to provide our mem-
bers new skills to use e-participation tool and have experience in parti-
cipation process.
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With t h i s strategy we want to provide evidence that youth participation
and youth empowerment can be increased by using the most efficient and
user-friendly tools.
Target group
AEGEE is piloting the tool inside our organization with 1800 students at
several of our international events and in several of our 200 local Uni-
versity groups.
Desired outcomes
We would like to achieve a higher participation of our members in our de-
cision-making processes and in our consultations. Therefore we would
like to experiment with different forms of collective decision-making pro-
cesses such as collaborative text-writing for Activity Plans. Also we
would like to experiment with using EUth for elections of several import-
ant posts in our network such as Commissions and our board.
Main perceived risks
Lack of promotion among our members
Unfriendliness and complicated use of the tool
Lack of training and examples on how to use it
Main time constraint
The main constraint will be not to have enough time between February
and May to train our members to use the tool in training events and local
networks to be prepared for the big pilot at our General Assembly in May
2016.
2.2.2 Youth Empowerment – Conseil Parisien de la Jeunesse (CPJ - Youth Council ofParis) (WP7-1)
Presentation of the organization
The Mission Youth and Citizenship is a civil service of the City of Paris’s administration. It is in charge
of renewing the approach on youth policies on the basis of scientific diagnoses and with the involvement
of the youth. This approach is then implemented in connection with the General Secretary in a transvers-
al way throughout all services and departments of the city. The Mission also takes care of the animation
of the Parisian Council of the Youth (CPJ).
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Main actions in relation to youth participation
CPJ is the main instance in respect with youth participation. It is an instance of participative democracy,
chaired by the Mayor of Paris, dedicated to the young people from 15 to 30 years old who want to get
involved in the life of the city and to be associated to the elaboration of the municipal policies. The CPJ
favours the exchange and dialogue between the young people, the Parisian elected representatives and
the civil services and administration of the City. Most important feature is the strong belief that ideas
and proposals of the young people are useful for the City of Paris.
Usual constraints when engaging young people
The main constraints are bound to the timing and to the planning of the work. It is difficult to harmonize
working moments between the elected representatives, the departments and services of the administra-
tion and the young people who make a commitment.
As a pilot in EUth project...
Main Objective
Participate completely in the experiment, contribute in development oftools for online/offline (face to face) democracy and, eventually, general-ize them in Paris to facilitate, improve and increase the participation ofthe young people.
Target group100 Parisian members of the CPJ but also the young users of Parisian in-frastructures aiming the Youth.
Desired outcomes
Test tools with a young audience which prefigures the generalization of alarge-scale use
Use a real current topic in Paris with a concerned and impacted public.
Main perceived risksThe youngest public find no interest.
The difficulty to convince them of the utility of the approach and of tools.
Main time constraint
It is necessary to test the tools on a small-scale first. A part from that thereis no immediate time constraint.
Organization of the CPJ
CPJ has the following organization:
100 members: 2 plenary sessions each year. CPJ gathers in smaller groups along the year, but
plenary sessions are linked with the meeting of the council of Paris.
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Members choose to work on one or several subjects that are proposed by the city. Once a year
CPJ expresses a “wish” for Paris on an open subject.
These 100 young members don’t have the same availability. The idea is to allow them to work
online on the subjects to help all to keep in touch with the work done.
Young members of the CPJ find themselves illegitimate to represent the whole youth of Paris.
That’s why they want to be able to ask questions to the whole 15-30 y.o. in Paris.
All the opinions produced by the CPJ are annexed to the council of Paris’s official deliberation,
as the “youth opinion”. Results of the polls and debates would be added to this annex.
Every 1.5/2 months: council of Paris. 2 members of the CPJ are solicited to meet the elective
representatives and to prepare the councils.
Recruitment of new CPJ
This year (2015-2016), 700 young people were candidates for CPJ, only 47 have been randomly se-
lected (+53 old members). They are between 15 and 30 y.o. with an average age of 23 y.o.
20 cities from the Grand Paris area are represented in this assembly. CPJ is open to any young people
that have an activity in Paris: you don’t have to live in Paris to be member.
These 700 candidates have answered a large study: results can be shared and used to know better the
motivations of young people to get involved in such local assembly. Among the 700, at least 250 agreed
to be contacted and solicited by the city of Paris. This study will be analysed by an intern at the city of
Paris: to sum up all the collected data. City of Paris representatives and agents ask to have more know-
ledge about youth in Paris. Any opportunity to ask questions to young people samples is taken. Flashpoll
could be an interesting tool to do so. Answers will be used to choose subjects for youth participation.
Most of the candidates criticize the random selection. Why not a selection based on motivations? In-
formation on random selection and its reasons are actually missing. Need to explain that it’s the best
known way to guarantee the same chance to have an access. In order to keep in touch with these motiv-
ated young a first poll should be launch as soon as possible. Most new members of the CPJ asked to be
able to ask questions to the fellow candidates that were not selected.
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2.2.3 Youth Empowerment - Fédération des centres sociaux et socioculturels de France(French federation of social centres – FCSSF) (WP7-2)
Description of the organization
The French Federation is a network of over 1000 Youth centres scattered all over France. The role of the
Federation is to coordinate the work of the centres and to provide them resources in terms of informa-
tion, training. The federation has also a role of representing the centres at national level.
Main actions in relation to youth participation
FCSSF builds a programme to improve youth participation into local life and help them to have an
impact on local decisions. Most important is the possibility for young people to express their opinion,
debate pacifically and build actions together.
Usual constraints when engaging young people
We have limited financial resources to gather young people. We can manage to gather 150 of them each
year but we would like to develop this meeting, both nationally and locally.
As a pilot in EUth project...
Main Objective Develop online participation.
Target group
The “réseau jeunes des centres sociaux” (network of youth of the social
centres): a group of 150 young people that gather each year in order to
discuss cross topics of the work in the centres
Desired outcomes
To offer young people a platform to easily connect and build projects na-
tionally and locally. Furthermore we want to build tools for young people,
with young people. If we want them to actually use them in an effective
we have to build them alongside with the young people.
Main perceived risksThe online platform won’t be used if it is too complex and doesn’t facilit-
ate the work or permit to gain time.
Main time constraintWe gather the youth network every year in October. We would like to be
able to test these tools in 2016.
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2.2.4 European Young Citizens Participation – Cross-border pilot, Italia-Slovenia (WP8-1)
Presentation of partners
The cross-border pilot will be conducted by a consortium of 3 partners:
ISIS which is a partner in the consortium.
The University of Primorska (Koper), Faculty of Humanities (UP FHŠ). The main activity of the Uni-
versity of Primorska is to fostering quality in education and research process, especially in topics con-
cerning the western part of Slovenia (the Primorska region) and the Mediterranean. The Faculty of Hu-
manities at the University of Primorska offers both undergraduate and postgraduate degree courses as
well as engaging in scientific and specialist activities in the field of humanities, arts and social studies.
It is also actively involved in local environment. The Faculty enjoys the advantage of being situated in
the coastal area bordering on Italy and Croatia, providing the potential for drawing on positive cultural
and economic influences.
The University of Trieste, Department of Political and Social Sciences (DiSPeS). The Department of
Political and Social Sciences (DiSPeS) of the University of Trieste works on teaching, does scientific re-
search and takes care of the so called. "third mission", promoting the direct application, enhancement
and use of knowledge to contribute to the social, cultural and economic development of society. In this
perspective, DiSPeS is committed to communicate and disseminate knowledge through a direct rela-
tionship with the territory and all its actors.
Main actions in relation to youth participation
As an educational institution, the main goal of the UP FHŠ is to educate and train young people and
therefore among others also to promote the values of active democracy and participation. This is imple-
mented through formal (study programmes) as well as informal education and trainings, such as organiz -
ation of conferences, seminars, events, publishing of educational materials etc. Within our institution
active participation of youth is realised particularly through the involvement of students in the Uni -
versity`s decision making (UP FHS Student Council). Students are also as actively involved in the local
community through the Student Organisation of the University of Primorska (ŠOUP) and their numer-
ous programmes in the field of culture, sport, welfare, volunteering etc. UP FHŠ also closely cooperates
with various local youth organisations, such as, for example, PINA - one of the important local youth
social development organisations in Koper. UP FHŠ is also involved in national and international re-
search projects in this field.
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Most important is to ensure the participation of young people through various preparatory activities,
such as presentation of the benefits of the project, its promotion, involvement of relevant stakeholders
and youth organization.
