ESF Ex post evaluation: State of play Kamil VALICA DG EMPL – Impact Assessment, Evaluation Unit ESF Evaluation Partnership meeting, Rome, 26 November 2014

Content 1.Architecture of ESF ex post evaluation 2.State of play of ESF ex post evaluation studies

1. Architecture of ESF ex post evaluation

Expert support Access and sustainable integration into employment Investing in human capital Synthesis 3 Thematic studies Supporting integration into the labour market and society Preparatory study Expert Evaluation Network - Country and Synthesis reports Other Commission evaluations during Preparatory work

Additional thematic ex post evaluation study on Delivery Systems Run by DG REGIO in cooperation with DG EMPL Covers ERDF, ESF, ETC, Cohesion Fund and IPA Criteria according to which delivery is successful: Accountability Legality and regularity Delivery of results Timeliness Responsiveness Reasonable cost Identify the main factors that influence these criteria

2. State of play of ESF ex post evaluation studies

General Approach to ESF thematic ex post evaluation studies Overview part Covers 27 MS Uses quantitative and qualitative data from OP document, AIRs, other implementation documents, contextual information In-depth assessment Covers a selection MS Maps all interventions in the study field (clusters) Analyses selected representative sample of interventions

Supporting integration into the labour market and society Inception and Interim no. 1 reports approved Focus on AT, CY, FI, LT, LU, NL, RO and UK 129 relevant interventions (long-list) identified and classified into 6 clusters 58 interventions selected for in-depth research

Supporting integration into the labour market and society - clusters -1/ Supporting/enabling interventions -2/ Interventions with an employment objective o 2/a. Interventions which support the labour market integration of disadvantaged groups through counselling, guidance and training o 2/b. Interventions which have employment as an output o 2/c. Interventions aimed at sustaining employment -3/ Pathway approaches -4/ Systemic interventions

Investing in human capital Inception report approved and Interim no. 1 finalised Focus on BG, CZ, DK, FR, IE, IT, LV, MT and PT 318 interventions identified and classified into 11 clusters 87 interventions selected for in-depth research

Early childhood education and care -Enhancing access to ECEC -Improving quality of ECEC Early childhood education and care -Enhancing access to ECEC -Improving quality of ECEC Initial VET Initial general education Quality and labour market relevance of VET -Development of labour-market relevant curricula -Supporting the continuous professional development of teachers and trainers (including key competences, professional skills, labour market relevance work experience) -Supporting work-based learning models in VET -Supporting quality assurance in VET Quality and labour market relevance of VET -Development of labour-market relevant curricula -Supporting the continuous professional development of teachers and trainers (including key competences, professional skills, labour market relevance work experience) -Supporting work-based learning models in VET -Supporting quality assurance in VET Higher education & researchAdult education Lifelong learning systems and frameworks -Implementation of transparency tools, including the development of national qualifications frameworks, ECTS, ECVET -Developing lifelong learning services, including validation of prior learning and guidance -Developing systems for skills anticipation -Developing flexible provision, e.g. distance/online open education services, local learning and guidance centres, local&regional learning partnerships, etc Lifelong learning systems and frameworks -Implementation of transparency tools, including the development of national qualifications frameworks, ECTS, ECVET -Developing lifelong learning services, including validation of prior learning and guidance -Developing systems for skills anticipation -Developing flexible provision, e.g. distance/online open education services, local learning and guidance centres, local&regional learning partnerships, etc Investing in human capital – clusters Reduction of early school leaving and inclusive education -Preventive measures for early school leavers -Addressing the needs of SEN pupils -Support to disadvantaged pupils and activities to re-engage drop-outs including through non-formal learning, youth work, specialist support providers (health, legal, etc) working with families, mediators, etc through a cross-sectoral partnership approach -Training and support for teachers and youth workers -Addressing multicultural diversity in classrooms, and support pupils from migrant and Roma background Reduction of early school leaving and inclusive education -Preventive measures for early school leavers -Addressing the needs of SEN pupils -Support to disadvantaged pupils and activities to re-engage drop-outs including through non-formal learning, youth work, specialist support providers (health, legal, etc) working with families, mediators, etc through a cross-sectoral partnership approach -Training and support for teachers and youth workers -Addressing multicultural diversity in classrooms, and support pupils from migrant and Roma background Quality of school education -Improving initial teacher education -Supporting continuous professional development of teachers (incl. key competences) - Development of evaluation and quality assurance methods in schools -Development of curricula and innovative teaching methods, including in key competences (e.g. basic skills, ICT skills, foreign language, entrepreneurship) -Developing key competences of pupils -Developing pupils competences through non-formal learning Quality of school education -Improving initial teacher education -Supporting continuous professional development of teachers (incl. key competences) - Development of evaluation and quality assurance methods in schools -Development of curricula and innovative teaching methods, including in key competences (e.g. basic skills, ICT skills, foreign language, entrepreneurship) -Developing key competences of pupils -Developing pupils competences through non-formal learning Quality of higher education -Programme development linked to labour market relevance -Quality assurance -Staff training, mobility and international partnerships -Developing technology-enabled learning Quality of higher education -Programme development linked to labour market relevance -Quality assurance -Staff training, mobility and international partnerships -Developing technology-enabled learning Participation and mobility of HE students -Scholarship and other support to excellent, disadvantaged and students from non- traditional backgrounds -Outreach activities, incl. communication to attract students, and prevention of dropout -Mobility of students -Offer of continuing professional learning programmes Participation and mobility of HE students -Scholarship and other support to excellent, disadvantaged and students from non- traditional backgrounds -Outreach activities, incl. communication to attract students, and prevention of dropout -Mobility of students -Offer of continuing professional learning programmes Research and innovation -Support to PhD students, including through structured training -Capacity building of researchers, fostering employability -Networking between research, higher education and businesses Research and innovation -Support to PhD students, including through structured training -Capacity building of researchers, fostering employability -Networking between research, higher education and businesses Up-skilling and requalification of adults -Basic skills -Key competences and transversal skills -Professional skills and qualifications -Second chance education Up-skilling and requalification of adults -Basic skills -Key competences and transversal skills -Professional skills and qualifications -Second chance education Professional up-skilling of employed people -Specific vocational skills -Key competences and transversal skills -Continuous professional development Professional up-skilling of employed people -Specific vocational skills -Key competences and transversal skills -Continuous professional development Transition to the labour market for young people -Career guidance -Traineeships, apprenticeships as part of VET or HE studies -Apprenticeships and traineeships for young unemployed people who left formal education Transition to the labour market for young people -Career guidance -Traineeships, apprenticeships as part of VET or HE studies -Apprenticeships and traineeships for young unemployed people who left formal education

Investing in human capital – clusters

Access and sustainable integration into employment Draft inception report submitted and revised version awaited in December 2014 (incl. Cluster framework) Focus on BE, DE, EE, ES, FR, GR, HU, IT, PL, SE SI and SK Interim phase 1 Mapping and classification of interventions Selection of interventions for in-depth research

Information needs for all 3 thematic ex post evaluation studies In-depth assessment of selected interventions below sub-priority level requires a close collaboration with the MAs to obtain data on: Interventions: objectives, target groups, projects, contact details of project promoters, etc. Expenditure (allocated and actual) Indicators (output, result, impact) Annex XXIII data

Synthesis Request for services within the Framework Contract Launched 24 October Bids submitted 24 November Evaluation in December Expected start in January 2015, for 15 months