EVALUATION OF ACTIVITIES IN THE

NETWORK “GREENET” Michaela Marterer, Peter Härtel,

Styrian Association for Education and Economics, Austria

STVG Styrian Association for Education and Economics

• Founded in 1955• Interface between education and labour market – world of work

within Lifelong Learning • 5 areas of working• Local, regional, national, European & international Level• Combine Practise and Research

Task for STVG in GREENET: WP 5 “Evaluation and Quality Assurance” • The effective process (communication and progress, meetings of

the consortium)• Process of the project (events / products / outcomes of GreeNET)• Focus on:

– 2 implementation phases A and B – validation phase

The paper: compact overview about the evaluation of the best practises from users in the 1st and 2nd circle.

Quantitative Facts and Data • 1st circle: phase A: Out of 26 collected best practices 9 best

practices were used for the first phase implementation. The detailed evaluation of the best practices is based on the feedback of users on 9 best practices, out of 6 partners, used in sum 18 times.

• The number of feedbacks per used best practice differs from 2 to 76.

• 2nd circle: phase B: The detailed evaluation of the best practices is based on the feedback of users on 9 best practices, out of 7 partners, used in sum 13 times. The number of feedbacks per evaluated best practice differs from 7 to 52.

• In sum in both phases 444 participants in 142 schools • In total : 15 best practices: 12 out of 26 and 3 additional ones.

Composition of the Questionnaire Section Topic / Item Questions Section 1 Organization, effectiveness of content

and delivery3 questions

Section 2 “Voice of user”  

1 Relation to a green topic and to the National Curriculum

1 question to answer on 3 levels

2 Being interdisciplinary: Drawing upon many academic disciplines and teaching methods 

2 questions:1 question concerning 8 different academic disciplines 1 question concerning 4 different teaching methods

3 Relevance to the daily life of students 1 questions concerning this item with 5 sub-indicators to answer with yes or no

4 Based on accurate and factual professional expertise

1 question to answer on 3 levels

5 Connection to professions in the green labour market

1 question to answer on 3 levels

6 Learning by research and enquiry 

1 question about general rating on 3 levels1 questions concerning this item with 5 sub-indicators to answer with yes or no

Composition of the Questionnaire Section Topic / Item Questions

7 Activation of the students by hands-on 1 question to answer on 3 levels

8 Enhancement of students’ ICT skills 1 question to answer on 3 levels

9 The learning activity supports the development of following social skills…

1 questions concerning with 5 sub-indicators to answer on 3 levels

10 The programme is easily adaptable for … 1 questions concerning this item with 3 sub-indicators to answer on 3 levels

Section 3 The materials of the programme / practice and general feedback

7 questions to answer on 3 levels

Section 4 Feedback concerning the training 3 questions to answer on 3 levels

10 items (1 / 2)Item 1 Relation to a green topic and to the National Curriculum

This item expresses the correlation of a programme with relevant contents of national curricula – and how it performs to make that visible and understandable

Item 2 Being interdisciplinary: Drawing upon many academic disciplines and teaching methodsThis item shows the multi-dimensional approach of a programme, combining elements of various disciplines, and how participants could perceive this approach

Item 3 Relevance to the daily life of studentsThis item reflects the connection of a pedagogic environmental programme with the real life of students, out of the point of view of the participants of the evaluated programme, in various aspects

Item 4 Based on accurate and factual professional expertiseThis item gives evidence about the professional expertise that is the base of the implemented and evaluated best practice programme

Item 5 Connection to professions in the green labour market This item addresses the aspect to give students concrete insight in „green careers“ in professions within sustainable economy

10 items ( 2/ 2)Item 6 Learning by research and enquiry

This item is focused on the approach of research and inquiry-based learning, differentiated into sub-items, that addresses special aspects of this learning and pedagogic method

Item 7 Activation of the students by hands-on This item gives feed-back from participants and evaluators concerning interaction in programmes with materials and hands-on activities used in the programme

Item8 Enhancement of students’ ICT skillsThis item is relevant for the insight into effects of programmes to strengthen ICT skills of students by using best practice programmes

Item 9 The learning activity supports the development of following social skills…This item expresses possible effects of programmes on different aspects of social skills, out of the point of view of participants and evaluators

Item 10 The programme is easily adaptable for …This item ask for the estimation for possible adaptation and transfer, concerning specific educational needs, students interests and educational aims of a programme

3 level structure • 1st level - lila – is an indication, that concerning this item potential for

improvement in relation to other programmes and practices exists.