At the University of Trieste, youth participation is fostered mainly through the activities of several
graduate and undergraduate students associations (e.g. Associazione degli Studenti di Scienze Politiche,
Associazione degli Studenti di Scienze Internazionali e Diplomatiche, Movimento Federalista Europeo,
Aiesec, Get in Touch).
Usual constraints when engaging young people
Passivity, lack of ambitions and willingness to activate in various activities are some of the usual con-
straints. Research shows that this is a particularity of Slovenian youth who are on average more passive,
fatalistic, apathetic, hedonistic, conformist, less career-driven and goal oriented compared to others
(Klajnšek, 2014).
The main constraint is limited financial resources.
As a pilot in EUth project...
Main Objective
Activate young people and involve them to a greater extent in the decision-
making process of the local community. Try to alleviate the gap between the
local public administration youth policies and their actual implementation.
The general main motivation is to put into practice what is currently thought
in the Political Sciences courses and, specifically, was researched in several
research projects on deliberative democracy, participation and new forms of
governance.
The main objective is to assess needs and expectations of the youth in our loc-
al context and to define new ways to involve young people in the political de-
cision- making processes.
Understand why young people do not make the revolution, since the high
level of youth unemployment and lack of perspectives.
Place the municipalities to be at the service of young people (and citizens) as
civil servant.
Prove that digital tools to be effective must be at service of a strategy, other-
wise they are just expensive and harmful because they increase the risk of e.g.
fascism and disregard for the Res Publica.
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Target group
The foreseen target groups are young people aged 16 - 25 in 3 segments: par-
ticularly students, and potentially workers and NEET (Not in Education, Em-
ployment or Training).
In promotion, we also aim at the other municipalities and Regional policy
makers, the virtuous community (e.g. Covenant of Majors, ANCI Italian
Smart City), the Regional Media, the social partners, young people, families,
grandparents
Desired outcomes
Involve young people to a larger extent in the decision-making process of the
municipalities in the long term.
Apply the method for qualification and validation of vocational competences
(define the scheme, qualify and validate the YCM, create the YC, young com-
munity).
Quantify youth participation by segments. Measure the increase in participa-
tion.
Define an Action Plan of Commons agreed with the young people and evalu-
ate the results for the Policy Maker and for young people.
Verify the change in the University based on the experiences of the Pilot
(guidance to young people and to the world of work)
Define the Model / Format QWC to be promoted in rural areas of Friuli
Venezia Giulia and Slovenia through HoS
Main perceived
risks
The main risk is the non-participation of young people, which will be allevi-
ated through premobilisation activities with the main stakeholders.
While university students are quite willing to participate, we do not know ex-
actly what to expect from the general youth in the City of Trieste, although we
are confident that the collaboration with the City administration and the Youth
associations in the territory will help in obtaining the results.
The project is strategic for the partner, interesting for Universities, potentially
attractive for young, marginal for municipalities. The risks therefore, in gener-
al, are: inadequate results than expected and statistically insufficient for poor
commitment, for a lot of leakage, for great approximation.
In particular the risks are:
- Self-reference and low commitment of mayors and councillors
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- Poor concentration and great approximation in the search for solu-
tions by the University
- Lack of interest of the mass of young people (hopefully in some po-
tential young opinion leaders)
Main time con-
straint
We are still in the process of discussing the detailed activities and work plan
with the Municipality of Koper, University of Trieste and the Municipality of
Trieste.
The main time constraints are linked to young people in education, due to
their schedule of the school/academic year.
The success depends on the actions of municipalities and universities and,
then, the young (and of course by our actions). The pilot involves six different
organizations. Compliance with the objectives and constraints of time is crit-
ical. Young people, universities and municipalities have little experience in
working toward goals and to meet deadlines.
We must find other municipalities to be involved in any case being dissemina-
tion that can be substitutes if elected municipalities do not respect the time
and commitments.
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2.2.5 European Young Citizen Participation – Development Centre of the Heart ofSlovenia (WP8-2)
Presentation of the Organization
We connect municipalities in central part of Slovenia and ensure a supportive development infrastructure
for entrepreneurs, farmers, youth, tourists, residents and other stakeholders of the area. We are posi -
tioned as a qualified development partner, particularly in the field of rural tourism and entrepreneurship
development.
Main actions in relation to youth participation
Consortium of Kindergartens and Schools of the Heart of Slovenia area (11 members: 5 primary schools,
2 high schools and 4 kindergartens from the area) - within the consortium we are organizing workshops
and trainings with young people in the field of tourism (local area), entrepreneurship (and innovative-
ness) and environment (self-sufficiency with food/energy).
Most important is to have interesting content and appropriated methods: brainstorming, workshop, in-
dividual work, establishment of community circles etc.
Usual constraints when engaging young people
The main constraint is the lack of interest… Young people feel that their ideas and opinion are not heard.
As a pilot in EUth project...
Main Objective Encourage young people to get the desire and strength to actively get in-
volved in the processes in communities and share their opinion and ideas.
We strive for youth friendly social conditions in the Heart of Slovenia.
Target group Municipalities in the area of the Heart of Slovenia, youth organiza-
tions, young people between 15 and 25 years.
Desired outcomes To get results with the use of new tools (digital and mobile application) on
real needs of young people. The research could later help their needs to be
heard among broader community.
Main perceived risks Lack of interest, lack of understanding, lack of awareness for participation
by young people and local communities and municipalities.
Main time constraint We think the timeline is appropriate. Our first step will be in autumn
2015, with the recruitment of a small group of potential young community
managers.
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Iteration cycles
2.2.6 First iteration
The first iteration of the pilots will run from October 2015 until October 2016. During this phase, the five pilotswill:
Set up the global objectives and structure of their activities in the frame of EUth .
Set up the specific objectives and structure of their activities from October 2015 to October 2016
Deploy of the three workflows available in the first version of the platform.
Evaluate their activities and the platform
2.2.7 Second iteration
The second iteration will run from October 2016 until October 2017. During this phase, the five pilots will:
Set up the specific objectives and structure of their activities from October 2016 to October 2017
Deploy a new batch of workflows available in the second version of the platform.
Evaluate their activities and the platform
Prepare transferability and dissemination
2.3 Evaluation
2.3.1 Introduction
The overall goal of the EUth evaluation framework is to provide a systematic strategy to understand and
improve youth participation in the EUth pilots, i.e. how can EUth tools and tips support youth participa-
tory processes. This implies that the evaluation should grasp both quality of experience and quality of
participation.
EUth evaluation framework should, therefore, ensure that we gathering critical information feedback
from the pilots on the use of the tools and features, with an emphasis on co-creation and exploration of
emerging ideas, but also collect information about how the tips and support works and how the pilots
manage to set-up and run the specific pilot.
It should also be noted that evaluation is conducted while the action takes place. It is not an ex-post anal-
ysis but an accompanying observation and data gathering, aligned with the EUth internal development
cycle. The aim is to support the respective project development stages of all WPs (especially WP 1-4)
with the experiences of the pilots to ensure a positive outcome (see table below). The evaluation is thus
closely connected to all WPs, it gathers questions and answers from both sides – the pilots and the WPs
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– and connects them for the purpose of mutual support. Based on a Future Workshop activity during the
joint Design Workshop in June 2015 the following key aspects of evaluation emerged:
Set-up: Which are the main barriers in launching a process of youth participation? How can the tools be
tailored to lower the threshold and overcome those barriers?
Inclusion: What motivates participants and what causes non-engagement? How can the bundle of the
digital and face-to-face offer be made attractive enough to reach the target group (youth on one side /
youth organizations on the other)?
User-experience: How to design a platform that is up-to-date regarding user experience and user inter-
face? How to make it accessible to users that are not used to participatory processes, e.g. “lay
initiators”?
These requirements suggest that both quantitative and qualitative data is needed and that the evaluation
framework should provide a clear organization through the lifetime of the pilots that facilitates both pi-
lots’ organizer, the evaluation team (task 5.3) and participants to participate in the evaluation. Moreover
to capture well the user's point of view self-evaluation and online methods stands as a good alternative
for stakeholders to honestly and objectively consider and document their performance.
2.3.2 EUth Evaluation Framework
The EUth evaluation framework is based on and adapted from the Centres for Disease Control Frame-
work for Program Evaluation in Public Health1 and the Toolkit for Monitoring and Evaluating children’s
participation developed by UNICEF2. We argue that this mix provides a solid foundation that ensures a
rigid evaluation that seize the lifetime of the pilots as well as targeting young participations. Our frame-
work is based on seven steps where each step comprises a series of evaluation methods and tools that
will be detailed bellow but first we will outline each step.
Step 1: Engage stakeholders. The first step of evaluation cycle will focus on the setting up of the par-
ticipatory process. What are the basic motivations of initiators to start a process? What are the problems
they encounter and the solutions they find? How do they involve stakeholders around them? This infor-
mation will, for example, help to design the decision support tool (WP3) or the guidelines (WP4).
Step 2: Promotion. During this step, the evaluation will focus on understanding how a process of par-
ticipation can be promoted internally (for example in the case of bigger organizations) and externally (to
gain participants to the process). The goal will also be to understand the goal(s), expected effects, activi-
ties, and resources involved to feed WP2 to WP4.
1 http://www.cdc.gov/eval/framework/2 http://resourcecentre.savethechildren.se/keyword/toolkit
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Step 3: Process. This stage involves understanding how pilots plan their participatory processes and
which methodological bricks they choose in order to achieve their goals. This will allow for gaining
knowledge on relevant workflows and functionalities for the platform as well as learning about how the
support on the platform (decision support tool and guidelines) should be shaped to offer maximum bene-
fit to project initiators. This phase also includes identification and evaluation of what are the existing
tools, platforms, methods and resources that pilots already use / consider as useful, feasible, ethical and
accurate. This stage is iterative and continues until a focused approach is found to answer evaluation
questions and the proposed methods achieve an optimal match that facilitates their use by primary users.
Step 4: Configuration of Software tools. This stage involves gaining knowledge about the setting up of
the software tools. Software configuration requires evaluating, coordinating, approving or disapproving,
and implementing changes in the tools used during the pilots considering the specificities of the pilots.
Step 5: User Experience. User experience evaluation refers to a collection of methods and tools utilized
to identify and evaluate how a person perceives a product, service, process or a combination of them, be-
fore, during and after interacting with it. Evaluation of the quality of the user experience is non-trivial
since user experience is subjective, context-dependent and dynamic over time. Despite its complexity,
implementation of quality of experience evaluation allows people to either co-create with the engineers /
designers, or to use their imagination to express their ideal system. At the same time, user's experience
evaluation is a good tool to reach, from a holistic perspective, a good understanding of the requirements,
needs, reflections and results generated by the interaction between stakeholders and a system or tool. In
the present framework, user experience will help gain knowledge on the use of the Euth platform for it-
eration 2 and 3 of the product.
Step 6: Participation. This stage is oriented to evaluate the quality of the participatory process in the pi-
lots. In this case, the assessment should focus its attention in the identification of the level of fairness
and inclusion offered and perceived during the development of the activity, the interaction among the
participants, the level of deliberation and the relevance of the participation experienced along the activi -
ties to best calibrate the tools and tips.
Step 7: Capitalization. This last step will aim at ensuring that a) stakeholders are aware of the evalua-
tion procedures and findings; b) the findings are considered in decisions or actions that affect the second
iteration of the platform (i.e. findings use), and c) those who participated in the evaluation process have
had a beneficial experience (i.e. process use).
2.3.3 EUth Evaluation Tools and Methods
Given the differences that exist between adults and young in many socio-cultural contexts, special ef -
forts are needed within EUth to create an open environment to share positive and negative experiences
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without interference or fear of negative repercussions. This was also very important to keep in mind
when implementing the specific evaluation methods and tools based the evaluation framework described
earlier.
We suggest hence using the UNICEF Monitoring and Evaluating Children´s Participation (M&E) toolkit
throughout the evaluation activities. These tools are developed for being used by practitioners and chil-
dren working in participatory programmes, as well as by governments, NGOs, civil society and chil -
dren’s organisations seeking to assess and strengthen children’s participation in society. The approach
we take in EUth is to develop further these tools, so they also match and works for self-evaluation and
online platforms. Next we outline the initial set of methods for each step. It should although be noted
that the adaption of the tools, to measure aspects such as the software development, the user experience
and the capitalization of the results are still work in progress.
1. Engagement of Stakeholders
Interviews
Group discussions.
Timeline of the programme.
2. Promotion
Timeline of the programme.
The “Comal” and the Tortilla.
3. Process
Timeline of the programme.
Red, amber, green traffic lights
4. Configuration of Software Tools
An ‘H’ assessment
Circle analysis
Red, amber, green traffic lights
5. User Experience
Circle analysis
An ‘H’ assessment
6. Participation
Circle analysis
7. Capitalization
An ‘H’ assessment
TBD
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Description
A. GROUP DISCUSSIONS
Depending on the socio-cultural context and the nature of the programme being monitored, you may
want to consider organising large community or group meetings to inform and brief relevant adults and
children/young participants about the programme and the evaluation process. Alternatively, it may be
more appropriate to organise a series of meetings with stakeholders such as local authorities or commu-
nity elders to inform them about the process and to gain their permission and support.
Whether you choose smaller or larger group discussions, you should encourage opportunities for people
to identify and discuss the perceived benefits and risks of participating in the pilot. Stakeholders can be
encouraged to share their ideas and solutions for an inclusive participatory evaluation process involving
girls and boys of different ages and backgrounds.
The facilitator of the activity can then explore more about the role played by the stakeholders in the par-
ticipation process. Examples of questions and points to consider during this activity are presented in the
next section.
B. TIMELINE OF THE PROGRAMME
A timeline is a very useful tool that can provide a simple illustration of the history of the programme,
capturing major events, different phases of participation processes, successes and challenges over time,
and the extent to which the objectives have been met (or not).
Resources
flip chart paper
tape
coloured pens
What to do
Introduce the timeline activity to stakeholders who are involved in the programme. Explain that
preparing a visual timeline can allow them to share the history, successes and challenges
achieved through their programme over time; and to reflect on the nature and outcomes of
young’s participation.
Stick two or three flip charts together. Draw a vertical line up (or horizontal line along) the
length of the flip charts.
Using time as a reference point, encourage the participants to think about and document key
processes, responsible and initiatives in relation to the programme. For example, they can think
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about when and why this programme started. The date (month/year) can represent the start of
the timeline on the top left-hand side of the vertical line. Key words can be used on the right-
hand side of the line to indicate key milestones or key phases in the participants have been in -
volved in the programme over time.
Along the timeline, participants can highlight key milestones and successful initiatives that have
taken place over time. At each point, highlight the date (month/year), as well as key words to in-
dicate the milestone or success.
Participants can also highlight key challenges faced at different points or periods in time.
Further dialogue and discussion can be facilitated during and following the production of the
timeline with regard to:
different phases or changes in the way young have been involved or have collaborated
with adults over time
the extent to which their programme objectives have been met or not met
concrete results that have been achieved through the programme and discussion about
which results may have been partially or significantly due to stakeholders active parti -
cipation in the programme
the strengths and benefits of young’s participation processes and initiatives
the weaknesses and challenges of young’s participation processes and initiatives
how the process has been promoted so far, and the type of content generated at the mo-
ment of the evaluation.
feedback on the communication channels used.
their ideas for the future – what ideas do they have to strengthen the quality and out-
comes of their participation?
The timeline can provide a useful record and visual documentation of the history of the programme. Par-
ticipants can be encouraged to develop and maintain updated versions of these timelines. Also, some
young may wish to develop more visual artistic versions of their timeline or to reproduce it on more dur-
able material.
C. THE ‘COMAL AND THE TORTILLA‘
A comal is a smooth, flat griddle typically used in Mexico and Central America to cook tortillas. The
idea of this tool is to help in the mapping of local youth organizations. This tool may also help to under-
take initial analysis relating to the scope, quality and outcomes of youth’s participation.
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Resources
flip chart paper a real flat clay pan (‘comal’) is ideal but, if not available, could be substituted by
a round piece of paper.
smaller round-shaped pieces of paper cut to simulate the ‘tortillas’ (the flattened cakes of corn
dough)
What to do
The facilitator explains that the whole community is the ‘comal’; that the corn dough represents
all the young people in the community; and that when a group is organised, we get a ‘tortilla’.
Once a group is identified, the name is written on the tortilla and put on the ‘comal’.
At the end of the identification stage, an analysis is done of the existing youth organisations and
ways in which work could be coordinated with them.
D. AN ‘H’ ASSESSMENT
This is a very simple tool that can be used with young people or other stakeholders to explore strengths
and weaknesses of young’s participation, and suggestions to improve it. For the purpose of gathering in-
formation for the table dealing with the ‘scope’ of youth’s participation, it can focus on their participa-
tion in different stages of the programme cycle, and can bring together plenary discussions in the previ-
ous activity.
