introduction - communitymediamakers.eu€¦ · web viewif we compare the three dimensions:...
TRANSCRIPT
IO 4: Assessment and impact scales strategy
Erasmus+ Strategic partnership youth project
“Social Entrepreneurship for Young Community Media Makers”
Project number: 2016-2-TR01-KA205-036191
SEYMM PILOT TRAININGS EVALUATION REPORT
SUMMARY
Table of Contents:
INTRODUCTION......................................................................................................................................................... 2
I. NATIONAL REPORTS ON TRAINEES’ EVALUATION..............................................................................3
1. General information....................................................................................................................................... 3
2. National reports............................................................................................................................................... 3
2.1. Turkey............................................................................................................................................................... 4
2.2. Bulgaria.......................................................................................................................................................... 10
2.3. Portugal......................................................................................................................................................... 16
II. case study summary report.......................................................................................................................... 21
1.Turkey:................................................................................................................................................................ 22
2. Bulgaria:............................................................................................................................................................ 22
3. Portugal............................................................................................................................................................. 23
4. Conclusions...................................................................................................................................................... 23
III. NATIONAL REPORTS ON TRAINERS’ EVALUATION (summary)...............................................25
III. Conclusions......................................................................................................................................................... 26
INTRODUCTION
This summary report was developed as part of the activities preceding IO4: SEYMM
assessment and impact scales strategy implementation. It provides information regarding
the implementation and evaluation of SEYMM pilot training courses held in Turkey,
Bulgaria and Portugal. The summary report is based on qualitative and quantitative data
collected via detailed assessment of the teaching and learning processes ran in partners’
countries. The assessment was conducted during and after finalisation of the piloting
phases in Bulgaria, Turkey and Portugal.
The assessment itself is based on various tools and methodologies for gathering feedback
in terms of effectiveness, engagement and level of satisfaction with SEYMM piloting.
Both learners and trainers was asked to evaluate the usefulness and attractiveness of the
SEYMM curriculum, SEYMM training course and e-platform, as well as to provide feedback
if the learning goals and learning outcomes were achieved and at what level during the
pilot training.
The assessment tools were purposely developed in line with the SEYMM Assessment and
impact scales strategy’s requirements and agreed among all partners. The Strategy also
defined the evaluation process itself by setting up the requirements concerning:
necessary settings for assessment implementation;
assessment scale;
observation checklist;
impact tools.
All evaluation forms (Annexes I & II), used for assessment purposed, were originally
created in English and translated afterwards in all partners’ languages: Turkish, Bulgarian
and Portuguese. The forms were targeted to the learners and the trainers, respectively, as
the evaluation strategy required both side’s opinion to be collected. Aside from this, the
case study method was used in addition in order to support project’s team in examining in
more detailed and more in-depth way the experience of the learners who have successfully
completed SEYMM training course. Equipped with so many and different tools, SEYMM
project team was able to examine and profoundly to analyse the preconditions that have
been affected anyhow the effectiveness and success of the SEYMM pilot implementation
2
phase and to provide conclusions on the need of further amendments and revisions which
to increase the quality and usefulness of SEYMM training program and e-platform.
I. NATIONAL REPORTS ON TRAINEES’ EVALUATION
1. GENERAL INFORMATION
SEYMM pilot training course was held in the period between May 2018 and January 2019
in the three partners’ countries – Turkey, Bulgaraia and Portugal. The total number of the
trainees which took part in SEYMM training course is 192: 120 training participants on
behalf of EGE University (Turkey); 42 trainees on behalf of Zgura- M Ltd. (Bulgaria) and 30
on behalf of Consultis Ltd. (Portugal). Trainings’ implementation was assured by 14
trainers as total who have relevant expertise and training experience in the field of social
entrepreneurship and community media: on behalf of TR partner 6 trainers with academic
background were involved; on behalf of BG partner 5 trainers were involved and on behalf
of PT 3 trainers.
All participants in SEYMM training, both trainers and trainees, were registered in the e-
platform and had the opportunity to access all 9 units of SEYMM Education Curriculum,
videos and links to useful materials. The training method was based on various non-formal
learning and teaching techniques, such as self-learning, ppts, discussions, debriefing, and
role play games.