• 2nd level – blue – shows a positioning within the GreeNET implementation process – concerning this item – in the average, for excellence additional effort is needed.

• 3rd level – green - is the top performance – out of the view of the evaluating participants – concerning this special item. To hold this performance often is more difficult than to reach them – and a look at the other items is necessary.

Overview about the results

No. Country Practise / Programme

Number of Persons where the practises

were evaluated Item 1 Item 2 Item 3 Item 4 Item 5 Item 6a Item 6b Item 7 Item 8 Item 9 Item 101 EL School Garden 982 DE,ES "HOBOS - To bee or not to bee" 853 AT Rio 92 + 374 DE Energy tomorrow 355 EL Green labs for schools' projects 356 ES Dikketruiendag 227 ES Germination Rate 228 ES Green Ideas 229 ES Konsumaniatic 22

10 EL The ecosystem of lake Pamvotis 1511 ES Hidrophonic Garden 1212 AT School of Eating 1213 ES AgroWeb 1014 DE Rainforest 1015 DE Waste 7

Total 444

Prospect for Evaluation results during the validation phase

• Cross-Check with Companies and Stakeholder: to compare the criteria of best practices with the needs, demands, possible „criteria“ for employees in companies concerning „green attitudes“.

• Set of meetings with stakeholders: in order to present and discuss the findings of the project, and also to investigate the applicability of the project’s outcomes in the educational system.

Cross-Check

1 Relation to a green topic and curriculum This criterion is essential for a school pedagogic, process, project in Low extent high extent 0 1 2 3 4 5 6 7 8 9 10 2 Being interdisciplinary: Drawing upon many academic disciplines and teaching methods Interdisciplinarity is important for our company to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 103 Relevance to the daily life of students Practice and life relevance is a value to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 10Based on accurate and factual professional expertiseProfessional and scientific expertise concerning green competences we estimate to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 105 Connection to professions in the green labour marketOur company assesses the practice approach of job applicants, especially to green jobsLow extent high extent 0 1 2 3 4 5 6 7 8 9 10

Cross-Check

6 Learning by research and enquiry Our company appreciates self-directed recognition and appraisementLow extent high extent 0 1 2 3 4 5 6 7 8 9 107 Activation of the students by hands-on In our company practically competences are estimated to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 10 8 Enhancement of students’ ICT skills ICT skills are important in our company to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 10 9 Support of the development of social skills Social skills in our branches are necessary to aLow extent high extent 0 1 2 3 4 5 6 7 8 9 1010 Adaptability of the programme This is a criterion only addressed to school… 

Example Austria 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0

1.     Relation to a green topic and curriculum

2     Being interdisciplinary: Drawing upon many academic disciplinesand teaching methods

3     Relevance to the daily life of students

4.     Based on accurate and factual professional expertise

5.     Connection to professions in the green labour market

6.     Learning by research and enquiry

7.     Activation of the students by hands-on

8. Enhancement of students’ ICT skills 

9.     Support of the development of social skills

Extention

Extention

Example Greece 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0

1.     Relation to a green topic and curriculum

2     Being interdisciplinary: Drawing upon many academic disciplinesand teaching methods

3     Relevance to the daily life of students

4.     Based on accurate and factual professional expertise

5.     Connection to professions in the green labour market

6.     Learning by research and enquiry

7.     Activation of the students by hands-on

8. Enhancement of students’ ICT skills 

9.     Support of the development of social skills

Extention

Extention

Example Spain 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0

1.     Relation to a green topic and curriculum

2     Being interdisciplinary: Drawing upon many academic disciplinesand teaching methods

3     Relevance to the daily life of students

4.     Based on accurate and factual professional expertise

5.     Connection to professions in the green labour market

6.     Learning by research and enquiry

7.     Activation of the students by hands-on

8. Enhancement of students’ ICT skills 

9.     Support of the development of social skills

Extention

Extention

0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 9,0 10,0

1.     Relation to a green topic and curriculum

2     Being interdisciplinary: Drawing upon many academic disciplinesand teaching methods

3     Relevance to the daily life of students

4.     Based on accurate and factual professional expertise

5.     Connection to professions in the green labour market

6.     Learning by research and enquiry

7.     Activation of the students by hands-on

8. Enhancement of students’ ICT skills 

9.     Support of the development of social skills

Comparison

Austria Greece Spain

EVALUATION OF ACTIVITIES IN THE

NETWORK “GREENET” Michaela Marterer Peter Härtel, mm@stvg.com ph@stvg.com

Styrian Association for Education and Economics, Austria