What to do
Make the shape of an H in the middle of a large sheet of flipchart paper and write the following head -
ings:
Name of the programme/project
Strengths and successes
Weaknesses, challenges and threats
Suggestions on how to improve
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Ask the participant to fill in the name of the programme/project/pilot that is being evaluated in the top
middle panel. Add the date, and the number and background of stakeholders involved in the ‘H assess-
ment’ (eg, five boys and six girls and their ages). Under the smiley face symbol, ask them to think about
and list all the strengths regarding the ways in which girls and boys (of different ages or abilities) have
been involved in different stages of the programme cycle. Encourage them to discuss and share success
examples, and why these examples indicate strengths or successes.
Under the sad face symbol, ask them to think about and list the weaknesses, challenges or threats regard-
ing the ways in which girls and boys (of different ages or abilities) have been involved in different
stages of the programme cycle, and why they consider these to be weaknesses.
Under the light bulb symbol, ask children and young people to share and list their suggestions for how to
improve meaningful, inclusive participation in different stages of the pilot.
E. CIRCLE ANALYSIS
Circle analysis is a tool to explore patterns of inclusion and exclusion. It can help you identify which
groups of youth (girls, boys, age groups, backgrounds) are most actively involved in the participation
process, and which children are excluded from participating.
What to do
Introduce the circle analysis and explain that it will help participants explore patterns of inclu-
sion and exclusion in terms of the participation process.
Introduce the different circles and the meaning of each circle
With participants, identify different symbols or colours that can be used by girls and boys of dif-
ferent ages (eg, 8–12, 13–18) and/or girls and boys from different backgrounds (such as school-
going, out-of-school, different ethnic groups, with disabilities, etc.).
Give each girl and boy a pen or a sticker of the colour that represents their particular group.
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Ask each participant to place their sticker or draw their symbol in whichever circle they think
represents them.
F. RED, AMBER, GREEN TRAFFIC LIGHTS
This tool is useful to monitor and evaluate effectiveness and implementation of an activity/project. Con-
ducting this tool over time can help to monitor and evaluate changes. This tool works better with people
involved in the specific project to explore process outcomes, or with random groups of people in the area
to explore external outcomes
What to do
Draw and shade three circles of red, amber and green on a flip chart.
Explain to the children and young people that they are going to have the chance to monitor and
evaluate how their participation in a specific project is progressing and the extent to which it is
or is not leading to any changes in outcomes for children.
Explain the use of ‘traffic lights’ and the three circle colours (red, amber, green) and ask parti -
cipants to choose which colour represents the progress and outcomes of the project, and why.
Red indicates that the project is not progressing well (for example, that there is limited
participation of young or limited improvements arising from young’s participation).
Amber indicates that the project is progressing fairly well, but there is room for im-
provement.
Green shows that the project is progressing really well and that there are positive out-
comes for young arising from their participation.
Young people are given Post-it notes to record their reasons, and they place one on the colour
circle that best represents their views on the progress and outcomes of children’s participation.
As participant stick on their Post-it notes, they are encouraged to share their reasons with the
group.
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Overview of tools and their objective
Learning on
Learning for…
Living Lab Transferability Dissemination
AE-GEE
Paris FFSC ItalySlove-
niaWP2 WP3 WP4 WP9
Initiat-ors
E-demo-cracy
Stakehold-ers
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
TOOLA/B
ProcessPromotion
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
TOOLB/F
Config.SW Tools
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
TOOLD/E/F
User ex-perience
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
TOOLD/E
Participa-tion
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
TOOLC/E
Capitaliza-tion
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOLD
TOOL A: Group Discussion
TOOL B: Timeline of the Programme
TOOL C: The ‘Comal And The Tortilla‘
TOOL D: An ‘H’ Assessment
TOOL E: Circle Analysis
TOOL F: Red, Amber, Green Traffic Lights
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3 Innovation Strategy: Dissemination
The EUth project is dedicated not only to increase youth participation by delivering innovative tools and
supporting capacity building but also to incite further conduction of youth participation projects, espe-
cially the usage of the EUth platform. The goal is to go beyond the usual practice of disseminating the
results of a research project but to promote a technical and social innovation. The innovation strategy
thus encompasses classical dissemination - like the creation and maintenance of website, marketing ma-
terial, social media channels and the attendance of relevant events as well as various activities that sup -
port the practical deployment of the platform, such like the Open Call: Close to the end of the project
10 municipalities or youth organisations will obtain 10.000€ to realize their participatory processes on
the platform.
The pilots support the innovation strategies in two ways: First they support the deployment of the plat-
form simply by using it. Their participatory processes will be visible on the platform to any visitor 3 and
thus serve as practice example for persons that look for inspiration how to shape a participatory process
and how to make use of the platforms’ features.
Additionally the pilots pursue individual dissemination and deployment strategies that will be docu-
mented and streamlined in year two of the project.
3 Exceptions can occur due to the confidential nature of some participatory elements within the pilots. AEGEE forinstance is planning to use the EUth software for an internal voting that used to be a secret ballot. This practice willbe maintained also when using digital online tools.
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4 Annexes
4.1 Annex 1: Results of European Design WS
4.1.1 Planning of pilots
N.B. : Most recent and accurate data regarding pilots’ processes will be found in the Annex2 :
LDW - Detailed pilot planning.
We resume here the production of each pilot during two workshops. The first one was a round of discus-
sion were pilots were asked about their objectives, target groups, envisaged methods and finally the risk
and solutions. For most of them it was mainly an opportunity to debate collectively what they had
thought about for their presentation.
The second workshop aimed at building a timeline for each pilots. They were also encouraged to think
about their requirements in terms of features and to clarify which were essential and which were “only”
additional.
This is what we have done and how you read the timeline…
Step by step, participants build a general timeline for their projects by answering questions.
1. What are the main actions/steps in your project? (yellow “Action” card)
2. Which offline methods do you want to apply in your project (i.e. Work-
shops, World Café, Open Space Conference, etc.)? (blue “Offline
method” card)
3. Who is supposed to do what in each step? (red “Role”card)
4. Which online functionalities or features would be helpful to use in the
project? (green “Feature”card)
5. Is it possible to cluster the single actions/ steps into phases? If so,
please give the phases and note down the results of each phase (white
sheets of paper)
6. Which other stakeholders would you like to involve? (Post-its)
7. Any other relevant factors in your project?
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AEGEE
Objectives
Define new ways to involve
Implement and test the tool at the European and local level
In the context of event (live meeting) or online (for preparation or opinion)
Promote the package of students’ participation
2. Target groups for participation
Delegates at assembly, with weighed votes
All members online
Members of pilot locals
For dissemination / Other stakeholders
All local groups
Similar youth organisations / network
Methods
Use case 1: Assembly.
People that will be concerned are Delegates present in the room. These are elected with a mandate from
their local group. Each of them have a certain amount of votes according to the number of members of
the local group their represent.
Use case 2: Proposals
Three potential uses are foreseen:
- Amendments in sub-sessions, voting;
- Attendance: location, quick poll;
- Open space: ranking, timeline (slot allocation).
This general scheme could be applied with the help of online software:
Idea Norm / Proposal Collaboration (amendments, discussions, polls) Final proposal Indicat-
ive vote Assembly
Use case 3: Local groups
An open call is launched by AEGEE-Europe to find local groups (Antennae) interested to test the plat-
form in their local discussions. These groups will receive training on-line in January 2016 and a live
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EUth 649594 Pilot framework D5.2
meeting during the European Planning Meeting in Leiden scheduled for February 2016. They will use
the platform to:
- Internal discussion;
- Prepare proposals to be submitted at the General Assembly of AEGEE-Europe in May 2016.
Risks and solutions
Type of risk Description Mitigation strategy
Timing of tools
Collaborative text writing
Pooling
Feb. 2016
Whole tool
April 2016
Authentication of users
Cut out functionalities
What is most critical?