2. NATIONAL REPORTS
Each partners’ organization was responsible to prepare own National Pilot Training
Evaluation Report consisting of 3 separate parts: trainees’ and trainers’ evaluation
reports (see Annex 130_1& Annex 130_2), and case study report (Annex 130_3). The same
consecution was followed by partners in presenting the gathered data.
The collected data regarding trainees’ evaluation of SEYMM training is summarized in six
sections:
General information
Quality and applicability of the SEYMM training materials
Impact of the SEYMM training
SEYMM e-learning platform
3
Usability of units for students
Needs for further amendments
While trainers evaluation (Annex 130_2) is represented in 9 sections, as it is the number
of SEYMM training units. The sections are named after the SEYMM units and each of them
contains evaluation data and feedback provided by the trainer who gave training on the
relevant unit.
The case study reports (Annex 130_3) represent in detail the opinion of six learners in
total (2 per country) who have been included and successfully completed the SEYMM
training programme. Their opinions were collected via questionnaire and presented either
as raw data (answers themselves) or as summary of their opinion and shared evaluation.
Case-study report summary will be presented at the end of this report.
2.1. TURKEY
A total of 120 trainees participated in the two pilot trainings held on 30-31 May 2018 and
10 January 2019. Trainings were given by Assoc. Dr. Ebru Guzeloglu, Assoc. Dr. Cem
Guzeloglu, Asst. Assoc. Dr. Asli Elgun, Lecturer Erdal Oral, Lecturer Emel Kusku Ozdemir
and Lecturer Semih Salman.
a) General Information About Trainees
79%of the trainees in the pilot trainings are female and 21% of them are male (Figure 1).
Women Men0
1020304050607080
95
25
General Information
Figure 1: Gender Information
4
b) Quality and Applicability of the SEYMM Training Materials
When the views of the trainees in terms of the quality and applicability of SEYMM training
materials are evaluated, it is seen that the trainees give a high rate of positive opinion to
the expressions (Mean = 4.2 - 4.8) (Figure 2).
content of the training units was clear and understandable training videos was useful and informative
textbook useful for me as a young community media maker training program was designed in a way that meets the needs
training materials are comprehensive and easy overall quality of training course
recommend this training
4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Figure 2: Quality and applicability of the SEYMM training materials
All of the trainees indicated that;
Training curriculum is clear and understandable,
The content of their videos is useful and informative,
Textbook is useful,
The training curriculum is designed to meet the needs,
The materials are comprehensive and easy to understand,
They are satisfied with the quality of the training course,
They stated that they would recommend the training to their peers.
In summary, it can be said that the training materials of SEYMM are found to be applicable
by the target group in terms of quality and use in the studies.
c) Impact of the SEYMM training
5
When the views of the trainees regarding the effect of the SEYMM pilot trainings were
evaluated, it was observed that the majority of the trainees gave a high rate of positive
opinion to the statements (Mean = 4,5 - 4,9) (Figure 3).
* training brought me new knowledge, skills and competences.
* I leave the training with positive emotions.
…….. for getting to know mass media and media landscape.
* training is beneficial for creating campaigns and using social media tools and strategies for understanding & promoting youth ıssues and
encouraging involvement.
* I have acquired entrepreneurship skills to establish my own media.
* training has broaden up my knowledge and understanding in the field of SE and CM
0 1 2 3 4 5
Figure 3: Impact of the SEYMM training
After the training program, the trainees stated that they have reached their educational
learning objectives.
The qualifications they gained after the training were stated as follows;
have acquired the skills to manage their own media,
that it is useful in recognizing the mass communication tools and media,
have acquired entrepreneurship skills to create their own media,
to understand and encourage youth issues and to create campaigns in order to
encourage participation, and to use social media tools and strategies.
Have brought new knowledge, skills and competences,
have acquired the technical skills of the new community media,
increased their interest in the subject,
6
expanding their knowledge and understanding in the field of social
entrepreneurship and community media,
stated that they understand social entrepreneurship perspectives and believe that
they can realize the ideas in the field of community media.
