This document discusses learning evaluation approaches for EU structural funds programs in Sweden. It outlines how Sweden implemented ongoing evaluation at multiple levels during the 2007-2013 programming period, including for the implementation organization, programs, and major projects. This included establishing evaluation teams, learning networks, conferences, and process support projects. The goal was to shift evaluations from being ritualistic to supporting critical and constructive knowledge formation through reflective learning processes and continuous improvement.
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This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Adele Atkinson, PhD, OECD Policy Analyst,
Financial Education and Consumer Protection Unit, presentation from the workshop launching the Financial Education Financial Literacy Program in the Russian Federation, Moscow, April 4, 2011
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Adele Atkinson, PhD, OECD Policy Analyst,
Financial Education and Consumer Protection Unit, presentation from the workshop launching the Financial Education Financial Literacy Program in the Russian Federation, Moscow, April 4, 2011
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Highly effective in Humanitarian Projects and structural discipline in relation to Resilience, Education, Governance, Livelihood for Rural developmental and emergency and providing relevant trainings in livelihood, Resilience.
Leila Edwards' overview presentation at the 'Going Live' event at Birmingham City University on 13 November
This event shared the UCB experience of managing live projects as a key area of the curriculum offering authentic experiential learning to our students. Delegates had the opportunity to discover the range of projects and exchange information with both the staff and students who are involved with them. Case studies will be drawn from Hospitality, Events and Tourism disciplines at both undergraduate and postgraduate levels.
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Highly effective in Humanitarian Projects and structural discipline in relation to Resilience, Education, Governance, Livelihood for Rural developmental and emergency and providing relevant trainings in livelihood, Resilience.
Leila Edwards' overview presentation at the 'Going Live' event at Birmingham City University on 13 November
This event shared the UCB experience of managing live projects as a key area of the curriculum offering authentic experiential learning to our students. Delegates had the opportunity to discover the range of projects and exchange information with both the staff and students who are involved with them. Case studies will be drawn from Hospitality, Events and Tourism disciplines at both undergraduate and postgraduate levels.
At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
This guide has been produced for Our Place areas who are implementing their Operational Plans, to support you to explore the reasons and uses for evaluation, and why it might help to add value to your work. It explores the principles that underpin robust (but realistic) evaluation, presenting guidelines that you can use to inform the development of your own evaluation plan.
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...jamesk7901
Work Based Learning Qualifications (WBLQUAL) examines how Employers, Learners and Higher Education Institutions (HEIs) can benefit from working together to provide quality and affordable training to employees.
This presentation was presented at ICERI 2012 in Madrid by Rosemary Borup (Staffordshire University). More information can be found at www.wblqual.com.
This presentation is all about the project Management which includes level of success of a project, Monitoring & evaluation, LFA in view of development sector. This presentation has been prepared in view of development/Social or Non-profit sector.
Note: Any kind of feedback from industry experts will always be appreciated.
‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
01062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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हम आग्रह करते हैं कि जो भी सत्ता में आए, वह संविधान का पालन करे, उसकी रक्षा करे और उसे बनाए रखे।" प्रस्ताव में कुल तीन प्रमुख हस्तक्षेप और उनके तंत्र भी प्रस्तुत किए गए। पहला हस्तक्षेप स्वतंत्र मीडिया को प्रोत्साहित करके, वास्तविकता पर आधारित काउंटर नैरेटिव का निर्माण करके और सत्तारूढ़ सरकार द्वारा नियोजित मनोवैज्ञानिक हेरफेर की रणनीति का मुकाबला करके लोगों द्वारा निर्धारित कथा को बनाए रखना और उस पर कार्यकरना था।
role of women and girls in various terror groupssadiakorobi2
Women have three distinct types of involvement: direct involvement in terrorist acts; enabling of others to commit such acts; and facilitating the disengagement of others from violent or extremist groups.
31052024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
03062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
In a May 9, 2024 paper, Juri Opitz from the University of Zurich, along with Shira Wein and Nathan Schneider form Georgetown University, discussed the importance of linguistic expertise in natural language processing (NLP) in an era dominated by large language models (LLMs).
The authors explained that while machine translation (MT) previously relied heavily on linguists, the landscape has shifted. “Linguistics is no longer front and center in the way we build NLP systems,” they said. With the emergence of LLMs, which can generate fluent text without the need for specialized modules to handle grammar or semantic coherence, the need for linguistic expertise in NLP is being questioned.
1. Walking on two legs:
LEARNING EVALUATION
• Göran Brulin, Senior Analyst and professor,
Swedish Agency for Economic and Regional
Growth
• Sven Jansson, National Coordinator for
Evaluation and Monitoring, Swedish ESF
Council.
