THE EVALUATION OF THE IMPROVEMENT ON THE QUALITY OF EDUCATION BY SUPPORTING PROFESSIONAL DEVELOPMENT OF STAFF OF SCHOOL AND ADULT EDUCATION 2018 WARSAW

Research Team PROJECT LEADER ASSOC. PROF. PERVİN OYA TANERİ Çankiri Karatekin University, Educational Sciences oyataneri@karatekin.edu.tr Researchers Res. Asst. Emrah ALTUN, Hacettepe University, Department of Statistics Res. Asst. Y. Emre AYNA, Bingol University, Department of Political Science and Public Administration Res. Asst. Gülsevim EVSEL, METU, Science and Technology Policy Studies, Van 100. Yil University, Department of Sociology Res. Asst. Feyza KORKMAZ SAĞLAM, Ankara Yildirim Beyazit University, Department of Sociology

Content of the Presentation Purpose General Information About the Project General Objectives of the Project Specific Objectives of the Project Method Data Collection Data Analysis Findings Discussion Conclusion & Recommendations

Purpose The evaluation and impact analysis of the activities in “Improving the Quality of Education by Supporting Professional Development of Staff of School and Adult Education” project. The purpose of this analysis is to reveal the effects of participating in the project on beneficiaries (staff). on the institutional capacity development of institutions.

Method Mixed research method is used in both obtaining quantitative and qualitative data. Data Collection Analysis Reporting

Data Collection Process In data collection ’Participant Report Form” from Mobility Tool, Semi-structured Individual Interview Form, Semi-structured Focus Group Interview Form, Institutional Capacity Building Questionnaire were used by the researchers.

Research Design

Participants of this study Focus Group Interviews School Education—12 Adult Education—8 A total of 20 focus group interviews were conducted All focus group interviews were conducted by face to face interview method. Individual Interviews Face to face interviews – 18 (12 in School education, 6 in Adult education) Electronically conducted interviews - 18 ( via Skype, telephone, internet etc.) A total of 36 individual interviews were held.

Distribution of participants according to Erasmus + School Education (SE) and Adult Education (AE) projects in the data collection process

Findings The findings of the impact assessment study are presented in the subheadings of; General Characteristics of the Projects of Erasmus+ School Education and Adult Education Staff Mobility Qualitative Analysis Results of the Projects on the Staff Effects of the Projects on the Institutions

Distribution of participants by host organization (country) Participants took part of mobilities in 29 countries. The top three countries with the highest mobility carried out: Spain, Czech Republic, and Netherlands. SE Spain (821) Czech Republic (698) Netherlands (681) AE Germany (306) Italy (271) (238) Participants took part of mobilities in 22 countries. The top three countries with the highest mobility carried out: Germany, Italy, and Spain

The areas in which the participants of Erasmus+ School Education and Adult Education Staff Mobility achieved the improvement by participating the mobility… %98.59 cultural awareness and expression competencies %97.56 interpersonal and social competencies %96.96 emotional skills (e.g. Having more self-confidence etc.)

Improved Areas %93.50 gained sector-specific or practical skills relevant for current job and professional development, %94.89 shared their knowledge and skills with their students and/or other persons , %75.75 built cooperation with players in civil society %68.46 built cooperation with players in labor market

Improved Areas %97.82 increased their social, linguistic and/or cultural competences, %96.21 increased their awareness on new methods of assessing / giving credit for skills and competences acquired in school / non-formal learning context,

By This Mobility… %93. 68 of participants upgraded their knowledge of school education systems in other countries, %96.78 of participants will lead to the use of new teaching methods/approaches/god practices at their sending institutions %96.57 of participants will lead to better motivation of learners in the subject they teach

Effects of Erasmus+ Projects on Institutions %91.78 introduction of new teaching subject(s), %92.97 internalization of the sending institutions, %92.31 introduction of further changes in the organization /management of the sending institution

The areas in which the participants of Erasmus+ School Education and Adult Education Staff Mobility achieved the improvement after the mobility… %97.60 learned from good practices abroad %96.47 gained practical skills relevant for their current job and professional development

Personal and Professional Development %96.11 increased social, linguistic and/or cultural competence, %92.43 increased their job satisfaction, %70.18 improved their competence in the use of Information and Communication Technology tools (e.g. Computer, internet, virtual collaboration platforms, software, ICT devices, etc.)

Increased Enterprise and Entrepreneurial Spirit Entrepreneurship, self-confidence, professional motivation awareness on foreign cultures, and the willingness to take innovative perspectives and to participate in new projects have been mentioned most frequently among the positive changes in attendants. Beside these participants in both adult education and school education projects seem quite eager to prepare new projects.

Increasing the Quality of the Studies Conducted for the Benefit of Students, Trainers, Apprentices, Adult Learners, Young People and Volunteers The project gave the employees of the institution an innovative perspective. The knowledge of new methods acquired during the mobility and implemented practices have contributed to the participants’ revision and reorganization of their work in their own institutions.

Capacity Increase for Making Changes Brought by Modernization and International Expansion of Educational Institutions According to the administrators, the system they have observed here was working more successfully in terms of material resources, organized and disciplined and responsible working attitudes and technical support. Participants made some innovations in institutional buildings and used materials in order to improve the functioning of their institutions in the directions of their observations.

Increasing Motivation in Participating Education or Training (Formal / Non-formal) in the Future It has been seen that after the activities, the motivation of the projects, to write new projects, to go abroad, to learn new skills and information were increased.

Implementations and Institutional Arrangements Towards Increasing the Capacity to Meet the Needs of Disadvantaged People Participants stated that after their participation in the activities, the practices for disadvantaged groups started to be applied in their institutions. The knowledge level and awareness of the participants on the new approaches used in the field of special education have been increased.

The Effects of Projects on Institutional Capacity Development Generally, projects integrate people to the activities both at the levels of institutions and their staff. It is seen that there were innovative viewpoints, An increase in the professional competence with the new professional gains in institutional scope,

Dissemination Activities and the Use of Project Outcomes Participants’ works in sharing the knowledge from the outcomes, courses and findings that they had gained from the mobility activities were not limited with their institutions/organizations, these works had raised awareness on a wide community on the basis of their province and district.

The Performance Level of the Projects about the Needs and Expectations of the Individuals Content and Scope: It is seen that the scope of the projects was sufficient in general. Duration of the Mobility: The duration of the activities was stated as sufficient for the needs in general. Budget of the Mobility: The budget was sufficient.

Conclusion and Recommendations Participation in Erasmus+ projects has a significant impact on both the professional development of the staff as well as the increase of the institutional capacity. The goals of the Erasmus+ projects are achieved, the activities were appropriate for the project and the implementing/ host institution has sufficient capacity.

Conclusion and Recommendations Increased awareness of European funding mechanisms by institutional managers will lead to encourage staff working in their institutions to re-participation such mobility activities to; Create more democratic environment, use of new teaching/ training methods / approaches/ good practices, Changes in the organizational and management forms of institutions Increase of cooperation with foreign institutions and organizations so institutions will be more internationalized.

The impact analysis report and the short films for project promotion can be accessed from the links below. The impact analysis report http://www.ua.gov.tr/docs/default-source/default-document-library/değerlendirme-raporu-genişletilmiş-özet(ingilizce).pdf?sfvrsn=0 Cinevision demonstration film-1 https://www.youtube.com/watch?v=tvMkXmSplSk Cinevision demonstration film-2  https://www.youtube.com/watch?v=uEu57Drlofo