In brief, the trainees stated that their competence in social entrepreneurship and media
issues increased as a result of the pilot training programs.
d) SEYMM e-learning platform
The trainees were asked to evaluate the SEYMM e-learning platform in terms of ease of use,
attractiveness of the materials and their attractiveness. As a result of the evaluation, it was
found that the participants found the e-learning platform easy to use. Trainees described E-
learning materials as highly interesting and visually effective (Figure 4).
The SEYMM e-learning platform was easy to use.I found the SEYMM e-learning training material engaging.The SEYMM e-learning materials were visually attractive.
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Figure 4: SEYMM E-Learning Platform
e) Usability of Units for Students
The level of availability of the units is another subject assessed by the trainees. The trainees
evaluated each unit separately and the ranking related to the usability of the units is shown
in Figure 5.
7
Unit 1: Introduction to Social EntrepreneurshipUnit 2: Communication Techniques for Youth
Unit 3: Media Literacy for Social EntrepreneursUnit 4: SE: Communicating and Creating Communities
Unit 5: Introduction to Community MediaUnit 6: Introduction to Visual Design and Production
Unit 7: Printed Community MediaUnit 8: Audio-visual Community Media
Unit 9: Digital Community Media
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Figure 5: Usability of Units for Students
Trainees stated that all of the units included in the SEYMM Education Curriculum are highly
applicable (Mean 4- 4,90).
According to the opinion of the trainees, the most useful units are:
1. Social Entrepreneurship: Communicating and Creating Communities (Unit 4)
2. Digital Community Media (Unit 9)
3. Printed community media (Unit 7)
4. Communication Techniques for Youth (Unit 2)
5. Introduction to community media (Unit 5)
6. Introduction to Social Entrepreneurship (Unit 1)
7. Media literacy for Social Entrepreneurs (Unit 3)
8. Audio-visual Community Media (Unit 8)
9. Introduction to Visual Design and Production (Unit 6).
f) Need for Further Amendments
8
Almost all of the trainees stated that new regulations were not required in the education
curriculum and e-learning platform, while a small part stated that regulations were
necessary (Figure 6). However, no recommendations were made regarding the regulation.
No Yes0
50
100
150
200
250
108
12
Figure 6: Need for Further Amendments
2.2. BULGARIA
The SEYMM pilot training course held in Bulgaria took place in the period 1 st May 2018 –
31th January 2019. 42 trainees have completed the SEYMM pilot training course, while 5
trainers with relevant expertise delivered the training.
The pilot implementation scheme in Bulgaria has followed 5 key stages:
Stage 1. Recruitment of the participants through specially developed application forms –
April 2018
Stage 2. Induction trainings held May-June 2018. The trainings aimed to introduce the
SEYMM training materials as well as e-learning platform.
Stage 3. Face-to-face workshops for training on the specific units (1st June – 15th October
2018):
Workshop 1 included training sessions on Units 1,2 and 4
Workshop 2 included training sessions on Units 3, 5 and 9
Workshop 3 included training sessions on Units 6, 7 and 8.
9
Over the training workshops the content of the 9 units included in the SEYMM Training
Curriculum were transferred to trainees through non formal learning methods such as
ppts, discussions and role play games.
Stage 4. Individual learning through SEYMM e-platform. All 42 trainees were registered in
the platform and they had the opportunity to access SEYMM training content, videos and
links to useful materials that were published. The individual learning was accomplished in
the period (1st June 2018 – 31th January 2019)
Stage 5. Evaluation of the SEYMM pilot training course through specially designed feedback
questionnaires, developed within IO4. Period of assessment 1st February – 15th February
2019.
a) General Information about Trainees
Profile of the participants:
• Age: 16-29 years old
• Background: students- secondary, high school and university students. All with
interests in social entrepreneurship and youth community based activities, focused
on community media.
• Geographical scope: The SEYMM training workshops were carried out in Plovdiv,
Veliko Turnovo, Zlatograd, Sofia.
67% of the trainees in the pilot trainings are female and 33% of them are male (Figure 1).
