1D R . B E R N H A R D E R T LU N I V E R S I T Ä T D E R B U N D E S W E H R M Ü N C H E N

LLL POLICY EVALUATION

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GOAL:EMPLOYABILITY (ET 2020 )

Strategic Areas

• lifelong learning, • quality and efficiency of education, • equity and social cohesion, • creativity and innovation

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DEVELOPMENT OF SKILLS

• a source of personal development and well-being

• promotes equality and social cohesion• gives individuals access to the labour

market, • promotes productivity (and higher wages) • opens up opportunities for better jobs • leads to economic growth and

competitiveness

INTERRELATED FORCES THAT CONTRIBUTE TO THE EMERGENCE OF INNOVATIONS IN

EDUCATIONAL SETTINGS

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Policy

Technology

TheoryPractice

Research

TOWARDS ″INNOVATIVE APPROACHES TO THE STUDY OF THE IMPACT INNOVATION″

Factors to consider:• the type of innovative knowledge• the practices and motives of innovators• the support that innovators enjoy to diffuse

their ideas, knowledge, and skills• the professional development practices of

the potential adopters• the innovation diffusion policies, and• the dominant model of governance in

education.

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HOW CAN WE EVALUATE INNOVATION AND SUSTAINABILITY?

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IDENTIFY….

• Strengths• Weaknesses• Opportunities• Threats

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SWOT-APPROACH

„Internal view“

Strength Weaknesses

Reasons for success? Synergies?e.g.

Weak points to consider?e.g.

„External view“

Opportunities Threats

Future trends worth following?e.g.

Sitiuation of society? Existing regulations? Change in policy?e.g.

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http://www.orghandbuch.de/BVA/OrganisationsHandbuch/DE/node.html?__nnn=true

TO IDENTIFY SWOT…

…we need• Objectives• benchmarks

to compare them with policiesand indicators

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IMPLICATION

Evaluation needs a clear definition of • Policies• Objectives• Indicators and• Benchmarks

To define them is the first stage of evaluation!

METHOD OF BALANCED SCORECARD

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EXAMPLE

Policy: School needs environmental education

Measure: Voluntary course

• Objective 1: Offer is accepted by pupils

• Indicator 1:  Participation Benchmark:  Course is 75% booked

• Indicator 2:  Engagement Benchmark: Contributions from pupils

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EXAMPLE

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Objective:

Acceptance

Indicator:

Participation

Benchmark:

75% booked

Policy:

Environmental Education

60 % booked

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APPLICATION EXAMPLE

Aspect Objectives Benchmarks Indicators Policies

Participation in LLL

General objectives for increasing participation

of adult learners are provided throughout the lifetime; specification of objectives for specific target groups, e.g. low

qualified people

Germany makes progress towards the EU

benchmarks of 12.5% participation rate of

adults in LLL (AES) and has developed own

benchmarks (e.g. 50% participation rate; BSW)

Both benchmarks have not yet been met

Data for individuals and companies is recorded and reported regularly, e.g. in the Educational Report Germany, the

BWS, or the AES, including formal, non-

formal, informal learning, general and vocational education; only partial data on

teacher participation available

Many programmes and activities aim at

increasing participation rates,

mainly based on financial incentive

systems

Outcomes of LLL

Necessity of developing social, personal, cultural,

civic and professional competences of

adults, especially for older adults, the aim

is to preserve existing competences; labour

market needs are considered

Participation in the PIAAC survey is

planned; national version of TALIS

survey performed

Data on competence levels of the adult

population and trainers is in-

consistent and hard to retrieve; prognoses

of labour market demands remain on a

general level

Programs focus on the facilitation of

specific competences, e.g. literacy; further programs need to be initiated on the basis

of benchmarking results

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MORE INFORMATION

• Evaluation Toolhttp://www.unibw.de/paed/personen-en/Ertl/efelse/efelse-results/efelse-results?set_language=en

• Projecthttp://efelse.iacm.forth.gr/

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THANK YOU FOR YOUR ATTENTION