1
2. Walking on two legs:
LEARNING EVALUATION
According to the strategy “Europe 2020” an economy
based on knowledge and innovation should be
developed. EU should promote a resource efficient,
greener and more competitive economy that leads to
growth. It should foster a high-employment economy that
help deliver social and territorial cohesion!
2
3. Smarter, inclusive growth calls for
a change in how programs and projects
are conducted and funds carried out!
• There is a lack of learning approaches in
evaluations!
• Evaluations are conducted just for the sake of
evaluation!
• Evaluations are ritual and symbolic activities
rather than processes for critical and constructive
knowledge formation!
3
4. Reflections after the last programming
period regarding learning and evaluation:
- The Swedish National Audit Office: too much detailed control and
monitoring – too small investments in learning to support regional
development!
- Swedish Institute for Growth Studies: big investment in regional
development projects from the EU funds, almost no effects on regional
growth can be identified!
- Swedish Agency for Public Management: too many small projects; too
scattered project portfolio; hardly any cooperation between the Regional
and Social funds!
- The Guidelines from the Commission: the traditional mid-term
evaluations were often conducted too late and had little impact on the
implementation of the programmes; should be replaced by ongoing
evaluation in projects and of programmes this programming period!
4
5. Learning spiral:
Joint evaluation ”Public debate”
of the for sustainable
implementation regional growth
organisation and jobs!
”Evaluation
capacity building”
”Ongoing evaluation” of
programmes and in projects.
5
6. The main task in the new generation of
evaluation is to organise reflective learning
processes for continuous improvement!
• Mid term evaluation came too late and was too expensive;
minor impact in managing of the programmes.
• Quantitative rather than qualitative focus.
• Indicatororiented evalutions means heavy focus on activities in
the projects (at the expense of the overall objectives). How
convincing are the core indicators?
• Limited learning in the projects, in the program context and
between stakeholders in national framework (labour market
policy and regional growth policy actors).
6
7. Actions taken in Sweden during the
programming period 2007 – 2013:
• Ongoing evaluation of the eight ERDF programs,
and in major strategic projects.
• Ongoing evaluation in ESF (OP) and in major of
project.
• Joint evaluation between the ESF and ERDF of
the implementation organisation.
• Joint university course and reader in Learning
Through Ongoing Evaluation at five universities
7
8. Actions taken in Sweden during the
programming period 2007 – 2013
• Learning network between evaluator creates
learning and capacity building
• Joint learning conferences and seminars in each
of the eight regions/structural programmes
• Support project on Learning and Strategic Impact
8
9. Learning evaluation in the
organisation of implementation:
• The ongoing evaluation has initially focused on the effectiveness
processes of preparation of applications, case handling and
prioritisation.
During the second half of the programming period, the ongoing
evaluation:
• focus more on learning and strategic orientation.
• and on whether the implementation organisation has managed to
assimilate documented experience and steer towards the
programme goals better.
A main result of this effort has meant that customer focus has risen
in both funds and initial conflicts in the implementation
organisation have been solved!
9
10. Learning evaluation at the programme level:
• An ongoing evaluation and process support structure of the eight
Swedish regional fund programmes (ERDF:s) are carried out.
• Teams of researchers are continuously studying the progress of the
programmes, analysing the evaluation of the projects, and evaluating
how the work is progressing at regional level. The main task is to
ensure that the project portfolio is well balanced in terms of the
programme’s goals. Results and impacts are in focus.
• Learning processes between the projects and in the programmes have
been initiated and enhanced.
10
11. Learning evaluation at the project level:
• Larger projects are requested to carry out ongoing
evaluation. They are supposed to set up a plan for ongoing
evaluation, call for tender and learn from the ongoing
evaluation to support continuous improvements.
• This evaluation approach supports project leader as well as
managing authority and other stakeholders with knowledge.
• In general ongoing and learning evaluation at the project
level has meant a clearer focus on job creation, regional
growth and innovation.
11
12. The Social Fund support learning through
ongoing evaluation by different means:
• The Process Support Projects which aims to increase
opportunities for different actors in the system to set up
new projects that are innovative and have an additional
edge compared to traditional labour market policy.
• To shape learning to a wider circle of stakeholders and
system changes five Thematic Project, which are
designed to identify, refine and disseminate lessons
learned from the projects and programme, have been
started.
12
13. Structural fund programs could do better to
support innovation, job creation and growth:
• if they work as ”venture capitalist” with ongoing
evaluation of projects and learning processes within and
between the projects.
Thereby, both experiences from processes and knowledge
about ”products” and methods can be gathered.
By participation in public debate insights are spread and
regional development are energized.
13