Figure 7: Gender Information
10
Man Women0
5
10
15
20
25
30
Gender information
B) QUALITY AND APPLICABILITY OF THE SEYMM TRAINING MATERIALS
As it can be seen on the chart the BG piloters have evaluated positively the SEYMM training
materials. Based on the results it can be concluded that they found them useful and
applicable which is fairly positive indication of good work by the authors of the training
materials.
content of the training units was clear and understandable
training videos was useful and informative
textbook useful for me as a young community media maker
training program was designed in a way that meets the needs
training materials are comprehensive and easy
overall quality of training course
recommend this training
4.6 4.65 4.7 4.75 4.8 4.85 4.9 4.95
Quality and applicability of the SEYMM training materials
Figure 8: Quality and Applicability of the SEYMM Training Materials
11
C) IMPACT OF THE SEYMM TRAINING
The results summarized on the chart show that the Bulgarian participants in the pilot
phase have experienced positive impact of the SEYMM training materials. Their opinions
confirmed that they fill more confident to start initiatives in the field of social
entrepreneurship and community media after the completion of the piloting.
Figure 9: Impact of the SEYMM training
12
D) SEYMM E-LEARNING PLATFORM
Figure 10: SEYMM e-learning platform
The data on the chart demonstrate that the Bulgarian participants were pleased with the
interface and with the functionalities of the SEYMM e-learning platform. Their evaluation of
the visual attractiveness of the SEYMM materials was also rated very positively with the
score above 4.6.
E) USABILITY OF UNITS FOR STUDENTS
An important part of the evaluation was dedicated to the usability assessment of SEYMM
units. The data displayed on the chart confirmed that the piloters assess with high score
quality and applicability of the 9 units. The fact that the lower score is 4.14 indicates that
the level of satisfaction is fairly high
13
Figure 11: Usability of Units for Students
F
)
NEED FOR FURTHER AMENDMENTS
It is evident that the common opinion of the Bulgarian piloters is that SEYMM training
program does not need further amendments. There is just one person out of 42 who
suggests a new unit to be added in the future i.e. “Marketing of the community media.” The
fact that 98 % of the respondents have declared no need of further changes in the SEYMM
training materials proofs that the program is comprehensive, well designed and the written
materials respond to the needs of the target group.
14
Figure 12: Amendments
2.3. PORTUGAL
The pilot training process was held in Seia, Portugal, in the period June 2018 – February
2019. Three experts were involved as trainers in the delivery of the SEYMM training
course: Dr. António Silva Dias, Dra. Isabel Lopes and Dr. Nuno Cortez. The trainers have
applied a blended learning approach, which has included face-to-face training
complemented with e-learning via SEYMM e-platform. The individual e-learning was
facilitated by the trainers. The trainers were assisted by other SEYMM national team
members.
A total of 30 trainees have participated and completed the SEYMM pilot training course,
organized in three training sessions held in July 2018 (units 1, 3 and 4), November 2018
(units 2, 5 and 7) and February 2019 (units 6, 8 and 9).
At the end of the pilot training process, all 30 participants completed the feedback
questionnaires.
A) GENERAL INFORMATION ABOUT TRAINEES
The profile of the participants was the following:
- Age: 16-20 years old
- Background: students from VET secondary school (EPSE), attending the VET courses of Thermalism, Multimedia, Health and Music, and with interests in social entrepreneurship and youth community based activities.
- Geographic scope: the three pilot training sessions were carried out in Seia.
57% of the trainees in the pilot training are female and 43% of them are male (Figure 1).
15
Figure 13: Gender information
B) QUALITY AND APPLICABILITY OF THE SEYMM TRAINING MATERIALS
When the views of the trainees in terms of the quality and applicability of SEYMM training
materials are evaluated, it is seen that the trainees expressed a very positive opinion (Mean
= 4.3 - 4.7) (Figure 2).
Figure 14: Quality and Applicability
All of the trainees indicated that:
Training curriculum is clear and understandable;
The content of the videos is useful and informative;
Textbook is useful;
The training curriculum is designed to meet the needs;
16
The materials are comprehensive and easy to understand;
They are satisfied with the quality of the training course;
They would recommend the training to their peers.
Shortly, we can say that SEYMM training materials are found to be useful and applicable by
the target group, which is a very positive indication regarding the work done by the
authors of the materials.
C) IMPACT OF THE SEYMM TRAINING
When the views of the trainees regarding the impact of the SEYMM pilot training were
evaluated, it was observed that the majority of the trainees gave a high rate of positive
opinion to the statements (Mean = 4,4 - 4,96) (Figure 3).