Engaging OnlineUsers don’t care
Don’t want to use it
User-friendliness
Visual adaptation
Change management
Training
Legal constraintsElection online is not al-
lowed
Trust in online votingElection is black box
Data security
Inform in advance
Proof that it works
Clarify data use
Separate app / Clear sub-division
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Timeline and requirements
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PHASE 1 : Pre-Agora (Dec. 15 - May 16)
PART.2
PHASE 1 : Pre-Agora (Dec. 15- May 16)
PART.1
EUth 649594 Pilot framework D5.2
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Conseil Parisien de la Jeunesse (CPJ)
Objectives
- Speak to, work with youth who are not engaged yet
- Getting insight in opinions
- Find simple way of participation
- Convince young ppl that municipality cares for them
- Opening up new, flexible ways of participating
Target groups
For participation
- Members of CPJ (1year)
- Youth structures
- City council members
For dissemination / Other stakeholders
- Animation centres
- Mayor of Paris
- Youth “Antennes”
- Schools, colleges
- Universities
Methods
First experiment with CPJ : Use a small and local consultation
Experiment with 2 or 3 youth structures, young citizens
Involve members of CPJ to start the participatory process with other young citizens
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Risks and solutions
Type of risk Description Mitigation strategy
No interest … by the young citizens Meeting, presentations
Use concrete examples
Convince them about the importance of their
participation
Not enough “valorisation” The way the city communic-
ates
Share the… (?)
Timeline and requirements
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Fédération des centres sociaux et socioculturels de France (FFSSC)
Objectives
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Target groups
For participation
- Community workers
- Young people from local groups
- Federation staff
- For dissemination / Other stakeholders
- Community workers
- Local federation
- Young people from local groups
Methods
- Organizing the meeting
- Preparation of the annual meeting is the best space to bring the tools to the organization
- Introduction in local groups
- Training
- Community centers
- Multiuser wordpress
Tools for annual meeting Training for local centers more impact locally co-cre-
ative development
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Risks and solutions
Type of risk Description Mitigation strategy
Huge network of participants Big number of actors in-
volved in the federation
work
Work with local groups in
the annual meeting
Long time for dissemination Caused by the huge network
of participants
Annual meeting
No “central” authority Control of the / influence /
convince about use of the
tool can be difficult
Democratic approach
People as contributors not only as “testers” :
participatory approach
Simple, intuitive, well instructed tool
Complexity of the tool
Tools not being used
Either too complex, not us-
able, hard to dissemination
Case study : wordpress : be-
cause there was no time to
train people and support
Generational gap Not used to rely on online
tools
OR
Why wouldn’t we use Face-
book instead ?
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Timeline and requirements
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EUth 649594 Pilot framework D5.2
Cross-border pilot, Italy and Slovenia (Coord. ISIS) and Rural Pilot : The Heart of Slovenia (HoS)(Coord. Development Centre of the HoS)
Objectives
- To find candidates to be young community managers.
- To recruit them
- A panel of 20 for participatory process
- Motivate them, train for new skills (fee training)
Select 2 young community managers
Interface between the process are communities (to involve broader communities in the process)
Topic : policies for youth employment with international aspect
- To establish strong connections, links between young people and local, community (municipalit-
ies) : real commitment by municipalities.
- To find candidates for young community managers, to train them (motivated people)
Topic : improve quality of “young life” (sports, events…)
Target groups
For participation
Pilot 1 : 2 target groups :
students from University of Primorska, University of Trieste
others, general young population : 15-20 y.o. and 20-30 y.o.
Pilot municipalities :
Pilot 1 : Koper (SLO), Trieste (ITA)
Pilot 2 : 10 municipalities in the HoS
For dissemination / Other stakeholders
- Other cross-border municipalities (Slo-Ita)
- Youth organisations
- Municipalities in Slovenia
- General public (engaging on events)
- Others universities
Methods
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Offline Online
Workshops with young panel
Training of YCM
Conference, public events
Personal meetings
Polls, voting
Forum for discussion
Collecting ideas online
What connection between off and on line?
Risks and solutions
Type of risk Description Mitigation strategy
Young ppl are not interest in
topics
Lack of real empowerment
of young ppl
Careful selection and shared topics something
relevant for young
Decision makers are not inter-
ested
They don’t see opportunities
in the project and youth par-
ticipation
Good connections with young ppl, to con-
vince them in opportunities, to get useful in-
formation
Decision makers are not com-
mitted
They start the process and
they leave it in the middle
To find topics that are connected with regula-
tions, to help them solve problem for them
To lose the interest, motiva-
tion of participants
The project will last for 3
years and participants could
lose focus and interest
To create events in proper period to keep
them updated and motivated, to think about
“scenario”
Timeline and requirements
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4.1.2 Evaluation: tools criteria and grids
Regarding the methods and tools to be considered in an evaluation process, participants expressed the
importance of gathering both quantitative and qualitative data. According to participants, although the
quantitative data is important to analyse information, understand trends and make some assumptions, if
the evaluation is only centred on predefined parameters it can oversimplify the analysis of the reality.
Qualitative information can be a good source to understand how the process/pilot is evolving and what
to do in case failures or problems are detected. In that sense, the evaluation framework should provide
insights on how to capture quantitative and qualitative information and further analysis.
About methods and tools, participants in the workshop suggested a combination of different techniques,
including questionnaires, self-evaluation, workshops, prototyping and interviews to make stronger the
evaluation output. Easy to understand questionnaires, interactive and dynamic workshops and the use of
Flashpoll and Adhocracy during the evaluation can contribute both in keeping the motivation in high
levels and facilitate the analysis of the obtained results. Finally, the evaluation results must be used as
feedback to improve/change/adjust the process evaluated.
In order to test the EUth-system under real conditions EUth conducts 5 pilot projects where youth parti-
cipation use the EUth toolkit. The EUth Living Lab provides an interface between the pilot projects (WP6,
WP7, WP8) and the development of the EUth -toolkit (WP3, WP4, WP5) as well as an interface between
the development and the innovation strategy (WP9).
The first step in defining the EUth Evaluation Framework is taken at the Design Workshop [DW]. Based
on this findings a draft document is shared and discussed at the first Optimization Workshop. This docu-
ment is refined in the local design workshops and finally presented in D5.2. A supporting toolkit is cre -
ated and used in the first evaluation, that will be reported in M13. A draft D5.3x will be shared on M15.
The second evaluation in M26 will be used to finalize D5.3 in M30.
2015 2016 2017 2018
Jan D5.2: Framework
March Start M13: Eval 1 End
June DW M26: Eval 2
Sept Draft D5.x: Evaluation Feedback
Dec DW-Px D5.3: Evaluation Report
Homework: how do you usually evaluate the outcomes of youth participation project ?
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EUth 649594 Pilot framework D5.2
- We're not able to at this point.
- Occasionally specific online surveys or questionnaires are employed to monitor motivations,
expectations and attitudes. The activities can be evaluated depending on the scope of the pro-
jects: through questionnaires, regular internal and external evaluations, workshops etc.
- Generally the evaluation bases itself on the number of implied young people, on the way they
put a lot and on the result of the ideas which are produced.
- Criteria for evaluations can be: number of participants, gained knowledge, skills.
4.1.3 Transferability
Transferability of tools
- Which are the features that are needed in all pilots, in most of them, in only one?
- Which are the core features that should be available for everyone at the end of the project?
Categories Tools In allpilots
Inmostpilots
Injustone
Attheend
Polling andvoting
Answering poll 1 1
Weighted vote AE-GEE 1
Discussing and commenting 2 2Voting on proposals and comments 3 1Poll sharing 2 1
User Man-agement
Groups 2Moderation role 2 1Admin role 1 1Notifications for users / Mod and admin 3 3Public and private space 2 1Nominating people 1 1Profiles for organizations 1
Text writingCollaborative text writing 2 1 1
Map 1 1
ProposalsTopic management 1Making proposals 1 1
SecurityAuthentication layers 1 1Privacy 1 1
Multimedia Upload for pictures, movies, documents 3 1
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Categories Tools In allpilots
Inmostpilots
Injustone
Attheend
User experi-ence
Common login 1 1Multiplatform App 1 1Feedback for users 1 1Decision wizard when starting a project 1 1Responsive design 3 3two levels of use (expert and simple view) 1 1simplicity of design 1 1Online training tools 1
Content man-agement
Editorial space for sharing the results of the decision making:how did addressee decides in the end and why 2 1
Crowd or machine based translations of user generated con-tent 2 1 1
Hot topics are visible 1 1
Analytics
Poll results presentation 1 1Export of results as cvs 1 1Arguments mapping 1Evaluation and analytics 1 1
Online andF2F interface Linking live event with collection of ideas and voting 1 1
Time man-agement
Calendar and event 1 1 2Agenda setting 1 1
Social media
Sharing contents on social medias 3 2
Connecting all projects on the EUth platform based on tags(countries, topics, structures,...) for experience sharing 1 1
Marketingand impact
Showcase 1
„Victories“ valorisation: showing the local impact of discus-sions and processes 1
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4.2 Annex 2: Detailed pilot planning
In this part we describe the detail of the pilot activities as fixed during the Local Design Workshops
and / or the regular planning telcos that were held with pilot partners.
