1 / 23

Final Evaluation: Selected Results

Final Evaluation: Selected Results. Some remarks on the Programme BLK-“21“ Data Motivations of teachers Competency gains of teachers Competency gains of pupils Participation (pupils) Forms of establishing and stabilising ESD Further implementation and dissemination

baby
Télécharger la présentation

Final Evaluation: Selected Results

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Final Evaluation:Selected Results • Some remarks on the Programme BLK-“21“ • Data • Motivations of teachers • Competency gains of teachers • Competency gains of pupils • Participation (pupils) • Forms of establishing and stabilising ESD • Further implementation and dissemination • some relationships BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  2. Some remarks on the Programme BLK-“21“ Content Area 1 Interdisciplinary KnowledgeAspects: Syndromes of global change Sustainable Germany Environment and Development Mobility and Sustainability Health and Sustainability BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  3. Some remarks on the Programme BLK-“21“ Content Area 2 Participation and Learning Aspects: Together for a sustainable city Together for a sustainable countryside Participation in the local Agenda 21 process Development of sustainability indicators BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  4. Some remarks on the Programme BLK-“21“ Content Area 3 Innovative Structures Aspects: School profile sustainibility Sustainibility auditing in schools Student enterprises and sustainable economy New forms of external cooperation BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  5. Some remarks on the Programme BLK-“21“: Evaluation Phase I – summative evaluation475 teachers active in program ESD efforts interviewed 126 headmasters interviewed. Phase II – formative evaluation Qualitative study(32 Interviews at 16 schools) Standardised survey(81 progressing schools) Phase III – final Evaluation (standardised survey)357 teachers active in ESD efforts interviewed1564 students (grades 8 – 13) and 80 headmasters interviewed BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  6. Data The data available are representative for the BLK-Programme „21“ Percentages of returned questionnaires BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  7. Data Percentages of returned questionnairesper content area BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  8. Motivations of teachers involved • The motivations of active teachers remain at a solid high level throughout the 5 years program runtime. • Perceived responsibility for students and society, perception of own duties, and readiness for innovations play a central role for teachers. • Building an own profile and incentives are less important. • These findings are true for teachers that are involved in the program since ist beginning as well as for those who joined 2002 and later. BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  9. Motivations of teachers involved Responsibility, dedication As a teacher I am a good example for my pupils It is my duty to make a contribution to SD Innovation, interest I am interested in SD Opportunity to try innovative approaches SD enriches my lessons and classes Profile building and incentives Better pedagogical opportunities Incentives (e.g. recognition, time) until 2002 since 2002 81,3% 77,1% 88,1% 85,2% 94,3% 93,7% 91,0% 81,6% 86,1% 82,2% 64,9% 59,3% 45,4% 33,9% Improtant + very important N=184 70 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  10. Competency gains of teachers involved(Usefulness of programme involvement) • Factor 1: Competencies for school practice (54,1%, α=.90 ) • knowledge of methods to teach complex issues • better communication to other school stakeholders • better understanding of interdisciplinary competencies of pupils • knowledge how to handle innovative methods • Factor 2: SD Competencies (10,7%, α=.89 ) • Better understanding of the term sustainable development • Enhanced knowledge about the SD issue as a whole • more opportunities to integrate SD questions in different subject areas N=357 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  11. Competency gains of pupils ... From the teachers‘ point of view • Factor 1: SD Competencies (51,8%, α=.88 ) • Pupils find orientation in complex issues • realise the most important signals of global environmental change • understand interdepence of ecological, economical and social factors • Factor 2: general competencies (10,9%, α=.90 ) • pupils work constructively in teams • pupils display phantasy und creativity • pupils are able to communicate plans and results of their work N=357 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  12. Competency gains of pupils ... From the pupils‘ point of view The Answers of the pupils do not only show an increase in knowledge. There is also evidence that there is an increase in SD favourable attitudes, values, and competencies. • 3 groups: • high competency increase in all areas (49,8%, N=1479) • competency increase with exceptions (39,8%) • low competency increase in all areas (10,4%) BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  13. Competency gains of pupils BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  14. Participation (pupils) The young people tell us that they are involved in many lesson issues and acitivities. N=665 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  15. Participation (pupils) Additonally, teachers succede in integration ideas and suggestions of the young people into their classroom practice N=612 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  16. Establishment and stabilisation • There is an increasing relevance of stable establishment and stabilisation forms with involvement of all relevant groups . • Different options of institutionalisation are used: school programme, school profile, school curricula, ESD as part of performance standards. • The relevance of SD aspects in judging pupils‘ performance is increasing. BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  17. Exampe: Personal ESD establishment ... at mid-term (Headmaster survey, N=67) ... at the end of the programme (Headmaster survey, N=73) ESD efforts depend on single persons 15% 19% 81% 65% 20% Stabilisation with inclusion of all relevant school groups Stabilisation with inclusion of teachers only Establishing ESD („Verankerung“) BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  18. Transfer (dissemination and implementation) • „Classical“ ways: • Establishing ESD in single subject areas • PR and presentation of the results within the school and to the general public • Further implementation activities within the school (e. g. school programme, convincing the headmaster, work in conferences) • Developing and delivering materials • Innovative ways: • Building of „SD teams“ with clearly defined respronsibilities • (Self-)evaluation • Building networks between schools • Organising on-the-job teacher training BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  19. Transfer 4 profiles regarding readiness to support further dissemination and implementation: • Very active teachers in several areas (21,6%) • Teachers with significant transfer potencial (38,3%) • indifferent (33,2%) • Low level of readiness (6,8%) [LCA, N=316] BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  20. Transfer • From the point of view of the headmasters, improvements in the central infrastructure are an important field of activity. They want • more relevance of SD issues in curricula and guidelines • more ressources • ESD as a part of general educational standards • centralised support systems (e. g. networks and centres for ESD) BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  21. Transfer Preferences of headmasters regarding measures for securing and disseminating ESD after the end of BLK-“21“ N=72 BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  22. Some Relationships 1 Motivations: responsibility profile building number of transfer activities 30.8% 22.7% positive personal experiences 29.4% SD as a central school objective BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

  23. Some Relationships 2 24.2% general competencies transfer activities (profile) 28.0% • Classroom topics: • ESD: the social side with local & global aspects • using resources & changing behaviours 21.1% BLK-Programm „21“, AbschlussevaluationKoordinierungsstelle, Arnimallee 9, 14195 Berlin

More Related