Figure 15: Impact
After the training program, the trainees stated that they have reached their educational
learning objectives.They have acquired the entrepreneurship skills to create and manage
their own media; skills to understand and encourage youth issues, to create campaigns in
order to encourage participation, and to use social media tools and strategies. They have
acquired the technical skills of the new community media and the necessary knowledge to
realize the ideas in the field of community media.
17
In short, the trainees stated that their competence in social entrepreneurship and media
issues increased as a result of the pilot training program.
D) SEYMM E-LEARNING PLATFORM
The trainees were asked to evaluate the SEYMM e-learning platform in terms of ease of use
and attractiveness of the materials. As a result of the evaluation, it was found that the
participants consider the e-learning platform easy to use. Trainees described e-learning
materials as highly interesting and visually effective (Figure 4).
Figure 16: E-Learning Platform
E) USABILITY OF UNITS FOR STUDENTS
The level of availability of the units was assessed by the trainees. The trainees evaluated each unit separately and the ranking related to the usability of the units is shown in Figure 5.
Figure 17: Usability
18
Trainees stated that all of the units included in the SEYMM Education Curriculum are highly applicable (Mean = 4,3- 4,8).
According to the opinion of the trainees, the most useful units are:
1. Social Entrepreneurship: Communicating and Creating Communities (Unit 4);
2. Introduction to Social Entrepreneurship (Unit 1);
3. Digital Community Media (Unit 9);
4. Printed community media (Unit 7);
5. Communication Techniques for Youth (Unit 2);
6. Media literacy for Social Entrepreneurs (Unit 3);
7. Audio-visual Community Media (Unit 8);
8. Introduction to community media (Unit 5);
9. Introduction to Visual Design and Production (Unit 6).
F) NEEDS FOR FURTHER AMENDMENTS
It is clear for the Portuguese trainees that SEYMM training program does not need further
amendments. The fact that 94% of the respondents have declared no need for further
changes in the SEYMM training materials shows that the SEYMM curriculum and materials
are useful, comprehensive, well designed and structured and respond to the training needs
of the target group.
Figure 18: Amendments
19
II. CASE STUDY SUMMARY REPORT
Case study survey with youth workers who took part in SEYMM learning and teaching
activities is important part of SEYMM Pilot training’s evaluation stage, as the individual
case studies were considered to be one of the most effective ways of presenting personal
experiences. Thus, was recommended each partner’s organisation to use the case study
method in exploring the trainees’ opinion on SEYMM training programme and training
implementation, as this would allow more detailed and valuable feedback to be collected.
Each partner’s organisation had to conduct two case studies with learners who either
successfully and completely passed through SEYMM training programme and had explored
SEYMM e-platform in detail, or have participated in SEYMM learning activities..
On behalf of EGE University (TR) two individual case studies of youth workers who
participated in the learning and teaching activities organised and held under SEYMM
project (LTA1 and LTA2) were presented. The case studies presented on behalf of BG
partner represent personal experience of two youth learners who completed the SEYMM
training course. The same refers to those presented by the PT partner- Consultis Ltd.
The three partners followed equal gender representation policy in choosing the cases
which to be explored. They all provided one case of a woman and one of a men. With
regards to the gender distribution, we are missing relevant information on behalf of PT
partner. However, the data provided by the BG and TR partners shows that the majority of
the case study participants are aged between 20-29 years old.
1.TURKEY:
Ege University team carried out two case studies with youth workers who participated in
the learning and teaching activities. For the case study purposes the team used structured
interview as a method to collect the necessary information. The individual case studies are
presented from a third party who plays the role of an interviewer describing the story,
whereby this party just transmits the information given by the respondent without
including a personal point of view or interpretation in order to demonstrate the impact and
achievements that the SEYMM training has accomplished from a personal point of view of
the youth learner.
The interviewees are:
1) Doğukan Pira- Participated in LTA1 Lisbon-Portugal
20
2) Özlem Coşan- Participated in LTA2 Plovdiv-Bulgaria
Both interviewees were asked to answer to same questions, divided in 3 main sections:
Participation, Implementation, Achievements. Among the questions asked are:
- Have you previously participated in a course on the Community Media making
and/or Social Entrepreneurship or similar?
