Policy Influence in England: Evaluation of education and youth | Curriculum

Please download to get full document.

View again

of 88
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Information Report
Category:

Documents

Published:

Views: 3 | Pages: 88

Extension: PDF | Download: 0

Share
Related documents
Description
This evaluation was originally commissioned as part of the Effectiveness Review Series 2013/14, selected for review under the policy influence thematic area. However, due to the limitations of the evaluation this report provides a light-touch evaluation of the impacts of Oxfam's work in several schools across London and the South East. The research was carried out in March 2014 as part of the
Transcript
  EVALUATION: MARCH 2014 PUBLICATION: MARCH 2015 www.oxfam.org.uk   POLICY INFLUENCE IN ENGLAND Evaluation of education and youth Photo credit: Shona Doyle/Bishop Challoner Catholic Federation of Schools   MATILDA GOSLING AND NATALIE NEIL THE RESEARCH BASE   OXFAM GB    Policy Influence in England: Evaluation of education and youth Effectiveness Review Series 2013-14 2   CONTENTS   Contents ...................................................................................................................... 2   1   Executive summary ............................................................................................. 4   1.1   Project overview ............................................................................................... 4   1.2   Key findings...................................................................................................... 5   1.3   Recommendations ........................................................................................... 8   2   Evaluation design .............................................................................................. 10   2.1   Approach ........................................................................................................ 10   2.2   Data collection ................................................................................................ 11   2.3 Sampling ......................................................................................................... 11   2.4   Limitations ...................................................................................................... 12   3   The Education and Youth programme ............................................................. 13   3.1 Context ........................................................................................................... 13   3.2   Programme background and approach ........................................................ 14   3.2.1   Internal and external context .................................................................... 14   3.2.2   Overall approach ....................................................................................... 14   3.2.3   Aims and outcomes ................................................................................... 15   3.2.4   Theory of change ....................................................................................... 16   3.3   Programme delivery ....................................................................................... 17   3.3.1   Scale and reach ......................................................................................... 17   3.3.2   Relationships with schools and teachers ................................................ 18   3.3.3   Communications ........................................................................................ 18   3.3.4   Project complexity ..................................................................................... 18   3.4 Programme activities ..................................................................................... 19   3.4.1   Lead schools .............................................................................................. 19   3.4.2   Whole school approaches ........................................................................ 21   3.4.3    Youth ambassadors .................................................................................. 21   3.4.4   Website resources ..................................................................................... 22    Policy Influence in England: Evaluation of education and youth Effectiveness Review Series 2013-14 3   3.4.5   New projects .............................................................................................. 22   3.5   Measurement and impact .............................................................................. 23   3.5.1   Feedback mechanisms and measurement .............................................. 23   3.5.2   Overall impact and effectiveness ............................................................. 23   4   Case study analysis........................................................................................... 24   4.1   Deptford Green ............................................................................................... 24   4.2   Rhodes Avenue .............................................................................................. 26   4.3   Sir John Lawes ............................................................................................... 28   4.4   St Mary Magdalene Academy ........................................................................ 30   4.5   Tetherdown ..................................................................................................... 33   5   Analysis and conclusions ................................................................................. 36   5.1   Programme assumptions .............................................................................. 36   5.2   General programme observations ................................................................ 40   6   Recommendations ............................................................................................. 42   6.1   Whole school approaches ............................................................................. 42   6.2   Classroom based activity .............................................................................. 42   6.3    Youth ambassadors ....................................................................................... 43   6.4   General programme ....................................................................................... 43   Appendix 1: Theory of change ................................................................................. 45   Appendix 2: Survey results ...................................................................................... 46   Appendix 3: Case studies ........................................................................................ 56   Deptford Green ......................................................................................................... 56   Rhodes Avenue ......................................................................................................... 63   Sir John Lawes ......................................................................................................... 68   St Mary Magdalene Academy ................................................................................... 74   Tetherdown ............................................................................................................... 78   Notes ......................................................................................................................... 83    Policy Influence in England: Evaluation of education and youth Effectiveness Review Series 2013-14 4   1 EXECUTIVE SUMMARY 1.1 PROJECT OVERVIEW In order to assess Oxfam‟s added value at the interim stage of programme implementation , this evaluation took the form of a cross-sectional research study using a comparative case study approach. The evaluation assessed the extent to which young people had changed their knowledge, attitudes and practices on issues of global citizenship linked to the effectiveness of targeted programme activities. The case study approach also allowed us to gauge the programme effectiveness of the interim outcomes from the stance of education practitioners. The project design was based on testing three assumptions taken from the theory of change, focusing on the three main areas of programme activities, namely whole school activities, classroom-based learning and youth groups. The assumptions are as follows: ã  Effective partnerships with schools through the programme leads to whole school approaches. Whole school approaches to global citizenship ensure that young people develop values and attitudes that are supportive to overcoming global poverty and provide education practitioners with the tools for integrating global citizenship education into the curriculum. ã  Classroom-based activities/resources ensure that teachers are more able to deliver global citizenship learning. Teachers engaging with and using resources have the institutional time and space to use them. Resources produced are useful to teachers. ã  The encouragement of youth action in schools through Youth Ambassadors leads to the development of skills for taking action on global poverty among young people. The Youth  Ambassador Group model is an effective way of skills building and the development of attitudes and values regarding global poverty. In total five schools were selected as case study schools: three schools that were engaged with Oxfam‟s global  citizenship programme were selected along with two comparator schools, one primary and the other secondary. The secondary school selected had been initially contacted by Oxfam, but had subsequently disengaged before full action plans were developed. The primary school was selected independently of any Oxfam activities on the basis of a comparable location and intake. Qualitative data were collected through individual interviews with project staff and key stakeholders in the three programme areas, namely teaching staff, as well as through focus group discussions with programme beneficiaries. Data collection was carried out using the following methods: ã   Interviews with Oxfam‟s Education and Youth programme staff  . ã  Interviews with teachers, heads and deputy heads in each of the five case study schools. ã  Focus groups with young people. Though srcinally selected as an Oxfam Effectiveness Review, limitations were encountered in the course of the research with respect to time available to conduct a wider quantitative survey, school availability and limited availability of programme documentation. As a result, it was agreed that a comprehensive effectiveness review could not be conducted to consider impact or effectiveness in this case. Instead, this study provides a light-touch evaluation of the impacts of Oxfam‟s work in several schools across London and the South East. Further research would need to be conducted to evaluate fully resource usage and the external perception of Oxfam‟s work across the UK.
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks