1. Slide 1 Active Citizenship Training

2. Slide 2 Main objective: Measuring the impact of informal learning on Active Citizenship… Evaluation Project

3. Slide 3 CESO Centrum voor Europese Studies en Opleidingen, Maastricht Centre for European Studies and Training The partners: Netherlands Micro-Projects Neighbourhood Project Keten (Youth) Project

4. Slide 4 APOWER Association for the Promotion of Women in Romania, Timisoara Romania Micro-Projects Projects for victims of domestic violence Learning project for staff members

5. Slide 5 Arbetarrörelsens folkhögskola i Göteborg, AFIG Labour Movement Folk High school in Gothenburg Sweden Micro-Projects full time and part time courses for migrants, long term unemployed

6. Slide 6 Imago Mundi, Cagliari, Sardinia services and support activities aiming at sensitising young people for their cultural patrimony Italy Micro-Projects cultural event/courses on “Monumenti Aperti”

7. Slide 7 Middle East Technical University (METU) Ankara, Department of Educational Sciences Turkey Micro Projects Democratic education in the classroom Eco-School Project

8. Slide 8 Technical University of Grabovo Bulgaria Micro-Projects Local Projects for visually impaired and unemployed persons

9. Slide 9 University of Latvia, Faculty of Pedagogy and Psychology Latvia Micro-Projects Rural women project Laura

10. Slide 10 Centrum Kształcenia Ustawicznego, Centre of Continuing Education CKU, Sopot Poland Micro-Projects Regional grass root projects for disadvantaged youngsters, disabled and young adults

11. Slide 11 Pädagogisches Seminar, University of Göttingen BUPNET blinc eG Germany Micro Projects 10 informal learning projects in the cultural, youth and environmental sector cultural project (DOCUMENTA, Kassel)

12. Slide 12 1.Definition work and Stocktaking 2.Development of approach and methodology 3.Pre-Test Phase 4.Implementation (Feasibility) 5.Dissemination and Valorisation ACT! Project Phases

13. Slide 13 1.Measuring the Impact 2.of Informal Learning 3.on Active Citizenship… Task and Setting

14. Slide 14 What is Active Citizenship -Regarding the Individual rather than the community -Demand oriented vs. supply oriented approach -Context related What are Citizenship Competences and how can we display and prove them ->”Evidencing” 3 Dimensions - Cognitive, - Activity related and - Affective 3. Active Citizenship

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16. Slide 16 2. Informal Learning “(Citizenship) Learning in Everyday Life” -> Micro-projects for non-mainstreaming groups Individual (citizen-) life context taking in regard: -physical condition -state of mind -specific motivational situation -environment -resources -…..

17. Slide 17 1. Measuring the Impact Specific Evaluation Concept: Measuring the learning process (dynamic model) Open Inventory for relevant (context related) competences In informal contexts, evaluation must be at the same time: specific, comparable and flexible (a “growing” system) Subjective!

18. Slide 18 ACT! Impact Assessment System Step 0: Description of project and process Step 1: Selection of topics from InventoryInventory Step 2: Building the impact assessment frame ->Refining topics ->Defining the competence levels of the target group ->Individualized competence description in the 3D patterns3D patterns Step 3: Methodology and assessment Selection of the right methodology (->Toolbox as help-tool) Developing questionnaires, interview questions, games, role plays, observation Step 4: Evidencing Individual Interpretation of results Inserting rating and comments in the cube descriptions Deliverables: 3D-descriptions (related to topics) and Cubes on 3 levels3D-descriptions

19. Slide 19 Evidencing instrument Training providers Social Organisations NGO’s Public Funding Bodies Utilization and Perspectives New partners who apply the approach Setting up a consulting approach Training and Research Collaborative Follow-up Projects European Networking The ACT! Approach

20. Slide 20 www.act-eu.org

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24. Slide 24 124567* GradeGeneral scalingIndividual description/ explanatory statement Rating 1 Rating 2 Remarks, explanations, reasons for your rating 5Regulating with others Your description for grade 5 4Affective self- regulation Your description for grade 4 3Empathetic concernYour description for grade 3 Description of state 2: what has changed? 2Perspective takingYour description for grade 2 1IndifferenceYour description for grade 1 Description of state 1 Table: Exemplary grid for the affective competence dimension The individual evaluation system -> describing the development of competences

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