- Did you face any problems while using the e-learning platform? If YES, please
specify.
- What was typical/distinctive during the implementation of the SEYMM face-to-
face trainings?
- What was the most useful part of the training for you?
- What progress did you make throughout the training period in terms of your
skills and competences?
- Do you have any suggestions in terms of the possible amendments of the SEYMM
training units?
2. BULGARIA:
Bulgarian team carried out two case studies youth workers who took part and successfully
passed SEYMM training. For the case study purposes the team used semi-structured
interview as a method to collect the necessary information. The interviews were led by one
and the same team member of Zgura-M ltd. and were focused on 3 main topics:
Participation, Implementation, Achievements. During the interview the participants were
encouraged to share their honest opinion about the units’ content, the trainers’ support,
the e-platform, etc.- what they liked the most (which of the units, of the teaching
techniques, etc.) and what liked least.
The case studies results are presented as summarised personal opinion of the interviewees
regarding the impact and achievements of SEYMM training. The personal data of the
interviewees is anonymised in order they to feel comfortable in being completely honest
with the interviewer. With this purpose their real names are replaced by nicknames.
3. PORTUGAL
Consultis Ltd. carried out two case studies with learners who participated in SEYMM
learning activities. For the case study purposes the team used structured interview as a
21
method to collect the necessary information, as the same questionnaire initially prepared
and used by Ege University’s team was preferred as case study tool here. Due to the
comfort of interviewees, their personal information was anonymised and their real names
were replaced by nicknames.
4. CONCLUSIONS
Those who find out information about SEYMM project by themselves and those who were
invited to participate by a member of SEYMM team are equally presented among the
interviewees in this case study survey. The same is with gender distribution – 3 males and
3 females were involved in case study procedure. All of the interviewees confirmed they
benefit a lot from their participation – they all report progress in their knowledge and skills
in the field of community media and social entrepreneurship. Some of the participants are
now more inspired and confident in establishing their own community media. Below you
will find summary of their opinions and recommendations regarding SEYMM training and
its implementation.
Personal reasons for enrolment in SEYMM training and learning activities:
- Interests in broadening and deepening their knowledge and understanding of the aspects
of social entrepreneurship;
- Interests and professional experience in the fields of civil society and alternative media;
- Plans for establishing own social business;
- An opportunity to challenge own self and to be in contact with other cultures and
education landscapes;
- An opportunity to broaden person’s horizons in CM & SE matters;
- To promote own social and community media.
Comments and recommendations regarding the implementation:
- Appreciation to the idea for implementing blended learning approach, including option
for e-learning through the SEYMM platform;
- Find e-platform very convenient, as it contains a vast selection of useful materials, videos
and links that can be accessed at any time;
22
- Appreciate the opportunities for opinion and practices exchange that face-to-face sessions
give;
- Find interface of the platform user-friendly and the platform itself is easy to be navigated;
- The information is presented in easy and comprehensive way;- The training makes the learners more than capable of creating a project in the spirit of
social entrepreneurship;
- Acquired new understanding on the topic that building a community media and give
voice to those with disadvantages or a specific social cause require complete social
entrepreneurship skills;
- The blended learning approach used and previously explained by the trainers is different
from the ones I’m used to, so it can be referred as distinctive
- Enjoyed time spent during the workshops and visits which also provided an excellent
opportunity to apply the teachings about social entrepreneurship onto a potentially real-
world situation.
Benefits:
- The possibility to witness that some new approaches applied on the community media
landscape with the new media perception;
- The possibility to talk about the own personal experience as citizen;
- By reading the units in English trainees can also benefit from the English terminology used;
- Made useful contacts with other piloters with whom to collaborate in the future;
- Felt confident , enthusiastic and well familiar with all topics related to community media
and social entrepreneurship;
- Understanding the possible connection between Community Media and Social
Entrepreneurship;
- The economic planning part and project structuring in general within unit 1 regarding
social entrepreneurship;
- Gaining a lot of important information.
23
Recommendations:
- more face-to-face trainings and group exercises can be organized in the future;
- some personal stories of people running social enterprises or community media to be included in the future, as their stories could inspire others and make them more convinced in the success of such ideas;
- more examples regarding the social entrepreneurship initiatives to be provided.
III. NATIONAL REPORTS ON TRAINERS’ EVALUATION (SUMMARY)
The piloting SEYMM trainings were carried out by 14 trainers in total– 6 in TR, 5 in BG, 3 in
PT. The common practice in BG and TR is one trainer to teach up to two units, as
exceptions were made for only two trainers – one in BG and one in TR which have led
training on three separate units. The three PT trainers divided their training
responsibilities as follows: trainer 1 led training on 2 units, trainer 2 – on 4 units, and
trainer 3 – on 3 units. Aside from the teaching, the trainers were asked to observe the
learners progress during the training sessions and to provide their overall feedback
regarding the SEYMM training programme, as well as to suggest amendments and
improvements of the programme.
According to the trainers:
1. Through the learning process the learners gradually advanced their skills and
competences related to the social entrepreneurship and community media making. During
the trainings an increase of the learners’ knowledge and awareness about the subject was
observed and all learners have managed to achieve units’ learning goals.
2. After the training accomplishment the majority of them were able to implement the
acquired knowledge and skills in their work and public commitments.
2. None of the units needs amendments or revisions.
(for detailed information see provided national reports as Annex 130_2)
III. CONCLUSIONS
Below you may find the conclusions’ summary based on the evaluation results gained
through the SEYMM piloting evaluation stage. The overall assessment on the SEYMM
24
Education Curriculum and the E-learning module is highly positive. The piloters evaluated
the SEYMM training materials including units, videos etc. as informative, consistent,
comprehensive, clear enough and well-structured. As you may see from the graphics the
units’ valuation regarding their usability, quality and applicability varies between 4.00-
4.90 (of 5.00), which unambiguously proves the effectiveness and usefulness of SEYMM
training programme.
1. Quality of pilot training: BG, TR and PT trainees assessed the quality of the pilot trainings
as quite high – the declared that the learning objectives related to social entrepreneurship
and community media were completely reached and at the end of the training activities the
trainees gained new skills in media and social entrepreneurship activities managing, social
media tools usage and media strategies implementation, etc.
2. Usefulness of SEYMM training materials- according to the TR, BG and PT SEYMM piloters
all materials developed as part of SEYMM training programme are useful and beneficial for
the young people who want to develop or upgrade their knowledge and skills in the field of
social entrepreneurship and community media and the competences gained through the
participation in the SEYMM piloting will help trainees to conduct initiatives in the
mentioned fields. According to the TR piloters the 3 most useful units are:
1. Social Entrepreneurship: Communicating and Creating Communities (Unit 4)
2. Digital Community Media (Unit 9)
3. Printed community media (Unit 7)
While the BG participants rate them as follows:
1. Media literacy for Social Entrepreneurs (Unit 3)/ Communication Techniques for
Youth (Unit 2) (equal rate)
5. Introduction to community media (Unit 5)
6. Digital Community Media (Unit 9)
PT trainers rate the following 3 units as:
1. Social Entrepreneurship: Communicating and Creating Communities (Unit 4);
2. Introduction to Social Entrepreneurship (Unit 1);
3. Digital Community Media (Unit 9);
25
3. Quality and functionality of SEYMM e-learning platform – the platform was assessed as
effective, fully functional and with no software bugs or problems. If we compare the three
dimensions: attractiveness, engaging materials and easy-to-be-used- of the platform,
assessed by the learners, we may say that they all are satisfied the most with the e-learning
platform easy usage, and less with its attractiveness, but still the overall rating of the
platform is very high (Mean = 4,2 - 4,9).
4. At the end of the SEYMM pilot training course the majority of the participants declared
positive impact of the training on their personal and professional development. According
to them they enhanced their communication, collaboration and problem solving skills. In
addition the trainees acquired new skills for launching community media and social
enterprise in the context of a dynamic social environment.
5. Majority of trainees and all trainers involved in SEYMM pilot trainings stated there is no
need of amendments or revisions of the training programme and e-learning platform. Only
9% of all trainees from BG, PT and TR require amendments of the training programme.
However, no recommendations were made regarding the regulation, but to learning
content extension - one of the piloters suggests an additional unit “Marketing of the
community media” to be added.
26