For each pilot, we present a table of activities planned in order to implement the first iteration of EU th.
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4.2.1 Students’ Participation - AEGEE
Milestones and timeline of first Iteration (Oct 15 until October 16)
TimeActivities Output / Goal
General Local Antennae Agora process
Prepar-ation
10-15
Presentation at general assemblyKiev (14-18 / October)
Awareness raisingamong members
11-15 Local Design Workshop (09h Novem-ber)
Definitive planning
Presentation during NWMs (NetworkMeetings – see list below) and in-formation about the involvement ofAntennae in the pilot
Awareness raising andpreparation among re-gional leaders
15th November Open call starts for finding 3 to anten-nae that will use EUth for their internalprocess
12-15
15th December Deadline for application of antennae
01-16
25th January: Telco 2 Support for pilot
Evaluation of setting up (interviewwith AEGEE)
Follow-up on process
26th (week of) Information package for Membersabout EUth/ Uses of it: EUth for dum-mies
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02-16
26th-29th February – EPM Leiden Workshop presenting EUth, the features of the platform and the pilot pro-cess.
Presentation of evaluation activities.
Evaluation of willingness of participants to give feedback / use an app forfeedback.
Feedback on use of soft-ware.
De-ploy-ment
03-16
01st March Start of piloting for local groups Start of use for Agora proposi-tion process
Report on use and bugs
04-16
01st April End of testing and Feedback:
Tool → Survey
10th April Feedback ready and preparing for Op-timization WS in Brussels
15th April Presentation during Optimization WSin Brussels
05-16
22nd to 26th May Use of EUth during Agora Ber-gamo
07-16
Survey at the end of Agora with ques-tions on the 6 topics as part of the gen-eral evaluation
Usability testing: Focus group duringAgora / Workshop
List of regional meetings.
24 – 27 September - Firenze / 29 Oct – 01 Nov –Athina / 05 – 08 Nov –Tartu / 05 – 08 Nov –Tbilisi / 12 – 15 Nov –Cluj-Napoca / 13 – 15 Nov – Valencia / 19 – 22 Nov – Berlin /20 – 23 Nov – Delft / 26 – 29 Nov – Kraków / 26 – 29 Nov – Sofia
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Evaluation
As agreed during LDW, following evaluation activities are planned until October 2016.
Survey on setting up of the pilot
Form: Questionnaire filled by AEGEE core team (Andrea / Ander / ??)
Questions:
We would like to have a feedback on your experience as project initiator and core team of a EU th pilot.
1. You started the planning of the pilot in June 2015. Which were the most challenging activities /
elements of the planning until now?
2. What was the simplest, the most natural parts of the planning?
3. Which stakeholders (How many) played a role in the participation process?
4. Who was affected by the participation process (Target group)?
5. Were external experts involved in the process? Which role did they play?
6. Did stakeholders play an active role on the platform? If so, which activities did they perform?
7. Did external or internal stakeholders play a part in the moderation process?
8. Where stakeholders invited to give feedback on the participation method/process?
9. Where stakeholders invited to give feedback on the platform and tools?
Workshop during EPM Leiden
Form: Workshop with participants to European Planning Meeting in Leiden in February 2016. Members
of the three Antennae that are piloting EUth + Regional leaders that will act as multipliers for the piloting
until Bergamo
Planning of the WS: 1.5 hours
10 Minutes: Introduction
30 minutes: Digital democracy to improve the participation of members in AEGEE – The role of
the Antennae testing the application
30 minutes: The main features of the application
20 minutes: Q&A and wrap up
Focus group during Agora Bergamo
Form: Usability Workshop with AEGEE members
Planning and format: 2 hours WS
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Survey at the end of Bergamo
Form: Online survey to be filled by as much users as possible
Questions:
Who participated? How interesting it was to participate (mandate and influence and incentives)?
How good and balanced is the presented information?
How “good” is discussion? What kind of aggregation and results?
What is the mandate? Is it useful for policy making? Which is the link to decision makers? How
much money and efforts invested in comparison to result?
Which level of transparency? Is the process open? Is the process sustainable?
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4.2.2 Youth Empowerment - Conseil Parisien de la Jeunesse (Youth Council of Paris) (WP7-1)
Milestones and timeline of First iteration (October 15 – October 16)
Phase Time Activities Output / Goal Evaluation
Preparation September 15 – January 16
October Recruitment of new CPJ
Random selection of 47 new mem-bers + 53 that start their 2nd year ofmembership.
Keep in touch with the unselected
A questionnaire has been filled by700 candidates and will be ana-lyzed by an intern of the city.Questions will be w=share with WP5
NovemberLocal Design Workshop (16.11) Definitive Planning
Fixing Evaluation activities for Paris
End November :
CPJ receives its mission letter with 4 an-nual topics.
The used virtual participatory tools by theCPJ’s will be :
- Collecting ideas (about 4 topics)
- Collaborative text
- Timeline (not an EUth feature)
- Google drive
- Flashpoll- Social networks : old : facebook, twitter; new : instagram, snapchat
Topics for EUth Adaptation of the tools to the top-ics
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Phase Time Activities Output / Goal Evaluation
December
CPJ renders elective representatives its annual report.2 topics from 2014-2015 are still to cover: Urban projects : Paris 3 Censier and Bastille Place
Announce of EUth tools : how the CPJ decides to increase its online participation capacity.
NA
Conference of Youth
Cop 21Members of CPJ will be mobilized as ob-servers and delegates.
? NA
January
Presentation of EUth to the new CPJ : an
handbook presenting Flashpoll and Adho-
cracy is put online and an announcement
is send to the CPJ members
Awareness Raising of future parti-cipants and presentation to elected representatives of Paris City Coun-cil
Recruitment of leaders (Community man-agers) in CPJ (online) who could have an access as soon as possible to the platform and tool
Group of CMBlog 1 : answer to a question : why I want to be a CM in EUth
Test January 16 – April 16
February Test of Flashpoll : Bastille place.An online survey about the renovation of Bastille place is send among the 700 unselected young people.
Keep in touch with the unselected.Make the CPJ members work on the questions they want to ask for this first use of FP.
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Phase Time Activities Output / Goal Evaluation
March
Availability of Adhocracy: public plat-form, in French.
Early March : DATE TO CONFIRM (Saturday)
Kick-off Presentation Meeting.
Plenary session of the CPJPresentation and training about Adho-cracy for the CPJ members.
Test with CPJ members.
4 annual topics are put on adho-cracy: how do we want to organizeto work on these topics ?
Circle analysis
H Assessment
Use of these tools to end the
meeting : how confident are you with your capacity to use these tools ?
First feedback: 3 or 4 weeks after the launch of the platform.
Feed the first OWSQuestionnaire about the use of theplatform.
Deployment
April 16 – November 16
April 11 - 12 Optimization WS Brussels
Internal use of Adhocracy among the 100 members of CPJ from this date.
Group discussion
May 16 Open Poll Flashpoll : about Bastille PlaceFirst test for the general public with FP.
June 2016 Second feedback : Annual activity report of the CPJ with a section dedicated to the use of Flashpoll and Adhocracy
Evaluate and capitalize the experi-mentation.Think about an external use of Ad-hocracy after this time of internal use.
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Phase Time Activities Output / Goal Evaluation
July 16 ?
August 16 ?
September - October 2016
Renewal of CPJLast chance to ask the 53 mem-bers that will leave the CPJ about their user experience
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Participation beyond the CPJ ?
The main objective of CPJ is to extend the participation beyond the members of CPJ. Here are some tracks thatwere considered during LDW.
How to increase participation?
1. Gamification
2. Invitation to answer a poll by a friend [feature to add to Flashpoll]
3. Give utilitarian, social and political sense to participation.
4. Highlight the previous realizations made possible thanks to participatory devices and youth’s in-
volvement.
Subjects of participation?
Subjects will be known after receiving mission letter from the mayor of Paris. These subjects will be the
support of the use of Adhocracy by the 100 members of CPj for 2015-2016. As soon as Adhocracy is
available, it can be used with these subjects.
Nevertheless, some clues are already known: Grand-Paris and Olympics games 2024 may be part of this
letter.
Two or three topics from the previous year have to be terminated, before the new tests. There are about
two urban projects (destruction of university of Paris 3 Censier ; place of Bastille)
CPJ members have to imagine a new place dedicated to the youth in Paris.
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“Réinventons nos places” (the same that has been done in Republic) : Bastille : help to decrease
the use of cars in this place ; touristic aspect ; opposition with a conservative view about the
place and the local electives who would like to go further in the change, imagine a new one : ve-
getalization, link with the river.
Test subject for Flashpoll : localized on Bastille place “DL Flashpoll and give your opinion”. This ex-
ample will be used to do the presentation to the new CPJ.
When can we launch the polls ? Long term view ? This subject can be reported in 2015-2016.
Early 2016 : Bastille Place : Call to the 700
Spring 2016 : Bastille Place : Open call
What questions to ask ?
Uses of the places, especially by the youth.
Target : 15-30 ans : open call with first filter question : age to select the answers.
Internal use of Adhocracy : replacements of Loomio
Currently, CPJ members use Loomio as an organizational and participatory tool. Adhocracy is supposed
to be able to replace this tool.
Some available features in Loomio should also be done by Adhocracy:
Possibility to vote on a collaborative text
Possibility to vote on a collaborative text, paragraph by paragraph
Receive a mobile or email notification when a new message is posted
What is expected from EUth is to allow and permit:
- A better organization
- An easier participation
- More debate, exchange of argument
- More collective exchange
CPJ also use google drive to share all their document. They would like to have a simpler alternative, for
example, something directly integrated in the Adhocracy platform to share documents without leaving
the system.
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CPJ use an online timeline feature that will be kept, as Adhocracy doesn’t provide it: all the subjects,
projects and activities of the CPJ appear on this online timeline. Members can say when they are inter-
ested and available to get involved on a subject and join a meeting. It could be embedded in Adho-
cracy.
Info tools : email, sms, diffusion newsletter.
Facebook : exchanges, informal chat (most reactive and accessible way to do so according to the
youth). Rather active today.
How to publicize more the CPJ’s action? a more open facebook group, newsletter, etc. (Instagram,
Snapchat, Twitter).
Milestones for EUth first iteration :
1. November - December 2015 : 4-5 subjects given by the city.
2. First f2f meeting to discuss the new subjects : City hall of Paris (around 20 participants)
3. Online discussion to produce the planning of the year.
4. February 2016 : use of Flashpoll with the 700
5. March 2016 : Plenary session to present the software. Subjects are put on adhocracy
6. New F2F meeting.
7. Spring 2016 : Use of Flashpoll in an open poll
8. CPJ : End June 2016 : Answer to the questions asked in March.
9. CPJ : September 2016 : Final report to the elective representatives.
Evaluation
As agreed during LDW, following evaluation activities are planned until October 2016.
Plenary session of the CPJ
During the plenary session the evaluation activities will be focused on the use of Circle analysis and H
assessment. Questions to be addressed during the activities include:
Circle Analysis
Once everyone has placed their stickers or drawn their symbol, participants are encouraged to reflect on
the patterns of distribution:
Which participants are in the inner circle? What does it mean to be active? How are they
active?
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Which participants are in the middle circle? What does it mean? Why are they only
sometimes active? What prevents them being very active?
Which participants are in the outer circle? Why? What prevents them from being active?
Are there some participants who choose not to participate? If so, why do they choose
not to?
What are the incentives to participate?
Are there other participants who are excluded/not reached? Think about the participants
who are not part of this meeting today. Who are they? What is their gender, age, back-
ground? Are participants with disabilities included? Are there other participants who are
often excluded/not reached? Who are they? Why are they excluded/not reached? What
can be done to involve them?
Can you observe any main gender or age or background differences relating to who is
most actively involved? Or most often excluded?
What other factors make a difference to which people are actively involved in participa-
tion and partnership initiatives?
What can be done to strengthen inclusive participatory processes?
H Assessment
This method can be an alternative to evaluate quality of participation, especially aspects related to the
deliberation and discussion of the presented information and the fairness levels during the development
of the tests. In that sense, the tool should focus on answering the following questions:
How good and balanced is the presented information?
How “good” is discussion? What kind of aggregation and results?)
Which level of transparency do you perceive in the project? Is the process open? Is the process
sustainable?
The facilitator should create one “H Table” per question and proposing different sessions to evaluate
them in a separate way.
Survey at the end of the workshop
Form: Online survey to be filled by as much users as possible/Group discussion
Questions:
Who participated? How interesting it was to participate (mandate and influence and incentives)?
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How good and balanced is the presented information?
How “good” is discussion? What kind of aggregation and results?
What is the mandate? Is it useful for policy making? Which is the link to decision makers? How
much money and efforts invested in comparison to result?
Which level of transparency? Is the process open? Is the process sustainable?
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4.2.3 Youth Empowerment - Fédération des centres sociaux et socioculturels de France (French federation of social centres – FCSSF) (WP7-2)
Milestones and timeline of first Iteration (October 15 – October 16)
Phase Time Activities Output Evaluation
Prepara-tion
09-15
01-16
October
Test of Flashpoll during annual meeting in Strasbourg (20-24)
No actual test, because it took place in country side with no network!
But organizers had the opportunity to work with the software andlearn how it looks, how it works… The most interested in F.P. are theanimators, in charge of youth in social centers.
For this ineffective test 3 uses were planned and could work for thenext edition:
At the beginning: A poll about the feeling of participants
At the end: Same question
During meeting: A game/debate (role playing decision game) aboutrefugee issue: how to deal with this situation.
Awareness Raising of futureparticipants and convincinginternally
NovemberLocal Design Workshop (17th - Nov) Fixing Evaluation for
FFSC
December -January
Telco to specify the options discussed during LDW
In option: Training of young people doing a “service civique” (Volun-teering Year)
Definitive Planning
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Phase Time Activities Output Evaluation
Test01-16
04-16
February
Between 7 and 21 of February (School Vacations):
1 - preparation with FP (open questions)
- What subjects are important currently?
- What makes you angry?
- What makes you happy?
2 - 2 days seminary to organize the annual meeting.
This seminary will be hold in the same place that the 2016 meeting :opportunity to test the material and network conditions for the actualtest.
Provide inputs for the 2 daysseminary.
Presentation of EUth toolsand process during the sem-inary and how it can be usedto prepare the annual meetingand during the meeting.
March
Opening of a first topic to prepare the annual meeting after the 2 daysseminary.
1st feedback on the platform
Online phase to discuss the chosen theme with the organization team(20 persons)
See how adhocracy can beused to prepare the annualmeeting.
Have a first feedback for theOptimization WS in Brussels
Circle analysis as aclosing sequence ofthe meeting
Online - Question-naire about first endusers experience(common for all pion-eer test users)
April
Optimization WS Brussels
Possibility: Training of young people doing a “service civique” (Vo-lunteering Year)
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Phase Time Activities Output Evaluation
Deploy-ment
04-16
10-16
May
Local tests on any subject interesting members of the organizationteam or relatives.
Start to think about the testand use beyond the organiza-tion of annual meeting
Offline (locally)
Group discussion
Circle analysis
H Assessment
June Online phase to anticipate the annual meeting (1) Survey-2
July
August
Low level of activity: how can we adapt to it?
Possibility: International Youth Meeting in Stockholm (July)
September
Online phase to anticipate the annual meeting (2)
Inscription for the annual meeting: first to apply get the slots
What can we propose to the un-selected?
October
Annual meeting of the federation:
1 Use of Flashpoll (cf. supra)
2 Use of Adhocracy during the meeting (Use case not clarified yet.The decision on using it will derive from the organization of theconference in early 2016).
Offline / Online
H Assessment
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Overall observations
Spreading new tools in a network
FFCS is a roof organization: Each level is independent.
The federation has intuitions about the importance of digital application for social centers in the future in
improving the work they do with the general population and the youth.
At the same time they see that the local teams need to be trained and to get more involved in this field.
Digital tools are seen as a cost by most of the partners. So in a first steps those applications are really
needed as:
Support for internal promotion
Modules within existing activities, with a focus on their adaptation to the present situation
Add-ons to F2F participation
Tools to identify crucial people to work with
Proof that it works and brings something more
At the moment the use of these tools represent an effort which return on investment is not clear. The
goal is to prove that it can bring more participation from the youth with less efforts than now.
Today there is a good level of activity on facebook, but directly with the centers, with no actual effects
on the federal level.
FSC annual meeting
The annual meeting consists of 3-4 days of gathering with 200 young people that belong to a social cen-
ter. It is the 5th edition this year. Previous topics were: “how to live together?” ; “digital social network”;
“travel”.
Social centers work mostly with young people from popular neighbourhood, most of them are not at
ease with scholar system (some of them are), they come from very different ethnic, cultural and social
backgrounds.
Aim of this annual meeting is not formally to be a place to prepare actions or projects. it is more about
meeting, discovering others, learn to get involved, to be engaged: a school of democracy. Naturally
some young people decide to work together, to organize themselves, but it is on their own, it is not co-
ordinated.
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Targets groups
The main question to solve in regard to the first iteration is following:
How do we work efficiently with the group of 20? The timeframe from March to October 2016
is a long and call for precise sequences that will feed participation with content and meaning
How do we involve the group of 200 participants before and after the annual meeting?
What can be proposed to the others? Especially the ones that would like to come but cannot be-
cause there is no more room for them?
Others test and deployment opportunities (beyond annual meeting)
During LDW, further options for testing EUth were assessed. These options will be confirmed/infirmed
until the first launch of the platform:
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Local tests: The possibility to use Flashpoll and Adhocracy will be offered to the members of or -
ganization team. They will able to use them for local projects. The details of these local tests
have to be discussed from February 2016 once the team are constituted.
July 2016: International Youth meeting (FR, SW, UK, GER) in Stockholm: Participants could
use EUth to organize themselves or discuss subjects.
Service civique: On a regular basis, every 2 or 3 months, FFSC holds trainings for young
people involved in “service civique” programme (Voluntary Year). These trainings could be an
opportunity to present EUth tools and launch and hold on a permanent digital participation about
the service civique. It could be done regularly starting with the first launch (i.e. from March
2016).
Evaluation
As agreed during LDW, following evaluation activities are planned until October 2016.
Survey on setting up of the pilot
Form: Questionnaire filled by team.
Questions: We would like to have a feedback on your experience as project initiator and core team of a
EUth pilot.
1. You started the planning of the pilot in June 2015. Which were the most challenging activities /
elements of the planning until now?
2. What was the simplest, the most natural parts of the planning?
3. Which stakeholders (How many) played a role in the participation process?
4. Who was affected by the participation process (Target group)?
5. Were external experts involved in the process? Which role did they play?
6. Did stakeholders play an active role on the platform? If so, which activities did they perform?
7. Did external or internal stakeholders play a part in the moderation process?
8. Where stakeholders invited to give feedback on the participation method/process?
9. Where stakeholders invited to give feedback on the platform and tools?
Local tests
During the local tests the evaluation activities will be focused on the use of Circle analysis and H assess -
ment. Questions to be addressed during the activities include:
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EUth 649594 Pilot framework D5.2
Circle Analysis
Once everyone has placed their stickers or drawn their symbol, participants are encouraged to reflect on
the patterns of distribution:
Which participants are in the inner circle? What does it mean to be active? How are they
active?
Which participants are in the middle circle? What does it mean? Why are they only
sometimes active? What prevents them being very active?
Which participants are in the outer circle? Why? What prevents them from being active?
Are there some participants who choose not to participate? If so, why do they choose
not to?
What are the incentives to participate?
Are there other participants who are excluded/not reached? Think about the participants
who are not part of this meeting today. Who are they? What is their gender, age, back-
ground? Are participants with disabilities included? Are there other participants who are
often excluded/not reached? Who are they? Why are they excluded/not reached? What
can be done to involve them?
Can you observe any main gender or age or background differences relating to who is
most actively involved? Or most often excluded?
What other factors make a difference to which people are actively involved in participa-
tion and partnership initiatives?
What can be done to strengthen inclusive participatory processes?
H Assessment
This method can be an alternative to evaluate quality of participation, especially aspects related to the
deliberation and discussion of the presented information and the fairness levels during the development
of the tests. In that sense, the tool should focus on answering the following questions:
How good and balanced is the presented information?
How “good” is discussion? What kind of aggregation and results?)
Which level of transparency do you perceive in the project? Is the process open? Is the process
sustainable?
The facilitator should create one “H Table” per question and proposing different sessions to evaluate
them in a separate way.
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Survey at the end of the pilot
Form: Online survey to be filled by as much users as possible
Questions:
Who participated? How interesting it was to participate (mandate and influence and incentives)?
How good and balanced is the presented information?
How “good” is discussion? What kind of aggregation and results?
What is the mandate? Is it useful for policy making? Which is the link to decision makers? How
much money and efforts invested in comparison to result?
Which level of transparency? Is the process open? Is the process sustainable?
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4.2.4 European Young Citizens Participation - Cross-border pilot, Italia-Slovenia (WP8-1)
Milestones and timeline of first Iteration (October 2015 – October 2016)
TimeActivities Output / Goal
General Trieste Koper
Prepara-tion
10-15
11-15
November 13th
November 24th Telco WP2,5 and pilot Italy Slovenia Planning
November 25th Publication of the call for young applications online
November 30th Publication and dissemination of the Vocational Master programme online
12-15 Recruitment of YCM and Young Fellows for the pilot
01-16January 11th and 12th
2016Trieste focus groups for ages 20-24 and25-34
Koper focus groups for ages 20-24 and25-34
Follow-up on process
January 13th 2016 Trieste-Koper pilot meeting, hosted by the University of Trieste
January 27th and 28th
2016Trieste focus group for age 15-19 Koper focus group for age 15-19
02-16First and secondweek
Selection of the YCMs and start of the YCM Vocational Master programme
Deploy-ment
03-16 March 29th – April 1st Local Design Workshop in Trieste Final planning
04-16 Start of the qualification and validation of YCM competences with the Vocational Edu-tion Training programme (“doing by coach-ing”) in Trieste and in Koper
Start of the young community building andimprovement in Trieste and Koper:
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05-16 Tutoring
Analysis of needs and expectations of theyoung community (per segments)
06-16 Training on the EUth tools and assistance towork in progress
Define the Promotion Action Plan (PAP)
Start recruitment of young in the community
Feedback on use of EUth soft-ware.
07-16Tutoring (face-to-face meetings + online) Implementation and control of the PAP
Young recruitment continues
08-16 Summer break Summer break
09-16 Tutoring (face-to-face activities + online) Implementation and control of the PAP
Young recruitment continues
10-16Tutoring Implementation and control of the PAP
Young recruitment continues
Evaluation
Evaluation activities of cross boarder pilot will be finalized during Local Design Workshop and are therefore not relevant at this point.
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4.2.5 European Young Citizen Participation - Development Centre of the Heart of Slovenia (WP8-2)
Milestones and timeline of first Iteration (October 2015 – October 2016)
TimeActivities Output / Goal
General The Heart of Slovenia Area
Prepara-tion
10-15
11-15
November 16th Informing Youth Centres and Municipalities in the Heart of Slovenia Area about the EUth pi-lot project and Young Community Manager
Planning
November 30 th Dissemination of the call for young and dissemination of the vocational master program toYouth Centres
12-15
December 7th Publication for the call for young applications online
December 30th Collecting proposals for the young community managers (Youth Centres themselves recom-mend the best candidates) - two of them will be selected on the basis of a questionnaire andCV)
Recruitment of YCM and Young Fellows for the pilot
01-16January 15th Focus groups for ages 15-19, 20-24 and 25-34 in Municipalities Kamnik and Mengeš Follow-up on process
January 19th Focus groups for ages 15-19, 20-24 and 25-34 in Municipalities Litija and Šmartno pri Litiji
02-16First and secondweek
Selection of the YCMs (Two young community managers will be selected ) and start of theYCM Vocational Master program
Deploy-ment
03-16March 29th – April1st
Local Design Workshop in Trieste Final planning
04-16
11th-12th April Optimization Workshop in Brussels
Start of qualification and validation of YCM competences with the vocational Educationtraining program; starst of the young community building and improvement in the Heart ofSlovenia area
05-16 Tutoring and Analysis of needs and expectations of the young community
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06-16 Training on the EUth tools and assistance to work in progress; Define the Promotion ActionPlan, Start recruitment of young in the community
Feedback on use of software.
07-16Tutoring (face-to-face meetings + online); Implementation and control of the PAP
Young recruitment continues
08-16Tutoring (face-to-face meetings + online); Implementation and control of the PAP
Young recruitment continues
09-16Tutoring; Implementation and control of the PAP
Young recruitment continues
10-16Tutoring; Implementation and control of the PAP
Young recruitment continues
Evaluation
Evaluation activities of cross boarder pilot will be finalized during Local Design Workshop and are therefore not relevant at this point.
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